Overview of career and technical education programs, objectives, and outcomes in secondary schools. Philosophy of career and technical education and how career and technical education programs fit into the overall mission of secondary education. Mission of agricultural education, major program objectives, and introduction to the curricula taught within the state. Roles and responsibilities of CTE teachers with specific emphasis on agricultural education teachers' roles and responsibilities.Historical context of agricultural education and other career and technical education programs, including major legislation affecting development of career and technical education.

Typically offered in Fall only

Introduction to the scope, purpose, and objectives of university education with an emphasis on agricultural education, extension education, and agricultural communications. Students will explore College and departmental resources, academic policiesand procedures, the agricultural industry, career opportunities, and current trends and issues in agriculture. Cannot receive credit for both AEE 103 and ALS 103

Typically offered in Fall only

Introduction to computing concepts and the computing infrastructure in the Agricultural Institute. Use of computing hardware and software to perform common tasks, explore networked computer resources and solve problems associated with the various curricula in the Agricultural Institute. BOSTICK

Typically offered in Spring only

Introduction to teaching agricultural education in middle and secondary schools and collaborative efforts for teaching agricultural education to adults as rural community situations dictate. Field experiences include three hours per week of structured observations of classroom teachers, teacher assistant activities, and reflections of the experience.

Typically offered in Fall only

Trends and issues of agricultural biotechnology in today's society are addressed while covering the basic biological science behind the technology. Applications of and policy issues associated with plant, animal, and environmental biotechnology used in the agricultural industry are examined from an interdisciplinary approach.

Prerequisite: (BIO 105 or BIO 115 or BIO 181 or BIO 183)

GEP Interdisciplinary Perspectives

Typically offered in Spring and Summer

Use of computers and commercially produced agricultural software; the computer as a management tool; agricultural occupational applications of the computer; a multimedia instructional tool in agricultural classrooms and training situations; use of technology for processing information and imaging; network access; and electronic communications.

Typically offered in Fall and Spring

This course is designed for all students who are interested pursuing a career with the cooperative extension service. An introduction to the cooperative extension mission, philosophy, history, organization,structure, administration, program areas, extension program development, extension teaching and delivery methods, and the involvement and use of volunteers. Students are expected to provide their own transportation for outside of class activities and assignments.

Typically offered in Fall only

Principles and techniques for organizing, administering and supervising student organization activities.

Prerequisite: AEE 206

Typically offered in Spring only

Foundations of agricultural communications. Technologies of agricultural communication and the systematic approach to the development of agricultural communication materials. Development of applied skills in design, production, evaluation, and dissemination of information unique to agricultural sciences and media.

Prerequisite: ENG 101

Typically offered in Fall and Spring

Planning, organizing, implementing, supervising and evaluating Supervised Agricultural Experience (SAE) programs in agriculture.

Prerequisite: AEE 206

Typically offered in Fall only

AEE 323 is designed to introduce you to the awesome complexity of leadership. Leadership educators believe that leadership can be learned. In this course, we study leadership theory to help us understand our leadership potential, the potential of others, and the impact great leadership can have on people, organizations, and society. We separate skills you gain from going out and doing leadership (the do) from theories that provide foundations for leadership (the think). Effective leadership is important in all contexts, including food and agriculture. We believe it is ESSENTIAL that effective leaders both THINK and DO!

GEP Social Sciences

Typically offered in Fall and Spring

Adult learning theory and practice, including planning non-formal educational programs for adults, methods of instructional delivery, effective use of instructional technology, marketing educational programs, and evaluation of educational outcomes.Microteaching (practice teaching presentations) and group presentations required as part of laboratory assignments.

Typically offered in Fall only

Legislation and issues regarding diverse learners in middle and high school agricultural education are examined. Discussion and practice in planning and facilitating teaching strategies to help those with special needs in an agricultural setting are emphasized. Techniques to integrate reading and writing into the curriculum are identified and practiced. Field trips are required.

Prerequisite: AEE 206; Junior standing; and AED Majors only

Typically offered in Spring only

Field experience emphasizing summer agricultural education programs. Individualized instruction for students during supervised agricultural experience visits and youth organization activities. Professional development and program improvement activities.

Prerequisite: AEE 206, AEE 303, AEE 322, and Corequisite of AEE 426

Typically offered in Fall only

This course focuses on the development of each student's capacity to lead in ways that reflect their values and to address big, messy challenges through leadership. Students will examine human behavior through the lenses of authentic and adaptive leadership and work to develop their own capacity for authentic and adaptive leadership. They will apply critical and creative thinking processes to analyze adaptive challenges and develop potential solutions in the realms of agriculture, food, and natural resources.

GEP Social Sciences

Typically offered in Spring only

Students in this course will study the impact of organized teams and team leaders on the development of agricultural organizations. Principles and techniques involved in creating, organizing and directing teams will be explored. Students will develop skills in team decision-making and communication. Topics of discussion will include: components of a group and team, relationships of group and team members, effectiveness of groups and teams, and communication within groups and teams. This course is designed for students who are interested in positions of leadership and who want to learn more about making the groups and teams they work with more effective.

Prerequisite: AEE 323-Leadership Development in Agriculture

Typically offered in Fall only

Participation in professional work experiences in preparation for effective leadership positions in the Cooperative Extension Service or the agribusiness industry.

Prerequisite: AEE 230, AEE 325, and Corequisite of AEE 490

Typically offered in Spring and Summer

Principles of program planning applied to educational programs in agriculture; includes theory and field experiences in planning, organizing, and evaluating high school and adult education programs.

Prerequisite: AEE(ED) 426, Corequisite: AEE(ED) 427

Typically offered in Spring only

Discussion and practice in planning and presenting instruction in agriculture in formal and informal settings. Principles and application of approaches to teaching and organizing instruction, motivating students, developing instructional objectives, selecting and using teaching techniques, evaluating instruction, and managing classroom and laboratory instruction.

Prerequisite: Junior standing.

Typically offered in Fall only

Skills and techniques involved in teaching vocational agriculture through practice in a public school setting with concurrent on-campus seminars.

Prerequisite: AEE (ED) 426; Admission to Professional Semester, Corequisite: AEE (ED) 490, AEE (ED) 424;

Typically offered in Spring only

This course is intended to prepare students to be effective managers of volunteer programs. Theory will be emphasized in the course because it is essential to be grounded in theory in order to apply it. Major topics of the course will include, but are not limited to: volunteer recruitment, training, evaluation and reward. Students will be required to be active in and outside of class sessions, including a 20-hour field experience. Students must provide their own transportation for field trips and outside of class activities. Cannot receive credit for both AEE 433 and 533.

Prerequisite: Junior standing

Typically offered in Fall only

This course teaches effective listening strategies, communication strategies, interpersonal skills and presentation strategies essential for use in today's workplace. AEE 435 includes strategies and techniques for effective presentations in the food, agricultural, natural resources, as well as other professions, with emphasis on oral and visual presentation techniques. Presentation skills and strategies for formal and informal situations including conferences, poster presentations along with leadership, conflict resolution, interviewing, negotiation, and group communication theory and strategies will be discussed. Restricted to CALS students; Jr or Sr level status required.

Typically offered in Fall and Spring

This course focuses on the impact of effective leadership in organizations in both theory and practice. Students will examine the major theories and studies that are most relevant and informative with the regard to leadership in organizations. Students will develop skills in decision-making, management of organizations, and ethical leadership related to agricultural organizations.

Prerequisite: AEE 323-Leadership Development in Agriculture

Typically offered in Spring only

Advanced issues and trends contributing to the administration, organization, and structure of extension education in a changing world. Senior standing required.

Prerequisite: AEE 230

Typically offered in Spring only

Capstone experience in Leadership in Agricultural and Life Sciences for Agricultural Sciences majors. Students will apply theories and concepts from their leadership courses to a planned leadership experience. Reflection on and documentation of intentional leadership experiences will lead to a final presentation in the course of leadership lessons learned and areas for continued development.

Prerequisite: Senior Standing and students in 11AGSBS and 11EXTEDBS

Typically offered in Spring only

This course helps students analyze the opportunities and challenges facing teachers of agriculture as they prepare for their careers. Topics include balancing work and professional life as a teacher, portfolio assessments of teachers and programs, classroom management, teacher liability, and preparation for the job search in agricultural education.

Corequisites: AEE 424 and AEE 427

Typically offered in Fall, Spring, and Summer

Learning experience within an academic framework that utilizes facilities and resources external to the campus. Contact and arrangements with prospective employers initiated by the student and approved by the faculty adviser, prospective employer, and the departmental teaching coordinator prior to the experience. Not intended for teaching licensure for students in AEE

Prerequisite: Sophomore standing

Typically offered in Fall and Spring

A learning experience in agriculture and extension education within an academic framework that utilizes departmental campus facilities and resources. Arrangements must be initiated by the student and approved by a faculty adviser and the departmental teaching coordinator. Not intended for teacher licensure for students in AEE.

Prerequisite: Sophomore standing

Typically offered in Fall, Spring, and Summer

Offered as needed to present material not normally available in regular course offerings or for offerings of new courses on a trial basis.

Typically offered in Fall, Spring, and Summer

Development and organization of agricultural and extension education in America from colonial times to the present. Emphasis on role of societal and scientific changes, the federal government and philosophy on evolution of agricultural and extension education.

Typically offered in Fall and Summer

Organization and operation of formal and nonformal agricultural education and extension systems in the United States and in other countries. Field trip required - cost approx. $175.00.

Typically offered in Fall only

Principles, theory and techniques of using information technologies to provide instruction to learners, both in person and at a distance, in formal and non formal educational settings.

Typically offered in Spring only

This course is intended to prepare students to be effective managers of volunteer programs. Theory will be emphasized in the course because it is essential to be grounded in theory in order to apply it. Major topics of the course will include, but are not limited to: volunteer recruitment, training, evaluation and reward. Students will be required to be active in and outside of class sessions, including a 20-hour field experience. Students must provide their own transportation for field trips and outside of class activities. Cannot receive credit for both AEE 433 and 533.

Prerequisite: Junior standing

Typically offered in Fall and Spring

Exploration of topics of special interest not covered by existing courses by individual students under faculty member's directions. Readings and independent study, problems or research not related to a thesis.

Typically offered in Fall, Spring, and Summer

Faculty-supervised practicum in an educational, extension or agricultural industry setting.

Typically offered in Fall, Spring, and Summer

Teaching experience under the mentorship of faculty who assist the student in planning for the teaching assignment, observe and provide feedback to the student during the teaching assignment, and evaluate the student upon completion of the assignment.

Prerequisite: Doctoral student

Typically offered in Fall and Spring

Instruction in research and research under the mentorship of a member of the Graduate faculty.

Prerequisite: Doctoral student

Typically offered in Fall, Spring, and Summer

Dissertation research.

Prerequisite: Doctoral student

Typically offered in Fall, Spring, and Summer

For graduate students whose programs of work specify no formal course work during a summer session and who will be devoting full time to thesis research.

Prerequisite: Doctoral student

Typically offered in Summer only

For students who have completed all credit hours, full-time enrollment, preliminary examination, and residency requirements for the doctoral degree, and are writing and defending their dissertations.

Prerequisite: Doctoral student

Typically offered in Fall, Spring, and Summer

The role and structure of modern agricultural education within the overall educational system. School organization and governance, curriculum, teacher roles and responsibilities, educational philosophy and history, multiculturalism, special need students, impact of technology, professionalism, and current educational trends and issues.

Typically offered in Summer only

Development and organization of agricultural and extension education in America from colonial times to the present. Emphasis on role of societal and scientific changes, the federal government and philosophy on evolution of agricultural and extension education.

Typically offered in Fall only

This course will critically compare and evaluate the major human development theories and their application to family life and youth development and examine the usefulness of theory in describing, explaining, predicting, or changing behavior.

Typically offered in Fall only

This course will discuss principles, theories, and techniques for organizing, administering and supervising student organization activities specific to the National FFA Organization. This course is appropriate for students preparing to become agriculture teachers or who currently are agriculture teachers.

Typically offered in Spring only

Trends and Issues in Agricultural and Extension Education. Analysis and appraisal of current trends, problems and issues in Agricultural and Extension Education. May include but not limited to scientific, political, demographic, social, educational, technological, and environmental trends and issues that will contribute to the future structure and operation of agricultural and extension education in the United States.

Typically offered in Spring only

In preparation for professional positions in family life & youth development, students will work with a faculty member or organizations to design a Masters capstone study project that aligns with their professional goals. Faculty supervision required.

Typically offered in Fall and Spring

This course is offered alternate odd years

The intent of this course is to prepare students to be effective educators in non-formal settings such as Extension education. Students will learn theoretical concepts and their application for planning an effective educational program to meet the learning needs of target audiences. Students will gain knowledge and skills in conducting needs assessments and environmental scanning; writing objectives; and designing, marketing, and delivering educational programs. This course is appropriate for students preparing for Extension education professions.

Prerequisite: Graduate standing or PBS status

Typically offered in Fall only

A major and critical element in all programs of vocational education is provision for appropriate student learning experiences in a real and simulated employment environment. Due to recent developments in education and agriculture, new and expanded concepts of occupational experience devised. Current research substantiates need and desire of teachers of agriculture for assistance in implementing new concepts. Also designed to develop depth of understanding of theoretical foundations underlying new developments in occupational experiences to stimulate individual growth and creativity in implementing further developments.

Prerequisite: Graduate standing or PBS status

Typically offered in Fall only

Designed to meet needs of adult education leaders in the food, agricultural, natural resources, and human sciences. Opportunity to study some of basic problems and values in working with adult groups. Attention given to practices and problems in Agricultural and Extension Education programs for adults as well as to methods of teaching adults.

Prerequisite: Graduate standing or PBS status

Typically offered in Spring only

Principles of program planning applied to educational programs about agriculture; theory and field experiences in planning, organizing, and evaluating secondary agricultural education programs; development of plans for conducting all aspects of the complete agricultural education programs.

R: Admission to AEE/AEHS graduate program, grad certificate, and /or LEAP (Licensure in education for Ag Professionals) subplan

Typically offered in Spring only

Applications of theories and research about interpersonal relationships and family dynamics to issues facing families over the life course, emphasizing the interplay of social, developmental and health factors in affecting change, continuity and well-being.

Prerequisite: Graduate standing

Typically offered in Fall only

This course is offered alternate even years

Design and development of data-based curriculum and curriculum evaluation procedures in agricultural and extension education. Critique of curriculum development models, contemporary trends and issues, curriculum resources and accountability tools. Analysis of the use of national and state standards, as well as local community needs in curriculum development.

Typically offered in Spring only

Family resource management theory is used to examine personal financial management concepts. Family systems and stress theories will be employed to emphasize the interconnections between families, communities, resources through topics such as personal management (decision-making, time & organizational management, stress management); human and social capital (education, skill building, health, employability, relationships); physical capital (transportation, real estate, and housing); financial management (credit and debt, budgeting, retirement issues, bankruptcy).

Prerequisite: Graduate student status or any PBS student.

Typically offered in Spring only

This course is offered alternate even years

This course will examine educational intervention strategies for family issues that pose particular difficulty for Family Life and Parenting Educators. Topics include: addictions/substance abuse; child abuse and neglect; domestic abuse; Illness, death and dying; divorce/mediation; step-families & single parenting; gang memberships, suicidal ideation, sexuality/teen pregnancy; and rape and other acts of violence. The course will include a discussion of evidence-based prevention and treatment options for referring clients, and a debate of the role of educators in this process.

R: Graduate Standing or Permission of Instructor

Typically offered in Fall only

This course is offered alternate odd years

Application of theoretical models and research on effective teaching in secondary agricultural education programs. teaching strategies, planning required, and instructional management for students with varying backgrounds. Evaluation of student learning and teacher evaluation of instruction.

Typically offered in Fall only

This course is offered alternate odd years

This course will provide students with an advanced understanding of the physiological, psychological, social and cultural aspects of sexual development throughout the lifespan. This includes, but is not limited to, emotional and psychological aspects of sexuality; gender and sexuality; reproductive health and family planning, and the intersections of sexuality and interpersonal relationships. While some cross-cultural information will be included, the main focus will be sexuality in the United States.

Typically offered in Fall only

AEHS 538 focuses on issues of social and cultural diversity, social identity, and societal manifestations of power, privilege, and oppression within the context of youth and family sciences. Using a social justice education framework, this course will critically examine and analyze social identity development, social group differences, socialization, intergroup relations, and levels and types of oppression in the United States as they relate to youth and families. Students will reflect on their own identities and learn how to work collaboratively toward inclusion, equity, and social change with youth and families.

Typically offered in Summer only

This course examines the intersections of family health and well-being and work using an interdisciplinary approach. Specifically, this course analyzes the influences of parental employment on child outcomes and parental well-being, the interaction between gender and employment on family health and well-being, as well as work-related policies and working environments on family health and well-being. Students must have completed a Bachelor's of Science. Admission to NC State graduate school or permission of instructor required.

Typically offered in Summer only

This course is offered alternate odd years

The course will include an examination of social, economic, and behavioral housing theory, historical and current housing policy and its relationship to the housing, neighborhoods and community development and an investigation of diverse populations and their housing/neighborhood concerns.

Prerequisite: Graduate standing

Typically offered in Summer only

This course is offered alternate odd years

Theoretical and empirical literature in lifespan, family life, and parent education will be explored along with implications for issues affecting families including content, delivery, and evaluation of parent education programs. Offered either face-to-face or in person via Distance Education.

Typically offered in Spring only

This course examines communication in families and integrates the coach approach to communication including identifying individual and family issues; appreciating differences; discovering purpose; practicing forgiveness; resolving conflict; conducting successful critical conversations; mending relationships; effective communication; direct and indirect communication; the art of saying no; the power of words; powerful questions; work/life balance; identifying values; stress management.

Typically offered in Summer only

This course is offered alternate odd years

YFCS 547: Family Life Coaching prepares family science practitioners to meet the growing demands of improving family life through family life and parent Coaching. This graduate-level course examines family life coaching as an approach to services for families and youth. Students will be introduced to coaching as a vital service for helping families better communicate and reach goals and will explore theoretical and empirical literature in coaching. Through practice and skill building exercises, students will learn to coach and will examine the implications for future coaching practice.

Typically offered in Fall only

Leadership is ubiquitous in our society. It remains one of the world's favorite buzz words. However, just because it's everywhere, doesn't mean everything labeled so, is leadership. This graduate course in leadership theory will require you to critically examine your ideas of leadership, and reflect on your own (and society's) notions of "what is leadership". In this class we will separate the skills you gain from going out and doing leadership (the do) and the theories that provide the foundations for leadership (the think). Many successful leaders learn their skills via practice; that is important. AEE 550, however, is a leadership education course where we study leadership theory. We will take those theories, long associated with the academic study of leadership, and deconstruct them using critical theory as our lens. Then, using the text as guide, reconstruct them in new ways to meet today's pressing challenges.

Typically offered in Fall only

This course examines the application of classic and contemporary theories and models of leadership to the work of community-based organizations. Students will examine leadership from diverse perspectives; then analyze the strengths and weaknesses of leadership theories and models when applied to organizational development of community-based systems.

Typically offered in Spring only

Historical and contemporary foundations of program development and evaluation in non-formal, community-based family life and youth development settings are examined including theory, research, and three holistic program development constructs: 1) planning; 2) design and implementation; 3) impact evaluation and accountability.

Typically offered in Spring only

This course explores the fundamental concepts of child and youth development (including early childhood through adolescence) as applied to programmatic and organizational contexts. A special focus is placed upon the concepts as applied to Community Youth theories & practice.

Typically offered in Fall only

This course will cover local food systems history, terminology, research, and model projects in North Carolina. It also includes the economics of local food systems, from basic business plans and structures to the triple bottom line, and a focus on local food value chains, including market channel assessments and value-added ventures. Emphasis is placed throughout on providing existing and aspiring Extension professionals with resources to support translation of research into practice using interdisciplinary, systems approaches.

R: Admission to the Graduate School or approval of instructor. Non-degree students (NDS PBS) are included.

Typically offered in Fall only

Preparation for current and future community-based youth and family professionals to better manage volunteers in local program service delivery. Specific foci include: volunteerism as a social phenomenon; volunteer resource management; new forms of volunteerism; and future trends in volunteerism. Restricted to graduate and post-baccalaureate students only.

Typically offered in Spring only

This course is offered alternate even years

In-depth examination of current and emerging issues and trends impacting volunteer involvement in community-based youth and family organizations to prepare current and future youth and family professionals to manage volunteers in local program delivery; examining contemporary research related to trends and issues, and evaluating historical and current social phenomena so as to understand their impact upon volunteer involvement and consider future challenges for volunteer administrators. Restricted to graduate and post-baccalaureate students only.

Typically offered in Fall only

This course is offered alternate odd years

This course is intended to prepare students to be effective members of organizations, both as team members and team leaders. Theories of organizational behavior will be emphasized in the course; in so much as it is essential to be grounded in theory in order to apply it. Major topics include: motivation, job design, managing diversity, decision making, power, ethics, and organizational design.

Typically offered in Spring only

This course is offered alternate odd years

The Community Leadership course will prepare graduate students for leadership roles within an array of community settings. The three core competencies for community leadership will be shared which include farming ideas, building and using social capital, and mobilizing resources. Tools associated with each of these competencies will be examined as well as the ways in which to apply these tools to various community situations. Leadership theories that have been learned in AEE 550 will also be discussed to show how to move from theory to practice. This is a course that will require student participation both during class sessions and outside of class where students will be engaged in a team project. The course will be offered in the spring of odd years.

Prerequisite: Graduate student status and AEE 550: Leadership Theory

Typically offered in Fall only

Processes by which professional change agents in agricultural and extension education influence the introduction, adoption, and diffusion of planned change. This course requires admission to any program of the NC State University Graduate School such as full graduate status, graduate unclassified status, post-baccalaureate studies, evening degree programs, etc. It has no other prerequisites, requisites, or restrictions.

Restriction: Graduate Standing or PBS status.

Typically offered in Spring only

Evaluation is an important part of many social science disciplines and grant projects. The intent of this course is to teach students how to plan and conduct a meaningful and useful evaluation. Students will gain knowledge and skills in planning evaluations; designing evaluation studies and evaluation instruments; collecting and analyzing data; and using evaluation results. Students will learn evaluation theoretical concepts and their application in real-life situations.

Restriction: Graduate Standing or PBS

Typically offered in Spring only

This course is offered alternate odd years

Philosophy, design, interpretation and practice of scientific research in agricultural and extension education, with a particular focus on the skills necessary to be an effective and critical "consumer" of research that is practiced within the field. Web based course.

Typically offered in Fall, Spring, and Summer

The course emphasis is on designing research and development of research proposals for graduate research or competitive grants in agricultural and human sciences. This course involves critical analysis of research in agricultural and human sciences and proposed research. In consultation with the students' academic advisors, this research proposal may become the basis for either the graduate thesis or a graduate research article (for the non-thesis option). Students are encouraged to discuss this course with their academic advisor and the instructor to fully understand how the course fits into their graduate course of study.

P: AEHS 578 - Research Methods in Agricultural and Human Sciences; R: Students must be MS or EdD students in the Agricultural and Human Sciences Department, and they must have the permission of their advisor to enroll in this course

Typically offered in Spring and Summer

This course explores contemporary issues facing youth, family, and community professionals in the United States. Students will explore respective social, cultural, political, and/or organizational underpinnings of issues as focused in two major domains: (1) professional ethics and practice and (2) family law and public policy. Emphasis will be placed on issues affecting family life educators and their understanding of the legal issues, policies, and laws influencing the well-being of families, along with understanding the character and quality of human social conduct. This includes the ability to critically examine ethical questions and issues as they relate to professional family life education practice.

Typically offered in Spring only

Special Topics Family Life and Youth Development

Typically offered in Fall, Spring, and Summer

Presentation of material not normally available in regular graduate course offerings or for offerings of new 500 level courses on a trial basis.

Prerequisite: Graduate standing or PBS status

Typically offered in Fall, Spring, and Summer

Current topics and issues in agricultural and extension education. Selection and research of topics, presentation of seminars, and leading group discussions.

Prerequisite: Graduate standing or PBS status

Typically offered in Spring only

Presentation of material not normally available in regular graduate course offerings or for offerings of new 500 level courses on a trial basis.

Prerequisite: Graduate standing or PBS status

Typically offered in Fall, Spring, and Summer

Exploration of topics of special interest not covered by existing courses by individual students under faculty member's directions. Readings and independent study, problems or research not related to a thesis.

Typically offered in Fall, Spring, and Summer

Students engaged in independently designed study guided by specific objectives constructed under the supervision of a faculty member.

Typically offered in Fall, Spring, and Summer

Faculty-supervised practicum in an educational, extension or agricultural industry setting.

Typically offered in Spring only

Teaching experience under the mentorship of faculty who assist the student in planning for the teaching assignment, observe and provide feedback to the student during the teaching assignment, and evaluate the student upon completion of the assignment.

Prerequisite: Master's student

Typically offered in Fall, Spring, and Summer

For students in non-thesis master's programs who have completed all other requirements of the degree except preparing for and taking the final master's exam.

Prerequisite: Master's student

Typically offered in Fall, Spring, and Summer

Instruction in research and research under the mentorship of a member of the Graduate Faculty.

Prerequisite: Master's student

Typically offered in Fall, Spring, and Summer

Thesis research

Prerequisite: Master's student

Typically offered in Fall, Spring, and Summer

For graduate students whose programs of work specify no formal course work during a summer session and who will be devoting full time to thesis research.

Prerequisite: Master's student

Typically offered in Summer only

For students who have completed all credit hour requirements and full-time enrollment for the master's degree and are writing and defending their thesis.

Prerequisite: Master's student

Typically offered in Fall, Spring, and Summer

In Foundations of Agricultural and Human Sciences, students will explore the intersection of Agricultural and Human Sciences and answer two questions: how does family impact agriculture and how does agriculture impact family. Students will explore the history of the Land Grant system and learn about the three pillars: Extension, Research, and Teaching. Students will explore the importance of translational research and getting science into the hands of individuals within communities. Students will learn the functions of family systems and explore the human impacts on agriculture as well as environmental influences on youth and families. Finally, students will explore ways of meeting the grand challenges of agricultural and human sciences.

P: Graduate Standing

Typically offered in Fall only

This course provides an opportunity to learn about global agricultural and extension education issues, challenges and opportunities relating to agricultural development. The course emphasis is on building necessary knowledge and skills for analyzing global agricultural and extension education issues and formulating alternatives for agricultural development. This course has been designed to help graduate students understand agriculture and extension education with a global perspective.

Restriction: Graduate Standing or PBS

Typically offered in Fall only

Theory and practice of effective teaching in agricultural and life sciences. Emphasis on course planning, teaching and learning styles, instructional techniques, laboratory instruction, text construction, student evaluation, instructional technology, and faculty roles and responsibilities.

Prerequisite: Graduate standing

Typically offered in Fall only

Qualitative research methods continue to gain popularity in the disciplines of agricultural & life sciences. It is becoming increasingly important for graduates to have a practical working knowledge of the development, implementation, and evaluation of these methodologies. Topics in the course will include but not be limited to: the foundation of qualitative research, data collection and analysis techniques, and review of qualitative research. Students are encouraged to have completed an introductory research methods course prior to enrolling. Introductory Research Methods course taken at the graduate level.

Typically offered in Fall only

This course is offered alternate odd years

This course will examine the richness and diversity of scholarship in agricultural and human sciences and its applications to professional practice in a colloquium setting. A primary purpose is to build capacities for individual, professional, and civic work as students apply their learning to develop scholarship and professionalism. The course explores advanced topics and research methods and supports students in presenting and defending their research and research proposals. In successive fall semesters, graduate students participate in three, one-credit colloquia that engage faculty and students from across the Department of Agricultural and Human Sciences. This course requires admission to any program of the NC State University Graduate School such as full graduate status, graduate unclassified status, post-baccalaureate studies, evening degree programs, etc.

Typically offered in Fall only