Preparing for Session 25

Please read Reading #15 AND one of the three links I tweeted on the topic of engaging youth in agriculture (find them right next to this post or under #AEE400).  If you can find your own link about youth in agriculture, please feel free to share it with your classmates.

Preparing for Session 23

Please visit the Reading #14 folder in ANGEL.  Peruse at least two of the resources - there are videos, short articles and websites that address various aspects of innovation in education.  You might want to do some additional research to find examples of implementation, etc.

As you research these innovations, consider:

1. Why is innovation in education needed?
2. What characteristics make the idea/technology/etc innovative?
3. Is the innovation widely diffused? 
4. Which learning environments is the innovation best suited for?  Could the innovation be adapted to other learning environments?
5. What are the barriers to innovation implementation?

Readings: Sessions 21 and 22

Please read #12 for next Tuesday, Session 21 and #13 for next Thursday, Session 22.  NOTE THAT THIS IS A CHANGE FROM WHAT IS PRINTED IN THE SYLLABUS.

Local vs. Global Science (Reading #12)

• What is local science/indigenous knowledge?
• What is global science/knowledge?
• What are the similarities and differences between local and global science?
• Why is local science important to agriculture?  To education?
• Does local science always clash with global science?
• Can you think of an example of local science/indigenous knowledge in your own life?

Diffusion of Innovations (Reading #13)

• What is diffusion?
• How does diffusion relate to education?
• How did diffusion of innovations begin?
• Can diffusion be harmful?
• consider the examples in the chapter.  why are some instances of diffusion more successful than others?
• Make sure that you can define all the main terms highlighted in the chapter.

Case Study Sign-ups

Can't remember which country case study you signed up for?  Here's the list:

Senegal - M. Rider

Ghana - Matt

Uganda - Mary

Kenya - Cara

India 1 - Rachel

India 2 - Nate

Bangladesh - Silvia

Malawi - Mike

Burkina Faso - Addie

Ecuador - Samantha

Change in reading assignments

For Tuesday, March 17, please read #8 and #10.  For #10, read the case study that you signed up for in class.

On Tuesday, March 17, bring two copies of the following: a 250 word abstract summarizing the case study and a detailed SWOT analysis.  One copy will be turned in at the beginning of class in place of your reading quiz and the second copy will be for sharing in class.

Note: reading #9 is optional.

Global Learning Plan

Before coming to the Global Learning Plan Workshop on Thursday, make sure to review Reading #7 (SMART goals) posted on ANGEL.

Practice writing at least two SMART goals before coming to class.  Check your work to make sure that you have included all of the criteria of a SMART goal.

Social Barriers - from the Thunderbirds

Expectations
◦Subject (Math/Science)

◦Skillset based on gender alone

◦Family Backgrounds

◦Value of Education

◦Cultural Norms

◦Programs/ lack of programs

◦Programs put in place to exclude women

◦Social Tension

◦Low social status of women and traditional image of the role of women in society

◦ Negative perception of the education of girls and women

◦Girl’s education seen as incompatible with religious or traditional principles

◦Early marriage and pregnancy

◦Over-importance given to dowry

◦Low educational level of parents

◦Difficulty for educated girls to get married

◦immigration

Value of education scholarship...
Archer, L., Hutchings, M., Ross, A., Leathwood, C., Gilchrist, R., & Phillips, D. (2003). Higher Education and Social Class. RoutledgeFalmer. Retrieved February 1, 2015, from https://books.google.com/books?hl=en&lr=&id=g2iBAgAAQBAJ&oi=fnd&pg=PP1&dq=social barriers in education&ots=KYqVoecVzb&sig=__oXxKHRT3NtxQPTO-kXF9gz6h4#v=onepage&q=social barriers in education&f=false