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An Evaluation of Undergraduate Agric...

Andrew, Chandra L.

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An Evaluation of Undergraduate Agricultural Communication Degree Programs.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	An Evaluation of Undergraduate Agricultural Communication Degree Programs./
作者:	Andrew, Chandra L.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	326 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
標題:	Agricultural education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10265247
ISBN:	9781369787863

An Evaluation of Undergraduate Agricultural Communication Degree Programs.
Andrew, Chandra L.

An Evaluation of Undergraduate Agricultural Communication Degree Programs. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 326 p.

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ed.D.)--Tarleton State University, 2017.

Stufflebeam's (1969) context, input, process, product (CIPP) model was used to evaluate 11 undergraduate agricultural communication programs. The programs were selected based upon their 2012-2013 membership numbers in the National Agricultural Communicators of Tomorrow chapters, with the goal of selecting the universities with the largest undergraduate agricultural communication programs. Research has indicated that regular evaluation is vital to the agricultural industry and the graduates from agricultural communication programs.

ISBN: 9781369787863Subjects--Topical Terms:

612126
Agricultural education.

An Evaluation of Undergraduate Agricultural Communication Degree Programs.
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500 $a Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
500 $a Adviser: Don M. Beach.
502 $a Thesis (Ed.D.)--Tarleton State University, 2017.
520 $a Stufflebeam's (1969) context, input, process, product (CIPP) model was used to evaluate 11 undergraduate agricultural communication programs. The programs were selected based upon their 2012-2013 membership numbers in the National Agricultural Communicators of Tomorrow chapters, with the goal of selecting the universities with the largest undergraduate agricultural communication programs. Research has indicated that regular evaluation is vital to the agricultural industry and the graduates from agricultural communication programs.
520 $a The researcher sought to answer the following research questions: 1. How many credit hours does each program require? 2. What categories of courses are offered within the curriculum for an undergraduate agricultural communication degree? 3. What are the expected topics students should receive in each category? 4. What is the degree productivity of each undergraduate degree or concentration in agricultural communication over a five-year timespan?
520 $a The context portion of the study was the history of agricultural communication. The input construct of the model was the characteristics of undergraduate agricultural communication programs. The process portion of the model was the traditional programs' coursework offered in the programs. Finally, the product construct was the topics required by graduates.
520 $a The evaluation identified 28 categories of coursework that occurred in the undergraduate agricultural communication curriculum of the 11 selected universities. The frequency of categories occurring at each university ranged from a high of 11 to a low of three. Topics varied depending upon category, but overlap of topics did occur among categories. The overlap indicates that faculty are striving to encompass multiple topics within their offered courses' framework.
520 $a Finally, all programs had increased their number of graduates in a five-year timespan. With the exception of one program, all remaining programs expected enrollment to continue to increase in the future.
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