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Jennifer S. Doxey, Tina Marie Waliczek and Jayne M. Zajicek

instructor evaluation instru-mentation. A consent form was distributed and collected that allowed for students to volunteer anonymous information for the research, and the research was approved by the university Internal Review Board. Students were offered a

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Lauren C. Garner

Undergraduate students enrolled in the introductory pomology course at California Polytechnic State University, San Luis Obispo, CA, from 2007 to 2010, participated in a service-learning project. Students helped the community organization, the California Rare Fruit Growers (CRFG), teach grafting skills to San Louis Obispo County high school students and community members. At the end of each quarter, pomology students completed evaluations of their experience. Results of these evaluations were used to improve teaching methodology and the experience in which the students participated. Self-reported and instructor evaluations of the service-learning project demonstrated that students increased their grafting knowledge and skills, their confidence in learning new skills, and their interest in fruit science and community involvement. The service-learning project enabled students to meet course learning objectives of understanding and becoming experienced in horticultural techniques, such as grafting, and to meet university learning objectives of developing critical thinking and communication skills and increasing community involvement.

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M.E. Garcia and C.R. Rom

AGRI 1203 “Introduction to Plant Sciences” is a college core requirement for students in the College of Agricultural, Food, and Life Sciences. One of the objectives is accomplished in part by writing a scientific research-review paper (term paper) on a subject of the student's interest. After several semesters of assigning the term paper, it was apparent that students had extensive variation in experience and skills in writing and documenting references. A SOLO was created so that students could develop and practice techniques in reading, understanding, summarizing, and documenting references in a research paper. The SOLO is a self-instructional exercise consisting of three parts: l) a statement of learning objectives, 2) activities on how to achieve the objectives; and 3) exercises to measure mastery level of the exercise's objectives. The SOLO and student and instructor evaluations of the SOLO will be presented and discussed in the poster.

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Emily A. Barton, Susan S. Barton and Thomas Ilvento

instructor-provided session content. Instructors evaluated their questions for content validity. Then, we pilot-tested the questions with 23 University of Delaware Botanic Garden volunteers and existing Master Gardeners who experienced similar training in