Suggestions are offered of ways in which agriculture teachers can make summer programs more accountable through over-all planning, working with adults, supervisory visits, curriculum revision, development of instructional materials, and training of organization officers. (EA)

In view of possible budget cutbacks in summer vocational agriculture programs, the author (from California, a State providing summer supervision) offers suggestions for appropriate summer program activities as well as guidelines for strengthening and justifying summer programs. (EA)

To justify school administration support of summer agriculture programs, vocational agriculture teachers must prepare and present detailed plans. The author offers a list of sixteen goals as an example of activities that should be in every vocational agriculture summer program. (MF)

Suggestions are offered for planning and communicating what is done in summer agricultural programs through an outline format that is divided into four stages: plan, execute, report, and revise. (EA)

A well planned calendar of scheduled events and established priorities are necessary for a successful summer vocational agriculture program. The article includes suggestions for instruction and professional improvement and methods of assisting the public to identify community services offered by vocational agriculture. (EA)

Vocational agriculture teachers are required to be accountable but need better guidance to determine specifically for what they are accountable. Suggestions are made for handling accountability during the time school is not in session, with the help of an active advisory committee composed of interested local people. (SA)

Summer programs are a vital part of the vocational agriculture program in Wisconsin, a State which requires year-round instructor contracts. The author is concerned with the declining number of States maintaining a summer program as well as the time factor in planning summer activities and allowing for adequate student visitation. (EA)

Examines the values of camping as a means of youth development with reference to Camp Oswegatchie, the New York State Future Farmers of America (FFA) camp, which has been in operation for 30 years. (JT)

A summer campsite program for leadership training of Future Farmers of America chapter officers and committee heads is presented, along with a schedule for training sessions and information about other chapter leadership activities. (MF)

The University of Minnesota Technical College at Waseca opened as a year-round, quarter-system agricultural school in 1971 to make effective use of natural outdoor agricultural laboratories during the summer months. Other advantages are greater seasonal flexibility for students planning work experience programs and assisting with farming at home.…

A South Dakota vocational agriculture instructor offers suggestions for planning and recording summer visits to students' homes; he also describes his use of the summer months to devise visual aids for the next year. (EA)

Describes how Virginia's annual summer conference for agricultural educators is planned, conducted, and evaluated. Includes a sample format and evaluation scale, and examples of subject areas covered. (SH)

The role of the vocational agriculture teacher in the summer program is examined--visitation, lessons the teacher can learn, the lengths of visits, and relationship and role of the teacher and the administration. (HD)

The author discusses the rationale and advantages of his proposed summer off-farm agricultural occupations program, an eight-week experience providing 80 hours of class instruction, 336 hours of occupational experience, and a weekly supervisory visit. (EA)

Two vocational agriculture teachers discuss long term planning, student eligibility, final planning, and overall value of 4-day summer trips to points of agricultural interest throughout the State of Oklahoma. (JT)