18 pages, This study aimed to describe school-based agricultural education (SBAE) teachers' attitudes regarding inclusion, diversity, and equity (IDE) and prioritize the need for IDE-related professional development. A series of survey questions were used to describe the sample of SBAE teachers and their attitudes toward IDE and inclusive teaching practices. Most participants agreed that their programs should create an inclusive environment where all students can benefit from their program, have equal opportunities, and demographically mirror their school's student population. However, the profession remains split on whether there are problems with IDE and whether changes are needed. This response is likely the result of today's polarized culture. The Borich Needs Assessment Model was used to determine the perceived level of importance and ability of SBAE teachers regarding 11 professional development statements related to IDE. All professional development needs were assessed and ranked using mean weighted discrepancy scores (MWDS). The top three IDE-related professional development need areas among SBAE teachers were (a) tapping into students' lived experiences (cultural capital) when teaching, (b) identifying curriculum resources to enhance inclusivity, and (c) advocating for minority students.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: C14546
Notes:
Pages 150-162 in Neville Jayaweera and Sarath Amunagama (eds.), Rethinking development communication. Asia Mass Communication Research and Information Centre, Singapore.
8 pages., Article # 5TOT6, via online journal., To determine how Extension educators can use environmental education materials to develop life skills in youths, we correlated a national environmental education curriculum developed by Project Learning Tree (PLT) to the 4-H Life Skills Wheel. Youth development professionals can use the resulting correlations to determine which life skills the various PLT activities help develop. The correlation results also provide insights regarding how PLT activities help develop head, heart, and hands skills.
14 pages., via online journal., The smartphone is perhaps the most influential device in modern society. Research has indicated
students perceived that using smartphones in the classroom aided learning. However, most American
high schools ban students from using phones in the classroom. Previous research supports the idea
that advanced smartphone applications in student- centered learning environments can improve
achievement and motivation. Currently, there is little in the agricultural education literature pertaining
to smartphone enhanced learning among secondary agriculture students. This study compared
motivational differences between non-equivalent comparison groups. Secondary agricultural students
from 13 schools across Louisiana completed the Course Interest Survey to measure motivation during
a forestry unit. Data were analyzed using Hierarchical Linear Modeling. The analysis rendered no
statistically significant differences between the groups in motivation. It was concluded that
smartphones do not reduce motivation and should be considered in agricultural education classrooms
where policy permits.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 149 Document Number: D06693
Notes:
Natural Resources Conservation Service, U.S. Department of Agriculture, Washington, D.C. and the Social Sciences Institute, North Carolina A&T State University, Greensboro. 7 pages., Describes a customizable curriculum (nine training modules), video and self-scoring evaluation instrument for use in workshops.
6 pages., Article # 1IAW7, Via online journal., A 6-hr train-the-trainer workshop focused on introducing the concept that insects may play a significant role in food security as the world population is projected to exceed 9 billion people by the mid 21st century. Workshop topics including cultural, nutritional, culinary, and commercial aspects surrounding edible insects were presented and packaged into a formal curriculum for later use by the participants. A 12-item sensory evaluation of insect-fortified foods provided participants a tangible experience with product palatability. By the end of the workshop, participants had increased various dimensions of their knowledge about edible insects and reported a generally positive perception toward insect-based foods.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 177 Document Number: C30399
Notes:
Paper presented in the Agricultural Communications Section, annual meeting of the Southern Association of Agricultural Scientists, Atlanta, Georgia, January 31-February 3, 2009.
Leal, Arthur (author), Telg, Ricky W. (author), Rumble, Joy N. (author), Stedman, Nicole LaMee Perez (author), Treise, Debbie M. (author), and Universit of Tennessee, Knoxville
University of Florida
Association for Communication Excellence
Format:
Journal article
Publication Date:
2019
Published:
United States: New Prairie Press
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 15 Document Number: D10428
22 pages., Via online journal., This national study sought to expand on current research to identify the importance of and graduates’ ability to perform selected social skills to aid in curricula evaluation and small program development. Using three evaluation groups – agricultural communication graduates, communication industry professionals, and agricultural communication faculty members – 193 individuals responded to the online survey. The most important social skills were those associated with having work values and transitioning into an organization to be a productive member in the workplace. Graduates placed a higher importance on social skills than the other two evaluation groups. All three evaluation groups showed some agreement on graduates’ highest ability to perform several social skills: The ability to be trustworthy, trained, reliable, professional, dedicated, and behave ethically were assigned the highest mean ability. A significant difference was found with the ability graduates afforded themselves in having common sense, being professional, and encompassing maturity versus the other two evaluation groups. Recommendations included incorporating and identifying social skills into instruction for students. Group work, presentations, internships, and student organizations were proposed as opportunities for social skill attainment. Agricultural leadership principles, oral communication, and professional development courses were recommended for new and developing agricultural communication programs that could serve to incorporate the most important social skills. Faculty members could benefit from research that can identify more effective measures to evaluate social skill attainment. Recommendations for future research included a similar assessment with technical skills and for other elements of the Agricultural Communication Program System Model to be assessed.
Littlefield, Joanne (author / Abraham Baldwin Agricultural College)
Format:
Presentation
Publication Date:
2020-10-26
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 202 Document Number: D11942
Notes:
PowerPoint visuals from webinar presented to the Society of Agricultural Communication Scholars on October 26, 2020. 16 pages., Presentation featuring techniques and principles of incorporating visual communication into agricultural communication teaching and research efforts.
