NACTA Journal最新文献_第4页

Systematic Literature Review Benefits the Professional Development of Undergraduate Students 系统文献综述有利于大学生专业发展

NACTA Journal Pub Date : 2023-06-26 DOI: 10.56103/nactaj.v67i1.97

Nicholas Gengler, Miguel Acevedo

引用次数: 0

From Fear to Flow in an Undergraduate Environmental and Sustainability Course 从恐惧到流动——大学环境与可持续发展课程

NACTA Journal Pub Date : 2023-06-07 DOI: 10.56103/nactaj.v67i1.59

Michael Everett, Crystal Eustice, Matt Raven

{"title":"From Fear to Flow in an Undergraduate Environmental and Sustainability Course","authors":"Michael Everett, Crystal Eustice, Matt Raven","doi":"10.56103/nactaj.v67i1.59","DOIUrl":"https://doi.org/10.56103/nactaj.v67i1.59","url":null,"abstract":"In a time when natural disasters and health crisis afflict the world, understanding the relationship between flow and fear provides an opportunity to better shape learner experiences in difficult times. The use of film as a pedagogical approach provides a unique perspective to better understand flow and fear in undergraduate learners. Previous research suggests that incorporation of film as an instructional approach has the potential to create flow experiences for students as a way to be transported into the narrative of learning. Operationalizing flow and fear in learning through film is one way to better identify motivation for learning and instances where students: (1) have a perceived level of skills and associated challenge to those skills; and (2) have experiences that quantify fear associated with course content. The purpose of this research was to determine if there were relationships between flow and fear based on movie content in an undergraduate film course. Highest levels of flow occurred when students created their own films. Increased frequencies of fear occurred in climate and energy themes and domestic themed movies. The authors recommend further research to support instructional practices and opportunities that increase flow while decreasing fear in undergraduate learning experiences with film.","PeriodicalId":421640,"journal":{"name":"NACTA Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129235511","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: 0

Impacts of the COVID-19 Pandemic on Student Performance and Perceptions of Learning COVID-19大流行对学生表现和学习观念的影响

NACTA Journal Pub Date : 2023-06-07 DOI: 10.56103/nactaj.v67i1.94

A. Vautier, Kellie Enns, C. Cadaret

{"title":"Impacts of the COVID-19 Pandemic on Student Performance and Perceptions of Learning","authors":"A. Vautier, Kellie Enns, C. Cadaret","doi":"10.56103/nactaj.v67i1.94","DOIUrl":"https://doi.org/10.56103/nactaj.v67i1.94","url":null,"abstract":"The COVID-19 pandemic has greatly affected higher education, but when learning shifted to an online environment it provided an opportunity to gain insight into how classroom format influences student performance and preferences. Thus, our objective was to assess student performance across classroom types, along with student perceptions of learning, to better understand the learning environment at the height of COVID-19. We evaluated student performance by final grade in undergraduate animal genetics (ANEQ 328) and large animal physiology (ANEQ 305) courses across four semesters, from before the pandemic through the return to in-person learning. In addition, students received surveys with questions regarding their learning experience. Survey analysis showed a consistent influence of COVID-19 within the classroom, mostly due to secondary effects. Student performance increased (P < 0.05) or was maintained in the pandemic centered semesters compared to pre-pandemic scores. When in-person learning resumed, scores in the ANEQ 305 course were worse (P < 0.05) than any previous semester but scores in the ANEQ 328 course returned to pre-pandemic levels. Overall, this study indicated that student performance was not negatively affected by the online transition during COVID-19 in these two courses, but it did decrease student satisfaction with their learning. ","PeriodicalId":421640,"journal":{"name":"NACTA Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128041134","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: 0

Student Pre-University Experiences Toward Commitment to Agriculture 学生大学前从事农业的经历

NACTA Journal Pub Date : 2023-06-07 DOI: 10.56103/nactaj.v67i1.74

D. Robotham, S. Windon

{"title":"Student Pre-University Experiences Toward Commitment to Agriculture","authors":"D. Robotham, S. Windon","doi":"10.56103/nactaj.v67i1.74","DOIUrl":"https://doi.org/10.56103/nactaj.v67i1.74","url":null,"abstract":"University agricultural programs’ struggle to attract students is leading to a disparity in the number of available jobs in agriculture and the number of qualified applicants to fill these positions. This study sought to garner a unique students’ perspective of ways that universities and specifically agricultural programs can support and encourage them to commit to agricultural degree programs by understanding potential pre-university experiences that influence their decision to commit to agriculture long-term. We reported our findings based on 22 responses from students of two different US universities who filled out the open-ended questionnaire. From the responses, we found that before entering university, students’ farming-related activities and participation in school-based agriculture-related and research programs impacted their future commitment to agricultural degree programs. Moreover, scholarships, practical experience opportunities, and course-related actions at the university level also impacted students’ commitment to agricultural degree programs. We recommend continued research into students’ commitment to a career in agriculture. Additionally, expansion of primary and secondary school agricultural education programs and K-12 students’ participation in 4-H and FFA programs may increase their exposure to agricultural experiences. Providing greater financial assistance and university support to students in agriculture programs may also positively impact students’ commitment to agriculture long-term.","PeriodicalId":421640,"journal":{"name":"NACTA Journal","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116754348","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: 0

Analysis of a Professional Development Event on Cannabis Education for Cannabis Educators 大麻教育者大麻教育专业发展活动分析

NACTA Journal Pub Date : 2023-06-07 DOI: 10.56103/nactaj.v67i1.72

Blake Colclasure, Robert Mejia, Koral Fritz, Ekaterina G. Sedia, Mariah Duffey

{"title":"Analysis of a Professional Development Event on Cannabis Education for Cannabis Educators","authors":"Blake Colclasure, Robert Mejia, Koral Fritz, Ekaterina G. Sedia, Mariah Duffey","doi":"10.56103/nactaj.v67i1.72","DOIUrl":"https://doi.org/10.56103/nactaj.v67i1.72","url":null,"abstract":"Cannabis is one of the fastest growing industries in the US. The unprecedented expansion of the industry has been influenced by the changing regulatory landscape on industrial hemp, medical cannabis and adult-use cannabis. The wide variety of cannabis- and hemp-related jobs, from agricultural production to product sales, require a skilled workforce. Post-secondary institutions have recognized the gap in workforce training and have begun to offer educational credentials in cannabis ranging from certificates to graduate degrees. As the cannabis education sector is built, professional development on cannabis education for post-secondary educators can assist in the creation and teaching of high-quality academic programs. A survey was used to evaluate the inaugural Cannabis Curriculum Convening, a pioneering professional development event on cannabis education. Our findings show the professional development positively impacted educators’ knowledge and confidence toward integrating cannabis curriculum. Educators’ future needs for professional development (curriculum/program development and pedagogical content knowledge) were assessed. Findings show that educators desire professional development on forming cannabis industry partnerships and providing non-formal cannabis education. The most in-demand pedagogical content knowledge topics were medical cannabis, cannabis history, and cannabis regulation, testing, and compliance. We hope that our recommendations will inform current and future professional development in cannabis education.","PeriodicalId":421640,"journal":{"name":"NACTA Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124104115","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: 0

The Study Abroad Experiences of Secondary Agriculture, Food and Natural Resources Students 中等农业、粮食与自然资源专业学生出国留学经历

NACTA Journal Pub Date : 2023-06-07 DOI: 10.56103/nactaj.v67i1.91

Samantha Ludlam, A. McKim, R. McKendree

{"title":"The Study Abroad Experiences of Secondary Agriculture, Food and Natural Resources Students","authors":"Samantha Ludlam, A. McKim, R. McKendree","doi":"10.56103/nactaj.v67i1.91","DOIUrl":"https://doi.org/10.56103/nactaj.v67i1.91","url":null,"abstract":"The purpose of this research was to explore the study abroad experiences of secondary school Agriculture, Food, and Natural Resources (AFNR) students as they relate to career determination, self-awareness, cultural awareness, and global competence. There were two distinct samples from which data were collected: (a) students who participated in a secondary school study abroad experience and (b) a comparison group of undergraduate students at [University] enrolled in AFNR Education without secondary school AFNR study abroad experience. Both groups were given a survey measuring number of countries visited, career determination, self-awareness, cultural awareness, global competence, and demographics. Results illuminate several trends worthy of further consideration, including AFNR travelers reported higher levels of global competency and cultural awareness when juxtaposed to the comparison group. Examining the relationships among variables, cultural awareness and number of countries visited yielded the strongest relationship. None of the correlations were statistically significant; therefore, potential conclusions are limited. From this exploration, encouraging both students and teachers in natural sciences programs to explore opportunities for international study abroad focused on AFNR, especially when programmatic objectives include student development of global competence and cultural awareness, is recommended.","PeriodicalId":421640,"journal":{"name":"NACTA Journal","volume":"165 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127580032","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: 0

Impact of Teacher Self-Efficacy on Elementary STEM-Based Agricultural Curriculum 教师自我效能感对基础stem农业课程的影响

NACTA Journal Pub Date : 2023-06-07 DOI: 10.56103/nactaj.v67i1.63

Elizabeth Simmermeyer, Gregory Fraley, Sarah E. Larose, Elizabeth Karcher

{"title":"Impact of Teacher Self-Efficacy on Elementary STEM-Based Agricultural Curriculum","authors":"Elizabeth Simmermeyer, Gregory Fraley, Sarah E. Larose, Elizabeth Karcher","doi":"10.56103/nactaj.v67i1.63","DOIUrl":"https://doi.org/10.56103/nactaj.v67i1.63","url":null,"abstract":" Teachers may be hesitant to implement STEM-based agriculture programs due to their perceived low self-efficacy in the subject area. More deliberate professional development resources for educators can be refined by understanding how their beliefs impact students’ learning and interest. The objective of this study was to determine how teachers’ previous knowledge and self-efficacy in agriculture impacted student interest in the turkey industry. Four hundred eighty-two students enrolled in the POULT program across 23 [STATE] classrooms (17 teachers) in the fall of 2021. Students completed the program (online modules, interactive notebook, and class project) over six consecutive school days. Student situational interest was measured two times throughout the program. Teacher self-efficacy, previous agricultural experience, and knowledge of turkey industry were assessed at the start of the program (70.59% response rate). Teachers showed low self-efficacy in poultry content knowledge and high self-efficacy in engagement. Their agriculture experience positively increased their self-efficacy to motivate students to learn about turkey production. Additionally, teachers’ instructional self-efficacy impacted students’ situational interest. Overall, teachers found the program to be a positive way to engage students in agriculture. However, time commitments and technology issues may prevent them from implementing the program again in the future.","PeriodicalId":421640,"journal":{"name":"NACTA Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130352695","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: 0

How Can We Help?: Strategies for Instructors to Alleviate Undergraduate Student Stress 我们能帮什么忙?:教师减轻大学生压力的策略

NACTA Journal Pub Date : 2023-06-07 DOI: 10.56103/nactaj.v67i1.79

Megan S. Cantrell, J. Orsini, Rebecca Williams

引用次数: 0

Student Feedback on Use of Breakout Rooms 学生对分组讨论室使用的反馈

NACTA Journal Pub Date : 2023-06-07 DOI: 10.56103/nactaj.v67i1.100

C. Wachenheim, A. Idowu, Erik Hanson

{"title":"Student Feedback on Use of Breakout Rooms","authors":"C. Wachenheim, A. Idowu, Erik Hanson","doi":"10.56103/nactaj.v67i1.100","DOIUrl":"https://doi.org/10.56103/nactaj.v67i1.100","url":null,"abstract":"The widespread use of video platforms has enriched and expanded options for synchronous learning for students attending class remotely including use of breakout rooms as a venue for peer-to-peer discussion. Although groupwork has long been used in face-to-face classes and there exists abundant research on its benefits, research on the use of breakout rooms as a venue for groupwork including students not physically in the classroom is scant. An end-of-term survey was administered to students in two classes taught using a HyFlex system where the instructor was physically present in the classroom with some students while other students participated remotely. Primary characteristics students liked about breakout rooms are that they facilitate student-to-student interaction, especially important during the pandemic, allow peer-to-peer learning and assistance, and keep student attention and interest. Primary characteristics noted as those disliked include lack of participation, that they can be awkward, and when they are poorly designed. Students found breakout rooms most productive when instructors provided clear guidance, students were held accountable for the conversation held in the breakout room, and all students participated.","PeriodicalId":421640,"journal":{"name":"NACTA Journal","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117150095","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: 0

Fast Friends: A Quasi-Experimental Design Among Two Racially Diverse Student Populations 快朋友:在两个不同种族的学生群体中的准实验设计

NACTA Journal Pub Date : 2023-06-07 DOI: 10.56103/nactaj.v67i1.89

Stacy Vincent, Tiffany Monroe, Brett Wasden

{"title":"Fast Friends: A Quasi-Experimental Design Among Two Racially Diverse Student Populations","authors":"Stacy Vincent, Tiffany Monroe, Brett Wasden","doi":"10.56103/nactaj.v67i1.89","DOIUrl":"https://doi.org/10.56103/nactaj.v67i1.89","url":null,"abstract":"This exploratory study sought to determine if the Fast Friend intervention (Aron, Melinat, Aron, Vallone, & Bator, 1997) improves racial cognizance of cross-group dyads. Data were collected from freshmen (n=34) enrolled in a college of agriculture. The treatment and control groups included cross-group, same-sex, dyads composed of African American students and Caucasian students. In this quasi-experimental, nonequivalent comparison group, descriptive statistics revealed both the treatment and control participants failed to establish a difference between pretest/posttest and between control/treatment participants in the Implicit Theory of Intelligence Scale, Color Blind Racial Attitude Scale, and Communal Orientation Scale. However, results did indicate significance in the Collective Self-Esteem Scale among treatment group participants and control group participants over time. At the end of the study, a significant difference existed as treatment participants were more adaptive while the control was more maladaptive. Results indicate that engaged conversations among interracial groups over a short period of time does not have a large impact on cognizance, but makes substantial differences among perception of whom they feel comfortable talking to. Further research should be conducted to establish interventions that measure racial cognizance through longitudinal studies, cross-institutional studies, and an increased quantity of participants.","PeriodicalId":421640,"journal":{"name":"NACTA Journal","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134442439","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: 0