Workshops at the 2004 UENR

Course Assessment in Problem-Based Learning Courses using Formative, Qualitative Measures

Larkin A. Powell — Mon, 15 Mar 2004 09:00:00 PST

Active learning methods such as problem-based learning provide means to focus learning experiences on course objectives. Using course assessment, instructors improve their ability to provide opportunities for students to become more effective learners. At the conclusion of a course, instructors must determine if students met the learning objectives for the course. Did students increase their knowledge base and skill level because of their learning experiences in the course?

Creating an International Partnership for Forestry Education (IPEE)

Rebecca L. Johnson et al. — Mon, 15 Mar 2004 10:00:00 PST

Representatives from four major universities (Australian National University, University of British Columbia, Oregon State University, and Yale University) and the Food and Agriculture Organization (FAO) are actively assessing the need for, and potential structure of, a new International Partnership for Forestry Education (IPFE). Recent meetings at the XII World Forestry Congress helped refine the mission and expand the partnership to include representatives of universities and other institutions with educational missions from across Europe, Africa, South America, and Southeast Asia. Start-up funds from the World Bank have been used to help develop pilot projects directed at improving forestry and natural resources education around the world.

Modeling Interactive Skills: Assessing Student Learning Outcomes And Pre-Professional Development in Forestry

Jan Thompson et al. — Mon, 15 Mar 2004 11:00:00 PST

In response to demands from natural resource employers who desire new employees with critical thinking and problem-solving skills in addition to strong professional and interactive skills, some forestry and natural resource degree programs include such abilities as part of their student learning outcomes. Use of cooperative, collaborative, and interactive learning approaches in college classrooms often increases student competence in both critical thinking and interactive skills, and enhances students’ success in the workplace after graduation. Opportunities for students to learn and practice interactive skills can be provided in a purposeful and progressive sequence embedded in both single courses and across curricula. Incorporating this approach requires effort by instructors to design activities that assist students in developing important technical skills and knowledge while practicing interactive skills with both their peers and instructors. We have used learning theory and classroom research over a six-year period to construct a novel approach to pre-professional development for students in our forestry program.

Faculty Members as Course Co-Convenors with Students: Jointly Creating a Complex Ecology for Learning Communities in Natural Resources and Agriculture

Shari L. Dann et al. — Mon, 15 Mar 2004 13:00:00 PST

How can we, as student and faculty scholars together, delve into the complexities of issues along the natural resources/agriculture interface? How can we think deeply about such topics as urban sprawl, food production and culture, or globalization? Then, how do we take our thinking and our dialogue further, so that we make thoughtful choices about both our professional and personal lives? The Liberty Hyde Bailey Scholars Program offers one model. The declaration of this program states that we are “a community of scholars dedicated to lifelong learning.”

Trading Places: Learning From the Student Perspective

Lindsay R. Bodner et al. — Mon, 15 Mar 2004 14:00:00 PST

A unique opportunity exists within Michigan State University for undergraduates to be valued members of a community of student and faculty scholars dedicated to lifelong learning. With the motto, “college is a journey, not a guided tour,” the Bailey Scholars Program encourages students to take charge of their learning, with plenty of assistance and resources available. The program offers students a chance to tailor their education or degree toward particular interests. Bailey provides a comfortable environment to learn however is appropriate for the topic, creating a space where scholars become interdependent and gain a sense of community. Many of the core classes involve field trips, guest speakers, projects, and discussions developed by the students. Along with the actual learning experiences, the student scholars within a class determine assessment and evaluation. Classes are generally small, bringing students and conveners together at a round table. In the first of three core classes, there is a chance for student conveners to facilitate in the course. The role of a student convener is similar to that of faculty conveners. Student conveners experience the ideal practice of peer leadership; the confidence gained from being a valued member of the convener community can encourage student scholars to take the lead and initiate ideas and conversation without dominating class dynamics.

Using Problem-Based Learning in Natural Resources Curriculum to Promote Critical Thinking

Mark R. Ryan et al. — Mon, 15 Mar 2004 15:00:00 PST

Our workshop will model the use of problem-based learning (PBL) to enhance higher- order thinking skills and promote content retention. After a brief introduction to the process and benefits of PBL, we will guide attendees through a problem case. Our Urban Deer Management case will allow participants to experience firsthand how PBL promotes critical thinking.