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2. An examination of student development theory in the context of writing instruction
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Leggette, Holli R. (author), Whitaker, Holly Jarvis (author), and Miranda, Matt (author)
- Format:
- Journal article
- Publication Date:
- 2017
- Published:
- USA
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 169 Document Number: D08979
- Journal Title:
- Journal of Applied Communications
- Journal Title Details:
- 101(2) : 33-45
3. An experiential approach to environmental communication
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Plec, Emily (author)
- Format:
- Book chapter
- Publication Date:
- 2017
- Published:
- International
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: D09050
- Notes:
- Pages 217-222 in Tema Milstein, Mairi Pileggi, and Eric Morgan (editors), Environmental communication pedagogy and practice. Routledge: Abingdon, Oxon, England. 277 pages.
4. Case study integration in the undergraduate classroom: can we enhance willingness to communicate?
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Harsh, Jessica (author), Lamm, Alexa (author), Telg, Ricky (author), and Meyers, Courtney (author)
- Format:
- Paper abstract
- Publication Date:
- 2018-02
- Published:
- USA
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 199 Document Number: D10019
- Notes:
- Abstract of paper presented at the National Agricultural Communications Symposium, Southern Association of Agricultural Scientists (SAAS) Agricultural Communications Section, Jacksonville, Florida, February 4-5, 2018.
5. Challenges in the teaching of environmental journalism
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Neuzil, M. (author), Freedman, E. (author), Poulson, D. (author), and Duffy, K. (author)
- Format:
- Journal article summary
- Publication Date:
- 2018
- Published:
- International
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 136 Document Number: D11414
- Journal Title:
- Applied Environmental Education & Communication
- Journal Title Details:
- 17(4) : 323-334
- Notes:
- 2 pages., Research summary via online from the North American Association for Environmental Education., Researchers interviewed 11 environmental or science journalism educators from four-year institutions and identified four common challenges: (1) keeping up with technology, (2) student interest, (3) environmental advocacy among students; and (4) lack of potential careers in the field. They suggested pre-requisites.
6. Charting a new course
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Muhlenkamp, Katherine E. (author)
- Format:
- unknown
- Publication Date:
- unknown
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 179 Document Number: C35969
7. College student knowledge and perceptions of invasive species
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Waliczek, Tina M. (author), Williamson, Paula S. (author), Oxley, Florence M. (author), and Texas State University Austin Community College
- Format:
- Journal article
- Publication Date:
- 2017-08
- Published:
- United States: American Society for Horticultural Science
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 12 Document Number: D10361
- Journal Title:
- HortTechnology
- Journal Title Details:
- 27(4) : 550-556
- Notes:
- 7 pages., Via online journal., The purpose of this study was to determine college students’ understanding of invasive species and their support for plant and animal pest control and eradication methods. Surveys were administered at a university and community college in Texas in biology and agriculture departments. A total of 533 respondents participated in the study. Most students said they were not part of any type of environmental organization and felt they were not very informed about invasive species issues. More students reported learning about invasive species in high school than in college courses. The average score on knowledge questions related to invasive and native plants and animals was 32%. Most students underestimated the negative impact of invasive species but many were aware of costs to manage those species. Reliable reported sources of information included environmental organizations, college courses, and the Internet. Pearson product-moment correlations showed positive relationships between students who had college class instruction regarding invasive species and positive attitudes toward management of invasive species. Positive relationships were also found between instruction and an awareness of invasive plants or animals. Respondents who were knowledgeable of invasive species in the community had more positive attitudes toward the management of invasive species. In demographic comparisons, differences were found with males, upperclassmen, and those identifying as Caucasian or other having more knowledge of invasive species and more positive attitudes toward their management.
8. Community-guided rural journalism education project, 2018-19
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Shors, Benjamin (author) and Jones, Lisa Waananen (author)
- Format:
- Research report
- Publication Date:
- 2019
- Published:
- USA: Journalism and Media Production Department, Edward R. Murrow College of Communication, Washington State University.
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 124 Document Number: D11227
- Notes:
- Via online. 10 pages., "In the context of post-secondary journalism education, we investigated whether community guidance and involvement can improve 'parachute' journalism to create meaningful coverage in rural areas." Findings offered strong evidence of benefits for student learning, as well as interest from regional news organizations in greater collaboration with student journalists and need for a complete and ongoing assessment of information needs of rural communities in the region during a time of rapidly changing technology and loss of local news resources.
9. Cultivating creativity: faculty perceptions of creativity in agricultural communications students
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Gibson, Courtney (author), Hancock, Hope (author), Irlbeck, Erica (author), and Meyers, Courtney (author)
- Format:
- Journal article
- Publication Date:
- 2018
- Published:
- USA
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: D09218
- Journal Title:
- Journal of Applied Communications
- Journal Title Details:
- 102(1) Article 3
10. Curricula influence college student knowledge and attitudes regarding invasive species
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- 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
- Journal Title:
- HortTechnology
- Journal Title Details:
- 28(4) : 548-556
- Notes:
- 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.
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