Ruesink, Lou Ellen (author / Information Specialist, Texas Water Resources Institute) and Information Specialist, Texas Water Resources Institute
Format:
Conference paper
Publication Date:
1984
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 51 Document Number: C00545
Notes:
AgComm Teaching, In: Research papers presented at the 1984 National ACE Meeting; 1984 June 28; Washington, D.C. [s.l.] : Agricultural Communicators in Education, 1984. 8 p.
Ruiz-Carpio, Miguel Rafael (author), Safai, Cyrus (author), Djobo, Arafat (author), Gaichuk, Ivan (author), and Safai, Nick M. (author)
Format:
Paper
Publication Date:
2018
Published:
International
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 93 Document Number: D10863
Notes:
Poster/paper published in proceedings of the American Society for Engineering Education annual conference and exposition, Salt Lake City, Utah. 2018, pages 1-15., Motivating, promoting interest in teaching engineering subjects is always a challenge for undergraduate engineering students especially for junior and lower level students. This approach also brought social awareness to members of the group, as well as tolerance and responsibility. It also emphasized to the students a tolerant and an open-minded world, now and forevermore. A group of multinational, multicultural undergraduate students at Salt Lake Community College, majoring in Civil, Mechanical, Electrical and Computer engineering are working on a project involving vertical farming, hydroponic watering, and making the plant growing process smart.
Food and its availability is of major concern in all nations, especially the underdeveloped communities. Students get exposed to different engineering disciplines, and learn how to work in a multicultural team and become socially responsible in an ever increasing connected world. Each student also becomes a teacher to other students at times discussing his specialty and field of engineering.
Ruth, Taylor K. (author), Rumble, Joy N. (author), Galindo-Gonzalez, Sebastian (author), Lundy, Lisa K. (author), Carter, Hannah S. (author), Folta, Kevin M. (author), and University of Illinois at Urbana-Champaign
The Ohio State University
University of Florida
Association for Communication Excellence
Format:
Journal article
Publication Date:
2019
Published:
United States: New Prairie Press
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 15 Document Number: D10430
24 pages., Via online journal., Faculty at land-grant universities are expected to engage in some form of Extension, or science communication, as part of the land-grant mission. However, critics have claimed these institutions are out of touch with their stakeholders’ needs and faculty mainly communicate with others in academia. This engagement with a homogenous group reflects the concepts of echo chambers, where people are only exposed to information that aligns with their beliefs and current knowledge and discredit opposing information. An explanatory mixed-methods design was used to understand land-grant faculty’s engagement in echo chambers. A survey was distributed to a census of tenure-track faculty in the University of Florida’s Institute of Food and Agricultural Sciences to understand respondents’ engagement in echo chambers. Follow-up interviews were conducted with 13 of the survey respondents to further explore their audiences and channels used in science communication to understand their engagement in echo chambers. Survey results indicated faculty did not necessarily participate in echo chambers, but they also did not contribute to an open communication network. However, the interviews found participants were interested in reaching new audiences yet struggled to communicate with stakeholders. The participants also reported wanting to find alternative channels to peer reviewed journals to help disseminate their work. The findings from this study indicated faculty contributed to a type of echo chamber, but rather than viewing their stakeholders’ opinions as false, they simply did not hear the opinions. Agricultural communicators should work with land-grant faculty administrators to identify appropriate audiences and channels for science communication.
17 pages, via online journal, Purpose: This quantitative study sought to investigate the perceptions of teachers and students regarding competency-based education (CBE) principles at the College of Agriculture at Razi University.
Design: This research is a comparative analysis of two groups. The first group consists of undergraduate and graduate students majoring in agriculture who are members and non-members of student cooperatives (n = 256). The second group consists of agricultural faculty members (n = 59).
Findings: The results of this study show that students and teachers have different views with regard to the extent to which CBE principles are practiced in the College of Agriculture. Moreover, students with different learning patterns had different perceptions regarding the extent to which CBE is practiced, whereas teachers with different teaching patterns had the same perception of the application of CBE principles in the College of Agriculture.
Practical implications: This study has practical implications for agricultural higher education in general and colleges of agriculture in particular. Colleges of agriculture across Iran could encourage their students to establish and engage in student cooperatives so that the ‘what’ and ‘how’ aspects of CBE are put into practice.
Theoretical implications: This study has theoretical implications for CBE principles. For example, student cooperatives can be utilized by faculty members as one of the main strategies for developing CBE in agricultural colleges.
Originality/value: This study is original in that it moves from theory to practice when considering CBE.
Report of a roundtable conference in connection with the First National Conference on Educational Broadcasting, Washington, D.C., December 10, 1937. Includes case experiences in various states.
Pages 86-87 in Extension Circular 541, Review of Extension Research, January through December 1961, U.S. Department of Agriculture, Washington, D.C. Summary of a thesis for the master of science degree in agricultural extension, University of Tennessee, Knoxville. 1961. 281 pages.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: C21148
Notes:
Spring Hill Conference Center, Minneapolis, Minnesota, June 9-11. 384 pages., This report is a compilation of unedited papers, discussions and reports from concurrent workgroups presented or developed at the initial workshop of the Social Science Agricultural Agenda Project. National Center for Food and Agricultural Policy and Michigan State University provided seed money for planning the workshop.
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.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 116 Document Number: C11846
Journal Title Details:
pp. 42-44
Notes:
Presentation at The Fifth Annual Conferences of The American Association of Agricultural College Editors at Ithaca, NY, June 28-29, 1917, Proceedings of The Fourth, Fifth, and Sixth Annual Conferences of The American Association of Agricultural College Editors by Subject Term(s)
Agricultural Communicators in Education (ACE) in 1919
James F. Evans Collection, This article concentrates on 1890 land-grant colleges' and universities' contributions to rural development in 16 southern and border states. The author contends that lifting rural dwellers out of ignorance and poverty has been a major objective of 1890 institutions. During the early years the 1890s sent out change-agents to encourage rural dwellers to improve their standard of living through education and self-help programs. These agents went into rural communities and taught farm families to raise better crops and livestock; improve their homes, schools, and community life; and despite inadequate funding of teaching, research, and extension at these schools, the 1890 schools made significant contributions to rural development. Moreover, the writer contends that the 1890 schools are not outmoded, but essential to rural development and to the education of American citizens during the rest of the 1990s and into the 21st century. (original)
Stahmer, Anna (author / Academy for Educational Development, AID Rural Satellite Program) and Academy for Educational Development, AID Rural Satellite Program
Format:
Report
Publication Date:
1987
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 68 Document Number: C02844
Notes:
West Indies, James F. Evans Collection, Washington, D.C. : The Academy for Educational Development, 1987. 21 p. (Telecommunications and Rural Development - The AID Rural Satellite Program; Agriculture)
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 116 Document Number: C11839
Journal Title Details:
pp. 16-18
Notes:
Presentation at The Fourth Annual Conferences of The American Association of Agricultural College Editors at Manhattan, KS, June 21-23, 1916, Proceedings of The Fourth, Fifth, and Sixth Annual Conferences of The American Association of Agricultural College Editors by Subject Term(s)
Agricultural Communicators in Education (ACE) in 1919
Swanson, Harold B. (author / University of Minnesota, Dept of Information and Agricultural Journalism) and University of Minnesota, Dept of Information and Agricultural Journalism
Format:
Journal article
Publication Date:
1980
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 53 Document Number: C00719
Telg, Ricky (author), Irani, Tracy (author), Rhoades, Emily (author), and Myers, Brian (author)
Format:
Research report
Publication Date:
2007-05-16
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 163 Document Number: C26964
Notes:
Pages 282-292 of proceedings of the 2007 Research Conference of the American Association of Agricultural Education in Minneapolis, Minnesota, May 16-18, 2007.
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..
USA: Washington, D.C. : U.S. Government Printing Office
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 53 Document Number: C00808
Notes:
AgComm Teaching, see ID #C00802, In Popular Reporting of Agricultural Science: Strategies for Improvement, Proceedings of the National Agricultural Science Information Conference held at the Scheman Continuing Education Building, Iowa State University, Ames, Iowa, October 22-26, 1979 (pp. 48-50).
17 pages, via online journal, Prior research has indicated that the incorporation of computer-based peer review into writing instruction increases student engagement, improves student performance, and increases student perceptions of self-efficacy. This study used a quasi-experimental untreated control group design to examine the impact of computer-based peer review on student performance and perceived self-efficacy in an undergraduate agricultural graphic design course. The impact of participation in computer-based peer review on performance scores was investigated using a MANOVA. After two rounds of peer review, students improved their overall course performance by one-half letter grade. Perceptions of self-efficacy were further analyzed using a one-way repeated measures ANOVA. Most (54.17%) students who participated in the computer-based peer review process reported increases in perceived self-efficacy in graphic design. The findings from this study indicate the benefits of computer-based peer review extend to instruction in graphic design courses.
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.
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
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.
USA: Extension Service, U.S. Department of Agriculture, Washington, D.C.
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: D08959
Notes:
Page 21 in Lucinda Crile, Findings from studies of bulletins, news stories, and circular letters. Extension Service Circular 488. Revision of Extension Service Circular 461, which it supersedes. May 1953. 24 pages. Summary of the author's masters thesis, University of Idaho, Moscow. 1944. 145 pages.
Ward, W.B. (author / Cornell University) and Cornell University
Format:
Report
Publication Date:
1963
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 45 Document Number: B05567
Notes:
William B. Ward Collection, A statement presented before the administrative board of the Cornell Unniversity Council, New York City, November 15, 1963. 16 p.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 102 Document Number: C08778
Notes:
James F. Evans Collection, In: One hundred years of agricultural research at Cornell University: a celebration of the centennial of the Hatch Act, 1887-1987.
USA: Extension Service, U.S. Department of Agriculture, Washington, D.C.
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: D08960
Notes:
Page 21 in Lucinda Crile, Findings from studies of bulletins, news stories, and circular letters. Extension Service Circular 488. Revision of Extension Service Circular 461, which it supersedes. May 1953. 24 pages. Summary of Bulletin 12 (and master's thesis), Department of Agricultural Journalism, University of Wisconsin, Madison. 1942. 16 pages.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 116 Document Number: C11840
Journal Title Details:
pp. 18-21
Notes:
Presentation at The Fourth Annual Conferences of The American Association of Agricultural College Editors at Manhattan, KS, June 21-23, 1916, Proceedings of The Fourth, Fifth, and Sixth Annual Conferences of The American Association of Agricultural College Editors by Subject Term(s)
Agricultural Communicators in Education (ACE) in 1919
Webb, J.L. (author / University of Delaware) and University of Delaware
Format:
Conference paper
Publication Date:
1982
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 54 Document Number: C01095
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. 20-24
USA: Washington, D.C. : U.S. Government Printing Office
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 53 Document Number: C00809
Notes:
AgComm Teaching, see ID #C00802, In Popular Reporting of Agricultural Science: Strategies for Improvement, Proceedings of the National Agricultural Science Information Conference held at the Scheman Continuing Education Building, Iowa State University, Ames, Iowa, October 22-26, 1979 (pp. 56-59).
White, Maurice E. (author) and American Association of Agricultural College Editors (AAACE).
Format:
Research report
Publication Date:
1978
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 164 Document Number: C27292
Notes:
15 pages., Findings of a national survey of teaching and research activities among AAACE members (or information staffs) at 47 land grant institutions, including Puerto Rico. Report also includes listings of courses taught and titles of research projects. More than 38 percent (18 of 47) of responding institutions were teaching undergraduate courses. 30% (14 of 47) had conducted communications research projects during the past 5 years.
Whiting, Larry R. (author) and Ohio State University
Format:
Book chapter
Publication Date:
1995
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 102 Document Number: C08753
Notes:
Larry Whiting Collection, Buford, J.A., Bedeian, A.G. & Lindner, J.R. (ed) Management in Extension. 3rd edition. 1995. Ohio State University Extension.
Williams, T.T., ed. (author / Human Resources Development Center, Tuskegee Institute, AL) and Human Resources Development Center, Tuskegee Institute, AL
Format:
Conference proceedings
Publication Date:
1983
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 55 Document Number: C01198
Notes:
Dr. James Evans Collection; Contains table of contents and preface, Tuskegee, AL : Tuskegee Institute, 1983. 170 p.
7 pages., Via online journal., Virtual plant walk maps were developed for an ornamental plant identification (ID) course, with the goal of providing an additional study resource to potentially enhance student learning. The maps provided students an opportunity to revisit plants covered in lecture and laboratory sections at their own convenience, using either a computer or mobile device. Each map plotted the locations of the plants from the corresponding list and provided photographs of specimens, plant family, common and scientific names, and plant type information. At the end of the course, a survey was given to collect information about student use and perceptions of the virtual plant walk maps for two fall semesters (n = 87). Survey results indicated 63% of the students used the virtual plant walk maps as a study resource. Students who used the maps reported accessing the maps an average of 3.2 times between receiving the maps and taking the plant ID quiz in laboratory. Students mainly used the maps to study the most current plant list and accessed previous plant list maps to a lesser extent. About 67% of students who used the virtual maps, used the maps to visually review the plants online only, although 31% of students used the maps for both visual review and to physically retrace the plant walk to view the live specimens. Of the students who did not use the maps, most found other study resources/methods more useful or they forgot about the maps as a resource. When asked to rate usefulness of the maps on a scale from slightly useful (1) to very useful (3), 43% of students indicated that the virtual maps study tool was very useful, 25% indicated the maps were useful, and 8% indicated that the maps were slightly useful. A significant dependence between student use frequency and student usefulness ratings of virtual plant walk maps was observed. As students’ use of the virtual maps increased, they perceived the maps to be more useful to their studies in preparing for ID quizzes. No differences between plant ID quiz scores were associated with virtual plant walk map use, learning style, or use by learning style. Our survey indicated that students used the virtual plant walk maps as a resource and perceived the maps as a useful tool in preparation for ID quizzes.
From an address, "Communications and the land-grant institution." He argues: "Communication is inseparable from education. In fact, it is the heart of education. It is impossible to have education without communication, and we cannot have communication without some degree of education. The two go hand in hand."
Yarbrough, Paul (author / Cornell Rural Communication Research Program, Department of Communication Arts, Cornell University) and Cornell Rural Communication Research Program, Department of Communication Arts, Cornell University
Format:
Conference paper
Publication Date:
1983
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 65 Document Number: C02412
Notes:
Three copies, In: The use of computers in agricultural information (NCCI Workshop; 1983 May 2-5; Palmer House, Chicago) Madison, WI : North Central Computer Institute, 1983. p. 119-130
Africa: Sasakawa Centre for Continuing Education in Agriculture, University of Cape Coast, Ghana
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 134 Document Number: C20534
Notes:
Burton Swancon Collection, 69-73 pages from "Professional development of mid-career, front-line agricultural extension staff in Sub-Saharan Africa" Proceedings from a workshop
Zagonel, Anissa (author), Baker, Lauri M. (author), King, Audrey E.H. (author), and Kansas State University
Oklahoma State University
Association for Communication Excellence
Format:
Journal article
Publication Date:
2019
Published:
United States: New Prairie Press
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 15 Document Number: D10433
15 pages., Via online journal., Investment of employees in a brand can lead to greater public understanding and positive impressions of a brand by external stakeholders. However, this can be challenging in public organizations with multiple brand segments and a large number of employees spread across great distance with limited funds for marketing. While previous work has looked at Extension agents, faculty, and volunteers’ brand perceptions, no studies have looked at communication services employees’ investment in the brand. The purpose of this qualitative study was to discover how well employees in a university and Extension printing and mail entity understood the Extension brand and their investment in the brand. Research questions that guided this study were: 1) What perceptions and investment do communication services employees have in the Extension brand? And 2) what are employees’ perceptions of the organization’s branding and marketing efforts? Each of the 18 interviews included a series of questions focusing on employees’ story related to Extension and employees’ thoughts on branding and marketing efforts. Results in this study with communication services employees indicate these employees are not invested in the brand with the majority having little to no understanding of the mission of Extension. This contradicts previous research with employees in other brand segments of Extension. Implications of this work include a need for training on the Extension mission for communication services employees, a shift in culture to encourage investment in the brand, and inclusion of all Extension employees in the mission of Extension.
Zimmerman, Allen P. (author / Chair, Engineering Technologies Division, The Ohio State University, Wooster Campus, Agricultural Technical Institute, Wooster, OH)
Format:
Journal article
Publication Date:
1991-06
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 86 Document Number: C05621
