Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: D09047
Notes:
Pages 251-255 in Tema Milstein, Mairi Pileggi, and Eric Morgan (editors), Environmental communication pedagogy and practice. Routledge: Abingdon, Oxon, England. 277 pages.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: D09041
Notes:
Pages 24-35 in Tema Milstein, Mairi Pileggi, and Eric Morgan (editors), Environmental communication pedagogy and practice. Routledge: Abingdon, Oxon, England. 277 pages.
Ramesh, P. (author), Raju, D. Thammi (author), Reddy, K.M. (author), Krishnan, P. (author), Biswas, Amit (author), Umamaheshwari, T. (author), and ICAR-National Academy of Agricultural Research Management, India
Indian Statistical Institute, India
Fisheries College and Research Institute, India
Format:
Online journal article
Publication Date:
2019-04-27
Published:
India: Taylor & Francis
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 109 Document Number: D10973
24 pages, via online journal, Purpose: The study aims at finding out relevance and knowledge levels of selected teaching competencies as perceived by educational administrators, faculty and students, in order to assess the training needs of faculty of agricultural universities.
Methodology: Relevance and knowledge levels were tested through a teaching competency questionnaire developed and run on 292 respondents fitting into administrator, faculty and student groups. Needs Assessment Model by Borich [1980. “A Needs Assessment Model for Conducting Follow-up Studies.” Journal of Teacher Education 31 (3): 39–42] is used to identify training needs.
Findings: Results indicate differences in perceptions among groups towards teaching competencies. Prioritized training needs were identified which provide the content and direction for the development of faculty in-service educational programmes.
Practical implications: Faculty of agricultural universities need periodic in-service training programmes in order to improve their teaching competencies so that they become effective and competent teachers in the present educational environment.
Theoretical implications: The statistically validated methodological framework provides for capturing the perception of all stakeholders on the teaching competencies among the faculty members of Agricultural Universities in India, and offers a scope for scaling up the study for similar educational setting in the region.
Originality/value: The perception of students and administrators was also considered along with the self-perception of faculty about the relevance and knowledge levels of teaching competencies.
Via online by keyword search. Open access., Counsel from a biology teacher about the dilemma of helping students and other "non-experts" assess complex subjects. "The citizen must assess the evidence - not the scientific evidence, but the social evidence for credibility. First, can one trust the source of information? ... If that is relatively secure, one can then take the next step 'backwards' to assess the credibility of the expert or person making the claims. Known experts and media with confirmed track records are ideal, of course. But frequently we must settle for indirect evidence. ... For the consumer interested in reliable knowledge, one must find the thread that one can trust. Robust agreement, when available, helps."
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 149 Document Number: D06750
Notes:
Response to a request for perspectives about theories that might be relevant for a doctoral-level distance education program involving agricultural communications. 8 pages.
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.
