Poster: Education & outreach

Abs # 941: Agriscience Reform in Agricultural Education at Clemson University

Presenter:	Sparace, Salvatore A., smsprc@clemson.edu
Authors	Sparace, Salvatore A. (A)   Cummings, John R. (A)   Dobbins, Thomas R. (B)   Layfield, Dale  (A)   Minor, Christine  (A)   Waldvogel, Jerry A. (A)
Affiliations:	(A): Genetics, Biochemistry & Life Science Studies Dept., Clemson University (B): Agricultural & Biological Engineering Dept., Clemson University

The Agricultural Education faculty at Clemson University recently made extensive revisions to its Agricultural Education curriculum. These revisions were based on expert committee recommendations and are in line with recent national trends emphasizing a shift from traditional vocational education in agriculture towards curricula based on contemporary “Agriscience” approaches to teaching agriculture. The most significant revisions include the creation of three new courses that reflect the much greater dependence of modern agriculture on science and technology. These are 1) Teaching Agriscience, 2) Agriscience Institute, and 3) Biotechnology in Agricultural Education. All three courses weave a solid component of basic science with applications appropriate for agricultural education including information acquisition, lesson development and experience with commercially available teaching resources. The Agriscience Institute also introduces students to careers in agriscience, with presentations given by agriscience professionals and field trips to agriscience-based industries. The Agriscience Institute also illustrates how teaching agriscience concepts can be effectively used to satisfy national education standards in math and science. After its first year of implementation, Clemson’s efforts towards agriscience reform have been met with mixed responses from students, teachers and professionals affiliated with Agricultural Education in South Carolina. Most agree that a greater integration of science and technology into high school agriculture is necessary and beneficial, however, some are concerned about the extent of, and the means for such integration. Further details of curriculum reform and participant feedback will be discussed.