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2. Assessment of learner outcomes as a model for evaluation of distance education
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Laughlin, Joan (author)
- Format:
- Journal/research report
- Publication Date:
- 1998
- Published:
- USA
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 108 Document Number: C10270
- Journal Title:
- Journal of Applied Communications
- Journal Title Details:
- 82 (4): 7-21
3. College young farmers keep in touch with new developments
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- O'Neill, D. G. (author)
- Format:
- Journal article
- Publication Date:
- 1974
- Published:
- Ireland
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 50 Document Number: C00293
- Journal Title:
- Agriculture in Northern Ireland
- Journal Title Details:
- 49(4): 132-135
- Notes:
- Phase 1
4. Curricula influence college student knowledge and attitudes regarding invasive species
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Waliczek, Tina M. (author), Parsley, Kathryn M. (author), Williamson, Paula S. (author), Oxley, Florence M. (author), and Texas State University The University of Memphis Austin Community College
- Format:
- Journal article
- Publication Date:
- 2018-08
- Published:
- United States: American Society for Horticultural Science
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 11 Document Number: D10330
- Journal Title:
- HortTechnology
- Journal Title Details:
- 28(4) : 548-556
- Notes:
- 9 pages., Via online journal., Negative impacts from invasive species present a global problem. Consequently, invasive species biology has emerged as an important subdiscipline of conservation biology. One of the goals of invasive species biology is to educate the public about impacts and potential control of invasive species. The purpose of this study was to determine if a lecture, a lecture and laboratory learning model, or both influence college student learning gains and whether increase in knowledge results in changes in attitudes about invasive species. A pre- and posttest instrument that measured knowledge and attitudes of invasive species was administered to several different classes of students at a university and community college. One group of students received a lecture and laboratory curriculum between the pre- and posttest (the lecture and laboratory treatment group). A second group of students received a lecture between the pre- and posttest (the lecture-only treatment group) and a third group received no instruction between tests (the control group). The lecture was in the form of an electronic presentation, whereas the laboratory curriculum included a case study, a visual aid, and a scavenger hunt to educate students about examples of invasive plant and animal species. In all classes and groups, there were at least 2 weeks between administering the pre- and posttest. Results showed that the control group scores were not different between the pre- and posttest. However, both the lecture-only and the lecture and laboratory treatment groups had scores that changed after receiving the curricula. In addition, there was an effect of curricula on student learning for the three conditions. The differences between the group that received no curricula vs. the two that did indicated that the curricula were effective teaching interventions to help students become more educated about invasive species.
5. Learning for sustainability: incorporating participatory approaches into education for rural development in Ethiopia and Tanzania
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Kibwana, O. T. (author), Haile, Mitiku (author), and Tegegne, Firew (author)
- Format:
- Book chapter
- Publication Date:
- 2001
- Published:
- International
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: D01214
- Notes:
- Pages 331-346 in Waters-Bayer (eds.), Farmer innovation in Africa: a source of inspiration for agricultural development. Earthscan Publications, Ltd., London, England. 362 pages.
6. Partnerships with industry: the essential ingredient for agribusiness education
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Litzenberg, K.K. (author) and Dunne, A. J. (author)
- Format:
- Research report
- Publication Date:
- 1996-05
- Published:
- USA
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 109 Document Number: C10333
- Journal Title Details:
- FP 96-4
- Notes:
- Faculty Paper Series of Texas A&M University
7. The way to cultivate characteristic talents majoring in marketing in agricultural universities and colleges
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Qi, Li (author)
- Format:
- Journal article
- Publication Date:
- 2012
- Published:
- China
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 187 Document Number: D01021
- Journal Title:
- Asian Agricultural Research
- Journal Title Details:
- 4(9) : 78-80, 86
8. 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.