Exploring Undergraduate Absenteeism at a Small, Regional, Minority-Serving Institution

While research has shown class attendance is important for undergraduate student success, few studies have examined why students choose to not attend class. What is more, existing research has focused on absenteeism among undergraduates at land-grant institutions and professional schools. The purpose of this qualitative study was to examine reasons for absenteeism among students at a small, regional, minority-serving institution. Three focus groups were used to collect data, and thematic data analysis revealed class attendance was impacted by (a) teacher attributes, (b) student attributes, (c) process variables, and (d) context variables. Based on these attributes and variables, recommendations are provided to instructors and administrators on how to improve class attendance at small, regional, minority-serving institutions

Information and Communication Technology Use by Agriscience Teachers in Trinidad and Tobago

The purpose of this study was to investigate information and communication technologies (ICT) usage among Agriscience teachers in Trinidad and Tobago. This knowledge will be used to develop preservice and inservice professional development programming for these teachers. Eighty-five percent (n = 77) of the secondary Agriscience teachers responded to a survey that assessed: (a) technology current use, (b) technology beliefs, (c) technology skills, (d) technology intentions, (e) barriers to technology use, and (f) personal data. Results indicated that Agriscience teachers in Trinidad have accepted ICT as useful tools. Teachers used ICT most frequently for personal reasons and less frequently for school-related tasks. Teachers generally believed that ICT help them accomplish tasks more quickly, enhance their quality of work, were easy to use, and that it could help to keep in touch with their students. However, beliefs varied based on age, career intentions, and computer literacy. Agriscience teachers also indicated that they possessed moderate skill levels and intend to use ICT as a part of their jobs. Differences in perceived skills were noted based on age, experience, and career intentions. Primary barriers centered on technical issues such as lack of hardware, inadequate technical infrastructure, and connectivity. Additionally, teachers believed that lack of a reward structure impeded technology usage

Utilizing Film to Teach Leadership: An Analysis of Miracle, Rocky IV, and Lincoln

Presenting verbal and visual material can be an effective teaching tool for learners who are being introduced to new leadership material. Film was selected as the multimedia outlet to engage an individual’s critical thinking skills while demonstrating different leadership components. This study analyzed three films with the intent of assisting a leadership educator in the process of teaching (a) leading teams, (b) leading change, and (c) transformational leadership. It was concluded that Miracle (O’Connor & Ciardi, 2004) was ideal for teaching about leading teams because it exposed the nuances of team dynamics. Additionally, Rocky IV (Stallone, 1985) was ideal for demonstrating leading change because the movie focused on breaking cultural barriers and highlighted how individuals prepare for significant change. Finally, Lincoln (Lupi, Skoll, King, & Spielberg, 2012) was a valuable film in teaching transformational leadership because the leader in the film was successful at changing the mindsets of people

Agricultural Employees’ Use of and Preferences forEducational and Training Opportunities

Educational and training opportunities provide individuals with many options when it comes to building their knowledge base. Both formal and informal educational opportunities are available in many different formats, including face-to-face and online delivery methods. The purpose of this study was to examine the type of education and training opportunities in which Nebraska agricultural employees participate and their satisfaction with different delivery formats. The specific objectives of this study were to determine 1) the type of education or training programs rural agricultural employees have participated in over the last two years, and 2) the differences between attitudes toward face-to-face versus online education and training approaches. In general, results indicated that agricultural professionals participated in face-to-face training and training related to their job more often than other types of training. They also tended to be more satisfied with face-to-face training than online training. As educators develop programming for agricultural professionals, these findings may be helpful in designing high impact educational opportunities

Engagement in Extension Professional Associations: Tennessee Extension Professionals\u27 Attitudes and Perceptions

We sought to determine Extension agents\u27 attitudes and perceptions related to Tennessee Extension professional associations. We conducted one-on-one interviews with association members and nonmembers and used a thematic analysis method to analyze the results. Themes common to members and nonmembers were (a) networking and connection, (b) value, and (c) membership costs. Member-only themes included (a) awards and (b) motivation to join. Nonmember-only themes included (a) lack of information and understanding of function and (b) recruitment. Recommendations for practice and future research revolve around motivation, effective recruitment, professional development, networking, and awards. Our findings and recommendations may serve as guiding elements for others evaluating Extension professional associations

Using an International Experience to Bridge the Gap Between Culture and Science Literacy

Today’s agricultural industry is charged with feeding a growing population, which means producing larger quantities of food and marketing the food worldwide. Future employers seek graduates that have global perspectives. To mitigate students’ lack of international knowledge, many higher education institutions are providing students an opportunity to participate in study abroad programs. The purpose of this study was to explore how an international experience in South Africa impacted participants’ perceptions of South African culture, global agriculture, and science. Seven reoccurring themes emerged from the data: a) adaptability (preexperience), b) enhanced communication skills (both pre and post experience), c) an attainment of diverse/broadened academic agricultural knowledge (both pre and post experience), d) risk taking (postexperience), e) intercultural competency and global awareness (both pre and post experience), f) critical thinking skills (postexperience), and g) career enhancement (postexperience). Findings indicate an international experience should integrate cultural learning, academic learning, and should be applied to the participant’s future career

An Examination of the Learning Activities, Cognitive Level of Instruction, and Teacher Immediacy Behaviors of Successful Instructors in a College of Agriculture

The National Research Council (NRC) has indicated that effective instruction in colleges of agriculture should prepare students to enter a dynamically changing workplace by helping students learn to be proficient in 21st century skills. The NRC suggested that effective instruction in colleges of agriculture should encompass a hospitable learning environment that includes a variety of learning activities that reach higher levels of cognition. The purpose of this study was to observe instructors in a college of agriculture who have been deemed successful and examine their teaching behaviors. This study investigated the learning activities used by these instructors, the cognitive level of instruction, and the teaching immediacy behaviors employed. Results revealed that these successful instructors use lecture a majority of the time; however, they also employ a variety of learning activities, such as cooperative learning, discussion, questioning, and individualized application. Additionally, these instructors teach mostly at lower cognitive levels, except when using cooperative learning. Furthermore, results showed that these successful instructors exhibit a moderate number of positive teaching immediacy behaviors

Flipping an Agricultural Teaching Methods Course at a Non-Land Grant University

The purpose of this study was to analyze undergraduate students’ perceptions of experiencing a flipped classroom in a teaching methods course at a Non-Land Grant Public Institution. The flipped classroom moves lectures and online videos outside of the classroom and uses class time for learning activities that promote problem-solving and discussion. Basic qualitative methods were used to provide flexibility, rich description, and the emergence of common patterns and themes. Participants reported the online lectures were beneficial and provided order and structure to the learning process. Personal responsibility emerged as a subtheme with mixed responses. Some participants felt it was the responsibility of the students to watch the videos and make sure they understood, while others felt it was too much responsibility on the students. All participants acknowledged that online lectures were a valuable tool for delivering content knowledge. All participants reported the online lectures, combined with the learning activities during class meetings, deepened their knowledge of teaching and learning application and skill development. Overall, participants felt the flipped classroom approach was a confidence booster due to the use of class time to practice their teaching skills. Participants recognized the flipped classroom as an effective teaching approach

A GIS framework for probabilistic modelling of coastal erosion and flood risk

The Coastal Zone is a complex and dynamic environment that is often highly developed with valuable property and businesses located within close proximity of the coast. Beaches can vary rapidly over time; their dynamic nature ultimately influencing the risk of coastal erosion and flooding of the Coastal Zone. Traditionally, deterministic models are used to investigate the evolution of the shoreline. Occasionally the results from one model are used as input to a complimentary model. Such approaches can be time consuming and tend to be used to explore a small number of predefined scenarios over short spatial and temporal scales. Probabilistic approaches can be employed to explore the potential outcomes that may occur due to natural variability in the climatic or stochastic forcing conditions. Such approaches allow the Coastal Zone Manager to understand the uncertainty associated with any management intervention that may be undertaken. By coupling chains of nearshore probabilistic models together it is possible to explore the potential impact of uncertainty on downstream processes. This paper presents a generic GIS based framework for integrated modelling of the coastal zone and presents a recent application of the framework to perform coupled probabilistic coastal evolution modelling

Identifying Tennessee school-based agricultural education student growth and program accountability metrics

Over the years, accountability in education has transformed from the primary focus being the school as a whole to the individual teacher. The purpose of this study was to determine the metrics Tennessee school-based agricultural education teachers perceive as indicators of excellent total programs (classroom instruction, FFA, SAE), and a modified Delphi study was used to seek a consensus. The following nine metrics were retained: (a) pesticide certification, (b) program of activities, (c) number of students participating in CDEs, (d) chapter community service hours, (e) total number of FFA activities, (f) number of CDEs coached, (g) at least one proficiency at regional level, (h) one American degree every 3 years, and (i) percentage of students with SAE. Overall, the metrics agreed upon are narrow in focus and all but one is a record of activity and not direct measures of students’ knowledge or skills. As a result, the measures do not include student growth or value-added scores or authentic assessments of 21st century skills. Additional research is needed to further investigate the metrics that should be used to measure a school-based agricultural education program’s success in Tennessee and across the nation