Browsing by Author "Drape, Tiffany"
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- ALCE 3004 Module 2 SlidesSunderman, Hannah M.; Layne, Logan; Westfall-Rudd, Donna M.; Drape, Tiffany (2023-04-19)
- The Art and Science of Teaching Agriculture: Four Keys to Dynamic LearningWhittington, M. Susie; Rudd, Rick; Elliot, Jack; Drape, Tiffany; Faulkner, Paula; Greenhaw, Laura L.; Jagger, Carla; Mars, Matt; Marsh, Marla; Marsh, Monica; McCubbins, O.P.; McKim, Aaron J.; Odom, Summer; Redwine, Tobin; Rice, Amber H.; Rubenstein, Eric; Scherer, Hannah H.; Smith, Kasee L.; Specht, Annie; Vincent, Stacy K.; Wang, Hui-Hui; Warner, Wendy; Westfall-Rudd, Donna (Virginia Tech Publishing, 2023-12)
The Art and Science of Teaching Agriculture: Four Keys to Dynamic Learning is a 240-page methods of teaching book. Specifically, it is a collection of thoughts, best practices, strategies, and techniques for planning, delivering, and assessing teaching and learning. This resource is assembled from among the best teaching professors in agricultural communication, education, and leadership in America. The authors offer the opportunity to build confidence in planning, delivering, and assessing the depths of the variables inherent in learning for secondary and postsecondary educators in both formal and nonformal educational environments. You will quickly grasp the four fundamental keys of solid, basic, time-tested formal and nonformal teaching: Laying the Foundation, Connecting with Students, Designing Instruction, and Applying Learning. These keys are shared with you through the unique voices of the authors to provide a multiperspective approach to teaching. Are you reviewing or adopting this book for a course?
Please help us understand your use by filling out this form. How to access this book
The main landing page for this book is https://doi.org/10.21061/teachagriculture.
The open textbook is freely available online in multiple formats, including: PDF, ePub, and Pressbooks.
A paperback print version (in color) is available for order here. ISBNs
ISBN (PDF): 978-1-957213-71-2
ISBN (Pressbooks): 978-1-957213-72-9
ISBN (EPUB): 978-1-957213-70-5
ISBN (print): 978-1-957213-66-8
Table of contents
Key #1: Laying the Foundation
1. The Discipline of Agricultural Education
2. Psychology of Learning
3. Principles of Teaching and Learning
Key#2: Connecting with Students
4. Learning as Problem Solving
5. Inclusive Teaching
6. Dynamics of Teaching
Key #3: Designing Instruction
7. Planning for Effective Instruction
8. Delivering Content With Technology
9. Assessing Agricultural Education
Key #4: Applying Learning
10. Applied Leadership Development through FFA
11. Supervised Agricultural Experiences
12. Effective Use of the Agriculture Laboratory Environment to Support Student Learning
About the editors
M. Susie Whittington
M. Susie Whittington, Ph.D. is a Distinguished Professor of Food, Agricultural, and Environmental Sciences and Executive Director of the Second-Year Transformational Experience Program at the Ohio State University. She was the first woman inducted as a Fellow in the American Association for Agricultural Education. Rick D. Rudd
Rick D. Rudd, PhD, is the Community Viability Chair of Excellence and Professor of Agricultural and Extension Education (ALCE) at Virginia Tech. Rudd served as ALCE Department Head from August 2006–July 2019. He served as Interim Associate Dean and Director of Virginia Cooperative Extension and Professor in 2009–2010. He received his PhD from Virginia Tech in 1994. He earned his bachelor’s degree and master’s degree from the Ohio State University. Jack Elliot
Jack Elliot, PhD, is the Regional Director for Africa for the Borlaug Institute for International Agriculture and Development. He serves on the USAID Higher Education Learning Network Steering Committee and leads the Council of Research and Evidence (CORE). He is a professor in the Texas A&M Department of Agricultural Leadership, Education, and Communications (ALEC) where he served two terms as the Department Head. Elliot received his BS and MS in Agricultural Education and Agricultural Economics from Washington State University. He earned his PhD in Agricultural Education from the Ohio State University. He was awarded the FFA National VIP Award in 2023. Project support
Support for editorial work, graphic design, accessibility, publication assistance, and project management was provided by the Open Education Initiative of the University Libraries at Virginia Tech. Suggested citation
Whittington, M. Susie, Rick Rudd, and Jack Elliot, ed. (2023). The Art and Science of Teaching Agriculture: Four Keys to Dynamic Learning. Blacksburg: Virginia Tech Department of Agricultural, Leadership, and Community Education. https://doi.org/10.21061/teachagriculture. Licensed with CC BY NC 4.0. View errata | Report an error Accessibility
Virginia Tech is committed to making its publications accessible in accordance with the Americans with Disabilities Act of 1990. The Open Education Initiative is committed to continuous improvement regarding accessibility. The text, images, headings, and links in the PDF and HTML versions of this text are tagged structurally and include alternative text, which allows for machine readability. Please contact openeducation@vt.edu if you are a person with a disability and have suggestions to make this book more accessible. Illustration and cover design: Kindred Grey - Evaluating Experiential Learning & Reflection within an Agricultural Education SettingNolen, Emily; Westfall-Rudd, Donna; Ferand, Natalie; Drape, Tiffany (Virginia Tech, 2024-08-05)This study is focused on the utilization of experiential learning in the agricultural education setting and the importance of incorporating reflective practices within this educational theory. The Cognitive Constructivism Learning Theory provided the framework for this qualitative study. Six participants, including agriculture educators, a core subject educator, and a school administrator participated in this two-part study that included a questionnaire on reflective practices utilized in the classroom and feedback on an annotated student and educator reflective resource. After a thorough analysis of the provided data on experiential learning and reflection, it is noted that these instructional practices provide an array of opportunities and concrete learning experiences for students to actively engage in individualized reflection while gaining access to skill sets such as collaboration, communication, and management skills that can be utilized in future endeavors. In recognizing the various outcomes associated with experiential learning, educational resources were also provided to project participants to review and provide recommendations to enhance the reflective resource pool for educators in Virginia. Upon completion of this project, we were able to define the importance of experiential learning, the positive correlation of reflection as it plays a key role in the experiential process, and the vast array of opportunities and skills derived from the utilization of these methodologies from an educational perspective.
- Students’ Perceptions of Social Media Technology and its Use in Their Academic JourneyJohnson, Matthew (Virginia Tech, 2024-08-09)Social media is a term used to describe digital platforms that connect and engage individuals worldwide. Such platforms can take the form of Instagram, X (formerly, Twitter), Canvas, LinkedIn, Discord, etc. Social media helps users “gain knowledge” of important topics “as well as others’ activities, thoughts, and stories” (Zhao & Zhou, 2020, p.1032). Since its creation, social media use has grown tremendously. So much so, that it has almost permeated every aspect of our lives. Educational spaces have especially shown evidence of an “increased use of social networking by students to perform academic activities” (Alamri, 2019, p.64). Social media is ever-present in classrooms, educational centers, and professional settings throughout the world. However, it was once stated that despite social media’s prevalence, teaching and learning “in colleges and universities” had “largely remained unchanged” (Tierney et al., 2014, p.2). Now, post the COVID-19 pandemic, many students have switched to online learning platforms to gain their education. Thus, this study was conducted to better understand and explore the changes that have come from social media’s presence in the classroom. The research from this study reveals that online master's students are reluctant to connect with their professors on social media. They also express skepticism of social media technology and its place within academia. Ultimately, this further suggests a need for continued research on other student populations to gather a more comprehensive understanding of how social media can be better used within such academic settings.