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Developoing A Review Rubric For Learning Resources In Digital Libraries, Heather Leary, Sarah Giersch, Andrew Walker, Mimi Recker 2012 Utah State University

Developoing A Review Rubric For Learning Resources In Digital Libraries, Heather Leary, Sarah Giersch, Andrew Walker, Mimi Recker

Heather Leary, Ph.D.

Over the past 10-15 years, educational digital libraries (DLs) have acquired online learning resources of varying levels of granularity (e.g., from images to entire lessons) and of varying sources of authorship (e.g., grant-funded subject matter experts; K12 teachers; graduate students). The challenge is to balance collecting and providing access to online learning resources while maintaining a level of resource quality that distinguishes DLs from internet search engines. In response, many educational DL builders have established review rubrics.


You Can’T Teach Wildlife And Fisheries Online, Can You? A Comparison Of Student Learning And Satisfaction In Two Online And Face-To-Face Courses, Melissa R. Wuellner, David W. Willis, Denise Peterson, Gail Tidemann 2012 South Dakota State University

You Can’T Teach Wildlife And Fisheries Online, Can You? A Comparison Of Student Learning And Satisfaction In Two Online And Face-To-Face Courses, Melissa R. Wuellner, David W. Willis, Denise Peterson, Gail Tidemann

Conference on University Education in Natural Resources

Criticisms of online science courses are rooted in the lack to of hands-on learning experiences only available in the face-to-face (f2f) environment. Very few studies have compared student learning outcomes (e.g., assignment, exam, and final grades; level of learning achieved) and student satisfaction between online and f2f courses in the science curriculum, and none of these studies has been done for applied natural resources courses. We are currently conducting a quasi-experiment to compare student learning outcomes and satisfaction for online and f2f versions of two introductory wildlife and fisheries sciences course at South Dakota State University (WL 220: Introduction ...


Uwsp Cnr International Programs: Showcasing Three Models, Bobbi Z. Kubish 2012 University of Wisconsin - Stevens Point

Uwsp Cnr International Programs: Showcasing Three Models, Bobbi Z. Kubish

Conference on University Education in Natural Resources

No abstract provided.


Contrasting Student Values About General Education Vs. Major Courses: Differences Among Majors, Sexes And Standing, John D. Bailey, Susis Brubaker-Cole, Bill Bogley, Milo Korstsky 2012 Oregon State University

Contrasting Student Values About General Education Vs. Major Courses: Differences Among Majors, Sexes And Standing, John D. Bailey, Susis Brubaker-Cole, Bill Bogley, Milo Korstsky

Conference on University Education in Natural Resources

No abstract provided.


Wyoming State Parks, Historic Sites And Trails, Domenic Bravo 2012 Utah State University

Wyoming State Parks, Historic Sites And Trails, Domenic Bravo

Conference on University Education in Natural Resources

No abstract provided.


2012 Cedarville University Softball Classic, Cedarville University 2012 Cedarville University

2012 Cedarville University Softball Classic, Cedarville University

Softball Programs

No abstract provided.


Process To Develop Rewarding Natural Resources Internships, Michael F. Butkus 2012 Utah State University

Process To Develop Rewarding Natural Resources Internships, Michael F. Butkus

Conference on University Education in Natural Resources

A successful natural resources internship experience is a result of good planning, execution, and follow-up. The internship can be beneficial to the student involved, the employing entity, and the sponsoring university or college. This presentation will focus on a process designed to produce rewarding internship experiences for students in natural resources disciplines. The College of Natural Resources (CNR) at Utah State University is made up of three departments: Department of Environment and Society with majors in Environmental Studies, Human Geography, Geography Teaching, and Recreation Resources Management. Department of Watershed Sciences with majors in Fisheries and Aquatic Sciences, Physical Geography, and ...


Dynamic Internship Programs: Comparison Between Two Universities, Mark C. Wallace 2012 Texas Tech University

Dynamic Internship Programs: Comparison Between Two Universities, Mark C. Wallace

Conference on University Education in Natural Resources

Internship and experiential learning programs are compared between The University of Rhode Island (URI), Department of Natural Resources Science (1992-1996), and Texas Tech University (TTU), Department of Natural Resources Management (1997-current) through the periods in which I was associated with them. I review and compare the kinds of administrative support and faculty involvement, the numbers of students and kinds of opportunities provided in each program. Programs differed markedly: URI had invested faculty and support; whereas, TTU ‘encouraged’ students to participate. While data reported here does not account for differences due to regional or decadal influences, I illustrate that most differences ...


Field-Based Learning In Surface And Groundwater Processes: Preparing Water Literate Citizens And Water Resource Professionals, Sara L. Rathburn, Michael Ronayne, Stephanie Kampf, Ellen Wohl 2012 Colorado State University - Fort Collins

Field-Based Learning In Surface And Groundwater Processes: Preparing Water Literate Citizens And Water Resource Professionals, Sara L. Rathburn, Michael Ronayne, Stephanie Kampf, Ellen Wohl

Conference on University Education in Natural Resources

Hydrologic field stations installed in the Cache La Poudre River basin will provide authentic field-based learning opportunities for non-majors and majors at Colorado State University to prepare a water literate citizenry and water resource professionals. Previous experience from a campus well field has demonstrated the effectiveness of local field-based instruction in water resources. Results from three semesters of perception surveys and pre- and post-knowledge tests show increased student satisfaction and knowledge gain in fundamental water concepts through the groundwater field exercise. The new hydrologic stations are designed to build upon these results to further improve undergraduate teaching and learning of ...


Formalizing Internship Experiences For Wildlife And Fisheries Undergraduates At Mississippi State University, Sam Riffell, Bruce Leopold 2012 Mississippi State University

Formalizing Internship Experiences For Wildlife And Fisheries Undergraduates At Mississippi State University, Sam Riffell, Bruce Leopold

Conference on University Education in Natural Resources

Our department recognizes internships as a form of experiential learning that helps students integrate knowledge and practice, build professional networks and clarify career goals. We have pursued formal internship agreements with state and federal agencies (e.g., Mississippi Department of Wildlife, Fisheries & Parks, US Fish & Wildlife Service, USDA APHIS Wildlife Services, Weyerhaeuser Company) to benefit our students and help agencies build pools of prospective employees. Students in our curriculum may earn up to 3 credit hours for internship as a professional elective, but it is not currently required. As a faculty, we have debated what types of professional experience qualify ...


First-Year Experience Course: Problem Solving, Inquiry, And Integration, Kimberly H. Cowgill, Donald J. Orth, Eric P. Wiseman, Dean F. Stauffer 2012 Virginia Tech

First-Year Experience Course: Problem Solving, Inquiry, And Integration, Kimberly H. Cowgill, Donald J. Orth, Eric P. Wiseman, Dean F. Stauffer

Conference on University Education in Natural Resources

In an effort to address academic deficiencies outlined in recent studies, Virginia Tech’s College of Natural Resources and Environment redesigned its first-year experience class to fit their activities into three components of activities: problem solving, inquiry, and integrative learning. The problem solving component required students to define a problem, identify problem-solving strategies, and propose solutions and hypotheses. The inquiry component of the first-year experience included selecting a research topic, learning how to access information about the topic, learning how to evaluate existing information about the topic, and deciding which information to use to achieve desired results about the topic ...


Students To Empowered Professionals (Step) Mentoring Program: A Case Study, Susan P. Rupp 2012 South Dakota State University

Students To Empowered Professionals (Step) Mentoring Program: A Case Study, Susan P. Rupp

Conference on University Education in Natural Resources

Student-professional mentoring programs provide an experiential learning opportunity capable of broadening the intellectual content of instruction by integrating theory and practice, increasing student motivation through applied knowledge, and encouraging students to develop their skills as independent scholars (Millenbah and Millspaugh 2003). In the spring of 2008, the Department of Wildlife and Fisheries Sciences at South Dakota State University offered a new course at the request of South Dakota Game, Fish, and Parks entitled “Applied Habitat Management” (WL400). This experiential learning course is designed to provide students with an opportunity to develop a wildlife habitat management plan in a small group ...


Defying Distance Education: Building A New Recreation Resource Management Program, Robin L. Ceurvorst 2012 Utah State University

Defying Distance Education: Building A New Recreation Resource Management Program, Robin L. Ceurvorst

Conference on University Education in Natural Resources

No abstract provided.


Repositioning Rangeland Education For A Changing World, Chris Call, Karen Launchbaugh, Laurie Abbott, Karen Hickman, Patricia Johnson, Mel George, Susan Marshall, Ed Krumpe 2012 Utah State University

Repositioning Rangeland Education For A Changing World, Chris Call, Karen Launchbaugh, Laurie Abbott, Karen Hickman, Patricia Johnson, Mel George, Susan Marshall, Ed Krumpe

Conference on University Education in Natural Resources

Rangelands in North America and abroad are important ecosystems because of the vast areas they cover and the essential products and ecological services they provide. A strong workforce of well-trained professionals is needed to manage these ecosystems; however, undergraduate rangeland education faces several major challenges pertaining to curriculum content and resources, teaching approaches and faculty preparedness, and student awareness and recruitment. A collaborative project, developed in 2010 by members of the Range Science Education Council (RSEC) and funded by a USDA Higher Education Challenge Grant, addresses these challenges. The initial step is a needs assessment using focus groups with rangeland ...


The Cliff, The Rope And The Safety Net: Teaching Through Service Learning, Marc J. Stern 2012 Virginia Tech University

The Cliff, The Rope And The Safety Net: Teaching Through Service Learning, Marc J. Stern

Conference on University Education in Natural Resources

One strategy for a service-learning course is basically to push the students off of a cliff, dangle a rope, and hope they can not only find the rope, but also climb back up. This generally means getting students out there as quickly as possible, equipping them with some basic tools and knowledge to make sense of their experience along the way, and seeing if they can put it all together. A different strategy at the other end of the spectrum involves holding the students’ hands throughout the process – that is, being present when they are out in the real world ...


New Iufro Initiative To Improve Forest Sciences Study Programmes: The Task Force Efs (Education In Forest Sciences), Siegfried E. Lewark, Piotr J. Paschalis 2012 University of Freiburg, Germany

New Iufro Initiative To Improve Forest Sciences Study Programmes: The Task Force Efs (Education In Forest Sciences), Siegfried E. Lewark, Piotr J. Paschalis

Conference on University Education in Natural Resources

The system of higher education has been facing fundamental changes, triggered by globalization and global change, altering expectations of stakeholders and society from university graduates and novel insights of educational sciences – calling for a move from teaching to learning. Programmes of higher forest education have been challenged even more by changing societal demands, such as climate change, changing patterns of demands for ecosystem services, and novel resource governance systems. The development of forest sciences as well as of forestry curricula should adapt to or even anticipate those trends. Consequently development of forest sciences curricula should move towards: • Focusing on generic ...


Pinemap Intern Program: Integrating Undergraduates Into Forest Resource And Climate Change Research And Education, John B. Kidd, John R. Seiler, Martha C. Monroe, Shobha Sriharan 2012 Virginia Tech University

Pinemap Intern Program: Integrating Undergraduates Into Forest Resource And Climate Change Research And Education, John B. Kidd, John R. Seiler, Martha C. Monroe, Shobha Sriharan

Conference on University Education in Natural Resources

The PINEMAP Intern Program is part of the Pine Integrated Network: Education, Mitigation, and Adaptation Project, a coordinated agriculture project (CAP) recently awarded by the USDA National Institute of Food and Agriculture’s (NIFA) Agriculture and Food Research Initiative (AFRI). A major goal of this CAP was to use educational projects to both integrate the scientific disciplines and expand the science to students and educators. Our Intern Program is one of the projects meeting this education aim. Our broad goal was to develop a program that will engage undergraduate students in interdisciplinary research, education and, potentially, future graduate studies. Principle ...


Faeis – The Food And Agricultural Education Information System, William W. Richardson, Mary Marchant, Eric Smith, Eric Vance, Lisa Hightower 2012 Virginia Tech

Faeis – The Food And Agricultural Education Information System, William W. Richardson, Mary Marchant, Eric Smith, Eric Vance, Lisa Hightower

Conference on University Education in Natural Resources

The Food and Agricultural Education Information System (FAEIS) compiles nationwide higher education data for agriculture, forestry and natural resources and other related disciplines. Data include undergraduate and graduate student enrollment and degrees awarded, graduate placement, and faculty headcounts and salaries by rank and discipline. Recently FAEIS has partnered with the National Association of University Forest Resources Programs (NAUFRP) to meet reporting needs for the organization. FAEIS is used by the United States Department of Agriculture (USDA) in responding to Congressional inquiries to support higher education and related USDA programs. Higher education administrators use FAEIS data in recruiting and benchmarking students ...


Student Diversity In The Nau School Of Forestry: Recruitment And Retention Efforts, James Allen 2012 Northern Arizona University

Student Diversity In The Nau School Of Forestry: Recruitment And Retention Efforts, James Allen

Conference on University Education in Natural Resources

No abstract provided.


Participative, Blended And Networked Learning: Meeting Educational Needs In Australia’S Rangelands, John A. Taylor, Patricia M. Andrews 2012 University of Queensland

Participative, Blended And Networked Learning: Meeting Educational Needs In Australia’S Rangelands, John A. Taylor, Patricia M. Andrews

Conference on University Education in Natural Resources

This paper reports on the key elements and outcomes of a national educational initiative designed to meet identified learner preferences and stakeholder expectations of the knowledge and skills needed by ranchers, extension officers, Landcare and Natural Resource Management facilitators/advisors for future success in Australia’s rangelands. At the outset, research into the market for learning in rural and remote Australia was conducted. This led to the recognition that the existing courses available to this group did not meet the learning requirements of people living and working in the Rangelands in relation to current and emerging economic, environmental and social ...


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