phd in agricultural education and extension

Agricultural and Extension Education, Ph.D.

A candidate for the Ph.D. degree in Agriculture and Extension Education must meet all University, College, Division, and Program requirements as outlined in the WVU Graduate catalog.

Program Requirements

All Ph.D. degree candidates are required to follow a planned program of study. The student develops the plan of study during their first year in the program in conjunction with the graduate committee. The plan must be approved by the candidate's graduate committee, Director of the School of Design and Community Development, and the Associate Dean for Academic Affairs of the Davis College.

Agriculture and Extension Education Requirements 

The doctoral program in Agricultural and Extension Education (AGEE) is designed to develop scholars and researchers in philosophical areas of education and extension. To meet that broad goal, Doctoral Students build program a program of study coursework focusing on foundational AGEE philosophy, research and analysis, and at least one outside concentrate area or cognate. Foundational coursework includes topics related to the diverse areas of education, communication and extension within the context of agriculture. Research coursework includes methods, quantitative and qualitative analysis. Additional cognate courses should include teaching and learning theory, educational psychology, supervision, administration and leadership, and advanced data collection and analysis. The plan of study must include a minimum of 12 hours of research.

The AGEE faculty guiding the program believe that being a scholar includes more than consumption of knowledge. The program is also designed to develop researchers who explore and build an understanding of the world and profession. Student lead research is expected, as is engagement in teaching within the program. A Doctoral Student’s program of study will reflect those expectations with research and independent study hours.

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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

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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

Michael Burnett, Ph.D. Department Head [email protected] 139 J. C. Miller Hall Baton Rouge, LA 70803 225-578-6194

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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 . 

Doctor of Philosophy in Agricultural Leadership, Education and Communication

The PhD in agricultural leadership, agricultural and extension education, and science communication provides a wide range of educational and research experiences designed specifically to prepare graduates with the skills they need to address complex issues associated with agricultural production necessary to feed and clothe a growing population while sustaining the natural environment.  Candidates must complete an approved program of 45 semester hours of coursework beyond the master's degree ( see ALEC PhD Course Checklist ) , satisfactory performance on written and oral examinations, and a formal dissertation. The ALEC PhD degree program is available face-to-face on the Athens campus.

Candidates in the ALEC PhD program will focus in one of these tracks:

• Agriculture and Environmental Sciences Leadership
• Agricultural and Environmental Sciences Education
• Agricultural and Environmental Sciences Communication

Graduates of the ALEC PhD program will be equipped for:

• Faculty roles
• Leadership and communication positions within NGOs, government agencies, school districts, and teaching and Extension
• Careers in international agricultural development

More Information

• ALEC PhD on the Graduate School Website
• ALEC Graduate Student Handbook and Forms

What Can I Do with a Graduate Degree in Agricultural Leadership, Education, and Communication?

Imagine PhD allows students to assess their interests, skill sets, and values and how they align with career paths. This is an online planning tool to help students strategize on ways to develop skill sets needed to pursue a career of choice.

Graduate Coordinator

How to Apply for ALEC Graduate Programs

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• College of Agriculture and Environmental Sciences
• Ph.D. in Agricultural and Environmental Sciences
• CONCENTRATION: AGRICULTURAL AND EXTENSION EDUCATION

Ph.D. IN AGRICULTURAL AND ENVIRONMENTAL SCIENCES, CONCENTRATION: AGRICULTURAL AND EXTENSION EDUCATION

Program overview.

The Agricultural and Extension Education concentration is designed for students wanting to learn more about leadership development and styles, and educational methods for youth and adults used in agricultural and related fields.

Advanced work may involve specialized training in career and technical education and extension education.

Candidates will develop 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.

Candidates will be prepared for a position of leadership in a variety of educational settings, such as public and private schools, community colleges, universities, business, government, and industry.

Program Outcomes

The program will prepare graduates to:

• Apply their critical thinking skills to solve complex issues impacting agriculture and environmental sciences.
• Demonstrate effective communication skills through project and dissertation work and conference presentations.
• Conduct research or undertake advanced projects in an area of sustainable agriculture and environmental sciences.
• Be active and effective leaders in their professional societies and will demonstrate and model disciplinary expertise.

Scholarly Engagement

Faculty and students have published in the following top-tier journals in the field of agricultural education: 

The Journal of Agricultural Education, The Journal of Agricultural Education and Extension, International Journal of Agricultural Education and Extension, and the Journal of Career and Technical Education.  Students and faculty are active members of professional organizations and present at various local, national and international academic conferences.

Employment Oppertunities

For more information.

Dr. Chastity Warren English, Program Coordinator [email protected] 336-285-4819

Prospective students should plan to meet with the agriculutral education faculty prior to submitting their applications to discuss their potential research agendas with those professors who their research align and include those ideas in the personal statement.

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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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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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PhD in Agricultural 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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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

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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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Extension Education Concentration in AEHS

Imagine a career in which you can make a positive difference in the community every day….

Extension helps people transform science and technology into everyday solutions that improve their lives. Extension careers are for people with a passion for serving people. Our graduate program will prepare you for a rewarding and challenging extension career, focused on identifying issues, researching solutions, and transferring results. With our Master’s degree, which you can obtain in-person or online, you will be equipped to deliver research and education to communities, economies, and families to create prosperity for all.

• Master of Science (Thesis)
• Master (Non-Thesis)

Master of Science in Agricultural Education and Human Sciences with a concentration in Extension Education

In the M.S. program, students gain practical experience in conducting research. The M.S. option is ideal for students with an interest in pursuing a doctoral program or with a strong interest in research and program evaluation.

Program Requirements

• 36 semester hours
• 24 hours of core courses
• 6 hours of thesis research
• 6 hours of electives
• Complete and defend a thesis

The master’s thesis should be an original research paper that is suitable for submission to a peer-reviewed academic journal. The thesis topic should focus upon some aspect of their field that is (1) of interest to the student, (2) researchable in the published literature, (3)  manageable within the student’s graduate program time frame, and (4) agreed upon by the student’s adviser and all Graduate Committee members. Basically, the thesis should contribute new data,  insights, and/or information to the academy related to AEHS disciplines, and not merely take existing data, insights, and/or information and reorganize them into a new format. Additional information about the thesis formats and guidance can be found in Appendix B of the AHS Graduate Handbook. 

Graduate Committee

Students will form a graduate advisory committee that will help them develop a plan of study and will guide the thesis.

• Required Courses and Schedule
• How to Apply

Master of Agricultural Education and Human Sciences with a concentration in Extension Education

The Master of Agricultural Education and Human Sciences with a concentration in Extension Education is designed primarily for those who currently teach agriculture at the middle school, high school and/or post-secondary level or who work (or desire to work) with Cooperative Extension.

• 30 semester hours
• Complete a culminating project

Culminating Project

Students must demonstrate a mastery of the theories, principles, and practice of extension education through a self-directed creative or research project. Follow the process for the culminating project:

• Register for AEHS 693 or AEHS 620.
• Present the results of the project to the AHS faculty and students at an end-of-semester seminar.

Distance education students can either use technology to present their projects or upload a video file to a file-sharing website to show to the class.

MR requirements are 3 hours of either: 

• AEHS 620 – Special Problems in Agricultural and Extension Education (3 hours)
• AEHS 693 – Master’s Supervised Research (3 hours)

Students will be assigned a temporary faculty advisor. After one semester, students select a permanent advisor. The advisor will help the student develop a plan of study and will guide the culminating project.

More Information for Graduate Students

Certificates and minors.

Students can enhance their careers or educational programs with a graduate-level certificate or minor.

Is a certificate or minor right for you? 

Graduate Student Handbook

We’ve created a guide to applying to a graduate program in Agricultural and Extension Education and succeeding when you get here.

Review the handbook 

For questions or more information about our graduate degree programs, contact Dr. Annie Hardison-Moody, director of graduate programs.

Learn more about our graduate programs 

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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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UD Cooperative Extension Job: Program Coordinator, Nutrient Management

Are you a soon-to-be graduate from CANR who is eager to dive into the Delaware agricultural industry? Look no further!

The University of Delaware is offering an exciting opportunity for upcoming and recent graduates to apply for a vital role as a Program Coordinator for Nutrient Management within Cooperative Extension.

What is Cooperative Extension? Cooperative Extension is a vital educational network operating nationwide, pooling the expertise and resources of federal, state, and local governments to enhance people’s lives. At the University of Delaware, Cooperative Extension has been a cornerstone of community development for over a century, delivering quality educational programs rooted in university research to meet the evolving needs of our constituents.

The Nutrient Management Program As a Program Coordinator, you will be at the forefront of driving change in Delaware’s agricultural landscape. Working closely with the Nutrient Management Specialist, you’ll be tasked with supporting day-to-day operations and managing specific programs aimed at improving water quality while maintaining the profitability of agriculture.

Your Responsibilities From preparing marketing materials to coordinating certification sessions and continuing education programs, your role will be diverse and impactful. You’ll engage with constituents through various channels, from social media to newsletters, and provide essential administrative support for events like the annual Ag Week conference. Your efforts will directly contribute to the success of nutrient management initiatives and the broader goals of Cooperative Extension.

Join Us in Building a Better Future This position is the perfect opportunity for a CANR graduate to gain valuable experience working within the Delaware agricultural industry. Although grant-funded, rest assured that the program has received continuous support from the State of Delaware since 2000. This is more than just a job—it’s an opportunity to be part of a dynamic team driving meaningful change.

Click to Apply Now

Don’t miss out on this exciting opportunity to be part of something bigger. Apply today and help shape the future of agriculture in Delaware!

If you have questions, please contact:

Amy L. Shober, Ph.D. Professor and Extension Specialist – Nutrient Management and Environmental Quality Phone: (302) 831-2146 Email: [email protected] Website:  http://sites.udel.edu/canr-nmeq/

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Main article content, extension workers’ capacity for outreach to crop farmers on climate change resilience and adaptation in edo state, nigeria, o.o osuafor, a.p. umeukeje.

The study evaluated capacity for extension workers’ outreach to crop farmers on climate change resilience and adaptation in Edo State,  Nigeria. The study specifically described socio-economic characteristics of the extension workers; described capacities for outreach by the  extension workers; identified constraints to building capacities for outreach by the extension agents and identified strategies to  building capacities of the extension workers. A multistage sampling technique was used to select 69 extension workers. Data for this  study were obtained through the use of structured interview schedule. Descriptive statistics and factor analysis were employed in the  analysis. The results showed that majority of the respondents (50.7%) were Extension Agent (EA) followed by 29.0% who were Block Extension Supervisors (BES). The result reveals that 34.8% of the extension staff to have attended between 1 to 4 conferences in the last  three years. About 44.9% of the respondents participate in workshops, training, seminars for extension workers and farmers. Majority (82.6%) of the respondents identified bush burning, massive deforestation and excess use of agro-chemicals in farming as the major  causes of climate change. A major constraints to building capacities for outreach by extension agents was absence of well-defined  agricultural policy (3.254). Restructuring of extension agents’ education and trainings was identified as a major strategy to building the  capacities of the extension workers. It is recommended that agricultural extension policies relating to climate change need to be  reviewed, among others.    

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Dirt to Glass: Elevating Michigan Wine from the Ground Up

Announcing 2024 dirt to glass conference: elevating michigan wine from the ground up, august 22-23 in traverse city.

Paolo Sabbatini <[email protected]> , Michigan State University Department of Horticulture; Amanda Danielson, Intentional Agriculture; and Jennifer Berkey <[email protected]> , Michigan State University Extension - April 17, 2024

Dirt to Glass is an annual conference dedicated to advancing the Michigan grape and wine industry through education, collaboration and innovation.

Dirt to Glass™ is an annual conference dedicated to advancing the Michigan grape and wine industry through education, collaboration and innovation. Organized by Michigan State University AgBioResearch , Michigan State University Extension and Intentional Agriculture, the conference brings together industry leaders, academics and practitioners to explore the latest trends and developments in viticulture and winemaking. Visit Dirt to Glass for more information.

The highly anticipated third edition of the annual Michigan grape and wine conference is scheduled for Aug. 22-23, 2024, in Traverse City, Michigan. This two-day event is poised to set new industry standards, showcasing the highest level of world expertise in viticulture and winemaking.

Crafted by a collaborative planning committee comprising industry members, academics and extension specialists, Dirt to Glass 2024 is tailor-made for grape growers and wine producers across Michigan and neighboring states. Participants can anticipate a program filled with innovative insights and practical tools designed to advance their skills and ensure they remain ahead of industry trends. At the heart of Dirt to Glass is a steadfast commitment to nurturing an innovative community of growers, producers, winemakers, retailers and distributors from diverse backgrounds. The third annual conference offers unparalleled access to a distinguished lineup of speakers from across the world who will share invaluable insights on farming and economic sustainability, soil health, vineyard management, winemaking practices and more. Now in its third iteration, Dirt to Glass raises the bar with a promise of unmatched content and networking opportunities.

Registration for Dirt to Glass 2024 is now open. Given the overwhelming demand experienced last year, interested participants are urged to secure their spots promptly to avoid missing out on this unique opportunity. Register now for Dirt to Glass 2024 .

The conference boasts an impressive lineup of speakers, including internationally renowned industry and academic members such as Klaus Gasser, sales and marketing director, Cantina Terlano Alto Adige, Italy; Matteo Gatti, Department of Sustainable Crop Production, Università Cattolica del Sacro Cuore Piacenza, Italy; Herb Quady, Quady Wines, Barrel 42, Applegate Vineyard Management, Applegate Valley, Oregon; and industry members of the Michigan grape industry and sector specialists.

During the Dirt to Glass 2024 conference, speakers will address a wide range of topics relevant to the grape and wine industry. One such discussion will focus on innovative marketing strategies, offering attendees insights into emerging trends that enable wineries to effectively promote their brands and engage consumers. This session aims to not only enhance wine quality but also elevate the recognition of wines produced by smaller industries.

Another critical topic to be explored is the advancement of sustainability practices in vineyard management. This session will delve into various sustainable vineyard practices, including cover cropping methods, regenerative agriculture and the adoption of innovative technologies aimed at reducing environmental impact. The goal is to consistently improve fruit and wine quality across vintages and farming methods while prioritizing environmental stewardship.

Additionally, attendees can anticipate a thorough examination of the role of terroir in winemaking. This discussion, coupled with guided wine tasting sessions, will immerse participants in the concept of terroir and its significant influence on wine style and quality. Speakers will underscore the diverse interplay of soils, climate and geography specific to different regions, emphasizing the critical importance of site selection and vineyard management techniques in crafting exceptional wines reflective of their terroir.

Dirt to Glass 2024 will be held at the Cathedral Barn at Historic Barns Park in Traverse City, Michigan. Day one will kick off at 8:30 a.m. with a comprehensive exploration of key wine production aspects and the future of the industry, followed by a curated walk-around tasting session and the Party on the Piazza. Day two will feature field visits to selected sites, offering participants hands-on experiences guided by industry experts.

For more information and to register, please visit the Dirt to Glass website.

This article was published by Michigan State University Extension . For more information, visit https://extension.msu.edu . To have a digest of information delivered straight to your email inbox, visit https://extension.msu.edu/newsletters . To contact an expert in your area, visit https://extension.msu.edu/experts , or call 888-MSUE4MI (888-678-3464).

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Turn Your Curiosity Into Discovery

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40 facts about elektrostal.

Written by Lanette Mayes

Modified & Updated: 02 Mar 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy, materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes, offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

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Geographic coordinates of Elektrostal, Moscow Oblast, Russia

City coordinates

Coordinates of Elektrostal in decimal degrees

Coordinates of elektrostal in degrees and decimal minutes, utm coordinates of elektrostal, geographic coordinate systems.

WGS 84 coordinate reference system is the latest revision of the World Geodetic System, which is used in mapping and navigation, including GPS satellite navigation system (the Global Positioning System).

Geographic coordinates (latitude and longitude) define a position on the Earth’s surface. Coordinates are angular units. The canonical form of latitude and longitude representation uses degrees (°), minutes (′), and seconds (″). GPS systems widely use coordinates in degrees and decimal minutes, or in decimal degrees.

Latitude varies from −90° to 90°. The latitude of the Equator is 0°; the latitude of the South Pole is −90°; the latitude of the North Pole is 90°. Positive latitude values correspond to the geographic locations north of the Equator (abbrev. N). Negative latitude values correspond to the geographic locations south of the Equator (abbrev. S).

Longitude is counted from the prime meridian ( IERS Reference Meridian for WGS 84) and varies from −180° to 180°. Positive longitude values correspond to the geographic locations east of the prime meridian (abbrev. E). Negative longitude values correspond to the geographic locations west of the prime meridian (abbrev. W).

UTM or Universal Transverse Mercator coordinate system divides the Earth’s surface into 60 longitudinal zones. The coordinates of a location within each zone are defined as a planar coordinate pair related to the intersection of the equator and the zone’s central meridian, and measured in meters.

Elevation above sea level is a measure of a geographic location’s height. We are using the global digital elevation model GTOPO30 .

Elektrostal , Moscow Oblast, Russia