Journal of Natural Resources and Life Sciences Education最新文献_第7页

Incorporating Case Studies into a World Food and Population Course 将个案研究纳入世界粮食和人口课程

Journal of Natural Resources and Life Sciences Education Pub Date : 2010-01-01 DOI: 10.4195/jnrlse.2008.0041

Bethany F. Econopouly, Patrick F. Byrne, Marc A. Johnson

{"title":"Incorporating Case Studies into a World Food and Population Course","authors":"Bethany F. Econopouly, Patrick F. Byrne, Marc A. Johnson","doi":"10.4195/jnrlse.2008.0041","DOIUrl":"10.4195/jnrlse.2008.0041","url":null,"abstract":"The use of case studies in college courses can increase student engagement with the subject matter and improve analytical, problem-solving, and communication skills. Case studies were introduced in a relatively large (54 students) undergraduate world food and population course at Colorado State University in the spring semester of 2008 and evaluated for their effectiveness. Groups of two to four students selected and presented case studies developed at Cornell University that address human health and nutrition, food production, poverty alleviation, and natural resource management. The quality of the presentations and the learning experience varied considerably among the 16 presenting groups. The most successful presentations were those that had been rehearsed with an instructor, incorporated role playing or other creative techniques, and demonstrated enthusiasm for the topic. In an evaluation at the end of the semester, a majority of students felt the case studies were an important learning experience, improved their presentation skills, and should be retained in future offerings of the course. However, in multiple choice exams, students performed less well on questions based on case studies compared with questions derived from lecture material. This may be a reflection of the ineffectiveness of multiple choice exams to evaluate higher-level learning. Based on our experience, case studies can make positive contributions to similar courses, especially if efforts are made to improve class discussions and synthesis comments are made by the instructor to tie the case studies to the rest of the course.","PeriodicalId":100810,"journal":{"name":"Journal of Natural Resources and Life Sciences Education","volume":"39 1","pages":"79-83"},"PeriodicalIF":0.0,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4195/jnrlse.2008.0041","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82437335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Crossword Puzzles as Learning Tools in Introductory Soil Science 填字游戏作为土壤科学入门的学习工具

Journal of Natural Resources and Life Sciences Education Pub Date : 2010-01-01 DOI: 10.4195/jnrlse.2010.0002

K. A. Barbarick

{"title":"Crossword Puzzles as Learning Tools in Introductory Soil Science","authors":"K. A. Barbarick","doi":"10.4195/jnrlse.2010.0002","DOIUrl":"10.4195/jnrlse.2010.0002","url":null,"abstract":"Students in introductory courses generally respond favorably to novel approaches to learning. To this end, I developed and used three crossword puzzles in spring and fall 2009 semesters in Introductory Soil Science Laboratory at Colorado State University. The first hypothesis was that crossword puzzles would improve introductory soil science students’ interest in lab assignments. I used a five-question survey and one-way analyses of variance and chi-square statistical tests of the responses (responses were coded to a Likert scale) to test this hypothesis. Results indicated positive responses to crossword-puzzle usage; but, I found different average responses between the six sets of puzzles relative to their difficulty. The second hypothesis was that student reaction to each survey question would correlate to their total points earned or their academic major. The best correlation coefficient was a negative relationship between the survey question asking about the difficulty of the puzzle and the total points earned. Based on the positive student response for spring 2009 and fall 2009, I will routinely use crossword and possibly other “puzzles” in the Introductory Soil Science Laboratory course.","PeriodicalId":100810,"journal":{"name":"Journal of Natural Resources and Life Sciences Education","volume":"39 1","pages":"145-149"},"PeriodicalIF":0.0,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4195/jnrlse.2010.0002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87934960","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

Graduate Education in Risk Analysis for Food, Agriculture, and Veterinary Medicine: Challenges and Opportunities 食品、农业和兽医风险分析研究生教育:挑战与机遇

Journal of Natural Resources and Life Sciences Education Pub Date : 2010-01-01 DOI: 10.4195/jnrlse.2009.0043g

Ana-Paula Correia, Jeffrey D. Wolt

引用次数: 1

Community in Three Undergraduate University Science Courses: An Analysis of Student Perception 三门本科理科课程中的社区:学生感知分析

Journal of Natural Resources and Life Sciences Education Pub Date : 2010-01-01 DOI: 10.4195/jnrlse.2009.0039u

Robert V. Vavala, Deana Namuth-Covert, Courtney Haines, Donald J. Lee, James W. King, Carol Speth

{"title":"Community in Three Undergraduate University Science Courses: An Analysis of Student Perception","authors":"Robert V. Vavala, Deana Namuth-Covert, Courtney Haines, Donald J. Lee, James W. King, Carol Speth","doi":"10.4195/jnrlse.2009.0039u","DOIUrl":"10.4195/jnrlse.2009.0039u","url":null,"abstract":"Students who feel like part of a classroom community gain more enjoyment and are more academically successful than students who do not feel similar levels of community. This study intended to determine if students in online courses perceive the same level of community as students in face-to-face classes and if outside factors impacted community perceptions. The Classroom Community Survey (CCS) was administered to students in three introductory-level science classes, each with a face-to-face section and an online section. The CCS consists of 20 questions, measuring overall community and two subscales, connectedness and learning. Five possible responses were given scores of 1 through 5 for a total of 100 possible points. Demographic questions were asked to establish if out-of-class factors affected community scores. Students in face-to-face sections (n = 183, M = 58.10) had significantly higher community scores than online students (n = 74, M = 55.24), t (255) = 3.55, p < 0.05. Connectedness scores for students in face-to-face sections were significantly higher than scores for their online counterparts, t (255) = 2.81, p < 0.05. Scores for the learning subscale were not significantly different based on course delivery method, t (255) = –1.80, ns. Of the eight demographic questions, only the question regarding if the course was required had a significant impact on community scores, t (186) = 2.95, p < 0.05. Results of this study showed that face-to-face students perceived significantly higher levels of community than did online students. Perception of learning and course grades were not significantly different for students across delivery methods.","PeriodicalId":100810,"journal":{"name":"Journal of Natural Resources and Life Sciences Education","volume":"39 1","pages":"157-164"},"PeriodicalIF":0.0,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4195/jnrlse.2009.0039u","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73200305","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Improving Student Discussions in Graduate and Undergraduate Courses: Transforming the Discussion Leader 改进研究生和本科生的学生讨论:转变讨论领袖

Journal of Natural Resources and Life Sciences Education Pub Date : 2010-01-01 DOI: 10.4195/jnrlse.2009.0019g

Patricia A. Soranno

引用次数: 5

Direct Marketing Alternatives in an Urban Setting: A Case Study of Seattle Youth Garden Works 城市环境下的直接营销选择:以西雅图青年园林作品为例

Journal of Natural Resources and Life Sciences Education Pub Date : 2010-01-01 DOI: 10.4195/jnrlse.2010.0010

Mykel Taylor, Doug Young, Carol Miles

引用次数: 1

Greenhouse Gas Emissions Calculator for Grain and Biofuel Farming Systems 粮食和生物燃料农业系统温室气体排放计算器

Journal of Natural Resources and Life Sciences Education Pub Date : 2010-01-01 DOI: 10.4195/jnrlse.2009.0021

Claire P. McSwiney, Sven Bohm, Peter R. Grace, G. Philip Robertson

{"title":"Greenhouse Gas Emissions Calculator for Grain and Biofuel Farming Systems","authors":"Claire P. McSwiney, Sven Bohm, Peter R. Grace, G. Philip Robertson","doi":"10.4195/jnrlse.2009.0021","DOIUrl":"10.4195/jnrlse.2009.0021","url":null,"abstract":"<div>\u0000 Opportunities for farmers to participate in greenhouse gas (GHG) credit markets require that growers, students, extension educators, offset aggregators, and other stakeholders understand the impact of agricultural practices on GHG emissions. The Farming Systems Greenhouse Gas Emissions Calculator, a web-based tool linked to the SOCRATES soil carbon process model, provides a simple introduction to the concepts and magnitudes of gas emissions associated with crop management. Users choose a county of interest on an introductory screen and are taken to the input/output window, where they choose crops, yields, tillage practices, or nitrogen fertilizer rates. Default values are provided based on convention and county averages. Outputs include major contributors of greenhouse gases in field crops: soil carbon change, nitrous oxide (N2O) emission, fuel use, and fertilizer. We contrast conventional tillage and no-till in a corn–soybean–wheat (Zea mays L.–Glycine max (L.) Merr.–Triticum aestivum L.) rotation and compare continuous corn fertilized at 101 and 134 kg N ha−1 yr−1. In corn years, N2O was the dominant GHG, due to high fertilizer requirements for corn. No-till management reduced greenhouse gas emissions by 50% due to net soil carbon storage. Continuous corn fertilized at 101 kg N ha−1 yr−1 emitted 1.25 Mg CO2 equivalents ha−1 yr−1 compared with 1.42 Mg CO2 equivalents ha−1 yr−1 at 134 kg N ha−1 yr−1, providing a 12% GHG savings. The calculator demonstrates how cropping systems and management choices affect greenhouse gas emissions in field crops.\u0000 </div>","PeriodicalId":100810,"journal":{"name":"Journal of Natural Resources and Life Sciences Education","volume":"39 1","pages":"125-131"},"PeriodicalIF":0.0,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://acsess.onlinelibrary.wiley.com/doi/epdf/10.4195/jnrlse.2009.0021","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"106075975","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

Newsfeatures Newsfeatures

Journal of Natural Resources and Life Sciences Education Pub Date : 2010-01-01 DOI: 10.2134/jnrlse2010.391173x

引用次数: 0

Online Learning Modules for an Extension Program: Useful and Utilized? 扩展课程的在线学习模块:有用和利用?

Journal of Natural Resources and Life Sciences Education Pub Date : 2010-01-01 DOI: 10.4195/jnrlse.2008.0037

Theresa M. Crimmins, Candice L. Rupprecht

{"title":"Online Learning Modules for an Extension Program: Useful and Utilized?","authors":"Theresa M. Crimmins, Candice L. Rupprecht","doi":"10.4195/jnrlse.2008.0037","DOIUrl":"10.4195/jnrlse.2008.0037","url":null,"abstract":"A set of publicly available online learning modules was created as an educational supplement to a university extension program. Because the modules created for this program—like many online modules developed as a part of university outreach—are supplementary to programs featuring in-person instruction and hard-copy materials, it is not required that they be completed. An exploratory evaluation aimed to determine whether program participants make use of the non-compulsory modules and whether the modules are effective in helping participants to gain a greater understanding of watershed concepts. Such findings may extend to similar supplementary online learning experiences being developed through university extension and other similar programs. Participants in the evaluation demonstrated a >30% increase in content knowledge from pre-test scores to post-test scores; 70% of participants retained this knowledge through a 2-month follow-up test. Participants also provided very positive feedback regarding their experience with the modules. Online usage statistics indicated sustained site visitation for many months following the modules’ release and advertisement. Modules were found to be an asset to the hard-copy text used for the extension course. Evaluators expressed appreciation for interactive learning objects and seemed to use the modules over time as a ready reference. However, the modules are clearly not a substitute for in-person instruction. Overall, the exploratory evaluation indicated that the modules were a welcome supplement to the course and were effective in reinforcing key concepts.","PeriodicalId":100810,"journal":{"name":"Journal of Natural Resources and Life Sciences Education","volume":"39 1","pages":"102-108"},"PeriodicalIF":0.0,"publicationDate":"2010-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.4195/jnrlse.2008.0037","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85816986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 9

Tips for Motivating Students 激励学生的技巧

Journal of Natural Resources and Life Sciences Education Pub Date : 2010-01-01 DOI: 10.4195/jnrlse.2010.0111e

Marvin Druger

引用次数: 1