T. Grady Roberts

The Development of an Instrument to Evaluate Distance Education Courses Using Student Attitudes

This study sought to adapt and test a methodological framework designed to produce a course evaluation that addresses the unique aspects of distance education while maintaining consistency with current evaluation instruments commonly used to evaluate an institutions on-campus courses. Using the four-step process adapted from Biner (1993), twenty items were identified for inclusion in the instrument. The authors concluded that the four-step process yielded an instrument for the evaluation of distance education courses that provides both functionality and flexibility to be used across a variety of courses.

A Profile of Agricultural Education Teachers with Exemplary Rural Agricultural Entrepreneurship Education Programs

Rural entrepreneurship education programs may be a great tool for enhancing rural livelihoods and reducing rural outmigration. Entrepreneurship has received attention in school based agricultural education, primarily through implementation of Supervised Agricultural Experience (SAE) programs. Very little research has looked at the teaching of entrepreneurship. As a part of a larger research project, this study looked at characteristics of teachers who implement exemplary rural agricultural entrepreneurship education programs. Results revealed that teachers: (a) were experienced, (b) held advanced degrees, (c) had prior experience with entrepreneurship, (d) generally were considered outstanding teachers, and (e) were described as being open minded and enthusiastic. Recommendations are made based on these conclusions.

Globalizing the Undergraduate Experience in Agricultural Leadership, Education, Extension, and Communication.

University graduates are entering a workforce where global competencies are important; yet, a vast majority graduate with limited international educational experience. The purpose of this basic qualitative study was to describe themes of international educational experiences currently being offered to students of agricultural leadership, education, extension, and communication. The study was guided by Roberts’ (2006) model of experiential learning contexts. Interviews were conducted with twelve faculty representing diverse departments of agricultural leadership, education, extension, and communications geographically from the West, Southeast, Northeast, and Midwest. Participants indicated five major themes of international educational experiences: curricular experiences, seminars, interactions with international students, co-curricular and extracurricular activities, and international travel. Overall intended outcomes from cited international educational experiences were global awareness, applying theory to practice, providing on roads for students and recruitment, empathy, meeting demand for global learners from industry, and for them to be “life changing.” Recommendations for practice and future research are addressed, as are possible implications for the discipline.

Extension Agents' Perceptions of a Blended Approach to Onboarding.

Extension organizations are challenged to provide onboarding to new employees that is comprehensive and high quality, yet cost-effective. The purpose of this study was to explore Extension agents’ perceptions of participating in an onboarding program that used a blended approach involving face-to-face and online learning components. The objectives were to (a) describe the perceptions of participants in the Fall 2014 cohort, (b) describe the perceptions of participants in the Spring 2015 cohort, and (c) compare the perceptions between the Fall 2014 and Spring 2015 cohort participants. Two focus groups were conducted with participants from each cohort and a cross-case analysis was conducted with the data. Results showed participants were open to the blended approach and liked being able to work asynchronously but desired improvements in quality, communication, interaction, and applicability. A review of the process with greater consideration of, and adherence to, the principles of adult education is recommended.