Day, D. (author / University of Missouri - Columbia), Redelfs, M. (author / University of Missouri - Columbia), Byers, A. (author / University of Nebraska), Bomash, W. (author / University of Missouri), and Brekke, R. (author / Iowa State University)
Format:
Conference paper
Publication Date:
1998-06-14
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 105 Document Number: C09100
Notes:
1998 National Extension Technology Conference. June 14-17, 1998 . St. Louis, MO. 4 p. http://outreach.missouri.edu/netc98/manuscripts/day-redelfs-buyers.html
The demographics of incoming university animal science majors have shifted from students with a farm background to urban students with no history of direct livestock contact. Research completed before the Internet was a central source of information indicated that incoming urban students tend to express no opinion or a neutral opinion regarding livestock agriculture issues. Due to the changing background of incoming students enrolled in introductory university-level animal science classes, we sought to determine 1) if livestock background (self-identified as raised in a farm or urban setting), sex, or animal science career interest influenced the opinions of incoming students regarding critical issues involving livestock farming practices and 2) if 15 wk of introductory animal science instruction changed student opinions. A total of 224 students were given 2 identical anonymous surveys (start and end of 15 wk) with 5 demographic questions and 9 animal issue statements. For each statement, students marked their opinion by placing a vertical line on a continuous 130 mm horizontal line, where a vertical line placed at 0 mm = strongly agree and 130 mm = strongly disagree. Data were analyzed by ANOVA to determine any significant effects of instruction, background, sex, and future career preference on survey responses. Before instruction, urban students were less agreeable than farm students that animal farming was moral and humane and that farmers are concerned about animal welfare and livestock are of value to society (P ≤ 0.05). Urban students were more likely than farm students to purchase organic foods or food based on environmental/welfare standards (P ≤ 0.05). Introductory animal science instruction resulted in students becoming more agreeable that animal farming was humane, farmers are concerned about animal welfare, and animal agriculture is a value to society (P ≤ 0.05). Postinstruction, students were more likely to buy food products based on price (P ≤ 0.05). Males found farm practices more humane than females (P ≤ 0.05), but sex differences were not evident for other questions. Future professional career plans did not affect student opinions. Data showed that incoming urban students tend to be more neutral with regards to animal farming issues, and introductory animal science instruction fosters a more agreeable attitude towards animal farming practices, especially in students with urban backgrounds.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: D09978
Notes:
This project file is maintained by the Agricultural Communications Program, University of Illinois, Urbana-Champaign > "International" section > "Jordan Project, 1963-1966" file.
Also, find several research and project summary reports at ACDC documents C00056, C00053, and D09979, From files of the Agricultural Communications Program, University of Illinois., Project file involving the philosophy, planning, and operation of an unusual concept in the international exchange of learning. The program was carried out through a joint contract between the U.S. Agency for International Development, the University of Illinois, and the Hashemite Kingdom of Jordan. The contract involved (a) a University of Illinois agricultural communications specialist assigned to Jordan for two years as "chief of party in the new Agricultural Information Office, (b) three short-term consultants supporting specific communications specialties in the new office, (c)four persons selected as staff members of the new office trained in agricultural communications for seven months at the University of Illinois, and (d) new staff members returned to Jordan accompanied by one of the short-term University of Illinois consultants. File includes the goal, contract, correspondence, planning, operations, samples of information produced, and final reporting.
Pennington, Kristin M. (author / University of Arkansas)
Format:
Master's thesis
Publication Date:
2012-05
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 192 Document Number: D03575
Notes:
148 pages, Currently, a need exists for agricultural education programs to being introducing new curriculum which will help meet the current and future needs of the agricultural industry. In 2010, the University of Arkansas Agricultural and Extension Education Department received grant funding for the development of curriculum relating directly to visual communications technology and its role in agricultural communications. Curriculum was developed and teachers across the state were asked to participate in implementing the program. The primary purpose of this study was to evaluate the knowledge levels of students prior to being taught agricultural communications curriculum was taught, and again after students participated in a day-long experiential learning activity utilizing the skills taught throughout the curriculum; students' perceptions were also assessed. Additionally, a content analysis was completed to assess the ability of students to apply skills learned in the curriculum. Eleven schools participated in the study. A significant difference was seen in test scores for each curriculum (photography, writing, and videography) unit. Overall, students had a positive perceptions of the curriculum and the experiential learning activity. Also, the content analysis showed that students were able to apply skills taught via the curriculum and successfully conveyed stories and messages by producing short promotional videos about agriculture. The study found that the curriculum was successful in increasing student knowledge of visual communications as it relates to agricultural communications.
