Journal of Agricultural Education, 60(1), 14-40 https://doi.org/10.5032/jae.2019.01014Journal of Agricultural Education14Volume 60, Issue 1, 2019State Wide Self-Assessment of General Program Standards for Agricultural Education

Kelsey Sands; Adam Sacquitne; Scott Smalley; Michael Retallick

doi:10.5032/jae.2019.01002

Journal of Agricultural Education, 60(1), 14-40 https://doi.org/10.5032/jae.2019.01014Journal of Agricultural Education14Volume 60, Issue 1, 2019State Wide Self-Assessment of General Program Standards for Agricultural Education

Journal of Agricultural Education ◽

10.5032/jae.2019.01002 ◽

2019 ◽

Vol 60 (1) ◽

pp. 14-40

Author(s):

Kelsey Sands ◽

Adam Sacquitne ◽

Scott Smalley ◽

Michael Retallick

Keyword(s):

Agricultural Education ◽

Self Assessment ◽

Program Standards ◽

General Program

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State Wide Self-assessment of General Program Standards for Agricultural Education

Journal of Agricultural Education ◽

10.5032/jae.2017.01014 ◽

2019 ◽

Vol 60 (01) ◽

Author(s):

Kelsey Sands ◽

Adam Sacquitne ◽

Scott Smalley ◽

Michael Retallick

Keyword(s):

Agricultural Education ◽

Self Assessment ◽

Program Standards ◽

General Program

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The Road to Recovery #5: Self-Assessment of Virtual Facilitation to Build Trust

EDIS ◽

10.32473/edis-wc388-2021 ◽

2021 ◽

Vol 2021 (2) ◽

Author(s):

Colby Jordan Silvert ◽

Cody Gusto ◽

John Diaz ◽

Glenn Israel

Keyword(s):

Agricultural Education ◽

Self Assessment ◽

The Road ◽

Short And Long Term ◽

Extension Professionals

This fifth publication in the Road to Recovery series discusses how Extension professionals can evaluate techniques to build trust when facilitating virtual programming. Specific recommendations are provided addressing concerns about short- and long-term virtual trust, inclusion techniques, Zoom fatigue, and cybersecurity. This new 5-page publication of the UF/IFAS Department of Agricultural Education and Communication was written by Colby Silvert, Cody Gusto, John Diaz, and Glenn Israel.https://edis.ifas.ufl.edu/wc388

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Student self-assessment in dental technology

Journal of Dental Education ◽

10.1002/j.0022-0337.1973.37.9.tb00731.x ◽

1973 ◽

Vol 37 (9) ◽

pp. 19-21 ◽

Cited By ~ 4

Author(s):

PR Geissler

Keyword(s):

Self Assessment ◽

Dental Technology

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Outcomes: Promoting Reflective Practice Using Performance Indicator Questionnaires

Perspectives on Administration and Supervision ◽

10.1044/aas20.2.64 ◽

2010 ◽

Vol 20 (2) ◽

pp. 64-70 ◽

Cited By ~ 2

Author(s):

Mary Pat McCarthy

Keyword(s):

Clinical Education ◽

Performance Indicator ◽

Clinical Skills ◽

Self Assessment ◽

Clinical Practicum ◽

Self Reflection ◽

Healthcare Settings ◽

Language Pathology ◽

Traditional Performance ◽

The University

This article details the process of self-reflection applied to the use of traditional performance indicator questionnaires. The study followed eight speech-language pathology graduate students enrolled in clinical practicum in the university, school, and healthcare settings over a period of two semesters. Results indicated when reflection was focused on students' own clinical skills, modifications to practice were implemented. Results further concluded self-assessment using performance indicators paired with written reflections can be a viable form of instruction in clinical education.

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Students Involvement in Multilingual and Multicultural Community Services

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds22.2.77 ◽

2015 ◽

Vol 22 (2) ◽

pp. 77-89 ◽

Cited By ~ 2

Author(s):

Ying-Chiao Tsao

Keyword(s):

Service Learning ◽

Cultural Competence ◽

Linguistically Diverse ◽

Community Services ◽

Cultural Humility ◽

Self Assessment ◽

Multicultural Community ◽

Raising Awareness ◽

Hands On ◽

Teaching Learning

Promoting cultural competence in serving diverse clients has become critically important across disciplines. Yet, progress has been limited in raising awareness and sensitivity. Tervalon and Murray-Garcia (1998) believed that cultural competence can only be truly achieved through critical self-assessment, recognition of limits, and ongoing acquisition of knowledge (known as “cultural humility”). Teaching cultural humility, and the value associated with it remains a challenging task for many educators. Challenges inherent in such instruction stem from lack of resources/known strategies as well as learner and instructor readiness. Kirk (2007) further indicates that providing feedback on one's integrity could be threatening. In current study, both traditional classroom-based teaching pedagogy and hands-on community engagement were reviewed. To bridge a gap between academic teaching/learning and real world situations, the author proposed service learning as a means to teach cultural humility and empower students with confidence in serving clients from culturally/linguistically diverse backgrounds. To provide a class of 51 students with multicultural and multilingual community service experience, the author partnered with the Tzu-Chi Foundation (an international nonprofit organization). In this article, the results, strengths, and limitations of this service learning project are discussed.

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