2 pages., Research summary via online from the North American Association for Environmental Education., Researchers interviewed 11 environmental or science journalism educators from four-year institutions and identified four common challenges: (1) keeping up with technology, (2) student interest, (3) environmental advocacy among students; and (4) lack of potential careers in the field. They suggested pre-requisites.
Contributed to ACDC by Warren Clark, October 2019., Features the first president of the American Association of Agriculture College Editors organization. Among other related achievements, he was chairman of the executive committee on extension organization and policy of the American Association of Agricultural Colleges and Experiment Stations.
Food and Agriculture Organizations of the United Nations, Rome.
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 130 Document Number: C19366
Notes:
Burton Swanson Collection, 131 pages; Report on an fao/undp study tour to the People's Republic of China Oct. 5-Nov. 2, 1978; FAO Economic and Social Development Paper, no. 11; ISBN 9251008981
National Association of Farm Broadcasters Archives, University of Illinois. NAFB Publications Series No. 8/3/88. Box No. 3. Contact http://www.library.uiuc.edu/ahx/ or Documentation Center
7 pages., Via online journal., The purpose of this study was to determine college students’ understanding of invasive species and their support for plant and animal pest control and eradication methods. Surveys were administered at a university and community college in Texas in biology and agriculture departments. A total of 533 respondents participated in the study. Most students said they were not part of any type of environmental organization and felt they were not very informed about invasive species issues. More students reported learning about invasive species in high school than in college courses. The average score on knowledge questions related to invasive and native plants and animals was 32%. Most students underestimated the negative impact of invasive species but many were aware of costs to manage those species. Reliable reported sources of information included environmental organizations, college courses, and the Internet. Pearson product-moment correlations showed positive relationships between students who had college class instruction regarding invasive species and positive attitudes toward management of invasive species. Positive relationships were also found between instruction and an awareness of invasive plants or animals. Respondents who were knowledgeable of invasive species in the community had more positive attitudes toward the management of invasive species. In demographic comparisons, differences were found with males, upperclassmen, and those identifying as Caucasian or other having more knowledge of invasive species and more positive attitudes toward their management.
