scholarly journals Mississippi State University extension undergraduate apprenticeship program

2020 ◽  
Vol 1 (1) ◽  
pp. 86-96
Author(s):  
Marina D'Abreau Denny ◽  
Alisha Marie Hardman
Keyword(s):  
Youth Development ◽  
Critical Reflection ◽  
Organizational Context ◽  
Learning Experience ◽  
Mississippi State University ◽  
State University ◽  
Graduate Studies ◽  
Problem Solving Skills ◽  
Student Cohorts ◽  
Apprenticeship Program

The Mississippi State University Extension Undergraduate Apprenticeship Program was implemented in 2017 to give undergraduate juniors and seniors the opportunity to work one-on-one with an Extension mentor and explore careers in agriculture, natural resources, family and consumer sciences, community resource development, or youth development, while participating in research and outreach activities that directly benefit Extension programs and community stakeholders. The program is rooted in the principles of mentoring adult learners in an organizational context. Kolb’s Experiential Learning Model and the DEAL Model for Critical Reflection serve as the conceptual framework, whereby students engage in critical reflection to enhance their integrated research-and-outreach learning experience. An evaluation of the first two student cohorts (n=19) revealed a significant production of scholarship, an increase in discipline-specific knowledge, enhanced critical thinking and problem solving skills, a greater understanding and appreciation for Extension, and a desire to pursue related graduate studies.

Students’ meaningful learning experiences from participating in organic chemistry writing-to-learn activities

2021 ◽  
Author(s):  
Trisha Gupte ◽  
Field M. Watts ◽  
Jennifer A. Schmidt-McCormack ◽  
Ina Zaimi ◽  
Anne Ruggles Gere ◽  
...  
Keyword(s):  
Organic Chemistry ◽  
Learning Strategies ◽  
Learning Experience ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Writing To Learn ◽  
Chemistry Laboratory ◽  
Primary Data ◽  
Survey Analysis ◽  
Problem Solving Skills

Teaching organic chemistry requires supporting learning strategies that meaningfully engage students with the challenging concepts and advanced problem-solving skills needed to be successful. Such meaningful learning experiences should encourage students to actively choose to incorporate new concepts into their existing knowledge frameworks by appealing to the cognitive, affective, and psychomotor domains of learning. This study provides a qualitative analysis of students’ meaningful learning experiences after completing three Writing-to-Learn (WTL) assignments in an organic chemistry laboratory course. The assignments were designed to appeal to the three domains necessary for a meaningful learning experience, and this research seeks to understand if and how the WTL assignments promoted students’ meaningful learning. The primary data collected were the students’ responses to open-ended feedback surveys conducted after each assignment. These responses were qualitatively analyzed to identify themes across students’ experiences about their meaningful learning. The feedback survey analysis was triangulated with interviews conducted after each assignment. The results identify how the assignments connected to students’ existing knowledge from other courses and indicate that assignment components such as authentic contexts, clear expectations, and peer review supported students’ meaningful learning experiences. These results inform how assignment design can influence students’ learning experiences and suggest implications for how to support students’ meaningful learning of organic chemistry through writing.

scholarly journals Non-Destructive Lumber and Engineered Pine Products Research in the Gulf South U.S. 2005–2020

Forests ◽  
2021 ◽  
Vol 12 (1) ◽  
pp. 91
Author(s):  
R. Dan Seale ◽  
Rubin Shmulsky ◽  
Frederico Jose Nistal Franca
Keyword(s):  
Agricultural Research ◽  
Forest Products ◽  
Wood Products ◽  
Time Interval ◽  
Mississippi State University ◽  
State University ◽  
White Oak ◽  
Department Of Agriculture ◽  
Mass Timber ◽  
Structural Lumber

This review primarily describes nondestructive evaluation (NDE) work at Mississippi State University during the 2005–2020 time interval. Overall, NDE is becoming increasingly important as a means of maximizing and optimizing the value (economic, engineering, utilitarian, etc.) of every tree that comes from the forest. For the most part, it focuses on southern pine structural lumber, but other species such as red pine, spruce, Douglas fir, red oak, and white oak and other products such as engineered composites, mass timber, non-structural lumber, and others are included where appropriate. Much of the work has been completed in conjunction with the U.S. Department of Agriculture, Forest Service, Forest Products Laboratory as well as the Agricultural Research Service with the overall intent of improving lumber and wood products standards and valuation. To increase the future impacts and adoption of this NDE-related work, wherever possible graduate students have contributed to the research. As such, a stream of trained professionals is a secondary output of these works though it is not specifically detailed herein.

Development of cooperative industrial education at Mississippi State University

1986 ◽  
Vol 63 (3) ◽  
pp. 235
Author(s):  
Eugene Grimley ◽  
Leon L. Combs ◽  
Charles U. Pittman
Keyword(s):  
Mississippi State University ◽  
State University ◽  
Industrial Education

scholarly journals The Value of Relevant, Project-Based Learning to Youth Development

2013 ◽  
Vol 8 (1) ◽  
pp. 65-71 ◽  
Author(s):  
Kerry Schwartz ◽  
Darcy Tessman ◽  
Daniel McDonald
Keyword(s):  
Youth Development ◽  
Positive Impact ◽  
Learning Experience ◽  
Real Life ◽  
Learning Opportunities ◽  
Project Based Learning ◽  
Learning Goals ◽  
Community Members ◽  
Community Projects ◽  
Relevant Community

Project Based Learning models present authentic learning opportunities with real-life situations, enabling students to set their own learning goals and forge their own relationships (Barab, et al., 2001). The autonomy inherent in this model allows youth to bring their skills and experiences to real situations and to be seen as valued community members. This article describes a project-based learning model involving “externs,” who developed and implemented sustainability projects in their communities. Externs worked with Cooperative Extension professionals on locally relevant community projects during the summer of 2011 in three Arizona counties. The project based learning experience had a positive impact on the lives of our three externs.

scholarly journals Graduate Students’ Experience and Academic Achievements with Online Learning during COVID-19 Pandemic

2021 ◽  
Vol 13 (23) ◽  
pp. 13055
Author(s):  
Halima Ahmed Omar ◽  
Eqlima Mohamad Ali ◽  
Shashidhar Belbase
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
Online Learning ◽  
Distance Learning ◽  
Graduate Students ◽  
United Arab Emirates ◽  
Higher Education Institutions ◽  
Learning Experience ◽  
Graduate Studies ◽  
Online Distance Learning

Higher education institutions in the United Arab Emirates (UAE) adopted a distance/online learning approach during the COVID-19 pandemic in order to ensure that students were safe while they received an uninterrupted, high-quality education off-campus. This was the first time that all of the higher education institutions adopted this approach. Therefore, it is crucial to conduct this study to gain insight into graduate students’ experiences in distance learning and to verify whether these experiences are linked to their achievements. The purpose of this study was to examine graduate students’ experiences toward online and distance learning during the COVID-19 pandemic in the academic year 2020–2021 and their academic achievement. A questionnaire was developed for this study and sent online to graduate students’ emails with the coordination of the College of Graduate Studies at a higher education institution in the UAE. The study received 138 responses. The data was analyzed using IBMSPSS-26. The findings of the study showed that graduate students’ level of Engagement, ease of Communication, and quality of learning Experience with online/distance learning were related significantly to their overall academic achievement.

scholarly journals A comparative study on perceptions of medical students from the different curriculum on team-based learning

2021 ◽  
Vol 0 ◽  
pp. 1-6
Author(s):  
Vijayalakshmi S. Bhojaraja ◽  
B. K. Manjunatha Goud ◽  
Joan Kumar ◽  
Anand Srinivasan ◽  
Jeevan K. Shetty
Keyword(s):  
Deep Learning ◽  
Medical Students ◽  
Integrated Curriculum ◽  
Positive Impact ◽  
Learning Experience ◽  
Traditional Curriculum ◽  
Cross Sectional ◽  
Problem Solving Skills ◽  
Team Based Learning ◽  
Teaching Learning

Objectives: Our medical school followed the traditional curriculum earlier, and due to a large amount of content embedded in each discipline, which had less scope for active and deep learning. To overcome this, we adopted an integrated curriculum and introduced a few active teaching/learning (T/L) methodologies, which promote deep learning and problem-solving skills. One such T/L methodology we introduced was team-based learning (TBL). Before implementing this active T/L methodology in the integrated curriculum, we evaluated the effectiveness of TBL in medical students from the traditional curriculum and aimed to determine students’ perceptions. Furthermore, we aimed to explore the perception of TBL in students who underwent integrated curriculum to evaluate the difference in their perception compared to the traditional curriculum. Materials and Methods: This cross-sectional study was conducted in RAK Medical and Health Sciences University on the 1st year medical students from the traditional and integrated curriculum. Institutional ethical committee clearance and informed consent were obtained before starting the study. A pre-validated 5-item survey questionnaire comprising questions related to the content, process, and teamwork was used to obtain perceptions of students’ on TBL. Results: The students positively perceived the teaching-learning experience using TBL and understood the concepts better. Even the students with integrated curriculum had the same positive impact on their learning attitudes. The majority of students in both cohorts agreed that discussion among their teams helped them to learn better. Around two-thirds (66%) of students from the traditional curriculum and one-third (39%) of students from integrated curriculum wanted TBLs as T/L methodology over didactic lectures. Conclusion: TBL helped to learn better and understand the subject and promoted self and peer engagement, which facilitated their learning by clarifying the doubts with peers. Due to this positive TBL experience, most students from both curriculums recommended its use as a T/L method over lecture. Hence, TBL sessions in medical schools can be used as an effective T/L method to facilitate meaningful learning.

scholarly journals From Disaster to Resilience

2015 ◽  
Author(s):  
David Perkes ◽  
Keyword(s):  
Hurricane Katrina ◽  
Disaster Response ◽  
Gulf Coast ◽  
Community Design ◽  
Design Studio ◽  
Mississippi State University ◽  
State University ◽  
Art And Design ◽  
Mississippi Gulf Coast

What is changing in the world so that the word “resilience” is so frequently used? 2015 marks the ten year anniversary of Hurricane Katrina and the five year anniversary of the Gulf of Mexico oil spill. The Gulf Coast Community Design Studio has been working on the Mississippi Gulf Coast since Hurricane Katrina and their work provides the vantage point of this paper. The Gulf Coast Community Design Studio is an off-campus research and service center of Mississippi State University College of Architecture, Art and Design located in Biloxi, Mississippi. It was created to respond to Hurricane Katrina and has evolved from disaster response to long-term efforts of resilience. The design studio’s evolution is not an isolated story. It is part of a national move toward resilience.

scholarly journals International design collaboration and mentoring for tertiary students through Facebook

2012 ◽  
Vol 28 (5) ◽  
Author(s):  
Josh McCarthy
Keyword(s):  
United States ◽  
Digital Media ◽  
Undergraduate Students ◽  
The United States ◽  
State University ◽  
Postgraduate Students ◽  
Student Cohorts ◽  
Penn State ◽  
The University ◽  
Industry Professionals

<span>This study explores the efficacy of the online social networking site </span><em>Facebook</em><span>, for linking international digital media student cohorts through an e-mentoring scheme. It reports on the 2011 collaboration between the University of Adelaide in Australia, and Penn State University in the United States. Over one semester, twelve postgraduate students in Australia and ten undergraduate students in the United States took part in an online mentor scheme hosted by </span><em>Facebook</em><span>. Students were required to submit work-in-progress imagery each week to a series of galleries within the forum. Postgraduate students from Adelaide mentored the undergraduate students at Penn State, and in turn, staff and associated industry professionals mentored the Adelaide students. Interaction between the two student cohorts was consistently strong throughout the semester, and all parties benefitted from the collaboration. Students from Penn State University were able to receive guidance and critiques from more experienced peers, and responded positively to the continual feedback over the semester. Students from the University of Adelaide received support from three different groups: Penn State staff and associated professionals; local industry professionals and recent graduates; and peers from Penn State. The 2011 scheme highlighted the efficacy of </span><em>Facebook</em><span> as a host site for e-mentoring and strengthened the bond between the two collaborating institutions.</span>

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