Max Sherman has been in the classroom for 35 years, and a large chunk of that time has been spent preparing his students to be global citizens. He and wife Linda team-teach in Oregon at Tillamook High School, located in a small, rural town of 5,000. The husband and wife team sees the value in global awareness no matter where the kids come from or what their plans are after high school. Continue reading
Michael Rouse, the vice president of diversity, philanthropy and community affairs and president of Toyota U.S.A. Foundation, has been with Toyota for 34 years. In 2002 he met with the director of the National FFA Foundation and the National FFA Officers and was impressed by their presence and the statistics and stories they shared. Rouse then became intimately involved in strategies to diversify FFA and has been a key player in the FFA Diversity Project sponsored by Toyota since its inception. Here is a video of some of the great things Rouse and Toyota have supported. We spoke to Rouse to find out why global awareness is so important to students and their future.
FFA: Why is it important for students to have global experience?
Michael Rouse: Whether they have global experience or not, the globe is coming to America and to them. Continue reading
Shane Stevenson, an agriculture educator in Meridian, Idaho, is on a mission to bring global awareness to his students and his community. He teaches at Meridian High School, a magnet school fed by five high schools. With a population of 1,600 students, the school has two full-time agriculture educators. Continue reading
A collection of links from around the web curated to help FFA advisors and agricultural educators. This month, we’re focusing on the STEM education initiative.
Global agriculture experience
High school agriculture students can get a taste of global agriculture with the Adventure Spanish School. This is a one week immersion experience designed to immerse teen students in the culture, language and agriculture of Costa Rica. Continue reading
We get asked all the time for stories about agricultural education students who are engaging in global activities. Companies, government officials and educators want to know how we are preparing our students to be a part of the world’s industry of agriculture. They want to know if our students are going to be up for the challenge of producing, setting policy and partnering with other countries to feed the world. Continue reading