Session moderated by Thomas Paulsen

Presentation 1 - Using a Collaborative Learning Project to Investigate Variability in an Introductory Precision Systems Course    
Dan Witten    
Morningside University    

Research shows that using "High Impact Practices'' in the classroom can improve student performance and retention. The practice of collaborative assignments and projects was used in an Introductory Precision Systems course to promote the understanding of variability to all the students involved.  As part of this presentation participants will be given a chance  to tend to a set of "fields" just as students within the class did. Each field is made up of a deep cell plug tray and a selection of soil samples. In class, student pairs were responsible for making their own "soil" and planting crops within the trays. As different classroom topics such as  variability, seeding rates, irrigation and fertilization were discussed, student groups made application decisions for their "fields". Groups were responsible for tracking all applications and decisions made on their fields. Upon completion of the project, groups presented their findings. These findings included; observations about how variability was observed across the soil types, and how variable application methods affected yields. Students were asked to create "prescription layers" to demonstrate their understanding of the material discussed in class and reflect upon how using precision technology systems can improve yields while being environmentally friendly. This idea allowed students to collaborate and draw conclusions but participants encountered issues including over application of fertilizer and water within their plots. Anecdotal Student interviews yielded many positive comments. Plans are being made to improve the project next year through the implementation of more addition of precise georeferencing and land measurements that will correlate to their plots.

Presentation 2 - Using Open Pedagogy to Create an Open Educational Resource Textbook: The Case of an International Agriculture Textbook    
Melanie Miller Foster    
Pennsyvania State University    

Recognizing the need for an accessible introductory level textbook in global agricultural development, faculty members at Penn State University set out to create a new textbook to address many ecological, economic, and social factors influencing global agriculture and food security. This study explores the case study and highlights the opportunities and challenges found by faculty members developing an Open Educational Resource utilizing Open Pedagogy. In order to promote accessibility and reduce costs for students, the editors chose to utilize an Open Educational Resource text which would provide the available for free online to students and universities anywhere in the world.  A secondary objective was to provide an opportunity for contributions from graduate students. The editors incorporated an Open Pedagogy approach with graduate students contributing chapters to the textbook as part of the class assignment in order to reach this objective. This presentation will highlight the opportunities found throughout this project including resources identified to host the textbook, identifying other open source resources to incorporate into the textbook, and pursuing financial support for copy editing. Challenges included varying participation and quality of contributions from graduate student authors. Participants in this session will gain theoretical and practical insights into the design, structure, and implementation of an Open Educational Resource and Open Pedagogy project.
 

Presentation 3 - Controversial Case Study (GM) Positively Affected Critical Thinking Disposition    
Mary Mahan    
Tennessee Tech University    

Previous studies have shown that critical thinking dispositions such as cognitive maturity and engagement influence development of critical thinking skills. Cognitive maturity is a learner's bias awareness and acknowledgment of outside influences. Engagement is a learner's willingness to participate and anticipate good reasoning skills events. Literature suggests that introducing a controversial case study and discourse positively affects critical thinking dispositions and skill development. A case study from the National Center for Case Study Teaching in Science, The Tainted Taco Shell, was used as the foundation for a genetically modified organism (GM) activity in an introductory plant science laboratory in fall 2022. This project allowed students to read research articles, develop an intimate understanding of primary GM concerns, and teach their peers. At the end of the semester, students (n=38) provided qualitative reflections about their experiences. We analyzed their responses using an open coding methodology to identify emerging themes, and if they relate to critical thinking dispositions. Students indicated that introducing a controversial case study enhanced their ability to consider other perspectives through incorporating new perspectives (60.5%), hearing both sides (23.7%), understanding that multiple correct answers are possible (15.8%), and that credibility is vital to this process (13.2%). These responses are indicative of development of cognitive maturity. The GM activity aided students' ability to think through complex issues by improving their understanding of the required effort (34.2%), challenging their thought process (28.9%), and making them apply their knowledge (31.6%), indicators of increased engagement. Discourse improved their perception of plant science as a field as students reported it was more complex and useful than originally thought (26.3%), allowing them to perceive greater applications of the material (21.1%). Therefore, incorporating a controversial case study in agriculture classrooms positively affects introductory students' critical thinking dispositions which in turn impacts development of critical thinking skills.
 

Presentation 4 - Mitigating Cheating While Using Publisher-offered Assessments    
Cheryl Wachenheim    
North Dakota State University    

Principles of Real Estate is offered asynchronously. The publisher's learning management system used (Connect) offers questions for inclusion in assignments and exams. Questions can be used as written or edited, or an instructor can write their own. Students complete four hourly exams and a final exam, cumulatively comprising 45% of the course grade. During the first semester offering, all exams used pre-built questions from the publisher-offered test bank. Average exam scores neared 90%. A quick investigation revealed that all test bank questions (and answers) were readily available on the Internet. This research was conducted to test the effect of editing publisher-offered questions on student performance and inform future course design. To mitigate this form of cheating, for the last two hourly exams and the final exam of the second offering, the instructor edited existing test bank questions to be unsearchable. The first-two exams used pre-built questions. Average exam performance fell two full letter grades for the last two exams (with instructor-edited questions) (p<.000). Percentage on the final exam decreased 22.1% points from the initial course offering (P<.000). We concluded that, despite clear instructions to the contrary, students were referencing test bank questions online during exams.  The proposed presentation is intended to generate and host participant discussion. Widespread availability of assessment materials corresponding with an increase in courses offered online or including an online testing option has created conditions conducive to cheating. Technology has offered various solutions such as use of screen and student capture videos. The intent is that discussion during this session will include audience sharing of their experiences with these solutions and of other strategies on how to mitigate unauthorized behavior during online assessment or otherwise redesign online assessment for large classes.