Regents Outreach and Economic Development Task Force Meeting

Let me begin today by thanking you, Regent Hassebrook, as Task Force Chair, and each of you who is a member of this Task Force, for focusing on outreach and economic development at the University as we work on behalf of Nebraska. We thank Regent Chair Howard Hawks for appointing this task force. The level of commitment this shows for the university's role in outreach and economic development is very important both to us in the university and to Nebraskans.

Comparison of Botanical Composition, Soil Carbon Content, and Root Distribution of Subirrigated Meadows in The Nebraska Sandhills

Characterizing vegetation composition, carbon/nitrogen (C/N) content of soils, and root-mass distribution is critical to understanding carbon sequestration potential of subirrigated meadows in the Nebraska Sandhills. Five subirrigated meadows dominated by cool-season (C3) graminoids and five meadows dominated by warm-season (C4) grasses were selected throughout the Nebraska Sandhills. Vegetation, soil carbon and nitrogen, and root-mass density distribution were sampled in each meadow. Meadows dominated by C3 vegetation had 12% greater (P < 0.1) yields than meadows dominated by C4 vegetation. Total root-mass density was 30% greater (P < 0.1) in C4-dominated meadows than C3-dominated meadows. Total carbon and nitrogen content was 65% and 53% greater (P < 0.1), respectively, in the A horizon of C3-dominated meadows, but was 43% and 52% greater (P < 0.1), respectively, in the C horizon of C4-dominated meadows. Although meadows dominated by C3 vegetation had more carbon in the soil profile, much of the carbon in C3-dominated meadows appeared to be recalcitrant C4 carbon from historic vegetation.

Writing in a Mathematics Classroom: A Form of Communication and Reflection

In this action research study, I investigated the use of journaling in my seventh grade mathematics classroom. I discovered that journaling can be a very rewarding and beneficial experience for me and for my students. Through journaling, my students became more adept at using correct mathematical terminology in writing and in speaking. The students also believed that they learned the content more deeply and retained it better. Additionally, implementing mathematical journals caused me to emphasize the use of correct terminology and thorough explanations of mathematical thinking in classroom discussions. As a result of this research, I plan to refine my journaling process and continue to use mathematical journals with my future classes.