artifact1 hall teachingportfoliokelseylhall.com/files/hall_teachingportfolio.pdfin conclusion, my...

Kelsey L. Hall Assistant Professor

Agricultural Communication and Journalism

School of Applied Sciences, Technology and Education

Fall 2017

Teaching Portfolio

Table of Contents Teaching Responsibilities ............................................................................................................... 1 Philosophy of Teaching and Learning ............................................................................................ 2 Teaching Methodologies ................................................................................................................. 4 Evaluation & Reflection to Improve Teaching ............................................................................... 5 Evidence of Student Learning ......................................................................................................... 6 Mentoring Undergraduate Students .............................................................................................. 10 Scholarship of Teaching & Learning Research ............................................................................ 10 Teaching and Advising Awards .................................................................................................... 10 Documentation of Teaching Improvement Activities ................................................................... 11 Future Teaching Goals .................................................................................................................. 11 Appendices Appendix A – Examples of Student Work ................................................................................... 13 Appendix B – Representative Syllabus ......................................................................................... 22 Appendix C – Teaching Methodologies ....................................................................................... 30 Appendix D – Lesson Plan & In-Class Activity ........................................................................... 31 Appendix E – Student’s Sales Call Plan ....................................................................................... 40 Appendix F – Mid-semester Course Evaluations ......................................................................... 49 Appendix G – IDEA Course Evaluations ..................................................................................... 58 Appendix H – Peer Evaluations .................................................................................................... 61 Appendix I – Summative Scores from Internship Employer Evaluation ..................................... 71 Appendix J – Undergraduate Student Mentorship ........................................................................ 72 Appendix K – List of Student Internships .................................................................................... 75 Appendix L – Scholarship of Teaching & Learning Research ..................................................... 76 Appendix M – Institute for E-Learning Excellence Certificate .................................................... 77 Appendix N – Teaching Portfolio Workshop Certificate ............................................................. 78 Appendix O – Emergency Response Communicator Certificate ................................................. 79

Teaching Portfolio, Kelsey L. Hall

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Teaching Responsibilities As the only Utah State University faculty member with a role dedicated to agricultural communication and journalism, I oversee the agricultural communication and journalism undergraduate program, including teaching, supervising internships, supervising research projects, and advising the Agricultural Communication Club. I serve as the link between the Journalism and Communication (JCOM) Department and the College of Agriculture and Applied Sciences. Our agricultural communication and journalism students take classes in the JCOM Department, agriculture science classes in the College of Agriculture and Applied Sciences, and agricultural communication classes in the School of Applied Sciences, Technology and Education (ASTE School). I have taught 29 undergraduate courses in the agricultural communication and journalism program and public relations emphasis in the JCOM Department. I teach 2 graduate classes in the ASTE School. Table 1 displays a complete list of courses taught.

Table 1. Summary of Kelsey Hall’s Course Load by Semester

Semester Course Credit Hours

Students Enrolled

Spring 2012 ASTE 3050 Technical & Professional Communication Principles 3 20 JCOM 3320 Strategic Research Methods in Public Relations 3 26

Fall 2012 ASTE 1710 Introduction to Agricultural Communication 3 14 JCOM 3320 Strategic Research Methods in Public Relations 3 27

Spring 2013 ASTE 3050 Technical & Professional Communication Principles 3 24 JCOM 3320 Strategic Research Methods in Public Relations 3 14 ASTE 4900 Senior Project Research and Creative Opportunities 3 1

Summer 2013 ASTE 3050 Technical & Professional Communication Principles 3 10 Fall 2013 ASTE 1710 Introduction to Agricultural Communication 3 11

ASTE/JCOM 3050 Technical & Professional Communication Principles 3 25 ASTE 3050 Technical & Professional Communication Principles (Online) 3 9 JCOM 3320 Strategic Research Methods in Public Relations 3 16

Spring 2014 ASTE/JCOM 3050 Technical & Professional Communication Principles 3 29 ASTE/JCOM 3090 Graphic Communications in Agriculture 3 18 ASTE 4900 Senior Project Research and Creative Opportunities 3 1

Summer 2014 ASTE/JCOM 3050 Technical & Professional Communication Principles 3 13

Fall 2014 ASTE 1710 Introduction to Agricultural Communication 3 7 ASTE 3050 Technical & Professional Communication Principles (Online) 3 27

Spring 2015 ASTE/JCOM 3050 Technical & Professional Communication Principles 3 27 ASTE/JCOM 3090 Graphic Communications in Agriculture 3 11 ASTE 4900 Senior Project Research and Creative Opportunities 3 3

Summer 2015 ASTE 3050 Technical & Professional Communication Principles (Online) 3 27

Fall 2015 ASTE 1710 Introduction to Agricultural Communication 3 8 ASTE 2830 Agribusiness Sales and Marketing 3 40

Spring 2016 ASTE/JCOM 3090 Graphic Communications in Agriculture 3 14 ASTE 4900 Senior Project Research and Creative Opportunities 3 6

Fall 2016 ASTE 1710 Introduction to Agricultural Communication 3 12 ASTE 2830 Agribusiness Sales and Marketing 3 46

Spring 2017 ASTE/JCOM 3090 Graphic Communications in Agriculture 3 12 ASTE 6120 Data Analysis 3 4

Summer 2017 ASTE 6100 Research Design & Academic Writing 3 4 Grand Total 31 Courses (29 undergraduate level, 2 graduate level) 93 credit

hours 504 students


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Philosophy of Teaching and Learning In my teaching, I have incorporated diverse elements to foster a learning environment that delivers content to the students and allows students to practice the concepts before they enter internships and jobs. As a teacher, I consider myself to be a facilitator who provides my students the knowledge and resources needed to accomplish diverse in-class activities, individual assignments, and internships. I prepare my students to be practitioners who take the course content and apply it to their interests and work products that contribute to their portfolios and prepares them for careers. As a teacher, there are two tenants that have guided my teaching practices: students learn what they practice and students respond to a range of challenges. Obviously, the subject matter in my classes must possess meaning, organization, and structure as the vehicle to make my students be practitioners.

Students learn what they practice. In my teaching, I use the Chinese proverb, “What I hear, I forget. What I see, I remember. What I do, I understand”, as a starting point for discussing my philosophy about applying course content to relevant workplace situations. For example, the technical and professional communication course (ASTE/JCOM 3050) focuses on the teaching and learning of the most frequently used documents, such as e-mails, letters, memos, instructions, definitions, and technical descriptions, in a global, professional workplace. Students enrolled in Graphic Communications in Agriculture (ASTE/JCOM 3090) learn how to edit photos in Photoshop, create photo composites, and create marketing materials (print advertisements, fliers, brochures, newsletters, and posters) in InDesign. Students often have to complete homework to continue practicing their skills outside of the classroom. In spring 2017, as major class assignments, students designed a print advertisement, brochure, and poster for a client. I purposively let students select their own clients so that they can work on something they are passionate about, which usually generates enthusiasm and better products. I also want the students to reflect on how their product illustrates the planning process needed for design projects. See Appendix A for examples of student work. Student involvement in professional agricultural communication organizations is essential to their development in the prospective major. I encourage agricultural communication students to join the Livestock Publication Council and AAEA-The Agricultural Communicators Network, so they freelance for agricultural publications, participate in their student programs, and apply for scholarships and internships. One of my goals for the agricultural communication and journalism program was to have the Agricultural Communication Club become a chapter of the National Agricultural Communicators of Tomorrow (ACT). Since 2014, club members have attended annually the National ACT professional development conference, National Association of Farm Broadcasting Convention, and Ag Media Summit.

Students respond to a range of challenges. I try to help my students feel successful by creating a supportive environment where they can actively engage in their own learning. When teaching Strategic Research Methods in Public Relations (JCOM 3320), I challenged my students by having them work in teams to apply what they learned in the classroom to conduct a research study that addresses a public relations or marketing problem for a real client. I believe students respond to the challenge of working through the research process and delivering a research report and presentation to the client. Since


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the research report is an ongoing process with diverse ways of expressing ideas, students submit a first and revised draft of the assignments. As a teacher, I understand that learning is a process that takes time, so rather than correcting their problems, I provide feedback on the drafts to make improvements, looking for more information and clarifying ideas. Students have connected what they learned in my course with other JCOM courses, such as Professor Cathy Bullock’s Communication Research Methods (JCOM 2020).

Subject matter must possess meaning, organization, and structure. These two principles described earlier cannot be understood without talking about how my subject matter is relevant and my courses are organized and structured to aid my students in their learning and retention of information. My effort to foster learning begins when I share a clear vision of course outcomes, assignments, topic outline, and expectations for classes with my students on the first day of class (see Appendix B for a representative syllabus). By placing these items in writing and explaining the reasons behind them, a sense of uniformity and legitimacy are introduced at the first class session. I also discuss the importance of respect in the classroom and establish the guidelines for how feedback from myself and peers is facilitated in a way that fosters respect, confidence, and support. In conclusion, my teaching goal is to motivate my students to apply their coursework in real-world situations. I want to foster a learning environment that not only delivers content to the students but also allows students to practice the concepts before they enter internships and jobs. My goal is to prepare agricultural communication students for real-world situations where they use their experience in writing, broadcast, graphic design, web design, social media, sales, and public relations to communicate about agriculture, energy, consumer, and environmental sciences to various audiences. These students can tell the story of agriculture and the environment to consumers, farmers/ranchers, the media, policy makers, and other audiences so that these audiences can make educated decisions about food and clothing.


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Teaching Methodologies I have taught classes within the agricultural communication and journalism program and the public relations emphasis in the JCOM Department. I am highlighting three methods used frequently in my classes: lectures with hands-on activities, client-focused projects, and student showcases. See Appendix C where I have described other teaching strategies. • Lectures with Hands-on Activities: I design my lectures to be 30 minutes or less and use

presentation software and video. Typically, I provide an in-class activity for students to apply what they have learned in the lecture to a real-world situation. For example, I taught communication, nutrition, and dietetic students how to respond to the media’s inquiries about food-related issues. Students had to develop a response to the media’s questions about celiac disease or high-fructose corn syrup. Then, they stood in front of a video camera and completed a mock interview with a peer who played the role of a journalist. They critiqued their interview, thinking of ways to better communicate about food-related issues to the media and consumers (see Appendix D for lesson plan and in-class activity).

• Client-Focused Projects: In my teaching philosophy, I referred to the phrase “students learn what they practice.” In the agribusiness sales and marketing course (ASTE 2830), students have a hands-on experience creating a sales call plan for a business’s product or service and presenting that sales call to a prospective customer. Students complete smaller assignments that are revised to create the sales call plan. Students learn how sales is part of a business's larger marketing plan, techniques to prepare to sell, the sales process, and other issues in professional selling. In lieu of a written final exam, the students record the sales call with the prospective customer and watch the video to write a reflection about the experience (see Appendix E for a student’s sales call plan).

• Student Showcases: One suggestion students provided on the IDEA course evaluation in ASTE 4900 and ASTE/JCOM 3090 was to share their work with others. Therefore, I created assignments where students could present their work to others in lieu of a final exam. In ASTE 4900, agricultural communication students participate in the Senior Projects Day where they present a poster about their experience designing an online portfolio. Roughly 100+ people attend the event each spring. In ASTE/JCOM 3090, the students bring a printed copy of their brochure and poster to class for a showcase. They vote anonymously for the “People’s Choice” Award for Best Poster and Best Brochure. During the showcase, each student presents about the intended audience and the purpose of their poster and brochure. It gives classmates a chance to critique work and see the projects created by their peers.

Jamie Keyes (left) and Leann Fox (right) talked about their online portfolios during Senior Projects Day in April 2016.


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Evaluation & Reflection to Improve Teaching The effectiveness of teaching is assessed in two ways: student evaluations and feedback from peers. Mid-semester Course Evaluations I ask my students to provide anonymous feedback during the middle of the semester by having them complete an individual comment sheet or an online evaluation that asks students for responses to questions. Students have one week to submit their comments. I compile the answers to the questions and share what I am going to change in the course with my students. See Appendix F for several mid-semester evaluations.

Final Course Evaluations My teaching endeavors have provided valuable feedback, and I have used the comments from the IDEA course evaluations to revise my courses. My teaching evaluation data, showing my average summary combining all areas in the IDEA evaluation forms (progress on objectives, excellence of course, and excellence of teacher), are presented in Appendix G. I am highlighting how I have revised two courses based on student feedback from these IDEA course evaluations. Students enrolled in ASTE 1710 (Introduction to Agricultural Communication) in fall 2012 requested more in-class hands-on learning activities that help them apply course information to real world situations. Therefore, I have updated the ASTE 1710 course each year to provide more hands-on experiences for students to learn about skills needed and career opportunities in agricultural communication and journalism. First, professionals guest lecture in the course, sharing their knowledge and career experiences in different areas of the industry. Students identify the most important points they have learned and how the guest lecturers relate to the course content through a project or reflection paper. Second, students applied what they learned about writing for online agriculture media by authoring their own blogs. Lastly, students learned about farm broadcasting by writing a script and recording a podcast that was published on their blogs. I also wrote a case study that students use to discuss how to handle a crisis communication situation in the agricultural industry. Employers have suggested business etiquette topics that would better prepare agricultural communication students for employment; therefore, students present about workplace manners, meeting etiquette, use of business cards, answering phones, social media use in workplace environments, email etiquette, and introducing themselves. In fall 2015, I taught ASTE 2830 (Agribusiness Sales and Marketing) for the first time. I wanted the students to experience agriculture sales, so I had them complete 7-small assignments related to them shadowing a salesperson for at least 4 hours, writing a reflection paper about what they experienced, and sending a thank you note to the salesperson. The students thought the assignment demanded too much of their time from work or other classes since they had to shadow a salesperson. I adjusted the course by allowing them to interview a sales person and write a report. I also addressed the students’ concern for the number of smaller assignments that helped complete the Ready, Set, Sell Project, which required them to complete a sales call with a prospective customer about an agricultural product or service. I grouped the smaller assignments


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into larger assignments and allowed more time to peer review their work and submit their drafts for grading. They revise their drafts to write their final sales call plan. Highlights from the students’ comments on the IDEA course evaluation include: • Information in very applicable to the real world and for this reason I think every student

should be required to take this course or something similar. It prepares you for the job hunt feared by most. This class was a confidence booster for this reason.

• I like how the instructor had us review the information by reading before we were taught in the classroom. Another thing I really liked was how there was an application practice every day with the material. It helped solidify the points in the learning process.

• I loved how the projects integrated into the coursework. We would learn something, and then do it. It was a great way to truly grasp the concept.

• I really appreciate Dr. Hall for being such a concise professor, and always giving feedback on assignments. Dr. Hall is now my favorite teacher due to her organization, professionalism and passion for the ag industry. I wish more professors were like Dr. Hall.

Peer Evaluations My teaching was evaluated by peers from outside of my discipline. I use their comments to adjust my delivery and how I establish rapport with my students. Copies of several evaluation letters are in Appendix H. My observers praised my classroom organization and hands-on activities: • The PowerPoint looked very professional and included a variety of media clips. The

opportunity for students to write a Facebook posting about a current event was quite effective.

- Julie Wheeler, Lecturer, Family and Consumer Science Education -

• She answers student’s questions accurately and provides feedback that furthers learning. The hands-on learning activity provided an opportunity for true application of the concepts taught in the lesson. The discussion that followed the activity was very effective and students were engaged, constructing their own understanding of usability and the importance of written instructions.

- Dr. Rebecca Lawver, Assistant Professor, Agricultural Education Evidence of Student Learning I determine student learning in several ways: pre-test and posttest scores, graded rubrics, and evaluations from internship supervisors and student interns. Each agricultural communication course has course learning objectives and/or lesson learning objectives that address the skills and principles students achieve by the end of the semester. Internship supervisors evaluate students at the end of their agricultural communication internship to provide feedback to the faculty adviser. The table in Appendix I summarizes the employer evaluations of 10 students since the start of the internship program in spring 2013. Employers provide an overall rating of student performance on a 5-point scale ranging from Excellent (5) to Poor (1). Employers have ranked 6 interns at excellent and 4 interns at very good.


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A pre-test and post-test are administered to students enrolled in ASTE 2830, ASTE/JCOM 3050, and ASTE/JCOM 3090 to measure students’ change in knowledge of the skills and principles used in agricultural communication professions. Table 2 shows that a significant change in knowledge exists between the pre-test and post-test score for each course. Table 2. Change in Knowledge Score by Agricultural Communication Course

Course Pretest Posttest

N M SD M SD t df P Cohen’s d ASTE 2830

Fall 2016 41 16.71 3.25 20.5 3.38 -6.15 40 .000 1.16 ASTE/JCOM 3050

Summer 2015 28 8.1 1.61 9.7 1.41 -5.38 27 .000 1.06 ASTE/JCOM 3090

Spring 2015 7 7.3 1.25 12.4 1.61 -7.68 6 .000 3.54 Spring 2016 11 9.6 1.86 16.1 2.51 -6.35 10 .000 2.94 Spring 2017 10 15.9 3.48 20.3 3.83 -3.27 9 .010 1.20

Five agricultural communication courses have writing, visual and/or oral communication assignments to have students apply concepts taught in class to real-world assignments expected of agriculture graduates. A rubric is used to grade each assignment. The minimum, maximum, and mean scores are used to track how students demonstrate their written, verbal, and visual communication about food, agriculture, or environmental issues. The grades are assigned using this scale: A (excellent), B (good), C (satisfactory), D (passing), and F (failing). This section provides a brief description of each course’s relevant assignments and those statistics. ASTE 1710 (Introduction to Agricultural Communication) Blogging – Students create a blog and write 8 blog posts about current issues that have an impact on or connection to agriculture and or the natural resources in Utah. Photo Critique – Students apply what was learned about agricultural photography by taking photos of plants, crops, animals, or landscapes and critiquing their photos and photo captions. Podcast – Students write a script and publish a podcast that relates to their blog.

Assignment N Min Max Mean SD Average Grade Blogging

Fall 2014 7 82.5 100.0 91.8 6.00 A Fall 2015 8 58.0 100.0 85.0 13.70 B Fall 2016 10 48.0 100.0 89.4 15.35 B+

Photo Critique Fall 2014 7 10.0 10.0 10.0 0.00 A Fall 2015 8 5.0 10.0 9.4 1.77 A Fall 2016 10 8.0 15.0 12.9 2.77 A

Podcast Fall 2014 7 21.0 24.0 22.8 1.15 A Fall 2015 8 0.0 24.5 19.8 8.03 C Fall 2016 10 19.0 25.0 23.2 1.79 A

ASTE 2830 (Agribusiness Sales & Marketing) Ready, Set, Sell Project – Students work in pairs to sell a product or service to a potential customer. The two major assignments are the sales call plan and sales call presentation.


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Sales Call Plan – The sales call plan includes these items: sales goal and sales call goal, opening, probing questions, features-advantages-benefits statements, 5 objections with how to handle those objections, close, and next step. Sales Call Presentation – Students have 20 minutes to pitch their sales call plan to a potential customer of the product or service they are selling.

Assignment N Min Max Mean SD Average Grade Sales Call Plan

Fall 2015 40 57.5 99.0 87.6 11.69 B Fall 2016 47 0.0 100.0 89.5 14.03 B+

Sales Call Presentation Fall 2015 40 16.0 18.0 16.9 0.80 B Fall 2016 47 0.0 40.0 35.4 7.83 B+

ASTE/JCOM 3050 (Technical & Professional Communication Principles) Email & Memo Project – An email and memo about any topic or situation for a business, organization, government agency, etc. Employment Project – A cover letter and resume for a job or internship Mock Job Interview – Students use their cover letter and resume to prepare for a mock job interview where they answer questions using strategies shared by AgCareers.com. Technical Description & Technical Instructions – A description of a technical object or mechanism and instructions that use the object or mechanism to do something.

Assignment N Min Max Mean SD Average Grade Email & Memo Project

Fall 2014 26 42.0 50.0 46.1 1.90 A Spring 2015 27 0.0 50.0 44.1 9.42 B Summer 2015 30 32.0 49.0 43.9 3.76 B

Employment Project Fall 2014 26 44.0 98.5 85.3 10.98 B Spring 2015 27 81.0 99.0 91.1 4.24 A Summer 2015 30 72.0 98.5 90.3 7.46 A

Mock Job Interview Fall 2014 26 0.0 48.0 40.0 12.04 B Spring 2015 27 42.0 50.0 45.8 1.78 A Summer 2015 30 0.0 50.0 42.3 9.27 B

Technical Description & Technical Instructions Fall 2014 26 0.0 74.0 65.9 14.07 B Spring 2015 27 58.5 98.5 89.3 8.31 B Summer 2015 30 0.0 84.0 74.1 15.13 B

ASTE/JCOM 3090 (Graphic Communication in Agriculture) Photo Composite – A composite of at least three photographs designed using Photoshop CC. Identity System – A logo designed in Adobe Photoshop CC that is used on a business card and letterhead designed in Adobe InDesign CC. Flyer – An 8.5” x 11” flyer designed in InDesign CC that promotes an event, product, or service for a for-profit business or non-profit organization. Brochure – A brochure designed in Adobe InDesign CC to promote an event, product, or service for a for-profit business or non-profit organization.


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Print Advertisement – An ad designed in Adobe InDesign CC to promote a product or service for a for-profit business or non-profit organization. Poster – A poster designed in Adobe InDesign CC to promote an event, product, or service for a for-profit business or non-profit organization.

Assignment N Min Max Mean SD Average Grade Photo Composite

Spring 2015 10 10.0 19.5 17.6 2.73 A Spring 2016 14 13.0 19.0 17.2 1.80 A Spring 2017 12 16.5 20.0 18.1 1.03 A

Identity System Spring 2015 10 32.5 39.0 35.8 2.32 B Spring 2016 14 28.5 39.0 34.1 3.31 B

Flyer Spring 2014 18 27.0 46.0 39.9 5.85 C Spring 2015 10 25.0 16.0 19.8 3.40 C Spring 2016 14 32.0 49.0 40.1 4.32 B

Brochure Spring 2014 18 64.0 93.0 86.2 7.34 B Spring 2015 10 41.5 48.0 44.4 2.14 B Spring 2016 14 30.0 47.0 41.7 4.96 B Spring 2017 12 26.0 49.0 43.6 7.12 B

Print Advertisement Spring 2017 12 38.0 50.0 46.3 3.64 A

Poster Spring 2017 12 31.0 50.0 44.6 6.02 B+

ASTE 4900 (Senior Project Research & Creative Opportunity) Senior Project Proposal – A 2- to 3-page project proposal that states their online portfolio’s intended audiences, content, and design choices. Student meets with the instructor to discuss their proposals. Website – A responsive website designed in Adobe Dreamweaver CC that displays their online portfolio. Senior Project Poster – A 36” x 48” poster that tells about the process for designing their online portfolio. They must design the poster in Adobe InDesign CC, export the poster as a PDF, and print it for display during the ASTE Senior Projects Showcase. Senior Project Presentation – 10-minute presentation about the online portfolio, discussing the technologies used, features, lessons learned, challenges, and application to future work plans.

Assignment N Min Max Mean SD Average Grade Senior Project Proposal

Spring 2015 2 27.5 29.5 28.5 1.41 A Spring 2016 6 25.0 29.5 28.3 1.75 A

Website Spring 2015 2 86.0 95.0 90.5 6.36 A Spring 2016 6 72.0 96.0 89.1 8.79 B

Senior Project Poster Spring 2016 6 45.0 48.0 46.8 1.29 A

Senior Project Presentation Spring 2016 6 46.0 50.0 47.7 1.97 A


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Mentoring Undergraduate Students During the past six years, my mentoring activities with undergraduate students have involved teaching fellowships, research projects, independent curriculum projects, and honors research. I have supervised 15 undergraduate researchers who have contributed to 9 research poster presentations, 3 peer-reviewed journal articles, 7 peer-reviewed university Extension fact sheets, and 1 training manual for growers and Extension educators about community supported agriculture. Documentation related to my mentorship is included in Appendix J. As an essential aspect of my teaching endeavors, I have encouraged students to gain experience outside of the classroom. Therefore, I have developed an agricultural communication internship program that allows students who have accepted a legitimate communications internship to enroll in ASTE 2250-002 or ASTE 4250-002 to earn up to 3 credit hours for 150 hours of work completed. As strong evidence of my efforts, I have prepared my students to intern for highly reputable organizations such as Utah State University Extension, Utah Farm Bureau, Utah Department of Agriculture and Food, Progressive Publishing, National Beef Cattleman’s Association, and the Ornamental and Turf Communicators Association, as seen in Appendix K. Scholarship of Teaching & Learning Research One of my research areas is to determine strategies to improve teaching and advising in agricultural communications and journalism. I regularly have published journal articles, presented research, and led workshops related to the scholarship of teaching and learning (see Appendix L). I have also delivered workshops and poster sessions on usability and usability testing throughout the nation. During the 2015 Association for Communication Excellence Conference, I provided tips for how agricultural communicators at agriculture colleges can use usability testing software to evaluate websites, online databases, and social media tools (see Table 3 for session evaluation scores). Table 3. ACE Conference Usability Testing Session Evaluation Scores Criterion Score Interesting 4.22 Informative 4.26 Useful 4.04 Well Presented 4.17 Note. The Likert scale ranged was 5 = strongly agree, 4 = agree, 3 neutral, 2 = disagree, and 1 = strongly disagree Teaching and Advising Awards I feel fortunate to have been nominated for teaching and advising awards at the college and national levels and to have been chosen a recipient of one.

• Undergraduate Research Mentor of the Year, College of Agriculture and Applied Sciences, Utah State University, April 2017–May 2018

• Nominated, Association for Communication Excellence Award of Excellence for Academic Programming, Teaching, and Student Mentoring, March 2017

• Who's Who in Agriculture Higher Education, Academic Keys, 2011


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Documentation of Teaching Improvement Activities It is my goal to make regular and significant efforts toward improving my teaching. I pursue this goal through events sponsored by the university and professional associations. For example, I participated in the Utah State University’s Center for Innovative Design and Instruction’s Institute for E-Learning Excellence in June 2013 (see Appendix M for certificate). In addition, I participated in the Utah State University Teaching Portfolio Workshop in May 2014 (see Appendix N for certificate). I have a strong desire to share new knowledge about the industry with students, so I take students to the Ag Media Summit and the National Association of Farm Broadcasting (NAFB) Convention each year. In 2014, I participated in a nationwide foot and mouth crisis communication training for farm broadcasters at the NAFB Convention so that I am recognized as an Emergency Response Communicator (see Appendix O for certificate). Future Teaching Goals I believe that teaching is a process that allows me to try new strategies that reflect the most current knowledge and hands-on activities for student learning. My future teaching goals include the following: Short-Term Goals (One to Two Years)

1. Enhance my teaching skills to offer more creative ways to learn in the classroom. I am strongest in the area of lecturing, facilitating hands-on activities, and teaching computer applications in computer laboratories. I would like to facilitate group discussions better and use the Socrative method and role playing to discuss and practice how we communicate about agricultural issues with different audiences.

2. Revise my online graduate courses to engage students and include the experiences of my college students as they earn a master’s degree in the field of extension education.

Long-Term Goals (Three to Five Years)

1. Work with the university’s honors program as a department or college representative. 2. Serve as the advisor to the National Agricultural Communicators of Tomorrow association.

Ongoing Goals

1. Seek written feedback from peer observers about my classroom instruction, syllabi and class assignments.

2. Revise my teaching portfolio annually. 3. Contact former students and gain feedback about the most and least helpful aspects of their

education and use this information in a systematic way in curriculum decisions.


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Appendices Appendix A – Examples of Student Work Appendix B – Representative Syllabus Appendix C – Teaching Methodologies Appendix D –Lesson Plan & In-Class Activity Handout Appendix E – Student’s Sales Call Plan Appendix F – Mid-semester Course Evaluations Appendix G – IDEA Course Evaluations Appendix H – Peer Evaluation Letters Appendix I – Summative Scores from Internship Employer Evaluation Appendix J – Undergraduate Student Mentorship Appendix K – List of Student Internships Appendix L – Scholarship of Teaching & Learning Research Appendix M – Institute for E-Learning Excellence Certificate

Appendix N – Teaching Portfolio Workshop Certificate

Appendix O – Emergency Response Communicator Certificate


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Appendix A – Examples of Student Work ASTE 1710 (Introduction to Agricultural Communication)


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ASTE 2830 (Agribusiness Sales & Marketing)


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ASTE/JCOM 3050 (Technical & Professional Communication Principles)


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ASTE/JCOM 3090 (Graphic Communication in Agriculture)


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ASTE 4900 (Senior Project Research & Creative Opportunity)


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Appendix B – Representative Syllabus


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ASTE/JCOM 3090 Spring 2017 Course Schedule* Lecture Topics In-Class

Activity Assignment

Week 1 Jan. 10 Introductions

Review Syllabus Policies Administer Pre-Test

Google Drive Activity

Buy this textbook before Jan. 12: Adobe Photoshop CC Classroom in a Book

Unit 1: Adobe Photoshop CC Starts (Textbook: Adobe Photoshop CC Classroom in a Book)

Jan. 12 File Format & Mode Lesson 1: Getting to Know the Work Area

Lesson 1

Watch videos before class: • What is Photoshop? • Introduction to Adobe Photoshop CC

Workspace • RGB vs. CMYK in Photoshop CC

Week 2 Jan. 17 Resolution

Lesson 2: Basic Photo Corrections

Lesson 2 Submit Lesson 1 file in Google Drive before class Read “About pixel dimensions and printed image resolution” on the Canvas module Watch video: “Setting Resolution and Image Size”

Jan. 19 Ethical Issues with Photo Editing Lesson 5: Quick Fixes Assign Photo Repair Project

Lesson 5 Submit these items in the Google Drive before class: • Lesson 2 file • Extra Credit: converted color image to black

& white Week 3 Jan. 24 Lesson 3: Working with

Selections

Lesson 3 Submit these items in the Google Drive before class: • Lesson 5 files • Extra Credit: transformed thistle

Jan. 26 Lesson 4: Layer Basics Lesson 4 Submit Lesson 3 file in Google Drive before class

Week 4 Jan. 31 Lesson 6: Masks and Channels Lesson 6 Submit Lesson 4 file in Google Drive before

class Feb. 2 Lesson 9: Advanced

Compositing Assign Photo Composite

Lesson 9 Submit Lesson 6 file in Google Drive before class Read “Photo Compositing: 7 Essentials of Visual Magic”

Week 5 Feb. 7 Lesson 8: Vector Drawing

Techniques Lesson 8 Submit Lesson 9 file in Google Drive before

class Feb. 9 Lesson 8 continued Submit Photo Repair Project in Google Drive

before class Week 6 Feb. 14 Work Day – Photo Composite Submit Lesson 8 file in Google Drive before

class Feb. 16 Principles of Design Read pgs. 99-103 - Document Design (see

Canvas) Week 7 Feb. 21 Attend Monday Classes


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Unit 2: InDesign CC Starts (Textbook: Adobe InDesign CC Classroom in a Book, 2015 Edition) Feb. 23 File Management

Lesson 1: Introducing the Workspace Lesson 2: Getting to Know InDesign

Lesson 1 Read: “Managing All Your Files and Assets for InDesign Layout” Watch video: “See What You Can Create with InDesign”

Week 8 Feb. 28 Lesson 2 continued Lesson 2

Peer review composite

Bring PSD file of photo composite to class

Mar. 2 Lesson 3: Setting Up a Document and Working with Pages

Lesson 3 Submit Lesson 2 file in Google Drive before class Submit Photo Composite in Google Drive before class

Spring Break (Mar. 6 - 10) Week 9 Mar. 14 Lesson 3 continued

Exporting & saving InDesign files

Lesson 3 & Preflight Check activity

Design Analysis Project

Mar. 16 Lesson 4: Working with Objects Lesson 4

Submit Lesson 3 file in Google Drive before class

Week 10 Mar. 21 Lesson 4 continued

Print Advertisement Design Assign Print Advertisement

Lesson 4 Read these articles: • How to Create a Good Print Advertisement

that Sells • Print Ad Design Dos and Don’ts

Mar. 23 Lesson 5: Flowing Text Color Scheme

Lesson 5 Submit Lesson 4 file in Google Drive before class Read these articles: • Color Theory 101: How to Choose the Right Colors for Your Designs • The 28 Best Tools for Choosing a Colour Scheme

Week 11 Mar. 28 Lesson 6: Editing Text Lesson 6 Submit Lesson 5 file in Google Drive before

class Mar. 30 Lesson 7: Working with

Typography Lesson 7 Submit Lesson 6 file in Google Drive before

class Submit draft of print advertisement to Canvas for online peer review Watch this video: • Typography and Design

Week 12 Apr. 4 Lesson 9: Working with Styles Lesson 9 Submit Lesson 7 file in Google Drive before

class

Apr. 6 Lesson 10: Importing and Modifying Graphics Finding Images

Lesson 10 Submit Lesson 9 file in Google Drive before class

Week 13 Apr. 11 Brochure Design

Brochure Setup Submit Lesson 10 file in Google Drive before class Read these articles:


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• Brochures • How to Design a Stunning Brochure: 30

Expert Tips & Templates Apr. 13 Poster Design

Assign brochure & poster assignment

Poster Setup Submit Print Advertisement in Google Drive before class Read these articles: • 10 Tips for Perfect Poster Design • The designer's guide to printing a poster

Week 14 Apr. 18 Work Day – Brochure & Poster Apr. 20 Work Day – Brochure & Poster Week 15 Apr. 25 Preparing InDesign documents for printing Apr. 27 Post-Test

Work Day – Brochure & Poster Extra Credit: IDEA Evaluation by 5 p.m.

Final Examination Week May 4 Submit brochure & poster packages in Google Drive. Bring printed brochure & poster for

presentation & critique during the final exam time (11:30 a.m. – 1:20 p.m.)


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Appendix C – Teaching Methodologies Using Pinterest to Create Design Boards & Critique Work At the onset of the Graphic Communications in Agriculture course (ASTE/JCOM 3090), students participated in two lectures and readings about the principles of design (balance, proportion, order, contrast, similarity, and unity) commonly used to create promotional pieces in the agriculture industry. Students established a Pinterest account and created pinboards that critiqued 10 examples of good or poorly designed logos and 15 examples of good or poorly designed brochures, posters, and flyers. With each pin, students wrote a reflective 2-sentence comment evaluating how the example violated or followed a design principle. Students suggested how to change the promotional piece or use inspiration from a piece for their own design projects. Students shared their pins in class to discuss design principles when learning how to design each type of promotional piece. From end-of-the-semester survey results, students agreed Pinterest made design examples more accessible, enhanced their ability to see how graphic design principles linked to practice, and made graphic design examples more prominent. Using Socrative to Provide Formative Assessment throughout Class Student response systems or clickers are not new to the classroom; however, each clicker requires an additional purchase by either faculty or students. I adopted Socrative, a free web-based student response system that lets students use the varied mobile devices they bring to the classroom (laptop, mobile phone, tablet). At least once a week, I posed true/false or multiple choice questions about that chapter’s content that would appear in their exams, allowing the students to respond with anonymity. I displayed the results and discussed the responses with the students. This innovation increased participation in class, helped provide instant feedback on what the students knew, increased learning, and stimulated class discussions. Guest Speakers The students enrolled in Introduction to Agricultural Communication (ASTE 1710) explore career paths in agricultural communication and journalism, ranging from radio, television, magazines, newspapers, advertising, media relations, public relations, marketing, social media and technical writing. Communication professionals from Utah Farm Bureau, Utah Public Radio, Utah Department of Transportation, Utah Department of Agriculture and Food, Progressive Cattlemen, and the Utah Experiment Station at Utah State University have attended lectures to talk with students about their education, work experience, and career advice. Peer Review The Technical and Professional Communication Principles (ASTE/JCOM 3050) course has students completing several writing assignments (e-mail, memo, cover letter, resume, and instructions). Writing is a process that requires time for students to draft and design their documents and seek feedback from peers to revise the content and design before submitting the final documents for me to grade. Students complete three in-class peer review activities where they have two to three peers use a peer review sheet that I provide them to comment on the strengths of the documents and ways to improve. Students leave the class with these peer review sheets so that they can make any necessary changes. Students submit their peer review sheets with their final documents so that I can see how their writing has evolved during the process.


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Appendix D – Lesson Plan & In-Class Activity


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Appendix E – Student’s Sales Call Plan


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Appendix F – Mid-semester Course Evaluations


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Appendix G – IDEA Course Evaluations


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Appendix H – Peer Evaluations


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Appendix I – Summative Scores from Internship Employer Evaluation Employer Evaluation of Student Performance during Ag Communication Internship Desired Skill in the Agricultural Communication Industry Frequency Percent Knowledge of Work

Somewhat above average 2 20.0 Well informed 5 50.0 Extremely well informed 3 30.0

Effect on Workers Better than average 1 10.0 Promotes cooperation and goodwill 4 40.0 Outstanding for loyalty and cooperation 5 50.0

Promptness Never late without good excuse 2 20.0 Almost never late 3 30.0 Always prompt 5 50.0

Responsibility Accepts responsibility 5 50.0 Exceptionally reliable 5 50.0

Accuracy Makes occasional errors 1 10.0 Somewhat above average 1 10.0 Rarely makes mistakes 7 70.0 Never makes mistakes 1 10.0

Quantity of Work Always finishes allotted amount 5 50.0 Turns out more than average amount 4 40.0 Consistently outputs unusually large amount 1 10.0

Initiative Needs direction and help in some cases 1 10.0 Needs little supervision 2 20.0 Pushes work through on own initiative 2 20.0 Always finds extra work to do 4 40.0

Application Interested and diligent 2 20.0 Puts extra effort into work 4 40.0 Works continuously and enthusiastically 4 40.0

Ability to Handle Public Pleasant and courteous 3 30.0 Ingenious and tactful 5 50.0 Unusual personality and aptitude 2 20.0


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Appendix J – Undergraduate Student Mentorship

Undergraduate Teaching Fellow Student Course Term

Hailee Garrett ASTE 2830 Fall 2016 Undergraduate Independent Curriculum Projects

Student Class Project Description Term

Laura Wilson ITDS 4700 Comparison of motivations, structure, challenges and production practices of multi-generational and first generation farmers and ranchers in Utah

Spring 2017

KailCee Harrison ITDS 4700 Curriculum, workshop, and pre-post evaluation of workshop about how to communicate about animal agriculture using social media

Fall 2016

David Dien ITDS 4700 Marketing materials using Adobe Creative Cloud InDesign & Photoshop for Utah State University’s Aviation Technology program

Spring 2016

Alex Bennett ASTE 4900 Senior Projects

Personal website using Adobe Creative Cloud Dreamweaver & Photoshop

Spring 2016

Jamie Keyes ASTE 4900 Senior Projects


Spring 2016

Leann Fox ASTE 4900 Senior Projects


Spring 2016

Lindsey Snyder ASTE 4900 Senior Projects


Spring 2016

Nikki Van Lith ASTE 4900 Senior Projects


Spring 2016

Bailee Woolstenhulme

ASTE 4900 Senior Projects


Spring 2016

Dawn Otterby ASTE 4900 Senior Projects

Infographic, postcard & marketing plan using Adobe Creative Cloud for the Agricultural Communication & Journalism program

Spring 2015

Paige Marez ASTE 4900 Senior Projects


Spring 2015

Cassidy Woolsey ASTE 4900 Senior Projects

Personal website using Adobe Muse & personal logo in Adobe Illustrator

Spring 2015

Skylar Christensen ASTE 4900 Senior Projects

Personal website using Adobe Muse Spring 2014

Sarah Hatch ASTE 4900 Senior Projects

Logo for Clinton County Water Conservation Board using Adobe Illustrator

Spring 2013


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Undergraduate Research Fellows Student Project Title Term Funding Presentation

Corryn LaRue The effects of knowledge, perceptions, and attitudes on consumers’ acceptance of genetically modified (GM) food labels & their purchasing intentions

Fall 2016-Fall 2017

URCO Grant $1,420.85

2 poster abstracts accepted for presentation at Western Region American Association for Agricultural Education Conference

KailCee Harrison Training High School Students to Engage in Face-to-Face and Social Media Conversations about Animal Welfare

Fall 2016-Summer 2017

URCO Grant $1,427.00

Kenna McMurray Exploring Farmers’ Markets as a Strategy to Improve Access to Food for Utah’s Low-Income Residents

Summer 2014

SURCO Grant $2,000.00

2 research posters at ACE Conference

Undergraduate Honors Student Student Project Title Term Presentation

Stephanie Lewis

A qualitative framing analysis of eminent domain issues in Mountain West newspapers

Fall 2011 & Spring 2012

Poster at College of Humanities and Social Sciences Research Symposium

Undergraduate Researchers Student Project Title Term Funding Presentation/Publication

Denton Perkins

Engaging Educational Professionals towards Training the Next Generation within Food, Agricultural, & Natural Resources Career Areas


USDA -NIFA-AFRI

2 research posters at American Association for Agricultural Education Conference

Anna Tuckett

Fostering Community Supported Agriculture Opportunities in Utah

Spring 2017 & Summer 2017

Farmers Market Promotion Program grant from USDA

Fostering Community Supported Agriculture: A Guide for Growers and Extension Educators

Kenna McMurray

Fostering Community Supported Agriculture Opportunities in Utah




Brittyn Dauk Fostering Community Supported Agriculture Opportunities in Utah

Summer 2016




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Alex Bennett Improving Access to Information for Small-Scale Farmers in Utah

Summer 2015 & Fall 2015

USU Extension

Tayla Lambright

Evaluating the impact of SNAP-Ed educational materials at farmers' markets in Utah

Spring 2012-Summer 2014

SNAP-Ed Program at USU

Journal of the National Extension Association of Family & Consumer Sciences

Poster at Utah State University Extension Annual Conference

Chelsea Preedy




Journal of the National Extension Association of Family & Consumer Sciences

Casey Maher Evaluating the impact of SNAP-Ed educational materials at farmers' markets in Utah




Ariel Guild Evaluating the impact of SNAP-Ed educational materials at farmers' markets in Utah



Kelsie (Bigelow) Maw





Camille Kalkman

Utah Farm-Chef-Fork Program

Spring 2013-Fall 2013

Natural Sciences Education

Poster at NACTA Conference


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Appendix K – List of Student Internships Agricultural Communication & Journalism or Public Relations Students • Kenna McMurray, Utah Farm Bureau, Sandy, UT, June 2017-Aug. 2017 • Bronson Teichert, Utah Public Radio, Logan, UT, May 2017-Present • Aubree Thomas, USU Extension Marketing, Logan, UT, Fall 2016-Present • Corryn LaRue, KJUG radio station, California, June 2016–Aug. 2016 • Corryn LaRue, AgNet West, California, Jan. 2016–May 2016 • Bailee Woolstenhulme, Utah Farm Bureau, Sandy, UT, June 2015–Aug. 2015 • Lindsey Snyder, Logan Regional Hospital, Logan, UT, May 2015–Dec. 2015 • Cassidy Woolsey, USU Cooperative Extension Services, Logan, UT, May 2015–Dec. 2015 • Paige Marez, production assistant, Utah Public Radio, Logan, UT, May 2015–Aug. 2015 • Bailee Woolstenhulme, Utah’s Own, Utah Department of Agriculture and Food, Salt Lake

City, UT, Jan. 2015–Aug. 2015 • Alex Bennett, USU Small Farm Program, Logan, UT, Jan. 2015–Aug. 2015 • Leann Fox, National Beef Cattlemen’s Association, Washington, DC, Jan. 2015–May 2015 • Jamie Keyes, rangeland media intern, Utah State University Department of Wildland

Resources, Logan, UT, Jan. 2015–Aug. 2015 • Lindsey Snyder, Utah Agriculture in the Classroom, Logan, UT, Jan. 2015–May 2016 • Jamie Keyes, Turf & Ornamental Communicators Association, Cleveland, OH, May 2014–

Aug. 2014 • Cassidy Woolsey, Progressive Publishing, Jerome, ID, May 2014–Aug. 2014 • Lindsey Snyder, Utah Public Radio, Logan, UT, May 2015–Aug. 2015 • Lindsey Snyder, Summit County 4-H Extension, June 2014–Aug. 2014 • Amy Nelson, ICON Health & Fitness, Logan, UT, Jan. 2013–April 2013 • Kevin Meacham, ICON Health & Fitness, Logan, UT, Jan. 2013–April 2013 • Dawn Otterby, Utah Farm Bureau, Sandy, UT, May 2013– Aug. 2013 • Leann Fox, ABC 4 News, Salt Lake City, UT, Jan. 2013–May 2013 • Sarah Hatch, USU Family and Consumer Science Education & Extension, Logan, UT, Aug.

2012–May 2013 • Jamie Keyes, Ad Farm, Agricultural Media Summit, Buffalo, NY, Aug. 3-7, 2013 • Heidi Justice, USU PRSSA, Mountain West Communications Conference, Logan, UT, Sept.

2012–April. 2013 • Joy Brisighella, USU PRSSA, Mountain West Communications Conference, Logan, UT,

Sept. 2012–April 2013 • Kennedy Spiers, Utah Farm Bureau, Sandy, UT, June 2012–Dec. 2012 • Kyle Stubbs, Aggie Ice Cream, Logan, UT, Jan. 2012–Aug. 2012 • Rachel Fry, State of Alaska, Division of Agriculture, Palmer, AK, June 2012– Aug. 2012

Sustainability Internship through AmeriCorps Campus Compact Program in Utah • Mariana Felix, April 2015-May 2016 • Sara Simmons, April 2014-May 2015 • Tracey Munson, April 2013–Sept. 2013 • Andy Croft, April 2013-Sept. 2013 • Heidi King, May 2012-April 2013 • Cami Lowder, May 2012–April 2013


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Appendix L – Scholarship of Teaching & Learning Research Refereed Journal Articles 1. Hawley, J. L., Hall, K., & Pate, M. (2017). Exploring the outcomes of using problem-based

learning in an agribusiness sales course. NACTA Journal, 61(3). 2. Hall, K., Lawver, R., Hawley, J. L., & McMurray, K. (2017). Students’ perceptions of using a

course management system to supplement traditional advising. NACTA Journal, 61(2), 97-101. Retrieved from https://www.nactateachers.org/

3. Reeve, J., Hall, K., & Kalkman, C. (2014). Student outcomes from experiential learning at a student run certified organic farm. Natural Sciences Education, 43(1), 16-24. doi: 10.4195/nse2013.08.0025

Refereed Conference Proceedings 4. Hawley, J. L., Hall, K., & Pate, M. (2017). Exploring the outcomes of using problem-based

learning in an agribusiness sales course. Poster Proceedings of the American Association for Agricultural Education Conference, San Luis Obispo, CA, 241-244. Retrieved from http://aaaeonline.org/

5. Hawley, J. L., Hall, K., & Pate, M. (2016). Exploring the outcomes of using problem-based learning in an agribusiness sales course. Poster Proceedings of the Western Region American Association for Agricultural Education Conference, Tucson, AZ. Retrieved from http://aaaeonline.org/

Refereed Conference Presentations 6. Pate, M., Beard, F., Miller, B., Miller, R. L., Hatch, R., & Hall, K. (2015). Project Based

Learning: Integration Across Agricultural Systems Technology Courses. St. Joseph, MI: American Society of Agricultural and Biological Engineers. doi: 10.13031/aim.20152156630

7. Hall, K., & Hawley, J. L. (2016, June). Incorporating problem-based learning to develop employability skills in agriculture undergraduates. Poster presented at Association for Communication Excellence Conference, Memphis, TN.

8. Hall, K. (2016, February). Using Pinterest as a pedagogical tool. Poster presented at Southern Association of Agricultural Scientists Agricultural Communications Section, San Antonio, TX.

9. Hall, K. (2014, June). Learning by pinning: Assessing higher level thinking through Pinterest. Presentation at the North American Colleges and Teachers of Agriculture Conference, Bozeman, MT.

10. Hall, K., & Adams, T. (2014, May). Using students’ perspectives to improve or implement an online advising tool. Presentation at the NACADA-Region 10 Conference, Jackson, WY.

11. Reeve, J., Hall, K., & Steinitz, T. (2013, June). The development of a student run organic farm. Oral presentation at the Association for Environmental Studies and Sciences Conference, Pittsburgh, PA.

12. Hall, K., Reeve, J., & Steinitz, T. (2013, June). Mentoring student interns in farm-to-fork opportunities. Poster presented at the North American Colleges and Teachers of Agriculture Conference, Blacksburg, VA.

13. Hall, K., & Adams, T. (2012, June). Exploring the use of a course management system for online academic advising. Poster presented at the North American Colleges and Teachers of Agriculture Conference, River Falls, WI.

14. Hall, K., & Ulmer, J. (2012, April). Using peer review experiences to improve critical thinking in writing. Poster presented at Western Region American Association for Agricultural Education Research Conference, Bellingham, WA. 2nd Place Research Poster


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Appendix M – Institute for E-Learning Excellence Certificate


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Appendix N – Teaching Portfolio Workshop Certificate


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Appendix O – Emergency Response Communicator Certificate

artifact1 hall teachingportfoliokelseylhall.com/files/hall_teachingportfolio.pdfin conclusion, my...

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