Belanger, Kelly - University of Wyoming, krbelang@uwyo.edu
"Professional and Workplace Writing"

This workshop addressed strategies for handling a range of writing situations. Participants enhanced strategies for effective written communication-- skills participants could pass on to students and use themselves in professional settings. The workshop focused on topics such as analyzing communication situations, building goodwill, adapting messages to audiences, making your writing easier to read, dealing with difficult persuasive situations, and writing effective informative messages such as memos, letters, and emails.

O’Rourke, Pat – University of Illinois, porourke@ilstu.edu
"Case Studies and Other Simulations"

Management decision simulators are tools that may be used to train/educate individuals in the skills of management. Participants in this workshop learned to use an agribusiness management simulation [dynamic case] that was Web-enabled and may be used in an asynchronous distance education mode in teaching agribusiness management courses/topics. The ProStar+ simulation creates an effective medium for learning more about the complexity of managing a business such as a retail farm supply dealership. In
addition to learning about the simulation, participants learned about its function within the classroom.

The ProStar simulation may be used in classroom or distance learning college courses.  It may also be used to train industry management personnel in either synchronous or asynchronous modes.  Those interested in a demonstration should contact the author at porourke@ilstu.edu.


Palmquist, Mike – Colorado State University, mike.palmquist@colostate.edu
"Using Technology to Support Writing in the Disciplines"

This workshop provided an overview of key instructional concepts in writing in the disciplines, and provided an overview of the key technologies available to support writing in the disciplines, including network communication tools, document production tools, course management systems, and database-driven instructional Web sites. It also introduced participants to key Web-based resources available to support writing in the disciplines, including the WAC Clearinghouse, and introduced participants to a database-driven, multimedia instructional Web site for writing in agriculture: the Writing in Agriculture Room in Colorado State University’s Writing Studio

Conference Presenters

Adkison, Stephen and Keith Comer – Idaho State University,
adkistep@isu.edu; comerkei@isu.edu
"Engaging Critical Thinking through Goal-oriented Writing: Discipline-specific Assignment Design"

A hands-on session for faculty interested in using focused writing assignments to encourage conscious and reasoned inquiry in their classrooms. The goal of this session was for participants to develop sound and individualized techniques for improving student thinking and writing in their courses and to engage in the larger dialog concerning teaching and learning within and across the disciplines.

Barrick, Kirby– University of Illinois, kbarrick@uiuc.edu
"Using Problem-Solving To Teach Critical Thinking"

Problem-solving is a teaching technique that can be used to teach content while teaching students to think critically, reason, and make informed decisions. The goal of this session was to teach participants five problem-solving methods and help them develop the ability to identify situations in their content area where problem-solving techniques can be used appropriately.

Bean, John - Seattle University, jbean@seattleu.edu
"Writing Assignments as ill-defined problems: Promoting students' growth as critical thinkers, communicators, and practicing professionals in agricultural and food science"

This plenary workshop included an overview to Writing Across the Curriculum, general theories for teaching critical thinking, a discussion of writing assignments as ill-structured problems, and ten easy to use strategies for designing short writing/thinking tasks.

Calkins, Chris R. – University of Nebraska, ccalkins1@unl.edu
"Interactive Student Journals to Promote Critical Thinking and Stimulate Learning"

Interactive student journals serve multiple purposes in an upper level undergraduate course. Students are required to prepare a journal entry each week, which consists of some printed matter from the discipline. Newspaper articles, trade publications, internet stories, journal articles, and promotional/advertising materials have all been used to satisfy the assignment. Each entry must include a copy of the material and address: a) student reaction to the information b) identification of questions which might arise in the student c) how the information might be flawed/biased, and d) the potential impact of the issue or article on the discipline. The intent is to get students to interact with current issues in the field and to provoke critical evaluation of printed media. Journals must be brought to each class and the instructor frequently asks students to write in them during class. This prompts students to synthesize the information that has been presented in class and to re-connect with the instructor if their attention is drifting. Journals are graded on a +/- system to encourage a free-flow of thought. Other, structured writing assignments address the important issues of grammar, spelling, structure and thought within written communications. The instructor often responds to questions raised by the students and uses the journal as a way to communicate directly without the formality of a face-to-face meeting. Students therefore remain connected to the course throughout the semester, develop their knowledge of current issues, and enhance their critical thinking skills.

Condon, Bill, Lori Carris and Vicki McCracken - Washington State University bcondon@wsu.edu; carris@wsu.edu; mccracke@wsu.edu
"Fostering Student Critical Thinking and Writing in the College of Agriculture and Home Economics: Student Access, Teaching Excellence, and Departmental and College-level Reform"

Diebel, Penelope – Oregon State University, penny.diebel@eou.edu
"Learning to be a Writer, Again: Lessons from the Oregon Writing Project Summer Workshop"

The presenter shared experiences from the Oregon Writing Project Summer Workshop including writing as learning, making better writers…not better papers, expectations of ESL writers, and whether the best teachers of writers are writers themselves. The presenter’s plans for changing writing assignments and grading practices and overall perspectives of writers were described.

Ehrhart, Bob– Oregon State University, bob.ehrhart@orst.edu
"Developing Critical Thinking in Distance Courses"

The growth of distance education programs offers new challenges and exciting opportunities. One of these challenges is encouraging students to think critically about issues when they are not physically located with either instructor or classmates. Techniques to overcome these challenges include papers requiring analysis, interactive discussions using electronic media, and directed field exercises.

Hamilton, Lynn– California Polytechnic State University, San Luis Obispo campus, lhamilto@calpoly.edu
"Off to a Good Start: Developing Writing and Critical Thinking Skills in Agri-business 101"

Agribusiness 101 has typically been a principle of agribusiness course, taught primarily with lectures and assessed via midterms, quizzes, and finals. We have recently created a series of writing assignments on agribusiness topics to encourage students to improve their writing skills, and to allow students to receive feedback early on in their college careers regarding their writing abilities.

Hastings, Steven E. – University of Delaware, hastings@udel.edu
"Using Problem-based Learning Techniques to Develop Thinking and Writing Skills in a Natural Resources Management Curriculum"

NRM is a relatively new interdisciplinary major in the College of Agriculture at the University of Delaware that has attracted very high quality students. This presentation included a discussion of problem-based learning techniques recently introduced into courses in statistical research methods, environmental law, community economic development, and a senior capstone course.

Holland, Allison Denman–University of Arkansas at Little Rock, adholland@ualr.edu
"Sowing the Seeds of Understanding: Improving Student Composition Skills with Exploratory Writing"

Activities included a discussion of potential writing assignments to improve writing at all stages. These assignments were designed to produce high interest, high quality essays. Participants brainstormed topics of interest to students in their respective areas of the country that could both stimulate student thinking and lead to the overall improvement of student writing in an academic environment.

MacDougall, Neal– California Polytechnic State University, San Luis Obispo campus, nmacdoug@calpoly.edu
"Using University Resources to Assist in the Improvement of Writing in the Classroom: A Look at Agricultural Colleges in the Western United States"

This presentation reviewed the various levels of resources available to aid faculty in promoting better writing in class. Beginning at the course level and working up to the Western Ag university level, the presentation focused on straightforward strategies and goals to begin a progressively more sophisticated use of writing resources.

Martin, Robert & Rebecca Burnett – Iowa State University, drmartin@iastate.edu; rburnett@iastate.edu
"AgComm: Establishing a Successful College-wide Communication-Across-the-Curriculum program at ISU"

The session explained the history, structure, and operation of the AgComm program. Participants explored a variety of constructs that contribute to CAC programs. These include specific communication tools and strategies could be used in technical agriculture courses to help students better learn the knowledge and skills in agriculture and communicate more successfully as professionals.

McLeod, Don, Carl Olson and Ed Bradley– University of Wyoming, ebradley@uwyo.edu; dmcleod@uwyo.edu
"Structure and Effectiveness of a Capstone Course"

Undergraduate writing often lacks incentives and professional immediacy for quality performance. Capstone project courses can achieve many of the following: Writing that requires the student to draw on the curriculum and learned skills of the major; Major-specific writing that provides a transition into one's profession; and development of profession-related communication skills where project analysis is documented and defended. It provides sequential task-specific assignments that increase student familiarity with topic and in turn improves the writing quality. Instructors are then able to address critical thinking issues and in turn the attendant writing in a piece-wise fashion. Instructors are able to be efficient evaluators while students build to a satisfying final outcome: a paper indicating their problem solving and communications skills.

Click here for McLeod's Power Point presentation.

Nelson, Jane - University of Wyoming, jnelson@uwyo.edu

Providing feedback to students on their writing is an essential part of teaching. In this workshop, participants were alerted to several principles about providing feedback (written and oral) that could assist them in providing real help to student writers.

Park, William– University of Tennessee and Kurt Stephenson, Virginia Tech, wpark@utk.edu; kurts@vt.edu
"Use of Games and Simulations for Teaching Economic Concepts and Principles in Natural Resource Management and Environmental Policy Analysis"

Participants reviewed the variety of classroom games and simulations that address issues related to natural resources management and environmental policy options. They also learned general guidelines for increasing the effectiveness of this instructional approach. A pollution allowance trading game used by the authors was demonstrated.

Polito, Tom and Dave Roberts – Iowa State University, tpolito@iastate.edu; droberts@iastate.edu
"Your English Department Agreed to do What?: The Integration and Agronomy 356 & English 309"

This workshop described leading-edge work in two major movements in higher education: Communication Across the Curriculum (CAC) and Learning Communities (LC). Faculty in disparate fields can work together to connect courses students normally experience in isolation. The LC described can serve as a model for other "content" and "communication" collaborations.

Reynolds, Carl & Carol Bryant – University of Wyoming, aged@uwyo.edu; bryantcj@uwyo.edu
"Questioning is Your Friend"

Questioning is one of the most natural ways to stimulate inquiry, inquisitiveness, and critical thinking about a problem or situation. During this workshop, examples were demonstrated to illustrate strategies increasing students’ critical and creative thinking through questioning. Tools were provided to participants to facilitate the implementation of improved questioning techniques.

Ryan, Mark & Josh Millspaugh – University of Missouri, millspaughj@missouri.edu; ryanmr@missouri.edu
"Using Problem-based Learning to Promote Critical Thinking in Undergraduate Courses"

This workshop modeled the use of PBL to enhance higher-order thinking skills. A variety of active learning strategies (e.g., writing-to-learn, collaborative learning, peer-teaching, active lectures, discussion, use of internet resources) can be used within the PBL teaching format. An Urban Deer Management case allowed participants to experience PBL firsthand.

Seville, Scott— University of Wyoming, sseville@uwyo.edu
"Portfolio and Group Projects to Enhance Student Writing and Critical Thinking Skills"

Two semester-long activities to enhance student learning and critical thinking were discussed. The first was student portfolios that aid study. The second was a collaborative, peer-reviewed writing project. Instructor and student perceptions of the effect of these activities on student learning were reviewed.

Sherline, Ed – University of Wyoming, sherline@uwyo.edu
"Teaching Critical Thinking: Synthesizing Skills and Attitudes"

This presentation argued that teaching critical thinking should emphasize both the development of logic and argument skills and the development of attitudes such as open-mindedness and fair-mindedness. It provided some resources for teaching the logical skills as well as an inventory of the basic skills needed for understanding and evaluating arguments. In promoting the development of open and fair-mindedness, the presentation emphasized the use of open questions, and provided a list of questions with an eye to disciplines in agriculture. Finally, tips and activities for promoting open- and fair-mindedness were shared.

Shuck, Gail – Boise State University, gshuck@boisestate.edu
"‘On a Chain of Hopes, that’s where I belong’: Poetry in a Second Language"

This presentation focused on an assignment that asked students in an ESL class to describe where they were from – in the form of a poem. A number of students’ poems revealed far higher literacy levels than the traditional focus on grammar would allow us to notice.

Smith, Greg – Higher Education Programs, USDA, gsmith@reeusda.gov
"Federal grant writing: Tips for Improving your Proposal and your Classroom"

Is submitting a proposal for federal assistance like taking a shot in the dark? The purpose of this workshop was to shed light on what reviewers look for in a successful proposal, and clarify some common grant terms and procedures. Information on USDA’s Higher Education Challenge Grants Program (supporting this conference and teaching improvements throughout the nation) were included. Also, the new government E-Grant process was discussed. Tips to improve writing and classroom instruction were reviewed.

Sowell, Bok and Jan Bowman – Montana State University, bok@montana.edu; jbowman@montana.edu
"Written Assignments to Improve Critical Thinking"

This paper presentation described two types of problem-based learning assignments to improve critical thinking. The first assignment mimicked the most common problems presented to livestock extension specialists in Montana. Students are given a scenario and asked to find a plausible solution. These assignments were repeated bi-weekly and solutions were discussed in class. The second set of writing assignments recreated common range management questions and asked students to formulate solutions. Both assignments stressed using the scientific literature to solve problems. Information sources were reviewed and format was discussed initially. Feedback was provided on an individual and group basis when students selected materials and prepared drafts. Most of the subsequent class time was spent discussing how students can use critical thinking skills and research to solve problems.

University of Wyoming Writing in Agriculture Guild, wangberg@uwyo.edu
"Curricular Changes: Two Departments’ Efforts at Improving Student Writing"

This panel discussion emphasized initiatives that have been undertaken by the Department of Agricultural and Applied Economics and the Department of Family and Consumer Sciences in the College of Agriculture at the University of Wyoming. Specific topics included writing in capstone courses, ePortfolio documentation of skills and competencies by students, consistency in faculty feedback of student writing, curriculum evaluation strategies, and curriculum revision.

Williams, Karen Cachevki - University of Wyoming, cachevki@uwyo.edu
"On the Same Page: Faculty and Student Perceptions of Writing"

This paper presented findings of a study conducted with faculty and students in the departments of Agriculture and Applied Economics and Family and Consumer Sciences at the University of Wyoming. Methodology of the study included faculty focus groups, student interviews, and artifact analysis. Comparisons of faculty and student perceptions of writing, feedback, and curriculum were described in the paper, as well as curricular changes that resulted from the research.

Wilson, Tom– University of Arizona, twilson@ag.arizona.edu
"Introduction to Environmental Science – A Case Study of Critical Thinking Strategies and the Development of Technical Writing Skills"

The Introduction to Environmental Science course (NATS 101) at the University of Arizona introduces lower-division college students to relationships between human societies and natural systems. It also encourages the development of critical thinking and technical writing techniques. This interactive presentation showed how these students developed critical thinking strategies by evaluating various websites, and how they used assigned lab reports to develop technical writing skills.

Evans, Ross, Teresa Nelson, Laci Witowski - University of Wyoming, rostifer@uwyo.edu; tnelsonwyo@hotmail.com; lace@uwyo.edu

A conference on student writing and critical thinking would be incomplete without student participation and input. Therefore this panel, comprised of three undergraduate students from the food and agricultural sciences, was organized. Each student offered a personal story and perspective on learning to write and to think critically. Each commented on academic experiences that were beneficial in developing these skills. The students offered individual perspectives on what may be missing or what may have need improvement if they were to optimize their learning.