Texas Tech University’s undergraduate agricultural communications students’ experiences

Agricultural communications has developed as a discipline at a rapid pace, and has experienced tremendous growth in a short period of time. As the discipline grows and develops, the academic programs and the relatively small group of faculty who teach and conduct research in these programs are challenged to keep up with increasing responsibilities including teaching, advising, recruitment, mentoring, club sponsorship, and placement of graduates (Weckman, Withham, & Telg, 2000). In order for a discipline to maintain relevancy, curriculum evaluation and development is necessary to keep up with industry’s demands and trends. However, the industry’s needs are only one of three measurements that should be analyzed when developing content. To be considered effective, any curriculum must balance student interest with faculty vision and industry need (Coffey, 1987). The purpose of this research was to determine if students were satisfied with their agricultural communications undergraduate degree program at Texas Tech University. The research also sought to explore if students are confident in their communication skills and prepared for employment. A survey instrument was utilized in this study. Results showed that overall, agricultural communications students at Texas Tech are satisfied with their undergraduate experiences and feel fairly well prepared for post-graduation employment. Students desire more one-on-one conversations with their advisers, particularly regarding career advice. Results also showed that students are most confident in their English and written communication skills. Recommendations include integrating more public speaking opportunities in the classroom, as well as increasing internship participation and personal adviser interaction.