Transformation of the Curricula in Applied Agricultural Disciplines

为了应对各种新的基于地理空间的技术在农业部门的快速实施，该项目正在改进一些现有的农业技术方案，通过基于背景的体验式学习将实时传感器和监测技术纳入教学课程。该项目正在该机构的工作农场开发一个信息强化、技术先进的农业户外实验室，作为将各种课程纳入课程的协调中心。不是在每个学科内独立实施基于地理空间的传感器和监测技术，而是通过利用新安装的技术的活动来整合来自各种学科的信息。这些正在生成系统级信息，为学生提供决策和规划经验。该项目旨在扩大学生对相关技术项目的参与，开发和整合新课程，将传感器和监测技术纳入现有的农业教育计划，并培训教师了解和利用这些新技术。该项目通过培养技术熟练的毕业生，为雇主带来创新技术和技能，增强农业劳动力。 此外，该项目还为希望在四年制院校继续接受教育的受过良好训练的转学生提供了更好的途径，为发展和保持教师之间强有力的跨学科互动提供了机会，并从传统上服务不足的农村人口中招募学生进入技术领域。 项目的发展和最终的成功是由一个强大的形成性评价组成部分提供信息和支持，总结性评价结果正在国家农业教育会议上提出，并通过ATE农业知识中心与其他人分享。

In response to the rapid implementation of a variety of new geospatially-based technologies into the agricultural sector, this project is improving a number of existing technical agriculture programs by integrating real-time sensor and monitor technologies into teaching curricula through context-based experiential learning. The project is developing an information-enhanced, technologically-advanced agricultural outdoor laboratory at the institution's working farm that is serving as a focal point for integrating a variety of courses in the curriculum. Instead of implementing geospatially-based sensor and monitor technologies independently within each discipline, information from a variety of disciplines is being integrated through activities that are utilizing the newly installed technologies. These are generating system-level information that is providing students with decision making and planning experiences. The project is providing expanded student participation in contextual technology projects, developing and integrating new courses that incorporate sensor and monitor technologies into existing agricultural education programs, and training faculty to understand and utilize these new technologies. The project is enhancing the agricultural workforce by producing technologically adept graduates who are bringing innovative technologies and skills to employers. Moreover, the project is providing an improved pathway for highly-trained transfer students who wish to continue their education at a four-year institution, providing opportunities to develop and maintain strong cross-disciplinary interactions among faculty, and recruiting students from traditionally under-served rural populations into technological fields. Project development and ultimate success are being informed and enabled by a strong formative evaluation component, and summative evaluation results are being presented at national agricultural education meetings and shared with others via the ATE AgroKnowledge Center.