The use of technology-aided active learning to increase student engagement in an agricultural science laboratory
Date
2023
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Publisher
University of Delaware
Abstract
Over the last century agriculture and the world of agricultural scientists have changed dramatically. Established in 2008, the National Institute of Food and Agriculture specifically promotes the advancement in agricultural education and provides guidance on the importance of learning and engagement in our field. This role is of increasing importance as enrollment in agricultural science programs has seen an increase of 21% in the last decade (ASAS, 2022). The publication, Transforming Agricultural Education for a Changing World (NRC, 2009) acknowledges that agriculture in particular faces a unique challenge in that its careers may appear to be outdated, may not pay top salaries, or may not be perceived as offering sufficient opportunities for creativity (NRC, 2009). Educators, according to the report, were not doing enough to broaden the undergraduate experience to help students make the connection between modern-day opportunities and degrees in agriculture. ☐ In response, new programs are being developed with the goal of promoting research and extension learning experiences for undergraduates to help them enter the workforce with exceptional skills. In 2012 the NRC published a report entitled “Improving Measurement of Productivity in Higher Education” which reinforced the positive role of technology in higher education, aspects such as productivity, efficiency, and cost savings. In regard to course curriculum, the report recommends that faculty need to remain informed about innovative approaches to teaching and that, through technology and other means, they should strive to increase the efficiency of their organizations’ mission. The College of Agriculture and Natural Resources response was the creation in 2013 of the Master Plan, a 25-year plan and living document meant to address the changing needs of the global population and provide the college and its departments with guidelines to achieve its mission. ☐ Generally speaking, the Master Plan devised was split into 6 goals, the second being Teaching, Advising and Curriculum. Within this goal there are 3 sub-goals; to grow and diversify enrollment, to create a greater teaching collaboration across and outside of the college and to broaden and improve student learning outcomes. Guidelines for the latter were to create a “T-shaped” student, one who not only has a depth of content knowledge but also a breadth of knowledge across higher-order cognitive skills such as problem solving and communication, and develop and implement innovative teaching strategies to increase student engagement. Artifacts in this portfolio were developed within the Department of Animal and Food Sciences to create a baseline data set for active learning, employ instructional technology tools and create a brief for faculty to learn these tools. I used a number of instruments to assess and quantify the types of active learning strategies utilized, and the use of instructional technology tools in the Department of Animal and Food Sciences. I modified the curriculum of a laboratory course to integrate and evaluate the specific technologies of Poll Everywhere, Perusall and Labster on student engagement. Data analysis allowed for the creation of recommendations for future faculty that includes specific examples on implementing technology enabled active learning.
Description
Keywords
Agricultural scientists, Implementing technology, Global population, Agricultural science