A Plant Biotechnology Course for Distance Delivery

Ferguson, N. H.; Adams, Paula; Franklin, R. E.

doi:10.2134/jnrlse.1992.0133

Cited by 2 publications

(2 citation statements)

References 2 publications

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“…Two off‐campus graduate programs at Iowa State University (Woolley and Crawford, 1987) and the University of Illinois (Miller and Schrader, 1989) are described, followed by a review of the Illinois program (Brandau et al, 2001). Experience with distance delivery of courses via satellite and other means was also described (Ferguson et al, 1992; Salvador et al, 1993).…”

Section: The Fourth 25 Volumes: Jae Volumes 13–20 (1984–1991) and Jnrmentioning

confidence: 99%

“…A course centered on agroecology, in this case coupled with service learning, illustrated the breadth appearing in agronomic education (Jordan et al, 2005). Other new issues being integrated with agronomic topics include international dimensions (Ryan et al, 1985); politics, science, and hunger (Fairbanks, 1990, McIntosh, 1993); sustainable agriculture (Weil, 1990; Salvador et al, 1993); environmental issues (Barbarick, 1992; Graveel et al, 1997; Pierzynski and Thien, 1997); biotechnology (Ferguson et al, 1992); professional ethics (Fick, 1996); and policy (Karston and O'Connor, 2002).…”

Section: The Fourth 25 Volumes: Jae Volumes 13–20 (1984–1991) and Jnrmentioning

confidence: 99%

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A Century of Agronomic Education

2008

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Journals published by the American Society of Agronomy (ASA) richly chronicle the growth and success of agronomic education. To commemorate the 100th anniversary of Agronomy Journal, we compiled this historical recognition of the aggregate effort of our predecessors and colleagues. Their talented and dedicated legacy has played a significant role in feeding the world while protecting soil and water resources. By consulting our past we seek wisdom for the future, knowing that educational challenges of equal significance wait. The first volume (1909) included an article on instruction in soil physics and approximately 650 more education articles have since appeared. Most early articles focused on soils and crops course descriptions and their need for standardization. Then emphasis switched to teaching methods, aids, philosophies, student characteristics, evaluation, and curricula. Contributions from land‐grant institutions have been most numerous, but other sources are becoming more common. The number of articles has steadily increased, as has author collaboration on articles, growing from only about 10% in early years to about 70% in recent editions. We hope our abbreviated summary of the past stimulates you into consulting the writings of your esteemed predecessors and that you find validation of your efforts toward making a difference in some future agronomic record. As global pressures increase the demands on agronomic education, history may provide a pattern for success. Past achievements suggest that agronomic education is well‐founded and can be expected to impact the next century of learning as capably as it did its first century.

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Section: The Fourth 25 Volumes: Jae Volumes 13–20 (1984–1991) and Jnrmentioning

confidence: 99%

Section: The Fourth 25 Volumes: Jae Volumes 13–20 (1984–1991) and Jnrmentioning

confidence: 99%

A Century of Agronomic Education

2008

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Evaluating an Internet Distance Learning Course on Sustainable Agriculture

Lippert

Speziale

Palmer

et al. 1998

Journal of Natural Resources and Life Sciences Education

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An Interact course in sustainable agriculture designed for regional middle school and high school science teachers was offered for graduate credit by Clemson University. Course participants also included cooperative extension county agents, elementary school teachers, and university students. The objectives of the course regarding lnternet use were to train the students and ensure they all had the necessary skills to access Web pages, utilize a Listserv, and participate in realtime chat sessions; to design and evaluate curriculum materials for classroom use from information found primarily on the World Wide Web; and to network and exchange ideas with colleagues from various disciplines in other states and countries. The course consisted of the following major topics: water quality, biodiversity, conserving soil resources, economics, and energy. The Internet content of the course was supplemented with an introduction which included a hands-on computer training workshop and a midsemester field trip. Assignments and exams were all distributed and returned via e-mail. The student evaluations of the course gave insights regarding the strengths and weaknesses for this form of distance learning. Overall, the student response to this style of distance learning was very favorable and the materials were subsequently used by some of the students in their professions.

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A Plant Biotechnology Course for Distance Delivery

Cited by 2 publications

References 2 publications

A Century of Agronomic Education

A Century of Agronomic Education

Evaluating an Internet Distance Learning Course on Sustainable Agriculture

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