Stephen E Poe

Interests

Teaching

Agricultural & Biosystems Engineering, Agricultural Systems Management, Water

Research

Biofuels and energy, teaching effectiveness, irrigation and water resources.

Courses

Scholarly Contributions

Chapters

• Daily, C., Farrell-Poe, K. L., & Poe, S. E. (2013). Irrigation. In Arizona Master Gardener Manual(p. 42). UA CALS CE.
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  Chapter 18. Irrigation. submitted in August 2013.Proper design and operation of irrigation systems requires experience, science, and art. Irrigation system design begins with a landscape plan specifying plants suitable for the available topography, soil, climate, and water. Plant species adaptable to local climate and soil conditions are easier to irrigate and maintain. The following items are necessary to consider when designing, operating, or maintaining an irrigation system for landscapes:— Plant water requirements (peak demand)— Condition of the water and its supply— Soil type(s), condition, and topography— Weather and climate information— Microclimate concerns— Irrigation scheduling constraints— Maintenance
• Daily, C., Farrell-Poe, K. L., & Poe, S. E. (2016). Irrigation. In Arizona Master Gardener Manual(p. 42). UA CALS CE.
  More info

  Chapter 18. Irrigation. submitted in August 2013.Proper design and operation of irrigation systems requires experience, science, and art. Irrigation system design begins with a landscape plan specifying plants suitable for the available topography, soil, climate, and water. Plant species adaptable to local climate and soil conditions are easier to irrigate and maintain. The following items are necessary to consider when designing, operating, or maintaining an irrigation system for landscapes:— Plant water requirements (peak demand)— Condition of the water and its supply— Soil type(s), condition, and topography— Weather and climate information— Microclimate concerns— Irrigation scheduling constraints— Maintenance

Journals/Publications

• Poe, S. E. (2002). How Can I Prepare My Furnace For Summer Vacation. Ask A Specialist, 53.
• Poe, S. E. (1996). SELF-LEARNING: CD-ROM INSTRUCTION AND AUTHORING. Hortscience. doi:10.21273/hortsci.31.3.325e
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  A fundamental concern of agricultural education is innovation within the teaching process. In dealing with high technology, increasing subject complexity, and rising costs, educators (including plant managers and training personnel) must look to alternative methods of training and teaching. Educational multimedia software can effectively present a new dimension to traditional computer-assisted instruction (CAI) by adding sound, animation, high-resolution graphics, and live-action video. Multimedia software is not difficult to program; however, the ease of programming depends on the authoring language or languages that are used. A traditional language such as C++ can take extended periods of time to program, possibly hours per minute of program. A program developed specifically for multimedia development can facilitate the interactions between sound, videos, and animation more readily, and reduce the programming time required significantly. The use and development of multimedia software using Toolbook (Asymetrix Corp.) will be presented with copies of the developed software available.
• Bullock, D. K., Hansen, C. L., & Poe, S. E. (1995). Carbon monoxide production from land applied cheese whey. Bioresource Technology, 54(3), 231-233.
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  Abstract: Cheese whey was applied at a rate of 20 l/m2 (4 lbs/ft2) to growing alfalfa (Fortress variety) on silt loam calcareous soil. Selected sites were covered with a collection tent to collect gases generated. Large amounts of carbon monoxide and relatively small amounts of methane were emitted from the soil. These results indicate a concern for whey disposal on agricultural ground and the resultant production of CO. -from Authors
• Strickland, R. M., & Poe, S. E. (1989). Developing a CAI Graphics Simulation Model: Guidelines.. Technological Horizons in Education, 16(7), 88-92.
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  Developing a CAI Graphics Simulation Model: Guidelines Producing effective instructional software is a team effort that requires the balancing of course content and technological capabilities. Instructional design is a fundamental requirement of courseware in the way that the organization and presentation of material are critical to a book's usefulness to and acceptance by the reader. The courseware should take maximum advantage of technology and such software capabilities as branching, graphics, help screens and windows. But virtuoso complexity may add time and costs to development without necessarily enhancing the learning process. Courseware development efforts can often be criticized as being of questionable educational significance. While certain topics (e.g., math games) have been explored thoroughly, others remain virtually untouched. A primary concern when evaluating courseware is that it help resolve an instructional problem previously unaddressed or inadequately resolved through other means. Courseware Design Principles for instructional software (courseware) design have evolved over the last 20 years; the important ones are: * Learner/computer interaction; * Sequencing of instructional events; and * Graphics screen design. Interaction involves a cycle of presenting on-screen questions to the learner, accepting responses and having the program provide the appropriate feedback. Learner control over the sequencing and pacing of a lesson can increase student motivation by presenting screens that coincide with student interest and reading ability. Student control rather than software control, can also eliminate the frustration of having the software program determine prematurely that a student is ready for the next learning sequence. Organization and sequencing must be well-developed and communicated to the learner. One method of preparing the learner for instructional material is the use of advance organizers. These help the student to formulate a mental pathway that will link previously learned material to the current instructional unit. A similar method of advance organizing can be presented through learning or performance objectives. Students benefit by being informed of what they must do to demonstrate mastery. Performance objectives may also encourage students to progress more rapidly because expectations and/or requirements are perceived and more readily understood by the student. Another approach to sequencing instructional events is sometimes referred to as elaboration theory--an intuitive process of presenting simple concepts first, the elaborating with the more detailed learning concepts. Students are first presented with learning tasks that would involve the most important concept to be taught; and then the lesson is elaborated upon in stages of greater detail and complexity. Well-designed screens may inherently increase student attention. In general, they are visually stimulating, are easy to read and exhibit no annoying or distracting features. Suggestions for designing screens are: * Phrase text carefully. * Limit the number of text lines to three, when possible. * Use continuity in graphics and text placement. * Remove unnecessary information from the screen. * Use color whenever appropriate. * Don't describe it; picture it. Readability is improved by using different colors or highlighting to emphasize key points and to communicate the overall structure. But using too many colors will detract from the effectiveness of the screen. The way information is placed on the computer display can have either a negative or positive impact on learning. High-quality graphics should be used for computer-based learning material, regardless of the application, and professional help should be employed to aid in its development. …
• Gaultney, L. D., Strickland, R., & Poe, S. E. (1985). IMPLEMENTING COMPUTER-AIDED INSTRUCTION IN AN AGRICULTURAL ENGINEERING CURRICULUM.. ASEE Annual Conference Proceedings, 1, 32-39.
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  Abstract: Computer-aided instruction (CAI) can be an effective and progressive educational tool if implemented into a well developed course designed around sound learning objectives. However, incorporation of CAI into a curriculum must be carefully considered to assure that the primary goal is to assist in education and not simply to get students to use computers. Of particular interest to academicians and administrators alike is the ability of CAI to improve delivery of instruction without a corresponding increase in manpower. The paper discusses present uses of CAI in Agricultural Engineering Department at Purdue University.
• Strickland, R., Poe, S. E., & Gaultney, L. D. (1985). CURRICULUM FLEXIBILITY VS. INSTRUCTION SPECIALIZATION: CAI/CMI - BRIDGING THE GAP.. Paper - American Society of Agricultural Engineers.
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  Abstract: This paper covers new and emerging technologies Agricultural Mechanization will need to address in the next 20 years. It covers the need for curriculum flexibility to meet current and future needs and the use of computer driven interactive learning systems (CAI/CMI) to increase instructional efficiency and productivity.
• Gibson, H. G., Strickland, R. M., & Poe, S. (1982). Preliminary tests of two-stroke cycle engines fueled by ethanol/sunflower oil mixtures. SAE Technical Papers.
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  Abstract: Two stroke cycle chainsaw engines were tested comparing an ethanol/sunflower oil mixture to a conventional fuel mixture. Preliminary results indicated difficulty in starting below 50°F (10°C), high engine temperatures, gum deposits and possible lubrication breakdown; which indicate potential problems of using this fuel. Copyright 1982 Society of Automotive Engineers, Inc.

Proceedings Publications

• Strickland, R. M., Poe, S. E., & Gibson, H. G. (1982). Preliminary Tests of Two-Stroke Cycle Engines Fueled by Ethanol/Sunflower Oil Mixtures. In SAE Technical Paper Series.

Presentations

• Poe, S. E., & Livingston, P. (2016, August). Cost Effective Upgrades for Surface Irrigation Systems. 2016 Water Conference. Tucson: CES.

Others

• Poe, S. E., & Wright, G. C. (2019, July). Citrus Rootstock Acquisition and Evaluation — 2018. Arizona Citrus Research Council Website https://agriculture.az.gov/arizona-citrus-research-council-previously-funded-research-projects. https://agriculture.az.gov/sites/default/files/documents/Citrus%20Rootstock%20Acquisition%20and%20Evaluation%20%20-%202018.pdf
• Wright, G. C., & Poe, S. E. (2018, March). Citrus Rootstock Acquisition and Evaluation — 2017. Arizona Citrus Research Council Website.
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  file:///C:/Users/Glenn%20Wright/Downloads/Citrus%20Rootstock%20Acquisition%20and%20Evaluation%20New%20%20%202017.pdf