- 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
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.
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.
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.
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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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.
- 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
- 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
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] .
LSU GRADUATE school
LSU COLLEGE OF AGRICULTURE
Richie Roberts, Ph.D. Associate Professor, Graduate Advisor firstname.lastname@example.org 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
Agricultural and Extension Education, M.S., Ph.D.
Department website: http://aged.wvu.edu
Elizabeth McConnell, Administrative Assistant e-mail: [email protected]
- 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.
Graduate/Professional Catalog Information
- Academic and Professional Standards
- Advising, Enrollment and Evaluation
- Degree Regulations
- Financial Aid
- Graduate Certificates
- Programs, Courses and Credits
- Tuition, Fees and Residency
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Agricultural Education and Studies
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Agricultural Extension Education Specialization
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.
Ph.D. in Life Sciences and Agricultural Education
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CALS has over 70 program options for you to choose from!
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 .
- 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.
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)
- Ben Chapman
- Joseph Donaldson , Director of Undergraduate Programs
- Annie Hardison-Moody , Director of Graduate Programs
- Carolyn Bird
- Koralalage Sunil Upali Jayaratne
- Sarah Kirby
- Travis Park
- Michael Schulman
- Jackie Bruce
- Joseph Donaldson
- Harriett Edwards
- Annie Hardison-Moody
- Wendy J. Warner
- Jamie Alexander
- Basheerah Enahora
- Maru Gonzalez
- Misty Lambert
- Katherine McKee
- Catherine Elizabeth Sanders
- Sudha Sankar
- Virginia Stage
- 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.
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.
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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- College of Ag. & Life Sciences
- Experiment Station
- Graduate Studies
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 extension and education - ms.
About This Degree
Emphasizing a wide range of teaching and learning skills, this MS degree allows students to specialize in teaching, Extension/informal education, and adult education. While this degree does not result in a teaching license for public schools, students will develop skills in the areas of instruction, program planning, evaluation and research related to research methodology and statistical applications.
What You Will Learn
This degree program can be completed online or on campus. A thesis is required. Students completing this degree online will need to meet virtually or in person with their chair and committee members on a regular basis to complete their thesis research. This degree is recommend for those who will be working in an area of education requiring research in addition to teaching or those seeking a PhD.
At a Glance
College: College of Agriculture and Applied Sciences
Department: Applied Sciences, Technology and Education
- Logan campus
- Statewide campuses
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Career And Outcomes
Students completing this degree are prepared for working in formal post-secondary and non-formal education (outreach and extension) settings.This is degree also prepares students who would like to earn a future PhD.
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Associate Department Head and Graduate Program Director Email: [email protected] Office: ASTE 101D Phone: 435-797-0989
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STATEWIDE CAMPUSES *
USU ONLINE **
*This degree is available at various USU locations. Contact an advisor for more information.
- Brigham City
- Castle Dale
- Cortez (CO)
- Montezuma Creek
- Monument Valley
- Price (USU Eastern)
- Roosevelt (Uintah Basin)
- Vernal (Uintah Basin)
**This degree is 100% available online. USU is a SARA-approved institution offering fully online programs nationwide; please visit USU's state authorizations for details.
Students from any undergraduate background are welcome to apply.
- Complete the online application (Pay close attention to the essay question in the online application. The response will be used in admissions decision)
- Pay the application fee
- Score at or above the 40th percentile on in the GRE
- Have a 3.0 or higher GPA on your last 60 semester or 90 quarter credits
- Provide transcripts of all college/university credits
- Provide three contacts for letters of recommendation
International students have additional admissions requirements .
Applications, including test results, must be completed no later than two months prior to the start of the semester in which you would like to begin taking classes. Students are not allowed to take courses in the program without being admitted.
A variety of funding opportunities are available on the graduate school website .
Take The Next Step
How to apply.
View our step-by-step guide on how to become an Aggie.
Contact the School of Graduate Studies to ask questions or receive more information.
Cost and Funding
Calculate the cost of graduate school and learn about funding opportunities.
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