Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: Byrnes4 Document Number: C12430
Notes:
Francis C. Byrnes Collection, Summary report of the Southern Regional Work Conferences for the Improvement of College Teaching in Agriculture. Sponsored by Danforth Foundation, Farm Foundation and Sears-Roebuck Foundation. 19 p.
Hambley, Diane I. (author), Marquardt, Raymond A. (author), and College of Business Administration, University of Nebraska, Lincoln, NE; College of Business Administration, University of Nebraska, Lincoln, NE
Format:
Journal article
Publication Date:
1990-03
Published:
USA: New York : John Wiley & Sons
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 89 Document Number: C06211
James F. Evans Collection, The purpose of this paper is to cause teachers, students, public officials and others in International Agricultural to contemplate how the use of so-called derogatory adjectives portrays judgement and negativism upon other nations and societies creating harm for future relations. (original)
Bentley, Orville G. (author), Johnson, Eldon L. (author), and Johnson: Vice President Emeritus, University of Illinois; Senior Adviser, INTERPAKS; Bentley: Dean Emeritus, College of Agricultural, University of Illinois; Senior Adviser, Office of International Agriculture
Format:
Report
Publication Date:
1992-08
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 91 Document Number: C06575
Notes:
James F. Evans Collection, Urbana, IL : University of Illinois, International Program for Agricultural Knowledge Systems, 1992. 39 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.
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.
