Scoring Students’ Information Evaluation Abilities
in an Agricultural Readings Seminar Class:
A Three Pronged Approach
Marianne Stowell Bracke 1 and Dr. Marcos Fernandez2
1. Agricultural Sciences Information Specialist, Purdue University Libraries, West Lafayette, IN 47907-2058
2. Associate Dean and Director of Academic Programs, College of Agriculture, Purdue University, West Lafayette, IN 47907-2053
AGR 294 Directed Readings in Agriculture, Environment, & Society
0
 Reading and discussion-intensive course (1 book, plus additional related
materials)
 8 week elective
 Limited to 12 students, any grade level
 Unique offering in the curriculum
 Co-taught by the AD for Academic Programs and a librarian
 Each week (after the first class) instructors lead students through a discussion of
the assigned chapters. Instructors encourage active and engaged participation,
drawing students out as needed.
1
Present, not disruptive. Tries to respond when
called on but does not offer much. Demonstrates
very infrequent involvement in discussion.
2
Demonstrates adequate preparation: knows basic
case or reading facts, but does not show evidence
of trying to interpret or analyze them. Offers
straightforward information (e.g., straight from the
case or reading), without elaboration or very
infrequently (perhaps once a class). Does not offer
to contribute to discussion, but contributes to a
moderate degree when called on. Demonstrates
sporadic involvement.
3
Demonstrates good preparation: knows case or
reading facts well, has thought through implications
of them. Offers interpretations and analysis of case
material (more than just facts) to class. Contributes
well to discussion in an ongoing way: responds to
other students' points, thinks through own points,
questions others in a constructive way, offers and
supports suggestions that may be counter to the
majority opinion. Demonstrates consistent ongoing
involvement.
4
Demonstrates excellent preparation: has analyzed
case exceptionally well, relating it to readings and
other material (e.g., readings, course material,
discussions, experiences, etc.). Offers analysis,
synthesis, and evaluation of case material, e.g.,
puts together pieces of the discussion to develop
new approaches that take the class further.
Contributes in a very significant way to ongoing
discussion: keeps analysis focused, responds very
thoughtfully to other students' comments,
contributes to the cooperative argument-building,
suggests alternative ways of approaching material
and helps class analyze which approaches are
appropriate, etc. Demonstrates ongoing very active
involvement.
Life Without Oil: Why We Must
Shift to a New Energy Future
(2011) by Steve Hallett
Course Goals:
1. Critical reading of an important, timely and/or popular topic in Agriculture, Environment,
and Society
2. Participation in open discussion and evaluation of contemporary issues facing society in the
management of food, renewable & non-renewable natural resources, environment, and
communities, locally and globally.
3. Development of critical thinking skills across disciplines and topics
4. Appreciation of the interconnectivity and broad factors affecting and influencing agriculture
in today’s world
5. Development of information evaluation abilities
Food Politics: What Everyone
Needs to Know (2011) by Robert
Paarlberg
Information Evaluation:
Students are assessed on 3 aspects of the class. The librarian assesses class discussions with the
rubric (on the right) using field notes taken after class. Students write weekly reflections at the
beginning of each class. Thirdly, students submit one item to share and discuss with class.
Reflections and the shared material are graded using a rubric similar to the Class Discussion
Rubric.
CLASS DISCUSSION (7x) + WEEKLY REFLECTION (7x) + SHARED MATERIAL (1x) = SCORE
Class
Discussions
Denialism: How Irrational Thinking
Hinders Scientific Progress, Harms the
Planet, and Threatens Our Lives (2009)
by Michael Specter
Weekly
Reflections
Shared Material:
Shared
Material
Students select a week to share an item with the class relevant to the reading or discussion. The
instructors encourage students to be creative about the item they share – it can be a peer-reviewed
article, an opinion piece, a YouTube video, notes from a lecture, a cartoon, etc. They are asked to
describe the item’s relevancy and validity, and the impact that it might have on the discussion in
class or more generally by society. Examples of items are brought by the librarian the first few weeks
to model the process and discussion.
RUBRIC FOR CLASS DISCUSSION
Absent.
Grading Class Participation, 1996
Martha L. Maznevski, Assistant Professor, McIntire School of Commerce