With Progressively Virtual Classrooms, How Important Are Technical Education Opportunities? Students Answer!
DOI:
https://doi.org/10.56103/nactaj.v66i1.65Keywords:
experiential learning, technical education, on-farm learningAbstract
The purpose of this study is to determine student’s perceived value of on-farm, technical training at a university farm. Specifically, this study evaluates students use and non-use of the university farm and the student’s perception of this use on overall academic competency and career readiness. The target population of the study included all students enrolled within a College of Agriculture. The study uses both an online survey instrument requesting demographic information and uses and value of the farm as well as three focus groups. Results indicate that the primary reasons students do not utilize the farm more include lack of coursework using the farm and lack of available activities utilizing the farm as well as communication. However, students did report that the time and activities they have completed at the farm have been practical, desirable for future employers, and made a value contribution to their education.
Downloads
References
Betancourt, J., Green, A., & Carrillo, E. (2002). Cultural Competence in Health Care: Emerging Frameworks and Practical Approaches. The Commonwealth Fund.
Brandi, K., Rabadia, S., Chang, A., & Mandel, J. (2018). Benefits of focus group discussions beyond online surveys in course evaluations by medical students in the United States: a qualitative study. Journal of Educational Evaluation for Health Professions, 15(18). doi:10.3352/2Fjeehp.2018.15.25
Buchanan, D. S. (2008). ASAS Centennial Paper: Animal science teaching: A century of excellence. Journal of Animal Science, 86(12), 3640-3646.
Foreman, B., Retallick, M., & Smalley, S. (2018). Changing Demographics in College of Agriculture and Life Sciences Students. NACTA Journal, 62(2), 161-167.
Halpern, D. F. (2003). Thought and Knowledge: An Introduction to Critical Thinking. Majwah, NJ: Lawrence Erlbau, Associates.
Hodge, P. S., Wright, J., Barraket, M., Scott, R., Melville, S., & Richardson, S. (2011). Revisiting 'How we Learn' in Academia: Practice-based Learning Exchanges in Three Australian Universities. Studies in Higher Education, 36(2), 167-183.
Holthouser, D., & Terry, R. (2012). uxiliary food production operation at the McIntosh Farm (Memo to Ed Kania). Davidson, NC: Office of Finance and Administration Archives.
Jean-Philippe, S., Richards, J., Pulte, A., Stephens, C., Beyl, C., & Cooper, T. (2020). Shifting Perspectives and Perceptions of Agriculture of Undergraduates Through Experiential Programming. NACTA Journal, 269-274.
Kolb, D. (1984). Experiential Learning: Experience as the source of learning. Englewood Cliffs, NJ: Prentice Hall.
Kyle, W., Bonnstetter, R., & Gadsen, T. (1988). An implementation study: An analysis of elementary students’ and teachers’ attitudes toward science in process-approach vs. traditional science classes. Journal of Research in Science Teaching, 25, 103-120.
LeCharite, L. (2016). Re-visioning agriculture in higher education: The role of campus agriculture initiatives in sustainability education. Agriculture and Human Value, 33(3), 521-535. doi:https://doi.org/10.1007/s10460-015-9619-6
Manolis, C., Burns, D. J., Assudani, R., & Chinta, R. (2013). Assessing experiential learning styles: A methodological recontruction and validation of the Kolb learning style inventory. Learning and Individual Differences, 23, 44-52.
Nyumba, T. O., Wilson, K., Derrick, C. J., & Mukherjee, N. (2017). The use of focus group discussion methodology: Insights from two decades of application in conservation. Methods in Ecology and Evolution, 9, 20-32.
Oswald-Egg, M., & Renold, U. (2021). No experience, no employment: The effect of vocational education and training work experience on labour market outcomes after higher education. Economics of Education Review, 80. doi:10.1016/j.econedurev.2020.102065
Randel, A., Galvin, B., Shore, L., Ehrhart, K., Chung, B., Dean, M., & Kedharnath, U. (2017). Inclusive leadership: Realizing positive outcomes through belongingness and being value for uniqueness. Human Resource Management Review. doi:http://dx.doi.org/10.1016/j.hrmr.2017.07.002
Steffs, J. (2004). Creating powerful learning environments: Beyond the classroom. Change, 46-50.
