Journal of Natural Resources and Life Sciences Education最新文献

Using spreadsheets such as Microsoft Excel for building crop models and running simulations can be beneficial. Excel is easy to use, powerful, and versatile, and it requires the least proficiency in computer programming compared to other programming platforms. Excel, however, has several weaknesses: it does not directly support loops for iterative calculations, and it does not allow one cell to alter the contents of another cell. Thus, the objective of this study was to develop an Excel add-in, called BuildIt, that overcomes some of Excel's weaknesses by: (1) providing a loop for repetitive calculations and (2) providing several operations (called actions) typically needed in building crop models. These actions are such as for numerical integration, initialization of variables, and solving differential equations using the Runge-Kutta method, as well as for copying and manipulation of cell ranges. BuildIt was written in Excel's script language, Visual Basic for Applications (VBA), but it does not require users to program in VBA to build their models. Several examples of models were used in this article to illustrate how BuildIt implements the infrastructure in Excel, and how it can be used to build models and run model simulations. With BuildIt, users are able to use Excel to build and run their mathematical models, without requiring any knowledge in VBA.

Recent National Research Council reports make compelling arguments for the need to incorporate spatial abilities and use spatial technologies throughout our educational system. We conducted a pilot study to determine the pedagogical effectiveness of teaching with geographic information systems (GIS) by using a web-based GIS tool of Indiana soils. The study was conducted in an undergraduate crop production class over three semesters. We used a pre-test, treatment, post-test design in which students (n = 96) were asked a series of questions designed to test their abilities to understand and interpret spatial concepts. During the spring and fall 2009 semesters, traditional assessments with true/false and multiple choice questions were used. After the treatment was administered, the total average score of 68% for the pre-test increased to 73% for the post-test with a standard deviation of 13%. However, we concluded that these initial assessments focused on the lower levels of Bloom's Taxonomy. Thus, in the spring 2010 semester we switched to using open concept maps to target higher levels in Bloom's Taxonomy. Using a scoring scheme based on a weighted point system, scores increased from the pre-concept maps to the post-concept maps. Paired t-tests showed that the positive changes that occurred with the treatment were significant (P < 0.01). Overall, a 22% increase in scores for pre-concept map to post-concept map reflected a slight increase in instructional learning. The web-based GIS program received favorable comments from students and proved to be instrumental in providing a rich set of materials that facilitated learner-centered instruction.

Experiential learning describes structured educational opportunities that allow students to physically interact with the course material. This pedagogical technique promotes critical thinking, decision making, problem solving, and increases the retention of knowledge. Given that experiential learning can be employed in a variety of learning spaces (e.g., labs, lecture halls, and outdoor classrooms) we question whether there exists variation in students’ retention of experiential knowledge by learning space. Using an experiential knot-tying tutorial we tested whether natural resource students perform better in an outdoor learning space versus an indoor classroom. Our results demonstrate that students in the outdoor learning space learned significantly better than those in the indoor classroom following the initial tutorial. However, 30 and 65 days after the experiential tutorial there was no difference in the retention of knowledge between groups. Furthermore, no covariates considered (classroom type, prior experience, age, sex, or GPA) in our longitudinal analysis affected the retention of experiential knowledge. Although, this analysis determined that student retention of certain experiential knowledge is improved, at least initially, when learned in an applied outdoor setting, the overall lack of knowledge retention, regardless of learning space, highlights the importance of repeated opportunities to interact with course material.

This article presents results of utilizing a college course design that is based on experiential learning theory and experiential education methods. The subject matter of the course included how human dimensions, economic development, and policy affect the sustainability of natural resources such as water, wildlife, and forestry in a highly ranked sustainable country. The course was taught in three phases. In phase I students were introduced to the subject matter using mostly teacher-centered methods. In phase II students traveled to Costa Rica to learn on the subject matter using student-centered methods. In the last phase, a combination of student and teacher-centered methods were used to help students to reflect on the learned concepts. Results from using this course design indicate that students were able to understand how natural resources and their sustainability are in constant interaction with human dimensions, economic development, and policy. Also, at the end of the course, students expressed that they felt engaged and empowered to reflect on their experiences and were able to apply these experiences in a different context.

Effective advising includes communicating to students the attributes employers seek and the signals they use in detecting those attributes. Using an Internet survey of more than 400 college graduate employers, this study asks employers how useful various signals are in determining job candidates’ level of attributes including number crunching ability, character, communication skills, problem solving skills, and an ability to work well with others. Examples of signals include the personal interview, grades, participation in university clubs, and others. The personal interview emerged as the most important signal for all attributes, suggesting advisors should seriously stress the importance of the interview to students.

A disturbing trend in student enrollment is facing many fisheries, wildlife, and other natural resources–related disciplines. Although there has been a steady increase in the number of students entering science, technology, engineering, and mathematics (STEM) fields since the 1970s, fewer students are opting to pursue natural resources degrees. The first-year experience is critical to student persistence, so we conducted a pilot study to better understand why students entering a fisheries and wildlife program as freshmen persisted in the major. Specific findings include the importance of small class sizes, empathetic instructors, and being socially integrated into the program (i.e., creating a strong sense of community). Students appreciated courses and experiences that engaged them in hands-on learning activities where they could apply theoretical knowledge in practical situations, further allowing them to develop personal and professional relevancy. While many students expressed discontent with pre-requisite courses and their rigor or perceived lack of relevancy, this was not identified as a source of attrition. While the lack of full-time, permanent employment available to natural resource graduates was perceived as a challenge, students understood this dynamic and recognized that they would likely need to secure multiple temporary positions before obtaining a permanent job. This recognition appears to be borne of a passion for the outdoors rather than a desire to develop a career. This study has the potential to inform natural resource programs on techniques to attract, retain, and educate undergraduate students.

Learning styles represent an integral component of the learning environment, which has been shown to differ across institutions and disciplines. To identify learner preferences within a discipline would aid in evaluating instructional resources geared toward active learning. The learning profiles of second-year soil science students (n = 62) were investigated using the VARK and index of learning styles (ILS) questionnaires, at the mid-semester stage. Student performance was measured using quality points (course work and final exam), which was also compared with to learning style preferences. The results showed that students were mostly multimodal (25%) and kinaesthetic (25%) for the VARK instrument. An almost balanced student profile was seen among the four dimensions for the ILS except between sequential and global preferences, which differed significantly (p < 0.05). Learning preference was not related to course performance. Students performed significantly better in course work compared with the final exam. Grouping students into “strong” and “balanced” profiles resulted in lower quality points for students labeled as having a strong preference. The data supported using a diverse set of instructional resources and complementary assessment, but how these and other attributes of the learning environment interact to facilitate better learning leaves much to be researched.