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2. 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.
3. Learning by doing: Applying the concept of pollen viability in a horticulture classroom
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Perez, Kauahi (author) and University of Hawaii and Manoa
- 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: D10362
- Journal Title:
- HortTechnology
- Journal Title Details:
- 27(4) : 461-464
- Notes:
- 4 pages., Via journal article., Learning by doing plays a critical role in a learner’s conceptual understanding. By actively engaging with a concept, students gain experience and develop an enduring understanding of the concept. The concept of pollen viability is a critical component in the field of plant breeding and can be used to explain various aspects of pollen quality. An inquiry activity was designed to expose undergraduate students in a horticulture course to the concept of pollen viability and its application. The entire class was tasked with collaborating to identify an in vitro germination medium optimized to germinate plumeria (Plumeria rubra) pollen. To determine optimum sucrose and pH concentrations of the medium, student groups were assigned treatments of pollen from two plumeria cultivars that were germinated in Brewbaker and Kwack media of differing sucrose and pH concentrations. Students calculated the percentage of germinated pollen and assessed pollen tube integrity and used these variables as evidence of an optimized medium. Although undergraduates were engaged in authentic research practices during the inquiry activity, lack of time and resources impeded completion of the activity. However, students were exposed to methods and instrumentation directly related to evaluating pollen viability. Moreover, they were exposed to the basic practice of pollen quality assessment that they can use to carry out investigations on pollen fertility. In addition, insight was gained to improve the inquiry activity in the future. Now, well-informed modifications to the inquiry activity can be made to pilot this activity in a formal horticulture laboratory section.
4. Perception and attitudinal behavior of lecturers' in the use of information and communication technology tools in teaching/learning in Michael Okpara University of Agriculture Umudike
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Olojede, Joy C. (author)
- Format:
- Journal article
- Publication Date:
- 2016
- Published:
- Romania: University of Agricultural Sciences & Veterinary Medicine, Faculty of Mgmt, Econ Eng. & Rural Dev.
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 164 Document Number: D08249
- Journal Title:
- Scientific Papers: Management, Economic Engineering in Agriculture & Rural Development
- Journal Title Details:
- 16 (3): 207-210
5. Teachers and students’ perception of competence-based education in the agricultural higher education system (Case of a student cooperative in Iran)
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Saadvandia, Mahsa (author), Abbasi, Enayat (author), Farhadian, Homayoun (author), Zarafshani, Kiumars (author), Biemans, Harm (author), and Tarbiat Mordares University Razi University Wageningen University
- Format:
- Online journal article
- Publication Date:
- 2019-06-23
- Published:
- Iran: Taylor & Francis
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 109 Document Number: D10977
- Journal Title:
- The Journal of Agricultural Education and Extension
- Journal Title Details:
- 25(4) : 307-322
- Notes:
- 17 pages, via online journal, Purpose: This quantitative study sought to investigate the perceptions of teachers and students regarding competency-based education (CBE) principles at the College of Agriculture at Razi University. Design: This research is a comparative analysis of two groups. The first group consists of undergraduate and graduate students majoring in agriculture who are members and non-members of student cooperatives (n = 256). The second group consists of agricultural faculty members (n = 59). Findings: The results of this study show that students and teachers have different views with regard to the extent to which CBE principles are practiced in the College of Agriculture. Moreover, students with different learning patterns had different perceptions regarding the extent to which CBE is practiced, whereas teachers with different teaching patterns had the same perception of the application of CBE principles in the College of Agriculture. Practical implications: This study has practical implications for agricultural higher education in general and colleges of agriculture in particular. Colleges of agriculture across Iran could encourage their students to establish and engage in student cooperatives so that the ‘what’ and ‘how’ aspects of CBE are put into practice. Theoretical implications: This study has theoretical implications for CBE principles. For example, student cooperatives can be utilized by faculty members as one of the main strategies for developing CBE in agricultural colleges. Originality/value: This study is original in that it moves from theory to practice when considering CBE.
6. Using an experiential learning design to teach photography in agricultural communications
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Kennedy, Lindsay (author), Akers, Cindy (author), Jackson, Rachel B. (author), and Texas Tech University
- Format:
- Journal article
- Publication Date:
- 2017
- Published:
- United States: New Prairie Press
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 2 Document Number: D10172
- Journal Title:
- Journal of Applied Communications
- Journal Title Details:
- 101(4)
- Notes:
- 13 pages, via online journal, Photography is an important competency of agricultural communications graduates and is a core skill taught in the discipline’s curriculum. The [department] at [university] offers an undergraduate photography course twice yearly in two semester formats: a traditional spring semester where photography principles are taught in the classroom and a 12-day experiential intersession semester that allows for flexibility in how and where the course is taught. Both semesters utilize the same instructor, assignments, and grading rubric. While much agricultural communications research has focused on photography as a needed skill, few studies examine photography teaching methods. The purpose of this study was to compare student performance in an agricultural communications digital photography course taught with an experiential learning approach to a traditional classroom approach during the 2016 and 2017 academic calendar years. Kolb’s (1984) experiential learning theory was used as the theoretical framework for this study. Independent-samples t-tests were conducted to compare students’ cumulative mean assignment scores, individual assignment mean scores, and rubric criteria mean scores within the two instruction formats. The results suggest instruction method has an effect on student performance in agricultural communications digital photography courses. Students in the experiential intersession course had significantly higher mean cumulative assignment scores compared to students in the traditional course. While individual assignment performance was less affected by instruction format, students’ understanding of specific photography skills (rubric criteria), especially composition and clarity was higher when in the experiential intersession format.