Course Offerings

This course encourages students to see the world from the educator's perspective to better understand how learning works, the importance of student motivation, and how to identify and use effective pedagogical strategies. By encouraging students to "step into the role of the educator" and experience education from a different perspective, this course empowers students to become better lifelong learners, apply evidence-based learning and teaching strategies, and use the educator's perspective to address challenging problems.

Agriculture: So essential yet so misunderstood! How is agriculture the foundation of our economy and fundamental to our standard of living? How has agriculture evolved to provide the most abundant and reliable food supply in the history of mankind? Whatis the role of technology in producing, processing, and marketing an abundance of agricultural products? How is agriculture adapting to the changing climate and population demands? With so many questions about food and nutrition, where can one find answers? From both natural and social scientists perspectives students will explore American agriculture.Students will engage in discussions regarding many current topics relating to agriculture and the interrelationship of nature and social forces as societies pursue of energy for living organisms. Students will be able to identify the major agricultural production areas and combine natural and social science perspectives as they apply learned knowledge of present day agriculture in order to make informed decisions as consumers. The course is designed for students with limited agricultural knowledge who wish to expand their knowledge base in this essential field of study.

The course provides a background in resiliency research to assist learners in acquiring the knowledge and strategies to enhance personal and professional resilience. Understand, assess, plan, and apply resiliency practices that manage stress to foster academic, personal and professional development.

The events and people that have influenced and shaped the Wildcat traditions that are part of The University of Arizona will be explored.

Characteristics of effective advisors, leadership styles, strategies for the management and organization of youth groups in agriculture, practice in leadership development techniques.

This course is designed as a work world preparation course for all majors. As students ready to leave the relative safety of the cocooned worlds of their chosen disciplines, this course provides practical tools and information necessary to succeed in a diverse and changing world of work. By combining interactive learning, current and relevant readings, and key presenters, the course will help completers integrate more smoothly into the next phase of their lives. As the world shrinks and we find ourselves playing roles in an increasingly diverse society, understanding the communication process and how culture, race and gender affect interpersonal communication becomes ever so more important for all of us. The class will take an objective look at our own beliefs and the beliefs and systems espoused by our chosen disciplines. The students who graduate today will create the way our fields operate in the future.

Students will plan, facilitate, and assess learning experiences for myriad situations. Students will be able to identify and apply resources and methods for facilitating learning with multiple audiences. Students will also learn how to develop objectives and assessments, as well as design materials to use in the facilitation process.

Specific methods, objectives, organization of subject matter, and evaluation in the various subjects.

This course is designed to prepare preservice agriculture teachers to work with the intracurricular and peripheral programs that are an integral part of the three circle model of agricultural education. Course content will include: Supervised Agricultural Experience (SAE) programs, the National FFA student organization, and school and community relationships in a formal education setting.

Designed to prepare student teachers for their year in preservice. Provides introductory material on curriculum development, record books and SAEs (experiential education), and the FFA as it relates to agricultural education.

Basic principles and operative skills in construction and maintenance which are part of agricultural operations in production and urban agriculture systems. Principles for wood and metal construction, inert gas welding, plasma cutting, and construction of wood and metal projects are included. Major emphasis is placed on safety in the laboratory.

We use energy every day. We rely on multiple energy sources to supply our increasing appetite to power our technology, to give us light, and to regulate temperature and light. Energy is used in transportation, in our homes and businesses, and in our manufacturing and in the field of agriculture in the production of our food and fiber. What is our energy-consuming-impact on our environment? There are alternative energy sources. What are they? How are they used? What are their limitations? This course will explore both renewable and nonrenewable energy sources used in Arizona and the United States. What are the historical and economic impacts?

The fundamentals of electric power, electric motors, and leveling and measurement, and the internal combustion engine. Subject matter is selected to provide the fundamentals of applied mechanical knowledge and skills basic to urban agricultural mechanization and appropriate for instructional programs in agricultural mechanics at the secondary school level.

In this course, students will examine and develop a set of attitudes, skills, and behaviors that support an entrepreneurial mindset. Particular emphasis will be on learning how to identify opportunities to solve unmet economic and social needs and to marshal the resources necessary to create and deliver value for stakeholders.

This course introduces learners to a broad range of readings addressing practical and theoretical leadership principles. Participants will be expected to critically examine readings and associated videos/movies. Participants will have the opportunity to apply principles from the course in a field project where particular emphasis will be placed on enhancement of self-awareness and leadership capabilities through the documented development and assessment of the field project.

Principles and practices in planning, developing, conducting, and evaluating leadership programs for agricultural groups. The intended audience is the College of Agriculture and Life Sciences (CALS) students. The course focuses on helping students better understand themselves and others; improving group communication; becoming effective leaders and members of groups; improving leadership and personal development skills; assessing leadership situations, determining and administering appropriate leadership strategies, and evaluating results.

This course is an exploration of the principles and practices of entrepreneurial leadership, and the application of such principles and practices within agricultural and rural communities, the cooperative Extension system, educational organizations and systems, agricultural agencies at the local, state, and federal levels, and agricultural enterprises and life sciences industries. Emphasis is placed on the knowledge and skills required to effectively lead change within and across organizations, communities, and settings that intersect the agricultural and life sciences fields.

Principles and processes of knowledge diffusion and methods of transferring appropriate technology to user/clientele groups. Communicating effectively within organizations.

Understanding the historical social and economic values of career and technical education through investigation of federal laws, and state policies. As well as, developing a symbiotic philosophy with administration, theories, and principles in mind in regards to programs in the secondary school.

Creating an understanding for the development of robust classroom curriculum, aligned with Arizona State and CTE standards, and incorporating learning devices geared for student success. This development process will focus on the total program within CTE, and assist in planning year-long curriculum maps with an emphasis on writing objectives, cross walking standards, and elaboration on objective building for full lesson creation and implementation. Lesson content and teaching methods will be tailored into the next course of CTE 420/520.