AgriSciences

Die moeite werd om te lees oor onderrig in die Fakulteit Agriwetenskappe
Papers worth reading about teaching in the Faculty of AgriSciences

Cano, J. and S. Metzger (1995). “The Relationship between Learning Styles and Levels of Cognition of Instruction of Horticulture Teachers.” Journal of Agricultural Education 36(7).

Abstract: The flexibility for learners to learn begins with the teacher’s style of learning and the levels of cognition utilized in the classroom. Teachers have the basic capability to learn and teach; however, they are not all able to learn and teach effectively in the same exact way. The current study sought to determine the learning style and cognitive level of instruction of central Ohio horticulture teachers. The Florida Taxonomy of Cognitive Behaviors (FTCB) and the Group Embedded Figures Test (GEFT) were used to assess the level of cognitive instruction (FTCB) and the learning style (GEFT). The results indicated that 44% of the teachers preferred the field dependent learning style and 56% preferred the field-independent learning style. Furthermore, 84% of the teaching occurred at the lower levels of cognition. The mean weighted cognitive score for the teachers was 23.03. The mean weighted score reflected a cognitive level of teaching concentrated near the cognitive level of translation. A moderate positive (r=.32) relationship was found between learning style and the weighted cognitive level of instruction. Correlation coefficients between GEFT scores and the seven levels of cognition ranged from a substantial negative association (r=-.53) to a moderate positive association (r= .41).

Cerny-Koenig, T., C. A. Perillo, et al. (2007). “Piloting a Program-level Learning Assessment Plan in Plant and Soil Science.” NACTA Journal: 26-33.

Abstract: Faculty of Washington State University’s undergraduate degree programs in Crop Science, Soil Science, and Horticulture initiated the development and implementation of an assessment process to gauge the extent to which WSU students in the plant and soil science programs meet university and program learning goals. This process was undertaken primarily to help improve our joint teaching efforts and students’ learning; it also was encouraged by the needed documentation for the 2007 university accreditation and a need to better match our program learning goals with the University’s newly developed Learning Goals of the Baccalaureate. The new program-level assessment plan focused on determining and documenting student progress and proficiency at the sophomore and senior levels. This paper describes the development process and results of the initial assessment cycle and how faculty from three degree programs were recruited and trained in the assessment of student research posters in the sophomore level course and oral presentations on soil-plant management plans in the senior level course. Average faculty ratings were 2.8 for the sophomore projects and 4.5 for the senior projects out of a possible 6 points across all rubric dimensions, with inter-rater reliability of 89 and 87%, respectively. Increased scores at the senior level suggest that student proficiency does increase as students progress through our curriculum and can be documented by rubrics of comparable evaluation criteria.

Dahlgran, R. A. (1990). “Teaching Innovations in Agricultural Economics: An Economic Approach.” American Journal of Agricultural Economics 72(4): 873-882.

Abstract: An economic learning model, with time inputs of instructional preparations, classroom contact, and student preparation under both innovative and traditional teaching methods, is developed and used to evaluate teaching innovations in agricultural economics. The model’s implications for evaluating teaching innovations are developed and tested. The conclusions are as follows: a comparison of test scores for experimental and control groups to evaluate teaching innovations ignores the efficiency impacts of “labour-saving” innovations; students can provide useful data for evaluating teaching innovations; and economic cost-benefit concepts should guide conclusions about the effectiveness of innovations.

Falk, C. L., P. Pao, et al. (2005). “Teaching Diversified Organic Crop Production Using the Community Supported Agriculture Farming System Model.” Journal for Natural Resources in Life Sciences Education 34: 8-12.

Abstract: An organic garden operated as a community supported agriculture (CSA) venture on the New Mexico State University (NMSU) main campus was begun in January 2002. Students enroll in an organic vegetable production class during spring and fall semesters to help manage and work on the project. The CSA model of farming involves the sale of shares to members who receive weekly assortments of the farm’s output. This is the first organic garden on the NMSU main campus, the first organic vegetable production class, and the first CSA venture in southern New Mexico. This article focuses on the main class activities, how the class has evolved, and future challenges. In particular, the article explores how the class operates within the context of a functioning organic CSA farm with teaching, research, and extension objectives that sometimes are in conflict.

Igo, C., D. M. Moore, et al. (2008). The Problem-Solving Approach (Techniques January 2008).

Abstract: No abstract

Lindner, J., R and K. Dooley, E (2002). “Agricultural Education Competencies and Progress toward a Doctoral Degree.” Journal of Agricultural Education 43(1): 57-68.

Abstract: This study was designed to describe the compilation of doctoral students’ knowledge, skill, and abilities as they progressed toward a degree in agricultural education. A census of beginning, middle, and end of program doctoral students at Texas A&M University was conducted. An 85% response rate was achieved. Data for the study were collected by mailed questionnaire and online through the Internet. Study findings showed that as doctoral students progressed toward a degree, their Foundations Knowledge, Applications Knowledge, International Knowledge, Social Skills, Content Skills, Process Skills, Complex Problem-Solving Skills, Systems Skills, Resource Management Skills, Verbal Abilities, Idea Generation and Reasoning Abilities, Auditory and Speech Abilities, Attentiveness Abilities, and Perception Abilities increased. Recommendations for validating and authenticating study findings are provided. This study provides a model for benchmarking competencies and provides a taxonomy from which to study and understand/consider agricultural education competencies.

Martinich, J. A., S. L. Solarz, et al. (2006). “Preparing students for conservation careers through project-based learning.” Conservation Biology 20(6): 1579-1583.

Abstract: No abstract

McAndrews, G., J. Goodwin, et al. (2006). “Using Environmental and Ethical Issues for Debate in an Introductory Agronomy Course.” NACTA Journal: 54-61.

Abstract: As modern societies place greater demand on natural resources, professionals working in areas impacting natural resources will increasingly have to work with others to address contentious issues. Students studying agriculture and natural resource related fields would benefit from improved professional skills in debate and discussion of complex issues. In this study, we investigated student perspectives on debate in an introductory agronomy course using the following questions: 1) What are student perceptions of debate as a pedagogical method in an agricultural classroom? and 2) Do the students find that debate improves their content learning and communication skills? In 2005, 106 students completed surveys with agree/disagree statements, and short answer questions regarding debate. When participating students were asked why they had chosen to participate in the class debate part of the course, 85%listed “intrinsic” or learning goals, and 83%of the participants listed extra credit points as one of their motivations. Eighty-seven percent of the participants expressed that debate contributed to their learning of course material. Students appreciated the way the debates encouraged them to go from passive knowledge of course content to active application of the material, and helped them improve their communication skills and learn about different points of view. Students’ overall evaluation of the debate experience was positive, with only two negative responses. This study suggests that incorporating debate in the agricultural classroom was an effective pedagogical method for improving content learning and strengthening student skills in professional discourse on controversial societal issues.

Monteiro, A. A. (2004). Using Vegetable Crops as a Tool for Crop Science Active Learning. IV International Symposium on Horticultural Education.

Abstract: This paper reports the use of vegetable crops as a hands-on tool for active learning crop science in an agriculture university college. During the course on vegetable crop science and technology each pair of students receive a plot of land where they grow a vegetable crop from February to June. The students are free in their options but have to justify the decisions about the methods and techniques they apply. They also compare alternative methods and techniques e.g. amount of N, plant spacing, seed drilling depth, soil mulching, and evaluate the results. The obligatory items to be reported are: (1) the choice of the crop; (2) crop adaptation to local soil and climatic conditions; (3) crop establishment; (4) the use of fertilizers; (5) irrigation timing and amount; (6) integrated pest and disease management; (7) harvest timing; (8) crop yield; (9) produce quality evaluation. Decision-making along the cropping cycle is a fundamental part of the work. The students have an opportunity for linking research with practice and for making a cost-benefit analysis of their decisions. At the end of the semester the students submit a written report and give a ten-minute oral presentation about their crop, which is followed by a commentary by the teachers and an open discussion among all students present. Students value this work and express great satisfaction for having the opportunity for interacting with plants and for applying and integrating their knowledge. They usually show difficulties on transferring the information from the literature to the field, on quantifying inputs, and on interpreting crop reactions.

Torres, R., M and J. Cano (1994). “Learning Styles of Students in a College of Agriculture.” Journal of Agricultural Education 35(4): 61-66.

Abstract: A brief narrative description of the journal article, document, or resource. A study to determine the preferred learning style of students (n=92) enrolled in the College of Agriculture at Ohio State University concluded that a field-independent learning style was preferred and that instructors need to be sensitive to learning style differences and should incorporate various teaching methods. (JOW)