Agribusiness Technology

agribusiness [A15100G] Associate in Applied Science Degree
[A15100N] Associate in Applied Science Degree (NCSU Track)
[D15100G] Diploma
[C15100] Certificate
[C15100A] Agri-Accounting Certificate
[C15100H] Zoological Horticulture Certificate

The Agribusiness Technology curriculum is designed to provide the entrepreneurial and technical skills necessary to manage a profitable, environmentally sound, community based small farm or agricultural business. The objective is the development of a workplace knowledgeable in sustainable agricultural practices.

Students will learn the fundamentals of agriculture, focusing on crop production and business. Emphasis is placed on entrepreneurial and field training. Students will also learn the basic principles of our economic systems and government policies and programs relating to agriculture.

Graduates should qualify for a variety of jobs in agricultural business such as equipment, feed, and agricultural supply sales; store management; farm operations; wholesale and retail produce management; nursery operations; and environmental and agricultural education.

More specifically, this program prepares individuals to manage agricultural businesses and agriculturally related operations within diversified corporations. Potential course work includes instruction in agriculture, agricultural specialization, business management, accounting, finance, planning, human resources management, and other managerial responsibilities.

Click here for a list of Humanities/Fine Arts and Social/Behavioral Sciences courses approved for this program.


PROGRAM COMPETENCIES

Upon successful completion of the Agribusiness Technology program, the student should be able to:

  • Describe the role of Agribusiness in the US and how it impacts the local community.
  • Describe sustainable land care practices and how they impact soil and water quality.
  • Discuss various agriculture economic principles and articulate the impact that those principles have on domestic and global economics.
  • Explain the basic laws affecting the agriculture industry.
  • Explain the role of marketing in Agribusiness Technology and apply core marketing principles to the development of Agribusiness strategy and decision-making process.
  • Identify and treat soil and crop pest issues in the field of agriculture.
  • Create and maintain agribusiness records.

 

TECHNICAL STANDARDS

 

TECHNICAL STANDARDS

These curriculum are designed to provide the entrepreneurial and technical skills necessary to manage a profitable, environmentally sound, community based small farm or agricultural business. The objective is the development of a workforce knowledgeable in sustainable agriculture practices. To effectively train Agribusiness professionals, the performance of certain functions is incorporated throughout the program. Faculty and students are required to demonstrate proficiency of these functions in the Agribusiness Technology program. The essential functions include:

  1. Critical Thinking: critical thinking ability sufficient to gather relevant information, interpret data, recognize problems, and use a process to make informed, independent decisions that show good judgment. For example, profiling and writing a plan to control agricultural pests.
  2. Interpersonal Skills: interpersonal abilities sufficient to interact with co-workers and clients, function and contribute as part of a team, to be accountable for self and others, and maintain appropriate hygiene for an office environment. For example, the ability to interact effectively with other members on a team project.
  3. Communication Skills: speak English, write English, listen and comprehend written and spoken words, and communicate information and ideas so others will understand. Computer skills sufficient to complete course assignments. For example, the ability to communicate problems in completing a project with an instructor and submitting assignments through the learning management system.
  4. Mobility: mobility sufficient for classroom and office settings. Mobility sufficient for outdoor settings in varied terrain. For example, being able to move through a pasture.
  5. Motor Skills: motor skills sufficient to be able to sit for extended periods of time. Motor skills sufficient to use various hand tools as well as office equipment including computers. For example, being able to use a shovel or a keyboard.
  6. Hearing: hearing ability to hear sounds at a close range (within a few feet of the observer). For example, being able to hear and respond to an instructor or other students in a classroom.
  7. Visual: visual ability to see with normal or corrected vision, tolerate working indoors in artificial light and the glare of computer screens, and to perform a variety of agricultural practices. For example, being able to visually identify a weed or view a computer screen.
  8. Tactile: ability to perform physical activities that require use of hands and arms. For example, possessing finger and manual dexterity necessary to manipulate computer and other office equipment.
  9. Cognitive: Critical thinking ability sufficient to acquire, evaluate, organize, manage, and interpret information as well as to make independent decisions or calculations based on that information. For example, identifying, profiling and writing a plan to control agricultural pests.

EXAMPLES ARE NOT ALL INCLUSIVE.
Randolph Community College is an ADA compliant institution. The College does not discriminate on the basis of disability in the admissions process or in access to its programs, services and/or activities for qualified individuals who meet essential eligibility requirements. The College will provide reasonable accommodations for documented disabilities of individuals who are eligible to receive or participate in college programs, services and/or activities. Student Services provides a disability counselor to assist students in requesting disability related accommodations. If a student believes that he/she cannot meet one or more of the essential functions without accommodations, the student is encouraged to disclose the disability to the disability counselor as soon as possible. Students must certify the ability to meet essential functions of the curriculum by a signed statement when they begin the program.