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Although small in scope, this study attempted to analyze the impacts of primary sources and field trip experiences on multicultural education through first-hand narrative interviews, one year after the experience. In particular, it assessed the recollections of students who participated in a one-half-day field trip to George Washington Carver National Monument, a site devoted to a multicultural message. In an attempt to learn as much as possible related to long-term memories of multicultural content associated with the use of primary sources and field trips, the researchers utilized a qualitative approach. Past literature has supported the notion that interview techniques can be more effective than experimental methods for gaining a detailed picture of recall. Two major themes were identified relating to the long-term recollections of the students on the field trip at the George Washington Carver National Monument: (1) Recollections were influenced by occasions which incorporated action and involvement, and (2) content information was retained by all students participating in the study. The results support the usefulness of primary sources in an interactive field trip experience to promote multicultural content and tolerance. Within this study, in particular, the notion of compassionate tendencies toward George Washington Carver prompts a tremendous need for further inquiry into the long-term impacts of other field trips that attempt to convey multicultural messages.

Service learning with ecological restoration projects can positively affect participants' attitudes, behaviors, and learning, but little is known about the longevity of these effects. Furthermore, urban green spaces are an understudied, yet increasingly important, context for eco-restoration service learning. This study examined the persistence of student outcomes of eco-restoration service-learning experiences in an urban woodland. Undergraduate courses from the Departments of Biology and Recreation, Park, and Tourism Studies at Indiana University partnered with the Bloomington Urban Woodlands Project (BUWP) to restore native woodland habitat and conduct public outreach. Phenomenological analysis of student interviews demonstrated that service-learning experiences improved learning outcomes and encouraged and reinforced pro-environmental attitudes up to 14 months later. Results also demonstrate the applicability of an environmental interpretation behavior change model to college-level instruction.

This study examined free time motivation and physical activity in 68 middle school children from a rural public school system (N = 24) and a private school located in the same area of the Midwest (N = 44). Results indicated that free time motivation did not explain variability in physical activity behavior during free time or while students were in school (p greater than 0.01). A school (private vs. public) x gender comparison indicated that males had higher activity levels than females during free time and while in school, F(1, 67) = 8.43, p less than 0.01, Eta2 = 0.12 and F(1, 67) = 27.59, p less than 0.01, Eta2 = 0.30. There were no differences between public versus private school participants (p greater than 0.05) on free time minutes of MVPA. Males from the study participated in 56 minutes per day while wearing activity monitors, approximating the 60 minutes recommended by health experts, t = -1.028, p greater than 0.05, n = 30. Female values were significantly below this Department of Health and Human Services recommendation at 32 minutes per day, t = -7.31, p less than 0.01, n = 38. (Contains 2 tables and 1 figure.)

The focus of the current study is to better comprehend the long-term impacts of interpretation programs at a historical site. The authors used a mixed methods research approach to uncover and explore both the immediate impacts of the experience as well as the long-term information that was retained 6 months following attendance of the short duration program. The findings support previous research in interpretation and suggest that a direct connection to the resource promotes long-term retention of tour topics. This study uses pre- and postquestionnaires, in-depth and informal interviewing, observations, and the synthesis of qualitative and quantitative data to investigate the phenomenon. (Contains 4 tables and 1 figure.)

Using phenomenological analysis, the authors examined the long-term effects of an environmental education school field trip on fourth grade elementary students who visited Great Smoky Mountains National Park. The authors' findings suggest that one year after the experience, many students remembered what they had seen and heard and had developed a perceived proenvironmental attitude. The authors discuss the phenomenological analysis, cite interviews with students, and draw conclusions on the effect of the field trip.

In 2005 an existing undergraduate course in project management was converted from face-to-face mode to wholly online mode. Wholly online mode means that there are no face-to-face classes at all, and all teaching and learning is facilitated through an online environment. The revised project management course was designed with an underlying problem-based learning (PBL) pedagogy and used a simulated, fictitious telecommunications company, United Enterprises (UE), as a case study learning resource. The students worked in virtual teams to complete online learning activities and to solve authentic project management tasks for UE. Employees of UE were available online to provide direction and answer further questions about the tasks. The overall research study used an action research methodology in which feedback was elicited from two groups of stakeholders involved in the project management course--students and teaching staff. The feedback was used to plan, develop and implement the new Information Technology (IT) Professional Practice course. This paper reports on the findings of three anonymous student surveys that were conducted after each of the main project management topics and tasks were completed. The surveys sought feed- back in a number of areas. However, the feedback reported here relates specifically to student opinions about their experiences of working in virtual teams within the learning environment. Other aspects of the research, including student perceptions of UE and feedback from the teaching staff, are not reported here. Across the three surveys, most students indicated that they valued the opportunity to discuss various aspects of the course with peers and teaching staff online, and to interact with real-life employees of UE. Although discussion forums were the prescribed method for communication other forms of communication such as email, chat and face-to-face meetings were also used. According to the students, the best things about online group work were that it provides the flexibility of time and place; it allows communication and participation to be recorded; and is an "efficient" way of working. The worst things about online group work were that communication is more difficult and that team members leave participation and submission to the last minute. While up to 15 percent of students did not like the experience of online group work at all, overall students were generally satisfied with this style of learning and enjoyed the experience of working collaboratively within a virtual team. The research has highlighted a number of areas where improvements can be made to the student experience of working in virtual teams. These improvements will be adopted in the development and delivery of the new course as part of the action research study. (Contains 2 tables and 10 figures.)

To gain the full educational benefits of the major new investments in corporate technologies supporting online teaching and learning it is argued that a strategic, systems based approach to academic professional development (APD) is required. Such an approach requires a clear view of the key areas of potential and enduring teaching and learning benefit which can be realised from online developments, including an understanding of the changing role of the academic teacher in higher education, the identification of the desired professional capacities to educate online, and the implementation of a number of coordinated initiatives to develop these professional capacities in order to engage constructively with the learning and technology opportunities. Based on previous work, we propose a 6[superscript three] model of Academic Professional Capacities Development for effective APD of online teaching and learning. The model can help inform the actions of policy makers, executives and practitioners in ways that promote an authentic learning organisation. (Contains 3 figures.)

Cognitive apprenticeship involves modeling of a task by an expert, learner performance and reflection with coaching, internalizing, and generalizing. It is effective because knowledge is created and made meaningful by the context in which it is acquired. (SK)

It is a difficult time to be a farmer, particularly in the midwestern US, where a slow-moving farm crisis has been brewing. In recent years farmers have faced multiple socioeconomic threats such as a trade war with China, industry consolidation, and decreasing farmgate prices, as well as multiple environmental threats, including flooding and drought. We analyze farmers' assessments of these concurrent risks and their relationship to stress and farm exit, through a mail survey of 210 soy and dairy farmers in Indiana. On average, environmental threats are perceived as less of a threat to farmers than to immediate socioeconomic threats such as the trade war and, more importantly, long-run economic issues such as price decline and consolidation. We find evidence that farm exit is largely determined by farmer identity, perspectives on the trade war, and stress. The ongoing trade war with China is a key source of stress for soybean farmers and federal payments from the Market Facilitation Program are unlikely to stem farm exit. Addressing the farm exit problem and mitigating the current farm crisis necessitates greater attention to how policies, indirectly lead to farm exit through stress. • We analyze farmers' decisions to exit farming. • Farm exit is largely driven by perceived stress. • Environmental shocks pose less of a threat to farmers than economic shocks. • Market Facilitation Program payments are unlikely to stem farm exit. • The US-China trade is a key source of stress for farmers. [ABSTRACT FROM AUTHOR]

A survey of adult educators asked how they design and implement programs. Answers ranged from a single approach to selection from a set of alternatives according to the situation. Synthesizing the descriptions, the author developed a model that presents the focal point and factors common to situational-specific approaches used in adult and continuing education. (CH)

Offers a brief overview of civil rights activism in the United States, with particular regard to civil rights within the realm of education. Suggests that teachers have a responsibility to help young people build good images of themselves and to make them aware that cultural, racial, and sex differences can be viewed in a positive light. (DB)

The author looks back on the early days of the civil rights movement and recreates the tension and fear of that time for young Blacks. He describes the first freedom ride to Jackson, Mississippi, where White supremacy still ruled, and the courage it took to challenge segregation injunctions backed by mobs. (PP)