Dialogue in an International Agricultural Development Introductory Course

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Autor/in	Crump, Amanda
Titel	Dialogue in an International Agricultural Development Introductory Course
Quelle	(2018), (132 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, University of California, Davis
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4386-2740-6
Schlagwörter	Hochschulschrift; Dissertation; Agricultural Education; Introductory Courses; Economic Development; Global Approach; Thinking Skills; Curriculum Development; Critical Thinking; Homework; Teaching Methods; Small Group Instruction; Undergraduate Study; Undergraduate Students; College Faculty; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Einführungskurs; Wirtschaftsentwicklung; Globales Denken; Denkfähigkeit; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kritisches Denken; Hausaufgabe; Teaching method; Lehrmethode; Unterrichtsmethode; Grundstudium; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	As an instructor of international agricultural development, I view my job as helping students navigate the ethical and controversial landscape of international development as they prepare for employment. Previously, in many of my courses, I taught as many postsecondary instructors do. My classes were lecture-style where students were expected to listen to me, write down the things I said, and then present my ideas back to me in assignments. Not only was this format unsatisfying to me as an instructor but rarely did it elicit higher-order thinking from students (Whittington, 1995). Therefore, after teaching an undergraduate introduction to international agricultural development course for four years, I redesigned the course. I stopped lecturing in class. Instead, I assigned the lecture material as homework and moved the activities that students would have done at home to the classroom. In class, students performed activities, engaged in small-group and whole-class discussions, made presentations, designed new international agricultural development projects, and much more. The redesign was loosely based on the flipped classrooms created initially for secondary instruction (Berrett, 2012). The goal of a flipped classroom is to create a better learning experience for all students (Sams & Bergmann, 2013). The purpose of this dissertation research is to understand how, if at all, my redesigned course impacted higher-order thinking of the students and how, if at all, effective the redesign was. I will use what I uncovered to improve my own class and transfer this knowledge to other international agricultural development instructors. In the first chapter, I conducted a qualitative analysis of students in this course who were majoring in international agricultural development. I wanted to understand how the students navigated and challenged international development ideologies. These students improved in their ability to talk about international agricultural development but only the older students were proficient in thinking critically and challenging ideologies. Recommendations from this study are to incorporate lessons and practices focused on critical thinking and reflection into the course so that younger students acquire those skills and older students refine theirs. A fairly new topic for me to teach was inclusion of people living with disabilities in international agricultural development projects. When it was condensed into a lecture, this topic felt meaningless to me. Because this topic is important, when I redesigned the course, I devoted more time teaching students about working with people with disabilities. In the second chapter, I use a case study approach to understand how the students and I discussed people living with a disability and their inclusion in development projects. This research illustrates that these students viewed people with disabilities as being too difficult to design programs for, which is in stark contrast to what I had intended them to learn. This study shows that it is important for conversations about people with disabilities to be included in international agricultural development courses. If these conversations aren't being had, there is a risk of further exclusion of people with disabilities from development projects. Finally, because I was redesigning a course for the first time, I sought the help of a critical friend. A critical friend is someone who can provide support to an instructor while asking challenging questions (Costa & Kallick, 1993). While the use of critical friends in instruction is not novel, it is rare for two new researchers to use the critical friends approach to improve their research and their instruction (Foulger, 2010). In the third chapter, I analyzed the effectiveness of my critical friend's feedback and described the impact she had on my research and instruction. This study illustrates the effectiveness of a critical friend and suggests ways to improve this approach for doctoral students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01