NACTA Journal

Multi-disciplinary, Integrative Approach in Wetland Delineation Training enhanced with Greenhouse Gas Assessments

Diego Della Lunga — 2026-04-30

Using an expert-novice paradigm, an integrativeproject-based approach was used to team-teach a Wetland Soils course during 2023 after having been taught by a sole instructor in a non-integrative approach in 2013, 2015, 2017, and 2019. The principles taught in 2023 were aimed to allow the students to develop a complete assessment of a potential wetland area through the evaluation of pedologic, hydrologic, botanical, biogeochemical and atmospheric data. At the end of each semester, course evaluations were administered. The ranked responses were used to determine if students’ overall comprehension of the class taught during 2023, which combined integrative, problembased techniques, greenhouse gas assessment, and biogeochmical and atmospheric cycles, was similar to the comprehension reports from the four previous years, which were taught without class enhancements. The majority of the course ratings did not differ (p > 0.05) among the five years considered in this study, confirming the idea that a more involved approach, even in presence of a heavier workload, did not negatively impact the students’ ability to acquire knowledge from various related disciplines by synthesizing course material applied to a real-life issue. The end-of-the semester written reports indicated that integrative approach additionally challenged the students to improve writing, presentation, and teamwork skills, while also expanding their knowledge of collaborative processes. In an academic environment, the single-discipline approach to teach scientific subjects often provides a powerful tool to organize knowledge according to the principle of reductionism, where larger systems are divided into smaller elements in order to facilitate concept comprehension and assimilation (Stichweh, 2003). However, recent developments reported by the National Science Education Standards (NSES) highlighted how multi-disciplinary approaches in teaching scientific matters can enhance deductive thinking, critical reasoning, and can lead to greater academic achievements (You, 2017). Within the interdisciplinary approach in research and education (IDRE) in academic environments, which often requires a high level of involvement among instructors specialized in different disciplines, many barriers have been identified, such as insufficient incentives and rewards for students and instructors, lack of cohesive frameworks, and lack of synergistic integration among scientific disciplines (Lin, 2008). However, funding agencies, such as the National Science Foundation (NSF), are progressively increasing demands for interdisciplinarity and multidisciplinary approaches that encompass not just different disciplines, but the involvement of different staff, equipment, and organizations (Lin, 2008). Multi-disciplinary methodologies in classrooms have been described as successful when a problem-based approach was implemented in contrast to theme-based approaches (Kotter and Balsiger, 1999). In problem-based research, the solution to the question being posed often cannot be achieved with the knowledge or skills developed and acquired from a single discipline (Kotter and Balsiger, 1999). Developed to address predominantly agricultural matters, soil science, and the teaching of soil science today, represent a clear example of an interdisciplinary approach (Sharma and Aulakh, 2009). Universities in the United States (US) and Canada that include environmental issues in soil science programs have experienced increased enrollment, highlighting how students are reflecting more interest in interdisciplinary material (Sharma and Aulakh, 2009). However, in a survey conducted among soil science courses and curricula in the US, more than 50% of the methodological approach was delivered in a standard lecture format and only 20% was delivered by alternative methods, such as problem-based or active learning (Jelinski et al., 2019). The combination of interdisciplinary and problem-based approaches can represent a challenging, but effective solution to enhance students’ skills and expand learning objectives in soil science curricula. The Soil Science Society of America highlighted how employers expressed the concerning lack of written and verbal communication skills and field experience shown by students with a soil science education (Amador, 2019). The active-learning method aims to increase the employability of students, while enhancing critical thinking (Amador, 2019). Active collaboration from the students that participate in the collection and observation of scientific evidence creates a more attractive teaching method (Hasni and Potvin, 2015). Within the active-learning methodology, the problem-based approach creates experiences for students that go well beyond a standardized lecture, more closely resembling actual research activity and field experience (Neaman et al., 2021). The topic of wetland science offers the unique opportunity to integrate soil, water, atmospheric, social science and botany and apply a problem-based, activelearning methodology to enhance student learning of a complex, interdisciplinary subject. Wetlands in Arkansas represent an important component of natural biomes and restorations and represent a fundamental environment for providing valuable ecosystem services (MEA, 2005). In the last several decades, major hydrologic alteration and agricultural expansion into wetland areas have occurred in the Mississippi Alluvial Valley (MAV), including eastern Arkansas and Louisiana and western Mississippi, which has resulted in large losses of wetland area (Jenkins et al., 2010). Consequently, socially and environmentally important ecosystem services have also been lost (Jenkins et al., 2010). To date, the US Army Corps of Engineers is acting to restore and utilize wetlands to prevent flood damage. Section 404 of the Clean Water Act recognized the importance of preserving and restoring wetland areas by establishing a regulatory process to delineate transitional zones and to mitigate the loss of existing wetland areas (i.e., swamps, marshes, bogs, and similar environments) to preserve, conserve, or re-establish the ecosystem services provided by transitional and riparian areas, such as wetlands (ANRC, 2012). However, wetland delineation requires specific, interdisciplinary knowledge and specialized skills to properly identify wetlands because of the subsequent potential political and economic ramifications of labeling an area as a wetland. Due to the complex nature of and multitude of ecosystem services provided by wetlands (ANRC, 2012), delineating and assessing wetlands are tasks that can be accomplished only through the use of knowledge and skills attained through the combination of several scientific disciplines. Anaerobic, reducing soil conditions, hydrophytic vegetation and specific hydrologic factors are recognized wetland indicators often used in a delineation process. Monitoring seasonal water movement can help to evaluate the effectiveness of a monitoring and/or restoration program. The biogeochemical characteristics of a wetland can be assessed through the evaluation of greenhouse gas (GHG) emissions, particularly carbon dioxide (CO2), methane (CH4), and nitrous oxide (N2O). Differential soil moisture levels affect the metabolic rate of the microbial community, enhancing and/or limiting CO2, CH4, and/or N2O production and release depending on fluctuating soil conditions (Della Lunga et al., 2021). Furthermore, in a wetland delineation, gas chromatographic analyses can facilitate the coupling of soil biogeochemistry with atmospheric science. While the assessment of factors regulating GHG can be approached through the lens of biogeochemistry, the byproducts of microbial activity directly influence and encompass atmospheric science. However, although theory and application are often included in chemistry curricula, gas chromatography principles and techniques are often not addressed in soil science or environmental science majors (Giarikos et al., 2013). Gas chromatography, the knowledge of which is often requested by various industrial sectors, was recognized as a fundamental tool in Science, Technology, Engineering and Mathematics (STEM) majors (Griffin et al., 2024). The challenge of conveying the necessary knowledge and teaching the required observational skills to delineate and study wetlands arise from the multi-disciplinary nature of wetland science itself. Therefore, the objective of this study was to evaluate an innovative, integrative, problem-based, multi-disciplinary approach as a teaching tool for wetland science aimed to enhance field skills and competences of undergraduate and graduate students. At the beginning of the semester, students in a combined upper-level undergraduate/graduate-level Wetland Soils course were tasked to evaluate an assigned study area and determine if a wetland was present. It was hypothesized that the inclusion of tools, such as gas chromatography, not typically part of soil science curricula for field assessment of GHG emissions, and complimentary field monitoring instrumentation would enhance student learning and competencies. It was also hypothesized the inclusion of additional novelty topics in the Wetland Soils class would not decrease end-of-the-semester student ratings for the course as obtained in the years when novelty topics were not taught.

READY, SET, CLICK! EXPLORING ONLINE LEARNING IN AGRICULTURE STUDENTS BY CLASS FORMAT, GENDER, AND ACADEMIC LEVEL

Patricia Marie Cordero-Irizarry — 2026-05-01

This study examines students’ perceptions of their online learning readiness, with a focus on interactions between in-person and online course formats, gender, and academic level. Utilizing the Online Learning Readiness Scale (OLRS), which measures computer/internet self-efficacy, self-directed learning, learner control, motivation for learning, and online communication self-efficacy, this study aims to understand students’ perceived preparedness for the evolving online learning environment. The study was conducted with 79 undergraduate students enrolled in an online and in-person agricultural education, leadership, and communication course from Fall 2023 to Spring 2024. Self-directed learning emerged as a perceived strength, while learner control was identified as a potential area for improvement. Gender differences were observed, with females scoring higher in self-directed learning, motivation for learning, and online communication self-efficacy. Additionally, the interaction between academic level and course format had a significant impact on scores for self-directed learning and learner control. These findings suggest the importance of tailoring online courses to address learner control issues, recognizing gender-specific needs, and adapting courses based on student level and delivery format. These considerations will help educators foster a more inclusive, effective, and supportive online learning experience for all students. Online learning is instruction meant to support learning and delivered via a digital device with access to the Internet (Clark & Mayer, 2023; Hoi et al., 2021). To comply with the social distancing measures of the COVID-19 pandemic, many higher education institutions shut down their campuses and transitioned to online learning to continue offering educational services (Toquero, 2020). During this troublesome time, online learning became popular due to its ability to offer more flexible access to material and teaching at any time, from any location, and a feasible alternative to combat the lack of resources, facilities, and equipment in higher education institutions (Castro & Tumibay, 2021). The unexpected and unprecedented transition from in-person to online learning was rough, and the ease of this transition became a measure of organizational agility (Tribble et al., 2022). The transition to online learning exposed resource shortages and student marginalization as limited internet access and outdated technology hindered responsiveness and engagement (Zhong, 2020). Higher levels of computer and communication skills and motivation are needed for online learning than for traditional classroom learning (Cuadrado-García et al., 2010; Hartnett, 2016; Sun et al., 2020), making it a challenge for many students. It is not correct to assume that all Gen Zers—people who were born between 1990-2010 that make up around 32% of the world’s population—(Bulanda & Vavrecka, 2019; Van der Bergh & Behrer, 2016; Van der Bergh et al., 2024), are proficient with technology. Despite Gen Z being the first generation to grow up with constant access to the internet (Seemiller & Grace, 2016), it does not imply that Gen Zers are automatically prepared for online learning. Academic institutions are under more pressure to update their curricula, and implementing innovative teaching techniques and tactics must be a top priority (Toquero, 2020). Therefore, measures must be developed to assess students' readiness for this changing learning environment (Chung et al., 2020). Mailizar et al. (2020) urged upcoming researchers to assess how students view online learning, identify the difficulties they encounter, and, above all, amplify their voices on a matter that directly impacts students. In other words, Mailizar et al. (2020) referred to students’ online learning readiness, the capacity to communicate with peers, and technical proficiency in word processing and Learning Management Systems software (LMS) (Morrison, 2003; Yu, 2014). There is a dearth of literature regarding students’ online learning readiness (Tang et al., 2021), especially for agriculture majors. Evaluating online learning readiness can help instructors create better online courses and direct students toward rewarding online learning experiences (Demir Kaymak & Horzum, 2013). In-person classes cannot solely be digitalized for online learning; these classes need to be redesigned to promote students’ individual and collaborative learning with activities specifically designed for virtual platforms (Tang et al., 2021). A crucial aspect of achieving an efficient and successful online learning environment is to measure students’ online learning readiness and design the course considering their strengths and weaknesses (Hung et al., 2010). This study assessed students' online learning readiness to ascertain which areas students struggle with the most and how their level of preparedness is influenced by class format, gender, and academic level.

An Assessment of Changes in Undergraduate Students’ Animal Science Knowledge Throughout an Introductory-level Course

Trent Wells — 2026-05-01

Introductory-level animal science courses are taught at universities across the United States. These courses’ foci typically include a broad range of topics, such as animal species and breeds, animal handling, and animal care. Such courses also provide opportunities to incorporate experiential learning practices, such as reflection. Conceptually undergirded by Boud et al.’s (1985) model of reflection, we used a written reflective tool (i.e., a Know-Want to Know-Learned [K-W-L] chart) within two different semesters’ introductory-level animal science courses taught at [UNIVERSITY]. We asked the undergraduate students enrolled in these course sections to complete their K-W-L charts at the beginning and at the end of their respective semesters. We used content analysis and coding procedures to analyze and organize our data. We found that students often entered into the [COURSE] with at least some animal-related background, often sought to learn more about cattle, and most frequently indicated that they learned about animal reproduction and genetics as a result of their course experience. We recommend that our study be replicated with other populations of students enrolled in animal science courses both at [UNIVERSITY] and elsewhere. We emphasize that our findings should not be generalized beyond the students included in our study.

Cultivating Leadership: The Role of Agricultural Deans in California Community Colleges

Jacob Vazquez — 2026-04-30

Agricultural deans at California Community Colleges (CCC) experience a diverse set of responsibilities and challenges. This study investigated the knowledge, skills, and abilities these deans believed were necessary to be effective in their roles as well as what deans believed constituted an effective CCC agricultural program. Results indicated that deans most valued an understanding of district and state policies, effective interpersonal skills, and programs grounded in their local agriculture industry, among other variables. Participants for the qualitative phase included five purposively sampled deans. Participants for the quantitative phase included the population of deans who offer an agricultural associate degree for transfer, with 21 out of 29 deans participating. Findings from this study address a gap in agricultural education literature and can be used for recruitment, professional development, and evaluation purposes regarding CCC agricultural deans and programs. Community colleges serve a critical role in the United States’ higher education landscape, enrolling around 10 million students each year and constituting over 40 percent of all undergraduate enrollments (Community College Research Center, 2021). Yet, community colleges are largely overlooked in agricultural education research, with most studies focused on school-based agricultural education (SBAE) or university agricultural education. This study addressed the gap in literature by investigating instructional deans who oversee agricultural programs at California Community Colleges (CCC). CCC represent the largest system of higher education institutions in the United States, including 2 million students enrolled at 116 colleges (California Community Colleges Chancellor's Office, n.d.). CCC instructional deans manage academic departments and are seen as middle management in CCC (Russ, 2006; Sill, 2014). Many CCC deans have expressed challenges in their roles, including managing a heavy workload and the need for more formal training (Nguyen, 2014; Sill, 2014). The focus of this study was on CCC instructional deans who manage agricultural academic departments and programs. The research questions for this study included: 1. What knowledge, skills, and abilities do California Community College agricultural deans believe are required to be effective in their position? 2. How do California Community College agricultural deans describe a successful and effective California Community College agricultural program?

Exploring Best Practices in Teaching Statistics: Student Insights from a Case Study

Fahmida Husain Choudhury — 2026-05-05