5pgs, Strong communication skills are important in an individual’s personal and professional life; however, research regarding what influences youth’s public speaking self-efficacy is limited. To address this gap, we surveyed youth who participated in a statewide presentation event about their self-efficacy and sources of that self-efficacy. Results show mastery experiences have the greatest relationship to youth’s public speaking confidence. Extension can strengthen youth’s public speaking self-efficacy by increasing the number of presentation opportunities and by removing barriers from participating in existing presentation opportunities.
6 pages., Via online journal., Plant Madness was a classroom activity developed and implemented for the Landscape Plants II identification course at Kansas State University. The game was modeled after the National Collegiate Athletic Association college basketball March Madness tournament and Bracketology. One activity objective was to provide students an opportunity to learn new and recent cultivars and plant species not specifically covered in the class curriculum. The activity also provided students opportunities to practice public speaking skills, an avenue to be creative, and simply have fun in class. In Plant Madness, each student randomly drew a plant from a hat and then students were randomly assigned tournament seed rankings (preliminary rankings). On specified game days, one student played against another student, each having 2 minutes of play. Student play varied, and consisted of defining different plant attributes, landscape appeal, and interesting facts, for example; or identifying the opposing student’s plant’s faults through riddles, poems, games, songs, or simply recitation. Referees (e.g., guest faculty, graduate students) reviewed student play and awarded points, and the student with the highest score advanced to the next round through the single-elimination tournament. A postactivity survey was administered [Spring 2016 and 2017 (n = 44)] to obtain student feedback. When asked if the students liked the activity, it was nearly unanimous, 98% liked Plant Madness. Similarly, most students (93%) self-reported the activity increased their awareness of new or recent plant cultivars. When asked to rate the activity compared with other class approaches for learning different plants based on a scale of 1 (excellent) to 5 (poor), the average rating was 1.8. Students’ average rating for their ability to be creative for Plant Madness was 1.8 (1 = to a large extent, 5 = not at all). Ninety-five percent of the students recommended repeating the activity.
