McFarland, Amy (author), Waliczek, Tina M. (author), Etheredge, Coleman (author), Lillard Sommerfield, Aime J. (author), and Grand Valley State University
Texas State University
Mississippi State University
Format:
Journal article
Publication Date:
2018-06
Published:
United States: American Society for Horticultural Science
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 11 Document Number: D10336
7 pages., Via online journal., Although some benefits of gardening have been documented, motivations regarding participation in gardening are often considered based on anecdote. The purpose of this study was to use qualitative analysis to explore reasons gardeners from different genders and generations participate in gardening. The questions developed for this study were intentionally exploratory and left open-ended to gather a large variety of responses. Surveys were collected from 177 individuals between the ages of 7 and 94 years old. Responses were categorized into themes identified through the literature review, the pilot study, and through exploration of the data. Responses could fit into as many categories as were mentioned by the respondents and were categorized by three independent coders. Interrater reliability was assessed using a two-way mixed, absolute agreement, average measures intraclass correlation (ICC) and determined the degree to which coders provided consistency in their ratings across participants. Themes developed through this survey included “social interaction,” “aesthetics,” “food availability/health/nutrition,” “economics,” “therapeutic,” “environmental benefits,” “nostalgia,” and “personal productivity.” Themes of personal productivity and nostalgia are those which have not occurred in previous research. Statistically significant differences were found in comparisons among males and females with more males gardening for food/health/nutrition and for reasons regarding nostalgia. More females reported gardening for personal productivity when compared with males. No significant difference was identified in comparisons of gardeners from various age groups indicating that gardeners across generations have similar intentions and receive similar benefits.
3 pages., Via online journal., Student engagement in the classroom is critical for effective learning. To enhance student engagement, several teaching approaches can be used, including a flipped classroom approach and virtual field trips. The flipped classroom approach was used in an undergraduate tropical production systems course in which students viewed lecture materials outside of class, brought their smart devices to class to review materials, searched for new information on the Internet, and participated in small group discussions. In the virtual field trip assignment, each student visited a commercial farm or nursery, interviewed the owner or manager, and gave a presentation to the class about the operation of the enterprise and its sustainable practices.
Barton, Elizabeth T. (author), Barton, Emily A. (author), Barton, Susan (author), Boyer, Cheryl R. (author), Brosnan, Jim (author), Hill, Paul (author), Hoyle, Jared (author), Reid, Judson (author), Seger, Jamie (author), Stafne, Eric (author), and University of Delaware
University of Virginia
Kansas State University
University of Tennessee
University of Washington
Cornell University
Ohio State University
Mississippi State University
Format:
Journal article
Publication Date:
2017-04
Published:
United States: American Society for Horticultural Science
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 16 Document Number: D10445
10 pages., Via online journal., We held a technology session at the 2016 Annual Meeting of the American Society for Horticultural Science in Atlanta, GA, to provide guidance for technology choices in extension education and an opportunity to learn more about engaging new audiences, including the millennial generation (people born between 1982 and 2000). The use of technology is now an integral part of extension-client interaction. Presenters in the session gave examples of when technologies such as blogs, social media accounts, or web conferencing tools allowed extension personnel to increase engagement with online consumers and ultimately help fulfill extension’s mission of extending knowledge and changing lives. Effective engagement requires both educators and learners to be satisfied with the exchange. It is critical to monitor the quality of these digitally facilitated exchanges as compared with traditional face-to-face interactions. Additionally, it is possible to quantify digital engagement with readily available metrics, such as “retweets” (a reposted or forwarded message) or “likes” (indication an item is appreciated). These allow innovative and substantive reporting to further justify continued use of digital technologies for enhancing client-extension relations.
