Characteristics of Quality Agricultural Magazine Capstone Courses Based on the Five R\u27s Model

This study sought to assess students\u27 and instructors\u27 perceptions regarding the value of an agricultural communications magazine capstone course at three universities that were identified as exemplary in an effort to describe the characteristics leading to the course\u27s success. Using a qualitative survey methodology, the investigator administered an open-response survey, conducted personal interviews with purposively-selected students in each course and the instructors, and made field observations. Both the interviews and the surveys consisted of six, in-depth questions crafted after Andreasen\u27s (2004) of a successful magazine capstone course. Based on students\u27 and instructors\u27 perceptions through the lens of Andreasen\u27s (2004) model, this course met students needs for experiential learning and provided students with the opportunity to transition from college students to professionals. The investigator came to the conclusion that providing students with a real-world experience and positive reinforcement is essential to these courses. Students felt expectations for deadlines, quality of work, and attendance was similar to what they would expect in the workforce. In turn, they thought this would help them prepare to enter into a career. Also, students also reported a strong appreciation for positive feedback. Because capstone courses often serve as a rite of passage, students need positive reinforcement to make it through key moments in the course (Durel, 1993, p. 223). These moments of positive reinforcement helped students gain confidence in their skills as professionals. The results also lead to the recommendation of modifications to Andreasen\u27s (2004) five R\u27s model to better fit the agricultural communications discipline with changes focusing on the concept of noise and feedback. Following the recommendations of Rhodes, Miller, and Edgar (2012), it is recommended that future versions of the model include noise throughout the model and feedback outside the inner-workings of the model

Finding the Five R\u27s in Exemplary Agricultural Publication Capstone Courses

This study sought to characterize three exemplary agricultural communications magazine capstone courses at three different universities. The purpose of the research was to describe the characteristics leading to the courses’ success. Following a qualitative research approach, the investigator conducted personal interviews with students and instructors in each course, made field observations, and examined syllabi. The interviews were crafted after Andreasen’s (2004) Five R’s model for quality capstone courses. Important characteristics of the three exemplary magazine capstone courses included (1) student responsibility for the entire magazine production process, (2) high-quality standards that were comparable to those expected in industry, (3) interaction with professionals in the publication and printing industry, and (4) the revisiting of previously fragmented knowledge through refresher lessons. Further, because capstone courses often serve as a rigorous “rite of passage” for agricultural communications students as they transition to their professional careers, students need positive reinforcement to make it through key moments in the course. These moments of positive reinforcement helped students gain conf idence in their skills as professionals. The researchers concluded that providing students with a real-world experience and positive reinforcement was essential to the success of these courses. Students felt expectations for deadlines, quality of work, and attendance was similar to what they would expect in the workforce. In turn, they thought this would help them prepare to enter into their careers. Recommendations for practice include integrating these characteristics into new and existing magazine capstone courses. In addition to these practical recommendations, the results also lead to the recommendation of modifications to Andreasen’s (2004) Five R’s model with changes focusing on noise and feedback