Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 142 Document Number: D11531
Notes:
5 pages., Retrieved April 4, 2020, from the Campus Explorer website., Identified selected agricultural communications and journalism education programs at U.S. colleges and universities.
Elefson, Jean O'Brien (author / Assistant Professor, University of Wisconsin, River Falls, WI) and Assistant Professor, University of Wisconsin, River Falls, WI
Format:
Journal article
Publication Date:
1992
Published:
USA: National Association of College and Teachers of Agriculture, Urbana, IL
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: C06321
James F. Evans Collection, Integrating the higher levels of cognitive learning with the process of agricultural writing is vital. This study investigated the behavior of a professional agricultural writer and how that information was transferred to students through four cognitive levels of learning. The agricultural writing framework is based on the cognitive behaviors of planning, translating, and reviewing as well as the social behaviors of dealing with individuals and organization. Those behaviors were incorporated into the learning levels of cognition: remembering, processing, creating, and evaluating. The investigator recommends a number of specific steps in designing learning objectives, activities, and evaluation for teaching novice agricultural writers. (original)
2 pages., Research summary online via the North American Association for Environmental Education., Author used a three-component data collection frame. Findings suggested that "very little training exists at the college level; almost 80% of schools with communication or journalism programs did not offer any courses described as directly or indirectly about the environment. Nevertheless, almost 80% of surveyed students thought coursework in environmental reporting was somewhat important, important, or very important. Furthermore, of the news article published in campus papers, under 2% covered environmental topics, which the researcher rated as "typically simplistic and local(typically campus) in geographic scale.
Summarizes a presentation by Lowell Treaster, director of public relations at Michigan State College, at the recent AAACE conference, Cornell University, Ithaca, New York.
Committee on Educational Policy in Agriculture, National Academy of Sciences and National Research Council, Washington, D.C.
Format:
Report
Publication Date:
1967-03-08
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 164 Document Number: C27290
Notes:
1 page., Lists schools offering such programs and number of students enrolled in each. Based on a survey conducted during May 1965 by R. E. Geyer, Executive Secretary of the Committee.
"A newspaper mat service now in its third year of use by the Missouri Agricultural Extension Service is believed by the author to be one of the best informational mediums used by the state."
Reports three experiences in which Georgia State College of Agriculture contracted with commercial firms to provide information for paid advertisements and accompanying news releases to newspapers.
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.
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.
Brief summary of a talk by C.E. Randall, editor, U.S. Forest Service, at 1931 AAACE convention, Corvallis, Oregon. American Association of Agricultural College Editors.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 140 Document Number: D06117
Notes:
Online from Academic Special Interest Group of the Association for Communication Excellence in Agriculture, Natural Resources, and Life and Human Sciences. 2 pages., Suggestions from the experiences of an agricultural communication faculty member.
Author said the field for home economics extension has become so broad that it is beginning to take rank with agriculture in its diversity of interests. It would be most helpful, she said, if the editors in the various states could associate with them assistant editors, women well trained in both home economics and journalism, who could adequately give popular expression to home demonstration work.
Andrews, Stanley (author), Johnson, Paul (author), Swanson, Harold B. (author), Wilkening, Eugene A. (author), Calkins, William (author), and Meeker, David (author)
Format:
Journal article
Publication Date:
1954-09
Published:
USA: American Association of Agricultural College Editors
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: C17893
Author comments on changes in terms being used, such as: producers for farmers, units for hog barns, operations for farms, commodities for crops, FFA for Future Farmers, College of Food, Agricultural and Environmental Sciences for College of Agriculture.
Miller, Mason E. (author / CSRS, USDA) and CSRS, USDA
Format:
Conference paper
Publication Date:
1982
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 54 Document Number: C01093
Notes:
AgComm Teaching; See ID C01090, In: Marks, J.J. and Cooper, B., eds. Proceedings of the EXCOP Communications workshop; 1982 September 16-17; St. Louis, MO. Columbia, MO : University of Missouri, 1982. p. 11-14
This newsletter series is maintained in the office of the Agricultural Communications Program, University of Illinois, Urbana-Champaign - "International" file section - "OCIAC" file folder., Agricultural Communications Program, University of Illinois., Author identifies five reasons for this interest..
