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    Start Over Publication Year 2016 Subject Term learning Subject Term students

    2. Student expectations and reflections of a study away course experience to Washington, D.C

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    Collection:
    Agricultural Communications Documentation Center (ACDC)
    Contributers:
    Meyers, Courtney (author), Arnold, Shannon (author), and M (author)
    Format:
    Journal article
    Publication Date:
    2016
    Published:
    USA
    Location:
    Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 156 Document Number: D07427
    Journal Title:
    Journal of Applied Communications
    Journal Title Details:
    100(2) : 86-99

    3. Teaching convergence in 21st Century undergraduate agricultural communication: a pilot study of backpack multimedia kits in a blended, project-based learning course

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    Collection:
    Agricultural Communications Documentation Center (ACDC)
    Contributers:
    Loizzo, Jamie (author), Borron, Abigail (author), Gee, Amanda (author), and Ertmer, Peggy A. (author)
    Format:
    Journal article
    Publication Date:
    2016
    Published:
    USA
    Location:
    Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 156 Document Number: D07428
    Journal Title:
    Journal of Applied Communications
    Journal Title Details:
    100(2) : 100-118

    4. Teaching millennials to engage THE environment instead of THEIR environment: a pedagogical analysis

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    Collection:
    Agricultural Communications Documentation Center (ACDC)
    Contributers:
    Stevens, J. Richard (author) and Crow, Deserai Anderson (author)
    Format:
    Journal article
    Publication Date:
    2016
    Published:
    USA
    Location:
    Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 134 Document Number: D11409
    Journal Title:
    Applied Environmental Education & Communication
    Journal Title Details:
    15(1) : 18-29
    Notes:
    12 pages., Via open access online., Authors examined the difficulty of teaching contemporary students of journalism to report on complex topics like science and the environment. They subjected 120 undergraduate students to a strategy that combined visual representations of abstract concepts, media texts, and experiential peer interactions. Findings indicated positive outcomes on comprehension and demonstrations of critical analysis from this pedagogical approach.