DOCSLIB.ORG

Volume 54 • Number 3 • 2013

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Volume 54 • Number 3 • 2013 Volume 54 • Number 3 • 2013 The Effects of a Time Management Professional Development Seminar on Stress and Job Satisfaction of Beginning Agriscience Teachers in West Texas Rudy Ritz, Scott Burris & Todd Brashears ...................................................................................................................1 How Six Women Deans of Agriculture Have Attained Their Leadership Role: A Qualitative Study Sarah Kleihauer, Carrie A. Stephens , William E. Hart & Christopher T. Stripling ................................................... 15 Agrarianism: An Ideology of the National FFA Organization Michael J. Martin & Tracy Kitchel ............................................................................................................................. 28 Utilization of a High Stakes High School Graduation Exam to Assess the Impact of Agricultural Education: A Measure of Curriculum Integration Joshua Brock Nolin & Brian Parr ............................................................................................................................... 41 Recruiting Strategically: Increasing Enrollment in Academic Programs of Agriculture Lauri M. Baker, Quisto Settle, Christy Chiarelli, & Tracy Irani ................................................................................. 54 Examining the Professional, Technical, and General Knowledge Competencies Needed by Beginning School- Based Agricultural Education Teachers Christopher T. Stripling & R. Kirby Barrick .............................................................................................................. 67 Diffusion of Social Media Among County 4-H Programs in Tennessee Rebekah D. Bowen, Carrie A. Stephens, Courtney C. Childers, Elizabeth J. Avery & Christopher T. Stripling ............................................................................................................................................. 84 Teachers’ Use of Experiential Learning Stages in Agricultural Laboratories Catherine W. Shoulders & Brian E. Myers ...................................................................................................................... 100 Vocational Programs in the Federal Bureau of Prisons: Examining the Potential of Agricultural Education Programs for Prisoners Ricky H. Coppedge & Robert Strong ....................................................................................................................... 116 What Images Show that Words Do Not: Analysis of Pre-service Teachers’ Depictions of Effective Agricultural Education Teachers in the 21st Century J. Shane Robinson, Kathleen D. Kelsey & Robert Terry, Jr. .................................................................................... 126 Socioscientific Issues-based Instruction: An Investigation of Agriscience Students’ Content Knowledge based on Student Variables Catherine W. Shoulders & Brian E. Myers ............................................................................................................... 140 Intrapersonal Factors Affecting Technological Pedagogical Content Knowledge of Agricultural Education Teachers Jessica Stewart, Pavlo D. Antonenko, J. Shane Robinson & Mwarumba Mwavita .................................................. 157 Student and Faculty Perceptions of ICT Use in Undergraduate Agriculture Courses Donald M. Johnson, Leslie D. Edgar & Casandra K. Cox ........................................................................................ 171 Impacts of a Faculty Abroad Experience on Teaching Style and Technology Use in a College of Agriculture and Life Sciences M’Randa R. Sandlin, Theresa Pesl Murphrey, James R. Lindner & Kim E. Dooley ................................................ 186 The Effect of Vee Maps and Laboratory Reports on High- and Low-Order Content–Knowledge Achievement in Agriscience Education Andrew C. Thoron & Eric D. Rubenstein ................................................................................................................. 198 Embracing Alter-Identities: Socio-Cultural Development for Graduate Education Bryan J. Hains, Jonathan Tubbs & Stacy K. Vincent ................................................................................................ 209 Corn Clubs: Building the Foundation for Agricultural and Extension Education Cassandra Uricchio, Gary Moore & Michael Coley ................................................................................................. 224 Journal of Agricultural Education Volume 54, Number 3, pp. 1 – 14 DOI: 10.5032/jae.2013.03001 o The Effects of a Time Management Professional u r Development Seminar on Stress and Job Satisfaction of n Beginning Agriscience Teachers in West Texas a l Rudy Ritz Scott Burris o f Todd Brashears Texas Tech University A g The purpose of this study was to determine the effects of a time management seminar on stress and job r satisfaction of beginning agriscience teachers. The target population for this study consisted of i agriscience teachers in the first or second year of tenure. All twenty-three (N = 23) beginning teachers c from a selected region of the state participated in the study. There was a 100% response. Eleven u participated in the time management seminar (n = 11) and 12 participated in the control group (n = 12). l The study employed a quasi-experimental, static-group comparison design. The treatment, a t comprehensive time management seminar, included: planning and scheduling, goal setting, and work and u family balance. A post-test, including instrumentation for stress and job satisfaction, was administered to r both groups. Independent samples t-tests revealed there were not any statistically significant differences a between groups on stress levels or job satisfaction levels. However, sub-scale constructs from each l instrument resulted in medium to large effect sizes in several sub-scale factors. Stress differences included work-related stress, time management, and professional investment. Job satisfaction differences included pay, recognition and advancement. Overall, the beginning teachers had slight to E moderate stress. Additionally, the teachers had slightly above neutral levels of job satisfaction. d u Keywords: teacher stress, time management, beginning teachers, work and family balance c a Teacher shortages in our public school profession and reflect the National Research t system have been occurring at an alarming rate Agenda (Doerfert, 2011). i (U.S. Department of Education, 2009). Some Teachers involved in agricultural education o school districts employ teachers who lack proper at the secondary level often face schedules that n certification due to a shortage of teacher extend well beyond a typical eight-hour work V education program graduates who decide to day. Professional development efforts targeting o pursue a teaching career. As a result, struggles areas such as job satisfaction, stress, and time l may occur in the quality of instruction available management are a reasonable approach to u to students (Camp, Broyles, & Skelton, 2002). possible burnout, particularly with beginning m There are national concerns about shortage teachers (McLean & Camp, 2000). e and efforts involving methods to recruit and Beginning teachers in the agricultural retain agriscience teachers including the education profession prepare for challenges in 5 National Council for Agricultural Education and classroom management, classroom instruction or 1 the National FFA (National FFA Organization, FFA activities (Roberts & Dyer, 2004a). , 2009). Members of the profession have However, research has caused other pressing monitored the supply of available pre-service issues to surface such as managing stress, N teachers. There is a reported shortage of balancing work and personal life, and time u qualified teachers (Kantrovich, 2007). Prior- management (Myers, Dyer, & Washburn, 2005). itizing teacher recruitment and retention must be Teacher job satisfaction levels should be m an area of focus to attain the goals of the addressed by teacher education programs b e r 1 , 1 p p . Ritz, Burris, and Brashears The effects of time management… through professional development efforts certified teachers. Roberts and Dyer found (Chaney, 2007). teacher stress and time management as the largest professional development concerns Theoretical/Conceptual Framework among both of the sample groups. The first year of teaching involves emotional The Herzberg Motivation-Hygiene Theory, reactions to the experience as suggested in the also described as the Two-Factor Theory, was Phases of a First-Year Teacher (Moir, 2005). developed by a study conducted in the 1950’s The phases were displayed as the trend of the (Herzberg, Mausner, & Snyderman, 1959). beginning teacher through the academic Herzberg defined two independent domains calendar. The initial anticipation or elation of which determine one’s level of job satisfaction securing that first teaching position was with their occupation. Herzberg identified the followed by the anxiety of the reality of the day- six factors which determine job satisfaction: to-day demands of the job. There was an achievement, recognition, work itself, increase toward a more satisfied level of responsibility, advancement, and growth. These agreement by the teacher as the growing pains of satisfaction factors were labeled motivators as the break-in period begin to subside (Moir, they cause satisfaction, but are not necessarily 2005). related to dissatisfaction. The top six factors Education research conducted by Ingersoll
Load more

Recommended publications
  • Summaries of Research and Development in Agricultural Literacy
    WCC-106 Western Region Coordinating Committee for Agricultural Literacy Summaries of Research and Development in Agricultural Literacy A Publication of: WCC-106 Western Region Coordinating Committee for Agricultural Literacy July 1999 July 1999 Summaries of Research and Development in Agricultural Literacy Page 16 WCC-106 Western Region Coordinating Committee for Agricultural Literacy Summaries of Research and Development in July 1999 Summaries of Research and Development in Agricultural Literacy Page 17 WCC-106 Western Region Coordinating Committee for Agricultural Literacy Agricultural Literacy July 1999 A Publication of: WCC-106 Western Region Coordinating Committee for Agricultural Literacy Committee Members Frick, Marty - Chair Hubert, Dan Montana State University University of Texas - Tyler Joerger, Dick - Secretary Igo, Carl University of Minnesota Oklahoma State University Elliot, Jack - Editor Luft, Vernon University of Arizona University of Nevada - Reno Balschweid, Mark Pals, Doug Purdue University University of Idaho Spielmaker, Debra * Cox, David Utah State University University of Arizona * Marlow, Clayton Montana State University * Dr. Marlow served as the committee’s administrator from its beginning until April 1999 when Dr. Cox took over that role. Special thanks to Marsha Johns and Darcy Johnson Undergraduates in the Department of Agricultural Education at the University of Arizona for their work in helping to compile the contents of this publication. July 1999 Summaries of Research and Development in Agricultural Literacy Page 18 WCC-106 Western Region Coordinating Committee for Agricultural Literacy Bell-Ritz, J., & Lockaby, J. (1996). An assessment of agricultural literacy level of civic leaders. Proceedings of the Fifteenth Annual Western Region Agricultural Education Research Meeting, 15. Moscow, ID. This research report was designed to establish agricultural literacy levels of civic leaders within a community in a predominant agricultural area.
    [Show full text]
  • Down on the Farm: a Qualitiative Study of Sustainable Agriculture and Food Systems Education at Liberal Arts Colleges and Universities
    DOWN ON THE FARM: A QUALITIATIVE STUDY OF SUSTAINABLE AGRICULTURE AND FOOD SYSTEMS EDUCATION AT LIBERAL ARTS COLLEGES AND UNIVERSITIES By Levi David Gardner A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE Community, Agriculture, Recreation and Resource Studies 2012 ABSTRACT DOWN ON THE FARM: A QUALITIATIVE STUDY OF SUSTAINABLE AGRICULTURE AND FOOD SYSTEMS EDUCATION AT LIBERAL ARTS COLLEGES AND UNIVERSITIES By Levi David Gardner At U.S. liberal arts colleges and universities, students in biology, environmental studies, and philosophy are setting down their laptops and notepads to grab shovels, tillers, and hoes. In recent years, sustainable agriculture and food systems (SAFS) education – previously an activity solely of land-grant universities (LGUs) - has entered the discourse at liberal arts schools often through environmental and interdisciplinary studies. Though little consensus exists on how these programs are fostered and supported, the fact that they are increasing in number is undeniable. This study seeks to understand the motivation, development, and organization of these initiatives. This is important and useful to contribute to the larger dialogue on the importance of student farms and other SAFS initiatives, and to broaden the conversation about the historical bifurcation of vocational and liberal arts educational models. Research of 16 liberal arts schools conducted in the spring of 2012 sought to understand and deconstruct the organizational relationships and mechanisms leveraged to develop these programs. This author discovered a diversity of institutional motivations including an emphasis on pedagogical techniques such as experiential education and service-learning in addition to the wide influence of sustainability.
    [Show full text]
  • Information Design Theories
    IIID Public Library Information Design Information Design Theories Rune Pettersson Institute for infology IIID Public Library The “IIID Public Library” is a free resource for all who are interested in information design. This book was kindly donated by the author free of charge to visitors of the IIID Public Library / Website. International Institute for Information Design (IIID) designforum Wien, MQ/quartier 21 Museumsplatz 1, 1070 Wien, Austria www.iiid.net Information Design Theories ID A1 ID A2 Rune Pettersson * Institute for infology Information Design Theories ISBN 978-91-85334-34-6 © Rune Pettersson Tullinge 2016 All illustrations are my own. 2 Preface Information design is a multi-disciplinary, multi-dimensional, and worldwide consideration with influences from areas such as art and aesthetics, behaviour and cognition, communication, design, informa- tion, and language. Information design has practical and theoretical components. As an academic discipline we may view Information Design (ID) as a “theoretical practice” or as a “practical theory.” Information Design has incorporated facts, influences, methods, practices, principles, pro- cesses, strategies, theories, or parts of theories, and tools from a large number of supporting sciences. In this book I present one internal information design theory, and six external information design theories with more than hundred facts, hypotheses, and postulates. The internal theory, called infology theory, is based on research within the academic discipline Information De- sign. The six external information design theories are based on research in supporting sciences. These theories are called Aesthetics theory for ID, Facilitating theory for ID, Communication theory for ID, Provid- ing theory for ID, Information theory for ID, and Language theory for ID.
    [Show full text]
  • June 2019 Bulletin
    Summer 2019 T H E B U L L E T I N B O A R D The following information is provided to you as a FISA service. No endorsement is given or implied. British Columbia Teachers’ Institute on Parliamentary Democracy (BCTI) Legislative Assembly of BC October 22-26, 2019 Sponsored by the Speaker of the Legislative Assembly, the annual British Columbia Teachers’ Institute on Parliamentary Democracy is an intensive four-day professional development opportunity for teachers of social studies and related subjects in elementary, middle and secondary school. Participating teachers return to their schools with an enhanced understanding of parliamentary democracy and political process in B.C. * Deadline to Register is June 28, 2019 https://www.leg.bc.ca/learn-about-us/educational-programs-workshops/bcti ART STARTS Summer Camp for Teachers Art Starts August 20-21, 2019 Brush up on your art fundamentals in a safe, supportive environment with both experienced and pre-service teachers! Summer Camp is a unique opportunity for teachers to build community together and build their capacity to facilitate arts- based experiences for young people. * Deadline to Register is August 1, 2019 https://artstarts.com/summercamp Bringing Mental Health Reggio-Inspired Summer to Schools Institute The University of British Columbia St. Michaels University School Aug 22-23, 2019 Mental health literacy is the foundation for St. Michael's University School invites mental health promotion, prevention and care educators to join them for the following and can be successfully implemented through workshops. classroom based curriculum interventions. In this August 22, 2019 self-paced online course, educators will learn The Opal School: "Developing Story Workshop" Story Workshop relies on play and the arts to support how to apply this classroom-ready, web-based, literacy development for children aged 3-8.
    [Show full text]
  • Conference Proceedings: 34Th Annual Conference of AIAEE Celebrating
    Conference Proceedings: 34th Annual Conference of AIAEE Celebrating the Intersection of Human, Natural, and Cultural Systems April 16 - 20, 2018 Merida, Yucatan, Mexico Poster Abstracts from the 2018 Annual Conference of the Association for International Agricultural and Extension Education ....................................................................................... 7 A Critical Exploration of the Transformative Discourse of 4-H Youth Development in International Contexts ..................................................................................................................... 8 A Hands-on Approach to Training International Development Workers in Sustainable Tropical Agriculture appropriate to Small-Scale Farmers .......................................................................... 11 A Paradigm in Assessing Community Needs ............................................................................... 13 Advancing Use of Appropriate Farm Mechanization Adoption Among Small-Scale Malawian Farmers ......................................................................................................................................... 15 Agricultural Literacy at the Intersection of Human, Natural, and Cultural Systems Introduction and Review of Literature .............................................................................................................. 18 An Expertise-Oriented Evaluation of Development Agent Preparation in Ethiopia .................... 21 An Overview of Urban Water Conservation Practices
    [Show full text]
  • Journal of Agricultural Education 1 Volume 59, Issue 4, 2018
    Journal of Agricultural Education 1 Volume 59, Issue 4, 2018 Journal of Agricultural Education A Publication of the American Association for Agricultural Education Volume 59, Issue 4, 2018 Editing Managing Board (Terms end on December 31) Member Region University Term Ends Ryan G. Anderson North Central Iowa State University 2019 Marshall Baker Western North Carolina State University 2020 Joey Blackburn Southern Louisiana State University 2020 Chris Estepp Southern Sul Ross State University 2018 Neil Knobloch (Chair) North Central Purdue University 2018 Misty Lambert North Central Iowa State University 2020 Dustin Perry Western Montana State University 2019 Ryan Saucier Western Sam Houston State University 2018 Chris Stripling Southern University of Tennessee 2019 Editorial Staff Harry N. Boone, Jr., Ph.D., Editor (2016-2018) Department of Agricultural and Extension Education, West Virginia University 4417 Agricultural Sciences Building, P.O. Box 6108 Morgantown, WV 26506 Phone: (304) 293-5451 Email: [email protected] Catherine Shoulders, Editor Elect, University of Arkansas D. Barry Croom, Past Editor, University of Georgia Tyson Sorensen, Utah State University, Assistant Editor Editorial Review Board (Terms end on December 31) Member Region University Term Ends James Christiansen Western Texas A&M 2018 Catherine A. DiBenedetto Southern Clemson University 2018 John Ewing North Central Pennsylvania State University 2019 Alexa Lamm Southern University of Georgia 2019 Nan Li Western Texas Tech University 2020 Jason McKibben North
    [Show full text]
  • I the PROCESS of LITERACY INTEGRATION in AGRICULTURE
    THE PROCESS OF LITERACY INTEGRATION IN AGRICULTURE CLASSROOMS: A GROUNDED THEORY _______________________________________ A Dissertation presented to the Faculty of the Graduate School at the University of Missouri-Columbia _______________________________________________________ In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy _____________________________________________________ by LAURA HASSELQUIST Dr. Tracy Kitchel, Dissertation Co-Supervisor Dr. Anna Ball, Dissertation Co-Supervisor MAY 2017 i The undersigned, appointed by the dean of the Graduate School, have examined the dissertation entitled THE PROCESS OF LITERACY INTEGRATION IN AGRICULTURE CLASSROOMS: A GROUNDED THEORY presented by Laura L. Hasselquist, a candidate for the degree of doctor of philosophy, and hereby certify that, in their opinion, it is worthy of acceptance. Dr. Tracy Kitchel, Professor and Department Chair, Agricultural Leadership, Education, and Communication, The Ohio State University Dr. Anna Ball, Professor and Director of Graduate Studies, Agricultural Education and Leadership Dr. Jon Simonsen, Associate Professor and Department Chair, Agricultural Education and Leadership Dr. Amy Lannin, Assistant Professor, English Education, Director, Campus Writing Program ii DEDICATION To Alissa, Craig, Monika, and Pj, thank you for believing in me before I believed in myself. You encouraged me to pursue a path I never would have thought possible. You made this happen. To all the agriculture teachers who make a difference in the lives of countless students each and every day. Thank you. iii ACKNOWLEDGEMENTS Thank you so much to my committee members for their time and talents. I could not have asked for a more supportive team. To Tracy Kitchel, words are not enough. I am so appreciative of everything you have done for me.
    [Show full text]
  • Education for Rural Development: Towards New Policy Responses
    Education for rural development: towards new policy responses A joint study conducted by FAO and UNESCO Co-ordinated and edited by David Atchoarena, UNESCO/International Institute for Educational Planning Lavinia Gasperini, FAO (Sustainable Development Department) Food and Agriculture UNESCO Publishing Organization of the International Institute United Nations for Educational Planning The views and opinions expressed in this booklet are those of the authors and do not necessarily represent the views of FAO, UNESCO or of the IIEP. The designations employed and the presentation of material in this publication do not imply the expression of any opinion whatsoever on the part of FAO, UNESCO or IIEP concerning the legal status of any country, territory, city or area or its authorities, or concerning its frontiers or boundaries. The designations ‘developed’ and ‘developing’ economies are intended for statistical convenience and do not necessarily express a judgement about the stage reached by a particular country, territory or area in the development process. All rights reserved. Reproduction and dissemination of material in this information product for educational or other non-commercial purposes are authorized without any prior written permission from the copyright holders provided the source is fully acknowledged. Reproduction of material in this information product for resale or other commercial purposes is prohibited without written permission of the copyright holders. Applications for such permission should be addressed to the Chief, Publishing and Multimedia Service, Information Division, FAO, Viale delle Terme di Caracalla, 00100 Rome, Italy or by e-mail to [email protected] and to the Chief, Communication and Publications Unit, IIEP, 7-9 rue Eugène Delacroix, 75116 Paris, France or by e-mail to [email protected].
    [Show full text]
  • Ag in the Classroom | Going Local Post Office Box 27766 | Raleigh, NC 27611 | (919) 719-7282
    Ag in the Classroom | Going Local Post Office Box 27766 | Raleigh, NC 27611 | (919) 719-7282 Corn – First Grade Purpose Students will gain information from the text, Corn written by Gail Gibbons to understand how corn is grown, and composed into a variety of products for people to eat. Subject Area(s) English Language Arts, Math, Science, and Social Studies Common Core/Essential Standards ELA . CCSS.ELA - Writing: W 1.5 Write informative/explanatory texts in which they name a topic, supply facts, and provide a sense of closure. CCSS.ELA Speaking and Listening: 1.5 Presentation of Knowledge and Ideas – Add drawings or visual displays. CCSS.ELA-Reading: Literature RL 1.1 Ask and answer questions about key details in a text. CCSS.ELA-Reading: Foundational Skills RF 1.3 Phonics and Word Recognition: Know and apply grade level phonics in decoding skills. Math . CCSS.MATH.CONTENT.1.MD.1 Order three objects by length; compare the lengths of two digits indirectly by using a third object. CCSS.MATH.CONTENT.1MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (length unit) end to end. Agricultural Literacy Outcomes Culture, Society, Economy & Geography . Trace the sources of agricultural products (plant or animal) used daily. Identify plants and animals grown or raised locally that are used for food, clothing, shelter and landscapes. Explain why farming is important to communities. Identify the people and careers involved from production to consumption of agricultural products. ncagintheclassroom.com NC Farm Bureau Ag in the Classroom @AgClassroom Food, Health, and Lifestyle .
    [Show full text]
  • Vocational Literacy in Mozambique: Historical Development, Current Challenges and Contradictions
    http://www.diva-portal.org This is the published version of a paper published in Literacy and Numeracy Studies: An international journal in the education and training of adults. Citation for the original published paper (version of record): Popov, O., Manuel, A. (2016) Vocational Literacy in Mozambique: Historical Development, Current Challenges and Contradictions. Literacy and Numeracy Studies: An international journal in the education and training of adults, 24(1): 23-42 http://dx.doi.org/10.5130/lns.v24i1.4899 Access to the published version may require subscription. N.B. When citing this work, cite the original published paper. Permanent link to this version: http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-119215 Vocational Literacy in Mozambique: Historical Development, Current Challenges and Contradictions OLEG POPOV and ALZIRA MANUEL Abstract The study analyses the historical development of vocational literacy in basic education and Non-Formal Vocational Education (NFVE) in Mozambique, as well as current challenges and contradictions. The theoretical lens of Cultural-Historical Activity Theory (CHAT) is employed in the study. Methodologically the study was executed through an analysis of oral, printed and e-resources produced by the main stakeholders and also the reflective experiences of the authors in their extensive educational work in the country. The findings reveal poorly developed vocational literacy education in schools and non-formal settings in spite of recurrent political declarations about its importance. There is a strong dependence by formal and particularly NFVE sectors on the technical and financial support provided by international organisations. Vocational literacy courses are characterized by a lack of adequate equipment and poor practice.
    [Show full text]
  • Agricultural Literacy: Clarifying a Vision for Practical Application
    Journal of Agricultural Education Volume 49, Number 1, pp. 85 - 98 DOI: 10.5032/jae.2008.01085 AGRICULTURAL LITERACY: CLARIFYING A VISION FOR PRACTICAL APPLICATION David Powell, Doctoral Research Assistant David Agnew, Associate Professor Arkansas State University Cary Trexler, Assistant Professor University of California – Davis Abstract “Agricultural literacy” is a working concept with considerable range in meaning and impact. An overview of agricultural literacy curricula shows complementary deductive and inductive approaches to the systematic incorporation of agricultural education in K-12 classrooms. Based on positions discussed at the 2005 Agricultural Literacy Special Interest Group meeting of the American Association for Agricultural Education, the authors identified three curricular approaches to promote agricultural literacy: (1) a deductive approach based on programmed frameworks, (2) an inductive approach based on the application of knowledge and process skills, and (3) a utilitarian, values-based approach promoting evaluation of agri-food system issues. The authors provide an original conceptual model underscoring points of possible synergy between these approaches. The model points out interactions imposed on the system by cognitive-constructivist expectations for learning, which conflict with political and social pressures for a “traditional” curriculum assessed through “high-stakes” tests. The authors suggest capitalizing on the strengths of each approach to lever change within the current public education environment.
    [Show full text]
  • Issue 1 M a G a Z I N E
    July/August The Agricultural 2019 Volume 92 EDUCATION Issue 1 M A G A Z I N E Science Communication in Agricultural Education EDITOR COMMENTS Preparing Our Students to be Science Communicators by Gaea Hock s agricultural educa- tion of products in a manner the tors, we spend the average citizen can comprehend? majority of our day The world we live in continues teaching and com- to become more and more removed Amunicating about science. Our from agriculture. I would argue students are encouraged to learn that society is also becoming more basic concepts, apply them to situ- and more distrustful of scientists ations, and think about how they and agriculturalists. We need to can solve the grand challenges develop students who have a high facing the industry. I would ques- capacity for critical thinking, seek tion how well we are actually the truth, and stand up to those preparing our students to commu- who would wish to deny the scien- nicate the science of agriculture. tific facts surrounding key issues. We need everyone involved with the agricultural industry to be an As you read each of the articles effective science communica- in this issue, reflect on how you tor. How do we accomplish this? can prepare your students to be science communicators. Consider One book I recommend you your students communicate scien- tific concepts during that event? how you are teaching key concepts integrate into your classroom is and ask students to not only regur- Citizen Science: How Ordinary What are ways to encourage stu- dents to learn the science involved gitate scientific information, but People are Changing the Face of also share their knowledge with Discovery by Caren Cooper.
    [Show full text]