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2. Case study integration in the undergraduate classroom: can we enhance willingness to communicate?
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Harsh, Jessica (author), Lamm, Alexa (author), Telg, Ricky (author), and Meyers, Courtney (author)
- Format:
- Paper abstract
- Publication Date:
- 2018-02
- Published:
- USA
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 199 Document Number: D10019
- Notes:
- Abstract of paper presented at the National Agricultural Communications Symposium, Southern Association of Agricultural Scientists (SAAS) Agricultural Communications Section, Jacksonville, Florida, February 4-5, 2018.
3. Agricultural communications students describe a short-term field experience
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Riggs, Angel (author), Montgomery, Diane (author), and Oklahoma State University
- Format:
- Journal article
- Publication Date:
- 2018-07-02
- Published:
- United States: New Prairie Press
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 1 Document Number: D10166
- Journal Title:
- Journal of Applied Communications
- Journal Title Details:
- 102(2)
- Notes:
- 20 pages; Article 3, via online journal, Student-run publications, including newsrooms and similar agency-style work achieve the curricular goal of experiential learning (Roberts, 2006) for university agricultural communication students. Gaining a journalistic skillset in the classroom is richly supplemented with experiencing real-world and authentic agency immersion to reveal to students the genuine characteristics of a workplace. The purpose of this study was to use Q methodology to evaluate a real-world, out-of-class-but-supervised newsroom producing publications for the State FFA Convention. Fifteen undergraduate students who were immersed in this three-day program in which students publish original work to disseminate information to FFA participants and the public participated in the study at the end of the newsroom experience. With a concourse sampled along four dimensions of growth and development (Author, 2014), a Q set of 36 statements was sorted. In addition to the Q sorts, comments gathered from the students at the last session assisted in the interpretation of data. Post-sort interviews were conducted with exemplar sorters. Data were analyzed using principal components and varimax rotation and interpreted to show three ways the newsroom was experienced by the university students. The Supervisors honed managerial skills while working as colleagues with faculty supervisors. The Contented Staff valued the education gained from the experience and recognized the practical application of the communications-based skill-set. The Stressed Staff had insecurities and physical discomfort during the work and living in the city. Implications for program development, classroom instruction, and field experience assessment will be discussed.
4. 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.
5. Learning by doing: Applying the concept of pollen viability in a horticulture classroom
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Perez, Kauahi (author) and University of Hawaii and Manoa
- Format:
- Journal article
- Publication Date:
- 2017-08
- Published:
- United States: American Society for Horticultural Science
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 12 Document Number: D10362
- Journal Title:
- HortTechnology
- Journal Title Details:
- 27(4) : 461-464
- Notes:
- 4 pages., Via journal article., Learning by doing plays a critical role in a learner’s conceptual understanding. By actively engaging with a concept, students gain experience and develop an enduring understanding of the concept. The concept of pollen viability is a critical component in the field of plant breeding and can be used to explain various aspects of pollen quality. An inquiry activity was designed to expose undergraduate students in a horticulture course to the concept of pollen viability and its application. The entire class was tasked with collaborating to identify an in vitro germination medium optimized to germinate plumeria (Plumeria rubra) pollen. To determine optimum sucrose and pH concentrations of the medium, student groups were assigned treatments of pollen from two plumeria cultivars that were germinated in Brewbaker and Kwack media of differing sucrose and pH concentrations. Students calculated the percentage of germinated pollen and assessed pollen tube integrity and used these variables as evidence of an optimized medium. Although undergraduates were engaged in authentic research practices during the inquiry activity, lack of time and resources impeded completion of the activity. However, students were exposed to methods and instrumentation directly related to evaluating pollen viability. Moreover, they were exposed to the basic practice of pollen quality assessment that they can use to carry out investigations on pollen fertility. In addition, insight was gained to improve the inquiry activity in the future. Now, well-informed modifications to the inquiry activity can be made to pilot this activity in a formal horticulture laboratory section.
6. An evaluation of undergraduate agricultural communication degree programs
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- 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.
7. Teachers and students’ perception of competence-based education in the agricultural higher education system (Case of a student cooperative in Iran)
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Saadvandia, Mahsa (author), Abbasi, Enayat (author), Farhadian, Homayoun (author), Zarafshani, Kiumars (author), Biemans, Harm (author), and Tarbiat Mordares University Razi University Wageningen University
- Format:
- Online journal article
- Publication Date:
- 2019-06-23
- Published:
- Iran: Taylor & Francis
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 109 Document Number: D10977
- Journal Title:
- The Journal of Agricultural Education and Extension
- Journal Title Details:
- 25(4) : 307-322
- Notes:
- 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.
8. Preparing undergraduates for agriculture and food research careers: an internship paradigm
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Mott, Rebecca (author), Lorenz, Todd (author), and Britt-Rankin, Jo (author)
- Format:
- Journal article
- Publication Date:
- 2021-06-16
- Published:
- United States: Clemson University Press
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 203 Document Number: D12292
- Journal Title:
- Journal of Extension
- Journal Title Details:
- v. 59, n. 2
- Notes:
- 3 pages, The University of Missouri Integrated STEM Internship Program (MU-ISIP) is a 9-week internship experience that helps prepare undergraduates for the workforce or graduate school in four AFRI areas: (a) plant health and production, (b) animal health and production, (c) food safety, nutrition and health, and (d) agricultural economics and rural communities. This program helps address the need for the next generation of agriculturalists and food scientists through experiential learning. Additionally, it exposes undergraduates to Extension as a career option. This article outlines our approach to MU-ISIP and lessons learned during the program’s inception.
9. Agrarianism in agricultural education: a narrative study
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Martin, Michael J. (author), Enns, Kellie (author), and Hartmann, Katherine (author)
- Format:
- Journal article
- Publication Date:
- 2022
- Published:
- USA: American Association for Agricultural Education
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 205 Document Number: D12705
- Journal Title:
- Journal of Agricultural Education
- Journal Title Details:
- Vol 63, Iss.3
- Notes:
- 14 pages, Agriculturalists can be divided into broad ideological camps with differing value sets. While many different groups exist, there are two primary ideological groups: (1) conventional or agrarian populists and (2) non-conventional or neo-agrarians. Agricultural education students’ values about agriculture shape how they will work in their future classrooms, schools, and communities, as well as how they will interact with students and community members. The purpose of this narrative study was to describe undergraduate agricultural education students’ conceptualization of their values about agriculture. The findings from this study highlighted the polarization of ideologies in American agriculture. The agricultural education students’ conceptualization of agricultural values was largely conventional. Some students formed conventional agriculture values as they grew up, while other students experienced a change of their values towards conventional attitudes while in college. Students’ responses to others with differing values ranged from indifferent to negative. These differences indicate a real challenge for post-secondary agricultural educators. Students have the right to maintain their own values in agriculture, however they must be able to work with others who have differing values. Research is needed to evaluate effective ways to help students learn how to work with people who have differing agricultural values.
10. Texas state university program will mentor black and latina women in ag
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Eaton, Kristi (author)
- Format:
- Online Article
- Publication Date:
- 2022-09-20
- Published:
- United States: Daily Yonder
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 206 Document Number: D12829
- Journal Title:
- Daily Yonder, The
- Journal Title Details:
- Online
- Notes:
- 3pgs, The program will pair high school and college students in what’s called a “near peer” model to help ease the minority participants into the mentorship.