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The agricultural industry lacks qualified workers, suggesting students may not participate in opportunities that effectively develop their employability skills. We used a phenomenological case study approach to investigate Texas A&M University College of Agriculture and Life Sciences students' career-readiness and factors influencing career-readiness. We conducted interviews with 19 juniors and seniors. Open coding procedures revealed five emergent themes--"Career Advice-Seeking Behavior," "Employability Skills Development," "Network Establishment," "Relevant Experiences," and "Personal Growth." Findings indicate that students do not take advantage of University resources to help them with career preparation. Findings also revealed a lack of employability skills development, especially relating to students' communication and science communication skills. Students identified high-impact experiences they believed improved their employability skills. We recommend strategies for educators to improve agriculture students' career-readiness and offer research recommendations to examine career-readiness factors that may help prepare students to meet 21st century agricultural workforce demands.

A national focus on Diversity, Equity, and Inclusion (DEI) has increased public awareness and acknowledgement of challenges faced by members of Underrepresented Minority (URM) groups pursuing academic careers. This case study of a multi-institutional partnership explores the development, implementation, and evolution of a replicable model to transition a cohort of STEM URM dissertators into the professoriate. The model structured cohort engagement around an Individual Development Plan (IDP), cohort participant engagement with multiple mentors, monthly scholarly learning community meetings, research and teaching immersion experiences at Historically Black Colleges and Universities (HBCUs) and international institutions, and support and training around transferable skills necessary for job preparation and success, such as grant development, job search, portfolio preparation, interview skills, and online course development. Program evaluation results emphasized the evolution of collaborative practice among stakeholders in promoting the success of the model and among cohort participants as these participants transitioned into academic careers. Discussion of best practices to design and fine-tune the model included engagement of cohort participants in refining the implementation of the model activities, offering personalized services to the cohort members, and engaging research and practitioner communities using multiple dissemination strategies. The results of this work include publicly available virtual resources curated as part of the dissemination plan that can be explored for implementation at other institutions and use by individuals.

Inquiry-based learning supports constructivism theory and has been used by both Comenius (1592-1670) and Dewey (1859-1952) in early educational settings. Incorporating inquiry-based instruction into the agriculture classroom, while beneficial, brings with it challenges for teachers and learners. Numerous studies have been conducted to examine teachers' perceptions of inquiry-based instruction and its benefits. However, limited research has investigated agriculture students' perceptions about inquiry-based learning on their educational growth. The purpose of this study was to explore the perceptions of secondary students transitioning to and using inquiry-based instruction in their agriculture classes. A phenomenological approach was employed to examine the lived experiences of secondary agriculture students' who had utilized inquiry-based instruction. The phenomenon under investigation was inquiry-based instruction. We conducted qualitative interviews with a convenience sample of 24 secondary agriculture students to explore their perceptions of the inquiry approach. Findings revealed students describe inquiry as "hands on," a method requiring they work by themselves, and activities involving questions. Students indicated a preference for inquiry-based learning opportunities and expressed awareness of the potential for inquiry-based learning opportunities to improve their critical thinking skills. Documentation of secondary students' perceptions about inquiry-based learning opportunities provide instructors insight to guide instruction within the agriculture classroom.

Meeting the demands of a proficient scientific workforce depends on students' communication skill preparation. To describe students' self-perceptions of their communication skills, we surveyed 315 students in Texas A&M University's College of Agriculture and Life Sciences. Participants noted they were most proficient in their ability to listen effectively and least proficient in asking effective questions. Each communication skill characteristic showed a statistically significant difference before and after college engagement, but we found no statistically significant difference in the overall communication scores of students. Therefore, we recommend: 1) interviewing employers to understand their perceptions of entry-level employees; 2) investigating when students transition from false sense of confidence to actual confidence; 3) conducting a longitudinal study to investigate students' perceptions of communication skills throughout their college experience; 4) evaluating faculty's communication teaching methods across disciplines; and 5) investigating the influence of self-reflection on students' attained communication skills. Conducting such studies could lead to stronger connections between the academy and the industry, especially as faculty strive to align their teaching with needs of the industry.

In an effort to evaluate the current use of case studies as a teaching technique in postsecondary agricultural education and to develop a model for integrating technologies into the case study technique (CST), a qualitative study was conducted that explored the current use of case studies, examined the effectiveness of the technique, and explored the technology skills held by instructors. Study findings revealed benefits and limitations to the use of CST within postsecondary agricultural education as well as methods for integrating technology into the process. Benefits of CST to students included (a) preparation for real-world application of knowledge, (b) development of higher-order thinking skills, and (c) communication skills improvement. Limitations of CST included (a) students' lack of prior experience, (b) difficulty for instructors to find quality cases, and (c) the need for skilled facilitators. Ways to address these limitations were identified through the research and involved the integration of technology. Research findings provided a foundation for the development of a model to integrate technology with CST. While further research is needed to confirm the effectiveness of the model, the research implies that the use of the resulting model could increase the use of CST and improve teaching effectiveness.

Agricultural education is responsible for preparing future generations to advance agriculture in a rapidly changing world. How can agricultural education best prepare students to be innovative problem-solvers who can keep up with these changes? Perhaps educators can create learning experiences that allow students to uncover material through their own questioning and experimentation using inquiry-based learning (IBL). The purpose of this study was to examine the effects personal agricultural educators' beliefs about agricultural education, self-efficacy, and context have on adopting IBL. Agricultural educators' adoption of IBL was significantly affected by degree obtained and the agricultural pathway in which they taught. A positive relationship was demonstrated between both IBL adoption and the orientation to teach substantive and procedural knowledge, with the higher correlation between procedural knowledge and the adoption of IBL. A positive relationship existed between agricultural educators' perceived ability to implement IBL and the perceived abilities of their students to complete IBL activities. More than 26 percent of the variance in the adoption of IBL among agricultural educators was explained by variables in the structural equation model of this study. Adoption of IBL by agricultural educators needs further research. However, this study indicates beliefs about education, self, and context do affect the adoption of IBL by agricultural educators. Agricultural educators with higher self-efficacy in creating IBL lessons and greater orientation toward teaching procedural knowledge are more likely to adopt IBL in their classrooms. Programming should be developed that impacts beliefs in a way to encourage adoption of IBL.

Elevated levels of bacteria impact the use of the Little River watershed in Texas. The amount of bacteria entering the waterway could be reduced if landowners within the watershed received water-related information and adopted best management practices. However, landowners' access to water-related information is limited, perhaps, because the information is not targeted to them and their preferences. Therefore, to identify landowners' communication preferences for receiving water-related information, we assessed 275 landowners in the Texas Little River watershed using a paper questionnaire. Respondents preferred water-related information delivered via websites monthly and direct mailings quarterly, twice annually, and annually and least preferred social media platforms as a communication medium. Yet, we found no statistically significant differences between respondents' demographics and their preferred communication mediums. Furthermore, respondents identified Texas A&M AgriLife Extension as the most trustworthy source of water-related information. Water resource experts, therefore, should disseminate information using websites and direct mailings in partnership with Texas A&M AgriLife Extension. Further research should be conducted using observations, focus groups, and interviews during the watershed-based planning process to understand reasons for landowners' communication preferences. [This research was supported by Texas Water Resource Institute and Texas Commission on Environmental Quality under the Clean Water Act Section 319(h) Nonpoint Source (NPS) Grant Program, Grant No. 131527 SRS M1502190.]

Agricultural leadership extension programs aim to expand the horizons of leaders through study and experiences. These programs can have direct implications for communities when they are designed and delivered for county officials. This study specifically examined a leadership program administered in Texas which has graduated five classes of county commissioners and judges over the past decade, boasting 54 alumni. Given that the program had not been evaluated, this study used qualitative methodology to determine the program's impacts on community leaders. Eleven program graduates were interviewed as well as asked to provide artifacts representing impacts of the program. Categories emerged from the data and were identified as: affective impacts, behavioral impacts, and cognitive impacts. Data revealed that the social networks and relationships participants gained was an overarching outcome of the program as these influenced the affective, behavioral, and cognitive impacts of the program. Several recommendations for further research, program modifications, and community leadership opportunities resulted from the study. Findings provide insight for those seeking to improve programming for agricultural leadership extension programs.

With the growing need for agricultural institutions to provide solutions to global concerns, environmental issues, food security and sustainable agriculture, competent individuals are needed to lead in excellence and innovation. The role of gender in determining success in the workplace has been studied from many perspectives. The purpose of this qualitative study was to document success strategies of women agricultural education faculty in postsecondary education, synthesize these strategies into meaningful and useful suggestions, and review these strategies using the framework of the Theory of Work Adjustment. Data analysis involving a seven step process allowed confirmation of meaning and ensured that all concepts presented were included and accurately represented. The synthesized summary of success factors resulted in three cross-cutting areas: change is inevitable, reflect and prepare, and time management. The remaining concepts were grouped into four primary categories: (a) workplace awareness and expectations, (b) proactive strategies to facilitate success, (c) internal actions, and (d) external actions. Each of these four categories was further divided into context groupings that included: foundation, individual, cooperation, and balance. The findings of this qualitative study are not generalizable, but results can be transferrable and have utility in our field.

The purpose of this study was to identify the specific competencies needed to apply social marketing, a promising approach to behavior change, to Extension programming. A modified Delphi study was used to achieve group consensus among a panel of experts on the skills, characteristics, and knowledge needed to successfully apply this behavior change approach within the context of Extension. Findings are comprised of thirty-seven competencies within eight categories: (a) Personal attributes; (b) Knowledge and understanding; (c) Research and analysis; (d) Communication; (e) Leadership; (f) Professionalism and ethics; (g) Program-planning, implementation, and evaluation; and (h) System thinking. Additional findings include identification of barriers and motivators related to the adoption of social marketing. The resulting competencies may be used for self-assessment, the identification of potential partnerships, and needs assessments to reveal educational opportunities and assist in the prioritization of future professional development.

The importance of creating global mindedness within pre-service agricultural science teachers through international experiences cannot be overstated. However, providing opportunities for international experiences and college students selecting to participate in these opportunities are two very different actions. Mechanisms must be put in place that can impact behavior and motivate participation. The theoretical framework for this study was based on the theory of planned behavior and motivation. Understanding why students do or do not participate in international experiences allows the development of programs to meet the targeted needs of students. The purpose of this descriptive study was to investigate pre-service agricultural science teachers' perspectives of and motivation for international experiences in order to facilitate the development of effective international experiences. The methodology employed mixed methods that included both an online survey and interviews. The total population consisted of 39 college students of whom 31 completed the online survey and of these seven were interviewed. Findings revealed a preference for travel to a developed country as a group as well as the importance of hands-on activities and advance planning. The data provides suggestions for program planning and program preferences for college students preparing to be agricultural science teachers.

Meaningful learning is a goal across the broad field of agricultural education and high impact learning (HIL) experiences are a mechanism to facilitate that goal. The purpose of this study was to examine university agricultural education faculty attitudes toward the implementation of HIL. Faculty (n=85) from 10 agricultural education departments nationwide responded to a survey about perceptions of HIL experiences for undergraduate and graduate students. The majority of respondents reported that as a student they had participated in HIL experiences such as study abroad, research projects, internships, and student teaching. However, neither participation as a student nor current involvement in HIL activities influenced their perceptions of HIL. Characteristics that influenced perceptions included teaching experience and departmental support. Respondents with less teaching experience possessed a stronger perception of the benefit of HIL and those who perceived they had departmental support reported less concern for barriers (i.e., time and planning) to HIL implementation. Findings revealed a need for support and training related specifically to the implementation of study abroad activities.

Educational technology continues to expand with multi-user virtual environments (e.g., Second Life™) being the latest technology. Understanding a virtual environment's usability can enhance educational planning and effective use. Usability includes the interaction quality between an individual and the item being assessed. The purpose was to assess the usability of "AgriCulture Island" in Second Life™ to identify possible issues, understand of the severity of these issues, and how they could be effectively addressed in order to use Second Life™ as a teaching tool. The framework allowed the identification of constructs that further defined usability related to assessing a virtual environment. Both quantitative and qualitative methods were employed including pre/post questionnaires, observations, and a focus group session. The study engaged 12 participants during summer 2012 from a college of agriculture. Findings revealed that participants accepted Second Life™ more after initial exposure. Additionally, participants indicated the experience felt "real" and they could sense others in the environment. Observation data provided a picture of participant interaction with the virtual environment. Elements documented were assistance needs, satisfaction, confusion, and deviation from task. The importance of understanding educational technology usability cannot be underestimated. This study adds to the educational technology literature and provides recommendations for use.

Blogging is a form of social media and student engagement is at the center of blogging. The benefits of blogging include ease in making writing easier to share, encouraging students to write outside of the classroom, and supporting group collaboration. The findings suggest students are more passive in their blogging experiences, as the data found students generally read blogs more than they wrote blogs. The unified theory on the acceptance and use of technology and self-efficacy were used as the framework for the study. This study sought to explore agricultural leadership students' motivations for blogging in writing intensive courses. Effort expectancy, performance expectancy, and behavioral intention were significantly correlated with self-efficacy. Teacher training could be used to increase awareness among educators about the benefits of blogging. Educators must be able to convey the benefits of educational blogging in terms of its ease and benefit in order to encourage student acceptance. Improved preparation of agricultural leadership instructors to include blogging in writing intensive courses may improve student engagement and learning, and increase our academic discipline's knowledge of approaches that influence the practice of technology diffusion.

The demand for sustainable agriculture has increased, and many institutions, including the University of Florida, have adopted agricultural sustainability as a major goal. Extension has been identified as a critical information source, important in disseminating sustainable agricultural growing techniques. However, research has demonstrated that an institution's goals may not be represented by the actions and beliefs of its staff members (Eveland, 1986; Minarovic & Mueller, 2000). While Extension faculty have been identified as change agents in the shift to a more sustainable agriculture, the literature contained little regarding Florida Extension agents' attitudes towards this topic. The study and its findings were framed by Mitzel's model of teaching and learning, and we sought to describe Florida Extension agents through an exploration of the presage variables associated with their teaching. This study utilized an updated Alternative and Conventional Agricultural Paradigm (ACAP) scale instrument to quantitatively measure Florida Extension agents' agricultural paradigms. The sample included 188 randomly selected Extension faculty working across all disciplines. Within a potential score range of 24-120, and higher values indicating stronger alignment with sustainable agriculture, the Sustainability Score mean for Florida Extension agents was 80.64. The study identified three paradigmatic groups: Conventionals, Moderates, and Sustainables. We documented elements of Florida Extension professionals' presage variables and determined that there is no disconnect between University of Florida Extension faculty and their organization's goals related to sustainable agriculture.

To assist Extension professionals working in Texas's Little River Watershed with efforts to educate landowners about reducing amounts of bacteria there, we assessed motivations for and barriers to landowners' adopting best management practices (BMPs). We surveyed 275 landowners in the watershed. Respondents were at least somewhat familiar with nine of 11 identified BMPs. Additionally, they agreed that 10 of 13 listed factors were motivators for adopting BMPs and that six of 14 listed factors were barriers to adopting BMPs. Extension professionals can help landowners move through the innovation-decision process by targeting educational programming and materials to motivations for and barriers to adoption of such practices.

Faculty abroad programs are becoming a popular method to provide faculty in colleges of agriculture with international experiences so they may internationalize their curricula. These programs also serve to provide experiential faculty development opportunities. Eight faculty members from Texas A&M University participated in a faculty abroad experience in Trinidad and Tobago and developed instructional materials using technology. Pre-reflective and reflective interview responses were qualitatively analyzed to determine the impact of this experience on participants' teaching style and technology usage. The comparison of the pre-reflective and reflective data sets indicated participants perceived impact on teaching style, specifically in relation to their curriculum content and use of global connections as it pertained to their discipline and global relationships with native counterparts. Many participants were already using technology in the classroom prior to the international experience. As a result of the experience, the level of their technology usage increased as they incorporated media, such as audio and video, to communicate their experiences and create context for their lessons. It was concluded that teaching style, technology usage, and excitement for teaching were renewed as a result of an international experience. Future studies should be conducted to compare these findings with similar faculty abroad experiences.

Collaboration among Extension agents and agricultural science teachers has the potential to increase the reach of both organizations to serve clientele in obtaining critical skills and knowledge important to Career and Technical Education. However, successful collaboration requires that barriers be minimized and aspects of facilitation be maximized. This paper sought to document best practices of collaboration among agents and teachers across [state]. Study findings revealed that both agricultural science teachers and Extension agents see value in collaborating with one another. Barriers to collaboration included lack of time to collaborate, the number of schools in a county, the size of the county compared to the location of schools, and negative personal views toward individuals (competition). Recommendations for establishing successful collaboration have been provided.

The purpose of this research was to investigate collaboration between agricultural science teachers and Extension agents in Texas from the perspective of successful collaboration. Programs, leaders, and participants in both agricultural education and Extension can be impacted positively through collaboration. However, successful collaboration ultimately rests upon the commitment of individuals and the willingness of these individuals to work together and "collaborate" with one another. This study examined factors indicated in the literature as enablers of collaboration in the context of collaboration among agricultural science teachers and Extension agents in an effort to document best practices. Specific objectives included: (a) documentation of the environment in which successful collaboration was taking place, (b) description of areas of collaboration, (c) description of the impact of Internet-based technologies, and (d) identification of the major factors influencing collaboration. Findings provided insight into factors that can facilitate collaboration. (Contains 6 tables.)

The purpose of this study was to establish baseline data regarding the adoption of iPods and similar technologies by agricultural science and technology teachers. The population consisted of all agricultural science and technology teachers in Texas. A sample of 310 was randomly drawn from the population. Study findings reveal that while agricultural science and technology teachers have knowledge of iPods, mp3 players and related technologies, there is little support for them to actually create their own podcasts, use them in the classroom, or promote them for student use. It was concluded that teachers were generally "late adopters" or "laggards," while students were "innovators" or "early adopters." Both teachers and students alike have access to computers and Internet connections, with a large number of teachers reporting that students own iPods or mp3 players which could be utilized for academics. Teachers reported strong interest in pre-produced curricula and FFA materials, particularly for training materials for career development events, which could be used on iPods or mp3 players. Recommendations for encouraging teacher adoption and use of iPods and similar technologies were provided. (Contains 8 tables.)

The purpose of this study was to describe agricultural science and technology teachers' reaction to iPod and mp3 technology use and potential use in both curricular and cocurricular activities. A total of 112 unique respondents provided written responses to open-ended questions. Study findings reveal that agricultural science and technology teachers see iPod and mp3 technologies as beneficial, yet some teachers find this technology to be unusable due to campus restrictions and student abuse. Teachers provided a multitude of possible applications for iPod and mp3 technologies: contest preparation and team training, general classroom enhancement, specific classroom content areas that could benefit, applications for absence/make-up work and homework support, use with substitute teachers, assisting special populations, use for organization of content, and additional creative applications. Overall, teacher reaction to the use of iPod and mp3 technologies was positive and yielded findings that can be useful to teachers, researchers, and providers of educational content. This article strives to give voice to the individual teacher. (Contains 1 figure.)

Technological advances have created unlimited opportunities in education. Training and technology have merged to create new methods referred to as technology-based training. The purpose of this study was to identify organizations that hire agriculture and life sciences students for positions involving technology-based training and identify competencies required for these positions from the perspective of the identified organizations. This study describes the technologies that the identified organizations were using to design and deliver technology-based training, the audience to whom the organizations were providing training, and the competencies that the identified organizations were seeking in potential employees. Findings from this study revealed a need for individuals with specialized skills related to technology-based training. Findings specifically suggest seven key competencies needed to work in technology-based training: (a) instructional design, (b) technology/computer skills, (c) the ability to conduct a needs assessment, (d) interpersonal skills, (e) writing skills, (f) planning and organizational skills, and (g) evaluation skills. Study findings lead one to conclude that students with expertise in these competency areas are more marketable in organizations that hire agriculture and life sciences students. (Contains 4 tables.)

The purpose of this study was to determine if a need exists to establish an organization specifically for preservice agricultural science teachers and if so, the attributes of such an organization. Selected peer preservice agricultural education programs were examined and focus groups were conducted with preservice and inservice teachers. Results indicated that there was a need for an organization and that it should affiliate with the Vocational Agriculture Teachers Association of Texas. The primary purpose of the organization was determined to be the professional development of its members through activities such as (but not limited to): guest speakers, field trips, partnering with local agricultural science programs, attending the state FFA convention, and attending the Texas agricultural science teachers conference.

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The Multi-County New Landowners Educational Series is an Extension education program offered in Austin, Colorado, Fayette, and Washington Counties in Texas. We sent an online survey to past participants of the program (those who participated between 2006 and 2010; N = 162). Findings revealed significant adoption of several best management practices that resulted in perceived increases in value per acre of participants' properties, with the grand mean increase being $26.57 per acre. The data we collected illustrate the need for continued evaluation of the economic impact of Extension programs. In addition to discussing our methodology and findings, we identify opportunities and challenges related to documenting such impact.

Sustainable agriculture is an area that is gaining momentum. Extension agents are expected to teach production methods that include sustainable agriculture, yet little is known regarding how Extension agents feel about this agricultural paradigm. The research reported here sought to further develop an instrument that could quantitatively measure Extension faculty members' agricultural paradigms and be used as a program-planning tool that serves to support the identification of educational program needs. The pilot study offers a valid and reliable instrument useful to both Extension agents and administration in measuring individuals' agricultural paradigms.

Agricultural education programs such as AgVenture have been established to educate youth about the importance of agriculture. The study reported here examined the direct impact that one agricultural education program, specifically AgVenture, had on youth perceptions and knowledge of agriculture. Youth's perceptions and knowledge of agriculture were examined using a pre-test and post-test instrument administered to fourth grade students who participated in the AgVenture program. It was concluded that the AgVenture program was significantly associated with student knowledge. Student perceptions were also affected by the activity.

Technology has the potential to improve education but only if it is applied with purpose and consideration of the audience. Understanding technology's role in education goes beyond the comparison of tools; there is a need to better understand student acceptance of technology so appropriate educational scaffolding and support can be provided. The absence of technology acceptance can become a barrier to the adoption, successful implementation, and use of new technologies. Therefore, the theoretical framework was based on technology acceptance. Described in this study is agricultural students' acceptance and readiness to use specific technologies (i.e., Second Life[TM], social networking, Twitter[TM], and content management systems) as educational tools. The population was all students enrolled in eight courses at Texas A&M University during the Fall 2010 semester. A total of 716 completed surveys were analyzed. Findings revealed that students perceive each of the technologies studied (i.e., Second Life[TM], social networking, Twitter, and content management systems) as unique entities that vary in regard to acceptance. Students overwhelmingly accept content management systems as a useful educational technology while Second Life[TM], Twitter[TM], and social networking are familiar but not as accepted. Findings reinforce the importance of instructors finding specific methods to successfully implement technology-specific educational tools. (Contains 1 figure and 9 tables.)

As demand for online course delivery increases, it is imperative that those courses be delivered in an effective and efficient manner. While technologies are offering increasingly new and innovative tools to deliver courses, it is not known which of these tools are perceived as useful and beneficial by university agricultural education students. This study sought to measure the impact of using an audio/video communication tool (Jing[TM]) within the online classroom environment in an effort to document the tool's value to students. This multi-state quasi-experimental study was conducted at land-grant universities in Arizona, Montana, and Texas. The instrument contained Likert-type scale questions with specific focus on the use of an audio/video technology (i.e., Jing[TM]) as an instructional tool and the relation of verbal communication to online learning. A total of 168 instruments were completed by participants. Thirty-one individuals completed all three rounds of the study. Findings revealed that gender and classification can impact perception of technology use in online courses. Participants reported strong preference for audio, feedback and immediacy; communication and interaction; and social presence. Implications exist in regard to the delivery of online courses. (Contains 10 tables.)

The use of technology to deliver programming across Extension has been addressed widely; however, little research has been conducted concerning the use of Moodle[TM] as a course management system for Extension. The purpose of the study reported here was to identify the strengths, weaknesses, opportunities, and threats associated with the use of Moodle[TM] as an educational tool in eXtension from the perspective of those currently using the system. Findings reveal specific elements affecting the adoption of Moodle[TM] across eXtension that should be addressed in order to encourage further diffusion. (Contains 4 tables.)

This study used a case study methodology to document an example of how technology was used to engage students in an experiential eLearning (eeLearning) process in order to enhance student learning, student engagement, course relevance, and interaction in an undergraduate course delivered online. While online course delivery has become an accepted and common practice over the past years, creating experiential eeLearning requires unique strategies and approaches. Using computer programs that encourage creativity and experiential learning can facilitate the learning process.

This article shares the results of a needs assessment conducted to guide the development of an e-learning certificate program for implementation at Texas A&M University. Participants were asked to provide input regarding the knowledge, skills, and abilities necessary to work as an e-learning specialist. The qualitative data was collected using Centra[TM] as an interactive communication tool for discussion with respondents across the United States. The study also used theoretical triangulation to compare findings from this study to other studies conducted on distance education competencies. The findings reemphasize the importance of key competencies required by an e-learning specialist. (Contains 1 table.)

Students taught leadership and ethics using asynchronous computer simulation (n=83) were compared with 113 taught conventionally. The treatment group performed better on questions written at the knowledge, comprehension, and analysis levels of Bloom's Taxonomy, regardless of learning mode preferences. (Contains 26 references.) (SK)

Agricultural education students (n=166) completed an Internet survey in which 67.5% indicated they had not taken distance courses; 60.8% were interested. No relationship between personal characteristics and interest in online courses was found. They identified important elements of online courses as scheduled meetings, audio, and graphics. (Contains 17 references.) (SK)

Interviews with administrators, faculty, and support staff (n=42) in a university agriculture department revealed that they recognized distance technology as a means of reaching new audiences; policies and procedures must expand to address technology issues; competition, external dependence, and Internet misinformation were threats. Recommendations to diffuse distance education technology included administrator support, training, and incentives. (SK)

Discusses the use of technology for distance education in higher education, considers the role that perspectives within the institution play in formulating a strategy for development and implementation, and describes a study that used a SWOT (strengths, weaknesses, opportunities, and threats) Analysis to determine the perspectives of administrators, faculty, and support units. (Author/LRW)