Teaching Convergence in 21st Century Undergraduate Agricultural Communication: A Pilot Study of Backpack Multimedia Kits in a Blended, Project-Based Learning Course

Twenty-first century agricultural communication students are expected to have an increasingly diverse set of skills when they graduate.Expertise is expected in: writing, editing, design, marketing, media relations, event planning, interpersonal communication, digital development, e-publications, online video, mobile applications, podcasting, and social media.This expansion of needed skills is due in no small part to the proliferation of communication channels and convergence of media platforms today. In order to continue preparing students for professions in agricultural communication, it is imperative that the curricula reflect current industry needs and available technology. In this article, one approach for expanding curricula to incorporate these newer technologies by implementing backpack multimedia journalism kits for science communication is discussed. The kits were developed to address these criteria: 1) students needed opportunities to gain a variety of broad technological skills, 2) the technology had to be mobile and cost effective, and 3) the technology needed to be able to produce a variety of content across a variety of platforms. The mobile multimedia kits included iPad-minis and video accessories. Through an agricultural communication blended-learning, project-based undergraduate course, the authors tested the effectiveness of the kits, as well as researched students’ perceptions and experiences with the course design and mobile communication technologies. The results of the study showed students valued the selected technology and gained targeted video production skills. Although students’ liked the course design, they experienced challenges with course requirements, time management, and using the technological audio recording components

Examining Interdisciplinary Sustainability Institutes at Major Research Universities: Innovations in Cross-Campus + Cross-Disciplinary Models

This is a study of the distinctive characteristics, activities, challenges and opportunities of a specific type of sustainability institute, one that spans the many disciplines of the university and, to do so, reports to upper administration (provost or vice president of research). Among research universities within the Association of American Universities (AAU), 19 were identified, and 18 agreed to participate in this study. Directors are sent a 71-question survey in January 2017 that covered issues of Governance, Research, Education, Engagement, Campus Operations and Best Practices

Self-Study Report of the Department of Agricultural Leadership, Education and Communication

Agricultural Leadership, Education and Communication (AgLEC) is a department in the Institute of Agriculture and Natural Resources of the University of Nebraska-Lincoln. The department was established as a result of a 1992 merger between the departments of Agricultural Education and Agricultural Communication. The mission of the department is to foster human capacity in leadership, education and communication through innovative teaching, research, and outreach. The AgLEC faculty reports to a department head, and are accountable to the respective deans of the College of Agricultural Sciences and Natural Resources (CASNR), the Agricultural Research Division (ARD), and the Cooperative Extension Division (CED), depending on their appointment. Since the last review there has been significant development and refinement of undergraduate and graduate programs (documented in Sections 5 and 6). Some of this development and refinement was the result of the recommendations of the 1996 review team. Because of the dramatic impact the team had on the direction of the department, Sections 5 through 8 begin with a brief discussion linking the 1996 review team recommendations and actions by AgLEC faculty. Since the last review, AgLEC faculty have been engaged in significant curriculum and project development, revision and delivery, with the intention of serving the human resource and educational needs of rural and urban stakeholders in education, business, government and industry. Departmental goals have been developed that complement the IANR Strategic Plan and capitalize on the talents of the faculty and the needs of our stakeholder groups. In general, goals have been set and achieved in the following general areas: · the expansion and revision of undergraduate courses and programs, · the enhancement of graduate education through course revisions and program development, · the development of significant collaborative relationships in and outside of the university, · a broadened delivery of credit and non-credit education through use of distance technology, · the development and deployment of a departmental marketing plan, and · the integration of departmental teaching, outreach and service activities

April 4, 1992, Ohio University Board of Trustees Meeting Minutes

Meeting minutes document the activities of Ohio University\u27s Board of Trustees

Boston University Bulletin. School of Management; Graduate Programs, 1980-1981

Each year Boston University publishes a bulletin for all undergraduate programs and separate bulletins for each School and College, Summer Term, and Overseas Programs. Requests for the undergraduat e bulle tin should be addressed to the Admissions Office and those for other bulletins to the individual School or College. This bulletin contains current information regarding the calendar, admissions, degree requirements, fees, regulations, and course offerings. The policy of the University is to give advance notice of change, when ever possible, to permit adjustment. The University reserves the right in its sole judgment to make changes of any nature in its program, calendar, or academic schedule whenever it is deemed necessary or desirable, including changes in course content, the rescheduling of classes with or without extending the academic term, canceling of scheduled classes and other academic activities, and requiring or affording alternatives for schedul ed classes or other academic activities, in any such case giving such notice thereof as is reasonably practicable under the circumstances. Boston University Bulletins (USPS 061-540) are published twenty times a year: one in January, one in March, four in May, four in June, six in July, one in August, and three in September

Designing and assessing virtual learning objects to foster english for specific purposes in higher education

Four Virtual Learning Objects (VLO) were designed to incorporate English for Specific Purposes (ESP) learning at a public university in Colombia. Each VLO comprised a series of Virtual Learning Scenarios (VLS), including a vocabulary bank, a set of activities related to the six linguistic competencies (listening comprehension, oral interaction, oral production, reading comprehension, writing production, writing interaction), and an assessment and feedback sections. The impact of the VLO on students' perceptions of their progress was measured through entry and exit surveys composed of a 5-point Likert scale, multiple choice and open-ended questions. 139 students from Software Engineering (18), Journalism (22), Bachelor of Arts in Natural Sciences (50) and Nursing (49) enrolled in the University English Courses (UEC) and five teachers participated. The results reveal that students' perceptions of the VLS are positive, as each VLO is innovative and motivates learning strategies. Additionally, each VLO improved students listening and speaking skills. Therefore, the researchers recommend that teachers who design and implement VLOs focus on providing their students with skills and knowledge necessary to their specific study fields.&nbsp

Scholarship of Teaching & Learning 2017 Directory

Welcome to the 2017 directory for the scholarship of teaching and learning (SoTL) at West Virginia University! This inaugural SoTL directory began as a collaboration between the Teaching and Learning Commons and the Digital Publishing Institute. We began the academic year defining the broad scope of research that we wanted faculty instructors to include under the heading of SoTL work--from peer-reviewed publications to presentations and poster sessions--anything that included thoughtful reflection on and research of teaching practices that was distributed to audiences in a formal way. We hope this inaugural directory introduces you to a few of the scholars on campus doing outstanding pedagogical research. In part through the Faculty Associates program of the TLC, the editorial team worked to produce this booklet as an open-access resource for faculty instructors to learn about each others\u27 scholarly–pedagogical work and to build collaborations where possible. We hope to continue producing this book on an annual or biennial basis and to possibly create a database for additions, updates, and more easy searching of colleagues. If you would like to be included in future iterations of this directory for your pedagogical research, please contact the Teaching and Learning Commons.https://researchrepository.wvu.edu/dpi-textbooks/1001/thumbnail.jp

Digital and Media Literacy: A Plan of Action

Outlines a community education movement to implement Knight's 2009 recommendation to enhance digital and media literacy. Suggests local, regional, state, and national initiatives such as teacher education and parent outreach and discusses challenges

2011-2012, University of Memphis bulletin

University of Memphis bulletin containing the undergraduate catalog for 2011-2012.https://digitalcommons.memphis.edu/speccoll-ua-pub-bulletins/1452/thumbnail.jp