Virginia Veterinary Science Curriculum Resources
| dc.contributor.author | Heishman, Sherry A. | en |
| dc.contributor.committeechair | Seibel, Megan M. | en |
| dc.contributor.committeemember | Anderson, James C. II | en |
| dc.contributor.committeemember | Hillison, John H. | en |
| dc.contributor.department | Agricultural, Leadership, and Community Education | en |
| dc.date.accessioned | 2015-12-18T13:27:21Z | en |
| dc.date.available | 2015-12-18T13:27:21Z | en |
| dc.date.issued | 2015-12-09 | en |
| dc.description.abstract | A historical look at agriculture education curricula allows us to move forward to provide teaching tools and strategies for our students to experience greater academic achievement while also encouraging them to expand their 21st century skillset. In many classrooms, teachers are looking to find teaching resources and tools for veterinary science; they are looking for ways to increase student engagement. More specifically, teachers are looking for resources to help students develop the competencies to make them globally competitive in the job market. History has shown that students are not reaching their full potential and experience relatively high levels of anxiety and frustration, which negatively impacts learning. The global market for the agriculture industry has drastically changed since 1917 and so should the curricula and education options offered to students. Providing multiple hands-on and problem-solving learning opportunities as the foundation of agricultural education has allowed, coupled with engagement and contemporary strategies such as STEM and critical thinking activities, an increase in student engagement. The teaching tools provided by this project encourage hands-on educational experiences related to real world experiences. To assess the curriculum, teachers and administrators reviewed, assessed, and provided feedback on the resources and activities. Overwhelmingly, respondents stated that the activities were well thought-out, would be beneficial for increasing students’ learning, and provided problem-solving learning opportunities for students. Further respondents indicated that the activities could easily be incorporated into lesson plans. Additionally, the teaching tools were aligned with Virginia Department of Education competencies and Standards of Learning. Further curriculum should be developed to allow all Virginia students to benefit. | en |
| dc.description.degree | MALS | en |
| dc.format.mimetype | application/pdf | en |
| dc.identifier.uri | http://hdl.handle.net/10919/64330 | en |
| dc.language.iso | en | en |
| dc.publisher | Virginia Tech | en |
| dc.rights | In Copyright | en |
| dc.rights.uri | http://rightsstatements.org/vocab/InC/1.0/ | en |
| dc.subject | experiential learning | en |
| dc.subject | veterinary science | en |
| dc.title | Virginia Veterinary Science Curriculum Resources | en |
| dc.type | Learning object | en |
| dc.type | Report | en |
| dc.type.dcmitype | Text | en |
| thesis.degree.discipline | Education | en |
| thesis.degree.grantor | Virginia Polytechnic Institute and State University | en |
| thesis.degree.level | masters | en |
| thesis.degree.name | Master of Agricultural and Life Sciences | en |