Browsing by Author "Whittington, M. Susie"

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    The Art and Science of Teaching Agriculture: Four Keys to Dynamic Learning
    Whittington, 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
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    Comparing Candidate and Clinical Faculty Cognitive Effect, Cognitive Affect, and Perceived Behaviors During Formal Mentoring
    Stacklin, Laura Rose (Virginia Tech, 2009-04-22)
    Many vital components of clinical practice including placement of candidate with clinical faculty remain unaddressed in current research. Missing from formal mentoring research is recognition of the best-quality way to pair mentors and protégés in order for both parties to receive the most benefits from the relationship. Mentoring has been shown to be foundational to the retention of career and technical education teachers making mentoring especially critical. The candidate population for the study included students enrolled in clinical practice during the spring of 2009 in agricultural education certification programs at 14 different universities. Findings using a matched pairs t-tests were conducted to reach the heart of the study, the dyadic mentoring relationships between candidate and clinical faculty. Cognitive effect, an indicator of problem solving style was not found to be a significant factor in the study. However, cognitive affect, an indicator of interpersonal orientation found many significant differences. Significance was found at the 0.05 level in the areas of candidate expressed inclusion and clinical faculty wanted inclusion (t=5.27), candidate expressed total and clinical faculty wanted total (t=3.88), candidate wanted control and clinical faculty expressed control (t=-2.97). Significance was also found at the 0.01 level of significance for candidate wanted total and clinical faculty expressed total (t=-2.37). In the area of behavior a matched pairs t-test determined perceived psychosocial support (t=-2.86) and perceived total support (t=-2.32) to be significant. Mentoring and clinical practice are extremely dynamic constructs as many different influences are present from personal preferences to the way people naturally and holistically function. When universities identify clinical faculty, attention should be paid to the matching of dyads in order to emulate an informal mentoring experience to the greatest extent possible. Although mentoring is extremely complex, the research indicates promise for agreement and promise for continued research to benefit not only individuals, but our entire profession.