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engagement in an undergraduate Tropical Plant & Soil Sciences (TPSS) course at the University of Hawaii (TPSS 300 Tropical Production Systems) since 2008. TPSS 300 The required course TPSS 300 for TPSS undergraduate students is offered each spring semester

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engagement index using chi square analysis to analyze student perceptions, with increasing levels of engagement with the interpretation campaign. All survey data were analyzed using JMP ® statistical software (version 8; SAS Institute, Cary, NC). Percentages

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engagement and training in extension is also facilitated by Instagram, furthering student awareness, critical thinking, communication skills, and research documentation. For example, students maintaining agricultural research trials can be tasked with 1

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challenges, particularly concerning social distancing measures. The pandemic forced Extension personnel and volunteers to rethink their traditional methods of engagement. Meetings, which were typically conducted in close-knit, confined spaces, had to be

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Facilitate On-campus Student Learning EMG programs across the United States are often challenged to keep their EMGs connected to the university and to the outreach mission of Cooperative Extension ( Bauske et al., 2011 ). This challenge can be compounded by

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Student engagement involves complex and multidimensional processes. The behavioral and psychological components of student engagement can help to explain student success and to understand and improve student learning outcomes ( Finn and Zimmer, 2012

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The number of school garden programs in America is growing. With interest in school gardens rising, research exploring the benefits of school gardens is important to establish the value of horticulture and gardening in primary education to help schools develop, promote, and use gardens for a variety of purposes. The goals of this research project were 1) to develop a typology, or matrix, of school garden program intensity and 2) to determine if variables related to positive youth development varied within the intensity typology. Twenty elementary schools in Florida participated in the research project accounting for ≈20 teachers and 400 third-grade students. This presentation will include how the typology was developed using three levels of intensity (high, medium, and low) and three types of gardens (vegetable, flower, and combination). The dependent variables examined for this study were the student developmental assets of responsibility, school engagement, achievement motivation, and interpersonal competence. Additional dependent variables included students' environmental attitudes and attitudes toward science. Discussion of school garden program intensity and the influence it may have on positive youth development will be the focus of this presentation.

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student engagement: The use of Facebook and blogs at a university of technology South African J. Higher Educ. 26 152 166 Jeannette, K.J. Meyer, M.H. 2002 Online learning equals traditional classroom training for Master Gardeners HortTechnology 12 148 156

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understanding of the need for service toward community after participating in service-learning activities. This observation supports other research that found students were motivated to community engagement after participating in service activities ( Astin et al

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I course the previous semester. A significant focus for the plant identification courses at KSU has been to implement diverse learning activities, including student-centered learning and active learning methods to encourage student engagement and

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