scholarly journals 492 A New Approach to Teach Laboratory Sessions in an Online Environment to Undergraduate Introductory to Animal Sciences Course

2021 ◽  
Vol 99 (Supplement_3) ◽  
pp. 214-215
Author(s):  
Martin G Maquivar
Keyword(s):  
Undergraduate Students ◽  
Present Report ◽  
Student Perception ◽  
Online Environment ◽  
Spring Semester ◽  
Animal Science ◽  
Hands On ◽  
Strongly Agree ◽  
Challenging Situation ◽  
Animal Sciences

Abstract Due to the recent COVID-19 pandemic, most of the universities across United States limited the amount of in person instruction. This brought a challenging situation in animal sciences courses that required laboratory sessions and hands-on experiences. There is not a real solution to replace the in-person labs, however several approaches can be implemented to overcome some of the challenges for laboratory sessions. Some of the on-line approaches implemented in an introductory class of Animal Sciences during the semester of spring and fall 2020 were live (synchronous) laboratory sessions (live interactions with animals, pre-recorded sessions of the laboratory session, and 360-degree videos of tours to the farms). The main objective of the present report is to assess the usefulness and feedback of these approaches to teach laboratory sessions to an undergraduate introductory animal science course. The official (Blue) university student responses in the course were used to determine the perception and feedback to these approaches. A total of 123 responses were recorded (Spring: 42/96, Fall: 81/174). Overall, no significant differences were observed in terms of the student perception. Overall, the responses were positive toward the laboratory sessions even in an online environment. During the spring semester 40/42 (95%), whereas in 72/81 (88%) strongly agree/mildly agree that labs help them to learn respectively. In terms of the videos used in class and labs, during the spring semester 35/41 (85%) and 68/81 (83%) strongly agree/mildly agree that labs help them to learn. In summary, the new reality due to COVID pandemic is very challenging for Animal Science courses that have laboratory sessions that involves hands-on experiences. Despite this, in conclusion some approaches can be implemented to still provide meaningful experiences to undergraduate students to support their learning and engagement in the introductory animal science course.

scholarly journals PSVI-4 Assessment of undergraduate student learning in an animal science major

2019 ◽  
Vol 97 (Supplement_2) ◽  
pp. 236-237
Author(s):  
Shana Winkel ◽  
Thomas E Burkey ◽  
Dennis Brink ◽  
Lisa Karr
Keyword(s):  
Student Learning ◽  
Undergraduate Students ◽  
Degree Program ◽  
Animal Science ◽  
Knowledge Based ◽  
Future Success ◽  
Integration Of Learning ◽  
Science Major ◽  
Changing Demographics ◽  
Animal Sciences

Abstract With changing demographics of undergraduate students in the animal science major, it is important to evaluate the curriculum and student learning. The objective of this study was to assess perceived knowledge gained by students in the animal science major. Students took a survey during a senior seminar course that was required for all majors to be taken in their last year of their degree program. Results of this evaluation have been compiled from years 2015–2017 with 253 students responding. There were no significant differences over time in the categories of: understanding, skills, attitudes, integration and knowledge based questions. A majority (62.3%) of the students reported a 3.01 GPA or above across all semesters. Results from all students surveyed indicate that enrolling in the animal science major improved the areas of their understanding, skills, attitudes, integration of learning and knowledge. Students noted a higher rate of understanding when applying biology and chemistry to life sciences and their animal sciences courses than in their biology and chemistry courses alone. The highest percentage (82 to 96.9%) of students noted a great deal of to a lot of improvement in understanding of specific animal science disciplines and terms. Students’ ability to recall what was previously taught has stayed steady through the years based on completion of posttest. While students are confident in how the animal science department has prepared them in certain aspects, a focus on bringing other science backgrounds into use during animal science class is not as strong. At the completion of their degree program, students were enthusiastic about animal science and confident in their future success in an animal science career (greater than 80% agreed). Addressing the strengths of the department will help students in understanding the benefits of the program as they progress through their degree.

scholarly journals PSV-21 Assessment of Undergraduate Research Students in the Animal Science Department

2020 ◽  
Vol 98 (Supplement_3) ◽  
pp. 223-224
Author(s):  
Shana M Winkel ◽  
Lisa Karr ◽  
Thomas Burkey
Keyword(s):  
Undergraduate Students ◽  
Undergraduate Research ◽  
Science Research ◽  
Science Department ◽  
Animal Science ◽  
Extrinsic Factors ◽  
Factors Affecting ◽  
Knowledge Reasoning ◽  
Research Students ◽  
Strongly Agree

Abstract An assessment of undergraduate involvement in research at the University of Nebraska-Lincoln using participant surveys has shown the benefits of knowledge gained and given insight for design and success of undergraduate participation in research in the animal science department. Current undergraduate students who had participated in some form of animal science research were surveyed with both demographic questions and ones based on intrinsic and extrinsic factors affecting research were evaluated. On the survey, students were asked rank statements on a 1 (strongly disagree) to 5 (strongly agree) Likert-type scale to analyze the impacts of completing undergraduate research and the effects it has on one’s knowledge and ability to use and apply what was taught. A total of 30 students completed the survey. Ten percent of students that participated in the survey were male and the other 90% were female. Students ages ranged from 18-23 with the majority being 20-21 (46%) and seniors (33.3%) as well as a Nebraska resident (78%). Students expressed that they mostly heard about the undergraduate research opportunity from their professor (48%) or an outside source such as pre-vet or class presentations (36%). Sixty percent of individuals indicated that pre-veterinary medicine was their current career choice with only 4% indicating they did not plan to continue a higher degree post undergraduate. Interestingly, undergraduate students felt graduate students had a greater impact on their research compared to the professor (43% vs 36%) while 21% of participants said neither had an impact on their research as an undergraduate. Students felt many benefits from participating in undergraduate research from educational opportunities, such as feeling more prepared/competitive for graduate school to life skills, including greater knowledge, reasoning and problem-solving. In conclusion, from participating in undergraduate research, participants are able enhance their scientific learning skills that will help them in their future.

Integrating Disciplines in a Plant Chemistry Laboratory Module to Enhance Interdisciplinary and Scientific Thinking in Undergraduate Students

2019 ◽  
Author(s):  
Lucas Busta ◽  
Sabrina E. Russo
Keyword(s):  
Critical Thinking ◽  
Medicinal Plant ◽  
Systems Thinking ◽  
Undergraduate Students ◽  
Core Competencies ◽  
Chemistry Laboratory ◽  
Scientific Thinking ◽  
Written Communication ◽  
Plant Chemistry ◽  
Hands On

Here, we describe a hands-on medicinal plant chemistry laboratory module (Phytochemical Laboratory Activities for iNtegrative Thinking and Enhanced Competencies; PLANTEC) for undergraduates that targets the development of core competencies in (i) critical thinking and analysis of text and data, (ii) interdisciplinary and systems thinking, (iii) oral and written communication of science, and (iv) teamwork and collaboration.<br>

scholarly journals PSIV-34 Program Chair Poster Pick: Validating adapted scales to measure individual and situational interest in animal science undergraduates

2020 ◽  
Vol 98 (Supplement_4) ◽  
pp. 469-470
Author(s):  
MaryGrace Erickson ◽  
Danielle Marks ◽  
Elizabeth Karcher ◽  
Michel Wattiaux
Keyword(s):  
Teaching And Learning ◽  
Bifactor Model ◽  
Situational Interest ◽  
Future Research ◽  
Validity And Reliability ◽  
Animal Science ◽  
Confirmatory Factor Analyses ◽  
Introductory Course ◽  
Item Functioning ◽  
Animal Sciences

Abstract Efforts to improve the quality of teaching and learning in animal science are forestalled by the lack of psychometric scales validated in our disciplinary context. Researchers have used instruments validated outside of animal science reliably, but this approach has questionable validity. The objective of our research was to adapt and validate scales to measure the motivational variables individual interest (II) and situational interest (SI) in introductory animal sciences students. A total of 254 introductory course students in two consecutive semesters rated their interest in animal sciences on unidimensional II (8-item) and 3-factor SI (11-item) scales previously validated for psychology undergraduates. After adapting instruments with wording specific to animal sciences, we conducted a series of confirmatory factor analyses. First, we discovered and removed two problematic items from the unidimensional II scale, offered theory-based explanations for differential item functioning in animal sciences students, and validated a revised II scale (λ = 0.74 - 0.94, CFI = 0.995, RMSEA = 0.027). Next, we confirmed the validity and reliability of the SI scale and its three subscales (λ = 0.83 - 0.96, CFI = 0.979, RMSEA = 0.048). Finally, to explore the dimensionality of SI in our population, we fitted a bifactor model and computed ancillary indices. Results supported the reliability and empirical validity of the bifactor model as an alternative conceptualization of SI (CFI = 0.986, RMSEA = 0.044). and indicated that the SI scale is mostly unidimensional (ω H = 0.923). This suggests that total SI scores can be used as a composite measure but that subscale scores are substantially contaminated by the general SI factor and should not be interpreted as unique. We present the finalized scales, recommendations for their use in animal sciences classrooms, and suggestions for future research.

scholarly journals A new approach about the digestion of fibers by ruminants

2013 ◽  
Vol 14 (2) ◽  
pp. 382-395 ◽  
Author(s):  
Leonardo Marmo Moreira ◽  
Fernando de Paula Leonel ◽  
Ricardo Augusto Mendonça Vieira ◽  
José Carlos Pereira
Keyword(s):  
Relevant Literature ◽  
Decisive Role ◽  
Supramolecular Systems ◽  
Animal Science ◽  
New Approach ◽  
Feed Resources ◽  
Stable Clusters ◽  
Metallic Cations ◽  
Animal Sciences

The decisive role of metallic cations in the formation of supramolecular clusters involving lignin, cellulose, and hemi-cellulose and its relationship to energy losses in ruminants associated with fibrous feed resources is still not well understood. Indeed, interactions between lignin, cellulose and metallic cations generate highly stable clusters that significantly decrease the capability of cellulase to break bonds between sugar units in order to facilitate the absorption of a great quantity of cellulose, which is ingested by ruminants as forage. Furthermore, several metallic cations cannot be absorbed as a consequence of the formation of coordinated ligations with the oxygen atoms of the lignocellulosic cluster. The loss of lignocellulose-metal clusters by ruminants is responsible for a substantial waste of nutrients, which is a significant problem in animal science. Moreover, the chemical structure of these relevant supramolecular systems is poorly understood. In the present review, we discussed this topic in detail in reference to relevant literature from the chemical and animal sciences in order to analyze the perspectives associated with the improvement of nutritional absorption from feed resources by ruminants.

8 Years of institutional assessment feedback: students’ satisfaction with library services

2017 ◽  
Vol 45 (4) ◽  
pp. 544-561
Author(s):  
Monica D.T. Rysavy ◽  
Russell Michalak ◽  
Alison Wessel
Keyword(s):  
Student Satisfaction ◽  
Undergraduate Students ◽  
Instructional Materials ◽  
Satisfaction Survey ◽  
Library Services ◽  
Content Type ◽  
Assessment Feedback ◽  
Online Databases ◽  
Rich Data ◽  
Strongly Agree

Purpose The purpose of this paper is to examine eight years of quantitative and qualitative student feedback on library services collected through an institution-wide student satisfaction survey. Design/methodology/approach This paper utilizes data collected during an eight-year period from the college’s student satisfaction survey. This survey contained 40 questions which addressed topics concerning the college’s 13 major departments. Six of the questions were devoted to library services. Findings Over the eight years surveyed, across all divisions surveyed (undergraduate students, graduate students and graduate Saturday students), students on average tended to select “agree” or “strongly agree” with the following six questions asked: The materials in the library meet my course requirements. The library has enough laptop computers for student use. The instructional materials for using the online databases are helpful. The library hours match my schedule and needs. The library equipment is in good working order. The library is generally quiet and suitable for study. Originality/value This institutionally crafted, mixed methods survey was deployed over an eight-year period at a relatively minimal cost (in-house staff hours were used to analyze the data gathered and paper Scantron sheets were used to deploy). Furthermore, rich data were gathered from a relatively simple instrument and this information was used to make institution-wide decisions.

Gender Influence on Perceptions of Hostile Environment Sexual Harassment

1995 ◽  
Vol 77 (1) ◽  
pp. 79-82 ◽  
Author(s):  
Carol L. Baird ◽  
Nora L. Bensko ◽  
Paul A. Bell ◽  
Wayne Viney ◽  
William Douglas Woody
Keyword(s):  
Sexual Harassment ◽  
Undergraduate Students ◽  
Full Range ◽  
Hostile Environment ◽  
Point Scale ◽  
Reasonable Person ◽  
Gender Influence ◽  
Female Perpetrators ◽  
Strongly Agree ◽  
Reasonable Woman Standard

Perceptions of sexual harassment were investigated as a function of perpetrators' and recipients' gender. Undergraduate students (100 women, 98 men) were presented 34 scenarios of men and women interacting at work. Participants were asked to read carefully each scenario and indicate on a scale anchored by 1 (strongly disagree) and 7 (strongly agree) their opinions as to whether the scenario represented an incident of sexual harassment. Analysis indicated that women rated “hostile environment” scenarios as more harassing than men, and male perpetrators were rated as more harassing than female perpetrators. Even though some scenarios were rated as more harassing than others, the full range of the 7-point scale was used on every scenario, indicating a lack of agreement on what constitutes harassment. This lack of agreement highlights the debate within the legal community about whether the “reasonable person” or the “reasonable woman” standard should be used to judge sexual harassment in the workplace.

scholarly journals Facilitating Students’ Speaking Task Using YouTube During Covid-19 Pandemic

2021 ◽  
Vol 1 (1) ◽  
pp. 49-54
Author(s):  
Musliadi Musliadi ◽  
Reski Yusrini Islamiah Yunus ◽  
Muhammad Affan Ramadhana
Keyword(s):  
Distance Learning ◽  
Undergraduate Students ◽  
Quantitative Research ◽  
Likert Scale ◽  
Student Response ◽  
Sampling System ◽  
Learning Resource ◽  
Student Responses ◽  
The Media ◽  
Strongly Agree

This study investigates students' perception of the use of YouTube to facilitate undergraduate students' speaking activities. The method used in this research is descriptive quantitative research. The sampling system is done randomly and takes 40 students as a sample. The questionnaire has two parts, followed by ten questions with five answer choices using a Likert scale covering strongly disagree to strongly agree. The result of the study shows that 80% of students access YouTube because YouTube is very interesting, 75% of students say YouTube is an easy media to access, 80% of students say YouTube can be used as a learning resource (80%), and 85% of students use YouTube as a medium for doing speaking tasks. The student response to the use of YouTube as the media of facilitating students' speaking tasks is very positive, where 72% of students stated they strongly agreed if the practice of speaking through YouTube was applied, and 20% of students agreed. In general, student responses in using YouTube to facilitate students speaking activities in distance learning during the Covid-19 pandemic are very positive.

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