phd in agricultural education and extension

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PhD program 

The Department of Agricultural and Extension Education and Evaluation (AEEE) prepares and supports highly-qualified agricultural and extension professionals to teach, lead, and serve youth and adults. AEEE’s focus is on two of our greatest assets—the agricultural industry and our human capital. Students in this program learn about effective teaching methods and techniques as they prepare for careers in both formal and non-formal educational environments of the agricultural sector.

Concentrations are available in Agricultural Leadership and Development and Teaching in Formal Education. Students interested in the Agricultural Education major should contact the Department of Agricultural and Extension Education and Evaluation for deadlines and specific details about each concentration. Students who anticipate entering the Teaching in Formal Education concentration for teacher certification should inform the faculty advisor at the time the undergraduate program of study is being developed. Students interested in a teacher certification program other than agricultural education should contact the College of Human Sciences and Education.

Agricultural and Extension Education and Evaluation, Ph.D.

The Doctor of Philosophy degree in Agricultural & Extension Education is designed to provide professional advancement in a variety of career contexts including, but not limited to, higher education, state agricultural education leadership, Cooperative Extension, agribusiness, government, and non-profits. This program requires 60 approved credit hours above the Masters degree, successful completion of the comprehensive general examination, and the completion of a doctoral dissertation. The doctoral dissertation is a substantial research project planned, implemented, and reported under the guidance of the student’s graduate committee.

Ph.D. Admission

• Acceptable GRE score
• GPA - 3.0 minimum per LSU Graduate School requirements Writing sample
• Philosophy of Agricultural or Extension Education (maximum of 2 pages)
• Letter of intent which includes career goals and research interests

Other Requirements

• Students who have been a part of our master’s program must reapply for the PhD program.
• PhD program will require a minimum of 61 hours beyond the master’s degree.
• Students with a bachelor’s degree only will have to complete the master’s degree before being allowed to apply for the PhD program.
• AEEE—Research Methods in AEE (or its equivalent) and ELRC 4006— Introduction to Applied Statistics in Educational Research (or its equivalent) are leveling courses that all PhD students are expected to have completed as part of their master’s degree program.
• Students who do NOT have one or both of these courses will be required to take them but CANNOT count them toward the 61 hour requirement.
• Agricultural education students wishing to pursue a PhD must have 3 years of successful agricultural education teaching experience to be admitted to the PhD program. All other applicants must have 3 years of

Graduate Assistantships

A limited number of graduate assistantships are available at both the M.S and Ph.D. levels. Students who are on assistantship will work within the department for a minimum of 20 hours a week and may have responsibilities teaching course work, serving as a teaching assistant, serving as research assistants, or assisting with departmental programs. Assistantships are competitive and will often require interviews for specific positions. For more information about assistantship availability, please contact Dr. Richie Roberts, Associate Professor and Graduate Coordinator, at [email protected] .

GRADUATE CATALOG

LSU GRADUATE school

LSU COLLEGE OF AGRICULTURE

Richie Roberts, Ph.D. Associate Professor, Graduate Advisor [email protected] 131 J.C. Miller Hall Baton Rouge, LA 70803 225-578-8549

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Doctoral Degree in Agricultural and Extension Education

The Department of Agricultural and Human Sciences at NC State offers a Doctor of Education (Ed.D.) degree in Agricultural and Extension Education. The rigorous research-based program is designed for students who want to pursue careers in higher education or administrative positions in educational settings or government.

Our doctoral students excel in their fields and exceed high expectations of:

• Mastery of knowledge   in the field – At the doctoral level, students must understand and know the major constructs, facts, principles, and theories of the field, and be able to apply this knowledge in real-world settings.
• Superior quality of work – Doctoral work is expected to be perceptive and in-depth.
• Original research – Students must demonstrate their ability to conduct original research and that they have deep knowledge and understanding of the research process, statistics, and research in the field.

Application Requirements

Our requirements are consistent with the NC State Graduate School. 

Deadlines and Review Process

Applications and supporting documents are due to the Graduate School by the priority deadlines. Faculty will review applications once a month for admission to the following semester.

Course Requirements

View course requirements and schedule for the doctoral program.

For more information about the AEE doctoral program, contact Wendy Warner, interim director of graduate programs.

Program Length

We have customized the doctoral program to meet each student’s career goals. While there are some common components, your graduate committee will consult with you to determine the required courses and hours to complete the program.

• Hours: Eighteen hours from the master’s program can be counted toward the doctoral program unless you immediately “rollover” from the NC State master’s program into the doctoral program. In those situations, up to 36 hours completed in the master’s program can count toward the doctoral degree.
• Time Limit: Students have 10 years to complete the doctoral program (starting with the first course counted in the program). Once admitted, students must maintain continuous enrollment in at least one course every semester. You may request a leave of absence for up to two semesters.

Departmental Assistantships

A limited number of departmental research/teaching assistantships are available on a competitive basis. Applications for open positions are due in February for the following academic year. Other financial options are available from the Office of Financial Aid and on a competitive basis from the Graduate School.

Comprehensive Examination and Dissertation

Examination.

At the completion of the coursework, and no later than four years after the start of the doctoral program, students must complete a comprehensive examination (written and oral) to continue in the program. If you fail this exam, the doctoral program is terminated.

Written Component

The written exam is 16 hours – four hours a day, for four days. This exam covers the student’s factual knowledge and the ability to apply this knowledge.

• Part 1 (4 hours) – is over general knowledge (e.g., history and philosophy) in agricultural and extension education.
• Part 2 (4 hours) – concentrates on coursework and knowledge in the student’s specialization (e.g., the practice of agricultural education, the practice of extension education, the practice of international development, etc.)  
• Part 3 (4 hours) – concentrates on research and statistics.
• Part 4 (4 hours) – is over the minor field of study.

Oral Component

There is a two-hour oral exam over the written exam. This component allows students to clarify information from the written exam and gives the graduate committee a clear view of the depth and breadth of the student’s knowledge. The written exam must be passed unconditionally before scheduling the oral exam with the Graduate School .

Dissertation

The final requirement of the doctoral program is to make an original contribution to the field of agricultural and extension education through research. Requirements of the dissertation include:

• Identify a major problem or question in the field of agricultural and extension education
• Design a research study to address this problem
• Conduct the research
• Report the results – the topic of the dissertation must be in the area of agricultural and extension education
• The dissertation must be of superior quality that can be published in professional journals

A complete dissertation is about 150-200 pages. The student’s graduate committee will provide guidance and support for the project. Upon completion, the student will defend the dissertation before their graduate committee.

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Ph.D. Program in Agricultural Education

Ph.d. in education with a focus in agricultural education.

If you have a passion for agricultural/natural resources education, youth leadership development, community and civic leadership and engagement, STEM education, or career and technical education- this is a great opportunity for you!

The Department of Agricultural Education and Agricultural Sciences works closely with the College of Education to offer a valuable degree program that allows our students to be well prepared for faculty and administrative positions in universities, cooperative extension, supervisory, and administrative positions in state departments of education; as well as numerous positions in government and related industries. The program takes 3 years on average for degree completion if entering the program with a master’s degree.

This Ph.D. in education, with an emphasis in agricultural education, was co-developed by both colleges and provides our Ph.D. students with an unique and diverse program. Our graduates are highly sought after and are high performers in their careers.

In addition to receiving a high-quality education, our graduate students are given ample opportunity to receive graduate assistantships to help support them financially throughout their academic journey. Our graduate students positively impact agriculture education nationwide through active involvement in professional organizations, hands-on teaching experiences, research endeavors, and industry engagement.

Graduate students also have multiple opportunities to attend regional and national conferences where they present original research, create professional networks, and seek out new opportunities to grow both personally and professionally.

Explore more information about our program and how to apply below! 

More About the Program

The Agricultural Education doctoral option has a primary focus of preparing candidates to assume faculty positions in colleges or university agricultural education programs. Candidates assemble an individual program of study that provides a comprehensive knowledge of the teaching and learning process with a strong theoretical foundation and practical research experience in agricultural education. This program combines rigorous education with instruction and advising duties, along with multiple opportunities for professional development. 

Assistantships

Qualified candidates will receive assistantship funding to teach graduate and undergraduate courses in agricultural education, leadership, agricultural communications, and agricultural sciences. Assistantships are 9-month, .49 FTE positions with the opportunity for summer teaching employment. Salary and benefits are competitive and funded assistantships include tuition waivers. 

Areas of Research and Interest in Agricultural Education:

• K-12 and Postsecondary Student Motivation
• Leadership assessment and development
• Teacher preparation and early career retention
• Teaching Methods
• Teacher recruitment, retention, and professional development
• Equitable and inclusive practices in agricultural education

Connect with us and tell us more about your research inquiries!

Learning Outcomes 

Agricultural Education Learning Outcomes

Three overarching Graduate Council-approved Learning Outcomes for the PhD program are:

• Produce and defend an original significant contribution to knowledge
• Demonstrate mastery of subject material
• Conduct scholarly activities in a responsible and ethical manner

In addition, the major aim of the Agricultural Education Ph.D. option is to develop students’ analytic skills, knowledge and sensibilities to:

• Use meaningful and relevant social science literature to better understand and investigate questions in agricultural education research
• Critically evaluate key social science research to construct arguments which further understanding of research in agricultural education
• Synthesize a coherent point of view using evidence-based and theoretical arguments relevant to questions in agricultural education research

Application Process/Requirements

The Agricultural Education program is a minimum of 108 credits which include: a core curriculum in quantitative and qualitative research, 13 credits in a specialty area, a practicum, and a dissertation. Additional research methods and elective courses as approved by the major professor (faculty advisor). 

Applicant Requirements:  

• Ability to pass the state of Oregon background check
• 3.0 GPA or better 
• Master’s degree in an appropriate field or equivalent professional experience (preferably in the areas of Agricultural Education, Extension Education, Agricultural Leadership, Agricultural Communications, or other related degrees)
• Demonstrated capability of working independently as well as in teams
• Willingness to collaborate in multi-disciplinary projects 

*Applicants are encouraged to contact KJ Joseph to discuss relevant prior experiences and education. 

Preferred qualifications include: 

• Demonstrated excellent teaching skills
• Demonstrated outstanding verbal and written communication skills

Application Materials: 

To apply, please send a current resume, unofficial transcript(s), contact information for three professional references, and a 2-page, double spaced personal statement describing your experience with teaching and desire to pursue a Ph.D. graduate degree to either KJ Joseph ( [email protected] ). After reviewing the application materials, qualified candidates will be invited for a video or on-campus interview.

Application Deadlines:  The Agricultural Education option has a rolling application process. Applicants are encouraged to contact KJ Joseph (541-737-5926) if interested. Upon departmental acceptance, applicants will then be asked to apply to the program through the College of Education . 

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Degree Requirements

Qualifying process, comprehensive examination process, dissertation requirements.

A total of 72 credit hours beyond the baccalaureate degree must be completed.  The student's doctoral program committee must approve all course work used to satisfy the credit-hour requirement and may require additional course work beyond the minimum.

Within the 72 credit hour requirement, students should complete 12 credit hours of course work that focuses on developing an area of expertise. The student's doctoral program committee will approve the area and content of the concentration.  Concentrations may include, but are not limited to, Teacher Education, Extension Education, and Communication/Journalism.

Electives - should be selected in consultation of the student's advisor and must be approved by the student's committee, and should total 27 credit or more.

Concentrations - should total at least 12 credits and are counted as part of the electives, should focus on developing an area of expertise such as Teacher Education, Adult Education, Journalism, Educational Leadership, etc.

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Please contact the department for information about the qualifying process.

Candidacy for a doctoral degree is established by passing the comprehensive examination.  The comprehensive examination includes written and oral sections and is completed as the candidate is completing the prescribed coursework.

After passing the comprehensive examination, the program for the doctoral degree must be completed within five years. Upon completions of the dissertation research project, the candidate defends the dissertation before his/her doctoral research committee. Details regarding the dissertation process can be found in the program's Graduate Handbook.

During the time when a student is working on the dissertation, candidacy is maintained by enrolling in AG_ED_LD 9090 Doctoral Research in Agricultural Education and Leadership , for two credit hours each fall and spring semester, and for one credit hour each summer semester, up to and including the term in which the dissertation is defended. Continuous enrollment provides access to an advisor's support, doctoral program committee guidance, and University research facilities for completion of the dissertation. Failure to continuously enroll in AG_ED_LD 9090 until the doctoral degree is awarded terminates candidacy.

Applicants are required to meet two sets of minimum qualifications for admission: the requirements of the PhD in Agricultural Education program and the minimum requirements of the graduate faculty, enforced by the Graduate School . Because requirements vary, you must refer to a degree program's graduate admission page to learn about specific admission criteria, application deadlines, eligibility and application process. Before official admission to the University of Missouri, your application materials will be reviewed by both the Graduate School and the degree program to which you've applied.

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Agricultural and Extension Education

The Agricultural and Extension Education Program in the School of Human Sciences offers graduate courses leading to the following degrees:

• Master of Science in Agricultural and Extension Education with concentrations in:
• Community and Extension Education
• Agriculture Teacher Licensure
• Teaching and Learning

Doctor of Philosophy in Agricultural Sciences with a concentration in Agricultural and Extension Education

Master of science in agricultural and extension education (thesis and non-thesis).

A minimum of 30 hours of coursework in a planned program of study must be completed for the M.S. degree. A minimum of one-half the total credit hours on the program of study must be at the 8000 level. Students wishing to complete a thesis must take at least 6 credit hours of research/thesis (6 of these credit hours substitute for coursework hours) and an approved statistics course.

A written or oral final comprehensive examination is required for the student in the non-thesis option. A student in the thesis option must pass a final thesis defense and submit the thesis.

Community and Extension Education concentration

• AELC 6103 – Principles and Practices of Extension Education
• AELC 8203 – Advanced Communications in Agricultural and Extension Education
• AELC 8243 – Administration and Supervision in Agricultural and Extension Education
• AELC 8503 – Program Planning and Development
• AELC 8703 – Evaluation of Agricultural and Extension Education Programs
• AELC 8803 – Applying Research Methods to Agricultural and Extension Education
• AELC 8853 – Statistics for the Social and Life Sciences in Agriculture
• AELC 8000 – Research/Thesis (thesis option) OR AELC 8100 Creative Component Project (non-thesis option)
• Electives (6 hours)

Agriculture Teacher Licensure concentration

• AELC 6403 – Development of Youth Programs
• AELC 6613 – Teaching Agricultural Mechanics
• AELC 6723 – Pedagogy of Agriscience Programs
• AELC 6873 – Professional Seminar in Agricultural Education
• AELC 8403 – Directing Learning Experiences in Agricultural and Extension Education
• AELC 8603 – Teaching Internship in AEE I
• AELC 8613 – Teaching Internship in AEE II
• AELC 8693 – Philosophical Foundations of Agricultural and Extension Education
• EDX 8173 – Special Education in the Regular Classroom
• AELC 8000 Research/Thesis (thesis option) OR AELC 8100 Creative Component Project (non-thesis option)

Teaching and Learning concentration

• AELC or Education electives (6 hours)
• Agriculture Subject Area electives (6 hours)

The minimum requirement for the Doctor of Philosophy (Ph.D.) degree is the completion of 90 semester hours of graduate credit on an approved program of study above the bachelor’s degree. Required courses for the Ph.D. include 30–36 hours of graduate credit in Agricultural and Extension Education; 16 graduate credits in statistics, research, and evaluation; 12–18 graduate credits in a minor or supporting area, 0–12 graduate elective credits; and 20 credit hours of dissertation research. Students must pass a written and an oral comprehensive examination in both the major and minor/supporting area.

To be eligible for the preliminary/comprehensive examination, a graduate student must have a 3.00 GPA on all graduate courses taken after admission to the degree program. Students must also pass the final dissertation examination. The student’s graduate committee supervises the dissertation and examinations.

Doctor of Philosophy curriculum

• AELC 8413 – Methods of Planned Change
• COGNATE (Communications, Extension, Teaching/Learning, or Youth Development) or Minor in appropriate department, or disciplines (12 hours)
• RESEARCH, EVALUATION, AND STATISTICS
• AELC 8833 – Instrument and Data Collection Procedures in Social Science Research
• EPY 9453 – Introduction to Qualitative Research
• CHOOSE QUANTITATIVE SERIES OR QUALITATIVE SERIES
• Quantitative Series to include AELC 9103 (Applied Multivariate Analysis in Agricultural Science) or EPY 9213 (Multivariate Analysis) and AELC 9583 (Analysis of Data in AEE)
• Qualitative Series to include EDF 9463 (Qualitative Data Collection) and EDF 9473 (Qualitative Data Analysis)
• AELC 9000 Research/Dissertation

Health Promotion Emphasis

Ph.D. students in Agricultural and Extension Education may select an emphasis in health promotion by taking courses in the Food Science, Nutrition, and Health Promotion Department's Health Promotion curriculum. These courses must be approved by the Health Promotion graduate coordinator. This program is designed to equip students for careers as public health educators, health promotion specialists, and health scientists. Students in this emphasis may sit for the Certified Health Education Specialist exam offered by the National Commission on Health Education Credentialing when they have successfully completed at least 25 hours in the Health Promotion area.

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Want to know more? Contact:

Kirk Swortzel | 662.325.7837

Agricultural and Extension Education, M.S., Ph.D.

Department website: http://aged.wvu.edu

Elizabeth McConnell, Administrative Assistant  e-mail: [email protected]  

Degrees Offered

• Master of Science
• Doctor of Philosophy

Nature of the Program

Candidates for the master of science degree may be admitted on a regular or provisional basis. A student who does not have a B.S. in agriculture with a major in agricultural and extension education may be required to complete undergraduate courses in agriculture and professional education if they plan to obtain teacher certification. Students take graduate courses in both technical and professional education. Programs are planned to ensure that candidates develop competence in the following areas: 

• The informed design of agricultural and extension education programs
• The effective operation of agricultural and extension education programs 
• The evaluation of agricultural and extension programs
• The philosophy and execution of action research
• The active teaching and learning process

A regular graduate student is a degree-seeking student who meets all the criteria for regular admission to a program of their choice and be under no requirements to make up deficiencies.

For regular admission, a student must:

• Possess a baccalaureate degree from a college or university and have at least a grade point average of 2.75 on a 4.0 scale (or an average of 3.0 or higher for the last sixty credit hours).
• Provide three letters of reference from persons acquainted with the applicant’s professional work, experience, or academic background.
• Submit a written statement of 500 words or more indicating the applicant’s goals and objectives relative to receiving a graduate degree, and identify a potential faculty advisor.
• Have an adequate academic aptitude at the graduate level as measured by the Graduate Record Examination (GRE) or the New Medical College Admissions Test (New MCAT).

*  International students must meet WVU's minimum score requirement for English language proficiency.  

*International students must meet WVU's minimum score requirement for English language proficiency.  

** A standardized graduate examination score (GRE or MCAT) is not required for admission to this degree, however, it is strongly encouraged.

Masters - Teacher Certification Option

To be admitted to the teacher certification option, a prospective student must meet the following qualifications:

• Bachelor’s Degree in an agricultural field from an Accredited College/University
• Undergraduate GPA of 2.75 or higher
• Achieved minimum scores established by the West Virginia Department of Education on the following:
• Core Academic Skills for Educators: Reading
• Core Academic Skills for Educators: Writing
• Core Academic Skills for Educators: Mathematics
• PRAXIS II: Agriculture

Admission Requirements 2024-2025

The Admission Requirements above will be the same for the 2023-2024 Academic Year.

MS Major Code: 0734

PhD Major Code: 0787

For specific information on the following programs please see the link to the right:

• Agricultural and Extension Education, M.S.
• Agricultural and Extension Education, Ph.D.

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Agricultural Education and Studies

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Agricultural Extension Education Specialization

Requirements.

For the Ph.D. degree, a specialization in Agricultural Extension Education can be earned by taking a graduate course in the following areas: instructional methods (AGEDS 520), program planning (AGEDS 524), technology transfer (AGEDS 561), program evaluation (see recommended), and administration (AGEDS 625).  Additionally, the dissertation research must be related to agricultural extension education.

For the M.S. degree, a specialization in Agricultural Extension Education requires a graduate course in each of the following areas: program planning, program evaluation, and instructional methods.  The thesis or creative component must be related to agricultural extension education. 

Students interested in Extension may benefit from taking other elective coursework related to extension education, associated with the Certificate in Education and Outreach for Agriculture and Natural Resources. Students are permitted to earn both a Specialization and the Certificate.

Access the Certificate here .

Declaring the Specialization.  The student must type “Agricultural Extension Education” on the appropriate line of the electronic POSC form under AccessPlus to be routed and approved by the POS Committee. The Specialization, when satisfied, becomes part of the degree and the transcript.

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Agricultural education

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A doctorate in agricultural education from MU can help you advance your career in agricultural or extension education, communication or informal adult education. If you want to connect with expert faculty members and take an innovative, high-tech approach to agricultural education, this may be the degree for you.

Quick facts

Official name, program type, academic home, delivery mode, accreditation, credit hours, estimated cost.

*This cost is for illustrative purposes only. Your hours and costs will differ, depending on your transfer hours, your course choices and your academic progress. See more about tuition and financial aid .

Career prospects

This degree has potential benefits for.

• Classroom or extension educators in agriculture or the environment
• Communications or public relations professionals
• International agricultural development specialists
• Program manager or producers
• Sales professionals
• Youth specialists

Program structure

Delivery of this program is 100% online: no campus visits are required.

Courses are semester-based. Students typically take two classes each semester session and finish the program in four years.

Course work covers

• Instructional design and delivery
• Teaching and learning theories and practices
• Educational program planning, evaluation, organization and administration

Calendar system

Typical program length, typical course load.

The University of Missouri is accredited by the Higher Learning Commission , one of six regional institutional accreditors in the United States.

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Agricultural Sciences (Ph.D.)

Why pursue a Ph.D. in agricultural sciences at UNH?

A Ph.D. in a gricultural s ciences will help you advance your career in an agriculture-related field, whether you are working in agricultural production, agribusiness, policy areas in government or nonprofit sectors, education and/or research. As a graduate student in the department of agriculture, nutrition and food systems , you will part of an interdisciplinary department focusing on the farm to fork wellness continuum and a holistic approach to solving problems. You will also develop independent and team research experience and graduate prepared to pursue a wide range of caree rs .

Program highlights

UNH is among the nation’s highest-performing research universities, having earned a Carnegie Classification R1. Our research portfolio brings in more than $110 million in competitive external funding each year. Federal and state funding is available for research on diverse aspects of sustainable agriculture, foods and agricultural sciences. You’ll have the opportunity to partner with state and regional growers and producers and collaborate with leading researchers worldwide. As a graduate student at UNH, you’ll have the opportunity to work in several top-notch teaching and research facilities, including the New Hampshire Agricultural Experiment Station, one of the university’s largest research organizations.

Potential career areas

• Agribusiness
• Commercial plant/animal production
• Private consulting
• Education  and Extension
• Government/regulatory
• Policy making
• Nonprofit sector

Contact Information

Curriculum & Requirements

Program description.

The Doctor of Philosophy (Ph.D.) in Agricultural Sciences graduate program offered by the Department of Agriculture, Nutrition, and Food Systems (ANFS) offers a flexible course of study that provides education and research experience plant and animal agriculture, aquaculture, food systems, and related fields. As a graduate student in ANFS, you will be engaged in an interdisciplinary department focusing on the farm to fork wellness continuum and a holistic approach to solving problems. You will also develop independent and team research experience.

As an Agricultural Sciences student, you will have the opportunity to optimize your graduate course work to suit your interests and career goals. Our faculty offer education and research opportunities in the diverse components of food systems and plant and animal agricultural systems including breeding and genetics, physiology, environmental interactions, organismal health, agroecology, and pathology. Student are exposed to diverse production systems, including field based, hydroponics, and aquaculture, as well as post-harvest practices. Beyond the classroom and the lab, you will hone communication skills that essential for professional scientists through teaching, extension, and outreach opportunities with stakeholders and constituents.

With a Ph.D. in Agricultural Sciences, students are prepared to pursue careers in college teaching and research positions in industry and government. Students may work in plant and animal agriculture, aquaculture, food production and distribution systems, teaching, public service, research in federal, state, nonprofit, private organizations, or related fields.

The Ph.D. program is thesis-based, with the expectation of generating and publishing substantial new knowledge in the field of interest.

Requirements for the Program

Doctor of Philosophy (Ph.D.) graduate students work with their advisor and Doctoral Guidance Committee to plan a program of study including the required core courses, competencies, and develop a research proposal. To complete the degree, students must complete a research proposal, pass a qualifying exam, conduct dissertation research, and complete and defend a dissertation.

Guidance and Dissertation Committees : During the first semester, the student and advisor jointly select members of a guidance committee. A nomination form must be sent to the graduate school to officially appoint the committee membership. The Guidance Committee consists of 5 members and is responsible for approving the proposal and oversees the qualifying examination. Once the student has advanced to candidacy, the Doctoral Dissertation Committee is formed. The Dissertation Committee is responsible for administering the dissertation exam.

Dissertation Proposal and Defense: All Ph.D. students are required to develop a formally approved research proposal typically by the end of the third semester and no later than the fourth semester. Proposals are approved by the dissertation committee and the major advisor. In addition to the written proposal, students are expected to present a proposal defense presentation. This proposal should consist of the following:

• comprehensive review of the literature related to the student’s research topic.
• statement of need/justification.
• research goal with a list of research objectives with stated hypotheses that address the major research questions.
• plan of work describing the experimental approaches or methods to be used in answering the thesis questions.
• Expected outcomes and potential pitfalls for each objective.
• Timeline for completion of the work.
• preliminary research where appropriate.

Candidacy: Following approval of the research proposal and completion of coursework, doctoral students should advance to candidacy. Candidacy is reached after passing a formal qualifying examination that assesses both broad basic knowledge of the student’s field, and topics central to the research project. The purpose of the exam is to measure of the student’s likelihood of successfully completing a doctoral program. The qualifying exam comprises written and oral components.

• Written exam: Student choose three areas of specialization in consultation with their Doctoral Guidance Committee. The advisor solicits questions from Committee members and administers the exam. Once completed, Committee members evaluate the responses. The student is expected to demonstrate competence in each of the chosen areas, reflected in clear, concise, well-organized synthetic essays. The exam may be “closed book” or “open book” at the discretion of the advisor.
• Oral exam: An oral exam is conducted by the Doctoral Guidance Committee and chaired by the advisor. The student should demonstrate mastery of fundamental concepts in the designated areas of specialization, draw upon a broad spectrum of information to answer theoretical and practical questions. There may be focus on any area that was deemed weak in the written exam.

When the student has passed both parts of the qualifying exam, the advisor will inform the Graduate School and recommend that the student be advanced to candidacy in the Ph.D. degree program.

Dissertation and Oral Defense: All students must complete a dissertation reporting original research. After completion of the research, the candidate must provide a copy of the dissertation to the Doctoral Dissertation committee at least two weeks prior to the final oral examination. The final thesis defense consists of two parts: an oral presentation of the research in a public seminar, and an oral defense of the dissertation conducted by the Doctoral Dissertation Committee. Final approval of the dissertation will be determined by a majority vote of the committee.

Number of Credits Required:  There is no specific credit requirement for the Ph.D., though students must take the required core courses and fulfill the competences outlined below. Up to 8 credits of graduate credit from another institution may be transferred, provided the credits were not counted toward another degree, and the course grade was a B or higher. Petitions requesting transfer credit must be supported by the advisor and graduate committee and approved by the UNH Graduate School.

1. Core Course Requirements:

To be taken at the earliest opportunity, typically in the initial fall semester of the program.

All students are required to register and participate for a minimum of 3 credits.

All students are required to register and participate at least twice, and must be taken after candidacy.

2. Competency Requirements:  In addition to the core required courses, students will be expected to demonstrate competency in areas of experimental design and analysis, and in scientific writing and communication. Students must take at least one course from each competency. The competencies may be fulfilled by courses chosen in consultation with the advisor and committee. Depending on the student, one or both of these competency requirements may have been fulfilled through other course work or professional experience as approved by the committee and ANFS graduate coordinator.

3. Electives: Each student, in consultation with their graduate committee, will define one or more areas of informal specialization, and will take additional courses appropriate for their area(s) of specialization.

4. Additional Information: 

• All students in the Agricultural Sciences Ph.D. Program are expected to present their research in ANFS departmental seminar at least three times (including the defense seminar). Students are also encouraged to present at professional conferences and acquire teaching and/or mentoring experience.

Annual Evaluation:  The annual evaluation of graduate students ensures that students receive the mentorship they deserve and are making progress toward completion of their degrees. The annual evaluation of graduate students consists of a collaborative effort between faculty adviser and student to:

• Complete a self-assessment;
• Present a professional quality CV suitable for awards, job applications, and internships;
• Produce a narrative of service or other activities not captured on a CV;
• Develop annual goals.

Student Learning Outcomes

Students graduating with a Ph.D. in Agricultural Sciences will meet objectives in the following areas:

Discipline specific knowledge

• Identify and explain discipline specific research methods
• Build knowledge and understanding in key areas of agricultural sciences including food systems, and animal and plant-based agricultural production systems

Research design and analysis

• Identify the strengths and weaknesses of study designs utilized in agriculture or food systems research
• Apply appropriate research design to answer a question
• Identify and apply appropriate statistical methods to analyze and interpret research results

Scientific method

• Independently develop, defend, and execute a research idea to advance knowledge in the student’s specific field of study

Critical thinking

• Ability to collect and critically evaluate information from the primary research literature to expand knowledge of agricultural and food systems
• Draw conclusions from the literature and make recommendations based on an understanding of the system, scientific evidence, related factors, and desired outcomes
• Develop skills to critically evaluate and analyze their research data

Communication

• Communicate effectively in writing through the development of an argument supported by evidence
• Communicate effectively in oral formats when addressing project-specific research and complex agriculture and food related issues
• Contribute written works to the scientific community in the form of peer-reviewed publications and presentation at scientific conferences

Professionalism

• Conduct research in an ethical manner
• Deliver professional oral and written communications
• Demonstrate collaboration and leadership skills

Application Requirements & Deadlines

Applications must be completed by the following deadlines in order to be reviewed for admission:

• Fall : Jan. 15 (priority*), Aug. 1 (final) *Applications completed by Jan. 15 will be given priority consideration for admission and financial support. Applications completed after Jan. 15 will be considered based on openings and funding.
• Spring : Oct. 15 (final)
• Summer : N/A
• Special : N/A

Application fee : $65

Campus : Durham

New England Regional : MA RI

Accelerated Masters Eligible : No

New Hampshire Residents

Students claiming in-state residency must also submit a Proof of Residence Form . This form is not required to complete your application, but you will need to submit it after you are offered admission or you will not be able to register for classes.

Transcripts

If you attended UNH or Granite State College (GSC) after September 1, 1991, and have indicated so on your online application, we will retrieve your transcript internally; this includes UNH-Durham, UNH-Manchester, UNH Non-Degree work and GSC. 

If you did not attend UNH, or attended prior to September 1, 1991, then you must upload a copy (PDF) of your transcript in the application form. International transcripts must be translated into English.

If admitted , you must then request an official transcript be sent directly to our office from the Registrar's Office of each college/university attended. We accept transcripts both electronically and in hard copy:

• Electronic Transcripts : Please have your institution send the transcript directly to [email protected] . Please note that we can only accept copies sent directly from the institution.
• Paper Transcripts : Please send hard copies of transcripts to: UNH Graduate School, Thompson Hall- 105 Main Street, Durham, NH 03824. You may request transcripts be sent to us directly from the institution or you may send them yourself as long as they remain sealed in the original university envelope.

Transcripts from all previous post-secondary institutions must be submitted and applicants must disclose any previous academic or disciplinary sanctions that resulted in their temporary or permanent separation from a previous post-secondary institution. If it is found that previous academic or disciplinary separations were not disclosed, applicants may face denial and admitted students may face dismissal from their academic program.

Letters of recommendation: 3 required

Recommendation letters submitted by relatives or friends, as well as letters older than one year, will not be accepted.

Personal Statement/Essay Questions

Prepare a brief but careful statement regarding:

• Reasons you wish to do graduate work in this field, including your immediate and long-range objectives.
• Your specific research or professional interest and experiences in this field.

Important Notes

Applicants should visit the  Agricultural Sciences program website  and review the list of faculty in their area of interest. The applicant should contact potential faculty advisors to discuss their interests and determine whether the faculty member(s) may be willing and able to serve as the student’s advisor before applying to the program. See the  Agricultural Sciences Faculty List  for a current list of faculty.

All applicants are encouraged to contact programs directly to discuss program specific application questions.

International Applicants

Prospective international students are required to submit TOEFL, IELTS, or equivalent examination scores. English Language Exams may be waived if English is your first language. If you wish to request a waiver, then please visit our Test Scores webpage for more information.

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University Catalog 2023-2024

Agricultural and extension education.

Our graduate programs offer flexibility and enable graduates to pursue diverse career options. Prepare for a career teaching agricultural education to middle or high school students, or become an Extension agent helping farmers and families succeed in their communities. Pursue other rewarding positions such as agricultural museum curators, environmental educators, agricultural missionaries, agricultural public relations representatives, or congressional officers.

More information on our programs can be viewed on our website .

Admission Requirements

• A minimum undergraduate GPA of 3.0; a minimum graduate GPA of 3.5 for Doctoral applicants
• Three letters of recommendation
• A statement of purpose: Prospective graduate students will draft a statement of purpose for graduate work. If the student intends to complete a thesis or dissertation, the statement should also indicate the nature of potential research work, including possible topics or questions, and minimally two professors from the Agricultural and Human Science department whose research areas potentially align with those possible research topics. Prospective students should plan to meet with faculty prior to submitting their applications to discuss the research with those professors and include those ideas in the statement.
• Relevant experience in extension, teaching, industry, leadership, or other closely related field

Master's Degree Requirements

The Department offers an M.S. degree, which requires a thesis for which the student receives six hours of credit, and a Master of Agricultural and Extension Education (M.R.) as a non-thesis track. The M.S. degree requires a total of 36 credit hours, whereas the M.R. degree requires 30 credit hours. The student’s advisory committee will meet with the student to determine the appropriate courses for their Plan of Work. M.S. students have the option of adding a minor which requires a minimum of 9 credit hours.

Graduate Certificate Requirements

The Department also offers a graduate certificate in agricultural and extension education. This certificate program involves completion of 15 credit hours divided into two focuses: Agricultural Education and Extension Education. 

Sixth-Year Certificate

The Department offers an array of courses that are recognized by the NC Department of Public Instruction as comprising a Sixth-Year Certificate. Students are required to complete 24 hours of advanced graduate work past the Master's degree. Contact the Director of Graduate Programs for details.

Doctoral Degree Requirements

A Doctor of Education (Ed.D.) degree in Agricultural and Extension Education is offered. A minimum of 72 hours past the Bachelor's degree is required. More hours may be required based upon the past degrees and experiences of the candidate. The student’s graduate committee will determine the specific courses needed. At least six hours of statistics is required. Twelve hours of credit is earned for writing the dissertation ( AEE 895 ). The student’s advisory committee will meet with the student to determine the appropriate courses for their Plan of Work.

Student Financial Support

A limited number of research and/or teaching assistantships are available on a competitive basis. Applications for open positions are due in January for the following academic year. Other financial aid is available from the Office of Financial Aid and on a competitive basis from the Graduate School.

• Agricultural and Extension Education (MR)
• Agricultural and Extension Education (MS)
• Agricultural and Extension Education (EdD)
• Agricultural and Extension Education (Certificate)
• Agricultural & Extension Education (Minor)

Department Head

• Ben Chapman
• Joseph Donaldson , Director of Undergraduate Programs
• Annie Hardison-Moody , Director of Graduate Programs

Full Professors

• Carolyn Bird
• Koralalage Sunil Upali Jayaratne
• Sarah Kirby
• Travis Park
• Michael Schulman

Associate Professors

• Jackie Bruce
• Joseph Donaldson
• Harriett Edwards
• Annie Hardison-Moody
• Wendy J. Warner

Assistant Professors

• Jamie Alexander
• Basheerah Enahora
• Maru Gonzalez
• Misty Lambert
• Katherine McKee
• Catherine Elizabeth Sanders
• Sudha Sankar
• Virginia Stage

Adjunct Faculty

• Amber Beseli
• Mitzi Downing
• Autumn Guin
• Rhonda Sutton

Development and organization of agricultural and extension education in America from colonial times to the present. Emphasis on role of societal and scientific changes, the federal government and philosophy on evolution of agricultural and extension education.

Typically offered in Fall and Summer

Research, theory and principles of youth organization management. Analysis of youth development models and application of leadership theory in a youth organization. Using evaluation models to assess the effectiveness of major youth organization. Web-based course.

Typically offered in Spring only

Trends and Issues in Agricultural and Extension Education. Analysis and appraisal of current trends, problems and issues in Agricultural and Extension Education. May include but not limited to scientific, political, demographic, social, educational, technological, and environmental trends and issues that will contribute to the future structure and operation of agricultural and extension education in the United States.

Organization and operation of formal and nonformal agricultural education and extension systems in the United States and in other countries. Field trip required - cost approx. $175.00.

Typically offered in Fall only

Consideration of the need for planning programs in education; objectives and evaluation of community programs; use of advisory group; organization and use of facilities.

Prerequisite: Graduate standing or PBS status

Designed to meet needs of leaders in adult education. Opportunity to study issues in working with adult groups. Attention given to the problem of fitting educational program for adults into public school and other educational programs and to methods of teaching adults.

Principles of program planning applied to educational programs about agriculture; theory and field experiences in planning, organizing, and evaluating secondary agricultural education programs; development of plans for conducting all aspects of the complete agricultural education programs.

Principles, theory and techniques of using information technologies to provide instruction to learners, both in person and at a distance, in formal and non formal educational settings.

This course is intended to prepare students to be effective managers of volunteer programs. Theory will be emphasized in the course because it is essential to be grounded in theory in order to apply it. Major topics of the course will include, but are not limited to: volunteer recruitment, training, evaluation and reward. Students will be required to be active in and outside of class sessions, including a 20-hour field experience. Students must provide their own transportation for field trips and outside of class activities. Cannot receive credit for both AEE 433 and 533 .

Prerequisite: Junior standing

Typically offered in Fall and Spring

Application of theoretical models and research on effective teaching in secondary agricultural education programs. teaching strategies, planning required, and instructional management for students with varying backgrounds. Evaluation of student learning and teacher evaluation of instruction.

Evaluation is an important part of many social science disciplines and grant projects. The intent of this course is to teach students how to plan and conduct a meaningful and useful evaluation. Students will gain knowledge and skills in planning evaluations; designing evaluation studies and evaluation instruments; collecting and analyzing data; and using evaluation results. Students will learn evaluation theoretical concepts and their application in real-life situations.

Restriction: Graduate Standing or PBS

For students in non-thesis master's programs who have completed all other requirements of the degree except preparing for and taking the final master's exam.

Prerequisite: Master's student

Typically offered in Fall, Spring, and Summer

For graduate students whose programs of work specify no formal course work during a summer session and who will be devoting full time to thesis research.

Typically offered in Summer only

This course provides an opportunity to learn about global agricultural and extension education issues, challenges and opportunities relating to agricultural development. The course emphasis is on building necessary knowledge and skills for analyzing global agricultural and extension education issues and formulating alternatives for agricultural development. This course has been designed to help graduate students understand agriculture and extension education with a global perspective.

Prerequisite: Graduate standing

Exploration of topics of special interest not covered by existing courses by individual students under faculty member's directions. Readings and independent study, problems or research not related to a thesis.

Faculty-supervised practicum in an educational, extension or agricultural industry setting.

Teaching experience under the mentorship of faculty who assist the student in planning for the teaching assignment, observe and provide feedback to the student during the teaching assignment, and evaluate the student upon completion of the assignment.

Prerequisite: Doctoral student

Instruction in research and research under the mentorship of a member of the Graduate faculty.

Dissertation research.

For students who have completed all credit hours, full-time enrollment, preliminary examination, and residency requirements for the doctoral degree, and are writing and defending their dissertations.

Agricultural Education and Human Sciences

The role and structure of modern agricultural education within the overall educational system. School organization and governance, curriculum, teacher roles and responsibilities, educational philosophy and history, multiculturalism, special need students, impact of technology, professionalism, and current educational trends and issues.

This course will critically compare and evaluate the major human development theories and their application to family life and youth development and examine the usefulness of theory in describing, explaining, predicting, or changing behavior.

In preparation for professional positions in family life & youth development, students will work with a faculty member or organizations to design a Masters capstone study project that aligns with their professional goals. Faculty supervision required.

A major and critical element in all programs of vocational education is provision for appropriate student learning experiences in a real and simulated employment environment. Due to recent developments in education and agriculture, new and expanded concepts of occupational experience devised. Current research substantiates need and desire of teachers of agriculture for assistance in implementing new concepts. Also designed to develop depth of understanding of theoretical foundations underlying new developments in occupational experiences to stimulate individual growth and creativity in implementing further developments.

Applications of theories and research about interpersonal relationships and family dynamics to issues facing families over the life course, emphasizing the interplay of social, developmental and health factors in affecting change, continuity and well-being.

Design and development of data based curriculum and curriculum evaluation procedures in agricultural and extension education. Critique of curriculum development models, contemporary trends and issues, curriculum resources and accountability tools.Analysis of the use of national and state standards as well as local community needs in curriculum development.

Family resource management theory is used to examine personal financial management concepts. Family systems and stress theories will be employed to emphasize the interconnections between families, communities, resources through topics such as personal management (decision-making, time & organizational management, stress management); human and social capital (education, skill building, health, employability, relationships); physical capital (transportation, real estate, and housing); financial management (credit and debt, budgeting, retirement issues, bankruptcy).

Prerequisite: Graduate student status or any PBS student.

This course will examine educational intervention strategies for family issues that pose particular difficulty for Family Life and Parenting Educators. Topics include: addictions/substance abuse; child abuse and neglect; domestic abuse; Illness, death and dying; divorce/mediation; step-families & single parenting; gang memberships, suicidal ideation, sexuality/teen pregnancy; and rape and other acts of violence. The course will include a discussion of evidence-based prevention and treatment options for referring clients, and a debate of the role of educators in this process.

R: Graduate Standing or Permission of Instructor

This course will provide students with an advanced understanding of the physiological, psychological, social and cultural aspects of sexual development throughout the lifespan. This includes, but is not limited to, emotional and psychological aspects of sexuality; gender and sexuality; reproductive health and family planning, and the intersections of sexuality and interpersonal relationships. While some cross-cultural information will be included, the main focus will be sexuality in the United States.

AEHS 538 focuses on issues of social and cultural diversity, social identity, and societal manifestations of power, privilege, and oppression within the context of youth and family sciences. Using a social justice education framework, this course will critically examine and analyze social identity development, social group differences, socialization, intergroup relations, and levels and types of oppression in the United States as they relate to youth and families. Students will reflect on their own identities and learn how to work collaboratively toward inclusion, equity, and social change with youth and families.

The course will include an examination of social, economic, and behavioral housing theory, historical and current housing policy and its relationship to the housing, neighborhoods and community development and an investigation of diverse populations and their housing/neighborhood concerns.

Theoretical and empirical literature in lifespan, family life, and parent education will be explored along with implications for issues affecting families including content, delivery, and evaluation of parent education programs. Offered either face-to-face or in person via Distance Education.

This course examines communication in families and integrates the coach approach to communication including identifying individual and family issues; appreciating differences; discovering purpose; practicing forgiveness; resolving conflict; conducting successful critical conversations; mending relationships; effective communication; direct and indirect communication; the art of saying no; the power of words; powerful questions; work/life balance; identifying values; stress management.

YFCS 547: Family Life Coaching prepares family science practitioners to meet the growing demands of improving family life through family life and parent Coaching. This graduate-level course examines family life coaching as an approach to services for families and youth. Students will be introduced to coaching as a vital service for helping families better communicate and reach goals and will explore theoretical and empirical literature in coaching. Through practice and skill building exercises, students will learn to coach and will examine the implications for future coaching practice.

Leadership is ubiquitous in our society. It remains one of the world's favorite buzz words. However, just because it's everywhere, doesn't mean everything labeled so, is leadership. This graduate course in leadership theory will require you to critically examine your ideas of leadership, and reflect on your own (and society's) notions of "what is leadership". In this class we will separate the skills you gain from going out and doing leadership (the do) and the theories that provide the foundations for leadership (the think). Many successful leaders learn their skills via practice; that is important. AEE 550, however, is a leadership education course where we study leadership theory. We will take those theories, long associated with the academic study of leadership, and deconstruct them using critical theory as our lens. Then, using the text as guide, reconstruct them in new ways to meet today's pressing challenges.

This course examines the application of classic and contemporary theories and models of leadership to the work of community-based organizations. Students will examine leadership from diverse perspectives; then analyze the strengths and weaknesses of leadership theories and models when applied to organizational development of community-based systems.

Historical and contemporary foundations of program development and evaluation in non-formal, community-based family life and youth development settings are examined including theory, research, and three holistic program development constructs: 1) planning; 2) design and implementation; 3) impact evaluation and accountability.

This course explores the fundamental concepts of child and youth development (including early childhood through adolescence) as applied to programmatic and organizational contexts. A special focus is placed upon the concepts as applied to Community Youth theories & practice.

This course will cover local food systems history, terminology, research, and model projects in North Carolina. It also includes the economics of local food systems, from basic business plans and structures to the triple bottom line, and a focus on local food value chains, including market channel assessments and value-added ventures. Emphasis is placed throughout on providing existing and aspiring Extension professionals with resources to support translation of research into practice using interdisciplinary, systems approaches.

R: Admission to the Graduate School or approval of instructor. Non-degree students (NDS PBS) are included.

Preparation for current and future community-based youth and family professionals to better manage volunteers in local program service delivery. Specific foci include: volunteerism as a social phenomenon; volunteer resource management; new forms of volunteerism; and future trends in volunteerism. Restricted to graduate and post-baccalaureate students only.

In-depth examination of current and emerging issues and trends impacting volunteer involvement in community-based youth and family organizations to prepare current and future youth and family professionals to manage volunteers in local program delivery; examining contemporary research related to trends and issues, and evaluating historical and current social phenomena so as to understand their impact upon volunteer involvement and consider future challenges for volunteer administrators. Restricted to graduate and post-baccalaureate students only.

This course is intended to prepare students to be effective members of organizations, both as team members and team leaders. Theories of organizational behavior will be emphasized in the course; in so much as it is essential to be grounded in theory in order to apply it. Major topics include: motivation, job design, managing diversity, decision making, power, ethics, and organizational design.

The Community Leadership course will prepare graduate students for leadership roles within an array of community settings. The three core competencies for community leadership will be shared which include farming ideas, building and using social capital, and mobilizing resources. Tools associated with each of these competencies will be examined as well as the ways in which to apply these tools to various community situations. Leadership theories that have been learned in AEE 550 will also be discussed to show how to move from theory to practice. This is a course that will require student participation both during class sessions and outside of class where students will be engaged in a team project. The course will be offered in the spring of odd years.

Prerequisite: Graduate student status and AEE 550: Leadership Theory

Processes by which professional change agents in agricultural and extension education influence the introduction, adoption, and diffusion of planned change. This course requires admission to any program of the NC State University Graduate School such as full graduate status, graduate unclassified status, post-baccalaureate studies, evening degree programs, etc. It has no other prerequisites, requisites, or restrictions.

Restriction: Graduate Standing or PBS status.

Philosophy, design, interpretation and practice of scientific research in agricultural and extension education, with a particular focus on the skills necessary to be an effective and critical "consumer" of research that is practiced within the field. Web based course.

The course emphasis is on designing research and development of research proposals for graduate research or competitive grants in agricultural and human sciences. This course involves critical analysis of research in agricultural and human sciences and proposed research. In consultation with the students' academic advisors, this research proposal may become the basis for either the graduate thesis or a graduate research article (for the non-thesis option). Students are encouraged to discuss this course with their academic advisor and the instructor to fully understand how the course fits into their graduate course of study.

P: AEHS 578 - Research Methods in Agricultural and Human Sciences; R: Students must be MS or EdD students in the Agricultural and Human Sciences Department, and they must have the permission of their advisor to enroll in this course

Typically offered in Spring and Summer

This course explores contemporary issues facing youth, family, and community professionals in the United States. Students will explore respective social, cultural, political, and/or organizational underpinnings of issues as focused in two major domains: (1) professional ethics and practice and (2) family law and public policy. Emphasis will be placed on issues affecting family life educators and their understanding of the legal issues, policies, and laws influencing the well-being of families, along with understanding the character and quality of human social conduct. This includes the ability to critically examine ethical questions and issues as they relate to professional family life education practice.

Special Topics Family Life and Youth Development

Presentation of material not normally available in regular graduate course offerings or for offerings of new 500 level courses on a trial basis.

Current topics and issues in agricultural and extension education. Selection and research of topics, presentation of seminars, and leading group discussions.

Instruction in research and research under the mentorship of a member of the Graduate Faculty.

Thesis research

For students who have completed all credit hour requirements and full-time enrollment for the master's degree and are writing and defending their thesis.

Theory and practice of effective teaching in agricultural and life sciences. Emphasis on course planning, teaching and learning styles, instructional techniques, laboratory instruction, text construction, student evaluation, instructional technology, and faculty roles and responsibilities.

Qualitative research methods continue to gain popularity in the disciplines of agricultural & life sciences. It is becoming increasingly important for graduates to have a practical working knowledge of the development, implementation, and evaluation of these methodologies. Topics in the course will include but not be limited to: the foundation of qualitative research, data collection and analysis techniques, and review of qualitative research. Students are encouraged to have completed an introductory research methods course prior to enrolling. Introductory Research Methods course taken at the graduate level.

This course will examine the richness and diversity of scholarship in agricultural and human sciences and its applications to professional practice in a colloquium setting. A primary purpose is to build capacities for individual, professional, and civic work as students apply their learning to develop scholarship and professionalism. The course explores advanced topics and research methods and supports students in presenting and defending their research and research proposals. In successive fall semesters, graduate students participate in three, one-credit colloquia that engage faculty and students from across the Department of Agricultural and Human Sciences. This course requires admission to any program of the NC State University Graduate School such as full graduate status, graduate unclassified status, post-baccalaureate studies, evening degree programs, etc.

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2023-2024 Undergraduate Catalog

A PDF of the entire 2023-2024 Undergraduate catalog.

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A PDF of the entire 2023-2024 Graduate catalog.

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Graduate Degrees

Our graduate students and faculty are pushing the frontiers of science in contexts around the world. They are using sophisticated research and statistical methodologies such as machine learning and coarsened exact matching to broaden our understanding of technology innovation and the adoption and diffusion process of technology. They study consumer decision-making and how scientists can communicate credibility and good will about food products and practices to mitigate climate change. Our students and faculty also study workforce education. We realize that training trade professionals and entry-level technicians is vital to the contribution of our society and future workforce.

Our graduate students and faculty members study what makes leaders effective and the leader and leadership competency and capacity development of individuals in a variety of contexts. While all of our degrees have a common thread and provide competency in areas of education, leadership, and communications, students in all of our programs can tailor their program within any of the following areas:

• Agricultural communications
• E-learning and instructional design
• Extension education and organizational development
• International agricultural development
• Organizational and community leadership
• Teacher education
• Youth development

Pursue a Master’s Degree

M.S. in Agricultural Leadership Education and Communications – Thesis

This research-based degree provides theoretical foundations in agricultural education, leadership and communications, combined with a strong understanding of innovative research methods.

M.S. in Agricultural Leadership Education and Communications – Non-Thesis

This applied degree is ideal for those currently in or pursuing careers in formal or informal leadership, education or communications.

M.Ag. in Agricultural Development – Distance Education Only

This online-only, applied degree prepares students for leadership roles in education, cooperative extension service, instructional design, and many other professional careers in agriculture and life sciences.

Master of Applied Youth Development

The Master of Applied Youth Development, MAYD, program is designed for active and progressive youth development professionals.

Pursue a Doctoral Degree

Doctor of philosophy (ph.d.) in agricultural leadership, education and communications.

This specialized degree provides a wide range of educational and research experiences designed specifically to train scholars equipped to address complex issues relating to the food, agriculture, natural resources and human sciences.

Graduate Admissions Deadlines

Regular admission will take place as a rolling admission process with deadlines occurring the first of each month. In order to apply to one of our graduate degree programs, an application and all admission materials must be submitted to the  Texas A&M University Graduate Application System  completing the appropriate application for the desired term. Once all materials have been received to complete an admission file, the application will be considered for review. If interested in seeking financial assistance, applicants are highly encouraged to submit application materials in the fall semester (i.e. September, November or December).

Graduate Student Recruitment Informational Sessions

The Department will host Prospective Student Recruitment Informational Sessions twice in the Fall and Spring semesters. Prospective applicants will have the opportunity to visit with ALEC faculty and current students and obtain details and expectations about our degree programs.

Registration for the Spring Informational Session is now closed. Check back in August for information about sessions in the Fall.

Information for New Graduate Students

Graduate student funding opportunities.

We understand that graduate education is an investment and one we don’t take lightly. Our department and Texas A&M University offer competitive assistantships and fellowships to help alleviate the cost of higher education and make attending graduate school more affordable. Check with the  Graduate and Professional School  for details on opportunities available across the university.

Graduate Fellowships and Assistantships

The department offers graduate fellowships and teaching and research assistantships. These are are available on a competitive basis to qualified individuals. Students interested in applying for an assistantship must submit a separate application from their graduate admissions application.

Information for Current Graduate Students

Connect with the graduate and professional student government.

Our Graduate & Professional Student Government at Texas A&M University promotes academic, professional, and social networking among students and faculty. All graduate students are encouraged to participate in the many professional, service, and social events held throughout the year. Students serve on committees working to impact the department and university. The association also awards competitive travel scholarships and grants to students participating at professional meetings and conferences.

Graduate Student Resources

Through exceptional service and commitment to the highest standards, the Graduate and Professional School advocates for graduate education at Texas A&M and throughout Texas. This office supports our students and the graduate degrees offered through our department.

Clarice Fulton

Program Coordinator

979-321-5753

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Programs of Study

Master of agricultural and environmental education.

The Master of Agricultural and Environmental Education (MAEE) degree program develops professionals to lead, teach and communicate about food, environmental and social systems. Thesis and non-thesis options are available, and the program is available online or in person on the Athens or Tifton Campuses.

Doctor of Philosophy in Agricultural Leadership, Education and Communication

The PhD in agricultural and environmental leadership, agricultural and extension education, and science communication prepares graduates to address the human dimensions associated with educating and communicating about agricultural and environmental sciences.

Assistantships

Graduate research and teaching assistantships are paid positions within ALEC. A graduate assistant also receives a full tuition waiver for both in-state and out-of-state tuition.

Graduate Student Association

The ALEC Graduate Student Association enriches the graduate student experience by fostering personal and professional development through social and scholarly activities, developing a sense of community among students on and off campus and acting as the official voice of graduate students within the department.  

Graduate Student Handbook & Forms

Read the policies behind admissions, degree completion, and more in the ALEC Graduate Student Handbook. Access departmental forms that aid in graduate degree planning, too.

Request Information

Have questions about graduate programs and graduate student life in ALEC? Contact us!

Admission Requirements for both MAEE and PhD Programs:

• Transcripts
• GRE scores (optional)
• TOEFL (for international students without a degree from an institution in an English-speaking county)
• Three letters of reference
• Statement of Purpose
• At least one academic writing sample
• Resume or CV

Application Deadlines

February 1st

• All fall semester PhD applicants
• Fall semester MAEE applicants seeking financial support
• Fall semester MAEE applicants not seeking financial support
• Double Dawg MAEE applicants

October 1st

• All PhD & MAEE spring semester applicants

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Department of Agricultural Economics and Extension

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PhD in Agricultural Extension

1. The PhD degree in Agricultural Extension is offered both on a part-time and full-time basis. It is awarded on the successful completion of required departmental courses and a thesis.

2. The maximum time allowed for completing this degree is five years after registration for full-time students and seven years for part-time students.

Entry requirements

3. Applicants who hold an MPhil Degree or other research-based Master’s Degree in Agricultural Extension or related disciplines are eligible for direct entry to the PhD programme.

4. Applicants who hold taught Master’s degrees may also be eligible for direct entry if the programmes included a research component of at least 25% of the total credits for the degree and if they attained at least a B+ average in both the taught courses and the research project.

5. All other candidates with Master’s qualifications applying for admission to the PhD must register first for the MPhil and then apply to upgrade their registration to the PhD programme in accordance with the general regulations.

Taught Graduate Courses

6. Candidates gaining direct entry into the PhD programme are required to pass a minimum of 12 credits of taught graduate courses approved by the department.

The requirements for submission of the PhD thesis are outlined in the general regulations for postgraduate students.

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Agricultural and Extension Education Major

Learn by teaching..

Agricultural and Extension Education is hands-on education in teaching tomorrow’s agricultural professionals. Graduates take leadership roles in schools, extension agencies, the ag industry, and government agencies, or continue their studies at graduate school.

Seed the future.

Agricultural and Extension Education grads meet the next generation of ag leaders with the ideas and inspiration they need to thrive.

We start you with the science and business tools ag professionals need. Then, we give you a hands-on exploration of the skills, methods, and mindset needed to be an expert educator, including a required 15-week student teaching internship. You'll earn an Instructional I teaching certificate to teach in Pennsylvania’s public schools. Career opportunities for our graduates remain strong in Pennsylvania and beyond.

Agricultural and Extension Education is the right major if you’re: 

• passionate about working with youth, community stakeholders, and fellow educators
• interested in advocating for the agriculture industry
• want to equip students with the problem-solving skills necessary to address global challenges

See the University Bulletin for details on program requirements, suggested academic plan, and more.

One major. Two options. Infinite destinations.

Environmental Science option

Lay the groundwork for a career teaching natural resources and environmental science. Coursework focuses on biological and physical ecosystems; social, political, and legal aspects of environmental science; environmental impact management; and environmental learning.

Example Courses

• Environmental Impact Management
• Introductory Soil Science
• Biology: Populations and Communities
• Methods of Teaching Agriculture and Environmental Science

Production option

Prepare to teach in specialized areas of agriculture such as animal and plant production, forestry, and ag mechanics. Grads teach agriculture in high school programs, through cooperative extension offices, as industry professionals and representatives, and continue to grad school.

• Introduction to International Agriculture
• Ag Systems Management
• School-Based Program Planning and Instructional Development

Teacher certification

In cooperation with the College of Education, AEE offers a Pennsylvania Department of Education approved pathway to teacher certification. This program leads to an Instructional I teaching certificate to teach agriculture or environmental education in Pennsylvania’s public schools.

Ag Journeys

“My biggest thing about being a teacher is that I want to change lives. I want to be that person for someone.”

– Madelyn Bentz

Get ready for the classroom, outside the classroom.

Our clubs and other extracurricular activities are a great place to make friends and have fun.

Craft your experience.  

Related clubs and teams .

• Ag Advocates
• Penn State FFA Alumni and Supporters
• Sustainable Agriculture Club
• See all clubs and teams

Student teaching

All Ag and Extension Education students complete a 15-week high school student teaching internship. These are completed, primarily, in Pennsylvania public schools.

Recent internships  

• Agricultural corporations
• Community agricultural agencies
• FFA – national and state levels 
• State government bureaus

Domestic study away

Popular study abroad.

• South Korea

A practical, workforce-ready degree—and a college experience you’ll love.

Penn State Agricultural and Extension Education grads are teaching, working, leading, and learning all over the world, right now.

Our alumni out in the world

• Agricultural education
• Corporate sustainability
• Extension education
• Soil conservation organizations
• Non-profit associations
• Public and private education institutions
• Trade publications

More opportunities than you think!

Agricultural and extension education career options.

Harness the power of a truly unique education at one of the world’s most prestigious universities. Here are just a few career examples.

School-based agricultural educator

Ag science educators use science, technology, engineering, and math (STEM) when teaching high school students about food, fiber, and natural resources. They blend dynamic instruction with hands-on activities to help students develop skills that will prepare them for the workforce or further educational opportunities.

What will I do?

• Cultivate engaging lesson plans and instructional materials to ensure effective learning
• Recruit members and manage FFA programs
• Facilitate classroom discussions
• Promote and support rural and urban agriculture settings
• Remain current on agriculture science, technology, market trends, and legislations
• Manage ag facilities (farms, grow beds, labs, animal equipment storage, etc.)

Ag industry sales representative 

An ag industry sales representative combines science-based knowledge of animals, plants, soils, equipment, and more with industry business knowledge to market products to agricultural enterprises.

• Stay current on ag trends
• Provide exceptional customer service
• Research and understand competing companies and products
• Consult with customers on specific needs and desired outcomes 
• Work with vendors to procure desired products 

Extension educator

Extension educators provide science-based education to people, businesses, and communities. They work to create engaging, impactful learning experiences for participants in both formal and informal settings.

Farm-based educator/manager

A farm-based educator/manager oversees all aspects of a farm business, including informal educational opportunities for school-aged children and the general public.

• Plan, coordinate, and oversee onsite educational programming
• Communicate with surrounding community stakeholders about informal educational opportunities
• Coordinate and monitor plant and animal care
• Maintain equipment and farm records

Agricultural and Extension Education Students in the News

April 11, 2024

Immersion experience offers lessons for aspiring agriscience teachers

Sarah Beaver could have opted for a beach getaway for spring break. Instead, the first-year student in Penn State’s College of Agricultural Sciences dedicated her time to imparting lessons on global citizenship to high school students in Houston, Texas.

• Director of Student Recruitment and Activities
• Email [email protected]
• Office 814-863-3942

Home > Davis College of Agriculture, Natural Resources And Design > SCHOOL_DESIGN > AGEXTED > Agriculture & Extension Education Graduate Theses and Dissertations

Agriculture & Extension Education Graduate Theses and Dissertations

Theses/dissertations from 2024 2024.

Women in Extension Persevering in Leadership Roles , Lexis Danielle Trickett

Theses/Dissertations from 2023 2023

Examining the use of social media applications by West Virginia agriculture producers , Mikayla Rae Hargis

Theses/Dissertations from 2022 2022

What is the perceived self-efficacy of defined job competencies for West Virginia University Extension faculty? , Lacey Dawn Seckman

Theses/Dissertations from 2021 2021

Perceptions and Instructional Practices used by West Virginian Secondary Agricultural Teachers in Meat Science Education , Kindra D. Carr

Identifying the Technical and Teacher Skills Needed by In-Service Teachers to Effectively Teach an Agricultural Mechanics Course in West Virginia , Coleton Todd Payne

When Face-to-Face Communication Fails: A Case Study of WVU Extension Agents Utilizing Innovative Social Media Practices , Madison Brooke Quinn

Level of adoption of West Virginia agriculture teachers' usage of internet-based educational technology in the classroom , Travis Daniel Veach

Theses/Dissertations from 2019 2019

An Assessment of the Methods Used to Teach Content Skill Sets Required for the Introduction to Agriculture, Food, and Natural Resource Course , Lee I. Wright

Stockmanship Education and Evaluation , John K. Yost

Theses/Dissertations from 2017 2017

Challenges Perceived by Cooperating Teachers when Supervising Student Teachers in Agricultural Education , Samantha L. Cogle

Current Issues of Highbush Blueberry Producers with Pick-Your-Own Operations in the Northeastern United States , Brian T. Gould

Theses/Dissertations from 2016 2016

Impact of being a West Virginia State FFA President on Career and Personal Accomplishments as Perceived by Past State FFA Presidents 1955 to 2005 , Jada M. Bennett

Directing the Total Program of Agricultural Education as Perceived by Retired Secondary Agriculture Instructors in West Virginia , Dylan Demosthenes Johnson

Educational Opportunities for Dressage Participants as Perceived by Members of the United States Dressage Federation , Dawn E. Mackenzie

Theses/Dissertations from 2015 2015

A Delphi Study of Challenges Perceived by West Virginia University Extension Agents , Caleb N. Smith

Factors Affecting Turnover as Perceived by County Agents who Voluntarily Left the West Virginia University Extension Service , Michael B. Withrow

Theses/Dissertations from 2014 2014

The Influence of 4-H Judging Team Participation on Career Life Skills Development , Evan H. Anderson

Grazing Management Practices among West Virginia Beef Producers , Marcus T. McCartney

The Current Status of Meat Processing Facilities in Agricultural Education Programs in West Virginia , Eleanor Nicole Porter

Motivational Factors Contributing to the Choice of Agriculturally Related Careers , Lacey J. Sims

Theses/Dissertations from 2013 2013

Management Structure Impact on Economic Success of Farmers Markets , H. R. Scott

West Virginia High School Guidance Counselors Perceptions and Interactions with Agricultural Education Programs in Their Schools , Nicole Riggle Shipman

Mechanisms of Intracellular Calcium Homeostasis in the Developing and Mature Bovine Corpora Lutea An In-Depth Study to Promote Scientific Literacy through the Use of Primary Literature in an Introductory Biology Course , Marietta Felicidad Wright

Project Knowledge of 4-H Members Who Participated in the Equine Skillathon at the West Virginia State Fair , Kolby Denae Wyant

Theses/Dissertations from 2012 2012

State Supervisors' Perceptions of Teacher Efficacy Regarding Alternatively Certified/Licensed Secondary Agriculture Teachers , Joshua E. Rice

A Case Study: How Students in a Small Rural West Virginia County Spend Their Out of School Time , Veronica R. Wilcox

Theses/Dissertations from 2011 2011

Training Techniques Used to Prepare National FFA Officer Candidates for the National FFA Officer Selection Process , Becky L. Berkebile

West Virginia 4-H Camp Songs and Music Traditions , Jason A. Burnside

Issues in the Care of Farm Animals: Current History of the Movement in Selected States , Jennifer N. Dunn

Factors Influencing 4-H Leader Volunteer Recruitment and Retention in Lincoln County , Rachael L. Payne

Theses/Dissertations from 2010 2010

Evaluation of information transfer between beef producers and Extension Agents in West Virginia , Travis J. Cullen

Veterinary anatomy laboratory impact study , Bess Catherine Hammill

Motivations, factors and issues concerning students at West Virginia University , Jeremy L. Kelly

Perceptions of West Virginia Beef Cattle Producers on Preparedness for an Agroterrorism Attack , Rebecca Laura Ours

Satisfaction of contract poultry producers in Virginia and West Virginia , Christina L. Richmond

The emphasis on Supervised Agricultural Experience programs by high school agricultural education teachers , John A. Workman

Theses/Dissertations from 2009 2009

Factors associated with international students' motivations to study at West Virginia University , Abimbola Akintounde

Perceptions of ethical practices in youth livestock shows , Sharon J. Ankrom

Perceptions of the Farmland Preservation Program by West Virginia farmers , Jamey Allen Murray

State supervisors roles in agricultural education curriculum: A national study , Becky L. Ridgeway

Adoption levels of integrated pest management among corn producers in West Virginia , Hari K. Vommi

Theses/Dissertations from 2008 2008

Current practices utilized by independent garden centers to extend the profitable season by returning customers, raising profit margins and implementing new practices , Nona Kay Hunt

Evaluation of information transfer between Extension Agents and dairy producers in Pennsylvania , Carrie B. Nelson

Agricultural awareness and perceptions of freshmen at West Virginia University , Laura L. Pfeifer

Theses/Dissertations from 2007 2007

Factors that influence an individual's decision to teach agricultural education , Lee Ann Hall

Attitudes of 4-H club leaders toward volunteer training in West Virginia , Jennifer Post

Perceptions of calf pool participants toward West Virginia calf pool organizations , Carrie M. Stemple

Theses/Dissertations from 2006 2006

Livestock and dairy producers' knowledge of quality assurance issues , Andrea L. Flanagan

Knowledge and attitudes of West Virginia Extension agents and high school agricultural educators with regard to meat goats and the meat goat industry , Angela L. Kirk

Teaching leadership development at the secondary level: A national study , Nathan Taylor

Attitudes of county commissioners toward farmland preservation in West Virginia , Tina M. Wickline

Theses/Dissertations from 2005 2005

Non-technical skills and traits needed to be career-ready graduates as perceived by agribusiness employers and recruiters , Thomas H. Brand III

Factors that influence 4-H club membership retention in West Virginia , David C. Hartley

Mass communication delivery methods used and possessed by Extension agents in West Virginia , Lisa Michelle Neehouse

Theses/Dissertations from 2004 2004

Types of hardware and software in use and problems associated with their use in secondary agricultural education programs in West Virginia , David T. Aberegg

Characteristics of West Virginia secondary agricultural educators , James C. Beatty

Assessment of the learning styles of students at the Eastern Caribbean Institute of Agriculture and Forestry, Centeno, Trinidad and Tobago and identification of teaching methods used by instructors , Cynthia Marie Burskey

Assessment of tractor and all-terrain vehicle safety programs available to youth in West Virginia , Renee D. Chambers

Learning styles of extension agents responsible for pesticide re-certification training programs in West Virginia , Anne M. Custer-Walker

Recruitment strategies used by high school agriculture education teachers in West Virginia , Danny R. Dewhurst

Employment opportunities and skills necessary for entry-level employment in the timber industry , Robert E. Driscole

Knowledge and dissemination of sustainable agriculture practices by county extension agents in Ohio, Pennsylvania, and West Virginia , Erin M. Hersman

Influence of a three-week wildlife education curriculum on knowledge and attitudes of South Carolina's Marlboro County High School ninth and tenth-grade biology students , Diane M. Krishon

Attitudes of extension agents and program assistants in West Virginia towards involvement of special needs populations in 4-H programs , Christina L. Reed

Needed communication skills during initial employment as perceived by graduates of the West Virginia University Davis College of Agriculture, Forestry and Consumer Sciences , Jessica R. Rollins

Theses/Dissertations from 2003 2003

Factors influencing participation in the beef quality assurance program of the West Virginia Cooperative Extension Service , Sara D. Peacock

Evaluating runoff water quality and ammonia volatilization in three turkey litter application methods , Michael Dale Shamblin

Theses/Dissertations from 2002 2002

Opportunities and occupations in animal and veterinary sciences based on the current careers of West Virginia University alumni , Stacey Michelle Hawkins

Impact of student teaching experiences, personal demographics, and selected factors on the decisions of pre-service agricultural education teachers to enter into teaching , Gene Allen Hovatter

How farmers in West Virginia are using value-added processing to increase annual income , Jennifer Leigh Lewis

Evaluation of marketing methods used to promote extension programs as perceived by Master Gardeners in West Virginia , Tiffany Dale Rexroad

Theses/Dissertations from 2001 2001

Attitudes, knowledge, and implementation of biotechnology and agriscience by West Virginia agricultural education teachers , Jason E. Hughes

Unethical practices in exhibiting animals as observed by West Virginia extension agents and high school agriculture teachers , Jared Nathaniel Nestor

Perceptions of benefits/problems of part-time employment on the job performance of secondary teachers of agricultural education , Connie McClung Scarbrough

Major problems associated with the West Virginia forest sector as perceived by West Virginia Division of Forestry Service foresters , Michael Allen Westfall II

Pest management practices used by West Virginia corn growers , Leasa Dianne Wilkerson

Theses/Dissertations from 2000 2000

Philosophies of adult education as practiced by agricultural education teachers in Pennsylvania, West Virginia, and Virginia , Crystal R. Buckingham

Heavy metal redistribution in soils using compost as a soil amendment , Jason Thomas Morrison

Evaluation of the International 4-H Youth Exchange (IFYE) Program , Mary Elizabeth Williams

Theses/Dissertations from 1999 1999

Econometric analysis of household expenditures , Samuel Berhanu

Perceptions of students and teachers regarding agriculture in Leflore County, Mississippi , Ronald L. Howard

Physiological and genetic mechanism(s) of cold acclimation in Rhododendron , Chon Chong Lim

Experiences of selected West Virginia agriculture teachers who have established aquaculture units in their schools and have taught aquaculture classes for two years or more , Paul A. Lovett

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Master of Science in Agriculture in Agricultural Extension Education

Degree – Master of Science in Agriculture, MS Concentration: Agricultural Extension Education

Description of Program

The Master of Science in Agriculture in Agricultural Extension Education is offered in an online format. It is designed to accommodate the demands and needs of students and potential employers in the field of agriculture. The online program equips students with knowledge about contemporary aspects of U.S. agricultural education and positions in agriculture-related industries.

Learning Outcomes

• Analyze contemporary aspects of U. S. agricultural education
• Gain admission into doctoral programs
• Design curricula and impact knowledge on future generations
• Apply knowledge and skills gained in administrative and professional positions in agricultural extension education and related industries

Admission Requirements:

Students applying for entrance to the Master of Science in Agriculture are required to submit an application for admission, Apply Online ( www.alcorn.edu/academics/graduate-studies ).

• Two letters of recommendation
• Official transcript from an accredited school (if a student has attended more than one school, transcripts must be submitted from all schools attended). At least one transcript must document the student has a bachelor’s degree.

Decisions are made only after receipt of all credentials by the department’s admission committee. The department uses an admission formula to accept students. The entire application packet, including all supporting materials, must be submitted to the Graduate School. Official test scores must be submitted from Education Testing Service (ETS) and must not be older than five years, official transcripts from the sending school, and Credential Evaluations (International students) from an approved Credential Evaluation Service.

Standardized Test:

The Graduate Record Examination (GRE) General Test is the official standardized test required for admission to the Master of Science in Agriculture. WAIVED

Degree Requirements:

The curriculum for the Master of Science in Agriculture in Agricultural Extension Education online program requires 33 credit hours of coursework and a non-thesis project for degree completion. Students complete 21 hours of required core credits and 12 hours of required electives.

Graduation expectations require the following:

• A minimum of 27 credit hours of graduate instruction must be completed in residence at Alcorn State University
• Earn no more than two Cs in coursework
• Write an acceptable non-thesis proposal
• Official transcripts on file for all transfer credits accepted by the University

Academic advisors are allowed to accept up to six semester credit hours earned at an accredited university with a grade of “B” or higher for graduate coursework completed. Substitutions of coursework are allowed with the approval of an advisor and department administrators up to nine hours if the substitution(s) meet curriculum requirements.

See Transfer of Credits Policy for additional information. See the Substitution of Courses Policy for additional information.

Academic Track: Non-Thesis

The Non-Thesis Research Project is an exit requirement for the Master of Science in Agriculture in Agricultural Extension Education. This discipline has specific expectations for selection of topics and the type of non-thesis project. Students pursue independent research on a question or problem of their choice in the relevant disciplines under the guidance of a graduate faculty member. The Non-Thesis Plan is a smaller-scale research project that investigates a specific topic of interest or special problem not covered in organized courses. This non-thesis research project consists of three chapters.

Master Degree Audit:

Before candidacy for graduation can be confirmed, each student progression to degree completion will be evaluated to determine if student has met all academic requirements for course work and other aspects of the student’s course of study and Graduate School requirements. When these requirements are met, the student is cleared for graduation.

Time to Degree Completion

Alcorn’s time to degree completion policy allows 6 years to complete the agricultural extension education program. Degree completion depends on the pace a student completes the curriculum. If the time exceeds six years, the student must petition the Graduate School to consider an appeal for more time to degree completion.

See the Student Academic Appeals Policy for Expiration of Timeline for additional requirements

Degree Plan and Course Sequence

Non-Thesis Plan Core Courses (24 Hours) AE 508 Rural Economics and Community Development AG 610 Thesis I AN 500 Administration of Agricultural Education AN 506 Advanced Methods of Teaching AN 511 Youth Organization and Program Management AN 515 Advanced Principles of Teaching Agricultural Education AN 601 Special Problems in Agriculture and Extension Management PS 548 Advanced Soil Management

Approved Electives (9 Hours)

AE 520 Advanced Farm Organization and Management AE 525 Advanced Agricultural Marketing AN 510 Agricultural Education Media AN 584 Advanced Occupational Information AS 523 Advanced Animal Nutrition AS 533 Physiology of Production AS 564 Special Problems in Selected Topics ED 512 Foundation of American Education ED 514 Methods of Educational Research PH 504 Psychological Statistics PH 513 Advanced Educational Psychology PS 535 Advanced Soil Classification PS 541 Agricultural Plant Pathology PS 559 Advanced Soil Fertility PS 590 Advanced Research Techniques PS 601 Special Problems in Vegetables and Small Fruits

For More Information Contact: Dr. Victor Njiti ▪ 601.877.6572 ▪ [email protected] (Department of Agriculture)

1000 ASU Drive Lorman, Mississippi 39096-7500

[email protected]

(601) 877-6100

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AgriLife Today

Texas A&M AgriLife's digital magazine and newsroom

Texas A&M AgriLife Research and Extension Center in Weslaco adds soils specialist

Peter omara brings extensive experience in soil fertility, agronomic outreach and application.

May 17, 2024 - by Paul Schattenberg

The Texas A&M College of Agriculture and Life Sciences Department of Soil and Crop Sciences has added a soil specialist with international experience in crop nutrition, soil fertility and biofortification to its faculty at the Texas A&M AgriLife Research and Extension Center at Weslaco.  

Peter Omara, Ph.D., Texas A&M AgriLife Extension Service soils specialist, began working at the center April 1.

Before taking this position, Omara was a postdoctoral research associate at the University of Florida. He has a doctoral degree in soil science and a master’s degree in plant and soil science from Oklahoma State University in Stillwater. He also has a postgraduate diploma in project planning and management from Uganda Management Institute and a bachelor’s degree in agriculture from Gulu University in Uganda.

“It has been over 35 years since the department has had an AgriLife Extension agronomist at the Weslaco center,” said Larry Redmon, Ph.D., professor and associate department head, Bryan-College Station. “We were excited to have the opportunity to fill the position and equally excited to have Peter join us.” 

Redmon said Omara is a soils agronomist who can work across a broad spectrum of crops — from field crops to forages and beyond.

“He brings a wealth of experience to the position, and I am looking forward to watching his extension and applied research programs grow,” Redmon said.

Weslaco center director Dirk Hays echoed the excitement about having Omara join the center and said he will contribute to the variety of expertise the facility and its people provide to the agricultural community.

“We have an expertise in extension pathology and vegetable production as well as research expertise in vegetable and forage breeding, crop physiology, agricultural engineering and plant molecular biology,” Hays said. “Peter’s essential expertise helps fill a critical void in our service to our Rio Grande Valley stakeholders.”

Practical experience with agronomic outreach, application   

Omara’s practical experience in extension agronomical outreach and application includes work at the University of Florida’s West Florida Research and Education Center in Jay. There he collaborated directly with farmers to conduct on-farm trials to update nitrogen fertilizer rates for cotton production. He also participated in organizing field days for corn and cotton advisory boards and worked with farmers to establish in-season fertilizer needs using plant tissue samples.

While with the Department of Agronomy, Faculty of Agriculture and Environment at Gulu University, Omara provided extension services on soil fertility to small-holder farmer groups in Northern Uganda, including women and youths. He also conducted field scouting and preliminary diagnoses, sampled soil for laboratory confirmatory tests and prescribed crop nutrition remedies. Other efforts included working with farmers on agronomic iodine biofortification of vegetables and instructional visits to farmer groups in Northern Uganda on general agronomic practices of cowpea and cabbage production.

“I previously participated in applied research and outreach activities in Oklahoma, Florida and Uganda with direct application to small and large farms,” Omara said. “I feel confident that I will leverage on these past experiences to help row crop producers in South Texas sustainably improve their productivity and income.”

He said one of his primary focus areas will be fertilizer use.  

“Fertilizer is probably one of the inputs to which producers allocate a significant number of resources,” he said. “Unfortunately, crops do not utilize every pound applied with 100% efficiency, so I hope to use my expertise in experimental methods to improve fertilizer nutrient use efficiency to increase productivity and income for producers here in the Valley.”

Research on soils and agronomic crops

At the West Florida Research and Education Center, Omara also designed and implemented experiments for research projects focusing on nitrogen testing and fertilizer recommendations for cotton and corn production. He initiated crop treatments and field maintenance practices using advanced technologies, statistical analysis and crop modeling. He also established experiments to compare different controlled-release fertilizers for rain-fed corn production.

His work as a graduate research associate in the Department of Plant and Soil Sciences at Oklahoma State University included designing and implementing field trials focused on fertilizer use and soil nutrient management. One trial tested the interactive effect between biochar and inorganic nitrogen fertilizer on corn grain yield and nitrogen use efficiency.

He also developed a statistical model to predict winter wheat grain yield and cereal grain nitrogen-use efficiency in additon to studying the impact of no-till practices on soil organic carbon, total soil nitrogen, nitrogen-use efficiency and winter wheat grain yield.

Omara’s other research included work on iodine agronomic biofortification, designing an experimental protocol to evaluate the efficacy of iodine agronomic biofortification of cowpea and cabbage using laboratory-grade potassium iodate and iodide fertilizers.

“Cotton is still a big crop here in the Valley, but the interactions I have had so far with producers tell me cotton fertility is currently overlooked,” Omara said. “I would like to pick current best management practices that optimize nutrient use and maximize return for cotton producers.”

He said it is also important to note that with the region’s current drought situation, many farmers prefer grain sorghum to cotton cultivation.

“Grain sorghum and other row crops common in the Rio Grande Valley require translational research to recommend best management practices that suit local production conditions,” he said.

Collaborating with producers on practical applications

Omara said he is looking forward to learning more about the South Texas area and its agronomic needs and will work with producers as well as other Texas A&M AgriLife personnel to meet those needs.

“I feel this position will be a challenge as well as an opportunity, and I hope to leverage an incredible network of soil specialists and agronomists from other Texas A&M AgriLife centers,” he said. “Collaboration and networking will be key to successful delivery of innovative crop production methods.”

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Laura Muntean , media relations coordinator [email protected] 601.248.1891

Are you interested in this content, need high resolution photos or assistance getting connected with an expert to learn more? Please contact our media relations team at [email protected] .

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EAST GREENSBORO, N.C. (May 23, 2024) – A fashion merchandising and design professor with more than 11 years of outstanding teaching experience at North Carolina Agricultural and Technical State University has received one of the highest awards in the University of North Carolina System.

“I am deeply grateful for the support and encouragement I have received from colleagues,” Dixon said. “Being recognized for my dedication to enhancing students’ educational experiences through teaching, curriculum design and student engagement is an incredibly humbling experience. I am deeply committed to creating an environment that nurtures student success, and receiving the UNC BOG Outstanding Teaching Excellence Award is a powerful affirmation of those endeavors.”

Established by the board in 1993 to highlight the importance of teaching, the award recognizes the extraordinary contributions of faculty members system-wide. Each winner receives a commemorative bronze medallion and a $12,500 cash prize. A&T’s nominee for the award is selected from the pool of outstanding college or school teaching award recipients for the current year.

“Dr. Devona Dixon embodies the very essence of teaching excellence at N.C. A&T, inspiring students to reach their highest potential and fostering a culture of academic achievement,” said Provost and Executive Vice Chancellor of Academic Affairs Tonya Smith-Jackson. “Her dedication, passion, and innovative teaching methodologies make her a deserving recipient of the BOG Teaching Excellence Award for 2024.”

This marks the second consecutive year a Department of Family and Consumer Sciences faculty member has received this award. In 2023, Meeshay Williams-Wheeler, Ph.D., won the award for her work in the child development area.

Shirley Hymon-Parker, Ph.D., interim dean of the College of Agriculture and Environmental Sciences, called Dixon “an exceptional educator.”

“Her teaching style ignites curiosity and eagerness in her students that inspires them to delve deeper into subjects, thus fostering a genuine desire to learn,” said Hymon-Parker. “To this end she utilizes technology, hands-on- experience, field trips, study tours and industry guest speakers in her classes to spark students’ interest and show connection of content to the real world, while exciting their passion for the profession. She is passionate about the profession and her students, and it shows in all she does.”

Dixon formally received the award earlier this month during the university’s Spring 2024 Undergraduate Commencement Ceremony from Board of Governors Secretary Pearl Burris-Floyd.

“Dr. Dixon has passion for innovation to her role with the fashion merchandising and design program,” Burris-Floyd said. “With a diverse range of courses under her instruction, she takes care of her students, makes sure that they are understood. Through her motivation and her teaching, she aims to inspire. Dr. Dixon’s commitment has depth and meaning.”

Dixon said she is enthusiastic about the future growth of the fashion merchandising and design program and industry engagement with fashion professionals. In 2021 and 2022, the program received $100,000 through clothier Gap Inc. and nonprofit ICON360’s “Closing the Gap” initiative, which went toward industry trips to New York City as well as funding for laboratory equipment. In summer 2022, the program was also represented one of several HBCUs participating in a 10-week lecture series, “Tenacity Talks” hosted by fashion agency Harlem’s Fashion Row and luxury-goods conglomerate Louis Vuitton Moet Hennessy.

“These partnerships play a crucial role in fostering a connection between academia and the fashion industry,” said Dixon, “bridging the gap between theoretical knowledge and practical application and our student need that interaction to gain invaluable insights, practical skills and real-world perspectives essential for their future careers in the fashion industry. Moving forward, I’m eager to continue enriching our program and empowering our students for success in the fashion industry.”

“I have had the pleasure of working with Dr. Dixon for many, many years, and more closely since I’ve been in the interim role as department chair," said Valerie McMillan, Ph.D., interim chair of the Department of Family and Consumer Sciences and winner of the 2019 Award for Excellence in Teaching. “She holds students to high standards of performance in her classrooms, provides support for her students to reach those standards, as well as provides experiences for students to apply their content in fashion merchandising and design outside of the classroom.”

Dixon received her bachelor’s degree in clothing textiles and related arts from Southern University and A&M College – Baton Rouge, her master’s in merchandising and design from Colorado State University, and her Ph.D. in human ecology from Louisiana State University.

Media Contact Information: [email protected]

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