NACTA Journal最新文献_第5页

Examining Belongingness, Uniqueness, and Inclusivity Within a Land-Grant University Agricultural and Life Sciences Institute 考察赠地大学农业与生命科学研究所的归属、独特性和包容性

NACTA Journal Pub Date : 2023-06-07 DOI: 10.56103/nactaj.v67i1.90

Whitney Stone, O. Caillouet, Annie Muscato, C. Silvert, J. Diaz

{"title":"Examining Belongingness, Uniqueness, and Inclusivity Within a Land-Grant University Agricultural and Life Sciences Institute","authors":"Whitney Stone, O. Caillouet, Annie Muscato, C. Silvert, J. Diaz","doi":"10.56103/nactaj.v67i1.90","DOIUrl":"https://doi.org/10.56103/nactaj.v67i1.90","url":null,"abstract":"This mixed methods study aimed to explore the perceptions of employees’ belongingness, uniqueness, and inclusivity within the [Blinded University]. A survey with quantitative and qualitative questions was used for data collection from February to April 2021. Respondents were [Blinded University] employees, faculty, students, and Extension professionals (n = 430). White (non-Hispanic) Extension professional respondents reported significantly greater levels of organizational belongingness than Extension respondents classified as Other ethnicities. No other significant differences were found for the three constructs among Extension, main campus, or student respondents. The qualitative survey data converged with the quantitative survey data and provided a more complete understanding of respondents' perceptions of organizational diversity, equity, and inclusivity (DEI). Respondents indicated improvements are needed for diversity and inclusivity initiatives, resources, and training. Key recommendations were that [Blinded University] continue DEI initiatives while better tailoring efforts toward meeting the needs of Extension professionals and Hispanic students. Building on the foundational understanding garnered from the present study, future research should explore inclusivity beyond ethnicity and also consider gender, sexual orientation, and income levels. \u0000Keywords: belongingness, Diversity, Equity, and Inclusion; Extension; uniqueness; land-grant university;","PeriodicalId":421640,"journal":{"name":"NACTA Journal","volume":"150 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":"123212938","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

Future Agriculture Faculty Experiences Using Digital Assessment Tools in an Experimental Classroom 未来农业教师在实验课堂中使用数字评估工具的经验

NACTA Journal Pub Date : 2023-06-07 DOI: 10.56103/nactaj.v67i1.53

Alejandro Gil, Daniel Foster, Crystal M. Ramsay

{"title":"Future Agriculture Faculty Experiences Using Digital Assessment Tools in an Experimental Classroom","authors":"Alejandro Gil, Daniel Foster, Crystal M. Ramsay","doi":"10.56103/nactaj.v67i1.53","DOIUrl":"https://doi.org/10.56103/nactaj.v67i1.53","url":null,"abstract":"The capacity for effective utilization of technology is increasing in importance in the scholarship of teaching and learning practice in agricultural education. There is scarce literature exploring students’ perceptions of the use of digital assessment tools (DATs). This study aimed to explore the experiences and perceptions of graduate students enrolled in a teaching and learning course towards DATs while investigating how the experimental active learning space impacted the way participants experienced DATs. Participants were divided into two focus groups, which, due to the COVID-19 pandemic, were conducted via Zoom. The research used phenomenology as the qualitative approach to answer the research questions. Thematic Analysis was utilized as the method of data analysis. DATs were experienced by participants as new opportunities to enhance their assessment practice in educational settings. While recognizing the advantages of DATs, participants perceived new challenges in implementing them, particularly concerns over technology requirements. Participants reported a mixed educational experience in the new classroom. Whereas some participants felt the space was overwhelming and confusing, some students considered that the experimental classroom features made the space more collaborative. Finally, utilizing DATs in an experimental classroom was experienced as a new and enhanced way to adopt assessment tools.","PeriodicalId":421640,"journal":{"name":"NACTA Journal","volume":"39 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":"126519592","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

Science Education through Creative Writing 通过创造性写作进行科学教育

NACTA Journal Pub Date : 2023-06-07 DOI: 10.56103/nactaj.v67i1.81

Lauren A. Osborn, W. Hoback, Aimee Parkison, D. Golick

{"title":"Science Education through Creative Writing","authors":"Lauren A. Osborn, W. Hoback, Aimee Parkison, D. Golick","doi":"10.56103/nactaj.v67i1.81","DOIUrl":"https://doi.org/10.56103/nactaj.v67i1.81","url":null,"abstract":"Art and science are intrinsically linked. Science requires curiosity, along with skills in observation, problem-solving, and critical thinking. Art is no different; however, the two disciplines are typically presented as opposites to children at a young age and the emphasis on differences lead to a false dichotomy of career paths and even self-identification. Recent research has shown that integrating artistic disciplines such as creative writing into traditional STEM fields aids both majors and non-majors in establishing interdisciplinary connections between required education courses and courses in their field of interest, resulting in increased student learning and understanding. This study incorporated creative writing into a college-level entomology course through writing prompts where students observed magnified images of arthropods and other objects and described them using creative language. The students were also encouraged to engage with the course material through personal experiences and reflections. We discovered that this creative writing assignment helped students gain confidence in their writing abilities, foster new connections through critical thinking, and develop a deeper appreciation for entomology. In addition, this exercise helps instructors identify student’s misconceptions, establish baseline class knowledge, and connect facets of multiple disciplines to meet learning objectives.","PeriodicalId":421640,"journal":{"name":"NACTA Journal","volume":"39 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":"131948886","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

Factors Influencing Interest in Post-Secondary Agricultural International Travel Experiences 影响大专农业国际旅游经历兴趣的因素

NACTA Journal Pub Date : 2022-12-31 DOI: 10.56103/nactaj.v66i1.78

Ross Pruitt, Diana G. Watson, Michelle Santiago

{"title":"Factors Influencing Interest in Post-Secondary Agricultural International Travel Experiences","authors":"Ross Pruitt, Diana G. Watson, Michelle Santiago","doi":"10.56103/nactaj.v66i1.78","DOIUrl":"https://doi.org/10.56103/nactaj.v66i1.78","url":null,"abstract":"International travel experiences (ITE) are high-impact practices that allow post-secondary agricultural students the opportunity to engage with production processes and commodities in other countries. In addition to adding tremendous value to their technical knowledge base students are also able to learn about new cultures. Prior research has focused on factors influencing students’ decision to participate in ITE programs. This study builds on research using best-worst scaling to quantitatively analyze motivations or obstacles impacting students’ intention to participate in an ITE. This approach provides a preference share which can be directly compared to other motivations or obstacles in a manner that Likert scales cannot. Students majoring in agriculture at two comprehensive regional universities were surveyed on their motivations or hesitancy in participating in an ITE. Use of the best-worst scaling method reveals that the opportunity for personal growth and earning academic credit are the two primary reasons generating interest in an ITE while cost and concerns about not earning academic credit are the primary reasons for students’ hesitancy in participating. The results of this study can be used by university coordinators in utilization of their limited resources to improve ITE and overcome hesitancy of students.","PeriodicalId":421640,"journal":{"name":"NACTA Journal","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129977953","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 Impact of the COVID-19 Pandemic on Undergraduate Student Performance 新冠肺炎疫情对大学生成绩的影响

NACTA Journal Pub Date : 2022-12-01 DOI: 10.56103/nactaj.v66i1.56

J. Bundy, J. Selsby, Anna Bowser, S. Smalley

引用次数: 0

With Progressively Virtual Classrooms, How Important Are Technical Education Opportunities? Students Answer! 随着虚拟教室的发展，技术教育机会有多重要?学生回答!

NACTA Journal Pub Date : 2022-08-30 DOI: 10.56103/nactaj.v66i1.65

Jacob Manlove, J. Rich

引用次数: 0

Mentors Needed: Predictors of Self-Assessed Mentoring Competence in Agricultural Faculty 导师需求:农业教师自我评估指导能力的预测因子

NACTA Journal Pub Date : 2022-08-19 DOI: 10.56103/91pbd

J. Orsini, N. Stedman

引用次数: 0

Associating Synchronous and Asynchronous Remote Teaching Formats with Situational Interest and Motivation 将同步和异步远程教学形式与情境兴趣和动机联系起来

NACTA Journal Pub Date : 2022-05-22 DOI: 10.56103/nactaj.v66i1.29

Elizabeth Simmermeyer, M. Erickson, Stefanie Walsh, Elizabeth Karcher

{"title":"Associating Synchronous and Asynchronous Remote Teaching Formats with Situational Interest and Motivation","authors":"Elizabeth Simmermeyer, M. Erickson, Stefanie Walsh, Elizabeth Karcher","doi":"10.56103/nactaj.v66i1.29","DOIUrl":"https://doi.org/10.56103/nactaj.v66i1.29","url":null,"abstract":" In response to the global COVID-19 pandemic, instructors across the world faced the uncertainty and challenge of retaining student engagement after transitioning from face-to-face to emergency remote instruction. Yet, few studies have evaluated student interest and motivation in the various learning formats during emergency remote learning conditions. The current study examines student situational interest and situational motivation with three emergency remote teaching formats. In Fall 2020, a previously face-to-face introductory animal science course was taught fully-remote. Each week, students participated in a 50-minute synchronous lecture (SLec) together, a 50 minutes of asynchronous lecture (ALec), and a 70-minute synchronous lab (Lab). We assessed situational interest and situational motivation in SLec, Alec, and Lab during weeks 6 and 10. Using linear mixed effects modeling, students demonstrated greater situational interest, attention demand, instant enjoyment, novelty, and total interest in SLec and Lab compared with ALec. Intrinsic motivation was higher and external regulation was lower in Lab and SLec compared with ALec. Students reported greater amotivation and decreased identified regulation with the ALec compared with Lab. Our results, although limited to one course, suggest that synchronous remote formats are associated with greater student interest and intrinsic motivation compared with asynchronous formats.","PeriodicalId":421640,"journal":{"name":"NACTA Journal","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134238225","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

Perceptions of Scientists Before and After Taking a Graduate Level Science Communication Course 参加研究生水平科学传播课程前后科学家的认知

NACTA Journal Pub Date : 1900-01-01 DOI: 10.56103/v0do7

Fallys Masambuka-Kanchewa

{"title":"Perceptions of Scientists Before and After Taking a Graduate Level Science Communication Course","authors":"Fallys Masambuka-Kanchewa","doi":"10.56103/v0do7","DOIUrl":"https://doi.org/10.56103/v0do7","url":null,"abstract":"Science education and communication students do not often see themselves as scientists although the future of science is highly dependent upon effective science communication. The purpose of this study was to determine if a science communication course could alter graduate students’ perceptions of scientists and their own self-perception as a scientist. Using a semiotic approach and the Draw-A-Scientist-Test (DAST), participants were asked to draw an image of a scientist based on their perceptions on the first and last day of a 16-week course. Analysis of the images prior to the course indicated failure by students to perceive themselves as scientists. After taking the course, participants depicted being a scientist as a process and described scientists based on their roles. The participants’ failure to identify themselves as scientists before the class indicates a gap in undergraduate curriculum educating students about the diversity of scientific roles within society and the academy. As such there is need for a comprehensive review of course offerings at the undergraduate level to ensure students are not only equipped with scientific knowledge but that they develop a clear understanding of who a scientist is as well as the roles of scientists.","PeriodicalId":421640,"journal":{"name":"NACTA Journal","volume":"126 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126874007","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 Perceptions of Mentoring Practices During Undergraduate Research Experiences 大学生在本科研究经历中对指导实践的看法

NACTA Journal Pub Date : 1900-01-01 DOI: 10.56103/udvbz

Carol A. Speth, Salvador Ramirez II, Rachel Ibach, Donald Lee, Leah Sandall, Martha Mamo, Jennifer Keshwani, David Lambe, G. Matkin, Walter Schacht

{"title":"Student Perceptions of Mentoring Practices During Undergraduate Research Experiences","authors":"Carol A. Speth, Salvador Ramirez II, Rachel Ibach, Donald Lee, Leah Sandall, Martha Mamo, Jennifer Keshwani, David Lambe, G. Matkin, Walter Schacht","doi":"10.56103/udvbz","DOIUrl":"https://doi.org/10.56103/udvbz","url":null,"abstract":"Research experiences for undergraduate (REU) students are valuable for exploring STEM professions. Students from underrepresented groups and non-research institutions may not have the opportunities to engage in hands-on research. A primary goal of our Applied Plant Systems REU was to provide authentic research experiences for students who may not have the chance. Mentoring is key to the success of a REU, yet intentional mentoring is not often prioritized. Over three summers, we explored student perception of the value of mentoring within an agricultural STEM REU. Pre- and post-survey responses were analyzed, and we found that the students valued specific aspects of mentoring during their REU. Interestingly, at the end of the REU, the survey result showed that the students placed a higher importance on items such as mentoring being a systematic process and that mentoring is based on friendship. There is clear indication that students know good mentoring when they experience it, even if it is not verbalized. Based on the survey responses and comments from students involved in this REU, we developed practical mentoring items which can be incorporated into research programs to enhance the mentoring experience.","PeriodicalId":421640,"journal":{"name":"NACTA Journal","volume":"106 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126993548","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