Waliczek, Tina M. (author), Parsley, Kathryn M. (author), Williamson, Paula S. (author), Oxley, Florence M. (author), and Texas State University
The University of Memphis
Austin Community College
Format:
Journal article
Publication Date:
2018-08
Published:
United States: American Society for Horticultural Science
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 11 Document Number: D10330
9 pages., Via online journal., Negative impacts from invasive species present a global problem. Consequently, invasive species biology has emerged as an important subdiscipline of conservation biology. One of the goals of invasive species biology is to educate the public about impacts and potential control of invasive species. The purpose of this study was to determine if a lecture, a lecture and laboratory learning model, or both influence college student learning gains and whether increase in knowledge results in changes in attitudes about invasive species. A pre- and posttest instrument that measured knowledge and attitudes of invasive species was administered to several different classes of students at a university and community college. One group of students received a lecture and laboratory curriculum between the pre- and posttest (the lecture and laboratory treatment group). A second group of students received a lecture between the pre- and posttest (the lecture-only treatment group) and a third group received no instruction between tests (the control group). The lecture was in the form of an electronic presentation, whereas the laboratory curriculum included a case study, a visual aid, and a scavenger hunt to educate students about examples of invasive plant and animal species. In all classes and groups, there were at least 2 weeks between administering the pre- and posttest. Results showed that the control group scores were not different between the pre- and posttest. However, both the lecture-only and the lecture and laboratory treatment groups had scores that changed after receiving the curricula. In addition, there was an effect of curricula on student learning for the three conditions. The differences between the group that received no curricula vs. the two that did indicated that the curricula were effective teaching interventions to help students become more educated about invasive species.
King, Audrey E.H. (author) and Boone, Kristina M. (author)
Format:
Conference paper
Publication Date:
2017-02
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 163 Document Number: D08152
Notes:
Research paper presented in the Agricultural Communications Section, Southern Association of Agricultural Scientists (SAAS) conference in Mobile, Alabama, February 4-7, 2017. 16 pages.
See abstract in folder of Document No. D06143., Abstract of poster presentation at North American Colleges and Teachers of Agriculture conference, Athens, Georgia, June 16-20., "eXtension has not been adopted among Iowa Extension professionals as founders intended it would be and has the potential to become a disruptive innovation..." Only 15 percent of study participants indicated using eXtension in their work.
Kempen, Elizabeth (author), Kasambala, Josephine (author), Christie, Lorna (author), Symington, Elize (author), Jooste, Lizette (author), and Van Eeden, Tertia (author)
Format:
Journal article
Publication Date:
2017-01-23
Published:
South Africa: John Wiley & Sons Inc.
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 164 Document Number: D08252
Lando, Amy (author / U.S. Food and Drug Administration), Verrill, Linda (author / U.S. Food and Drug Administration), and Wu,Fanfan (author / U.S. Food and Drug Administration)
Format:
Research summary
Publication Date:
2021-03
Published:
USA: U.S. Food and Drug Administration
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 202 Document Number: D12132
Notes:
Online from publisher., National probability consumer survey designed to assess consumers' awareness, knowledge, understanding, and self-reported behaviors relating to a variety of food safety and nutrition-related topics. 76 pages. This printed research summary includes only the table of contents, executive summary, key findings regarding food safety and nutrition, and methodology used.
