Open Research Oklahoma (Oklahoma State Univ.)
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Understanding soybean nodulation and inoculation
No full textThe Oklahoma Cooperative Extension Service periodically issues revisions to its publications. The most current edition is made available. For access to an earlier edition, if available for this title, please contact the Oklahoma State University Library Archives by email at [email protected] or by phone at 405-744-6311
Metacognition-related interventions and the impacts on learning outcomes in general chemistry
No full textGeneral Chemistry courses are often challenging for first-year college students preparing for science, technology, engineering, and mathematics (STEM) programs. These courses are among the STEM gateway courses in which many students struggle to get through, or are weeded out. This is partly due to the use of ineffective study strategies such as rote memorization. To prepare these students for STEM trajectories, metacognitive strategies should be taught early. Unfortunately, limited research has been conducted on the impact of metacognition instruction on students' learning outcomes at college level. To address this gap, two metacognition-related interventions were conducted with General Chemistry I course students at Oklahoma State University. The first intervention assessed the impact of metacognition instruction on students’ study strategies and performance in the final cumulative exam in the Spring of 2019. Additionally, the study investigated the impact of the instruction on different demographic groups and whether the learned metacognitive strategies were transferred to other STEM courses. Open-ended questionnaires were used. Findings showed a reported dominant use of lower-order study strategies (LOSSs), such as rote memorization over higher-order study strategies (HOSSs) before the metacognition instruction. However, more gains in HOSSs were reported after the metacognition intervention. Additionally, 67% of students reported a positive influence of the metacognition instruction on study strategies with 7% lower DF letter grades in the final exam compared to their counterparts who reported ‘no influence’. Findings also showed evidence of equity gaps in the reported use of specific study strategies based on gender, race/ethnicity, and first-generation status prior to the metacognition instruction. However, these gaps were narrowed or closed with students’ exposure to the study strategies. Additionally, participants from all the demographic groups reported transfer of the acquired study strategies to other courses. The second study investigated the effects of muddiest point activities, a reinforced metacognition regulation skill, blended with the common formative assessments (FAs) on performance as well as on student learning experiences during Fall 2019. Using a quasi-experimental research design, one group of students (treatment group) was exposed to the muddiest point activities experiments at the end of each chapter combined with common FAs, and another group (comparison group) to the common FAs alone. Results showed that the treatment group performed significantly better in all three in-term chemistry tests and slightly better in the final cumulative exam, but the difference was not statistically significant (p < 0.05) than the comparison group. Additionally, minority, minority-first-generation, and female-first-generation students in the treatment group scored higher mean scores on some midterm exams, compared to their peers in the comparison group. Also, muddiest point activities were reported to improve students’ abilities to identify and address gaps in knowledge, decrease anxiety in the course, increase persistence, and increase confidence in the course
What type of farming is most profitable?
No full textThe Oklahoma Cooperative Extension Service periodically issues revisions to its publications. The most current edition is made available. For access to an earlier edition, if available for this title, please contact the Oklahoma State University Library Archives by email at [email protected] or by phone at 405-744-6311
Does semantic depth and learning modalities improve word-learning in 3-4-year-old children?
No full textThis project investigates word learning in preschool-aged children. Prior research indicates the benefit of semantic cues, perceptual, and production learning when used individually to teach new words. Perceptual and production learning are types of “learning modalities”. Production learning provides auditory feedback and the action of repeating speech sounds. Perceptual learning only provides auditory feedback. Semantic cues are also beneficial to word learning. In this study, these factors will be examined together to determine how they affect language development.Thirty-two participants between three and four years old will complete this study. They will meet the criteria for typical development based on standardized screenings. For this study, participants will engage in a game to meet and learn facts about four different alien families. The focus is for them to learn their names. Non-word forms were created and served as the alien names. Each alien is associated with a figure to provide a visual cue. The non-word forms are composed of a base and suffix. The base corresponds with the “alien family”, meaning their skin color and type of clothing. The suffix corresponds with the “alien type”: their age, weight, and head size. The alien type is also demonstrated with semantic cues such as, “This one has grandkids” or “This one is very smart”. To assess learning modalities, participants repeat non-word forms during a production task. They also will complete a perceptual task where they will only be provided with the auditory stimulus. These learning modalities are crossed with the presence or absence of semantic cues. After each familiarization task, the participant is assessed by having to produce the name of the alien, and by pointing to the correct alien when hearing the auditory stimuli. Two separate pointing tasks are done to analyze their ability to learn the base and suffix separately. During the second session, a post-test will examine the ability to retain words over time.This project will show four participants and articulate how these factors interact to improve word learning in children.Communication Science and Disorder
Consideration of neuroplasticity and anxiety
No full textAnxiety is one of the most prevalent disorders that impact people in the world today, and is continuing to become even more common. While treatment options exist, their aim is to treat the symptoms, not to fix the underlying problem. And even so, many of these treatments result in negative side effects, or are inaccessible. For this literary review, a search for scholarly articles was conducted through EBSCO Host, PubMed, PsycInfo, and others. These searches were fielded using keywords related to the topic, such as “neuroplasticity,” “neural plasticity,” “brain plasticity,” “anxiety,” and other similar, synonymous terms. At this point, the general mechanisms of anxiety and its processing are known. Additionally, it has been consistently found and replicated that patients with anxiety, as well as other mental health disorders, show functional changes in the neurons, neuropathways, and neuroplasticity of their brains. Research utilizing drugs that target neuroplasticity as treatment is often combined with Cognitive Behavioral Therapy and have had promising results. Neuroplasticity-focused treatment through new methods has also had promising results in trials with rodents. Some of this research has included methods which do not yet have enough of a clinical understanding for it to be ethical for human trials, such as psychedelic treatment. However, with further investigation and understanding, these treatments could eventually move on to human trials. Despite our immediate negative inclination towards methods such as the aforementioned, they hold promise. Perhaps those preconceived biases have prevented researchers from pursuing avenues of research that could bring about major discoveries. Moving forward, research on specific methods aimed at increasing neuroplasticity in humans could be extremely valuable, and lead to a medical breakthrough of the century, impacting millions of people worldwide
Toward (racial) justice-in-the-doing of place-based community engagement
No full textCommunity and campus partners can benefit from place-based community engagement to enact a commitment to racial equity and community-driven decision-making. Racial equity is paramount in place-based community engagement. However, very little attention has been given to how whiteness in the ideological foundations of higher education shapes the work lives of professionals, faculty, and the collaborations they form to address community issues. Thus, the purpose of this case study is to foreground some paradoxes of whiteness-at-work (Yoon, 2012) in an informal place-based community engagement collaboration between the Center for Public Life at Oklahoma State University-Tulsa and members of the historic Greenwood community in Tulsa, Oklahoma. We take a reflexive stance (Ozias & Pasque, 2019), examining our own experience to explore how Yoon’s (2012) concept of whiteness-at-work serves as a tool for advancing the racial equity agenda of place-based community engagement. We conclude that whiteness-at-work provides a useful lens through which to begin explicitly surfacing ways in which place-based community engagement can reify and perpetuate white hegemony. This approach also provides a starting point for racial “justice-in-the-doing,” the internal, interpersonal, and institutional work to disrupt hegemonic whiteness” (Yoon, 2022), in place-based community engagement that may move us further toward garnering the racial equity to which we aspire.Educational Foundations, Leadership and AviationHuman Development and Family Scienc
Cool season forage and hay quality result summary (2019-2024)
No full textThe Oklahoma Cooperative Extension Service periodically issues revisions to its publications. The most current edition is made available. For access to an earlier edition, if available for this title, please contact the Oklahoma State University Library Archives by email at [email protected] or by phone at 405-744-6311
This we can do! Our plan
No full textThe Oklahoma Cooperative Extension Service periodically issues revisions to its publications. The most current edition is made available. For access to an earlier edition, if available for this title, please contact the Oklahoma State University Library Archives by email at [email protected] or by phone at 405-744-6311
Describing the connections between professional development and career longevity of school-based agricultural education teachers: A nationwide study
No full textProfessional development aims to offer strategic and continuous learning that advances individuals at various levels in their skills and competencies toward success and sustainability (Lin et al., 2011; Ragins et al., 2003). Dynamic and comprehensive professional development is needed to meet the current and future needs of teachers to build a strong teacher workforce (Moser & McKim, 2020; Myung et al., 2013). Effective teachers make critical impacts on their students across the educational spectrum (Eck et al., 2020; Gaskey, 2003; Stronge et al., 2011) This study’s purpose was to determine the impact of SBAE teacher professional development on programmatic and behavioral changes, human capital, and career tenure. The study was undergirded by the theory of planned behavior (Ajzen, 1991), the teacher human capital framework (Myung et al., 2013), and a conceptual framework for teacher professional development (Sancar et al., 2021). Further the study was supported by the development of a conceptual framework for developing SBAE teachers’ intentions to teach. The explanatory sequential mixed-methods research design guided this study. The population of interest was all SBAE teachers nationwide (N = 14,756; Smith et al., 2024), a census approach was the target for data collection in Phase I. Responses were received from 973 individuals in 47 states, resulting in a 6.7% response rate. Phase II was guided by a qualitative interview protocol; 15 interviews were conducted. Findings revealed teachers’ participation, engagement, preferences, and intentions to continue teaching SBAE. Significant differences in engagement were found between the local and state level opportunities. Significant differences were also found in perceived preparedness between traditional and alternatively certified teachers. Regarding longevity in the profession, 61.20% of the respondents in this study indicated they plan to teach school-based agricultural education for the rest of their career. Four themes and 11 subthemes were developed through Phase II depicting the experiences of SBAE teachers and factors influencing their longevity. Eight conclusions were developed along with recommendations for research and practice based on the findings
Detection of Mycobacterium avium ssp. paratuberculosis (MAP) and assessment of widespread infection and pathology in small ruminants with Johne's Disease
No full textJohne’s Disease is a prevalent infection in ruminants caused by Mycobacterium avium subspecies paratuberculosis that has far-reaching impacts on production, largely due to the chronic progressive nature of infection evading detection, the likelihood of environmental contamination with bacteria, and a lack of viable treatment options once diagnosed. While MAP is well studied in dairy cattle, the extent, and mechanisms in small ruminants, especially goats, are less well-known, including evaluation of pregnancy effects on the disease severity. The aim of this study was to establish the extent of infection and disease in goats endemically infected with MAP and evaluate pregnant and non-pregnant goats that are naturally infected. Thirty-eight ELISA-positive goats of 1,058 initially screened were culled and necropsied. Blood and fresh feces were collected prior to euthanasia. Tissues were collected for Real-Time qPCR and histopathology. MAP DNA was detected by qPCR in 36 of 38 goats (94.7%), with detection extending to several tissues outside of the ileum and jejunum. Granulomatous lesions were found in atypical tissues along with the intestinal tract, such as the liver. Correlating pre-mortem clinical disease was only noted in 5 of 38 goats. Results indicated that MAP is detected in tissues beyond the ileum and jejunum, such as the draining lymph nodes, gallbladder, and liver during infection. Despite marked histopathologic changes, especially in the intestinal tract, most infected goats did not have correlating clinical disease. Pregnant goats had significantly more granulomatous inflammation consistent with Johne’s Disease compared to non-pregnant animals that tested positive at the same time. Bacterial DNA was detected from fetal tissues collected from 6 of 10 pregnant goats. The fetal tissues most frequently tested positive for MAP bacterial DNA were the thymus and tonsils. These findings offer insight into the effects of Johne’s Disease within pregnancy and additionally support exposure in utero within MAP ELISA-positive goats. A better understanding of disease mechanisms offers the potential for earlier diagnostic detection or improved control measures that may better improve disease outcomes for these animals and offer insight to develop earlier detection options