Education:
M.S. and Ph.D. in Beef Cattle Breeding and Management: University of Florida
B.S.A in Animal Science: University of Georgia
A.S. in Agriculture: Abraham Baldwin Agricultural College
Student Resources
Teaching Philosophy:
My method of motivating students starts with my love and enthusiasm for the subject, the livestock industry, teaching and people. Teachers should never walk on campus without exuding excitement and commitment to the mission. This feeling is very contagious. However, this must be an honest personality trait, for students can read an impostor. Students must believe that you truly care about them as an individual, and want them to succeed in your class, as well as in life. Teaching and advising students provide the challenge of a monumental task. I believe in managing students in the same way that I manage my own three children. Students look to faculty members as role models, both professionally and in day-to-day life. Students tend to follow the leadership of others, positive or negative. It is our duty to be the positive motivational force in their lives while they are exposed to us. In my work, this may start when I officiate a 4-H activity and continue into their professional career. I try to live my life as though the students are watching me for directions, because seldom am I out of sight of all students. I expect students to be honest, dedicated, inquisitive, well-spoken, charitable and concerned for those around them. I expect them to work more diligently than others, because they are thankful for their opportunities. I expect 100%. I also realize that none of them are perfect, and that they will make mistakes. I am responsible for utilizing a student’s mistake as a positive learning experience. I develop a close personal relationship with as many students as possible.
Subject matter is important, but employers usually are more concerned with a person’s ability to lead, speak, write, cooperate, motivate and stimulate. Teaching these skills is difficult. As educators, we seldom teach, but too often present information. Our mission should be to simply instill the desire to learn in the heart of the students, and leave the rest to them. Learning can take place without the effort of formal teaching. The effort of teaching does not always result in student learning. Curriculum design, course development, teaching methodology using the latest technology are all essential to the positive evolution of an educational system, the central essential is the creation of an open, inquisitive student mind.
Strategies for Advancing the Learning Process
I take a unique position in the classroom concerning facts. I encourage students to ask why, and discourage them from blindly entering information into memory. I encourage creativity, critical thinking, and innovative thought. To do this I must show them that I am human, capable of making mistakes, but willing to correct them. My methodology of teaching is varied in type, but centered on experiential learning. The common denominator in my methodology is the union of structure/flexibility. I am a very organized person who plans for the future, and this is evident in my teaching style. However, I utilize the opportunity to seize the teachable moment when it occurs. I am prepared to explore new avenues as they spontaneously reveal themselves in class. I have hundreds of students, each needing a different delivery method to inspire effort and interest.
Because of the nature of the material that I am responsible for teaching, interactive opportunities are imperative to knowledge transference and utilization. I teach courses at the introductory and capstone levels. It is important to use lab activities, as well as visual aids in lecture, to initiate interest among introductory students. My practical background and experience as a farm boy and county extension agent seems to augment the learning of my introductory students. The capstone experience that I have developed in my stocker/feedyard management course is the use of management teams and field trips. The senior level course spends eight weeks fusing and complimenting the animal science curriculum, thus preparing students for their field trip. The students are assigned to management teams, each responsible for certain areas such as personnel management or marketing. The team makes a group presentation to faculty and peers upon their return to campus. This presentation must utilize multimedia support and result in a consultant-like report of recommendations for the businesses.
Students have different learning styles, thus it is necessary to use a variety of teaching methods, rather than being trapped by the learning style of the instructor. Teaching at different levels of cognition is necessary for personal and professional development. Interactive learning is stressed throughout my courses, providing the students with the opportunity to make the use of information and procedure habitual before they begin their professional career.
Advising Philosophy:
Student advising is more than signing the registration forms. When I meet a new student, I evaluate his/her present level of competence in subject matter and life skills. The student and I will, as quickly as possible, develop his/her career goals. Then we will outline a curriculum, internship, part-time work, extracurricular activities and other methods of preparing the student for the future. I encourage interaction between students and industry professionals by inviting students to all activities that I attend. This also allows for many hours in the car where I have a trapped audience. Most students will be motivated by a faculty member's sincere concern for her/his future.
As I age and our student population grows, I find myself spending more time motivating and training other faculty members to provide a good advising environment for our students. It is no longer possible for me to spend weekly hours with every student. I have become more efficient with my time, and hope to pass on my experience to other faculty who desire to make a difference in the lives of our students.
Subject matter is important, but employers usually are more concerned with a person's ability to lead, speak, write, cooperate, motivate and stimulate. Teaching these skills is difficult. As educators, we seldom teach, but often present information. Our mission should be to simply instill the desire to learn in the heart of students. The students will take care of the rest.
I know that it is impossible to place every student directly out of school. However, my goal is to provide the world with qualified, prepared professionals who have a desire to be the best and make a positive difference in our world. Advising students is a pleasure and a burden, a responsibility and a reward, a positive and a negative. Being an optimist, I see only the positive.
Professional Membership and Activities:
American Society of Animal Science
Chair, Undergraduate Teaching Committee, 1991/92
Planned and Moderated Symposium at national convention (1992):
Developing a Comprehensive Faculty Evaluation System
Host committee for the 1995 national convention in Orlando
Section Editor- Teaching, Journal of Animal Science, 1999 -2002
Selection Committee: Young Animal Scientist Award-Education. Members must be previous winners
National Association of Colleges and Teachers in Agriculture
2004 Host Committee: Industry Tour
National Cattlemen’s Beef Association
Participate in Annual University Beef Teaching Program Workshop
Participate in National Beef Quality Assurance Workshop
National Association of Collegiate Livestock Judging Team Coaches
Eligibility Committee, 19991-93
National Livestock Grading and Marketing Association
Chaired host committee for the 1991 national conference at UF
Gamma Sigma Delta Honor Society
Chair, 1991/92 Scholarship Endowment Committee
UF Treasurer, 1991/92
National Block and Bridle
National Editor, 1992-94
National Vice President, 1994-96
National President, 1996-98
Chaired host committee for 1997 National Convention in Orlando and 2007 in Kissimmee
National Past-President 1999-2000
Responsible for planning and implementing a Leadership Breakfast at the national convention and Chairing the Selection Committee for National Officer candidates.
Beef Improvement Federation
Selection Committee for Outstanding Seedstock Producer and Outstanding Commercial Producer of the Year (several years)
Southern Extension Animal Scientist
Host committee for Triennial Meetings, 1992
Florida Farm Bureau
Beef Advisory Committee (2002- 2006)
Florida Cattlemen’s Association
Youth Committee (many years) and currently Co-Chair
Developed and Manage Junior FCA Youth Leadership Development Program
Georgia Farm Bureau
Georgia Cattlemen’s Association
Beef Industry Scholarship Challenge – Planning Committee
Georgia Agribusiness Council
Honors:
Block and Bridle Club (College Animal Science Student Club): Academic Advisor of the Year 1992, 93, 94, 95, 96, 97, 98, 2003, 04, 05, 06
Block and Bridle Club: Teacher of the Year 1990, 94, 99, 2000
College of Agriculture Advisor of the Year Honor Roll 1993
College of Agriculture Advisor of the Year 1997
Alpha Zeta Professor of the Year 1997 (College of Agriculture)
University of Florida Teaching Incentive Program Award 1993, 96
American Society of Animal Science - Southern Section: Young Animal Scientist – Education 1997
Florida FFA Honorary Degree 1991
Georgia FFA Honorary Degree 2008
National FFA Honorary Degree 1996
North American Colleges and Teachers of Agriculture - Teaching Fellow Award 2005
Florida Association of County Agricultural Agents: Outstanding Extension Specialist Award 2006
Selected as Beef Official for 2004 and 2005 National 4-H Livestock Judging Contest (North American International Livestock Expo; Louisville, KY)
USDA Food and Agricultural Sciences Excellence in College and University Teaching - 1998 Nominee
USDA Livestock and Seed Fellowship for 1999 (two weeks in Washington D.C. and two weeks at other USDA sites around the country)
