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Relevant bibliographies by topics / Agriculture Student teaching

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Academic literature on the topic 'Agriculture Student teaching'

Author: Grafiati

Published: 4 June 2021

Last updated: 6 February 2022

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Journal articles on the topic "Agriculture Student teaching"

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Ngouajio, M., K. Delate, E. Carey, A. N. Azarenko, J. J. Ferguson, and W. J. Sciarappa. "Curriculum Development for Organic Horticulture: Introduction." HortTechnology 16, no. 3 (2006): 413–17. http://dx.doi.org/10.21273/horttech.16.3.0413.

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As organic agriculture continues to grow, pressure from students and the public to develop novel curricula to address specific needs of this sector of agriculture also will increase. More students from the cities and with limited background in production agriculture are enrolling in agricultural programs with special interest in organic production. This new student population is demanding new curricula based on a better understanding of agroecology principles and more experiential training. Several universities throughout the nation have engaged in a profound curriculum transformation to satis

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Hulela, Keba. "The Practice of Scaling Down Practical Assessment Components of Agriculture in Junior Secondary Schools Curriculum: A Synthesis of Teachers Perceptions." Journal of Education and Training Studies 5, no. 3 (2017): 43. http://dx.doi.org/10.11114/jets.v5i3.2197.

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This ethnographic research study aimed at investigating factors that contributed to the decline in the number of practical assessed projects in junior secondary agricultural education assessment in Botswana. Participant-observation technique was used to gather data in the form of field notes from in-service teachers at BCA and in-school teachers during school visits teaching practice and lessons at BCA respectively. Students’ performance assessment in practical agriculture measures the extent to which students performed their tasks. The study used two groups of teachers; five (5) in-service st

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Parker, Joyce E., and David J. Wagner. "From the USDA: Educating the Next Generation: Funding Opportunities in Food, Agricultural, Natural Resources, and Social Sciences Education." CBE—Life Sciences Education 15, no. 3 (2016): fe5. http://dx.doi.org/10.1187/cbe.16-01-0052.

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The National Institute of Food and Agriculture within the U.S. Department of Agriculture provides leadership, capacity, and funds to support the continuing development of a safe and competitive agricultural system. Many of the agency’s educational programs are led by the Division of Community and Education (DOCE). These programs span agricultural education, enhancing agricultural literacy through both formal and nonformal education. Here, we have highlighted funding opportunities within DOCE that enhance agricultural education and literacy by supporting the improvement of students’ critical co

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Mathenjwa, Mpendulo, and Marietta P. Dlamini. "Analysis of the Level of the Teacher Efficacy of Beginning Agriculture Teachers in Eswatini." International Educational Research 3, no. 2 (2020): p21. http://dx.doi.org/10.30560/ier.v3n2p21.

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Over the past decade, researchers continually emphasized the role of teacher efficacy in teaching effectiveness. A descriptive survey was used to investigate the level of teacher efficacy of beginning agriculture teachers in Eswatini. The population of the study were senior secondary school beginning agriculture teachers in Eswatini. The study is a census, involving all senior secondary school agriculture teachers who had up to five years of agriculture teaching experience. 161 agriculture teachers participated in the study. Data were collected using a self-administered modified Teachers’ Self

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B. A, Atsuwe,, and Nomji, E, V. "Physics Student-Teachers’ Challenges during Teaching Practice in Secondary Schools and Their Solutions: A Study of Federal University of Agriculture Makurdi." International Journal of Research and Review 8, no. 4 (2021): 245–51. http://dx.doi.org/10.52403/ijrr.20210432.

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This study examined the challenges faced by student-teachers during teaching practice and their possible solutions in the Federal University of Agriculture Makurdi, Benue state, Nigeria. To achieve this, the descriptive survey research design was adopted. Four Research questions and four Research hypotheses guided the study. The sample of the study was drawn from five degree options out of the eight degree options in the College of Agricultural and science Education in the study area. Primary data were used for the study specifically obtained using well-structured questionnaire. Two hundred co

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Falk, Constance L., Pauline Pao, and Christopher S. Cramer*. "OASIS: Organic Vegetable Production Teaching Endeavor and Community Supported Agriculture Venture." HortScience 39, no. 4 (2004): 808E—809. http://dx.doi.org/10.21273/hortsci.39.4.808e.

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In January 2002, an organic vegetable garden on the New Mexico State Univ. (NMSU) main campus was initiated to expose students to organic production practices and agricultural business management. The project named, OASIS (Organic Agriculture Students Inspiring Sustainability), is funded by a USDA Hispanic Serving Institution Grant and operated as a Community Supported Agriculture (CSA) venture. Students enroll in an organic vegetable production class during spring and fall semesters to help manage and work on the project. The CSA model of farming involves the sale of shares to members who rec

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Sorensen, Tyson, Rebecca Lawver, NIcole Hopkins, Beth Jensen, Cassidy Dutton, and Brian Warnick. "Preservice Agriculture Teachers’ Development during the Early Phase of Student Teaching." Journal of Agricultural Education 59, no. 4 (2018): 105–19. http://dx.doi.org/10.5032/jae.2018.04105.

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Fleming, Ronald A., Ernest F. Bazen, and Michael E. Wetzstein. "Measuring the Impact of Externalities on College of Agriculture Teaching Evaluations." Journal of Agricultural and Applied Economics 37, no. 3 (2005): 635–45. http://dx.doi.org/10.1017/s1074070800027139.

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Student evaluation of teaching (SET) is employed as an aid in improving instruction and determining faculty teaching effectiveness. However, economic theory indicates the existence of externalities in SET scores that directly influence their interpretation. As a test of this existence, a multinomial-choice, ordered data estimation procedure is employed to identify course externalities influencing SET. These externalities include student class standing, required courses, class size, days a class meets, class meeting time, classroom location, and classroom design. Results indicate that externali

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Defina, Defina, Yumna Rasyid, and Sakura Ridwan. "ASSESSMENT OF STUDENTS ON BIPA TEACHING MATERIALS SPECIAL MATERIALS OF AGRICULTURE." LITERA 18, no. 1 (2019): 150–63. http://dx.doi.org/10.21831/ltr.v18i1.15613.

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ASSESSMENT OF STUDENTS ON BIPA TEACHING MATERIALS SPECIAL MATERIALS OF AGRICULTURE Defina1), Yumna Rasyid2), Sakura Ridwan2)Institut Pertanian Bogor1) dan Universitas Negeri Jakarta2)email: defina@ipb.ac.id Abstract Every teaching and learning process needs to be evaluated. One aspect that is evaluated is teaching material that is prepared and used by the teacher. Evaluation of teaching material can be done by asking for an assessment of students (students) as users of the material. This study aims to describe the results of student evaluations of integrative and content-based Indonesian langu

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Roegge, Chris A., and Earl B. Russell. "Teaching Applied Biology In Secondary Agriculture: Effects On Student Achievement And Attitudes." Journal of Agricultural Education 1990, no. 1 (1990): 27–31. http://dx.doi.org/10.5032/jae.1990.01027.

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Dissertations / Theses on the topic "Agriculture Student teaching"

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Morrish, Douglas Glenn. "Relationships of important elements of the student teaching experience and methods of student teaching placement to the quality of experience of student teachers." Texas A&M University, 2003. http://hdl.handle.net/1969/476.

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Hovatter, Gene A. "Impact of student teaching experiences, personal demographics, and selected factors on the decisions of pre-service agricultural education teachers to enter into teaching." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2341.

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Thesis (M.S.)--West Virginia University, 2002.<br>Title from document title page. Document formatted into pages; contains viii, 110 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 60-63).

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Deeds, Jacqueline Pauline. "Relationships between attitudes of pre-service agricultural teacher education majors and variables related to early field-based experience /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487260135357919.

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Beck, Whitney Marie. "Describing time spent using various teaching techniques and student immediate, short-term, and long-term cognitive retention." Columbus, Ohio : Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1243523704.

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Ewing, John C. "Teaching techniques, and cognitive level of discourse, questions, and course objectives, and their relationship to student cognition in College of Agriculture class sessions." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1154989421.

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Hile, Olivia M. "Agriculture Teacher Attitudes Regarding Gifted Education and Teaching Gifted Students in the Agriculture Classroom." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7689.

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Agriculture teachers are responsible for a wide variety of students in their classrooms. It was unclear before this research how much preservice teacher instruction agriculture teachers were receiving to prepare them to teach students identified as gifted. This research aimed to measure teacher attitudes, characterization of gifted students, professional development needs, and related demographic information. Of the agriculture teachers who completed a traditional teacher preparation program, 54.50% felt that they were adequately prepared to meet the needs of gifted students in their classroom

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Boone, Harry Nelson Jr. "Effects of Approach to Teaching on Student Achievement, Retention, and Attitude." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392891467.

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Barnes, Rebecca Lynn. "Identifying Desirable Agricultural Education Cooperating Center Characteristics: Cooperating and First-Year Teacher Perceptions." Thesis, Virginia Tech, 2000. http://hdl.handle.net/10919/31816.

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Student teaching is arguably the most beneficial aspect of teacher preparation programs. The student teaching experience is shaped by several key components. One of the most important, yet least well defined component is the cooperating center at which a student teacher will gain his or her experiences. Very little research has been published regarding the characteristics of good cooperating centers for agricultural education. This study was designed to create a list of the key elements of cooperating centers for agricultural education student teachers. <p>Qualitative research was condu

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Giffing, Monica D. "Perceptions of Agriculture Teachers Toward Including Students with Disabilities." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/302.

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The inclusion of students with special needs in regular education classrooms has been required by federal law for more than three decades. However, much of the responsibility for successful accommodation of students with disabilities rests upon the shoulders of teachers. Previous research has indicated that successful inclusion of students with special needs is strongly influenced by the attitude of teachers involved. In this study, all secondary agriculture teachers in Utah were surveyed to determine their attitudes and perceptions related to their willingness and ability to include students

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Epps, Rebekah Barnes. "Cooperating Teacher Effectiveness as Perceived by Student Teachers and Cooperating Teachers in Ohio Agricultural Education." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1280772093.

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Books on the topic "Agriculture Student teaching"

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Education, Alberta Alberta. Agricultural production 36: Student workbook. Alberta Education, 1992.

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Education, Alberta Alberta. Agricultural production 26: Student workbook, grade 11. Alberta Education, 1991.

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Education, Alberta Alberta. Agricultural production 16: Student workbook, grade 10. Alberta Education, 1990.

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Kools, Q. H. Agrarisch onderwijs, ook voor meskes en wichten!: Een onderzoek naar vrouwelijke leerlingen in het voorbereidend en middelbaar agrarisch onderwijs. Vakgroep Agrarische Onderwijskunde, Landbouwuniversiteit Wageningen, 1996.

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Agriculture. Cassell, 1989.

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Brzozowski, Stanisław. Polacy na studiach gospodarstwa wiejskiego w Niemczech w XIX i XX wieku. Zakład Narodowy im. Ossolińskich, 1989.

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Love, Gene M. An assessment of undergraduate education in American colleges of agriculture: Part I. Perceptions of faculty, Part II. Perceptions of graduating seniors, Part III. Perceptions of other university students. Penn State, College of Agriculture, 1989.

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Kools, Q. H. Emancipatiebeleid en -activiteiten van agrarische opleidings centra: Een onderzoek in het kader van het project "meisjes in lager en middelbaar agrarisch onderwijs". Vakgroep Agrarische Onderwijskunde, Landbouwuniversiteit Wageningen, 1994.

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Kokuritsu Daigaku Nōgakukei Gakubuchō Kaigi. Nōgaku kyōiku no kaizen ni mukete: Nōgakukei gakusei no ishiki ni kansuru ankēto chōsa. Kokuritsu Daigaku Nōgakukei Gakubuchō Kaigi, 1997.

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Doerner, Robert W. Effect of in-servicing teachers on student achievement in integrated pest management. 1992.

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Book chapters on the topic "Agriculture Student teaching"

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Spanos, S., and X. Vatsios. "An Attempt for Teaching Meteorological Instruments to the Students of Agriculture by Using Self-Constructions." In Advances in Meteorology, Climatology and Atmospheric Physics. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-29172-2_43.

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Masha, Mmapake Florence, Mdumo S. J. Mboweni, and Thokozani Isaac Mtshali. "Advanced Scholarship of Teaching and Learning in Agricultural Technology Among Technical Vocational Education and Training College Students." In New Models for Technical and Vocational Education and Training. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-2607-1.ch006.

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This study sought to document students' experiences on the use of advanced scholarship of teaching and learning (instructional methods) in agricultural technology. Agricultural technology aims to aid TVET students with sustainable developmental skills for agricultural sector. This includes gearing them towards productivity along the agriculture value chains and improve the economic growth. Hence, the study purposively sampled 50 agricultural technology students and each group contained 10 members. Furthermore, this study used slow scholarship and world café as a theoretical framework. Through a phenomenological approach, students revealed how the slow scholarship and world café methods have developed their ability to learn agricultural concepts and acquiring essential life skills. Thus, it was recommended that agriculture technology lecturers in TVET colleges should be trained more frequently on student centered approaches in order to align with the goals of agricultural technology curriculum.

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Sanga, Camilius A., Daniel Wilson Ndyetabula, Sotco Claudius Komba, and Safari Mafu. "Informatics Education Enhanced by Problem-Based Learning Model via E-Learning." In Handbook of Research on Program Development and Assessment Methodologies in K-20 Education. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3132-6.ch019.

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This book chapter presents an assessment of the implementation of a blended approach (Problem Based Learning and E-learning) in teaching Research Methods for Computing and Information Management course to Informatics students at Sokoine University of Agriculture, in Tanzania. The respondents comprised of 55 students and 10 instructors from the Department of Informatics. The students were taught Research Methods for Computing and Information Management course for 16 weeks using Problem Based Learning and E-learning principles. The results revealed that the use of Problem Based Learning enabled students to develop problem solving and critical thinking skills. Also, it was revealed that, in spite of the benefits of Problem Based Learning and E-learning in improving student-student and student-teacher interactions, the implementation of Problem Based Learning and E-learning in teaching Research Methods for Computing and Information Management course faced a number of contextual and infrastructural challenges such as lack of adequate Information and Communication Technology infrastructure, lack of external support, low Internet bandwidth, inadequate number of computers, lack of knowledge on E-learning and Problem Based Learning by facilitators, and lack of a unified policy for blending approach for teaching and learning different courses in most Higher Learning Institutions of developing countries. This book chapter recommends the adoption of flipped classroom instructional strategy in which Problem Based Learning and E-learning are used to promote student participation during the process of teaching and learning.

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Ferrer, Aurélie, Florian Celette, Joséphine Peigné, Marion Casagrande, Jean-François Vian, and Alexander Wezel. "Teaching Agroecological Practices to Higher Education Students, Farmers, and Other Stakeholders: Examples from France." In Agroecological Practices for Sustainable Agriculture. WORLD SCIENTIFIC (EUROPE), 2017. http://dx.doi.org/10.1142/9781786343062_0014.

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Eno, Victor B. "Improving Student Engagement in Political Science Courses Through Application of Active Learning and Digital Learning Technologies." In Cases on Digital Learning and Teaching Transformations in Higher Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9331-7.ch007.

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This chapter explores the experiences and benefits gained from participation in Florida Agricultural and Mechanical University Provost's Digital Learning Initiative (DLI) Fellowship. Participants were equipped with relevant tools for re-designing courses for increased student engagement and attainment of student learning outcomes. The program promoted expertise in retooling courses to promote student-centered learning by exposing students to digital learning tools that reflect current and emerging technology trends in higher education as well as best practices in implementation of active learning strategies. The focus was on application of technology and implementation of active learning practices in two political science courses: a research methods and general education course. These insights have improved the author's professional development competencies; importantly, the implementation of technology-based learning has resulted in improved student achievement as evidenced by summative and formative assessment measures, and the acquisition of research and analytical skills.

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"Study on tourism vocational college students’ language anxiety and its implication for construction of tourism teaching and training base." In Biotechnology, Agriculture, Environment and Energy. CRC Press, 2014. http://dx.doi.org/10.1201/b17720-55.

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Kagombe, Baraka M., Michael P. J. Mahenge, Sotco Claudius Komba, Safari Timothy Mafu, and Camilius Aloyce Sanga. "Assessment of Challenges of Teaching and Learning Computer Programming in Tanzanian Higher Education." In Technology-Supported Teaching and Research Methods for Educators. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-5915-3.ch002.

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This chapter emanates from a study which sought to investigate challenges of teaching and learning computer programming in higher education. The study was conducted at Sokoine University of Agriculture. The study had three specific objectives: first, to identify learners' prior knowledge on computer programming at the time of joining the university; second, to investigate learners' self-efficacy in computer programming course; the third objective was to evaluate the learning styles used by learners in the computer programming course. The study adopted a quantitative research method, grounded in experiential learning theory. The data was collected from respondents using questionnaires and the analysis of the data was done using statistical software. The findings indicate that inadequate computer laboratories, lack of competent staff in ICT-based instructional design, inadequate teaching and learning materials, and students' lack of prior knowledge on computer programming at the time of joining the university are the main challenges.

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Blankenship, Rebecca J. "Introduction." In Cases on Digital Learning and Teaching Transformations in Higher Education. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9331-7.ch001.

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In the introductory chapter for this volume of cases in digital transformation, author Rebecca Blankenship considers the emerging role of institutions of higher education in providing innovative environments for teaching and learning. She provides a practical foundation for the emergent and evolving need among colleges and universities to embrace digital equity through progressive initiatives that provide diverse and modern learning environments reflective of the needs and expectations of the 21st century students they serve. The author frames her discussion within the contexts of increasing digital literacy among faculty, instituting a culture of innovation and change, as well as considering how initiatives such as the Florida Agricultural and Mechanical University's Digital Learning Initiative (DLI) provide realistic solutions for the technology gap between the traditional brick-and-mortar university and the evolving needs of 21st century students and expectations of the increasingly connected and competitive global workforce.

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Blankenship, Rebecca J. "Transforming Preservice Teacher TPACK by Transforming Faculty Digital Agency." In Handbook of Research on TPACK in the Digital Age. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7001-1.ch007.

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In 2016, the Office of the Provost at Florida Agricultural and Mechanical University initiated a highly competitive faculty digital learning initiative (DLI) to promote student-centered learning by retooling existing courses to reflect current and emerging technology trends. For this chapter, the experiences of four fellows were considered within the TPACK framework level of use (LoU) structure in addition to considerations of how the face-to-face to digital transformation were perceived by fellows in terms of what they knew about their pedagogic methods prior to, during, and subsequent to completion of the fellowship. Additionally, descriptions of how each fellow retooled the curriculum and construct of her/his course to reflect better the needs of the 21st century learner will be cross-analyzed through event-flow networks against her/his re-envisioned personal teaching philosophy to establish if pedagogic transformation actually occurred across the digital plane.

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Comstock, Anna Botsford. "Florida and Retirement." In The Comstocks of Cornell-The Definitive Autobiography, edited by Karen Penders St Clair. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501716270.003.0017.

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This chapter discusses Anna Botsford and John Henry Comstock's journey to the South. First stopping in Richmond, Virginia, they traveled to Raleigh, North Carolina; Charleston, South Carolina; and Savannah, Georgia. In the middle of January of 1919, the Comstocks found themselves settled at St. George Hotel in St. Augustine, Florida, to spend the winter there. The chapter also looks at the semi-centennial celebration of Cornell University in June of 1919. Anna continued teaching at the College of Agriculture and on July 31, she was made a full professor. She regarded it as a tribute to her long service, but it was also a tribute to the Department of Nature Study which she had built up. On April 17, 1920, the first part of Henry's Introduction to Entomology was published. Dealing with the structure and metamorphosis of insects, it was used in the Cornell laboratory. The chapter then considers Anna's retirement. On January 27, 1921, she gave her last lecture before the class of regular students of Cornell.

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Conference papers on the topic "Agriculture Student teaching"

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Azarko, E. M., and I. V. Kupriyanov. "PSYCHOLOGICAL ASPECTS OF THE FORMATION OF ENVIRONMENTALLY RELEVANT STUDENT BEHAVIOR." In STATE AND DEVELOPMENT PROSPECTS OF AGRIBUSINESS. DSTU-PRINT, 2020. http://dx.doi.org/10.23947/interagro.2020.1.31-37.

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The article provides an analysis of studies showing the need for a psychological approach of meaning building and meaning regulation in the formation of an integral worldview, environmental values and environmentally relevant behavior of agriculture students. In conclusion, recommendations with suggestions on the use of theoretical foundations and methodological techniques of meaning for teaching students of the agricultural sector are presented.

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Cernaveja, Sarmite, and Inta Volodko. "Participation of the students of Riga Technical University in the Olympiad in mathematics." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7868.

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There is much discussion recent years about teaching mathematics at school and universities. It is talked about how to interest pupils and students to turn to studying mathematics more. One of the ways to attract the best students to additional studies of mathematics is to invite them to participate in the Olympiads in mathematics. Student Parliament of Riga Technical University in cooperation with the Department of Engineering Mathematics organized the university Olympiad in mathematics for 6 years. There is an international Olympiad of mathematics in Latvia already for 6 years, which is orga

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Saptariana, Saptariana, Sri Handajani, Octavianti Paramita, Maria Krisnawati, and Rina Rachmawati. "Analysis of the Readiness of LSP P1 "Tata Catering", Support for Teaching and Learning and Student Readiness for the Implementation of Competency Test in Unnes and Unesa Students." In Proceedings of the 1st International Conference on Education, Humanities, Health and Agriculture, ICEHHA 2021, 3-4 June 2021, Ruteng, Flores, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.3-6-2021.2310923.

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VOSTRUKHIN, Aleksandr, Elena VAKHTINA, Maksim MASTEPANENKO, and Shaliko Gabrielyan. "DIELECTRIC USB-MOISTURE METER FOR SEEDS OF AGRICULTURAL CROPS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.034.

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The modern technical development condition is closed due to tough business competitiveness, so the innovative information for teaching students on the best examples of engineering and designing is not available. This is one of the basic reasons that diminish engineering education effectiveness in the field of technical knowledge in modern agricultural production. The scientists of engineering departments work above the solution of this problem and adapt the results into practice-oriented teaching technologies. The example is the development of moisture meter for agricultural crops seeds on the

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Valero, C., A. Krus, P. Barreiro, et al. "97. Teaching precision farming and entrepreneurship for European students: Sparkle online course." In 13th European Conference on Precision Agriculture. Wageningen Academic Publishers, 2021. http://dx.doi.org/10.3920/978-90-8686-916-9_97.

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Cardazzo, Barbara, Giuseppe Radaelli, Angela Trocino, Lucia Bailoni, Edward Taylor, and Monica Fedeli. "Teaching4Learning@UNIPD to promote faculty development at the University of Padua, Italy: the experience of the Agriculture and Veterinary Medicine School." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9363.

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Teaching4Learning@UNIPD started in 2016, and it representes the first step for the University of Padua to foster innovative teaching in response to European recommendations. It encourages faculty to experiment with new teaching strategies; involves students and promotes their active participation in educational activities; de-privatizes teaching; and has progressively increased the number of faculty learning communities. It was initiated by faculty who self-selected to participate and who had a significant inclination to enhance their approach to teaching and learning. The School of Agricultur

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Taechatanasat, Pornchai, Leisa Armstrong, and Prachyanun Nilsook. "Designing a multilanguage blended learning system for Thai agricultural science students." In 2016 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE). IEEE, 2016. http://dx.doi.org/10.1109/tale.2016.7851783.

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Zhao, Lihua, Chaoqing Dai, and Yueyue Wang. "Reform on college physics experiment teaching for engineering students in agriculture and forestry universities." In 2012 7th International Conference on Computer Science & Education (ICCSE 2012). IEEE, 2012. http://dx.doi.org/10.1109/iccse.2012.6295470.

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Xu, Suwen, Chenzhong Jin, Yong Chen, and Yihong Hu. "Cooperation among university, enterprise and local government to cultivate postgraduate students of agricultural professional degree jointly." In 2017 3rd Conference on Education and Teaching in Colleges and Universities (CETCU 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/cetcu-17.2017.45.

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Alonso, Marta Elena, Jose Ramiro Gonzalez Montaña, Juan Carlos Dominguez, and Juan Manuel Lomillos. "Veterinary students´ perceptions of participation in a service-learning activity." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11196.

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Abstract:

Citizens worldwide are increasingly concerned about the animal welfare of farm animals but lack knowledge about animal production systems, as fewer and fewer people have a direct connection to rural environment. Veterinary students these days present low motivation for teaching subjects related to agricultural species because they are more focused on companion animals. The aim of this work was to evaluate the perception of veterinary students about the degree of utility for learing achieve, satisfaction and acceptability of participation on an service-learning activity integrated in a teaching

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