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Articles 301 - 330 of 407
Full-Text Articles in Other Public Affairs, Public Policy and Public Administration
January 1998 - Staff Meeting Agenda
September 1998 - Staff Meeting Agenda
November 1998 - Staff Meeting Agenda
October 1998 - Staff Meeting Agenda
Assessment Of Junior High/Middle School Agricultural Education Programs In Nebraska, Susan Fritz, Linda Moody
Assessment Of Junior High/Middle School Agricultural Education Programs In Nebraska, Susan Fritz, Linda Moody
Department of Agricultural Leadership, Education, and Communication: Faculty Publications
The purpose of the study was to identify, describe and assess the junior high/middle school agricultural education programs in Nebraska. Seventy-three programs reported having a junior high/middle school agricultural education program. Most of the programs had been in existence 10 years or less. A clear majority of respondents had nine-week programs. Over half of the respondents that did not have junior high/middle school programs wanted to add the program, but the “school class schedule” was the most frequently identified deterrent. Those instructors not interested in adding a program cited a "full instructor schedule" as their major deterrent. For those who …
Self-Study Report: 04 Background
Self-Study Report: 04 Background
Department of Agricultural Leadership, Education, and Communication: Materials and History
The University of Nebraska consists of four components: the land-grant University of Nebraska – Lincoln, the University of Nebraska – Omaha (UNO), the University of Nebraska – Kearney (UNK) and the University of Nebraska Medical Center-Omaha (UNMC). This system (see Figure 4.1 on the next page) is governed by an elected board of regents representing eight geographical districts in the state. The chief executive officer for the entire system is the president. Each of the four components of the university is headed by a chancellor.
Self-Study Report: 05 Undergraduate Academic Programs
Self-Study Report: 05 Undergraduate Academic Programs
Department of Agricultural Leadership, Education, and Communication: Materials and History
Four years ago the Departments of Agricultural Communications and Agricultural Education were merged into one unit. The resultant Department of Agricultural Leadership, Education and Communication (AgLEC) has provided considerable opportunities for growth and development.
The collaborative efforts of the faculty are readily identified in the expanded offerings for students in both the teaching and non-teaching options of the agricultural education major and in the agricultural journalism major, as well as for students from other majors opting for various AgLEC courses. New offerings in human resources development and technical communication have been developed; major changes in the agricultural education program are …
Self-Study Report: 07 Research And Scholarly Activity
Self-Study Report: 07 Research And Scholarly Activity
Department of Agricultural Leadership, Education, and Communication: Materials and History
The Department of AgLEC is committed to a strong program of research and scholarly activity, which is complementary to its programs of teaching and outreach. In recognition of this programmatic initiative, as a part of the 1995•1999 strategic planning process, the department created and empowered a separate faculty committee to be exclusively concerned with research and scholarly activity. The Research & Scholarly Activity (R&SA) Committee (which consists of both departmental faculty and members external to the department) assumed duties previously included in the mandates of the departmental Graduate Committee. This action reflected special faculty concern regarding the status of research …
Self-Study Report: 09 Outreach
Self-Study Report: 09 Outreach
Department of Agricultural Leadership, Education, and Communication: Materials and History
Extension outreach activities have been an integral part of the Department of Agricultural Leadership, Education and Communication since its inception in 1992. At the time the department was founded, two faculty members had extension appointments: Bill brown with a .25 FTE extension appointment, primarily associated with the Center for Leadership Development, and Ozzie Gilbertson with a .15 FTE extension appointment, primarily associated with Agricultural Literacy programs. In 1993 Leverne Barrett was assigned a .25 FTE extension appointment, primarily to allow him to work with the Center for Leadership Development and to do staff development for extension personnel and other client …
Self-Study Report: 10 Biosketches
Self-Study Report: 10 Biosketches
Department of Agricultural Leadership, Education, and Communication: Materials and History
Biosketches
Self-Study Report: 12 Aglec Departmental Action Plan, 1993-1995
Self-Study Report: 12 Aglec Departmental Action Plan, 1993-1995
Department of Agricultural Leadership, Education, and Communication: Materials and History
Objectives:
1)Provide high-quality programs that prepare students for expanded employment opportunities, both traditional and non-traditional, in agricultural production, business, industry, education, and media.
2)Develop new program (major and/or minor) in the study of leadership and communication intended for students interested in careers in leadership and human resource development.
3) Promote and market the department’s courses in technical communication and leadership development across CASNR and in other colleges. Where feasible, make courses more available by offering alternative course meeting times.
4)Foster links with other CASNR departments by developing cooperative or interdisciplinary courses that incorporate instruction in communication, leadership and human resource …
Self-Study Report: 13 Aglec Departmental Action Plans, 1995-99
Self-Study Report: 13 Aglec Departmental Action Plans, 1995-99
Department of Agricultural Leadership, Education, and Communication: Materials and History
Objectives:
1. Assess specific needs for integrating distance education theory and methods into AgLEC by:
a. identifying target audiences and their educational needs.
b. exploring how distance education can enhance AgLEC’s undergraduate, graduate and outreach education.
2. Help faculty learn about distance education – its curriculum implications, methods, and research needs.
3. Implement distance education in curriculum offerings by using courses (or other programs) developed at other sites, and developing and delivering appropriate courses, degree programs, seminars, and/or workshops for clients in cooperation with other institutions or learning centers, when appropriate.
4. Establish an academic home for distance education in …
Self-Study Report: 01 Contents
Self-Study Report: 01 Contents
Department of Agricultural Leadership, Education, and Communication: Materials and History
This self-study report is the result of extensive collaborative effort of faculty and staff in the Department of Agricultural Leadership, Education and Communication (AgLEC). Special appreciation is extended to those faculty who had primary responsibility for writing sections that address the department's five Action Plan areas. Leadership for the writing team was provided by Professor Qzzie Gilbertson, Chair of Undergraduate Programs, and also included Professor Leverne Barrett, Chair of Graduate Programs; Professor Bill Brown, Chair of Research and Scholarly Activity; Professors Kay Rockwell and Jim Randall, Co-Chairs of Distance Education; and Professor Dick Fleming, Chair of Outreach.
Other faculty who …
Self-Study Report: 03 Introduction, Program Goals, Rationale
Self-Study Report: 03 Introduction, Program Goals, Rationale
Department of Agricultural Leadership, Education, and Communication: Materials and History
The Department of Agricultural Leadership, Education, and Communication (AgLEC) was established in July 1992, merging the Departments of Agricultural Education and Agricultural Communications. In the past, Agricultural Education had focused on undergraduate preparation of secondary teachers in vocational agricultural education and on offering a graduate masters degree in the same area for teachers in the field. When the technical services of Agricultural Communications were consolidated in a new non-teaching unit (now named Communications and Information Technology), the academic component of the unit remained as the Department of Agricultural Communications. The department offered courses in technical writing and agricultural journalism, but …
Self-Study Report: 06 Graduate Academic Programs
Self-Study Report: 06 Graduate Academic Programs
Department of Agricultural Leadership, Education, and Communication: Materials and History
Merging the departments of Agricultural Communications and Agricultural Education provided fresh perspectives on graduate education. While Agricultural Communications had no graduate program, Agricultural Education traditionally offered one graduate program at the masters level largely designed for agricultural educators in Nebraska’s public schools. During the last five years, the program of study leading to the Master of Science degree in Agricultural Education has begun to reflect the changing nature of our clientele, their needs, and new directions.
Candidates for the master of science degree now include greater numbers of those with interests in human resources development who are pursuing careers in …
Self-Study Report: 08 Distance Eduation
Self-Study Report: 08 Distance Eduation
Department of Agricultural Leadership, Education, and Communication: Materials and History
The Institute of Agriculture and Natural Resources' (IANR) 1995 Strategic Plan identifies “implementation of distance education” as one of its three overarching objectives as the university moves into the 21st century. In addition, the Nebraska Network 21 vision statement recognizes distance education as an integral part of Nebraska's future as we develop educational strategies to address learners' needs, both formally in the classroom, as well as informally in the community or the workplace.
The citizens the University of Nebraska serves are requesting that postsecondary education be more responsive to their lifelong learning needs at a price they can afford - …
Self-Study Report: 11 Ianr Strategic Plan
Self-Study Report: 11 Ianr Strategic Plan
Department of Agricultural Leadership, Education, and Communication: Materials and History
We anticipate the changes during the next decade which will impact Nebraska food, agricultural and agribusiness industries, the management of natural resources and the quality of life opportunities for our people are expected to exceed those that occurred during the past 50 years. To ensure the programs of the University of Nebraska Institute of Agriculture and Natural Resources (IANR) remain responsive and effective in the future, it is urgent for as to assess our program priorities and operational procedures to strengthen Nebraska’s agricultural and natural resources system. While doing so, we must also prepare students and clientele to make the …
Department Of Agricultural Leadership, Education And Communication: Comprehensive Review
Department Of Agricultural Leadership, Education And Communication: Comprehensive Review
Department of Agricultural Leadership, Education, and Communication: Materials and History
Department of Agricultural Leadership, Education and Communication: Comprehensive Review
The Importance Of Selected Instructional Areas In The Present And Future Secondary Agricultural Education Curriculum As Perceived By Teachers, Principals, And Superintendents In Nebraska, Rick Foster, Lloyd C. Bell, Noel Erskine
The Importance Of Selected Instructional Areas In The Present And Future Secondary Agricultural Education Curriculum As Perceived By Teachers, Principals, And Superintendents In Nebraska, Rick Foster, Lloyd C. Bell, Noel Erskine
Department of Agricultural Leadership, Education, and Communication: Faculty Publications
The purpose of this study was to determine how agricultural education instructors and their administrators viewed the importance of the current and future instructional areas as part of the agricultural education curriculum in Nebraska. The population of the study included all agricultural teachers, principals, and superintendents of secondary schools in Nebraska which offered agricultural education during the 1989-1990 school year (n=381). A random sample of forty schools were selected from the population. The respondents were asked to rate the importance of topics in both the current and future agricultural education curriculum. No instructional topics were identified as either very important …
A Model For The Evaluation And Reward Of Teaching In Agricultural Education, Leverne A. Barrett, Elizabeth Banset, Osmund Gilbertson
A Model For The Evaluation And Reward Of Teaching In Agricultural Education, Leverne A. Barrett, Elizabeth Banset, Osmund Gilbertson
Department of Agricultural Leadership, Education, and Communication: Faculty Publications
In 1986, the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education, issued its first call for innovative approaches to solve the problem of reward for teaching in American universities. The FIPSE Board of Directors and staff recognized that the greatest disparity in the postsecondary reward system occurred in research-oriented universities where research garnered more rewards than teaching. They concluded that if teaching in American universities was going to improve, the reward structures in higher education needed to change. This article describes a plan designed to evaluate and reward teaching in the Department of Agricultural Leadership, Education, …
Determining The Breadth Of Leadership And Human Resource Management/Development Offerings In Post-Secondary Departments Of Agricultural Education, F. William Brown, Susan Fritz
Determining The Breadth Of Leadership And Human Resource Management/Development Offerings In Post-Secondary Departments Of Agricultural Education, F. William Brown, Susan Fritz
Department of Agricultural Leadership, Education, and Communication: Faculty Publications
As early as 1976, the mission of vocational and technical agricultural education included the charge for educators “to develop the abilities needed to exercise and follow effective leadership in fulfilling occupational, social and civic responsibilities” (United States Office of Education, 1976, p. 4). In 1989 the Strategic Plan for Agricultural Education reiterated this objective in Goal 3: “To amplify and expand the ‘whole person’ concept of education, including leadership, personal and interpersonal skills,” (National Summit on Agricultural Education, 1989, p. 4). In some institutions the offering of leadership and human resource management/development courses by postsecondary agricultural education departments have fanned-out …
A Comparison Of Deterrents To College-Bound Male And Female Enrollment In Secondary Agricultural Education Programs In Nebraska, Lloyd C. Bell, Susan Fritz
A Comparison Of Deterrents To College-Bound Male And Female Enrollment In Secondary Agricultural Education Programs In Nebraska, Lloyd C. Bell, Susan Fritz
Department of Agricultural Leadership, Education, and Communication: Faculty Publications
Who influences students’ decisions to enroll in traditional and/or nontraditional programs? Encouragement from parents to succeed in math, science and technology is critical in a girl’s decision to enroll in these courses (Parsons, 1980). Beck (1989) contended that the greatest influence on anyone’s career decision, regardless of gender, is the mother. Kotrlik and Harrison (1987) reported in their study that “for agricultural education students as well as other seniors, parents influenced the students’ career choices more than any other person, with the mother being more influential than the father.” Guidance counselors had almost no impact on informing students about what …
September 1994 - Staff Meetings
A Determination Of Primary Teacher Problems Of Nebraska Agricultural Educators, Timothy W. Laughlin
A Determination Of Primary Teacher Problems Of Nebraska Agricultural Educators, Timothy W. Laughlin
Department of Agricultural Leadership, Education, and Communication: Dissertations, Theses, and Student Research
No abstract provided.
A Quality Assessment Using The Baldrige Criteria: Non-Academic Service Units In A Large University, Susan M. Fritz
A Quality Assessment Using The Baldrige Criteria: Non-Academic Service Units In A Large University, Susan M. Fritz
Department of Agricultural Leadership, Education, and Communication: Dissertations, Theses, and Student Research
"More for less" has become the challenge for higher education in the 90's. Budgets in higher education are shrinking at unprecedented rates, programs and services are being cut, and morale is plummeting. As a result, administrators are looking for creative reforms as they try to maintain quality on smaller budgets. One such reform is Total Quality Management (TQM). TQM has been widely applied to business and industry and the spread of TQM has been encouraged by a government-supported competition based on quality called the Malcolm Baldrige Award. The Baldrige Award scrutinizes seven areas: leadership, information and analysis, strategic quality planning, …
A Faculty Development Program For Change And Growth, Daniel W. Wheeler
A Faculty Development Program For Change And Growth, Daniel W. Wheeler
Department of Agricultural Leadership, Education, and Communication: Faculty Publications
"NUPROF has broken barriers to imagining and thinking about job changes, large or small, and about ways of accomplishing goals. It has sanctioned opening the doors of opportunity for change." This quote from a mid-career professor captures the essence of a program that encourages reflection, continuing growth, and possible redirection at a time many faculty are searching for ways to make changes. As you read about the design and development of a program called Nebraska University Program for Renewal of Faculty (NUPROF), recognize that this process can apply to other adult educators who confront continuing development and potential stagnation issues.
Lecture Vs. Discussion In Teaching Biology For Tenth Grade Students In Saudi Arabia, Sultana Kaseem Ai-Faleh
Lecture Vs. Discussion In Teaching Biology For Tenth Grade Students In Saudi Arabia, Sultana Kaseem Ai-Faleh
Department of Agricultural Leadership, Education, and Communication: Dissertations, Theses, and Student Research
The primary purpose of this study was to determine if there were any significant differences between lecture and discussion methods with regard to students' learning achievement. There were three null hypotheses addressed by this study. Null hypothesis I was: there was no significant difference in the students' learning achievement with respect to either lecture or discussion methods. Null hypothesis II was: there was no significant difference between the students' pre-test scores and post-test scores. Null hypothesis III was: there were no differences in the students satisfaction with respect to the two teaching methods. Three teachers and 151 students in six …