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2. 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.
3. Increasing student awareness and understanding of food security by integrating a service-learning project into an undergraduate hydroponic food production course
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Currey, Christopher J. (author), vanderZanden, Ann Marie (author), Mitchell, Joshua J. (author), and Iowa State University
- 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: D10329
- Journal Title:
- HortTechnology
- Journal Title Details:
- 28(4) : 543-547
- Notes:
- 5 pages., Via online journal., Food security is a growing global concern. To meet the needs of an ever-growing population, food production practices will need to evolve to maximize food quantity and quality. Controlled-environment food production has increased significantly in the United States over the past 5 years, and a component of that production includes hydroponic food crops. In an effort to better prepare a workforce with knowledge of hydroponic crop production, a new course was added to an existing greenhouse curriculum. A service-learning project was integrated in the course that allowed students to experience both growing crops hydroponically and volunteering at a local food bank with a free meal program. Self-assessment showed a significant increase in student confidence in understanding food security by the end of the course. There was also a significant knowledge gained in defining terminology, factors, and the impact of food security in a community. The three guided reflections students completed during the course identified four common themes relative to the course content and service-learning project including the following: community benefits, value of volunteering, local and global effects of food insecurity, and personal growth.
4. Knowledge and perceptions of a Visual Communications Cirriculum Unit in Arkansas Secondary Agricultural Classrooms: An Impact of Experiential Learning
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Pennington, Kristin M. (author / University of Arkansas)
- Format:
- Master's thesis
- Publication Date:
- 2012-05
- Published:
- USA
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 192 Document Number: D03575
- Notes:
- 148 pages, Currently, a need exists for agricultural education programs to being introducing new curriculum which will help meet the current and future needs of the agricultural industry. In 2010, the University of Arkansas Agricultural and Extension Education Department received grant funding for the development of curriculum relating directly to visual communications technology and its role in agricultural communications. Curriculum was developed and teachers across the state were asked to participate in implementing the program. The primary purpose of this study was to evaluate the knowledge levels of students prior to being taught agricultural communications curriculum was taught, and again after students participated in a day-long experiential learning activity utilizing the skills taught throughout the curriculum; students' perceptions were also assessed. Additionally, a content analysis was completed to assess the ability of students to apply skills learned in the curriculum. Eleven schools participated in the study. A significant difference was seen in test scores for each curriculum (photography, writing, and videography) unit. Overall, students had a positive perceptions of the curriculum and the experiential learning activity. Also, the content analysis showed that students were able to apply skills taught via the curriculum and successfully conveyed stories and messages by producing short promotional videos about agriculture. The study found that the curriculum was successful in increasing student knowledge of visual communications as it relates to agricultural communications.
5. Reaching teen farm workers with health and safety information: an evaluation of a high school ESL curriculum
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Teran, S. (author), Strochlic, R. (author), Bush, D. (author), Baker, R. (author), and Meyers, J. (author)
- Format:
- Journal article
- Publication Date:
- 2008
- Published:
- USA
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 140 Document Number: D05947
- Journal Title:
- Journal of Agricultural Safety and Health
- Journal Title Details:
- 14(2) : 147-162
6. Selected college students' knowledge and perceptions of biotechnology issues reported in the mass media
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Wingenbach, Gary J. (author) and Rutherford, Deborah W. (author)
- Format:
- Paper
- Publication Date:
- 2003-06-13
- Published:
- International
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 125 Document Number: C17959
- Notes:
- 13 p., Paper presented to the Research Special Interest Group, Agricultural Communicators in Education conference, Kansas City, Missouri, June 2003