THE ASSESSMENT AND DESIGN OF AN AGRICULTURAL COMMUNICATIONS CURRICULUM AT THE MASTER'S LEVEL: A DELPHI STUDY LESLIE ANN SIMON. B.S.

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1 THE ASSESSMENT AND DESIGN OF AN AGRICULTURAL COMMUNICATIONS CURRICULUM AT THE MASTER'S LEVEL: A DELPHI STUDY by LESLIE ANN SIMON. B.S. A THESIS IN AGRICULTURAL EDUCATION Submitted t the Gaduate Faulty f Texas Teh Univesity in Patial Fulfillment f the Requiements f the Degee f MASTER OF SCIENCE Appved Lwfpe^n iiiejtbnimittee Aepted Dean f the Gaduate Shl August, 2003

2 ACKNOWLEDGEMENTS Thughut my life, I have been guided by many geat peple, given advie fm thse knwledgeable in untless aeas. Althugh many f these peple have fallen ut f tuh ve the past few yeas, thei wds live in my heat and my heat lives by thei wds f enuagement and stength. D. Jaqui Haygd, my mmittee hai, kept the light buning at the end f the tunnel. N matte hw small it lked I was awae that with he guidane and neve-ending suppt, this study wuld beme a eality. Thank yu, D. Haygd, f the patiene and efft yu put int bth my study and in me, I am tuly gateful f yu t have been put int my life D, Cindy Akes, anthe mmittee membe, kept me gunded and sane. When I was mst fustated, she was thee t alm me dwn and lift me up. Thank yu D, Akes, nt nly is yu knwledge a geat asset t my thesis and futue tasks I might enunte, but yu laughte and liveliness will be what I teasue mst. D, David Defet, my last mmittee membe taught me that yu an d anything thugh nfidene. Thank yu D. Defet, f when my heat was punding and the peple wee waiting t hea me speak, yu wee thee t lift me and my self belief, I will always ay with me the nfidene that yu displayed and led me t have.

3 The tehnial abilities f M, Tdd Basheas helped t make the suvey pssible. Thank yu Tdd f all f yu help bth tehnially and mentally. M. Chad Davis, sine my aival t the depatment a yea ag, yu have made me feel like I had a hme hee. Sine then, yu advie and wisdm has helped me see the finished pduts f a yea f had wk. Thank yu f yu suppt T Geg Shilling and David Segest, I am s glad that we went thugh this pess tgethe. Thank yu f the mtivatin and the many nights studying tgethe and the fllwing elebatins. T Kamy Williams and Kami Casabnne, thank yu f all the times that yu believed and enuaged me thughut the pess. T Iita, May Lu, and the est f the faulty, staff, gaduate students, and student assistants, thank yu f the suppt and laughte that we have shaed. T my paents, SuAnn and Lay, my siste Jennife, all my gandpaents, and June, thank yu f yu stng wds f enuagement thughut my life and yu belief that I uld amplish anything that I set my mind t. Withut the individual suppt f eah ne f yu, I wuld nt be whee I am tday. And mst f all, t the Ld abve, f giving me a healthy life a stng heat and a ile f fiends and family thugh whih yu spiit shines.

4 TABLE OF CONTENTS ACKNOWLEDGEMENTS LIST OF TABLES ii xi CHAPTER I, INTRODUCTION 1 Bakgund and Setting 1 Statement f the Pblem 3 Pupse f the Study 4 Reseah Questins and Objetives 5 Definitins f Tems 5 Limitatins f the Study 8 Assumptins 9 Signifiane f Study 10 II. REVIEW OF LITERATURE 12 Agiultual Junalism/Cmmuniatins Histy 13 Histy f Agiultual Junalism Pfessins 13 Histy f Agiultual Junalism Aademi Pgams,, 14 Mden Agiultual Cmmuniatins Eduatin 17 Adpting the "Cmmuniatins" Title 18 IV

5 Evaluatin f Agiultual Cmmuniatins Pgams 21 Cuse Assessment 21 Redevelping Cuiulum 24 Cuse Impvement 28 Reseah Cntent 30 Objetives f Agiultual Cmmuniatins 31 Objetives f the Agiultual Cmmuniatins Cuiulum Revisin Pess 32 Need fgaduate Degees 33 Theetial Basis 33 Expetatins and Outmes f a Mastes Degee 34 The Delphi Tehnique 37 Mdel f an Effetive Appah t Impving Cusewk 40 Summay 41 III, METHODOLOGY 43 Reseah Design 44 Subjet Seletin 45 ReliabilityA/alidity 48 Validity 48 Pilt Test 48 Reliability 49 Instumentatin 50 Data Clletin Pedues 51 Rund One 52

6 Rund Tw 53 Rund Thee 56 Data Analysis Pedues 57 IV, FINDINGS 58 Rund One 58 Respnses t the Rund One Questin 59 Rund Tw 60 Ageement Levels f Cmpetenies 60 Methd f Teahing Cnening Tpi Aeas 73 Identifiatin f Methds f Teahing Eah Cmpeteny Methd f Teahing Advetising Cmpetenies Methd f Teahing f Emeging Tends and Issues in Agiultue Cmpetenies Methd f Teahing f Emeging Tehnlgy Cmpetenies 78 Methd f Teahing f Gaphi Design Cmpetenies 79 Methd f Teahing f Histy/Philsphy Cmpetenies 80 Methd f Teahing f Legislative Cmpetenies 82 Methd f Teahing f Management Cmpetenies 83 Methd f Teahing f Maketing Cmpetenies 84 Methd f Teahing f Mass Cmmuniatins Cmpetenies 85 Methd f Teahing f Publi Relatins Cmpetenies 86 Methd f Teahing f Publiatins Cmpetenies 88 VI

7 Methd f Teahing f Reseah Cmpetenies 89 Methd f Teahing f Risk Cmmuniatins Cmpetenies 91 Methd f Teahing f Speeh Cmmuniatin Cmpetenies 92 Methd f Teahing f Oveview Cuse Cmpetenies 93 Methd f Teahing f Vide/Badast Cmpetenies 94 Methd f Teahing f Web Class Cmpetenies 95 Methd f Teahing f Witing Cmpetenies 96 Rund Thee 98 Ageement Levels f Cmpetenies 98 Identifiatin f Methds f Teahing Eah Cmpeteny 102 Methd f Teahing f Legislative Cmpetenies 102 Methd f Teahing f Mass Cmmuniatins Cmpetenies 103 Methd f Teahing f Phtgaphy Cmpetenies 104 Methd f Teahing f Speeh Cmmuniatin Cmpetenies 105 Methd f Teahing f Oveview Cuse Cmpetenies 106 Methd f Teahing f Vide/Badast Cmpetenies 106 Methd f Teahing f Web Class Cmpetenies 107 Methd f Teahing f Witing Cmpetenies 108 VII

8 Methd f Teahing Cnening Tpi Aeas V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS 110 Pedue 111 Summay f Findings 114 Cmpetenies f a Maste's Level Agiultual Cmmuniatins Degee 114 Identifiatin f Ageement Levels f Agiultual Cmmuniatins Tpi Aeas 115 Identifiatin f Ageement Levels f Agiultual Cmmuniatins Cmpetenies 116 Identifiatin f Pefeed Teahing Methdlgy 118 Methd f Teahing f Tpi Aeas 119 Methd f Teahing Advetising Cmpetenies 119 Methd f Teahing f Emeging Tends and Issues in Agiultue Cmpetenies 119 Methd f Teahing f Emeging Tehnlgy Cmpetenies 120 Methd f Teahing f Gaphi Design Cmpetenies 120 Methd f Teahing f Histy and Philsphy Cmpetenies 121 Methd f Teahing f Legislative Cmpetenies 121 Methd f Teahing f Management Cmpetenies 122 Methd f Teahing f Maketing Cmpetenies 122 Methd f Teahing f Mass Cmmuniatins Cmpetenies 123 VIII

9 Methd f Teahing f Phtgaphy Cmpetenies 123 Methd f Teahing f Publi Relatins Cmpetenies 124 Methd f Teahing f Publiatins Cmpetenies 124 Methd f Teahing f Reseah Cmpetenies 125 Methd f Teahing f Risk Cmmuniatins Cmpetenies 126 Methd f Teahing f Speeh Cmmuniatin Cmpetenies 126 Methd f Teahing f Oveview Cuse Cmpetenies 127 Methd f Teahing f Vide/Badast Cmpetenies 127 Methd f Teahing f Web Class Cmpetenies 128 Methd f Teahing f Witing Cmpetenies 129 Cnlusins 130 Remmendatins 138 LITERATURE CITED 146 APPENDIX A. COURSES FOR INCLUSION IN AN AGRICULTURAL COMMUNICATIONS MASTERS LEVEL CURRICULUM 150 B. PILOT STUDY COVER LETTER 156 C. PILOT STUDY REMINDER LETTER 158 D. ROUND ONE SURVEY 160 E PERMISSION FOR PARTICIPATION LETTER 162 IX

10 F. PARTICIPATION REMINDER LETTER 164 G. ROUND ONE COVER LETTER 166 H, FIRST REMINDER FOR ROUND ONE 168 I REMINDER LETTER #2 FOR ROUND ONE 170 J, ROUND ONE RESPONSE LIST 172 K. ROUND TWO SURVEY 178 L. ROUND TWO COVER LETTER 186 M, FIRST REMINDER FOR ROUND TWO 188 N, SECOND REMINDER FOR ROUND TWO 190 O. THIRD REMINDER FOR ROUND TWO 192 P. LETTER FOR COMPLETION OF ROUND TWO 194 Q, ROUND THREE SURVEY 196 R, ROUND THREE COVER LETTER 200 S ROUND THREE REMINDER LETTER 204 T. 131 COMPETENCIES IDENTIFIED IN ROUND ONE 206 U V INSTITUTIONAL REVIEW BOARD FOR THE PROTECTION OF HUMAN SUBJECTS 212 CLAIM FOR EXEMPTION FROM REVIEW BY THE HUMAN SUBJECTS COMMITTEE 215 W ROUND TWO RESULTS OF AGREEMENT LEVELS OF EACH PANEL SEGMENT 221

11 LIST OF TABLES 2.1 Amunt that vaius titles f pgams ae used at maj univesities Pjet seletin and design Ageement levels f the mpetenies inluded by the panel afte und tw Cmpetenies whih did nt meet the ageement ate in und tw and peeded t und thee The esults f the panel's level f ageement nening the mplete tpi aea mpetenies in und tw The esults f the panel's level f ageement nening the advetising mpetenies in und tw Results f the panel's level f ageement nening the methd f teahing emeging issues and tends in agiultue mpetenies in und tw Results f the panel's level f ageement nening the methd f teahing emeging tehnlgy mpetenies in und tw The esults f the panel's level f ageement nening the gaphi design mpetenies in und tw The esult f the panel's level f ageement nening the histy and philsphy mpetenies in und tw The esults f the panel's level f ageement nening the legislative mpetenies in und tw The esults f the panel's level f ageement nening management mpetenies in und tw The esults f the panel's level f ageement nening the maketing mpetenies in und tw 85 XI

12 4.12 The esults f the panel's level f ageement nening the mass mmuniatins mpetenies in und tw The esults f the panel's level f ageement nening the publi elatins mpetenies in und tw The esults f the panel's level f ageement nening the publiatins mpetenies in und tw The esults f the panel's level f ageement nening the eseah mpetenies in und tw The esults f the panel's level f ageement nening the isk mmuniatins mpetenies in und tw The esults f the panel's level f ageement nening the speeh mmuniatin mpetenies in und tw The esults f the panel's level f ageement nening the veview use mpetenies in und tw The esults f the panel's level f ageement nening the vide/badast mpetenies in und tw The esults f the panel's level f ageement nening the web lass mpetenies in und tw The esults f the panel's level f ageement nening the witing mpetenies in und tw Ageement levels f the mpetenies inluded by the panel afte und thee Cmpetenies whih did nt meet the ageement ate in und thee The esults f the panel's level f ageement nening the legislative mpetenies in und thee The esults f the panel's level f ageement nening the mass mmuniatins mpetenies in und thee The esults f the panel's level f ageement nening the phtgaphy mpetenies in und thee 104 XII

13 4.27 The esults f the panel's level f ageement nening the speeh mmuniatin mpetenies in und thee The esults f the panel's level f ageement nening the veview use mpetenies in und thee The esults f the panel's level f ageement nening the vide/badast mpetenies in und thee The esults f the panel's level f ageement nening the web lass mpetenies in und thee The esults f the panel's level f ageement nening the witing mpetenies in und thee Develped uiulum plans fm esults f study 144 Xlll

14 CHAPTER I INTRODUCTION Bakgund and Setting Maste s gaduates have emeged fm pgams as me enlightened itial thinkes equipped with enhaned mmuniatin and teamwk skills (The Changing Landsape, 2001). Sme peple in the past have nluded that maste's pgams ae the fgtten middle hild f highe aademia. "Despite being elegated by sme f the eduats... (it is)... nluded that maste's eduatin in the United States has been a silent suess - f degee hldes, emplyes, and siety in geneal" (Cnad, Hawth, & Milla, 1993, p. 315). A maste's level eduatin ffes a mbinatin f eseah and usewk at a highe level than a bahel's degee It ffes me in-depth knwledge f taining, with ineased speializatin and intensity f the instutin. Students at this level beme me self-dieted and me suessful in the banh f knwledge whih they wish t lean (wwwy-axis.m, 2003). Hweve, nt all univesities ffe all pgams at the maste's level. The vena/helming lak f knwledge abut agiultue n the pat f the geneal publi blended with the develpment f a business iented industy in agiultue has pdued a geat inteest and need f univesities t inlude agiultual mmuniatins uiulum in the taditinal agiultual eduatin pgams (Bikenhlz & Caven, 1996). Univesities ffeing agiultual 1

15 pgams have lng had the taditinal lasses whih ffe skills needed in de t sustain land, teah agiultue, and peseve wildlife. Hweve, with the gwing tehnlgy f u times, mmuniatins is a vey imptant skill f new gaduates t pssess (Bailey-Evans, 1994). Tehnlgy exists all aund us, leaving us almst helpless in tday's siety withut it. New mmuniatin media have even hanged the thughts and ideas f peple petaining t agiultual fields. Satellite tansmissins, vide nfeening, the Wld Wide Web, videgaphy, phtgaphy as well as many me, eithe nt mentined still in develpment, ae used in the mst basi agnultual pfessins tasks, mst dating bak fm a entuy ag. Ae univesity students at the maste's level leaning all that they an t put them ahead when the time mes f thei pfessinal aees? (Bailey-Evans, 1994) The aggessive hanges in tehnlgy indiate a pessing need t examine the uiulum in an efft t make it appliable t students and thei futue emplyes" (Bailey-Evans, 1994, pi). Tehnlgy, hanging eveyday, is hade than eve t keep up with; hweve, it is the espnsibility f highe eduatin t bseve and keep pae with the eve hanging tehnlgial advanes f the pepaatin and leaned skills f the gaduates t be f the highest quality. This is nt a task that an be mpleted nly by bseving the pesses and methds f the uent agiultual mmuniatins students, but is a pess that will have t efe t thse wh have aleady mpleted and ae using this level f usewk. Agiultual mmuniatins pgams shuld

16 fequently eview the status f thei gaduates in de t me effetively detemine the meit within the existing uiulum (Wye, 1992), Many studies have shwn that thee is nt ne pefet gup t suvey f this pblem. The uiulum evisin pess shuld be a llabative efft between students dietly invlved with the studies in questin, teahes wh bth teah the skills and administe the uiulum standads, and pfessinals wh use these etain skills (Wye, 1992). Theefe, an in-depth assessment f the pesent uiula ffeings is a neessay base f an effetive uhulum evisin (Lasn & Hilbeg, 1987; Sledge et al, 1987; Kupa & Evans, 1976). If univesities ae ging t pvide a degee pgam t students, faulty membes must assess and pvide f the needs f evey student thugh the agiultual mmuniatins uiulum and equip them with the knwledge needed t sustain emplyment upn mpletin f the equiements f a maste s degee Statement f Pblem In evey field f study, thee is always m f impvement. One annt say that the standads by whih univesities uently abide by t develp thei uiulum ae nt adequate; hweve, students wh ae pusuing a maste's degee desie a me igus pgam that the ne they mpleted f a bahel s degee.

17 Althugh agiultual mmuniatins uiulum an be well thught ut and vey useful, impvements f uiulum shuld be a nstant thught f thse invlved, bth as faulty and students. The pblem that we ae faed with is what aeas f study shuld be inluded in a maste's levels studies in agiultual mmuniatins. The answe t this pblem wuld seve as the basis f designing an advaned degee pgam t bette fulfill the needs f students enteing and advaning in the eve gwing maket. Pupse f Study The pupse f this study is t egnize taits f an agiultual mmuniatins maste's pgam and t edevelp the agiultual mmuniatins pgams in de t inlude subjets that might be uently velked and heighten the level f knwledge within the mastes pgam. The study will als detemine fats that ae nt yet implemented but wuld pve helpful t maste's students within an agiultual mmuniatins pgam. Bth the taits and fats will be a diet esult f the pinins and evaluatins f hsen univesity level agiultual mmuniatins faulty and thse wh hld upatinal status within the agiultual mmuniatins field.

18 Reseah Questins and Objetives The pupse f this study is t identify the aeas f study that shuld be inluded in an agiultual mmuniatins maste's degee. The study will als detemine hw eah identified aea f study shuld be stutued instutinally. This infmatin will be sught thugh the input f pfessinals in the agiultual mmuniafins field as well as univesity faulty. In de t develp the mst thugh uiulum, the fllwing questins wee develped: 1 Upn mpletin f the agiultual mmuniatins maste's pgam, what skills mpetenies shuld students have t sueed in thei hsen agiultual mmuniatins field as peeived by industy pfessinals and agnultual mmuniatins pfesss? 2 What speifi uses tpis shuld be inluded in an agiultual mmuniatins uiulum? 3 Will uses be bette utilized if they ae taught with a basis f appliatin, they a mbinafin f bth? Definitin f Tems F the pupse f this study, the fllwing tems wee defined by the eseahe as fllws: Agiultual Fields-anythinq petaining t the pfessin the teahings f agiultue This is inlusive, but nt limited t teahing any level f

19 students, faming, anhing, sales, festy, wildlife pesevatin, entmlgy, business, agnmy and gelgy. Agiultual Cmmuniatins-aademi pgams that invlve agiultue and a vaiety f mmuniatin speializafins suh as junalism, advetising and publi elatins, et. (Bailey-Evans, 1994). Agiultual mmuniatins als inludes phtgaphy, phtjunalism, web design, telemmuniatins, and badast junalism. All infmatin invlving efeening the agiultual mmuniatins pgam dietly elates t the maste s level nly. Appliatin-The way in whih a student will take in the infmatin studied. Appliatin is the hands-n leaning f a skill. This uld be desibed as develping implementing a skill and testing might be in the fm f applying a pgam t a etain pblem. Cmbinatin f Appliafin and They-tn a teahing envinment, bth they and appliatin wuld be mbined in de t ahieve the gal f that lassm. Students wuld lean the hands-n skills as well as the they behind applying them. Cmpetenies-identifiable skills abilities that ae deived fm a patiula disipline (Bailey-Evans, 1994). These skills ae neessay f suessful pefmane in an upatin a student might seek afte the mpletin f the maste's level uiulum. This inludes bth geneal

20 and speifi tasks nening thei emplyment upafin (Akes, 2000). Cuiulum-Inlusive f all lessns leaned, mpleted taught thughut the beadth f a mastes degee. Delphi Tehnique-An iteative pedue f detemining the nsensus f a gup f expets in a given field with egad t a patiula issue. The pupse f the Delphi tehnique is that it is expeted that the gup f expets will have a vaiety f pinins n the issue; hweve, by the end f the study they will eah a nsensus n the issues being studied (Akes, 2000). Expet-An individual with in-depth knwledge and insight with egads t the subjet at hand, in this ase agiultual mmuniatins. F this study, the definitin f expet is an individual wh has supevised wked with, instuted, been invlved with field expeiene teahing f agiultual mmuniatins (Dbbins, 1999). Gaduates-Thse wh have mpleted the agiultual mmuniatins uiulum leading t a maste s degee. Maste's Level Student-One wh has mpleted the equiements f an undegaduate degee f any type and is uently enlled in the maste's pgam, eithe as a full-time a pat-time student. They an als be efeed t as students gaduate students.

21 Objetives-Skills t whih a pfess deems imptant t lean as a esult f mpletin f a uiulum, thus teahing students in a manne whih wil eflet the leaning f said mpetenies. They-This is the teahing f a patiula skill in de f students t lean a "system f assumptins, aepted piniples, and ules f pedue, devised t analyze, pedit, thewise explain the natue behavi f a speified set f phenmena" (Webste, 1995, p 1144). Students lean the abstat easning f the subjet Tpi Aeas-Bade aeas f study whih hld many mpetenies. Limitatins f Study Results lleted fm this study eflet the infmatin lleted fm suveys utilizing the Delphi tehnique whih wee gatheed nly fm thse wh ae in sme way dietly invlved with agiultual mmuniatins the teahing f the subjet matte. The fllwing limitatins shuld be taken int nsideatin when eviewing the study 1, The study was limited t individuals in agiultual mmuniatins that wee hsen by an expet panel f thei expetise in the elated field suh as: Faulty membes f agiultual mmuniatins wh teah at the undegaduate gaduate level f study within a maj univesity 8

22 Respeted pfessinals within agiultual mmuniatins. The pinins and nens f thse wh wee suveyed have esulted in the utme f this study. 2. The panel used f the Delphi suvey wee asked what speifi mpetenies and skills shuld be intdued sustained within a mdel uiulum f a maste's in agiultual mmuniatins. The esult f the suvey was dependent n the atinal intepetatin f the eseahe, leading t the final utmes and emmendatins f this study. 3. The genealizatin f the esults is nt nfmed fm an intenatinal ppulafin and des nt inlude an expet fm all aeas f the United States. Assumptins This is a study t help build a mdel f an agnultual mmuniafins maste's level uiulum that uld be implemented within univesities that have a pgam wish t begin ffeing a maste's f agiultual mmuniafins. The eseahe has made the fllwing assumptins f the pupse f this study: 1. Thee is a geneal nsensus that the panel believes thee is apppnateness f univesities t ffe an agiultual mmuniatins uiulum at the maste's level.

23 2. The espndents patiipating in the nminated panel f expets wee knwledgeable f the agiultual mmuniatins pfessin, its leades, its pgessive pfessinals and sme amunt f what skills ae needed t sueed when hlding upafinal status within the maket. Pesns asked t patiipate wee nminated n this basis. 3. The membes f the panel f expets epesent the mst knwledgeable, fwad thinking, and pgessive faulty membes and pfessinals f agiultual mmuniatins equally, with 15 patiipants fm eah gup as panel membes 4. The membes f the panel ae atual expets in this field f study pfessin, 5. The espndents wh wee willing t patiipate in the suvey gave the mst hnest and tuthful answes t the best f thei abilities. 6. The Delphi tehnique is a valid way f measuing and btaining a nsensus in a gup withut ntat with the gup membes. Signifiane f Study Psitive feedbak fm past students nening a etain pgam within a univesity dietly elating t the utme f thei aee and status an be utilized as a pweful tl when euiting f llege when emplyes ae seeking qualified andidates t fill a etain psifin (Wye, 1992). The psitive feedbak nening any type f pgam is a diet esult f the imptane that 10

24 the leades f that pgam put int it. The uiulum f a maste's student shuld neve be negleted, but instead nstantly eviewed and evised in de t pvide the latest skills t the students. Teahes and eduats must deide what uses and subjet aeas will equip futue agiultual siene (agiultual mmuniatins) teahes with ppe mpetenies needed t instut (Batn, 2002), The uiulum t whih a student bases his he llege aee must be thught f as the taining f the est f thei lives. In de f the aademi uiulum t meet the needs f the eve-hanging industy f agiultual mmuniatins, pgams must ntinually suvey pfessinals t detemine the needs and skills that ae equied t suessfully have a aee in agiultual mmuniatins. The esults fm this eseah will help in detemining what impvements in the eduatinal well being f students an be made in egads t agiultual mmuniatins and the futue that it hlds f eent gaduates. 11

25 CHAPTER II REVIEW OF LITERATURE The pupse f this study is t identify the aeas f study that shuld be inluded enhaned petaining t the uiulum leading t a maste's degee in agiultual mmuniatins. This study will als detemine the instutinal methd whih might be used f eah aea f study. The eview f elated liteatue was mpiled in de t stengthen the fundatin n whih the pupse f this study is based This eview is divided int setins that might enable us t bette egnize the findings f the studies dealing with agiultual mmuniatins. These setins ae: (a) agiultual junalism/mmuniatins ntaining the histy f agnultual junalism pfessin and histy f agiultual mmuniafins aademi pgams, (b) mden agiultual mmuniatins eduafin ntaining the adptin f the mmuniatins' title, () evaluatin f agiultual mmuniatins pgams ntaining use assessment, edevelping uiulum, use impvement, and eseah ntent, (d) bjetives f agiultual mmuniatins, (e) bjetives f the agiultual mmuniatins uiulum evisin pess, (f) expetatins and utmes f a maste's degee, (g) the Delphi tehnique, (h) the need f gaduate degees ntaining theetial basis f a gaduate degee, (i) a mdel f an effetive appah, and 0) the summay. 12

26 Agiultual Junalism/Cmmuniatins Histy Histy f Agiultual Junalism Pfessins The imptane f agiultue in the natin's siety has been evident sine the funding f the United States. Leades, inluding Benjamin Fanklin and Gege Washingtn, undestd the le that agiultue played n thei new natin. This undestanding helped the men t establish the Philadelphia Siety f Pmfing Agiultue in 1785, This siety published esults f expeimental wks and, like u mden day gants, ffeed awads f expeiments and pfitable paties (Bunett & Tuke, 2001). The leades f the Philadelphia Siety kept eds f the expeiments and kept in espndene with England's sienfists and agiultual efmists (Bunett & Tuke, 2001). On Deembe 7, 1796, Pesident Gege Washingtn attempted t initiate legislative atin in de t eate an ffiial agiultual junalism psifin. He asked ngess t use publi funds in de t establish a bad t llet and diffuse agiultual infmatin (Bunett & Tuke, 2001). Althugh n atin was taken, a seed was planted in the minds f the plitial and eduatinal leades nening the well being f mmuniating in agnultue. Many believe that Apil 2, 1819, has lng been nsideed the eal beginning f agiultual junalism in Ameia. Baltime pstmaste Jhn Skinne initiated the fist fam magazine t attain wide iulatin by publishing the Ameian Fame (Bunett & Tuke, 2001), Beause f this publiatin. 13

27 me peple began t undestand the imptane f infming the publi n mattes nening all aspets f agiultue. Othe signifiant ntibuts ntain the effts f Hae Geenly wh with the agiultual wites and nthen efmes, suppted fee-land pliy, keeping it befe the publi and ngessman until the suessin f the suthen states allwing legislafin t be passed (Bunett & Tuke, 2001). Thee wee many the ntibuts t agiultual junalism, hweve, thee ae fa t many t mentin. They have nt nly influened the way f wifing f and leaning abut agiultual junalism, but als agiultual paties, and gvenment pliy, but als siety as a whle (Bailey-Evans, 1994). The dediatin f u funding leades helped the unty t undestand the signifiane f the peple's eduatin nening the state f agiultue in the United States. Beause f willingness f these pinees, the evlutin f mmuniatin is sfill develping. Histy f Agiultual Junalism Aademi Pgams Agiultual junalism was nt egnized at the univesity level unfil lleges f agiultue develped extensin funtins in the ealy deades f the 20'^ entuy (Duley, Jensen, & O'Bien, 1984), The pess f eafing an agiultual junalism pgam was nt an easy task f thse whm sught t 14

28 exple the idea vigusly; hweve, thei effts wee nt in vain. Althugh the esults wee fa less than immediate, the effts uld nt be deemed fuitless. Univesities eated agiultual junalism ut f a need t disseminate eseah esults t agiultually elated entities (Bailey-Evans, 1994). The develpment pess f agnultual junalism was fist spaked in 1905 when the fist uhulum t addess the need f agiultual junalism was implemented at Iwa State Cllege in Ames, Iwa (Bunett & Tuke, 2001). The uiulum was a diet esult f a gup f agiultual leades. As they std aund the fieplae at the Stkman's Inn duing the 1904 Intenatinal Livestk Expsitin Shw, these leades expessed thei nen f the need f agiultual wites t eeive fmal llege taining in the skills f thei aees (Dunan, 1957). Jhn Clay, in de t stat the pjet, gave a yealy endwment f $1,000 t fund a use that was stated in This use was alled The Agiultual Pess' (Bunett & Tuke, 1990). The ntnbutins f Clay wee nfinued until, in the 1920 s he endwed a eseah fellwship in the fm f a $7,000 gant (Mavin, 1946; Bailey-Evans, 1994). The Univesity f Wisnsin - Madisn established the fist degee f agiultual junalism in the United States in It ffeed fam news witing as the pgam's fist use. The numbes f agiultual junalism uses gew and eventually, in 1911, six yeas afte the pgam's ineptin, Iwa State Cllege ffeed eight agiultual junalism lasses. Iwa als added a hme enmis use as they saw a demand f female students n the ise. By 15

29 1920, a fu-yea uiulum was ffeed at the univesity (Tey et al,, 1991). Dallas S. Bih eeived the fist degee in agnultual junalism, suessfully pusuing a aee with the United States Depatment f Agiultue (USDA) and implemenfing the skills he leaned within this new uiulum (Bailey-Evans, 1994), Chales Rss was anthe influential pinee wh helped advane agiultual junalism while he was at the Univesity f Missui. In 1909, he taught fam news witing, the fist agiultual junalism use ffeed at the Univesity f Missui, He late beame the pess seetay f Pesident Hay S. Tuman, Als in the anks f agiultual eduatin pinees was Nelsn Cawfd, a pesident f Agiultual Cmmuniats in Eduafin (ACE) In 1917 he wte the fist textbk n junalism ethis. He was als the fist diet f infmnatin f the USDA (Bunett & Tuke, 2001). By 1927, the need f an agiultual junalism uiulum had gwn s lage that seven lleges ffeed 11 use unde the ategy 'Tade and Tehnial Junalism' (Nash, 1928), Sme f these uses wee Agiultual Junalism, Agiultual Editing, Agiultual Wifing, Agiultual Pess, Agiultual Advetising, Agiultual Publiity Methd and Agiultual Reseah and Semina This initial gwth sput slwed afte appximately 1928 unfil the 1960's, when me univesifies began t add agiultual mmuniatins pgams int thei uiula (Akes, 2000). Mst f tday's agiultual junalism 16

30 mmuniatins degee pgams ae fewe than 20 yeas ld. Eleven f the 21 pgams (51 peent) wee fmed duing the 1960s and 1970s (Evans and Blik, 1982). Mden Agiultual Cmmuniatins Eduatin In 1956, William Mithell fund a lak f ageement between pfessinals abut the kind f eduatin needed f a aee in agiultual junalism and mmuniafins (Evans and Blik, 1982). Duley, Jensen, and O'Bien (1984) fund that many f the agiultual mmuniatins pgams iginated with uses ffeed thugh the agiultual eduatin pgams. It was dedued that if students wanted t teah, they wuld have t btain the ability t "mmuniate" in de t effetively "eduate" (Duley et al., 1984), The agiultual mmuniafins pgam an be fund within at least thee diffeent administative units: (1) lleges f agiultue, (2) libeal ats, and (3) humanities. It has als been fund that agiultual uiulums ange fm highly pesibed t an almst an individualized uiulum (Defet & Cepia, 1991). Many suh uses that ae nly fund in pgams f agiultual junalism/mmuniatins inlude: Agiultual and Publi Affais Repting, Witing f the Agiultual Media, Agiultue and its Publis, Badasting in Rual Ameia, Agiultual Cmmuniatins Stategies, Fam and Hme Radi, Agiultual Advetising, Infmatin f Agiultue, Phtgaphy in Agiultue, Rual Cmmuniatin Semina, Pmfin f Fam Pduts, Cmmuniatin in 17

31 Intenatinal Agiultual Develpment, and Advaned Agiultual Witing (Defet & Cepia, 1991), Agiultual junalism at the undegaduate gaduate level is gaining statue eah yea as me and me eduats ae ealizing that this is a speialized field demanding the vey best in thught f uiulum planning (Dunan, 1957). Adpting the "Cmmuniatins" Tifle Infming the publi f uent events is n lnge limited t the witten text nly In the past 50 yeas, thee has been suh an evlutin in tehnlgy; that has spued univesity pgams t nside hanges in the degee pgam title f junalism. The ealm f pfessins has gwn t be almst abslutely dependant n the uent tehnlgy. Cmmuniatins tehnlgy nw inludes satellites f live tansmissin and the tasks, web design, phtgaphy and the manipulatin thee f, advetising, badasfing and publi elatins. The use f these tehnlgies t infm the publi annt be hidden unde the vey naw tem f junalism (Bailey-Evans, 1994). Ove half (64%) f the agiultual junalism pgams in existene in 1984 had stated afte Hweve, by this time, mst ealized that thee was me than just the skill f junalism invlved with this degee and that this tend wuld snwball, enmpassing me than mst ealized was pssible (Duley et al., 1984). 18

32 In 1990, mst pgams wee identified with the tem mmuniatins instead f the iginal title f agiultual junalism (Defet & Cepia, 1991). It was als nluded by Evans (1975) that it was a new tend t adpt the tem "mmuniatins" t enmpass eduatinal ativities that extend beynd thse that ae nmally identified as 'junalism." The tend f title affiliatin an be easily deteted in the study f Duley et al.. (1984) They shw that 56,5% f the pgams had been develped in the pevius 23 yeas. Of the new pgams that wee established between 1960 and 1979, 38,5% wee affiliated with the title mmuniafins. Dn Hlt f Kansas State Univesity stated that "the pgam title 'Agiultual Cmmuniatins' wuld be me et sine we have students speializing in publi elatins and advetising" (Bailey-Evans, 1994, p 13), On the the hand, the majity f pgams funded befe 1960 wee sfill identified as agiultual junalism. The Univesity f Gegia identified thei pgam as suh beause f taditin, James Blik, fm Clad State Univesity affimed The fus is n junalism at this time, Cmmuniafins may tuly be a me apppiate desiptin" (p. 13). By the fime, "mmuniatins" was fully adapted, it was bvius that mmuniatins me auately efleted the vaiety f usewk ffeed by mst pgams (Bailey- Evans, 1994). The title f mmuniatins was nw shwing its full ptential and wthiness. As identified in a study by Evans and Blik (1982), agiultual 19

33 junalism was the mst mmn title f the degee fllwed by agiultual mmuniatins. Many the titles ae used as desibed in Table 2.1. Bailey- Evans stated that "with aeleated hanges in tehnlgy and the infmatin age, it is extemely imptant t nfinually examine the degee name, expeienes and uiulum in de t meet the needs f the students, gaduates, faulty, and administats" (p. 13). Table 2.1 Amunt that vaius titles f pgams ae used at maj univesities Title Used Agiultual Junalism Agiultual Cmmuniatin(s) Agiultue and Natual Resues Cmmuniatins Tehnial Junalism Rual Cmmuniatins Agimmuniatin Agibusiness (Cmmutiatin Emphasis Ttal (as pvided by Evans & Blik, 1982) Numbe f Institutins Peent

34 Evaluatin f Agiultual Cmmuniatins Pgams Many pgams bviusly fall unde the heading f junalism. Hweve, unlike when the fundes f the pgams implemented the uiulum, junalism has beme nly a small pat f the degee that is nw mpleted by students. Yet sme pgams still list thei degees as agiultual junalism, withut evisin. As Diamnd (1989) pinted ut, Natinal studies may all f hange, state and natinal aediting agenies [and] may equie institutins t edefine thei gals and t detemine whethe nt they ahieve them; and students, faulty, and staff may plaim that impvements ae needed; hweve what happens in the lassm will in the lng un, detemine whethe these impvements take plae, (p. 1) Fm a study nduted by Evans and Blik (1982), esults have shwn that mst f the pgams in agiultual junalism and mmuniatins peate at the undegaduate level At the time f this study The Univesity f Wisnsin-Madisn was the nly shl ut f 21 t ffe a gaduate pgam inluding a Maste s f Siene in Agiultual Junalism, whih was established n that ampus in 1914 Cuse Assessment Thee have nt been many studies that fused n the assessment f uses that ae taught in an agiultual mmuniafins uiulum (Bailey- Evans, 1994). As when agiultual junalism and mmuniatins pgams 21

35 wee funded, mst lasses ae ffeed thugh depatments f agiultual eduatin. Lkaby and Venn's 1998 atile states that: Agiultual mmuniatins and agiultual eduatin have beme effetive patnes and ae apidly beming integal pats f eah the... this patneship is nt nly making agiultual eduafin and agiultual mmuniatins stnge, it will nfinue t d s in the futue ip.16) Lkaby and Venn's they (1998) is suppted in that many maj univesities have mbined the pgams f agiultual eduatin and agiultual mmuniatins. Suh maj univesities inlude Texas Teh Univesity, Oklahma State Univesity, Califnia Plytehnial Univesity at San Luis Obisp, and the Univesity f Flida, husing the tw pgams in a depatment titled "Agiultual Eduatin and Cmmuniatins " Many univesities, hweve, split the use wk between the llege f mmuniatins and the llege f agiultue. Bailey-Evans (1994) stated that this auses pblems beause "agiultual mmuniatins pgams appea t belng t bth lleges and at the same fime belng t neithe" (p. 14). In a study by Defet and Cepia (1991), it was shwn that ut f 30 agiultual mmuniatins and/ junalism pgams, the "Cllege f Agnultue' was mst fequently epted as the llege that etifies a degee in agiultual mmuniatins agiultual junalism. Of the suveyed lleges, 82,8 peent had the degee etified by a llege f agiultual elated studies, 10.3 peent wee etified by libeal ats lleges and lleges f agiultue and libeal ats etified 6,9 peent jintly, 22

36 When Clyde H. Dunan nduted his 1957 study, he analyzed the tansipts f 31 suessful Iwa State Cllege agiultual junalism gaduates. He fund that agiultual usewk mpised 27 peent, junalism usewk 27 peent, and the usewk 46 peent. Hweve, when he suveyed 200 pfessinals in agiultual junalism, they emmended 43 peent agiultual usewk, 32 peent junalism usewk, and 25 peent the (Evans and Blik, 1982), The suvey nduted in 1982 by Evans and Blik fund esults that indiated that mst uiula equies semeste hus f a bahel's degee in agiultual mmuniatins whih inludes, at mst univesities, a basi e in agiultue and eletives. Mst institutins als equie at least ne basi ptin e gup f uses in junalism mmuniatins. Junalism equiements tend t be heavily weighted twad the skill iented uses. These uses inlude phtgaphy, epting and badasting as well as many thes Mst peple agee that the uiulum shuld be edevelped, but with the time and efft edesigning a pgam an take, it shuld nt be a task that is taken lightly deemed a sht pjet (Diamnd, 1989). In additin, the pgams f agnultual junalism and agiultual mmuniatins ae hanging apidly due t the newly invented mmuniafins tehnlgies that eate a hallenge f depatments. Beause this field is elatively new and hanging s fequently, the faulties that develp the uiulums have elatively 23

37 few guidelines f the develping f new agiultual mmuniatins uiulums, n d they have many the pgams in whih t mpae (Defet & Cepia, 1991). Redevelping Cuiulum The efm f uiulum has been deemed a neessay and imptant task at all eduafinal levels (Speke, 1996). Cuiulum is evised f many easns. F example, the use wk may be utdated, thee may be a high dp ut ate, gaduates may tell the faulty leaving the univesity they wee nt well pepaed f the industy (Diamnd, 1989). This, hweve, is nt the nly fat t nside when edevelping uiulum Funding shuld always be a nsideatin as well as the pjets at hand. If thee ae many high piity pjets the fime might nt be at its peak t stat a edevelpment pjet beause many d nt nside this task imptant (Diamnd, 1989). As uiulum is develped, ne must undestand all that is invlved and ganize thei eduatinal expeienes in de t pdue a umulative effet and f eah expeiene t einfe eah the (Tyle, 1969). Ading t Tyle, ganizatin is seen as an imptant pblem in uiulum develpment beause it geatly influenes the effiieny f instutin and the degee t whih maj eduatinal hanges ae bught abut in the leanes. In de t ganize and build an effetive leaning expeiene, ne must meet thee maj iteia; ntinuity, sequene, and integatin. Cntinuity efes 24

38 t the vetial eiteatin f maj uiulum elements. Thus, ve time, the same kind f skills will be bught int nfinuing peatin (Tyle, 1969). Aademi piities must be established f instutinal develpment. This an be dne by eviewing data lleted by students, staff, the mmunity and administatin. Students pvide us with exellent input nening the mateials veed in lass. Hweve, evey student fm all segments must be head, althugh the majity f the fime nly thse in the student gvenment have a vie One als has t nside that the attitudes f the students might skew the esults. If the student bdy des nt like undestand a lass teahe, they might be me likely t think that the use is useless and shuld nt be equied (Tyle, 1969). One must als nside the needs f the mmunity. If thee is a lage base f the upatin the students ae stiving f lated aund the llege, gals might be bette met when industy leades wee asked thei pinin f the best uiulum. The futue skills f the industy must als be taken int nsideatin. Mst industy leades wuld be able t best desibe whee the industy is headed in de t bette eduate the students f the hanging field (Diamnd, 1989). The instutinal staff is als a wndeful way t eeive eliable pinins. This gup f peple is nsideed up-t-date n new theies, disveies, and disipline mdifiatins. If a pblem exists, the faulty is usually vey infmed 25

39 n the pblem, and futheme, usually bemes unhappy beause f it (Tyle, 1969), Faulty f the depatment in quesfin, the depatments as well as the shls an als be vey helpful. They see what is wng with the depatment, undestand what sevie they might need endeed by the depatment in questin, might have a use implemented whih the evising depatment des nt, thus they an see the dwnfalls and values f the use thugh anthe shl (Tyle, 1969). Opinins ae nt the nly infmatin that eseahes shuld ely n when eviewing and impving an eduafinal pgam. If an eduatinal pgam is t be planned, and if effts f ntinued impvement ae t be made, it is neessay t have sme nept f the gals (Tyle, 1969). Eduatinal bjefives beme the basis f whih all mateials ae seleted and fm whih ntent and instutinal pedues ae develped. All aspets f eduatin ae in existene beause f eduatinal gals put fth by the pgams, students and faulty, amng thes. Theefe, if pgams ae t be attained in whih the studies will be systematially and intelligently bught fth, the designes f the uiulum must fist be sue t define the eduatinal bjetives that all pesns invlved pesevee t ahieve (Tyle, 1969). When nsideing the maj bjetives, whih the shl an aim f, the language and liteatue must be bught t the fefnt f the agument An analysis ited by Tyle (1969) stated that the pevasive natue f language and 26

40 liteatue might pssibly make a ntibutin twads the develpment f hilden, adlesents, adults. The study suggests that bjetives that ae me than knwledge, skills, and habits shuld be intdued. These wuld inlude mdes f thinking, itial intepetafin, emtinal eatins, inteests and the suh mtivats. Thee shuld be few bjetives athe than many beause f the time equiements that it takes t attain eduatinal bjetives, whih is paallel t the fime equied t hange behavial pattes f human beings (Tyle, 1969). These bjetives shuld als be highly nsistent s that the student is nt tn by ntadity pattens f human behavi. With the nstant hange f tehnlgy, keeping the uiulum up-t-date is me imptant nw than it eve has been in the past (Speke, 1996). Sledge, Daw, Ellingtn, Epelding, Hatung, and Riesh (1987), detemined that uiula plannes need t answe questins suh as but nt limited t "What will the wid be like in the Twenty-fist Centuy'?" and "What haateistis will u gaduates need t be suessful at the tun f the entuy?' (p. 119) Ading t Diamnd (1989), etain questins shuld be asked befe diving int a uiulum develpment pjet. Sme types f questins ae: What pgams shuld be examined impved? What hanges ae needed? Ae these hanges pssible unde the existing stutue? Can and shuld fundamental estutuing u"? 27

41 Cuse Impvement Lage-sale uiulum efms have been intdued int mst eduatinal systems widwide (Lewhy, 1991). Tadifinally, use impvements ae n the shuldes f the depatmental faulty. Depatmental mmittees ae usually established f the speifi task f edesigning uiula. Pgams with these types f mmittees have vey suessful uiulum evisins, althugh the mmittee usually eeives n egnitin f it (Reisne, 1990). On the the hand, pjets eeiving little depatmental, administative, llegial suppt have nt been suessful. Cuse eview needs t be nsideed by all depatments in de t maintain a fluishing pgam. In 1994, nealy 50 peent f the suveyed shls did nt intend t alte the uent status f thei agiultual junalism agiultual mmuniatins pgams in the next five yeas This was inlusive f sme shls, whih did nt huse an agiultual junalism an agiultual mmuniafins pgam (Reisne, 1990). Many things the than the ntent in the uses must be nsideed in uiulum design. Mst nen themselves with the design and impvement phase but un ut f funding dive befe the atual implementatin. Diamnd (1989) stated that many ampuses have shwn that, f a signifiant impvement t be made and etained, seveal ndifins ae essenfial: The faulty must have wneship in the pess, etaining espnsibility f teahing and aademi ntent. 28

42 The aademi administatin f the institutin must suppt these ativities and pvide the esues neessay f these effts t be suessful. Piities must be established, pjets seleted, and esues allated adingly. Evaluatin must be an integal pat f the pess, with the suess f all instufinally elated pjets being measued n the basis f hanges in student pefmane A suppt team must be available f planning, pdutin, implementafin, and institutinalizatin. The pedues that ae fllwed nt nly must addess eah f the abve issues but als must be systemafially designed t pvide maximum impat f the investment f fime and mney (p 2). It was als nluded that thee must be an bvius ewad system f the faulty and staff, espeially at a eseah institutin. Many times faulty ealize that pjets elated t teahing edue eseah and witing time whih may atually diminish thei hanes f pmfin, tenue, salay ineases f any signifiane (Diamnd, 1989). In 1991, Defet and Cepia eseahed the uent uiula and impvements that uld be made n said uiula. In this study, thei ppulatin nsisted f Deans f Resident Instutin in Clleges f Agiultue as listed in the Natinal Assiatin f State Univesities and Land Gant 29

43 Clleges (NASULGC) and the Ameian Assiatin f State Clleges f Agiultue and Renewable Resues (AASCARR) dieties. Althugh thei eseah was vey elevant, lage gups f peple wee nt taken int nsideatin when eviewing the uent status f agiultual junalism and agiultual mmuniatins pgams and when gaining insight by suveys. Students ae the fundatin f any llege, and what they gain fm that expeiene eithe helps huts thei futue aees. Theefe, it is imptant t nt nly suvey faulty and eviewes, but students and alumni as well. When ding this, eseahes gain insight fm peple wh ae dietly invlved with the use f the skill, lak thee f (Defet & Cepia). Reseah Cntent When nduting eseah, it is imptant t undestand what mpnents shuld make up the eseah in de t nt unde-develp veik any aspet. It is impeative that the uent ntent f the disipline be examined. This helps t explain what is petinent t the field as well as what is uently veed (Tyle, 1969). This will als display what uent skills ae nt being develped, undestd masteed by the student. Diamnd (1989) stated that if faulty eviews the studies, that pess an save signifiant time and efft pen up new paths f explatin. One must als study the mpnent f the futue dietin f the pfessin. This eseah ensues up-t-date ntent and bjetives. This 30

44 they is futhe guided by Diamnd's thughts that t be suessful a new pgam must be futue iented, based n the thinking f the utstanding patifines and eseahes in that patiula field (1989). Objetives f Agiultual Cmmuniatins Cmmuniatins is a vital piee f evey student's uiulum. This hlds tue f thse students wh have hsen an agiultual eduatin mmuniafins uiulum. Histially, agiultual eduafin pgams have helped t develp student's ability t effetively mmuniate thugh publi speaking, witing and leadeship ativities (Bikenhlz and Caven, 1996). Sanln, Buening and Cde (1996) fund the need t mmuniate bth ally and in witten fm wee equally imptant skills f students t psses. Defet and Cepia (1991) asked the deans f esident instutin fm univesities with (29) and withut (70) agiultual mmuniatins/junalism pgams that patiipated in thei study the fllwing questin: "Please list in de fm #1 t #5, the five agiultual mmuniafins/agnultual junalism pgams that yu hld in the highest pfessinal egad " (p. 39) Only 17 f the 29 univesities with agiultual mmuniafins pgams espnded. In the veall anking, the Univesity f Wisnsin-Madisn anked numbe ne fllwed by the Univesity f Illinis (2""^), Univesity f Missui- Clumbia (3^"^), Ohi State Univesity (4"), and Texas Teh Univesity (5"^). 31

45 Twelve f the 70 univesities withut an agiultual mmuniatins/ junalism pgam had the fllwing espnse. In the ve-all anking based n the ttal pints eeived. Univesity f Wisnsin-Madisn was anked fist. Univesity f Missui-Clumbia was send and tied f thid was Texas Teh Univesity. Iwa State Univesity, and Oklahma State Univesity. In Deembe, 1991, the veall anking with the mbined suveys f bth sets f univesities shwed the agiultual mmuniatins pgam at Texas Teh Univesity anked futh (Defet & Cepia, 1991). Objetives f the Agiultual Cmmuniafins Cuiulum Revisin Pess In additin t student input, uiulum hange is ften influened by input fm uent and futue emplyes. Emplyes, pees, faulty and student input pdues pattens that an be used as a mdel t upgade uent uiula (Sanln et al., 1996). Epelding and Mugle (1987) stated that eduats must baden thei appah t pvide mpetene athe than mee knwledge and t stimulate upafinal and ivi effetiveness, nt nly analytial apability In the ase f this study as well as pevius studies, many bjetives have been set in de t impve the uiulum f pgams f agiultual mmuniafins. These inlude finding the mpeteny levels and skills that students shuld have in de t sueed as a pfessinal in the field f agiultual mmuniatins, analyzing the peepfins f the gaduates f the pgam petaining t the eduatin they eeived within thei llege pgam 32

46 (Epelding & Mugle, 1987), It is als imptant t btain an undestanding f the impvements that need t be made within the uiulum level. This is based ff f the pinins f past and pesent maste's students, uent and past teahes, and pfessinals in the field. One must als undestand the peepfins f past gaduates nening the uent jb plaement and if it elates t the uiulum that they studied within thei disipline. Nt nly d eseahes and thse wh edevelp uiulum need t undestand what shuld be added int a pgam, but they als need t evaluate tpis that shuld be eliminated fm the field f study that the student has hsen. Nt nly is the uiulum imptant t analyze, but als while ging thugh the at f edevelping the depatmental maj, ne shuld evaluate what might be laking added t pvide me benefiial teahing methds (Finh & Cunkiltn, 1989), It is vitally imptant t, whethe a uiulum is just being fmulated is undeging evisin, ensue that the uiula ntent eflets the needs f the pfessinal wld (Finh & Cunkiltn, 1989), Need f Gaduate Degees Theetial Basis It has been stated that thee has been a lage basis f tansfmatin f mastes pgams in the last tw deades (Hawth & Cnad, 1997). It was nluded that in this time peid, thee has been a paadigmati shift fm ats and sienes t pfessinal degees. Degees ae nw me patitine 33