Andrew, Chandra L. (author) and Tarleton State University
Format:
Dissertation
Publication Date:
2017-01-01
Published:
Ann Arbor: ProQuest
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 17 Document Number: D10469
Notes:
326 pages., ISBN: 9781369787863, Via ProQuest Dissertations and Theses., Stufflebeam’s (1969) context, input, process, product (CIPP) model was used to evaluate 11 undergraduate agricultural communication programs. The programs were selected based upon their 2012-2013 membership numbers in the National Agricultural Communicators of Tomorrow chapters, with the goal of selecting the universities with the largest undergraduate agricultural communication programs. Research has indicated that regular evaluation is vital to the agricultural industry and the graduates from agricultural communication programs.
The researcher sought to answer the following research questions: 1. How many credit hours does each program require? 2. What categories of courses are offered within the curriculum for an undergraduate agricultural communication degree? 3. What are the expected topics students should receive in each category? 4. What is the degree productivity of each undergraduate degree or concentration in agricultural communication over a five-year timespan?
The context portion of the study was the history of agricultural communication. The input construct of the model was the characteristics of undergraduate agricultural communication programs. The process portion of the model was the traditional programs’ coursework offered in the programs. Finally, the product construct was the topics required by graduates.
The evaluation identified 28 categories of coursework that occurred in the undergraduate agricultural communication curriculum of the 11 selected universities. The frequency of categories occurring at each university ranged from a high of 11 to a low of three. Topics varied depending upon category, but overlap of topics did occur among categories. The overlap indicates that faculty are striving to encompass multiple topics within their offered courses’ framework.
Finally, all programs had increased their number of graduates in a five-year timespan. With the exception of one program, all remaining programs expected enrollment to continue to increase in the future.
Park, Sin-Ae (author), Cho, Moon-Kyoung (author), Yoo, Mung Hwa (author), Kim, Soo-Yun (author), Im, Eun-Ae (author), Song, Jong-Eun (author), Lee, Jin-Cheol (author), Jun, In Gun (author), and Konkuk University
Heavenly Brain Reactivation Institute
Horticultural Therapy Rehabilitation and Education Center
Agricultural Technology Service Center of Incheon
Format:
Journal article
Publication Date:
2016-12
Published:
South Korea: American Society for Horticultural Science
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 16 Document Number: D10450
8 pages., Via online journal., The objectives of this study were to examine the effects of a horticultural activity program on the emotional intelligence, prosocial behavior, and scientific investigation abilities and attitudes of kindergarteners. A total of 336 children aged 5 to 7 years in public and private kindergartens and day care centers in Incheon, South Korea, participated in a 24-session horticultural activity program. This program included indoor and outdoor activities such as planting seeds, transplanting plants, making and applying eco-friendly fertilizer, watering, harvesting, using plants to make crafts, and cooking with produce. It was designed to improve the emotional intelligence, prosocial behavior, and scientific investigation abilities and attitudes of kindergarteners. Each session lasted an average of 50 minutes and was held once per week. The results of the study showed that the 24-session horticultural activity program improved the emotional intelligence, prosocial behavior, and scientific investigation abilities and attitudes of the children (P < 0.05). Satisfaction with the program was very high among both the children and their teachers and parents. Future studies should consider exploring the effects of horticultural activity programs on children in different age groups.
4 pages, A family-skills program for Latino fathers and youth was implemented to prevent youth obesity. Lessons learned focused on practices to address barriers to engagement and retention among fathers and youth within the Latino community. Program development issues included selection of organizations, facilitators, language, and delivery methods. Implementation issues included timing and location. Cultural issues regarding learner needs, and teaching and implementation methods need to be considered. Using the lessons learned, Extension professionals can create impactful programs that engage and retain Latino fathers and youth.
