Journal of Natural Resources and Life Sciences Education最新文献

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.

Student farms, developed largely out of student efforts, have served as centers for the development of experiential learning and sustainable agriculture and food systems educational activities on land-grant colleges of agriculture well before most formal sustainable agriculture and food systems programs were proposed. This study explored students’ perspectives regarding effective learning approaches in sustainable agriculture and food systems (SAFS) education, how their experiences on student farms were integrated into their formal educational programs, and their motivations for participation in student farms. Focus groups were conducted with students who worked and studied at student farms (SF) located at three geographically diverse land-grant colleges (in the Northeast, Midwest, and Western parts of the United States). Students’ learning preference for integrating classroom and fieldwork showed strong resemblance to the experiential learning theory that knowledge is constructed when learners resolve tensions between abstract conceptualization and concrete experience, reflective observation, and experimentation. Students and SF staff and faculty formed a SAFS community of practice that emphasized horizontal knowledge co-construction, rather than simply privileging faculty (expert) transmission of abstract theory. Students sought out the SF to gain agricultural and horticultural production, marketing, and community development competencies in organic, small-scale agriculture. Students were motivated by the empowerment they experienced when practical learning directly aligned with, and in some instances was an extension of, their values, ideals, and deeper sense of purpose. Findings suggest student farms are fertile locations for nurturing experiential learning activities as part of land-grant colleges of agriculture curricula.

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.

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.