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Full-Text Articles in Education

Novel Use Of Conceptual Change Framework Improves Video On Challenging Science Topic, Matthew J. Helmers, Timothy D. Youngquist, Nancy Grudens-Schuck Feb 2019

Novel Use Of Conceptual Change Framework Improves Video On Challenging Science Topic, Matthew J. Helmers, Timothy D. Youngquist, Nancy Grudens-Schuck

Agricultural Education and Studies Publications

Educational campaigns are more complicated when members of our audiences hold scientific misconceptions related to new technologies. Our prairie strips research and education team produced a brief, focused video aimed to dispel a misconception related to the effect of prairie strip plants' roots on agricultural drain tiles in the Midwest. Our "Field Tile Investigation" video was based on the conceptual change framework from science education and featured a discrepant event. The goal was to move farmers, landowners, and their advisors to an understanding of prairie strips that was more compatible with the scientific standard.


Perceptions Of Career And Technical Education By Pre-Service Students, Scott W. Smalley, Kelsey Sands May 2018

Perceptions Of Career And Technical Education By Pre-Service Students, Scott W. Smalley, Kelsey Sands

Agricultural Education and Studies Publications

Agricultural education programs are one component of Career and Technical Education (CTE). For CTE to be effective, educators teaching CTE courses must be able to make connections between the curriculum and real-life situations. This qualitative study explored self-reported perceptions of CTE by pre-service students. Wigfield and Eccles’ expectancy-value model of achievement was used as the framework for this study. Findings indicated that career and technical education provides benefits for everyone because it helps develop career skills. With the shortage of educators and budget cuts, career and technical education cannot continue to survive. Participants also describe characteristics of successful career and ...


Job Stress, Burnout, And Professional Development Needs Of Mid-Career Agricultural Education Teachers, Amy Smith, Scott Smalley Jan 2018

Job Stress, Burnout, And Professional Development Needs Of Mid-Career Agricultural Education Teachers, Amy Smith, Scott Smalley

Agricultural Education and Studies Publications

Retaining high quality school-based agricultural education teachers is a growing concern across the United States. This study focused on mid-career agricultural education teachers’ perceptions of job stress, burnout, job satisfaction, and professional development needs related to National Quality Program Standards for Secondary Agriculture Education (The National Council for Agricultural Education, 2009). The target population for this study was participants in the 2013 NAAE eXcellence in Leadership for Retention (XLR8) professional development program. Overall, XLR8 participants indicated the highest levels of job stress related to Standard 2 – Experiential Learning and Standard 7 – Program Planning and Evaluation. Participants were least stressed over ...


Early Field Experience Course Students’ Perceptions Of School-Based Agricultural Education Laboratory Environments, Trent Wells, Scott W. Smalley, Bryan D. Rank Jan 2018

Early Field Experience Course Students’ Perceptions Of School-Based Agricultural Education Laboratory Environments, Trent Wells, Scott W. Smalley, Bryan D. Rank

Agricultural Education and Studies Publications

Laboratory instruction is an important component of school-based agricultural education (SBAE) programs (Phipps, Osborne, Dyer, & Ball, 2008). Early field experience (EFE) coursework can be an important component of agricultural teacher preparation programs (Retallick & Miller, 2007). Through the use of a modified photovoice technique, we sought to identify the perceptions of students (i.e., preservice teachers) enrolled in an EFE course in relation to the laboratory environment component of the SBAE model. Students enrolled in a 40-hour EFE course photographed a laboratory environment at their placement site and completed a 250-word descriptive/reflective summary of the laboratory. Through open coding of the summaries, three prominent themes emerged: 1) project-based learning is widely used for instructional purposes; 2) laboratory environments are set up and arranged in particular fashions based on needs; and 3) laboratory environments are arranged as settings for effective learning. Within the photographs, the agricultural mechanics laboratory was most commonly identified as a laboratory environment. The EFE students identified laboratory environments are not always traditional in their scope, and classrooms can serve as laboratory environments. We recommend photovoice be further used as a tool to explore students’ perceptions of the realities of modern SBAE programs.


Over The Edge: Factors Nudging Mid-Career, School- Based Agriculture Teachers Out Of The Profession, Jay K. Solomonson, Michael S. Retallick Jan 2018

Over The Edge: Factors Nudging Mid-Career, School- Based Agriculture Teachers Out Of The Profession, Jay K. Solomonson, Michael S. Retallick

Agricultural Education and Studies Publications

The field of agricultural education has experienced a consistent labor shortage the past several decades. Consequently, many school districts struggle to fill their open positions, while others are forced to shut down their agricultural programs completely due to inadequate staffing. Teacher attrition has been identified as a predominant factor behind the teacher shortage. The purpose of this mixed-methods study was to identify factors influencing mid-career school-based agriculture teachers’ decision to stay in or leave the secondary agriculture teaching profession. Researchers developed and administered questionnaires, as well as conducted interviews, to gather data from current, mid-career agriculture teachers to answer the ...


Factors Contributing To Illinois School-Based Agriculture Teachers’ Final Decision To Leave The Classroom, Jay K. Solomonson, Debra S. Korte, Erica B. Thieman, Michael S. Retallick, Kari H. Keating Jan 2018

Factors Contributing To Illinois School-Based Agriculture Teachers’ Final Decision To Leave The Classroom, Jay K. Solomonson, Debra S. Korte, Erica B. Thieman, Michael S. Retallick, Kari H. Keating

Agricultural Education and Studies Publications

Teacher attrition is a significant problem nationally and a special challenge for school-based agriculture education programs. The purpose of this study was to investigate contributing variables associated with former Illinois school-based agriculture teachers and their decision to leave the profession. A four-factor conceptual model is proposed as a framework for explaining agriculture teacher retention or attrition and includes the multivariate constructs of Personal Factors, Working Conditions, Teacher Development, and Compensation. Demographic characteristics are explored as well as difference between novice and experienced teachers and their perceptions of attrition influences. This study is unique in that it reports survey data from ...


Evaluating First Year Agriculture Teachers’ Use Of Reflection, Amanda Meder, Scott Smalley, Michael Retallick Jan 2018

Evaluating First Year Agriculture Teachers’ Use Of Reflection, Amanda Meder, Scott Smalley, Michael Retallick

Agricultural Education and Studies Publications

Reflection is a useful tool which improves teaching approaches; however, many first-year teachers do not appear to reflect upon their instructional plans (McAlpine & Weston, 2000). Prior research has indicated preservice teachers are not utilizing the acquired reflective approaches learned throughout the teacher preparation program (Hatton & Smith, 1995; Kagan & Tippins, 1992; Reynolds, 1993). It is believed teachers fail to implement reflective practice in their professional practice because they have not acquired the pedagogical knowledge to effectively reflect (McAlpine & Weston, 2000). The primary purpose of this study was to determine if beginning agricultural education teachers employed a systematic approach of reflection, determine what components of the teacher preparation program aided in learning, how to reflect, and to examine first-year teachers’ gratification with the reflective approaches learned from Iowa ...


Students’ Perceptions Of School-Based Agricultural Education Through An Initial Early Field Experience, Bryan D. Rank, Scott W. Smalley Jan 2017

Students’ Perceptions Of School-Based Agricultural Education Through An Initial Early Field Experience, Bryan D. Rank, Scott W. Smalley

Agricultural Education and Studies Publications

The purpose of this study was to identify the perception of students enrolled in an initial early field experience (EFE) in relation to the components of the agricultural education model. The students enrolled in the initial field experience were freshmen and sophomore students. The initial field experience course consisted of four face-to-face class meetings and a 12-hour initial field experience observation. Students’ photographed their perceptions of each component in the agricultural education model (classroom, SAE, FFA). The coding of reflective captions led to themes in three areas of the agricultural education model: (a) classroom themes were active learning, collaboration and ...


Professional Development Needs Of Mid-Career Agriculture Teachers, Scott W. Smalley, Amy R. Smith Jan 2017

Professional Development Needs Of Mid-Career Agriculture Teachers, Scott W. Smalley, Amy R. Smith

Agricultural Education and Studies Publications

Nationwide, agricultural education faces a shortage of teachers (National Teach Ag Campaign, 2014; Foster, Lawver, & Smith, 2016). To remedy this, both recruitment and retention efforts are necessary. While extensive research in agricultural education has focused on needs of beginning teachers, less research has focused on needs of agriculture teachers at later career stages. As such, the purpose of this phenomenological qualitative study was to explore challenges, activities, and professional development needs of mid-career agriculture teachers, particularly those within the “Experimentation/Activism” and “Reassessment/Self-Doubt” stages identified by Huberman (1989). The study narrowly focused on a census of 35 teachers from ...


Previous Experience Not Required: Contextualizing The Choice To Teach School-Based Agricultural Education, Adam A. Marx, Amy R. Smith, Scott W. Smalley, Courtney Miller Jan 2017

Previous Experience Not Required: Contextualizing The Choice To Teach School-Based Agricultural Education, Adam A. Marx, Amy R. Smith, Scott W. Smalley, Courtney Miller

Agricultural Education and Studies Publications

The purpose of this study was to identify key career choice items which lead students without previous experience in school-based agricultural education (SBAE) to pursuing agricultural education. The Ag Ed FIT-Choice® model adapted by Lawver (2009) and developed by Richardson and Watt (2006) provided the investigative framework to design this study. Findings were organized around categories of the Ag Ed Fit-Choice Model (Lawver, 2009) with the exception of one additional category, believed unique to this group. Two focus groups were assembled to include ten participants. A myriad of experiences led participants to consider SBAE as a career. Certainly, it can ...


Using Social Network Analysis To Measure Student Collaboration In An Undergraduate Capstone Course, G. Han, O.P. Mccubbins, T.H. Paulsen Jan 2016

Using Social Network Analysis To Measure Student Collaboration In An Undergraduate Capstone Course, G. Han, O.P. Mccubbins, T.H. Paulsen

Agricultural Education and Studies Publications

Social network analysis offers a unique way for instructors to visualize collaboration and communication within a course and see relationships between individu¬als, groups, teams, or cliques. We used social network analysis to measure the growth of collaboration in the capstone AGEDS 450 Farm Management and Oper¬ation course at Iowa State University. With the strate-gic implementation of collaboratively intense assign¬ments, student collaboration grew from the midpoint of the semester to the end of the semester. Overall density of the network increased from 0.25 at the midpoint to 0.35 at the end of the semester (40% growth ...


Student Perceptions Concerning Their Experience In A Flipped Undergraduate Capstone Course, Op Mccubbins, Thomas H. Paulsen, Ryan G. Anderson Jan 2016

Student Perceptions Concerning Their Experience In A Flipped Undergraduate Capstone Course, Op Mccubbins, Thomas H. Paulsen, Ryan G. Anderson

Agricultural Education and Studies Publications

Flipped learning is an innovative approach to teaching at the post-secondary level. Traditional methods of initial delivery of curricular content occur before a face-to-face class session. Students must prepare before attending class, as the majority of face-to-face class sessions are utilized for applying curricular content to complex problems. A specific application of flipped learning, Team-Based Learning holds students accountable for the pre-class preparation via an individual test, as well as to their peers via a team test. Students engage and discuss curricular content on the team test as well as application exercises, which are rigorously designed activities aimed at increasing ...


Transformative Learning And The 4-H Camp Counselor Experience, Donna Leff, Michael S. Retallick, Nancy K. Franz Jan 2015

Transformative Learning And The 4-H Camp Counselor Experience, Donna Leff, Michael S. Retallick, Nancy K. Franz

Agricultural Education and Studies Publications

While many studies about the 4-H camping experience focus on youth who are campers, few studies examine the outcomes of the experience for counselors. This study examines the extent to which 4-H camp results in transformative learning for 4-H members who serve as camp counselors, examines the perceived changes that occur within counselors, and describes the factors and characteristics of camp that result in personal transformation. The population for this study was 2012 Minnesota 4-H camp counselors. Using the Transformative Learning and the Camp Experience Staff Member Survey, the results indicated that camp counselors experienced transformative learning. Major personal changes ...


Cooperating Teachers' Perspectives Of Student Teaching Skills And Activities, Scott Smalley, Michael S. Retallick, Thomas H. Paulsen Jan 2015

Cooperating Teachers' Perspectives Of Student Teaching Skills And Activities, Scott Smalley, Michael S. Retallick, Thomas H. Paulsen

Agricultural Education and Studies Publications

The purpose of this study was to determine the extent to which cooperating teachers deem required student teaching skills and activities relevant to the agricultural education student teaching experience. The population for this descriptive study consisted of individuals who served as cooperating teachers in Iowa and South Dakota during the last 5 years (N = 70). The study focused on activities in eight constructs: evaluation of student performance, teaching, FFA, planning instruction, Supervised Agricultural Experience (SAE), teaching profession, school–community relations, and adult education. Cooperating teachers surveyed in this study believed that seven of the eight constructs were very relevant to ...


Agriculture Safety And Health Education: Practices, Attitudes, And Needs Of Iowa Agricultural Educators, J. Rudolphi, Michael S. Retallick Jan 2015

Agriculture Safety And Health Education: Practices, Attitudes, And Needs Of Iowa Agricultural Educators, J. Rudolphi, Michael S. Retallick

Agricultural Education and Studies Publications

This study sought to identify Iowa agricultural educators’ practices, attitudes, and needs regarding agricultural safety and health (ASH). Nearly 85% of high school agricultural educators reported teaching ASH in some capacity. The most commonly taught topics included animal safety, welding safety and power tool safety. Iowa agricultural educators rated, using a Likert scale, the importance of topic within ASH education. All topics presented were believed to be important, with machinery safety, tractors safety, and ATV safety rated the most important. Personal health topics including hearing protection and thermal protection were perceived as less important. Most educators believe the ASH materials ...


The Best Of Both Worlds: Exploring Cross-Collaborative Community Engagement, Kathleen P. Hunt, Melinda M. Krakow Jan 2015

The Best Of Both Worlds: Exploring Cross-Collaborative Community Engagement, Kathleen P. Hunt, Melinda M. Krakow

Agricultural Education and Studies Publications

Lauded as a rewarding pedagogical approach, community-engagement can be time-consuming, resource-intensive, and difficult for instructors to manage for effective stu-dent learning outcomes. Collaborative teaching can allows instructors working in the same classroom to draw from each others’ expertise and share resources. In this essay, we propose a fruitful approach that brings the benefits of collaborative teaching to communi-ty-engagement. Two instructors collaborated to facilitate a community-engaged food jus-tice blog, demonstrating the benefits of combining these modalities. In this essay, we re-view relevant literature on collaborative teaching and community-engagement, presenting cross-collaborative community engagement as an innovative model for collaboration be-tween instructors in ...


Relevance Of Student Teaching Skills And Activities From The Perspective Fo The Student Teacher, Scott W. Smalley, Michael S. Retallick, Thomas H. Paulsen Jan 2015

Relevance Of Student Teaching Skills And Activities From The Perspective Fo The Student Teacher, Scott W. Smalley, Michael S. Retallick, Thomas H. Paulsen

Agricultural Education and Studies Publications

The purpose of this descriptive survey study was to determine the extent to which student teachers deem traditional student teaching skills and activities relevant as part of the capstone student teaching experience. The study population consisted of all (N = 140) fall 2012 and spring 2013 agricultural education student teachers in the North Central Region of the American Association for Agricultural Education (NC-AAAE). The findings shed light on student teachers’ perspectives regarding the relevance of student teaching activities. Student teachers considered the activities associated with the eight constructs in this study relevant or very relevant. Future research should determine if all ...


The Impact Of A Capstone Farm Management Course On Critical Thinking Abilities, Dustin K. Perry, Thomas H. Paulsen, Michael S. Retallick Jan 2015

The Impact Of A Capstone Farm Management Course On Critical Thinking Abilities, Dustin K. Perry, Thomas H. Paulsen, Michael S. Retallick

Agricultural Education and Studies Publications

While many studies about the 4-H camping experience focus on youth who are campers, few studies examine the outcomes of the experience for counselors. This study examines the extent to which 4-H camp results in transformative learning for 4-H members who serve as camp counselors, examines the perceived changes that occur within counselors, and describes the factors and characteristics of camp that result in personal transformation. The population for this study was 2012 Minnesota 4-H camp counselors. Using the Transformative Learning and the Camp Experience Staff Member Survey, the results indicated that camp counselors experienced transformative learning. Major personal changes ...


The Impact Of Two Experiential Learning Programs: The Graduates' Perspective, B.A. Mahoney, Michael S. Retallick Jan 2015

The Impact Of Two Experiential Learning Programs: The Graduates' Perspective, B.A. Mahoney, Michael S. Retallick

Agricultural Education and Studies Publications

The purpose of this descriptive census survey was to explore the impact of participation in two integrated, experiential learning programs in a College of Agriculture and Life Sciences. Specific objectives were to determine the influence of these programs on graduates’ (a) decisions to enter careers and graduate school, (b) level of skill improvement, (c) career development and decidedness and (d) preparation for careers and graduate school. Graduates believe their experience positively affected development of their skills and abilities and had a positive influence on their career and graduate school aspirations. Graduates report that the programs enhanced their preparation for careers ...


A Critical Thinking Benchmark For A Department Of Agricultural Education And Studies, Dustin K. Perry, Michael S. Retallick, Thomas H. Paulsen Jan 2014

A Critical Thinking Benchmark For A Department Of Agricultural Education And Studies, Dustin K. Perry, Michael S. Retallick, Thomas H. Paulsen

Agricultural Education and Studies Publications

Due to an ever changing world where technology seemingly provides endless answers, today’s higher education students must master a new skill set reflecting an emphasis on critical thinking, problem solving, and communications. The purpose of this study was to establish a departmental benchmark for critical thinking abilities of students majoring in agricultural education and studies. Seventy-five senior-level undergraduates completed a Critical Thinking Assessment Test (CAT) during the spring 2013 semester. A one-sample t-test utilizing national norm data and a step-wise regression model analyzing predictors of critical thinking ability were used to address research objectives. The only critical thinking skill ...


Using Involvement Theory To Examine The Relationship Between Undergraduate Participation In Extracurricular Activities And Leadership Development, Elizabeth Ann Foreman, Michael S. Retallick Jan 2013

Using Involvement Theory To Examine The Relationship Between Undergraduate Participation In Extracurricular Activities And Leadership Development, Elizabeth Ann Foreman, Michael S. Retallick

Agricultural Education and Studies Publications

This study examined the relationship between extracurricular involvement and leadership outcomes among traditional-age college seniors in the College of Agriculture and Life Sciences at Iowa State University. Authors collected data related to quantitative and qualitative aspects of involvement in extracurricular organizations. Further, they measured leadership, as an outcome, using the individual values scale of the Socially Responsible Leadership Scale (SRLS-R2). The number of clubs in which a student participated and served as an officer was associated with higher leadership scores. Findings identified a threshold of involvement that suggests the optimum number of clubs or organizations to be actively involved in ...


Undergraduate Involvement In Extracurricular Activities And Leadership Development In College Of Agriculture And Life Sciences Students, Elizabeth Ann Foreman, Michael S. Retallick Jan 2012

Undergraduate Involvement In Extracurricular Activities And Leadership Development In College Of Agriculture And Life Sciences Students, Elizabeth Ann Foreman, Michael S. Retallick

Agricultural Education and Studies Publications

The purpose of this study was to identify and describe experiences of undergraduate extracurricular involvement that result in increased leadership development. Senior students in the College of Agriculture and Life Sciences at Iowa State University completed an online questionnaire about their extracurricular experiences. Leadership development was conceptualized using the social change model. The Socially Responsible Leadership Scale (SRLS–R2) group scale was used to access leadership group values, and the Omnibus SRLS–R2 was used to measure the overall leadership construct. Ninety–six percent of respondents indicated they were involved in an extracurricular activity, including 21% in the Greek system ...


Agricultural Education Early Field Experience Through The Lens Of The Efe Model, Scott Smalley, Michael S. Retallick Jan 2012

Agricultural Education Early Field Experience Through The Lens Of The Efe Model, Scott Smalley, Michael S. Retallick

Agricultural Education and Studies Publications

The purpose of this national study was to describe agricultural teacher education early field experience (EFE) practices using the EFE model. The population for this study was all agricultural education teacher preparation programs (N = 83) listed in the AAAE Directory of University Faculty in Agricultural Education. Data were collected via an online survey sent to a single point of contact (i.e., the agricultural teacher education coordinator) at each institution. For this study, EFE was defined as all field experiences that occur prior to student teaching; the experiences could be offered within or outside of the agricultural education curriculum. Programs ...


Mentoring Perceptions And Experiences Of Minority Students Participating In Summer Research Opportunity Programs, Marcus Glenn, Levon T. Esters, Michael S. Retallick Jan 2012

Mentoring Perceptions And Experiences Of Minority Students Participating In Summer Research Opportunity Programs, Marcus Glenn, Levon T. Esters, Michael S. Retallick

Agricultural Education and Studies Publications

Literature has documented the underrepresentation of minority students in higher education and the importance of mentoring programs in retaining these students in the academy. This study examines the perceptions of mentoring and actual mentoring experiences of minority students participating in two Summer Research Opportunity Programs (SROPs) at Iowa State University. Seven mentoring functions (Clarity of Project, Challenging Assignment, Training, Contact, Assistance, Feedback and Role Modeling) were identified through the literature as being important in the mentoring relationship. Findings indicated that the students’ mentoring experience was better than expected, but students also noted that mentors should devote more attention to the ...


Insights From Spanish-Speaking Employees In The Iowa Horticultural Industry, Emilie Justen, Cynthia L. Haynes, Ann Marie Vanderzanden, Nancy Grudens-Schuck Jan 2011

Insights From Spanish-Speaking Employees In The Iowa Horticultural Industry, Emilie Justen, Cynthia L. Haynes, Ann Marie Vanderzanden, Nancy Grudens-Schuck

Agricultural Education and Studies Publications

Addressing the needs of Latino workers can help improve working conditions, job satisfaction, and productivity of both employees and the companies hiring Latino workers. The study reported here assessed educational needs, communication gaps, and technical skills of Latino workers working in the horticultural industry in Iowa—an ethnic group that is relatively new to Iowa. Focus groups were conducted with Latino workers and produced topics for educational programming and suggestions that could improve communications between predominantly English-speaking managers and Spanish-speaking Latino employees, and the horticultural knowledge of the Latino employees.


Purposes, Activities, And Documentation Of Early Field Experience In Agricultural Teacher Education: A National Delphi Study, Scott Smalley, Michael S. Retallick Jan 2011

Purposes, Activities, And Documentation Of Early Field Experience In Agricultural Teacher Education: A National Delphi Study, Scott Smalley, Michael S. Retallick

Agricultural Education and Studies Publications

The purpose of this Delphi study was to identify the purpose, expected outcomes, and methods of documenting preservice teacher early field experience (EFE) activities in agricultural teacher education programs. A Delphi technique was used to electronically collect data via email and SurveyMonkey®. An expert panel was established and after three rounds of questioning, the panel identified 16 purpose statements, 14 activities and 9 methods of documenting EFE. The findings of this study, as established by a panel of experts who reached consensus, indicated that EFE should be documented via a combination of journaling and portfolio development. The verification of these ...


Implementation Of Supervised Agricultural Experience Programs: The Agriculture Teachers' Perspective, Michael S. Retallick Jan 2010

Implementation Of Supervised Agricultural Experience Programs: The Agriculture Teachers' Perspective, Michael S. Retallick

Agricultural Education and Studies Publications

The purpose of this qualitative exploratory study was to examine how agriculture teachers implement supervised agricultural experience (SAE). A combination of focus groups and individual telephone interviews were conducted. Iowa agriculture teachers offered SAE because it is (a) a means of developing life skills, (b) a component of the FFA award system, and (c) theoretically, one–third of the agricultural education model. Although agriculture teachers were able to talk conceptually and theoretically about the benefits and value of SAE, they did not necessarily practice SAE in that manner. The method in which teachers implemented SAE programs varied considerably as did ...


Undergraduate Student Mentoring: What Do Students Think?, Michael S. Retallick, Michael L. Pate Jan 2009

Undergraduate Student Mentoring: What Do Students Think?, Michael S. Retallick, Michael L. Pate

Agricultural Education and Studies Publications

The purpose of this census study was to explore undergraduate student perceptions of mentoring in a College of Agriculture and Life Science (CALS). An analysis of the responses from 532 respondents found that students believe that faculty in CALS often practice the mentoring functions except for the direct assistance, which students believe sometimes occurs. Undergraduate students take a broad view of mentoring. They view it as an engaging and interactive process where an exchange of ideas takes place and where the focus generally includes, but is not limited to, professional and career development. Students consider faculty members who are supportive ...


A Model For Implementing A College-Wide Experiential Learning Program In Higher Education, Michael S. Retallick, Charles Steiner Jan 2009

A Model For Implementing A College-Wide Experiential Learning Program In Higher Education, Michael S. Retallick, Charles Steiner

Agricultural Education and Studies Publications

ScienceWith Practice (SWP) was conceptualized to provide opportunities for agriculture students to develop a planned learning component as part of their work experiences with faculty and staff in university research laboratories, farms, greenhouses, and other units. This college-wide program was designed and implemented using adult learning theory and best practices found in the literature. Activities included development of learning agreements, individual progress visits, regular student seminars, an end-of-experience symposium, a recognition banquet, and a formal evaluation. Students had opportunities to acquire technical agriculture skills; explore linkages between upperlevel coursework, research, and the world of work; develop skills related to organizing ...


Agriculture Faculty Perspectives On Undergraduate Mentoring: Definitions, Practices, And Processes, Ashley J. Wolfe, Michael S. Retallick, Robert Martin Jan 2009

Agriculture Faculty Perspectives On Undergraduate Mentoring: Definitions, Practices, And Processes, Ashley J. Wolfe, Michael S. Retallick, Robert Martin

Agricultural Education and Studies Publications

Literature indicates that a wide and diverse understanding of mentoring at the undergraduate level exists. However, the literature is sparse regarding what mentors know about existing mentoring processes and related practices. This study sought to describe faculty perspectives regarding undergraduate mentoring within Iowa State University's College of Agriculture and Life Sciences. Findings indicate that faculty members realize that mentoring is a complex role and it is more than just academic advising. Based upon a synthesis of faculty member definitions of undergraduate mentoring, the following definition is offered: a form of teaching where faculty members provide advice, guidance, and counsel ...