School and Teacher Partnerships at the Memphis Brooks Museum of Art

2022 ◽  
pp. 931-944
Author(s):  
Mary Webster
Keyword(s):  
Best Practices ◽  
Field Trip ◽  
Field Trips ◽  
Curriculum Standards ◽  
Educational Programming ◽  
Art Making ◽  
Educational Value ◽  
Community Impact ◽  
Museum Environment ◽  
Teacher Workshops

This chapter examines educational programming at the Memphis Brooks Museum of Art. The educational value of single and multi-visit field trips is discussed. The author shares how the Brooks structures its STEAM field trip and provides instructions for an art making activity. The community impact of the Mid-South Scholastic Art awards is explained. Consideration is given to the importance of designing museum programming aligned to state curriculum standards. Examples of teacher workshops are provided. Best practices for successfully welcoming school groups to the museum environment are also shared.

School and Teacher Partnerships at the Memphis Brooks Museum of Art

2021 ◽  
pp. 126-140
Author(s):  
Mary Webster
Keyword(s):  
Best Practices ◽  
Field Trip ◽  
Field Trips ◽  
Curriculum Standards ◽  
Educational Programming ◽  
Art Making ◽  
Educational Value ◽  
Community Impact ◽  
Museum Environment ◽  
Teacher Workshops

This chapter examines educational programming at the Memphis Brooks Museum of Art. The educational value of single and multi-visit field trips is discussed. The author shares how the Brooks structures its STEAM field trip and provides instructions for an art making activity. The community impact of the Mid-South Scholastic Art awards is explained. Consideration is given to the importance of designing museum programming aligned to state curriculum standards. Examples of teacher workshops are provided. Best practices for successfully welcoming school groups to the museum environment are also shared.

The Story of Ice

2019 ◽  
pp. 1-16 ◽  
Author(s):  
Joseph A. Gutierrez ◽  
Natalie Bursztyn
Keyword(s):  
Climate Change ◽  
Modern Technology ◽  
Field Trip ◽  
Field Trips ◽  
Virtual Field Trips ◽  
Geologic History ◽  
Traditional Lectures ◽  
Virtual Field ◽  
History Of ◽  
Actual Field

Increasing enrollment and costs in introductory geoscience classes are making the logistics of organizing on-location field trips challenging; but with modern technology, virtual field trips (VFTs) can provide a proxy. Students entering college today are digital natives with short attention spans, suggesting they would find a VFT appealing and easy to navigate. While not a replacement for an actual field trip, VTFs offer interactive alternatives to traditional lectures, and several have been successful in engaging and educating students. This proposed VFT utilizes the iconic geology of Yosemite National Park to teach the effects of climate change at geologic and anthropogenic timescales. The story is told along Yosemite's four roads and is designed for use as a roadside geology accompaniment in the park, or as a standalone interactive tool in the classroom. VFT stops narrate the geologic history of the area and use photos with illustrated overlays to further describe concepts.

The effectiveness of the industrial field trip in introduction to engineering: A case study at Hung Yen University of Technology and Education, Vietnam

2018 ◽  
Vol 55 (3) ◽  
pp. 273-289 ◽  
Author(s):  
Nguyen Van Hanh ◽  
Nguyen Huu Hop
Keyword(s):  
Engineering Education ◽  
Education Program ◽  
Field Trip ◽  
Field Trips ◽  
Classroom Activities ◽  
Descriptive Research ◽  
University Of Technology ◽  
Formal Requirement ◽  
Technology And Education

The industrial field trip in the introduction to engineering has been integrated into the engineering education program at Hung Yen University of Technology and Education, Vietnam in 2010. The industrial field trip was organized in the early weeks of the engineering education course. Participating in an industrial field trip is a formal requirement of an engineering education program. After each course, the experience in organizing field trips is reflected and modified continuously to increase the effectiveness in the introduction to engineering for students. A process of organizing the industrial field trips has been developed to increase the effectiveness of education, which includes three main stages: (1) classroom activities to prepare for the field trip, (2) implementation of the field trip, and (3) reflections on the field trip experience. Results showed that the industrial field trips enhance the emotions of students about an engineering education field. This paper is a descriptive research, in which a case study is used to describe the experience of implementing the industrial field trips at Hung Yen University of Technology and Education.

A field-trip microtechnique for studying fish leukocyte chromosomes

1975 ◽  
Vol 53 (10) ◽  
pp. 1443-1446 ◽  
Author(s):  
Pierre Legendre
Keyword(s):  
Whole Blood ◽  
Room Temperature ◽  
Culture Medium ◽  
Field Trip ◽  
Field Trips ◽  
Culture Vessel ◽  
Air Drying ◽  
Ideal Technique

An ideal technique for field cytotaxonomy of fishes should be rapid, efficient, and time- and distance-independent. It should work on small as well as big specimens, and it should be amenable to air-drying. A technique meeting these requirements is as follows. A few drops of whole blood are collected from the specimens during field trips and kept in culture medium. In the laboratory, the medium is changed, Phytohemagglutinin is added, and the cells are cultivated at room temperature for about 3 days, after which air-drying fixation is performed. For very small specimens, the blood from several individuals may be pooled in one culture vessel.

scholarly journals Experiencing the Macromarketing Dimensions of Sustainability: Lessons Learned From Field Trips to the Ultra Novel

2021 ◽  
pp. 027347532110498
Author(s):  
Anthony Samuel ◽  
Robert J. Thomas ◽  
Cathy McGouran ◽  
Gareth R. T. White
Keyword(s):  
Business Strategy ◽  
Field Trip ◽  
Field Trips ◽  
Lessons Learned ◽  
Postgraduate Students ◽  
Marketing Education ◽  
Student Focus ◽  
Stakeholder Interactions ◽  
Business And Management ◽  
Insight Into

This paper seeks to determine the value of field trips that help establish macromarketing and sustainability scholarship in mainstream business/marketing education. It explores the experiences of postgraduate marketing and business strategy students undertaking a field trip to the “World’s Greenest Football Club,” Forest Green Rovers. It responds to the call to establish the macromarketing viewpoint within business and management education and provides contemporary insight into the hitherto unexplored use of field trips for postgraduate students. Through student focus groups, the study identifies the importance of selecting field trip locations where the complex and interwoven interplay of meso, micro, and macro activities can be critically evaluated through multiple stakeholder interactions. In addition, it points to the value of students experiencing “ultra-novel” organizations and situations to motivate learning, stimulate critical debate, and thereby facilitate cognition of macromarketing systems and sustainability.

scholarly journals Teaching Horticultural Marketing to Undergraduate Students

HortScience ◽  
1995 ◽  
Vol 30 (4) ◽  
pp. 902A-902
Author(s):  
Clarence Johnson
Keyword(s):  
Undergraduate Students ◽  
Financial Planning ◽  
Field Trip ◽  
Field Trips ◽  
Land Grant ◽  
Land Grant College ◽  
Marketing Technology ◽  
State College ◽  
Valley State College

Most horticultural students at Fort Valley State College (1890 land grant college) have little or no background in aspects of horticultural marketing. We offer a course in Marketing Technology to address this lack of background in horticultural marketing. In this course, students learn how to obtain a business license and a tax number. The significance of financial planning is stressed through practice. Students learn the strategies involved in merchandising and pricing, the proper display techniques, and the importance of advertising. Field-trips to local horticultural businesses allow for students to interact with professionals in horticulture. Students are required to do reports on each field-trip taken in the course.

scholarly journals Experiential Learning Enhances Student Knowledge Retention in the Plant Sciences

2012 ◽  
Vol 22 (5) ◽  
pp. 715-718 ◽  
Author(s):  
Taryn L. Bauerle ◽  
Travis D. Park
Keyword(s):  
Experiential Learning ◽  
Undergraduate Curriculum ◽  
Knowledge Retention ◽  
Field Trip ◽  
Field Trips ◽  
Science Courses ◽  
Depth Study ◽  
Plant Sciences ◽  
Science Major ◽  
Informal Learning Environment

Experiential learning can be an important part of an undergraduate curriculum in the sciences. A new course, The Nature of Plants, was developed to provide students across a broad range of majors with an in-depth study of plant science both basic and applied. The course was enriched by using a local natural area as an informal learning environment. We examined whether experiential learning improved homework scores among students who participated in a field trip by asking if simply attending the field trip increased the homework score or if participation in the tree climbing exercise had any additional benefit. Our results show participating in a field trip experience when coupled with a homework assignment increased student homework scores. Moreover, the tree climbing portion of the field trip increased homework scores particularly for students not in a science major. This research supports experiential learning and the value of field trips within science courses focused on a comprehensive exploration of plants.

scholarly journals Pengaruh Metode Pembelajaran dan Rasa Nasionalisme Terhadap Hasil Belajar Ilmu Pengetahuan Sosial (IPS)

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Sinta Maria Dewi
Keyword(s):  
Social Studies ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Field Trip ◽  
Field Trips ◽  
Learning Method ◽  
Learning Methods ◽  
The Mean ◽  
Inquiry Method ◽  
High Sense

Abstrak Penelitian ini bertujuan untuk mengetahui Pengaruh Metode Pembelajaran dan Rasa Nasionalisme terhadap Hasil Belajar IPS di SDN Anggadita V Klari Karawang. Peneltian ini menggunakan treatment by level desain 2x2. Untuk memenuhi persyaratan analisis dilakukan pengujian normalitas data menggunakan uji Liliefors dan homogenitas menggunakan uji Barlett. Setelah analisis varian (ANAVA) dua jalur untuk menguji perberdaan nilai rerata absolut antara dua kelompok yang dipasangkan, dilanjutkan uji Tukey untuk melihat interaksi kelompok dengan mengacu taraf signifikan ἁ=0,01 dan ἁ=0,05. Temuan penelitian ini menunjukkan bahwa: (1) Secara keseluruhan, metode pembelajaran karyawisata lebih tinggi daripada pembelajaran menggunakan metode inquiry. (2) Terdapat interaksi antara metode pembelajaran dan rasa nasionalisme terhadap hasil belajar IPS. (3) Hasil belajar IPS melalui metode karyawisata lebih tinggi dari hasil belajar IPS melalui metode inquiry yang sama-sama memliki rasa nasionalisme tinggi, diterima. (4) Hasil belajar IPS melalui metode karyawisata lebih rendah dari hasil belajar IPS melalui metode inquiry yang sama-sama memiliki rasa nasionalisme rendah. Berdasarkan hasil penelitian dapat disimpulkan bahwa metode pembelajaran dan rasa nasionalisme berpengaruh terhadap hasil belajar siswa. Rekomendasi bagi guru adalah agar menerapkan metode pembelajaran sebagi salah satu cara untuk meningkatkan hasil belajar IPS siswa. bstract: This study aims to determine the effect of learning methods and a sense of nationalism on social studies learning outcomes at SDN Anggadita V Klari Karawang. This research uses 2x2 treatment by level design. To meet the analysis requirements, normality data were tested using Liliefors test and homogeneity using Barlett test. After a two-way ANAVA analysis to test the mean absolute value between two paired groups, the Tukey test was continued to see the group interaction with reference to significant levels ἁ = 0.01 and ἁ = 0.05. The findings of this study indicate that: (1) Overall, the method of learning field trips is higher than learning using the inquiry method. (2) There is an interaction between learning methods and a sense of nationalism towards the learning outcomes of social studies. (3) Social studies learning outcomes through higher field trip methods from social studies learning outcomes through inquiry methods which share a high sense of nationalism are accepted. (4) The results of social studies learning through a field trip method are lower than the results of social studies learning through inquiry methods which both have a low sense of nationalism. Based on the results of the study it can be concluded that the learning method and sense of nationalism affect student learning outcomes. The recommendation for teachers is to apply the learning method as a way to improve student social studieslearning outcomes. Keywords: learning methods, sense of nationalism and social studies learning outcomes

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