Transformation of the Curricula in Applied Agricultural Disciplines

为了应对各种基于地理空间的新技术在农业领域的快速实施，该项目正在通过基于情境的体验式学习将实时传感器和监测技术整合到教学课程中，从而改进一些现有的技术农业计划。该项目正在该机构的工作农场开发一个信息增强、技术先进的农业户外实验室，该实验室将作为整合课程中各种课程的焦点。与在每个学科中独立实施基于地理空间的传感器和监测技术不同，来自各种学科的信息正在通过利用新安装的技术的活动进行整合。这些正在生成系统级信息，为学生提供决策和规划经验。该项目扩大了学生对相关技术项目的参与，开发并整合了将传感器和监测技术纳入现有农业教育计划的新课程，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来增强农业劳动力，这些毕业生为雇主带来创新技术和技能。此外，该项目为希望在四年制大学继续接受教育的训练有素的转校生提供了更好的途径，为教师之间发展和维持强有力的跨学科互动提供了机会，并从传统上得不到充分服务的农村人口中招收学生进入技术领域。强有力的形成性评价组成部分为项目的发展和最终成功提供了信息和支持，总结性评价结果正在全国农业教育会议上展示，并通过ATE农业知识中心与他人分享。

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.