2003 IANR Team Award and Exemplary Service Award Presentations

What a treat it is to be here today to celebrate the outstanding work of members of our IANR community. It seems so much of our administrative time these days is spent dealing with difficult and joyless issues surrounding slashed budgets, lost programs, and the very real pain those engender. Perhaps it is that pain that doubles our joy when we have opportunities such as today to celebrate excellence. This afternoon we celebrate accomplishment in two ways with the IANR Team Award, and with the Exemplary Service Award. We'll begin today with the IANR Team Award, which recognizes the importance of interdisciplinary team efforts in achieving the Institute's goals. Criteria include: 1) problem identification, team strategy, grant success; 2) productivity and impact and the output of the team in relation to inputs; 3) the team effort, and 4) the quality of the nomination.

IANR Recognition Luncheon, Dinsdale Family Faculty Awards, and IANR Team Award Presentations

What a pleasure it is to come together to recognize and celebrate Outstanding work of members of our IANR community. Today we celebrate excellence as we present two Dinsdale Family Faculty Awards, as well as our IANR Team Award.

Acceptance of the Clark P. Read Mentor Award: The Teague Self Lessons

The transcript of John J. Janovy Jr.'s speech upon acceptance of the American Society of Parasitologists' Clark P. Read Mentor Award, 2003.

Creating Meaningful Homework and Implementing Homework Presentations to Aid in Mathematics Instruction

In this action research study of sixth grade mathematics, I investigated the use of meaningful homework and the implementation of presentations and its effect on students’ comprehension of mathematical concepts. I collected data to determine whether the creating of meaningful homework and the implementation of homework presentations would have a positive impact on the students’ understanding of the concepts being taught in class and the reasoning behind assigning homework. The homework was based on the lesson taught during class time. It was grade-level appropriate and contained problems similar to those students completed in class. A pre-research and post-research survey based on homework perceptions and my teaching practices was given, student interviews were conducted throughout the research period, weekly teacher journals were kept that pertained to my teaching practices and the involvement of the students that particular week, and homework assignments were collected to gauge the students’ understanding of the mathematics lessons. Most students’ perceptions on homework were positive and most understood the reasoning for homework assignments.

Increasing Student Confidence and Knowledge through Student Presentations

In this action research study of a 9th grade Algebra classroom, I investigated the influence of having students present homework solutions and what effect it had on student learning and student confidence. Students were asked to present solutions to homework problems each day and were rated on how well they did. The students were also surveyed about their confidence and feelings about mathematics. Students were also observed for information about who they asked questions of when presented with a math problem they did not understand. In this classroom, two teachers were involved in instruction and this study examines what affect this had on student learning and who was asked for help. As a result of presentations, students’ confidence increased and students reacted positively to both the presentations and their own mathematical learning. The students felt the presentations were a benefit to the class and watching their peers solve mathematical equations helped them to better understand the mathematics.

Oral Presentation: Exploring Oral Presentations of Homework Problems as a Means of Assessing Homework

In this action research study of my freshmen Algebra I class, I investigated a method of assessing homework based on completion and presentations. When I changed the method of grading from checking answers to looking for completion and presentation of selected problems, I found that the majority of the students enjoyed the method because it allowed them to explore other methods of solving and helped them gain an understanding of the problems. This resulted in less stress on obtaining “the” answer. I also realized that I viewed homework differently and had a better understanding of the students’ thought processes, which caused me to check tests differently. These results led to a better relationship between the students and myself. As a result of this research, I plan to change my methods of assessing homework from the traditional right or wrong to a rubric assessment based on presentations and completion of the assignment.

Can homework become more meaningful with the inclusion of oral presentations?

In this action research study of my 7th grade math class, I investigated the inclusion of homework presentations to see if they would improve students’ attitude toward mathematics, participation, and understanding. I discovered that although the implementations of presentations into our homework routine did not drastically influence grades, or even improve attitudes (according to test grades and student surveys), a multitude of other changes surfaced. These changes consisted of an increase in discussion, a team effort among students in my class, and an overall “learning community” effect. I plan to continue to pursue presentations as a major part of my homework routine, and also incorporate presentations into review sessions.

Oral Communication and Presentations in Mathematics

In this action research study of my classroom of eighth grade mathematics, I investigated the attitudes of students toward mathematics along with their achievement levels with the use of oral presentations in my Algebra class. During the second semester the class was divided into groups of two for each presentation, changing partners each time. Every other week each group was given a math problem that required more work than a normal homework type problem. On the last day of that week the students gave a short presentation on their problem. I discovered that while there was no significant evidence that student achievement increased, the students did enjoy the different aspect of presentations in a math class. I plan to implement presentations in my classroom more often with the intent to increase student enjoyment.

Reduce Late Assignments through Classroom Presentations

In this action research study of my 7th grade math class, I investigated homework presentations, to see if they would reduce the amount of late homework assignments. I did not find any significant results that weekly presentations given by students were beneficial to reduce the amount of late assignments, but found many other positive things that happened because of presentations. As a result of this research, I plan to use classroom presentations because they foster listening skills and student interaction, and promote deeper thinking.

Master Conservationist Presentations - 2001

We begin the 2001 Master Conservationist program with honorees in production agriculture from District A which includes the Panhandle of Nebraska. I would like to ask Leon and Cheryl Burkhart-Kriesel (Kresel) of Gurley who are unable to be present. They operated the family farm in partnership with Fred and Viola Kriesel until 1984 when Leon and Cheryl become sole owners/operators. The Kriesels produce certified wheat, millet, oats, and barley seed on 3200 dryland acres that are owned, rented, or contracted. Since 1984, 45,000 feet of terraces have been installed. Their holistic conservation plan also includes over 57,000 feet of windbreaks of mixed evergreen and broadleaf trees and shrubs. This mixture of plant species is unique in the Panhandle. They built an earthen dam with 11 acre-feet of permanent storage and 70.5 acre-feet of detention storage. Results include reduced soil erosion by wind and water, and increased productivity and wildlife populations. Local and international groups tour the farm. Congratulations to the Kriesels.

Sustainable Families Action Team - IANR Team Effort Award

It's amazing what people, working together, can do. Amazing, inspiring, and uplifting! I know that each member of the Sustainable Families Action Team brings to that team their own particular talents. Today, with the IANR Team Effort Award, we recognize the team members willingness to combine their individual talents, with each team member contributing to a larger whole for the good of Nebraska.

Holling Family Award Reception

John Holling, a 1912 graduate of the University of Nebraska who died in 1988, established the "Peter and Anna Holling Fund" in 1973 with his sisters, Hattie and Elvena Holling, the only other surviving children at the time. Their siblings, Gustave, Emil, and Rose also had contributed to the estate. The Hollings were a pioneer farm family of German-Danish descent. Peter Holling settled in the Grand lsland area in the 1870s after missing a westbound Union Pacific work-train that he had originally boarded in Iowa.

Opening Remarks for Master Conservationist Presentations

It is a distinct honor for me to help recognize the 2003 Master Conservationists tonight. Tonight's event marks the 20th anniversary of the program sponsored by the Omaha World-Herald and the Institute of Agriculture and Natural Resources at the University of Nebraska-Lincoln.

Master Conservationist Presentations - 2003

We begin our Master Conservationist recognition in Production Agriculture with the Buskirk Family of Hemingford in the Panhandle. Will David and Toni Buskirk, Dean and Sonya Buskirk, Chad Buskirk, and Dustin and Shelly McConville, please come forward? They started with a half-section which has grown to 2,855 acres, as well as a tree-planting business. The family formed a partnership in 1995 and named it “Trees are Us” in 1998. They have used no-till farming on 1,000 acres of cropland since 1980 and planted over 165,000 trees. A low-pressure irrigation system saves about 400 acre inches of water every growing season. They built their own no-till tree planter for differing soil conditions and a machine to install biodegradable weed barriers. Their enthusiasm for trees is contagious as they visit with others and perform volunteer work in the area. Their unique tree planting equipment is made available nationwide, which results in the planting of more than 2 million trees in over 10 states annually. Congrats to the Buskirks.

Opening Comments Before Master Conservationist Presentations

It is a real pleasure to participate in this recognition program honoring the 2004 Master-Conservationists. We are grateful for the partnership with the Omaha World Herald in this unique program. In an effort to keep the program in tune with current developments in soil and waster conservation, a special committee is considering the idea of including conservation easements in the 2005 program. Some members of the committee are in the audience tonight. We appreciate the efforts of members of the Omaha World Herald, Natural Resources Districts, the USDA Natural-Resources Conservation Service and the Institute of Agriculture and Natural Resources in carrying out this program.