Rachel K. Owen, Amber D. Anderson, Ammar Bhandari, Kerry Clark, Morgan Davis, A. Dere, N. Jelinski, C. Moorberg, Kristopher Osterloh, D. Presley, J. Turk, Rebecca Young
{"title":"Evaluating student attitudes and learning at remote collegiate soil judging events","authors":"Rachel K. Owen, Amber D. Anderson, Ammar Bhandari, Kerry Clark, Morgan Davis, A. Dere, N. Jelinski, C. Moorberg, Kristopher Osterloh, D. Presley, J. Turk, Rebecca Young","doi":"10.1002/NSE2.20065","DOIUrl":"https://doi.org/10.1002/NSE2.20065","url":null,"abstract":"","PeriodicalId":245941,"journal":{"name":"Natural Sciences Education","volume":"18 3 Suppl 1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125815996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract In the spring 2020 semester, Stephen F. Austin State University (SFASU), located in Nacogdoches, TX, transitioned face‐to‐face classes to online instruction because of the COVID‐19 pandemic. The east Texas region suffers from some of the poorest internet availability in the nation. Thus, limitations exist for streaming lectures or having students download large files. Podcasts are small audio files that can be downloaded from the internet for learning. Research has shown that the use of lecture podcasts have a variety of benefits for both faculty and students. Lecture podcasts provide students small file sizes to download and access and allow them to engage with the course material asynchronously. Therefore, the decision was made to record lecture podcasts for Cultivating Plants, Plant Propagation, and Plant Breeding to deliver educational content for the class. An end of semester survey conducted by the SFASU Agriculture Department indicated that 59% of students who engaged with this type of learning felt it was extremely effective. Additional student comments and semester reflections also provided feedback. This example provides further evidence that lecture podcasts can be a useful tool for educators in an ever‐changing world.
{"title":"Using lecture podcasts in the COVID‐19 transition to virtual post‐secondary education in agriculture","authors":"Jared Barnes, C. Carraway, Stephanie Jones","doi":"10.1002/nse2.20064","DOIUrl":"https://doi.org/10.1002/nse2.20064","url":null,"abstract":"Abstract In the spring 2020 semester, Stephen F. Austin State University (SFASU), located in Nacogdoches, TX, transitioned face‐to‐face classes to online instruction because of the COVID‐19 pandemic. The east Texas region suffers from some of the poorest internet availability in the nation. Thus, limitations exist for streaming lectures or having students download large files. Podcasts are small audio files that can be downloaded from the internet for learning. Research has shown that the use of lecture podcasts have a variety of benefits for both faculty and students. Lecture podcasts provide students small file sizes to download and access and allow them to engage with the course material asynchronously. Therefore, the decision was made to record lecture podcasts for Cultivating Plants, Plant Propagation, and Plant Breeding to deliver educational content for the class. An end of semester survey conducted by the SFASU Agriculture Department indicated that 59% of students who engaged with this type of learning felt it was extremely effective. Additional student comments and semester reflections also provided feedback. This example provides further evidence that lecture podcasts can be a useful tool for educators in an ever‐changing world.","PeriodicalId":245941,"journal":{"name":"Natural Sciences Education","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115659441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Use of decision‐support tools by students to link crop management practices with greenhouse gas emissions: A case study","authors":"Randa Jabbour, S. McClelland, M. Schipanski","doi":"10.1002/NSE2.20063","DOIUrl":"https://doi.org/10.1002/NSE2.20063","url":null,"abstract":"","PeriodicalId":245941,"journal":{"name":"Natural Sciences Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131436821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Michael L. Mashtare, Charlotte I. Lee, S. S. Fulk‐Bringman, Erica A. Lott
Abstract COVID‐19 restrictions required a transition of our Soil Science and Forest Soils courses to an online format. A pre‐transition survey found that ∼10% of students enrolled in our courses lacked high‐speed internet capable of streaming videos and/or computers compatible with the applications in our Learning Management System (LMS). To ensure that students with limited internet or technology were not left behind, we adopted a low‐tech/bandwidth delivery (slides + transcript with LMS‐delivered assessments) of all lectures and recitation activities. Students could also complete either a low‐tech/bandwidth (lab slides + transcripts) or high‐tech/bandwidth lab option (delivered via video). Upon completion, students were surveyed to assess preferences and perceptions which are vital in understanding how our approach impacted student motivation, engagement with the material, and overall course satisfaction. Despite 90% of the students having access to high‐speed internet, ∼45% of the students used the low‐tech solutions either exclusively or half the time, even when high‐tech options (such as video) were available. Overall, students felt the low‐tech/bandwidth delivery of the lecture (∼87%) and recitation (∼76%) material was effective. Students (∼74%) also reported that online delivery of the lab material effectively supported their learning and was an effective replacement for the in‐lab learning experience. Students preferred in‐person to online delivery (63 vs. 17%) with 20% undecided. Noting the flexibility and organization of the course, 69% of the students felt the online delivery of our courses was more effective than their other courses despite, or perhaps because of, the lack of high‐tech delivery. Our experience demonstrates one approach to adapting an in‐person course to a virtual environment that considers inequities in broadband and technology access. Despite being perceived as effective by our students, low‐tech options were less preferred than in‐person instruction suggesting that, while effective, it was not viewed as equivalent.
{"title":"When low and high tech solutions converge: Adapting to teaching soils during the COVID‐19 pandemic","authors":"Michael L. Mashtare, Charlotte I. Lee, S. S. Fulk‐Bringman, Erica A. Lott","doi":"10.1002/nse2.20057","DOIUrl":"https://doi.org/10.1002/nse2.20057","url":null,"abstract":"Abstract COVID‐19 restrictions required a transition of our Soil Science and Forest Soils courses to an online format. A pre‐transition survey found that ∼10% of students enrolled in our courses lacked high‐speed internet capable of streaming videos and/or computers compatible with the applications in our Learning Management System (LMS). To ensure that students with limited internet or technology were not left behind, we adopted a low‐tech/bandwidth delivery (slides + transcript with LMS‐delivered assessments) of all lectures and recitation activities. Students could also complete either a low‐tech/bandwidth (lab slides + transcripts) or high‐tech/bandwidth lab option (delivered via video). Upon completion, students were surveyed to assess preferences and perceptions which are vital in understanding how our approach impacted student motivation, engagement with the material, and overall course satisfaction. Despite 90% of the students having access to high‐speed internet, ∼45% of the students used the low‐tech solutions either exclusively or half the time, even when high‐tech options (such as video) were available. Overall, students felt the low‐tech/bandwidth delivery of the lecture (∼87%) and recitation (∼76%) material was effective. Students (∼74%) also reported that online delivery of the lab material effectively supported their learning and was an effective replacement for the in‐lab learning experience. Students preferred in‐person to online delivery (63 vs. 17%) with 20% undecided. Noting the flexibility and organization of the course, 69% of the students felt the online delivery of our courses was more effective than their other courses despite, or perhaps because of, the lack of high‐tech delivery. Our experience demonstrates one approach to adapting an in‐person course to a virtual environment that considers inequities in broadband and technology access. Despite being perceived as effective by our students, low‐tech options were less preferred than in‐person instruction suggesting that, while effective, it was not viewed as equivalent.","PeriodicalId":245941,"journal":{"name":"Natural Sciences Education","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115768900","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Flipping the adult natural resources classroom to build community and learn in nature","authors":"A. Janke","doi":"10.1002/NSE2.20061","DOIUrl":"https://doi.org/10.1002/NSE2.20061","url":null,"abstract":"","PeriodicalId":245941,"journal":{"name":"Natural Sciences Education","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117181020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Gordon L. Rees, Y. Pressler, Guy W. Bates, Cristina A. Connolly, Deirdre Sommerlad-Rogers, Ann Marie De Lay, Samantha J. Gill, P. Papathakis, Robyn M. Kronewitter, Amy Lammert
{"title":"Student perceptions of rapid transition to emergency remote learning in a hands‐on agricultural college","authors":"Gordon L. Rees, Y. Pressler, Guy W. Bates, Cristina A. Connolly, Deirdre Sommerlad-Rogers, Ann Marie De Lay, Samantha J. Gill, P. Papathakis, Robyn M. Kronewitter, Amy Lammert","doi":"10.1002/NSE2.20062","DOIUrl":"https://doi.org/10.1002/NSE2.20062","url":null,"abstract":"","PeriodicalId":245941,"journal":{"name":"Natural Sciences Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122980992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Basche, F. Krupek, Nilovna Chatterjee, Carol A. Speth
{"title":"Farm simulation platforms increase undergraduate skills and confidence in decision‐support technologies","authors":"A. Basche, F. Krupek, Nilovna Chatterjee, Carol A. Speth","doi":"10.1002/NSE2.20058","DOIUrl":"https://doi.org/10.1002/NSE2.20058","url":null,"abstract":"","PeriodicalId":245941,"journal":{"name":"Natural Sciences Education","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132349597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Due to the COVID‐19 pandemic we were confronted with the transition of a large, on‐campus introductory soil science course into an online setting. This created several challenges, such as providing meaningful learning experiences to engage first‐ and second‐year students, and restructuring course content for the online environment. The objective of our article is to document the transition from on‐campus to online teaching and learning, through the consolidation of existing course material and the development of new resources to engage students in an introductory soil science course. We compare on‐campus, distance education, and online blended teaching and learning approaches for the same course, and provide lessons learned that may be applicable to other large introductory science courses. Our experience included the use of virtual laboratories, traditional online course materials, synchronous and asynchronous discussions, and the use of question banks for online exams. Recognizing the narrow preparation window, we focused on developing resources that provide benefits beyond COVID‐19.
{"title":"Lessons learned teaching during the COVID‐19 pandemic: Incorporating change for future large science courses","authors":"Sandra Brown, M. Krzic","doi":"10.1002/nse2.20047","DOIUrl":"https://doi.org/10.1002/nse2.20047","url":null,"abstract":"Abstract Due to the COVID‐19 pandemic we were confronted with the transition of a large, on‐campus introductory soil science course into an online setting. This created several challenges, such as providing meaningful learning experiences to engage first‐ and second‐year students, and restructuring course content for the online environment. The objective of our article is to document the transition from on‐campus to online teaching and learning, through the consolidation of existing course material and the development of new resources to engage students in an introductory soil science course. We compare on‐campus, distance education, and online blended teaching and learning approaches for the same course, and provide lessons learned that may be applicable to other large introductory science courses. Our experience included the use of virtual laboratories, traditional online course materials, synchronous and asynchronous discussions, and the use of question banks for online exams. Recognizing the narrow preparation window, we focused on developing resources that provide benefits beyond COVID‐19.","PeriodicalId":245941,"journal":{"name":"Natural Sciences Education","volume":"111 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126904455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Computational skills are increasingly important for conducting research in the agricultural and natural sciences. However, barriers to training availability and accessibility have left many life scientists under-prepared. To address these challenges, we developed a workshop series led by graduate students to cover topics relevant to research needs among life scientists. Our workshops incorporated guided practice to facilitate a student-centered learning environment. Further, in response to changes mandated by the COVID-19 pandemic, the workshop series was converted to a virtual format and extended to life science researchers beyond our home institution. We highlight how to effectively structure workshops to develop computational skills and adapt in-person activities to the virtual environment. Survey data shows our workshops reached a highly diverse group of scientists, representing more than eight departments, in both in-person and virtual renditions. Further, we demonstrate an increase in self-reported confidence in student abilities to apply concepts to their own research following content delivery. This increase was facilitated in both virtual and in-person environments, showing that adapting content for online delivery is capable of supporting student learning gains. The success of this workshop series shows the importance of hands-on, guided practice in developing computational skills to fill gaps in training in the agricultural and natural sciences.
{"title":"Student‐led workshops: Filling skills gaps in computational research for life scientists","authors":"Katherine LaTourrette, Ashley Stengel, J. Clarke","doi":"10.1002/NSE2.20052","DOIUrl":"https://doi.org/10.1002/NSE2.20052","url":null,"abstract":"Computational skills are increasingly important for conducting research in the agricultural and natural sciences. However, barriers to training availability and accessibility have left many life scientists under-prepared. To address these challenges, we developed a workshop series led by graduate students to cover topics relevant to research needs among life scientists. Our workshops incorporated guided practice to facilitate a student-centered learning environment. Further, in response to changes mandated by the COVID-19 pandemic, the workshop series was converted to a virtual format and extended to life science researchers beyond our home institution. We highlight how to effectively structure workshops to develop computational skills and adapt in-person activities to the virtual environment. Survey data shows our workshops reached a highly diverse group of scientists, representing more than eight departments, in both in-person and virtual renditions. Further, we demonstrate an increase in self-reported confidence in student abilities to apply concepts to their own research following content delivery. This increase was facilitated in both virtual and in-person environments, showing that adapting content for online delivery is capable of supporting student learning gains. The success of this workshop series shows the importance of hands-on, guided practice in developing computational skills to fill gaps in training in the agricultural and natural sciences.","PeriodicalId":245941,"journal":{"name":"Natural Sciences Education","volume":"270 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122080785","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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