Cooperative Extension and Practicing Anthropology: A Natural Fit

2019 ◽  
Vol 41 (2) ◽  
pp. 47-51
Author(s):  
Jacqueline Comito ◽  
Brandy Case Haub
Keyword(s):  
Cooperative Extension ◽  
State University ◽  
Extension Programs ◽  
Iowa State University ◽  
Outreach Programs ◽  
Program Objective ◽  
Anthropological Research ◽  
Extension Program ◽  
Real World Problems

Abstract The Cooperative Extension System's mission to “put scientific knowledge into practice” is a natural fit for practicing anthropologists. Two extension anthropologists present their work with the Iowa State University Extension and Outreach programs, Iowa Learning Farms and Water Rocks!, as a case study for how anthropological practice can be used to develop and implement successful extension programs. Added to the conversation is the element of advocacy in anthropological practice, with an examination of how using anthropological research and evaluation methods to understand targeted program audience perspectives better enables practitioners to advocate for environmental improvements and better meet the primary extension program objective of bringing practical, science-based solutions to real world problems.

scholarly journals An Interactive Online Case Study to Improve Problem-solving Skills of Landscape Horticulture Students

HortScience ◽  
2006 ◽  
Vol 41 (4) ◽  
pp. 974D-974
Author(s):  
Ann Marie VanDerZanden ◽  
David R. Sandrock
Keyword(s):  
Problem Solving ◽  
Student Evaluation ◽  
Teaching Tool ◽  
State University ◽  
Iowa State University ◽  
Web Based ◽  
Problem Solving Skills ◽  
Audio Files ◽  
Strongly Agree

Horticulture graduates entering the landscape industry will be faced with a multitude of complicated management decisions where they will need to integrate their understanding of plant science, site constraints, state and federal environmental regulations, and the human impact on the built landscape. To help students develop and refine their problem-solving skills, an interactive online case study was created. The case study was used in two different landscape horticulture courses at Iowa State University and Oregon State University. The case study centers on a residential backyard with eight landscape problem scenarios. Each scenario is identified on the clickable landscape map of the area and contains links to audio files, PDF documents, images, and Internet links. After investigating each scenario, students submit an analysis, diagnosis, and recommendation about the landscape problem via WebCT or Blackboard, depending on the institution. Student evaluation of the case study as a teaching tool was positive (3.5, where 1 = poor; 5 = excellent). Students answered additional questions using a scale where 1 = strongly disagree and 5 = strongly agree. As a result of using this teaching tool, students felt that they were able to summarize the data (3.9), diagnose the landscape problem (3.9), and make a recommendation to the homeowner (3.6). Further, they felt this teaching tool was an effective way to deliver information (3.9); the interactive format aided their learning (3.7); that they were comfortable using a web-based format (4.2); and they liked learning using case studies (4.1). Our goal is to make the case-study framework available to other teaching colleagues who can then add their own data.

Mobile Technologies, Podcasting and Language Education

2009 ◽  
pp. 331-349 ◽  
Author(s):  
Volker Hegelheimer ◽  
Anne O’Bryan
Keyword(s):  
Language Learning ◽  
New Technology ◽  
Language Education ◽  
Mobile Technologies ◽  
Development Phase ◽  
State University ◽  
Iowa State University ◽  
Learning And Teaching ◽  
Teachers And Students

The increasing availability of mobile technologies is allowing users to interact seamlessly with a variety of content anytime, anywhere. One of these new Web 2.0 technologies, or technologies that aim at enhancing and creating opportunities for user collaboration, is podcasting (Wikipedia, 2008; O’Reilly, 2005), an online audio and video publishing tool. Podcasts are increasingly being used by language educators and learners, yet in the educational realm, podcasting is still in a development phase as teachers and students are just beginning to experiment with ways to best use the technology. Therefore, few guidelines exist in terms of researching this new technology, specifically with regards to language learning and teaching (Rosell-Aguilar, 2007). In this chapter we begin to close this gap by first providing an overview of podcasting. We then discuss the potential of podcasting to transform ways in which languages are learned. In doing so, we cite illustrative examples of podcasts currently being used by language educators and students, and suggest ways in which the effects of this technology on language learning processes may be researched in order to make pedagogically sound decisions about using podcasts for language learning and teaching. After presenting a case study investigating the use of podcasts at Iowa State University, we conclude with a reflection on the potential for podcasts to transform language learning and teaching.

scholarly journals Iowa State University Extension: Evaluation of Programs and Services Offered to Iowa's Turfgrass, Nursery, and Landscape Plant Installation and Maintenance Industries

1998 ◽  
Vol 8 (1) ◽  
pp. 89-92
Author(s):  
Jeffery K. Iles ◽  
Steven C. Padgitt ◽  
Peggy Petrzelka ◽  
Wendy K. Wintersteen
Keyword(s):  
Communication Technologies ◽  
Learning Opportunities ◽  
State University ◽  
Extension Programs ◽  
Iowa State University ◽  
Quality Of Information ◽  
Landscape Plant ◽  
Extension Evaluation ◽  
Better Than

A survey was conducted to evaluate the effectiveness of Iowa State University (ISU) extension programs and services to the turfgrass, nursery, and landscape plant installation and maintenance industries in Iowa. Completed questionnaires were received from 294 individuals (55% response rate). Respondents indicated they have a continuing need for pest identification and management information and that ISU extension is an important source for this information. In general, most respondents said quality of information provided by ISU extension was better than that offered by horticultural consultants or product suppliers; however, only 48% said extension was doing very well delivering programs and information in a timely manner. Demand for on-site visits with extension specialists was greater than that for distance learning opportunities, suggesting that extension must do a better job of marketing and making relatively new communication technologies palatable.

scholarly journals EDUCAÇÃO A DISTÂNCIA E OLIMPÍADA NACIONAL DE HISTÓRIA DO BRASIL: O ÊXITO DA MODALIDADE EM UM PROGRAMA INOVADOR

2018 ◽  
Vol 2 (3) ◽  
pp. 32-36
Author(s):  
Silvia Eliane de Oliveira Basso ◽  
Maria Luisa Furlan Costa ◽  
Patrícia L.L. Mertzig Gonçalves de Oliveira
Keyword(s):  
Information And Communication Technologies ◽  
Communication Technologies ◽  
Educational Technologies ◽  
State University ◽  
Quality Of Teaching ◽  
Successful Experiment ◽  
Information And Communication ◽  
Extension Program

The tools of distance education have been used in numerous teaching, research and extension experiences, corroborating with the quality of teaching that can be achieved with this modality. This study aims to analyze the National History Olimpic of Brazil (NHOB), an extension program maintained at the State University of Campinas, as a successful experiment in use of educational technologies to promote innovation in teaching and the possibility of research. The methodology adopted is a case study, with a qualitative approach, in a historicist perspective. We conclude that the NHOB program has reached thousands of students across the country, encouraging study and research in history, because it increases the possibilities of information and communication technologies, making them efficient means of knowledge.

Sign in / Sign up

Export Citation Format

Share Document