scholarly journals Fruit Teaching Garden as a Collaborative Project between Horticulture and Agriculture Education

HortScience ◽  
1995 ◽  
Vol 30 (4) ◽  
pp. 902C-902
Author(s):  
William C. Olien ◽  
Joe G. Harper ◽  
Katherine Ashe
Keyword(s):  
Agricultural Education ◽  
Management Plan ◽  
Agriculture Education ◽  
Joint Project ◽  
Fruit Species ◽  
Hands On Learning ◽  
Team Activity ◽  
Sense Of Involvement ◽  
College Classes ◽  
K 12

A Teaching Fruit-Garden Project was developed as a joint project between two classes in Horticulture and Agricultural Education to develop a teaching resource for college classes, area kindergarten to 12th grade (K–12) schools, and members of the community who were interested in fruit and edible landscaping. Our teaching goal was to develop a sense of involvement in course subject matter among students. The project was based on coordination of team activity, writing across the curriculum, and hands-on learning. Final product in the horticulture course was a proposal consistent with low maintenance; sustainable production principles, including choice of fruit species and cultivars; management plan; and a preliminary site plan. Final products in agriculture education were self-contained teaching modules for K–12 school teachers, including sample lesson plans, projects, and teaching materials. Students liked combining efforts between the two classes. They also liked the idea that their efforts contributed to an on-going service to the community.

Role of Open and Distance Learning in Agriculture Education in India

2018 ◽  
pp. 244-256
Author(s):  
Mohinder Kumar Salooja ◽  
Vijayakumar P.
Keyword(s):  
Distance Learning ◽  
Agricultural Education ◽  
Cost Effective ◽  
Agriculture Education ◽  
Education In India ◽  
Open And Distance Learning ◽  
Building Activities ◽  
The Government ◽  
The Right ◽  
The Masses

The Open and Distance Learning (ODL) can be an effective and cost effective tool to reach the masses in imparting the required skills and technical proficiency. The conventional Agricultural education system has not utilized the potential of ODL in a big way for extending the reach of agriculture education and capacity building activities. Some of the challenges in ODL system include: identifying the right type and level of programme, selecting the appropriate pedagogy model, covering of large and diverse clientele group, popularization and recognition of the programmes and linkages with the industry. For successful implementation of the ODL programmes in agriculture, the interventions proposed are synergy between ODL and conventional system to improve GER and bridge the gap between demand and supply, collaboration with different institutions and industry for development and delivery of the programmes, linkage with the government schemes, popularization and recognition of ODL programmes, utilization of modern technologies, etc.

scholarly journals Integrative Activities for First Year Engineering Students-Fuel Cell Cars as a Linking Project Between Chemistry, Mechatronics Concepts and Programing

2015 ◽  
Author(s):  
Carol Hulls ◽  
Chris Rennick ◽  
Mary Robinson ◽  
William Melek ◽  
Sanjeev Bedi
Keyword(s):  
Fuel Cell ◽  
Engineering Students ◽  
Low Voltage ◽  
First Year ◽  
Joint Project ◽  
Graduate Attributes ◽  
Hands On ◽  
Team Environment ◽  
Hands On Learning ◽  
The University

In Mechatronics Engineering at the University of Waterloo, a joint project involving small, inexpensive fuel cells cars was introduced to show how courses in the first term relate to one another. Additionally, the project was designed to provide the students with hands on learning, to give the students a taste of what to expect in later years, and to start incorporating many of the CEAB's graduate attributes at an introductory level. The fuel cell car consists of two low-voltage cells, a low power microcontroller and several sensors mounted on a motorised platform. Students employed concepts from chemistry, programming and mechatronics systems throughout the project, submitting reports at key milestones. during the projet, students needed to make decision in a team environment on which strageties to implement to meet the goals of the project. The project culminated in a final competition and report. Students were surveyed at the start, and end, and the term to measure any changes in attitude with regards to the courses as well as their satisfaction with the project. The project was well recieved by students but significant challenges remain to be solved.

The Real World Buffalo

2011 ◽  
pp. 888-903 ◽  
Author(s):  
Marion Barnett
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Distance Learning ◽  
Literacy Practices ◽  
Teacher Education Program ◽  
Positive Attitudes ◽  
Virtual Field ◽  
College Classes ◽  
Technology Grant ◽  
K 12

Videoconferencing is one form of distance learning that can enhance teacher education programs by linking students in higher education with Pre-K–12 schools. As part of a Preparing Tomorrow’s Teachers to use Technology grant (PT3), a teacher education program utilized distance learning to link college classes with an urban school. Mediated observations of specific literacy practices were integrated into a traditional introductory literacy course. Preservice teachers observed urban teachers teaching literacy. Immediately following these observations, the preservice teachers were granted the opportunity to reflect on the lesson by conversing with the teachers via distance learning. Initial findings suggest students acquired positive attitudes toward teaching in urban classrooms and preferred this virtual field experience to a traditional in-school placement.

The Real World Buffalo

2008 ◽  
pp. 173-190
Author(s):  
Marion Barnett
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Distance Learning ◽  
Literacy Practices ◽  
Teacher Education Program ◽  
Positive Attitudes ◽  
Virtual Field ◽  
College Classes ◽  
Technology Grant ◽  
K 12

Videoconferencing is one form of distance learning that can enhance teacher education programs by linking students in higher education with Pre-K–12 schools. As part of a Preparing Tomorrow’s Teachers to use Technology grant (PT3), a teacher education program utilized distance learning to link college classes with an urban school. Mediated observations of specific literacy practices were integrated into a traditional introductory literacy course. Preservice teachers observed urban teachers teaching literacy. Immediately following these observations, the preservice teachers were granted the opportunity to reflect on the lesson by conversing with the teachers via distance learning. Initial findings suggest students acquired positive attitudes toward teaching in urban classrooms and preferred this virtual field experience to a traditional in-school placement.

scholarly journals International Agricultural Concepts through the Eyes of School-Based Agriculture Education Students

2017 ◽  
Vol 24 (2) ◽  
pp. 65-77
Author(s):  
Nathan W. Conner ◽  
Sarah Greer ◽  
Christopher T. Stripling
Keyword(s):  
Agricultural Education ◽  
Global Economy ◽  
Attitudes And Beliefs ◽  
Agriculture Education ◽  
Education Students ◽  
School Based ◽  
Positive Attitudes ◽  
American Students ◽  
Departments Of Education ◽  
International Agriculture

As demands to participate in a global economy increase, American students, who have limited knowledge of international agriculture concepts, must be better educated in terms of international awareness and understanding. The purpose of this study was to identify the attitudes, beliefs, understanding, and desired instructional methods of Tennessee school-based agricultural education students in regards to international agriculture. A descriptive questionnaire comprised of 46 items, which measured four constructs, was used to collect data. The summated means of all students for attitudes, beliefs, understanding, and instruction were 3.81 (SD = .46), 3.81 (SD = .57), 3.76 (SD = .51), and 3.76 (SD = .47), respectively. Findings indicated students hold positive attitudes and beliefs toward international agricultural concepts. In an effort to remain a global leader in science and innovation and to meet the needs of the agricultural employers, State Departments of Education should consider providing resources for the development, testing, and implementation of internationalized curricula. If not currently internationalized, other countries should also consider internationalizing their curricula and determine how best to equip students with the skills and knowledge necessary to work in a globalized economy.

Overview of Aging Management Program for CANDU Feeders: Canadian Regulatory Perspectives

2016 ◽  
Author(s):  
Seyun Eom ◽  
Sue Liu ◽  
John Jin
Keyword(s):  
Pipe Wall ◽  
Life Cycle Management ◽  
Management Plan ◽  
Management Program ◽  
The Other ◽  
Accelerated Corrosion ◽  
Joint Project ◽  
Periodic Inspection ◽  
Regulatory Perspective ◽  
Flow Accelerated Corrosion

Fitness for Service of CANDU feeder piping has been maintained through the feeder specific Aging Management (AM) Plan, which is called feeder Life Cycle Management Plan (LCMP), implemented by Canadian CANDU licensees. The CNSC REGDOC-2.6.3 describes aspects to be addressed to meet the nine attributes of an effective Aging Management Program (AMP). The LCMP was developed, along with Feeder Fitness for Service Guidelines (FFSG), through a comprehensive industry wide feeder integrity project, called Feeder Integrity Joint Project (FIJP), which had been carried out from 2003 to 2012. The LCMP, FFSG and Periodic Inspection Program (PIP) form the main elements of the AMP to maintain the Fitness for Service of feeder pipes which experience pipe wall thinning due to flow accelerated corrosion (FAC) and the other types of degradations. The effectiveness of the AMPs is continuously monitored through periodic in-service inspections. This paper describes the feeder AMP, from a regulatory perspective, against the nine attributes required in REGDOC-2.6.3.

scholarly journals Educational Robotics Theories and Practice

Robotics ◽  
2013 ◽  
pp. 193-223 ◽  
Author(s):  
Amy Eguchi
Keyword(s):  
Science Education ◽  
Learning Environment ◽  
Graduate School ◽  
Learning Experiences ◽  
Educational Robotics ◽  
Educational Settings ◽  
Learning Tool ◽  
Hands On ◽  
Hands On Learning ◽  
K 12

Educational robotics is a growing field with “the potential to significantly impact the nature of engineering and science education at all levels, from K-12 to graduate school” (Mataric, 2004, para. 1). It has become one of the most popular activities in K-12 settings in recent years. Educational robotics is a unique learning tool that creates a learning environment that attracts and keeps students interested and motivated with fun, hands-on, learning experiences. Many educators might ask; “What is educational robotics?” and “What does it do, and what is it for?” The purpose of this chapter is to present the foundation of educational robotics, from its background, pedagogical theories relating to educational robotics, learning experiences that educational robotics can provide, to tips for how to do it right. It aims to provide guidance on implementing educational robotics for K-12 educators in their educational settings.

Soil science education for Grades K–12 in Canada

2016 ◽  
Vol 96 (3) ◽  
pp. 336-345 ◽  
Author(s):  
Doug Hayhoe ◽  
Jane MacIntyre ◽  
Shawn Bullock
Keyword(s):  
Preservice Teachers ◽  
Classroom Teacher ◽  
Wait Time ◽  
Soil Science ◽  
Innovative Teaching ◽  
Living Things ◽  
Hands On ◽  
Hands On Learning ◽  
And Mathematics ◽  
K 12

Soil scientists who interact with K–12 students or teachers may benefit from knowing what the provincial curricula say, what a typical classroom teacher knows, and what resources, programs, and opportunities are available regarding soil education. Many provinces have a soil science unit at the Grade 2–4 level in their curriculum. In all provincial curricula, soil science concepts are found in units on living things, plants, and ecosystems, from Grades 1–12. Even in Kindergarten, hands-on soil programs effectively address many skills and attitudes’ expectations in the provincial curricula. What is the use of having soil science in the curriculum, however, if the teachers responsible for student learning do not understand the key concepts? Preliminary results using a 25-item soil questionnaire show that incoming preservice teachers do have some initial understanding of soil, scoring 50% on a pretest application, when a random score would be 25%. After engaging in several hours of hands-on learning, followed by a wait time of several months, they then scored at 68%, thus gaining one third of what was lacking in their understanding. This may encourage those involved with soil education outreach to teachers. Resources for teaching hands-on soil science to elementary students will be noted, including an integrated science-language method called “Soil Science through Stories”. At the secondary level, we have the national “Soil 4 Youth” program, which integrates soil science into school programs across Canada and is supported by the Canadian Society for Soil Science. New STEM (science, technology, engineering, and mathematics) approaches to education also offer opportunities for innovative teaching of soil science to Canadian students.

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