Learning theories; techniques and procedures to enhance the teaching-learning process; methods to evaluate learning.

This course focuses on theory and practice in facilitating learning from experiences in formal, informal, and non-formal settings. Topics covered include experiential learning in classroom/laboratory settings, guided inquiry, internships/externships, service learning, project-based learning, and outdoor/adventure learning.

Scientific and technical writing is not an innate skill; it is a learned ability. Students are expected to expand their disciplines knowledge base through scholarly contributions to professional journals and research conferences. An intensive scientific and technical writing course provides students with the skills necessary to compose research proposals, conference papers, and journal articles.

Methods and procedures of organizing and conducting youth leadership programs in school and non-school settings. 

Models of volunteerism; reasons for volunteers; assessment and evaluation techniques; task descriptions; organizational relationships.

This course focuses on theory and practice in facilitating learning from experiences in formal, informal, and non-formal settings. Topics covered include experiential learning in classroom/laboratory settings, guided inquiry, internships/externships, service learning, project-based learning, and outdoor/adventure learning.

Identification of basic principles motivating adults to learn. Procedures to implement these principles in bringing about changes in adult behavior.

Selected topics in Advanced Methods in Distance Education. Course to be taught by Dr. K. E. Dooley.

Applies learning and teaching theory as the foundation for developing engaging online instruction. Pulls together theory, concepts, and strategies to provide a broad understanding of the fundamentals of online learning from the conceptual stage to the development and delivery stages. Focused on knowledge and skills necessary to create effective online courses, training programs, and learning units.

Provides knowledge and skills necessary to develop and deliver effective online courses, training programs, and learning units. Specific topics include: management of eLearning projects, needs assessment and audience analysis, creation and editing of documents, images, audio, and video. Focused on skills to create media for use in an online course.

Historical and philosophical developments in education that brought about education in agriculture; ideas of individuals that culminated in agricultural education institutions and organizations.

Offered for three or six weeks or full semester to study selected programs in agricultural or extension education. Consultants are used in specialized areas. May be taken twice for credit but not to exceed 6 hours of credit toward a degree.

Principles, theories, techniques, and applications for developing survey questionnaires and conducting survey research in agriculture; developing questions; constructing instruments; implementing surveys; and reducing coverage and sampling errors.

Current survey research methods have taken advantage of Internet technologies to collect social science data from audiences worldwide. Students will explore the technical requirements necessary to correctly establish and administer online social science data collection instruments. Specific skills include writing *.asp code, database design and management, verification/permission sets, and assorted graphics.

Principles and techniques of data collection, analysis, and interpretation in agricultural leadership, education, and communications; interpretation and implications of finds/results in relation to current research; data analysis preformed using statistical package software; collection, analysis, and interpretation to conform to published research in agricultural leadership, education, and communication.

Examines the philosophy, methods, and issues of accountability and evaluation necessary to meet expectations of institutional mandates. Special emphasis on analytical tools and performance measures.

Problems of youth with special attention given to rural youth; theories of vocational development reviewed and techniques and procedures developed to help youth make career choices.

Dynamics of cultural change as theoretical framework for planned technological change; methods of planning and implementing change, its effects and how it can be predicted.

Role and organization of institutions for effective transfer of technology; institutional models, assignment of priorities, institutional linkages, communications, special program design, program strategies, and program evaluation.

Trends, conditions, critical incidents, techniques, roles, and preparation affecting the success of persons desiring to provide technical assistance in projects of agricultural development by serving as agricultural advisors in developing nations, especially in cross cultural settings.

Origin of projects in agricultural development involving host governments; procedures in developing contracts with sponsors; duties and responsibilities of contract administrators, project leaders, and the home institution; reporting systems, project reviews, and evaluation procedures; procedures effective in managing projects.

Comparisons among programs and functions, strengths and weaknesses, organization, and relationships of institutions and agencies in public sectors serving agriculture in developing nations; includes those responsible for agricultural extension, agricultural research, agrarian reform, price stabilization, agricultural credit and agricultural cooperatives.

Group study and discussion of current developments in agricultural education; research and legislation as they affect programs in teacher education, agricultural science and related areas of education.

An on-the-job supervised experience program conducted in the area of the student's specialization.

Studies related to classroom, laboratory, supervised activities in agriculture, work experience, extension education and adult educational activities in agricultural programs.

Theory and design of research problems in agricultural education; communication of research proposal and results of research; evaluation of current research of faculty and students; review of current research literature. May be taken three times for credit.

Initiation and completion of research for advanced degree.

Approved professional study of project undertaken as the terminal requirement for degree of Doctor of Education; preparation of a record of study summarizing the rationale, procedure, and results of the completed project.

Approved professional paper undertaken as the requirement for the Master of Agriculture. May be taken more than once, but note to exceed 3 hours of credit toward a degree.

Basic concepts of quantitative and qualitative research; understanding the social science research process; using appropriate methods to address research problems; enabling students to effectively evaluate, consume, and communicate research findings. 

Overview of qualitative research in agricultural education including conducting a literature review, writing a working hypothesis, keeping methodological and reflexive journals, developing data gathering tools, performing data analysis, ensuring trustworthiness measures, and writing a research manuscript.