- Undergraduate Education
- B.S., Agricultural Business, Oklahoma Panhandle State University, 2005.
- Graduate Education
- M.S., Agricultural Communications, Oklahoma State University, 2007.
- Ph.D., Agricultural Leadership, Education, and Communications, Texas A&M University, 2013
- Southern Association of Agricultural Scientists, Agricultural Communications Outstanding Innovative Poster, 2016
- Southern Association of Agricultural Scientists, Agricultural Communications Outstanding Research Poster, 2015
- Association for Communication Excellence Runner-up for Outstanding Dissertation, 2014
- American Association for Agricultural Education Nominee for Alan A. Kahler Outstanding Dissertation, 2014
- Courses Taught
- AGCJ 281, Journalism Concepts in Agriculture
- AGCJ 313, Agricultural Media Writing II
- AGCJ 413, Emerging Media in Agriculture
- ALEC 604, Writing for Professional Publications
Research Topical Area
Investigating effective ways for delivering scientific information to diverse audiences; Identifying effective ways to prepare scientists to communicate with a global audience.
Q methodology, interviews, focus groups, surveys
Science communication; writing in agricultural communications; communication curriculum development for undergraduate and graduate students and faculty
Selected Extramural Funding
Leggette (Archer), H. (PI), & Murphrey, T. (2017–2019). Strengthening communication skills of agricultural students: Using real-world examples to meet industry employment needs. Funded by USDA NIFA Higher Education Challenge Program.
Leggette (Archer), H. (PI), Redwine, T., Jagger, C., & Wagner, S. (2017). #ChemicalAwareState: Enhancing farm chemical safety usage in Mississippi through an interdisciplinary educational and social media outreach campaign. Funded by University of Kentucky Southeast Center for Agricultural Safety and Injury Prevention.
Berthold, T., Lopez, R., Leggette (Archer), H. (Co-PI), & Wagner, K. (2015–2018). Little River watershed characterization. Funded by Texas Commission on Environmental Quality through the Environmental Protection Agency.
Hall, S., McWhorter, G., Leggette (Archer), H. (Co-PI), Strong, R. Jr., & Larson, J. (2015–2016). Biotechnology communications for journalists – Indonesia. Funded by USDA Foreign Agricultural Service.
Leggette, H. R., Hall, S. T., & Murphrey, T. P. (accepted). A case study of Indonesian journalists’ participation in a Cochran Fellowship Program focused on biotechnology and journalism. Journal of International Agricultural and Extension Education.
Leggette, H. R., Whitaker, H. J., & *Miranda, M. (2017). An examination of student development theory in the context of writing instruction. Journal of Applied Communications, 101(2).
Redwine, T., Leggette, H. R., & *Prather, B. (2017). A case study of using metacognitive reflections to enhance writing skills and strategies in an agricultural media writing course. Journal of Applied Communications, 101(1), 56–68.
Leggette, H. R., & Redwine, T. (2016). Using Q methodology in agricultural communications research: A philosophical study. Journal of Applied Communications, 100(3), 57–67.
Leggette, H. R., McKim, B., & *Homeyer, M. (2015). Perspectives of writing related to critical thinking and knowledge creation. NACTA Journal, 59(3), 275–284.
Leggette, H. R., Rutherford, T., Dunsford, D., & *Costello, L. (2015). A review and evaluation of prominent theories of writing. Journal of Applied Communications, 99(3), 37–80.
Leggette, H. R., Rutherford, T., & Dunsford, D. (2015). A model to augment critical thinking and create knowledge through writing in the social sciences of agriculture. NACTA Journal, 59(3), 245–252.
Leggette, H. R., Jarvis, H., & *Walther, D. (2015). Developing writing identity in an advanced agricultural communications media writing course. Journal of Applied Communications, 99(1), 67–78.
Leggette, H. R., & Jarvis, H. (2015). How students develop skill and identity in an agricultural communications course. Journal of Applied Communications, 99(1), 38–51.
Leggette, H. R., & *Homeyer, M. (2015). Understanding students’ experiences in writing-intensive courses. NACTA Journal, 59(2), 116–121.