Education Commons^™

Susan Wood, Susan Wood, Institute Of Child Nutrition

Oral History Project (all interviews)

Susan Wood, a Nebraska native, has spent her entire working career in Alabama. She is a Registered Dietitian and spent a number of years working in hospitals and nursing homes, as well as teaching at the University of Alabama, Birmingham. In her current position Susan is the Director of Child Nutrition Programs for Hoover City Schools, where she has served the district’s children for the past twenty-two years.

Lynda Snow, Lynda Snow, Institute Of Child Nutrition

Oral History Project (all interviews)

Lynda Snow is a native Alabamian and has worked in school nutrition for thirty-five years in Birmingham and Bessemer, Alabama. She holds bachelor’s and master’s degrees from Alabama A&M University. She is currently Child Nutrition Director for Bessemer City Schools.

Mary Alexiou, Mary Alexiou, Institute Of Child Nutrition

Oral History Project (all interviews)

Mary Alexiou, a native Alabamian, recently retired as the Director of Child Nutrition Programs for Vestavia City Schools. She holds a bachelor’s degree from Jacksonville State University and a master’s degree from University of Alabama, Birmingham. Prior to going into child nutrition she worked first as a consultant for various hospitals and nursing homes and then at the Guntersville Hospital. She has also been a very active member of the School Nutrition Association.

Mathematical Modeling Of Optimal Seasonal Reproductive Strategies And A Comparison Of Long-Term Viabilities Of Annuals And Perennials, Anthony Delegge

Department of Mathematics: Dissertations, Theses, and Student Research

In 1954, Lamont Cole posed a question which has motivated much ecological work in the past 50 years: When is the life history strategy of semelparity (organisms reproduce once, then die) favored, via evolution, over iteroparity (organisms may reproduce multiple times in their lifetime)? Although common sense should dictate that iteroparity would always be favored, we can observe that this is not always the case, since annual plants are not only prevalent, but can dominate an area. Also, certain plant species may be perennial in one region, but annual in another. Thus, in these areas, certain characteristics must be present …

Complete 2010 Program

John Wesley Powell Student Research Conference

No abstract provided.

Bioassessment Of Fish And Aquatic Macroinvertebrate Communities Of Laurel Creek In Rowan County, Kentucky, Audrey M. Richter

Morehead State Theses and Dissertations

A thesis presented to the faculty of the College of Science and Technology at Morehead State University in partial fulfillment of the requirements for the Degree of Master of Science by Audrey M. Richter on April 2, 2010.

Wku Scholar, Pamela Napier, Editor-In-Chief

WKU Scholar

No abstract provided.

Tallgrass Prairie Center Newsletter, Spring 2010, University Of Northern Iowa. Tallgrass Prairie Center.

Tallgrass Prairie Center Newsletter

Inside This Issue:

-- 22nd North American Prairie Conference: Restoring a National Treasure
-- Fewer Grass Seeds Increases Wildflowers
-- Another Semester of Successful Seminars at the TPC
-- Wetland Plant Materials Development Meeting
-- Recent Publications about Center programs and projects
-- Another Roadside Infraction
-- Student Employee Profiles
-- Can You Identify this Seedling

Iowa Academy Of Science: The New Bulletin, V06n1, Spring 2010, Iowa Academy Of Science

New Bulletin

Inside This Issue:

--Message from the Executive Director

--Proposed Dues & Bylaws Changes

--Candidates for President-Elect

--Candidates for IAS Board of Directors

--Candidate for ISTS Section Vice Chair

-- Election 2010 Ballot

--Iowa Outdoor Youth Summit

--Graceland and Lamoni are Melting Pots of Tradition and Diversity in Southern Iowa

--Announcements, Events & Deadlines

--Gifts made to the Iowa Academy of Science in 2009

The Triumphant Tragedy Of King Lear, Erin Lamontagne

Annual Celebration of Student Scholarship and Creativity

No abstract provided.

Evidence-Based Practice In Undergraduate Athletic Training Education, Sarah A. Manspeaker

Human Movement Sciences Theses & Dissertations

As Evidence-Based Practice (EBP) has progressed within medicine, nursing, and physical therapy, athletic training has been subsequently slow to infuse EBP and its associated concepts at the professional level. The aim of Project I was to determine athletic training instructors experience and use of evidence-based concepts (EBC) during instruction through emergent design qualitative interviews. Project II was designed to establish the Evidence-Based Teaching Model (EBTM) as a tool for athletic training educators' to use to introduce EBP concepts to professional students.

Project I featured 11 educators from Commission on Accreditation of Athletic Training Education (CAATE) programs. Instructors identified primary approaches …

Ua77/1 Wku Spirit, Wku Alumni Relations

WKU Archives Records

Magazine created for the alumni of Western Kentucky University. In this issue:

• WKU Student Teaching Benefits from International Flavor
• The Horse in Kentucky
• Hilltopper Completes DNA Sequence of Virus
• Willie Taggart Takes the Helm

Temperature Management In High Tunnels, Dan Drost, Brent Black

All Current Publications

This publication provides instructions for proper temperature management in high tunnels.

Undergraduate Teaching Assistants: Promises And Pitfalls, Sarah Vonhof

Conference on University Education in Natural Resources

After working with almost forty undergraduate teaching assistants over the past six years, I have developed and refined a program to effectively utilize these students as teaching assistants. At first I registered one or two students for individual independent study projects, but this has since evolved into a new formal course offering and a group or “class” of three to five teaching assistants per semester. This presentation explores some of the advantages and disadvantages of using undergraduate students to fulfill responsibilities that are typically assigned to graduate students. An undergraduate teaching assistantship program can benefit both students and instructors. Instructors …

Envisioning The Future Of Continuing And Professional Education In The Pacific Northwest, Nicole A. Strong, James E. Johnson

Conference on University Education in Natural Resources

Historic demand for Natural Resources‐based Continuing and Professional Education (CPE) in the Pacific Northwest originated largely within private industry and government agencies. Rapidly changing and evolving professions and fields of interest necessitate a strategic shift among service providers, including higher education, so that professionals remain competitive and informed on emerging research, technology, and markets. A regional strategic plan to grow continuing and professional education infrastructure and business was developed for the Oregon State University College of Forestry (COF). Key informant interviews were conducted around the country to develop a guiding tool that will assist the College of Forestry take a …

Students Teaching Students ­ A Unique Approach To Learning About The Complexities Of Marine Resource Management, Jim Berkson

Conference on University Education in Natural Resources

The National Mairne Fisheries Service and Virginia Tech have teamed to develop a unique learning experience for top undergraduate students from across the country. During the six week summer program, students learn about the complexities of an important marine resources issue first‐hand from the experts who know the subject the best. In the summer of 2006, six students learned about marine protected areas (MPAs), and in particular, methods to evaluate the effectiveness of MPAs. The six students traveled to two MPAs in different stages of development and met with MPA experts. We designed the summer program to share the summer …

Instructional Program For Interdisciplinary Master Of Natural Resources Degree, Oregon State University Online, Badege Bishaw, Paul Doescher, Steven Radosevich

Conference on University Education in Natural Resources

Managing natural resources is a complex problem involving production, ecological, social, economic and ethical systems, which affect and, in turn, are affected by the others. The proposed Master of Natural Resources (MNR) degree is designed to engage university scientists and world‐wide natural resource professionals in a process that integrates diverse perspectives about natural resource situations at the state, regional, national, and international levels. The MNR degree will assist agency and industry personnel meet their self‐improvement goals. Students will learn about the various disciplinary components that make up natural resource problems and solutions to them. The MNR curriculum is organized into …

Forest Technology Program Outcome Assessment, G. Andrew Bartholomay

Conference on University Education in Natural Resources

Course grades are the norm for reporting a student’s overall proficiency. However, the one dimensional nature of grades implies that all individual course components have been equally mastered. The Pennsylvania College of Technology employs an institution wide program of Quality Through Assessment to aid in evaluating the institutional mission to, “provide students with quality academic programs that respond to economic and employment realities” (www.pct.edu/assessment/). The initiative employs outcome assessment at three levels, institution, academic school, and program. The Forest Technology faculty has been charged with incorporating outcome assessment into our ongoing curricular evaluation process. The faculty identified broadly defined required …

Merits And Broader Impacts Of Undergraduate Research In Water Sciences, Tamin Younos

Conference on University Education in Natural Resources

This presentation will discuss the importance of udergraduate research as critical component of undergraduate education. Three different undergraduate research activities will be discussed: 1) the Stroubles Creek Watershed Initiative at Virginia Tech; 2) the National Science Foundation Research Experiences for Undergraduates (NSF REU) in watershed sciences and engineering at Virginia Tech; and 3) integrating undergraduate research into service‐learning ‐ the Virginia Tech study abroad program in the Dominican Republic. The presentation will discuss merits of these programs and broader impacts on professional and personal growth and attitudes of participating undergraduate researchers. The presentation will also include testimony of 2‐3 students …

Reflection As A Learning Tool In A Nature ­Based Study Abroad Course, Annette C. Moore, Roger L. Moore, Patti Clayton

Conference on University Education in Natural Resources

Study abroad programs taking students from the U.S. to other nations have grown in recent years, both in terms of the number of programs and participants. As international education becomes more extensive and popular, approaches to teaching and learning have evolved as well, including various approaches to reflection as a learning tool. Student reflection in general and the DEAL Model (Ash & Clayton, 2009) in particular appear to be well suited to generate, deepen, and document learning in nature‐based study abroad courses. International education typically exposes students to places and cultures different from their own. In the context of natural …

Assessing Student Learning In Natural Resources: Recent Efforts At The University Of Arkansas At Monticello, Sayeed R. Mehmood

Conference on University Education in Natural Resources

In recent years, there has been a trend requiring outcomes‐based assessment of student learning in all academic programs. Most of the major accreditation entities have revised their standards to reflect this trend. The Society of American Foresters (SAF), the accrediting body for the nation’s forestry programs has also moved in this direction. The School of Forest Resources (SFR) in the University of Arkansas at Monticello has taken an active role in revising its model for student learning and program assessment. SFR’s two‐tier model is an effort to link student learning and program assessment in a way that is meaningful and …

Building A Learning Community And Authentic Assessment Into A Hybrid Course, Dennis B. Propst

Conference on University Education in Natural Resources

A review of the literature on blended learning, called hybrid courses at the author’s university, reveals that such learning “can be as successful as either online or face to face instruction” (Vignare, 2007). Blended learning has been defined as 1. “Courses that integrate online with traditional face‐to‐face class activities in a planned, pedagogically valuable manner; and 2. Where a portion of face‐to‐face time is replaced by online activity” (Laster et al., 2005). Learning communities arise as people address recurring sets of problems together and engage with each other in a collective learning process. In a classroom setting, this process typically …

Internships In Natural Resources: 15 Years Of Positive Results, Rich Etchberger

Conference on University Education in Natural Resources

Since 1995, I have administered the internship program in Natural Resources at the Uintah Basin Regional Campus of Utah State University. During that time, nearly 100 students have participated in the program. To date, 100% of program participants have been successful in seeking jobs in natural resources. My objectives are to outline the model I have used for this internship program, to describe a few examples of partnerships that have contributed to the program’s success, and to review student projects. I believe that one of the keys to the success of this program has been the partnerships forged with natural …

Graduate Students As Evaluation Consultants For Natural Resource Programs: A Service­ Learning Success Story, Nick Fuhrman

Conference on University Education in Natural Resources

Providing graduate students with authentic, field‐based service‐learning experiences can be challenging. Promoting these experiences can be particularly difficult with graduate students enrolled in Extension‐related degree programs at a distance. Recent studies have found that employers desire new hires with Master’s degrees to have skills in educational program development and evaluation. In an effort to provide evaluation resources to statewide Extension programs, enhance the relevance of program evaluation skills for graduate students, and address the above‐listed challenges, twenty‐four Master’s level graduate students participating in a distance‐technology delivered (synchronous) program evaluation course served as evaluation consultants during the last four weeks of …

Integrating Service ­Learning And International Study Into The Traditional Degree Programs, Quint Newcomer

Conference on University Education in Natural Resources

In 2001, the University of Georgia Foundation made a significant commitment to expanding the opportunity for study abroad at UGA when it purchased a 155‐acre farm and built a new education and research center in San Luis de Monteverde, Costa Rica. UGA Costa Rica collaborates with departments and schools across the University to offer study abroad programs that offer courses directly related to major areas of study and that also integrate service‐learning as a central component of the overall study abroad experience. “Global service‐learning is a course‐based form of experiential education wherein students, faculty, staff and institutions a) collaborate with …

Assessing Embedded Geospatial Student Learning Outcomes, John Carr, Heather Cheshire, George Hess, Hugh Devine, Donna Bailey

Conference on University Education in Natural Resources

Geographic Information Science and Technology (GIST) plays an increasingly pronounced role in providing natural resource professionals with information and analysis tools. GIST is an integral component of resource planning, management and assessment; therefore, professors in the College of Natural Resources at North Carolina State University have designed and embedded geospatial exercises across undergraduate curricula in Forest Management and Natural Resources. We developed a flexible framework for assessing how well geospatial learning objectives are being met. Developing a framework requires identifying geospatial learning objectives, establishing criteria for success, and creating assessment tools. Structured interviews were used to identify geospatial learning objectives …

Peer Reviewed Publications From Class Projects, Carolyn A. Copenheaver

Conference on University Education in Natural Resources

From 2001 to 2008, I coordinated the publication of 13 peer‐reviewed manuscripts stemming from group projects in a graduate‐level Advanced Forest Ecology class. The intention of the group projects was to immerse the students in actual forest ecology research and increase their professional development by personally involving them in the publication process. The student publications appeared in 11 different journals (American Midland Naturalist, Castanea, Dendrochronologia, Forest Ecology and Management, Journal of Natural Resources and Life Sciences Education, Journal of the Torrey Botanical Society, Natural Areas Journal, Northeastern Naturalist, Southeastern Geographer, and Tree‐Ring Research) and each group project had a unique …

Teaching Environmental Communications Through Service Learning, Marc J. Stern

Conference on University Education in Natural Resources

The presentation will reflect on the results of evaluations of a service learning course in environmental education in which students developed and delivered afterschool environmental education programs at local elementary schools. 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 …

Teaching Critical Thinking In Statistics For Natural Resource Education, Lisa M. Ganio

Conference on University Education in Natural Resources

Graduate education in natural resource fields requires high level critical thinking in specialized areas of interest to the student. This challenge is typically embraced by graduate students who are excited to be learning in the areas of their choice. Most graduate programs in natural resources require students to take a course in statistics or data analysis and natural resources research relies heavily on these tools. But many students have limited experience with quantitative science and that experience may not have been recent. This poses a challenge when teaching courses in statistics. In this presentation I will outline the challenges to …

Assessment Of Employer Perceptions And Student Needs In The Design Of A Cooperative­ Employment Program In Professional Forestry Curricula, Jim Kiser, Kama Luukinen, Thomas Maness

Conference on University Education in Natural Resources

The knowledge and skills needed by professional foresters is rapidly evolving as the practice is changing to respond to a broader set of ecosystem services and markets. Today’s organizations prefer to hire graduates that have a specific set of skills to address these new and evolving issues, however, it can be difficult for students to gain experience in all of the necessary areas through a traditional four‐year academic program. A cooperative education program is an undergraduate education with approximately 1/3 of the education component conducted on the job. The work terms are structured to have a learning component, and the …