scholarly journals 434 Using Distance Technology: Inter-institutional Development and Delivery of a Course in Plant Nutrition

HortScience ◽  
1999 ◽  
Vol 34 (3) ◽  
pp. 519B-519
Author(s):  
Kim Williams ◽  
Ellen T. Paparozzi ◽  
Jerry Maranville
Keyword(s):  
Undergraduate Students ◽  
Plant Nutrition ◽  
Nutrient Management ◽  
Institutional Development ◽  
The United States ◽  
Chat Room ◽  
Compressed Video ◽  
Course Content ◽  
Graduate Curriculum ◽  
Upper Level

As universities are required to “right-size,” faculty resources of time and expertise are strained as the institution must cater to undergraduate students while providing a complete graduate curriculum. Thus, many institutions are offering more team taught courses. For a new upper-level undergraduate and lower-level graduate course offering in Plant Nutrition and Nutrient Management, the team consists of faculty from two institutions who each bring different expertise into the classroom. The course utilized weekly chat room discussions to bring students into contact with experts from around the United States and the world. Two-way compressed video was used to allow for synchronous lecture delivery and discussion across sites. A Web site was created to facilitate student interaction and provide chat room access. Multiple student evaluations were conducted to separate learning objectives with the effectiveness of using technology. A flow-chart will be presented which details the steps and problems/accomplishments encountered in successfully delivering this course via distance technologies, including: funding procurement, determining technological compatibility across institutions, delineation of course content, Web page development, and course evaluations.

scholarly journals 420 Creating a Synchronous Course between Universities Using Distance Technologies

HortScience ◽  
2000 ◽  
Vol 35 (3) ◽  
pp. 465E-465
Author(s):  
Kimberly A. Williams ◽  
Ellen T. Paparozzi
Keyword(s):  
Plant Nutrition ◽  
Nutrient Management ◽  
Electronic Version ◽  
Chat Room ◽  
Compressed Video ◽  
Graduate Course ◽  
Distance Class ◽  
Site Development ◽  
Upper Level ◽  
Set Up

A model for the creation of shared synchronous courses between universities has been developed based on our experiences during the development and delivery of an upper-level undergraduate/graduate course in Plant Nutrition and Nutrient Management offered by Kansas State Univ. and the Univ. of Nebraska–Lincoln. The course was conducted during the Spring 1999 semester using two-way compressed video so that instructors and students at both sites could see and hear each other in live time. Our model is set up as a flow-chart and currently has 10 steps that include areas such as “Identifying the Need,” “University Must-Do's,” “Distance Class Technology Requirements,” and “Advertising the Course.” Each step details procedures to follow, offers ideas and suggestions, and includes examples taken from our course. Also included is information about web site development and chat room use. The model is easily adapted for use with distance technologies similar to two-way compressed video such as Internet 2. An electronic version of the model can be accessed at http://www.oznet.ksu.edu/dp_hfrr/Floriculture.

scholarly journals “When I saw my peers annotating”

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jeremiah Holden Kalir ◽  
Esteban Morales ◽  
Alice Fleerackers ◽  
Juan Pablo Alperin
Keyword(s):  
Undergraduate Students ◽  
Student Perception ◽  
Perceived Value ◽  
Learning Technology ◽  
Digital Resources ◽  
Content Type ◽  
Course Content ◽  
Social Annotation ◽  
Upper Level ◽  
Practical Implications

Purpose Social annotation (SA) is a genre of learning technology that enables the annotation of digital resources for information sharing, social interaction and knowledge production. This study aims to examine the perceived value of SA as contributing to learning in multiple undergraduate courses. Design/methodology/approach In total, 59 students in 3 upper-level undergraduate courses at a Canadian university participated in SA-enabled learning activities during the winter 2019 semester. A survey was administered to measure how SA contributed to students’ perceptions of learning and sense of community. Findings A majority of students reported that SA supported their learning despite differences in course subject, how SA was incorporated and encouraged and how widely SA was used during course activities. While findings of the perceived value of SA as contributing to the course community were mixed, students reported that peer annotations aided comprehension of course content, confirmation of ideas and engagement with diverse perspectives. Research limitations/implications Studies about the relationships among SA, learning and student perception should continue to engage learners from multiple courses and from multiple disciplines, with indicators of perception measured using reliable instrumentation. Practical implications Researchers and faculty should carefully consider how the technical, instructional and social aspects of SA may be used to enable course-specific, personal and peer-supported learning. Originality/value This study found a greater variance in how undergraduate students perceived SA as contributing to the course community. Most students also perceived their own and peer annotations as productively contributing to learning. This study offers a more complete view of social factors that affect how SA is perceived by undergraduate students.

scholarly journals Using Chat Rooms in a Plant Nutrition Course: Bane or Boon?

2000 ◽  
Vol 10 (2) ◽  
pp. 280-282
Author(s):  
Ellen T. Paparozzi ◽  
Kimberly A. Williams
Keyword(s):  
Plant Nutrition ◽  
Nutrient Management ◽  
Learning Experience ◽  
Positive Outcomes ◽  
Chat Room ◽  
Chat Rooms ◽  
Nutrition Course ◽  
Subject Material ◽  
And Control ◽  
International Plant

Chat rooms and their use in everyday life are becoming increasingly common, and the technology may be a useful tool to link students with experts of a given subject material and each other. In our shared course Plant Nutrition and Nutrient Management, we experimented with using a chat room to link students with experts in the field of plant nutrition. Our main goal was to enhance the learning experience of the students by providing them with access to national and international plant nutrition researchers. Web CT was used to create and conduct the chat rooms and a chat etiquette evolved to prevent crosstalk and control the flow of the discussions. Positive outcomes of the chat room use included exposure of students to the technology and beneficial interaction between students and experts. Negative aspects of chat room use included the time involved to coordinate the overall effort and train experts to use the technology; the slow pace of some chats; effective grading; and the superficial coverage of some topics. We are developing modifications for future sessions to allow subjects to be explored in more depth and to improve networking between students and experts.

Functional Morphology at the Mall

2012 ◽  
Vol 74 (6) ◽  
pp. 401-408
Author(s):  
Scott P. Hippensteel
Keyword(s):  
Functional Morphology ◽  
Undergraduate Students ◽  
Sample Selection ◽  
The United States ◽  
Data Sets ◽  
Similar Data ◽  
Data Set ◽  
Fossil Resource ◽  
Upper Level ◽  
Fossil Data

The primary decorative flooring tile in the Southpark Mall in Charlotte, North Carolina, is fossiliferous limestone that contains Jurassic ammonoids and belemnoids. Visible in these tiles are more than 500 ammonoids, many of which have been cross sectioned equatorially perpendicular to the plane of coiling. Upper-level undergraduate students from UNC Charlotte used this data set to measure ammonoid coiling geometry and, thus, coiling strategy, and their findings were compared with earlier reported research presented in highly respected paleobiology journals. This example of urban paleobiology utilized a large, easily accessible, and readily available fossil data set to introduce functional morphology of coiled cephalopods. Similar data sets are available in public buildings around the United States, providing a valuable fossil resource at a time when shrinking academic budgets would prohibit purchasing such a collection (and many collections have not been updated in decades). As students compared their results with those previously published by professional paleontologists, they were exposed to the methods and limits of the scientific method in the historical sciences, as well as the dangers of poor sample selection.

scholarly journals Academic Education of the Speech-Language Pathologist: A Comparative Analysis on Graduate Education in Two Low-Incidence Disorder Areas

2020 ◽  
Vol 5 (1) ◽  
pp. 164-172
Author(s):  
Kazlin N. Mason ◽  
Hannah Sypniewski ◽  
Jamie L. Perry
Keyword(s):  
Best Practice ◽  
Graduate Training ◽  
The United States ◽  
Craniofacial Anomalies ◽  
Academic Education ◽  
Course Content ◽  
Fluency Disorders ◽  
Graduate Curriculum ◽  
Speech Language Pathologist ◽  
Low Incidence

Background/Purpose When working with a specialized population, it is necessary to have the appropriate clinical and academic training. However, many speech-language pathologists report being ill-prepared regarding best practice when evaluating and treating patients with low-incidence disorders, particularly cleft palate/craniofacial anomalies and fluency disorders. The purpose of this study was to compare differences in graduate speech-language pathology coursework in the United States across two low-incidence disorder areas: cleft/craniofacial anomalies and fluency disorders. Method A review of the accredited graduate curricula offerings within these domains was completed. Information whether coursework in these areas was offered, if the course was taught as a full course or embedded within a related course, or whether the content was required or an elective, and if the course was taught by an expert was obtained. Results Significant differences were present in the amount, quality, and type of course content offered for cleft/craniofacial anomalies compared to fluency disorders. Only 72.83% of graduate speech-language pathologist programs offered content in cleft/craniofacial anomalies. Approximately one out of every four programs (27.17%) did not provide this content within the graduate curriculum. In contrast, content in fluency disorders was taught in 99.28% of graduate programs. Conclusion Results demonstrate that graduate training in topics related to cleft/craniofacial anomalies is significantly limited, particularly in comparison to another low-incidence communication disorder.

scholarly journals Facet Use in Search Tools is Influenced by the Interface but Remains Difficult to Predict

2020 ◽  
Vol 15 (3) ◽  
pp. 178-180
Author(s):  
Scott Goldstein
Keyword(s):  
Undergraduate Students ◽  
Random Order ◽  
The United States ◽  
Library Instruction ◽  
Subject Field ◽  
The Social ◽  
Academic Librarianship ◽  
Search Tool ◽  
In The Wild ◽  
Upper Level

A Review of: Dahlen, S. P. C., Haeger, H., Hanson, K., & Montellano, M. (2020). Almost in the wild: Student search behaviors when librarians aren’t looking. Journal of Academic Librarianship, 46(1), 102096. https://doi.org/10.1016/j.acalib.2019.102096 Abstract Objective – To examine the relationship between student search behaviours and the quality of scholarly sources chosen from among library search tools. Design – Unmonitored search sessions in a facilitated library setting. Setting – A mid-sized public university in the United States of America. Subjects – 50 upper-level undergraduate students in the social and behavioural sciences. Methods – Recruited participants were given one of two search prompts and asked to use EBSCO’s Social Science Abstracts and two configurations of ProQuest’s Summon, with one being pre-scoped to exclude newspapers and include subject areas within the social sciences. The search tools were assigned in random order. In each case, the participant was asked to find two of the “best quality” articles (p. 3). A librarian was present in the room but did not observe participants; instead, all sessions were recorded using Camtasia Relay. Afterwards, participants were interviewed about the process they used and their impressions of the search tools. They also completed a survey collecting information on their GPA and whether they had previously had library instruction. Main Results – Facet use differed significantly between the EBSCO database and Summon, though not between the two different configurations of Summon. There was a significant relationship between high use of facets in one platform being connected to high use in the other platforms. In contrast to some previous studies, a non-trivial proportion of participants went beyond the first page of search results. In support of most previous studies, participants infrequently searched on the subject field or changed the default sort order. Summon’s article suggestion feature was noted as being especially helpful, and clicking on suggested articles was significantly correlated with the number of article records viewed. Conclusion – The choice of search tool has a large influence on students’ subsequent search behaviour. Many of the advanced features are still missed by students, although in this study the majority of sources picked were of high quality. The authors note the importance of configuring the interface so that facets and other features deemed worthwhile by librarians are higher up on the page. The researchers reason that the prominent display of facets leads to greater uptake. Despite finding no association between library instruction and facet use, teaching students how to use facets remains an advisable strategy.

scholarly journals “When I saw my peers annotating:” Student perceptions of social annotation for learning in multiple courses

2020 ◽  
Author(s):  
Jeremiah (Remi) Kalir ◽  
Esteban Morales ◽  
Alice Fleerackers ◽  
Juan Pablo Alperin
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Student Perception ◽  
Perceived Value ◽  
Learning Technology ◽  
Digital Resources ◽  
Course Content ◽  
Social Annotation ◽  
Upper Level

Purpose: Social annotation (SA) is a genre of learning technology that enables the annotation of digital resources for information sharing, social interaction, and knowledge production. This case study examines the perceived value of SA in multiple undergraduate courses.Design/methodology/approach: Fifty-nine students in three upper-level undergraduate courses at a Canadian university participated in SA-enabled learning activities during the winter 2019 semester. A survey was administered to measure how SA contributed to students’ perceptions of learning and sense of community.Findings: A majority of students reported that SA supported their learning despite differences in course subject, how SA was incorporated and encouraged, and how widely SA was used during course activities. While findings about the perceived value of SA as contributing to course community were mixed, students reported that peer annotations aided comprehension of course content, confirmation of ideas, and engagement with diverse perspectives.Research limitations/implications: Studies about the relationships among SA, learning, and student perception should continue to engage learners from multiple courses and multiple disciplines, with indicators of perception measured using reliable instrumentation.Practical implications: Researchers and faculty should carefully consider how the technical, instructional, and social aspects of SA may be used to enable course-specific, personal, and peer-supported learning.Originality/value: This study found greater variance in how undergraduate students perceived SA as contributing to course community. Most students also perceived their own and peer annotations as productively contributing to learning. This study offers a more complete view of social factors that affect how SA is perceived by undergraduate students.

scholarly journals Impact of the INBRE summer student mentored research program on undergraduate students in Arkansas

2018 ◽  
Vol 42 (1) ◽  
pp. 123-129 ◽  
Author(s):  
Jean C. McSweeney ◽  
Teresa J. Hudson ◽  
Latrina Prince ◽  
Helen Beneš ◽  
Alan J. Tackett ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Qualitative Interviews ◽  
Institutional Development ◽  
The United States ◽  
Student Perspectives ◽  
Student Interest ◽  
Research Experience ◽  
Biomedical Sciences ◽  
Wide Range ◽  
Interest In Research

The Institutional Development Award (IDeA) program, housed within the National Institute for General Medical Sciences, administers the Networks of Biomedical Research Excellence (INBRE) as a strategic mission to broaden the geographic distribution of National Institutes of Health (NIH) funding within the United States. Undergraduate summer student mentored research programs (SSMRP) are a common feature of INBRE programs and are designed to increase undergraduate student interest in research careers in the biomedical sciences. Little information is available about student perspectives on how these programs impact their choices relative to education and careers. Therefore, we conducted qualitative interviews with 20 participants from the Arkansas INBRE SSMRP in the years 2002–2012. Each telephone interview lasted 30–45 min. An interview guide with a broad “grand tour” question was used to elicit student perspectives on SSMRP participation. Interviews were digitally recorded, then transcribed verbatim, and the transcript checked for accuracy. Content analysis and constant comparison were used to identify nine themes that were grouped into three temporal categories: before, during, and after the SSMRP experience. Students viewed the experience as positive and felt it impacted their career choices. They emphasized the value of mentoring in the program, and some reported maintaining a relationship with the mentor after the summer experience ended. Students also valued learning new laboratory and presentation skills and felt their research experience was enhanced by meeting students and scientists with a wide range of career interests. These data suggest that the Arkansas INBRE and the NIH IDeA program are successfully meeting the goal of increasing interest in research among undergraduates.

Does a Graduate Course in Fluency Disorders Make a Difference?

2010 ◽  
Vol 20 (1) ◽  
pp. 10-14 ◽  
Author(s):  
Evelyn R. Klein ◽  
Barbara J. Amster
Keyword(s):  
Undergraduate Students ◽  
Graduate Programs ◽  
The United States ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Graduate Course ◽  
Cross Sectional ◽  
Fluency Disorders ◽  
Introductory Course ◽  
Communicative Disorders

Abstract A study by Yaruss and Quesal (2002), based on responses from 134 of 239 ASHA accredited graduate programs, indicated that approximately 25% of graduate programs in the United States allow students to earn their degree without having coursework in fluency disorders and 66% of programs allow students to graduate without clinical experience treating people who stutter (PWS). It is not surprising that many clinicians report discomfort in treating PWS. This cross-sectional study compares differences in beliefs about the cause of stuttering between freshman undergraduate students enrolled in an introductory course in communicative disorders and graduate students enrolled and in the final weeks of a graduate course in fluency disorders.

Bilingual and Monolingual Students' Perceptions of the CSD Major: A Qualitative Study

2015 ◽  
Vol 18 (1) ◽  
pp. 16-31 ◽  
Author(s):  
Flora Keshishian ◽  
Rebecca Wiseheart
Keyword(s):  
Qualitative Study ◽  
Undergraduate Students ◽  
Critical Role ◽  
School Setting ◽  
The United States ◽  
Bilingual Students ◽  
Speech Language Pathology ◽  
Diverse Environment ◽  
Language Pathology ◽  
Areas Of Interest

There is a growing demand for bilingual services in speech-language pathology and audiology. To meet this growing demand, and given their critical role in the recruitment of more bilingual professionals, higher education institutions need to know more about bilingual students' impression of Communication Sciences and Disorders (CSD) as a major. The purpose of this qualitative study was to investigate bilingual and monolingual undergraduate students' perceptions of the CSD major. One hundred and twenty-two students from a large university located in a highly multicultural metropolitan area responded to four open-ended questions aimed at discovering students' major areas of interest (and disinterest) as well as their motivations for pursuing a degree in CSD. Consistent with similar reports conducted outside the United States, students from this culturally diverse environment indicated choosing the major for altruistic reasons. A large percentage of participants were motivated by a desire to work with children, but not in a school setting. Although 42% of the participants were bilingual, few indicated an interest in taking an additional course in bilingual studies. Implications of these findings as well as practical suggestions for the recruitment of bilingual students are discussed.

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