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Exploring Student Perspectives of Project-Based Learning in an Agricultural Communications Capstone Course
Get PDFCapstone courses can foster skills like teamwork, communication, and interpersonal skills, and project-based learning can be an effective approach to such courses. This study explored students’ perceptions and experiences of a project-based learning approach in an undergraduate, capstone, agricultural communications course. Using a convergent mixed-methods design, an end of course questionnaire was administered, and post-course focus groups were conducted. The highest scored item was ‘I was satisfied with the level and quality of communication I had with the instructor.’ The lowest scored item was ‘the course helped me develop a deeper appreciation for the subject.’ Qualitatively, two overarching themes emerged: (a) project-based learning: “I can do this. I did this,” and (b) realistic application: an invaluable foundation. The first theme included four sub-themes: (a) critical thinking: “trial by fire,” (b) feedback … “is really critical,” (c) pride and effort: “we’re making a freaking magazine,” and (d) project fatigue: “it’s hard to not have an attitude.” The second theme included two sub-themes: (a) collaboration: balancing “so many personalities,” and (b) burnout and stress: “a million little things.” The findings of this study further support the use of PBL in higher education. The course provided preparation for post-graduation endeavors, with students recognizing the transferability of skills across career paths. While students discussed experiencing project fatigue, instructors may mitigate stress by establishing clear expectations, providing a schedule and deadlines, and providing assistance. Additional research exploring project-based learning in agricultural communications settings is needed to offer deeper insights regarding student learning outcomes
Rutgers SNAP GAP Project: Community-Based Participatory Research on SNAP Enrollment
Get PDFThe Supplemental Nutrition Assistance Program (SNAP) is critical in achieving food security, yet many eligible individuals do not enroll due to stigma and various perceived barriers. Food access barriers can be influenced by cultural and social factors. Understanding these aspects helps in tailoring food security programs and interventions to respect cultural values and practices. This project worked to elevate community voices across the state of New Jersey about their experiences and perspectives of SNAP. The SNAP Gap is the difference between who is eligible for and who is participating in SNAP. The objectives of this exploratory study were to identify the reasons why some New Jersey families who may qualify for SNAP are not enrolled in it and propose solutions to increase SNAP enrollment. Working with 6 school districts across the state, the team conducted 19 focus groups with SNAP-eligible caregivers of school-aged children. Additionally, five Department of Human Services administrators were interviewed to learn their ideas on how to increase SNAP enrollment. Focus group findings highlighted issues with the SNAP application process and lack of awareness of the benefits SNAP offers. Interviews with SNAP administrators confirmed challenges in the application process and communication barriers. Based on concerns raised by study participants, and successful existing strategies, the researchers recommended prioritizing promotion of SNAP in schools, streamlining the application process, prioritizing the use of technology to submit the SNAP application and providing updates to the community on any changes about SNAP requirements. This study confirmed that schools are important locations to engage in SNAP promotion. Researchers continue to work with the New Jersey Office of the Food Security Advocate to share study findings to support systems change
Perceptions of Professionals, Faculty, and Students Regarding the Implementation of an Agricultural Communications Degree Program in the United Kingdom
Get PDFThe purpose of this study was to determine the perceptions of professionals, faculty, and students regarding the implementation of an agricultural communications degree program in the United Kingdom (U.K). It aimed to gather detailed opinions to aid in the planning of future agricultural communications curricula in the U.K., where no formal academic programs in this discipline exist in higher education. This study used a qualitative approach in the form of interviews to gain in-depth opinions on four different research objectives. Participants were pooled from three different demographic groups in the U.K: industry professionals, faculty, and students. These stakeholder expressed that writing and journalistic skills were extremely important for agricultural communications graduates to possess. Interpersonal skills were also useful. A generalized knowledge of agriculture was preferred. The study found that experiential learning placements would be a beneficial addition to a potential program, and those could be customized to fit the needs of the student. It also found that degree programs in the discipline would fit well into a bachelor’s or master’s program, or single modules could be integrated into existing programs in related disciplines. Recommendations of the study focused on the layout of a potential degree program. They also focused on conducting further research on potential placement opportunities and on the impact an agricultural communications degree program could have on females in agriculture
Sonja Stojanovic. Mind the Ghost. Thinking Memory and the Untimely through Contemporary Fiction in French. Liverpool UP, 2023.
Get PDFReview of Sonja Stojanovic. Mind the Ghost. Thinking Memory and the Untimely through Contemporary Fiction in French. Liverpool UP, 2023. xi + 307 pp
If Nobody Hears Us, Do We Really Make a Sound? Investigating Agriculture Faculty Members’ Engagement in Science Communication
Get PDFScience communication is a crucial factor for ensuring scientific work in food and agriculture reaches intended end-users. Unfortunately, research faculty may not be willing or able to engage in science communication activities. This study was organized using the Faculty Engagement Framework to evaluate the personal, professional, and institutional factors that influence University of Tennessee faculty members’ engagement in public-facing science communication. Results indicated faculty members in this study were overall not highly engaged in science communication activities. Factors that significantly predicted their degree of engagement included knowledge of and attitudes toward communicating their science to public audiences. While the results of this study provide valuable insight for future training design and support measures to enhance faculty members’ engagement, further research with a larger sample size at multiple institutes is needed to better evaluate the relationship between the variables proposed in the model of the current study
A Literature Review of Men-Centered Articles in the Adult Education Research Conference Proceedings 1997-2022
Get PDFAbstract: I reviewed men-centered articles in the Adult Education Research Conference Proceedings between 1997-2022 to learn how men were portrayed and how hegemonic masculinity was demonstrated
Nelson Mandela’s actions toward Adult Continuing Education as an example of what it can mean to be a dedicated life-long learner
Get PDFIn this presentation, one uses Nelson Mandela’s actions toward adult continuing education as an example of what it can mean to be a dedicated life-long learner
Culturally Competent Healthcare and its Impact on Education and Policy Reformation
Get PDFcultural competency, healthcare , diversity, migrants, policy formation, communication, microaggressions, discrimination ,qualitative, quantitative data decision making, program improvement, Higher education, artificial intelligence, incivility, training, community, race, improvement, social justice, educators, inclusivity, administration
Examining the Influence of Heart Disease Risk Factor Knowledge and Social Support in African American Women
Get PDFHeart disease disproportionately impacts African American women and disparities can stem from risk factors related to limited risk factor knowledge and socioeconomic resources. Social support mitigates heart disease risk in this population. The study aimed to examine how perceived social support impacts heart disease risk factor knowledge among African American women and whether demographic characteristics moderate a relationship between perceived social support and heart disease knowledge. This was a quantitative study with purposeful, snowball sampling representative of African American women aged 30-55 in Texas (n = 121) who completed an online survey on heart disease knowledge and perceived social support. Approximately half the participants displayed heart disease knowledge deficiencies. Multiple regression analysis revealed that when demographic variables were controlled, age (standardized β= .28, p = .002) and income (standardized β= .19, p = .037) were the only predictor variables indicating that social support impacts heart disease knowledge, with nonsignificant differences in the regression model (standardized β = -.023, p = .80). Hierarchical multiple regression revealed that age (F change = 1.056, R square change = .008, and p = .306), education (F (3, 115) = .583, p = .627), family history (F (2, 116) = 1.51, p = .225), and income (F change = 1.006, R2 change = .008, and p = .318) as individual predictors yielded nonsignificant differences in the overall predictive model, indicating demographic variables did not moderate a relationship between social support and heart disease knowledge. Social support is critical to decision-making and lifestyle modifications, which can protect against chronic diseases such as heart disease in African American women. Further understanding of the connection between perceived social support and heart disease knowledge through public health education programs can be instrumental in reducing heart disease disparities among African American women