Agricultural leadership and communication education | Noldus customer success story


I think that what’s important to me is
figuring out why humans do the things they do. Which is the great part about
using your products, or Noldus products, is that they can help me figure out,
and you know, make sense of that. So I am always interested in how people learn, how they view community, and then how they make decisions
about whatever happens to be in front of them. My name is Tiffany Drape, I’m an assistant professor at Virginia Tech. I work in agricultural leadership and community education in the field of community development. Prior to joining faculty at Virginia Tech, I was a middle and high school teacher in New York. I think that Noldus products can offer a really nice extra layer of confirmatory evidence that, at least we know, the naked eye can’t pick up. That maybe our participants in our research would not verbalize normally. And so I think that is also one of the greatest lessons we’ve learned too, is that when we can, we always ask a subset of our population to come back in, actually show them their video, and say what were you thinking here? Or what were you doing? Depending on, you know, the kind of experiment it is. And so we can also, as researchers,
try and figure out, what we thought in coding, was it the thing that actually the participant was thinking. This past year and currently we’re working on issues about race and inclusion. We’ve been working with college students, who are pre-service teachers, so they will be going out to teach in the next year or so. And as we train them, we’re trying to figure out how we can help them become more culturally competent. Recording students as the faculty taught some lessons, recording how they’re responding, and then going through reflection exercises, to see if they can verbalize that. And then look at the data to see if it matched, or where it matched with what they said in the reflections. We know that everybody has some implicit bias, and that’s ok, but if we’re training teachers to go out and teach in broad, diverse, urban, rural, suburban audiences, we also need to train our teachers that it’s ok, and how can they build a more inclusive classroom.

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