Contents of Dossier - alec.tamu.edu · TAMU Grants Summary Chart, 4.) Faculty Biography Table, and 5.) Faculty Summary Data Table ___ _ _____ Signature Date . Strong Jr – Page

Strong Jr – Page 1

June 2015

Verification of Submitted Dossier Contents

Name of Candidate: Robert L. Strong Jr

Department: Agricultural Leadership, Education, and Communications

Current Rank: Assistant Professor

I acknowledge that the contents of this promotion and tenure dossier submitted to the

departmental review committee are accurate, current, and non-confidential.

Items supplied include: 1.) Statement on Teaching, Research, and Service, 2.) Curriculum Vitae,

3.) TAMU Grants Summary Chart, 4.) Faculty Biography Table, and 5.) Faculty Summary Data

Table

______________________________ ___ _______________

Signature Date


June 2015

CANDIDATE’S STATEMENT ON TEACHING, RESEARCH, AND SERVICE

Introduction

I was first exposed to agricultural education more than 30 years ago when an Extension Agent

came to take forage samples at our family farm. That encounter led me to become a 4-H member

and became a springboard for my professional path. Teaching is the venue that allows me to

transfer knowledge to enhance other’s lives. My research inquiry was developed from literature

and my twelve years of service as an extension agent in two separate state Extension systems.

Service was ingrained in me through membership in 4-H and the Fellowship of Christian

Athletes. My objectives as a faculty member are to produce teaching, research, and service

experiences that not only enhance agricultural education but the public value of Texas A&M

University, in hopes future students have opportunities like I was afforded.

Teaching Statement

My objectives, as a facilitator of knowledge, are to inspire, educate, and motivate students to

learn. I desire to stimulate critical thinking, encourage perpetual learning, prepare learners to

thrive in a technological world, and cultivate problem solving competencies with my students. B.

F. Skinner (1957) indicated human behaviors are determined by learning and reinforcement. As a

behaviorist, one who views learning as a change in observable behavior, I develop partnerships

with my students with clear goals and expectations.

I utilize diverse teaching technologies to engage students. For example in ALED 426 (Leading

and Training Adults), students participate in high-impact experiential learning by creating,

delivering, and reflecting on a workshop training program at the Women’s Federal Prison Camp

in Bryan. I use technologies such as Twitter and LinkedIn to assist my communications with

students and teach them how technology can be effectively used in teaching and learning

environments. I integrate formal and nonformal teaching methods to help students increase their

capacity to learn, problem solve under diverse circumstances, and utilize knowledge they have

learned through my instruction. I implemented a research poster contest for students to present

their research proposals to faculty evaluators in ALEC 695 (Frontiers in Research). In ALEC 613

(eLearning Teaching and Delivery Techniques), students develop a teaching website composed

of the eLearning tools they have mastered during the semester to better showcase their

professional skills.

Some of my most rewarding experiences, as an educator, have come from teaching

internationally and bringing those experiences back to the TAMU classroom. I have utilized my

training experiences with the Sudanese People’s Liberation Army’s agricultural battalion

working to become Extension Agents to teach TAMU students about global change initiatives. I

have witnessed the impact a study abroad experience can have on students’ learning. I have led

two study abroad experiences in Costa Rica undergraduates and graduate students and co-led one

in Trinidad and Tobago for graduate students. I participated in a faculty study abroad of Mexico

and brought those experiences back to the classroom.

Besides teaching in the classroom and international contexts, I have taught participants of

certification programs, government officials, and visiting scholars. I have taught needs

assessments, curriculum development, adult learning, and evaluation to Tunisian Ministry of

Agriculture representatives. I have educated visiting faculty from India on principles and


June 2015

applications of program evaluation. I teach the needs assessment module for the training and

development certificate program offered by the College of Education and Human Development.

I believe teaching is important to our present generations, past generations, and future

generations because it allows the transfer and stimulation of knowledge from person to person

and group to group. I want to make Texas A&M University better by being committed to their

mission, values and norms by making education available to all people. I believe the promotion

and support of land-grant institutions in the United States will make the world a better to place to

live. I turn to the objectives of the land grant system to encourage and inspire my teaching, as

well as my students. I make a positive difference in the lives of my students through mentoring,

instruction, advising, and encouragement via teaching methods utilized with the course material.

Research Statement

Because of my conscious effort to focus my research on enhancing current situations,

knowledge, and moving research forward, I see parallels between my teaching philosophy rooted

in behaviorism. The impact of my research is practitioner as well as researcher focused, thus

ensuring a change in thought and behavior at all levels of application. By focusing on applicable

research for practitioners and scholars, I believe my research is improving the public value of

Texas A&M University on a domestic and international level.

My research inquiry is adult learning with a specialty in training, evaluation, and technology

adoption. International and domestic refereed journals and international, national, and regional

conferences are venues for my research. The summation of Knowles’ (1975) andragogy, Grow’s

(1991) self-directed learning, Rogers’ (2003) diffusion of innovations, and Venkatesh, Morris,

Davis, and Davis’ (2003) unified theory of the acceptance and use of technology frame my

research agenda. Teaching Frontiers in Research, Leading and Training Adults, Methods of

Technological Change, Leading Change, and eLearning Teaching and Delivery Techniques has

provided me great opportunities for multidisciplinary collaborative research experiences.

Utilizing the agricultural education faculty, domestic and international extension agents, and

TAMU and international students as populations in many of my studies, I have been provided the

opportunity to unite my teaching with research. I have compared how our domestic students

learn with international students in collaborative and multidisciplinary research. These

collaborative opportunities have enabled me to employ my research inquiry more holistically on

a global scale. These approaches are linked to my teaching and service.

My scholarship has been published in the Journal of International Agricultural and Extension

Education, the Journal of Agricultural Education and Extension, the Journal of Agricultural

Education, the NACTA Journal, the Journal of Extension, and the Journal of Southern

Agricultural Educational Research. Due to my scholarly productivity, I was selected as the

Managing Editor of the Journal of International Agricultural and Extension Education, a

member of the editorial review board and guest editor for the Journal of Agricultural Education,

and a member of the editorial review board for the NACTA Journal. I was invited to write a book

chapter on experiential learning for Sage Publications.

Service Statement

As an Agricultural Leadership, Education, and Communications faculty member, I strive to

incorporate my service into my teaching and research. Performing service allows me to be a


June 2015

better citizen in the department, college, and profession, but I don’t limit myself in service.

Service contributes to my collegiality and allows me to reach out to the public. My service

experiences include activities in international and domestic professional organizations, Texas

A&M University, the College of Agriculture and Life Sciences, and the ALEC department.

I have had several opportunities to link service and research experiences. I am the Managing

Editor of the Journal of International Agricultural and Extension Education, serve on the

editorial review board for the Journal of Agricultural Education, and as member of the editorial

review board for the NACTA Journal. I am on the Research Committee for American

Association for Agricultural Educators (AAAE), serve as the research committee chair for the

Southern Region of AAAE, and have served as the professional development chair for the

Southern Region for AAAE. I have served as the scholarly activities committee chair for the

Association for International Agricultural and Extension Education, which includes managing

the review process for abstracts and posters. My experiences as a reviewer for posters and papers

at multiple international, national, and regional conferences have allowed me to serve on

committees and in leadership roles within professional organizations. These opportunities are a

result of participating in international and domestic professional organizations. I developed the

needs assessment curricula module for the United States Agency for International

Development’s Modernizing Extension Advisory Services project that is available online.

During my time at Texas A&M University, I have provided leadership on our university’s role in

the joint doctoral of education (D@D) program with Texas Tech University. I serve on the

college’s international programs advisory committee. Also, I serve on the college distance

education committee that works to enhance distance education opportunities for students and

faculty across the college. I have served on COALS’ Agriculture and National Resources Policy

Internship Program selection committee. I lead our department’s eLearning certificate for

students wishing to learn more about technology-enhanced instruction. Additionally, I have

chaired the technology-enhanced instruction committee in ALEC. I co-led discussions and

meetings geared toward developing public value statements for ALEC. This data was presented

at the 2012 NCAC-24 meeting and at the 2012 Southern Region of the American Association for

Agricultural Education Conference. I have been given the opportunity to serve on a search

committee responsible for hiring new a new advisor for ALEC. I have found departmental

service fortifies the professional bonds in ALEC by bridging agricultural leadership, education,

communications, extension, and international agricultural development.

Summary

The interwoven components of teaching, research, and service have aided the maximization of

my time and performance at Texas A&M University. I was awarded the Early Achievement

Award from the Association of International Agricultural and Extension Education. I am

fortunate to have mentors who continue to supply me with sound professional advice and

practical ways to enhance my development. I feel honored to have the opportunity to research,

teach and extend the mission of Texas A&M University to learners from diverse interests and

backgrounds. In order to improve agricultural education’s public value as an element of Texas

A&M University, I must continue enhancing my teaching, research, and service to assist the

institution in achieving its goals. I welcome the challenge and I am proud to be on the frontline

in efforts to improve external perceptions of our teaching, research, and service. What an

opportunity…our best days are ahead!


June 2015

A CURRICULUM VITAE FOR

Robert L. Strong Jr

Assistant Professor

Department of Agricultural Leadership, Education, and Communications

Texas A&M University

231 AGLS Building, 2116 TAMU

Texas A&M University

College Station, TX 77843-2116

(979) 845-1139

[email protected]

EDUCATION AND EXPERIENCE

Education

Ph.D. Agricultural Education and Department of Agricultural Education and

Communication Communication, 2010, University of Florida,

Gainesville, FL

M.S. Extension Education Department of Agricultural Leadership, Education, and

Communications, 2001, University of Tennessee,

Knoxville, TN

B.S. Animal Science School of Agribusiness and Agriscience, 1996,

Middle Tennessee State University, Murfreesboro, TN

Professional Experience

Assistant Professor July 2010 – Present

Department of Agricultural Leadership, Education, and Communications

Texas A&M University, College Station, TX

Appointment: 100% Teaching

Job Expectation and Effort: 65% teaching; 25% research; 10% service

Date of Appointment: July, 2010

Duties: Serve as an active member of the faculty. Provide leadership and vision to the

Department of Agricultural Leadership, Education, and Communications in achieving goals

within the areas of technology-enhanced education and adult training. Lead TAMU’s efforts with

the Joint Doctor of Education with Texas Tech University, and provide assistance with the

Agriculture eLearning Development Certificate and the Master’s of Agriculture (MAg)

degree. Conduct research focused on adult training, evaluation, and technology adoption to

enable people to achieve maximum learning (25%). Develop best practices that will allow

people to meet their individualized learning needs more efficiently. Teach courses focused on

adult learning, leading change, technological adoption, eLearning teaching techniques, and social

science research methods (65%). Assist students in obtaining the skills and knowledge required

to be prepared for career opportunities in the future. Serve as an advisor for students interested

in pursuing a career in the area of adult training, adoption and diffusion of technologies,

mailto:[email protected]


June 2015

eLearning instruction, and social science research. Serve as a resource person in the areas of

eLearning and adult training (10%). Provide service on departmental and college committees as

requested, interact with and make presentations to stakeholders, serve diverse roles within

international and domestic professional organizations, and serve as a reviewer for scholarly

journals. Serve as a member of the joint graduate faculty for the Joint Doctor of Education

delivered at a distance by Texas A&M and Texas Tech Universities.

Graduate Faculty Member 2010 – Present

Texas Tech University

Duties: Serve a joint appointment on the Texas Tech graduate faculty. Provide instruction and

serve as graduate advisor for students in the Joint Doctor of Education in Agricultural

Education degree program. This program is a joint program between Texas A&M

University and Texas Tech University. The program is delivered via distance education.

Graduate Teaching Assistant Sept. 2007 – June 2010

Department of Agricultural Education and Communications

University of Florida, Gainesville, FL

Duties: Served as instructor of record on four undergraduate courses and as a teaching

assistant for five graduate courses in agricultural education and communication.

Taught needs assessment training session for new extension agents during face-to-

face orientation sessions. Developed eLearning modules related to program

development for extension agents.

4-H Program Leader July 2003 – Aug. 2007

Orange County Extension Service

Orlando, Florida

Duties: Administered 2 extension agents, 2 program assistants and an administrative assistant.

Lead approximately 550 volunteer leaders and 17,000 4-H members. Programming

included volunteer development and youth leadership. Managed an annual budget of

$300,000 and $100,000 of annual fundraising income.

County Extension Agent Nov. 1998 – June 2003

Putnam County Extension Service

Cookeville, Tennessee

Duties: Developed, implemented, and evaluated county 4-H program. Lead approximately 40

adult volunteers and 3,000 4-H members. Developed youth programs including animal

science, plant science and leadership for volunteers and members. Adult programs

included weed control for pastures and tobacco plots.

County Extension Agent Nov. 1996 – Oct. 1998

Fentress County Extension Service

Jamestown, Tennessee

Duties: Organized, implemented, and evaluated the county agricultural 4-H program. Lead

approximately 10 adult volunteer leaders and 1,500 4-H members. Initiated youth animal

science programs, and coached agricultural judging teams.


June 2015

Awards and Recognition

2014 Innovative Teaching Team Award: Association of Public and Land-Grant Universities

for Using Case Study Reusable Learning Objects (RLOs) to Facilitate Critical Thinking

in Food, Agriculture, and Natural Resources. Roberts, T. G., Strong, R., Harder, A.,

Stedman, N. L. P., and Lindner, J. R.

2014 Early Career Teaching: College of Agriculture and Life Sciences Dean’s Outstanding

Achievement Award

2014 Nominated by the Department of Agricultural Leadership, Education, and

Communications for the Montague-Center for Teaching Excellence Scholars Program

2014 Nominated by the Department of Agricultural Leadership, Education, and

Communications for the American Association for Agricultural Education Outstanding

Young Agricultural Educator Award

2013 Early Achievement: Association for International Agricultural and Extension Education

2013 Distinguished Research Poster: A Descriptive Inquiry into Students’ Mobile Learning

Acceptance. (Irby, T. L. & Strong, R.) Poster presented at the annual meeting of the

Southern Region of the American Association for Agricultural Education, Orlando, FL

(February, 2013).

2012 Distinguished Manuscript: The Effect of Learning Environment and Social Presence on

Students’ Satisfaction with eLearning Courses. (Strong, R., Irby, T., Wynn, T., &

McClure, M.) Manuscript presented at the annual meeting of the Southern Region of the

American Association for Agricultural Education, Birmingham, AL (February, 2012).

2010 Outstanding Journal Article/Journal of Southern Agricultural Education Research: The Influence Of Agent/Client Homophily On Adult Perceptions About Extension’s

Quality Of Service. (Strong, R. & Israel, G. D.) Award presented at the annual meeting

of the Southern Region of the American Association for Agricultural Education, Orlando,

FL (February, 2010).

2010 Outstanding Research Paper: Identifying Outcomes from Participation in a

Cooperative Extension County Program. (Harder, A. & Strong, R.) Manuscript

presented at the annual meeting of the Southern Region of the American Association for

Agricultural Education, Orlando, FL (February, 2010).

2009 Outstanding Research Paper: Challenges and Threats Facing County Extension Offices.

(Harder, A., Lamm, A., & Strong, R.) Manuscript presented at the annual meeting of the

Southern Region of the American Association for Agricultural Education, Atlanta, GA

(February, 2009).

2007 Distinguished Service Award: National Association of Extension 4-H Agents


June 2015

2007 IFAS Silver Award: University of Florida Institute of Food and Agricultural Sciences

2006 Cultural Diversity Award: Epsilon Sigma Phi, Alpha Delta Chapter

2006 Distinguished Educational Program: National Association of Counties

2006 Early Career Award: Epsilon Sigma Phi, Alpha Delta Chapter

2006 Educational Piece: Florida Association of Extension 4-H Agents

2006 Communicator Award: Florida Association of Extension 4-H Agents

2005 Achievement in Service Award: National Association of Extension 4-H Agents

2005 Communicator Award-Video: National Association of Extension 4-H Agents

2005 Excellence in Teamwork: National Association of Extension 4-H Agents

2003 Achievement Award: National Association of County Agricultural Agents

1998 Outstanding Young Agent: Tennessee Association of Agricultural Agents & Specialists

Professional Development for Continuous Improvement

Specific Events Attended:

Annual Conference of the Association for International Agricultural and Extension

Education, Wageningen, The Netherlands, 2015; Miami. FL, 2014; Fort Worth, TX,

2013; Bangkok, Thailand, 2012; Windhoek, Namibia, 2011; San Juan, Puerto Rico, 2009.

Annual Conference of the American Association for Agricultural Education, San

Antonio, TX, 2015; Salt Lake City, UT, 2014; Columbus, OH, 2013; Coeur d’Alene, ID,

2011; Omaha, NE, 2010; Louisville, KY, 2009; Reno, NV, 2008.

Annual Conference of the Southern Region American Association for Agricultural

Education, Dallas, TX, 2014; Orlando, FL, 2013; Birmingham, AL, 2012; Orlando, FL,

2010; Atlanta, GA, 2009; Dallas, TX, 2008; Mobile, AL, 2007; Orlando, FL, 2006.

Annual Conference of the Association of Leadership Educators, San Antonio, TX,

2014; New Orleans, LA, 2013; Key West, FL, 2012.

USDA-NIFA Grants Workshop, workshop hosted by the Southern Association of

Agricultural Experiment Station Directors (SAAESD), Washington, D.C., 2010.

Annual Conference of the American Evaluation Association, Orlando, FL, 2009.

Annual Conference of the Extension Professional Associations of Florida, Orlando,


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FL, 2009; Jacksonville, FL, 2008; Marco Island, FL, 2007-2003.

Annual Conference of the National Association of County Agricultural Agents,

Buffalo, NY, 2005; Orlando, FL, 2004; Green Bay, WI, 2003; Savannah, GA, 2002;

Albuquerque, NM, 2001; Jackson, MS, 2000; Omaha, NE, 1999; San Antonio, TX, 1998;

Burlington, VT, 1997; Nashville, TN, 1996.

Annual Conference of the National Association of Extension 4-H Agents, Seattle,

WA, 2006; Milwaukee, WI, 2005; Oklahoma City, OK, 2004; Salt Lake City, UT, 2003;

Norfolk, VA, 2002; Bismarck, ND, 2001; Denver, CO, 2000; Pittsburg, PA, 1999;

Louisville, KY, 1998; Cincinnati, OH, 1997; Grand Rapids, MI, 1996.

SUMMARY OF TEACHING EFFECTIVENESS

Development and Teaching of Courses

The origin of the ALEC department is centered on teaching. I teach courses designed to enhance

adult learning, improve information and technology transfer, and assist trainers in becoming

more proficient eLearning instructors. Exhibiting applicable teaching practices is imperative in

the courses I teach to undergraduate and graduate students. I utilize active learning, critical

reflection, and experiential learning in my courses. Students, regardless of academic rank, expect

a professor’s best teaching efforts. Given my role to prepare future adult educators and enhance

current trainers, modeling successful teaching approaches is fundamental and crucial.

This section provides an overview of my teaching responsibilities in the ALEC department at

Texas A&M University. A detailed description is provided for each course along with the

catalog description, the rationale for the course, the total number of students who have completed

the course under my instruction, and selected student evaluation comments. A summary of

student evaluations and a summary of teaching assignments by semester is provided. The

section concludes with activities related to the improvement of my teaching and a summary of

graduate advising and theses and dissertations completed and in progress.

Courses Taught at TAMU

As a faculty member at Texas A&M University, I have taught one undergraduate and four

graduate courses not counting directed studies and research hours. The following table provides

an overview of courses taught, credit hours, number of times taught, number of students, and the

overall mean of the course evaluations.

Courses Taught at Texas A&M University

Course Credits

Times

Taught N

Course

Ave.

Undergraduate:

ALED 440: Leading Change (online course) 3 3 287 n/a

ALED 426: Leading and Training Adults 3 3 129 4.95

ALED 485: Directed Studies var. 2 2 n/a

Graduate:


June 2015

ALEC 610: Principles of Adult Education (online) 3 1 6 4.77

ALEC 613: eLearning Development and Delivery

(online)

3 3 39 4.82

ALEC 640: Methods of Technological Change 3 3 19 4.58

ALEC 681: Seminar 1 1 4 n/a

ALEC 684: Professional Internship var. 1 1 n/a

ALEC 685: Directed Studies var. 8 22 n/a

ALEC 691: Research var. 6 10 n/a

ALEC 692: Professional Study var. 1 1 n/a

ALEC 695: Frontiers in Research (online & face-to-

face)

3 12 88 4.76

TOTAL 42 425 4.78

Note. Department average over the four year period is 4.69.

ALED 426: Leading and Training Adults Catalog Description: Planning educational training programs, including leadership programs, to implement with an adult audience; includes needs assessment, instructional design, lesson plan development, evaluation and other items related to leading adults. Selected Student Comments:

Thank you so much! Loved your class! I absolutely enjoyed taking this class. Prof Strong was the most effective and

compassionate professor I have ever had the privilege of working with. This will definitely be one of the major keys I take with me when I graduate in December.

Dr. Strong is literally the best professor I have ever had. I have learned so much over the past semester. I really enjoyed the class and having a professor who TRULY cares for all of his students and their futures. Thanks Dr. Strong for such an awesome semester.

I just wanted to let you know that this has been one of the best classes I have ever taken. It is so refreshing to have a have a teacher that is excited to be here and get to know us.

Best course. Very good and thoughtful professor. Dr. Strong is a true Adult Educator. His class was well informed and he was always well

prepared. He truly cares about his students. Dr. Strong is one of the best teachers I have had at A&M. He challenged us but was there

to help us along the way. Great Professor! Great course, would definitely take any other classes Dr. Strong teaches. The best prof I have ever had in college so far. Hands down incredible teacher. I really appreciate your effort with the class. I truly feel I learned, no just regurgitate info

for 15 weeks. TAMU needs more profs like you. Dr. Strong was one of the best professors I have every had! He genuinely cares about our

success and understanding. I have recommended both this course and Dr. Strong to many people I know in ALED. I have the utmost respect for Dr. Strong as a teacher and person. His passion is truly evident he truly is a teacher!

Selected Student Comments:

I personally loved this class and would no doubt take another class from this prof.

I absolutely loved your class. You made us laugh, think and wonder at the same time.

Great job.

Overall, one of the best teachers. I have had. His best interest was our success.

Great professor.


June 2015

Stay fresh!

The instructor really cared about his students and the teachings that were taught

throughout the semester. He had a lot (variety) of activities, each with a purpose. One of

my favorite professors while at A&M.

I wish Dr. Strong taught more classes. He is by far one of my teachers on campus. I have

switched majors three times and seen a lot of professors, and he is the best teacher. And

he is more practical.

Dr. Strong is in my top 3 list of great professors. After 3.5 years at A&M that says a lot.

I enjoyed your class and getting to know you. Thank you!

I wouldn’t change a thing. The written test and quizzes are a good way to show what

people know. I loved the real life situations.

Excellent prof! Dr. Strong was always available to answer any questions and he was very

easy to talk to. I emailed him several times throughout the semester and I always got a

quick response. One of my favorite professors in the ALED dept.

One of the best and most useful classes I have taken at this university. Final project was

awesome!

Dr. Strong was very enthusiastic about leading and training adults. Helping us relate to

life experiences helped take more than what I expected from the course. Loved this class!

I really enjoyed the class and thought the teacher was extremely professional. He taught

the class very well.

Best class I have had my entire time at A&M. I have taken more from this class than any

others. Inspiring prof!

One of my favorite classes throughout my entire college career!

Thank you for all you did. The class helped my focus on important things and to plan

around a goal or objective. Very beneficial.

My favorite class! Wonderful teacher methods!

I truly loved this class. I have never missed a day because of the respect I have for Dr.

Strong.

Enjoyed the class and your lectures. The stories were awesome!

Dr. Strong, I can’t say anything negative about this semester with you in 426. It was truly

a pleasure to get out of bed and come to this class all semester long. I haven’t ever

enjoyed a class this much and I will this more than I can express. So sad it’s over. Keep

on keepin’ on and don’t change a thing with the way you teach and lead adults! Awesome

time!

One of the best professors I’ve ever had.

The best professor by far my teammates and I have had since we have been here.

I enjoyed this class very much! Dr. Strong is a great professor who makes the time to get

to know you and made the class fun and interactive.

Dr. Strong has prepared me for the real world after college. I have taken away more from

this class than I expected. This was a great course to take to prepare me for graduation

from TAMU.

Dr. Strong was enthusiastic, helpful and well prepared for each class. One of the best

professors I have had.

Did a great job of providing examples from personal experiences. Enjoyed class

activities-made class not so boring.


June 2015

ALED 440: Leading Change Catalog Description: Analysis of change models and theories and the leadership application on individual, organizational and societal changes. ALED 440 is a certified writing (W) course. Selected Student Comments:

I really liked this course and the way it was set up

Dr. strong was a very effective professor and I would take another course with him.

Great course, great instructor.

I really enjoyed your class! I really liked how everything was graded fast and fair! I am

looking forward to taking more classes with you! I learned a lot. You were also awesome to

responding to emails fast!

This course was extremely beneficial to my education, and thoroughly helped to expand my

knowledge of the subject of change. The professor was highly knowledgeable and was quick

to respond to and assist a student when needed. It was a great course, and an awesome

professor. I would highly recommend this course to another student!

Great course and easy to follow

Amazing teacher!

I loved this course! The teachers were very nice and helped with assignments. Always kept

the students up to date and returned grades in a timely manner. :)

I really enjoyed this course and instructor and would most certainly take another class from

this instructor!

Dr. Strong challenged me on my writing skills and I feel that this course has been very

beneficial to my education.

I thoroughly enjoyed this class and know I will be able to integrate what I have learned into

real life situations. This was the best experience I have ever had with an online class!!!

ALEC 613 sections 699, 700, & 720 (online): eLearning Teaching and Delivery Techniques

Catalog Description: The emphasis of the course is to provide the knowledge and skills

necessary to develop and deliver effective online courses, training programs, and learning units.

Specific topics to be covered include: management of eLearning projects, needs assessment and

audience analysis, creation and editing of documents, images, audio, and video.


Thank you Dr. Strong! You offered me lots of suggestions and showed me what I could

be capable of.


June 2015

Even though Dr. Strong is a very busy man he still made sure to answer questions quickly

and interact with us. That meant something!

Dr. Strong was an awesome prof. He was always there for myself and the class and really

was an effective distance education instructor. Great course delivery.

This was a great course and Dr. Strong did an outstanding job. It seemed like he sincerely

cared about me learning the material in this course. He was available for questions and

returned graded work promptly with feedback.

This class was one of the more difficult classes I have ever taken because I have had very

little experience with computer programs and have never had an online class before. I

believe Dr. Strong made this class as student friendly as possible. If I had a question and

e-mailed him I would not have to wait days or weeks like some professors, I would get a

response usually within a few hours and always a tip on what to do or where to go to

figure out my problem.

Professor Strong had a very organized distance learning site that was easy to navigate and

understand. As mentioned above, he was as helpful a teacher as I've had through email,

and even sought me out a few times on his own to make sure I understood all the

assignments and to see if I needed additional help.

Great course!!

GREAT CLASS! LEARNED LOTS!!!

Wonderful class that has taught me a lot. It was well-structured and Dr. Strong's

willingness to assist students with any problem was (and is) refreshing!

I really enjoyed Dr. Strong's class

I noticed that my view of certain parts of education changed after taking this course. The

class was set up and offered to open our eyes to technology but I came away with a

broader knowledge of educational delivery methods.

I enjoyed the freedom and creativity I was given in the elearning environment and plan to

utilize the knowledge I have obtained to improve my technological skills.

ALEC 640: Methods of Technological Change

Catalog Description: Dynamics of cultural change as theoretical framework for planned

technological change; methods of planning and implementing change, its effects and how it can

be predicted.


This class has helped me not just in my professional career but also my life experiences.

The instructor as extremely effective. The content is something I could relate to and I was

able to connect what I learned in class to real life experiences.

I greatly enjoyed this course and consider it to be one of the most valuable courses I have

taken.

Enjoyed this class. Very insightful with current data. Class was fast paced and the

instructor did an excellent job keeping everyone on path.

Keep-up the great work!

Great course. Dr. Strong was very good at leading the class. Great topics and examples.

ALEC 640: Methods of Technological Change – Costa Rica Study Abroad


June 2015

Catalog Description: Dynamics of cultural change as theoretical framework for planned

technological change; methods of planning and implementing change, its effects and how it can

be predicted.


• I would definitely recommend this class to others! I have been before, but was able to see

a different perspective of the country.

• ALEC 640 was absolutely the best course I have taken at Texas A&M. The instructor

was very effective in his teaching approach. I would definitely recommend taking this

course with Dr. Strong.

• Awesome learning experience: hard, but fun. Look forward to another study abroad

opportunity. Would like to go back to assist in this class/professor.

ALEC 695 section 601: Frontiers in Research

Catalog Description: Basic concepts of quantitative and qualitative research; understanding

the social science research process; using appropriate methods to address research problems;

enabling students to effectively evaluate, consume, and communicate research findings. This

course is designed as an introductory research methods course. Selected Student Comments:

I really enjoyed the course, it made me think deeper and have a better understanding for

the research process. The research poster is a great way for me to apply these methods. Professor Strong was a supportive and encouraging throughout the course. He used

practical applications to explain course materials. The ethnography lesson was remarkable and helpful. I thoroughly enjoyed the course.

Great teacher and easy to talk to Enjoyed how you presented the information and how you made sure we understood the

concepts rather than just definitions. It’s a good class and a great teacher! Great instruction and really enjoyed the class. I learned a lot that will help me in my

career. The homework assignments really helped me to learn. Dr. Strong is the epitome of class, graciousness, and character. He exemplifies what is

great about an Aggie education. Nice to see an interest in the students and not only on focusing on research. For my first semester at grad school, I would say the course has taught me a lot. I’ve

enjoyed the structure and interaction with the class. Dr. Strong has motivated me to look into more areas of study that I wouldn’t have thought. He is very knowledgeable and definitely brings the class together. Great semester!

Definitely have a better understanding of research methods. Help was readily available at all times, and that was a great change from my undergrad

experience here at TAMU. Dr. Strong is very personable and makes it very easy to ask questions that you want which is very important.

I had a blast and enjoyed the poster. Please keep it going. Very good class and very good instructor. Help was always available after class and

online. Instructions were very clear. Dr. Strong truly cares about his students. I would not hesitate to take another class from him.

Dr. Strong was a superb professor and I thoroughly enjoyed the course. ALEC 695 sections 699 & 700 (online): Frontiers in Research

Catalog Description: Basic concepts of quantitative and qualitative research; understanding

the social science research process; using appropriate methods to address research problems;


June 2015

enabling students to effectively evaluate, consume, and communicate research findings. This

course is designed as an introductory research methods course. Selected Student Comments:

Dr. Strong has been one of my favorite professors I have ever had. I absolutely hate

online classes but he made this class as enjoyable as it could be for me. He was very

willing to help me with any questions and unlike some professors he seemed to enjoy

helping me. I would love to take another class with Dr. Strong.

Wonderful course. I learned a lot about research, and the content analysis for both

qualitative and quantitative research really helped firm all of the concepts up in my mind.

Dr. Strong has been a great prof. He's always willing to help and is always accessible to

his students.

I cannot say enough good things about this professor. In my entire academic career he

would easily be my top favorite, because of his enthusiasm for the subject.

This class was presented in an interesting and effective way. I enjoyed it so much! I also

greatly appreciated that grades were returned promptly and feedback was provided!

Dr. Strong was very encouraging at every phase of the course. Continually giving words

of encouragement and always available to help.

Great professor! Truly enjoyed his class.

I really enjoyed this class and feel that I gained a lot from taking it. Because the course

was web based I was able to work at my own schedule which was wonderful.

The lay out of the course material and the instructors attentiveness made this course a

blast!

Great course overall. I think it could have improved with some interactive discussion

which I enjoyed in other courses but beyond that minor change it was a great course.

Dr. Strong is a great professor! I really loved the class, and I now have a great

understanding of research methodology.

Summary of Student Evaluations at Texas A&M University

The table below shows an overall rating for courses taught at Texas A&M University. Each

course is represented by students enrolled, terms taught, course ratings, and departmental course

evaluation averages.

Overall Student Ratings for Courses Taught at Texas A&M University, 2010-present

(N=changing)

Courses n Sema Mb

Sem.

M Dept.

ALEC 695: Frontiers in Research 16 2015a


Techniques

15 2015a

ALED 440: Leading Change 61 2015a

ALEC 695: Frontiers in Research 17 2014c 4.79

ALEC 692: Professional Study 1 2014c —

ALEC 685: Directed Studies 5 2014c —

ALEC 681: Seminar 5 2014c —

ALED 440: Leading Change 105 2014c 4.59


June 2015

Courses n Sema Mb

Sem.

M Dept.

ALED 426: Leading and Training Adults 36 2014c n/a

ALEC 691: Research 1 2014b —


ALED 440: Leading Change 75 2014b 4.81

ALEC 695: Frontiers in Research 11 2014a n/a

ALEC 693: Professional Study 1 2014a —

ALEC 691: Research 3 2014a —

ALEC 685: Directed Studies – Costa Rica 4 2014a —

ALEC 685: Directed Studies 3 2014a —


Techniques

14 2014a 4.78

ALED 485: Directed Study 1 2014a —

ALED 440: Leading Change 107 2014a 4.31

ALEC 695: Frontiers in Research 22 2013c 4.71 4.64

ALEC 691: Research 1 2013c — 4.82


ALEC 640: Methods of Technological Change 6 2013c

ALED 426: Leading and Training Adults 42 2013c 4.92

ALEC 691: Research 1 2013b — 4.75

ALEC 685: Directed Studies 1 2013b — 4.78

ALEC 640: Methods of Technological Change 11 2013b 4.78 13

ALEC 695: Frontiers in Research 10 2013a 4.83 4.61

ALEC 693: Professional Study 1 2013a — 4.48

ALEC 691: Research 5 2013a —


ALEC 640: Methods of Technological Change – Costa

Rica

6 2013a 3.76


Techniques

13 2013a 4.84


ALEC 692: Professional Study 1 2012c — 4.97

ALEC 691: Research 1 2012c —

ALEC 681: Seminar 4 2012c —

ALEC 640: Methods of Technological Change 5 2012c 5.00

ALED 426: Leading and Training Adults 43 2012c 4.96

ALEC 691: Research 13 2012b —

ALEC 695: Frontiers in Research 19 2012a 4.85



Techniques

14 2012a 4.76 4.80 4.71

ALED 485: Directed Studies in Agricultural

Leadership

1 2012a —


ALEC 692: Professional Study 1 2011c — 4.90

ALEC 691: Research 1 2011c —


June 2015

Courses n Sema Mb

Sem.

M Dept.


ALEC 684: Professional Internship 1 2011c —

ALED 426: Methods in Adult Agricultural Education 43 2011c 4.99

ALED 485: Directed Studies in Agricultural

Leadership

1 2011c —

ALEC 685: Directed Studies 1 2011b —

ALEC 695: Frontiers in Research 14 2011a 3.98 4.42 4.60


Techniques

12 2011a 4.86

ALEC 695: Frontiers in Research 2 2010c — 4.66

ALEC 610: Principles of Adult Education 5 2010c 4.77 4.77

Note. aSemesters are represented by a lettering system: a = spring, b = summer, and c = fall. bStudent ratings are based on a 5.00-point scale where 1 = Strongly Disagree and 5 = Strongly

Agree.

Activities Related to the Improvement of Teaching

I should be a self-directed learner in my role as a teacher in order to routinely improve my

capacity as an instructor. I have taught a balance of face-to-face and distance education classes as

a faculty member at Texas A&M. I continually seek examples and opportunities to improve

delivery of face-to-face and distance education courses. I seek out teaching presentations at

research conferences that enhance my understanding and capacity of innovative teaching

strategies in the classroom. . Along with student feedback from course evaluations, I will

continue to seek feedback from my peers of my teaching to employ creative strategies to enhance

my teaching.

Graduate Advising

The graduate program in the Department of Agricultural Leadership, Education, and

Communications is composed of diverse students with extensive interests. I advise students who

have an interest in diffusing technological tools to enhance participant’s learning both in formal

and nonformal educational settings. My graduate advising includes developing degree plans

based on student needs, mentoring and navigating students to complete master’s theses or

doctoral dissertations, and assisting students in acquiring their dream career.

My graduate committee work and mentoring is centered on technology-enhanced instruction,

domestic and international extension systems and programs, and international agricultural

development. In ALEC, it is my responsibility to supply graduate students with knowledge and

experiences that will train them to work in agricultural leadership, education, and

communications including international agricultural development fields. This section provides a

summary of my service on graduate student committees and a listing of the theses and

dissertations I have advised and that are in progress.

Summary of Service on Graduate Student Committees


June 2015

M.S. M.Ed. M.Ag. Ph.D. Ed.D.

Chair Member Chair Member Chair Member Chair Member Chair Member

Current 4 1 2 1 0 4 1 9 2 0

Completed 3 3 3 2 2 6 1 2 0 2

Total 7 4 5 3 2 10 2 12 2 2

Masters Total: 31 Doctoral Total: 18 Grand Total: 49

Record of Graduate Committee Service at Texas A&M University

Student

Major

Field

Degree Sought

Semester Complete

M.S. M.Ed. M.Ag. Ph.D. Ed.D

Chair Serve Chair Serve Chair Serve Chair Serve Chair Serve

DOCTORAL

Anderson, Amber ALEC X In progress

Bertold, Allen ALEC X August 2014

Blunt, Emily ALEC X In progress Coppedge,

Richard

ALEC X In progress

Holub, Meredith ALEC X In progress Huynh, Phuong ALEC X In progress

Irby, Travis ALEC X May 2014

Janczak, Rodney EHRD X In progress Moates, Jason EHRD X December 2013

McCellan, Shane ALEC X December 2014

McGovney-Ingram, Rebecca

ALEC X May 2013

Perott, Jon ALEC X In progress

Sandifeer, Aimee ALEC X December 2014 Shahabuddin,

Shaan

ALEC X In progress

Smith, Kasee ALEC X In progress Walther, David ALEC X In progress

Wilson, Jason ALEC X In progress

Wynn, Thomas ALEC X In progress

MASTERS

(Thesis)

Brainard, Laura ALEC X In progress

*Bumguardner,

Kalee

ALEC X August 2013

Chang, Ruei-Ping ALEC X August 2013

Futrell, Angel ALEC X December 2013

Greenberg, Riley ALEC X In progress *Hunt, Pamela ALEC X August 2013

Kubecka, Jana ALEC X In progress

Lewis, Lacy ALEC X May 2014 Lucas, Jessica ALEC X May 2015

Van Groll, Holly ALEC X In progress

*Williams, Katy ALEC X December 2011

Non-thesis

Auker, Sherrill ALEC X In progress

Blalack III, Victor

ALEC X May 2014

Byrne, Michael ALEC X In progress

Carlson, Patrick ALEC X December 2012 Clay. Tori ALEC X May 2014

Diaz, Eric ALEC X December 2014

Hanson, Megan ALEC X In progress Henderson,

Hayley

ALEC X August 2013

Holman, Joshua ALEC X In progress Jarvis, Calie ALEC X May 2014

Jenkins, Jenny ALEC X December 2013

Marshall, Jeff ALEC X May 2013 Moore, Jenna ALEC X May 2011

Ratliff, Sabrina ALEC X May 2015

Sandlin, Bobby ALEC X August 2013


June 2015

Sutton, Shelly ALEC X December 2014

Tuck, Brandy ALEC X May 2015 Wells, Laura ALEC X In progress

Williams, Austin ALEC X December 2013

Yeaman, Bethanie

ALEC X December 2013

Total 7 4 5 3 2 10 2 12 1 2

*Denotes committees serving as co-chair.

Theses and Dissertations Completed

*Travis L. Irby, Instructional Competencies Needed to Develop Instructional Strategies for

Mobile Learning in Fields of Agricultural Education Dissertation, Texas A&M University, May

2014. This study was accepted for publication in the NACTA Journal.

*Kalee M. Bumguardner, Examining the Blogging Habits of Agricultural Leadership Students at

Texas A&M University: Understanding Motivation, Use, and Self-efficacy, Master’s Thesis,

Texas A&M University, August 2013. This study was accepted for publication in the Journal of

Agricultural Education.

*Pamela S. Hunt, A Uses and Gratifications Case Study of Trinity Waters Facebook Page

Followers, Master’s Thesis, Texas A&M University, August 2013.

*Katy F. Williams, The Land-Grant Mission & The Cowboy Church: Diffusing University-

Community Engagement, Master’s Thesis, Texas A&M University, December 2011.

This study was published in the Journal of Extension.

Thesis and Dissertation Advising in Progress

J. Thomas Wynn, Doctorate of Philosophy, Texas A&M University

Richard Coppedge, Doctorate of Education, Texas A&M University/Texas Tech University

Laura Brainard, Master of Science, Texas A&M University

Jana Kubecka, Master of Science, Texas A&M University

Holly Van Groll, Master of Science, Texas A&M University

Summary of Teaching and Advising Activities

I identify and recruit current undergraduate students to our graduate program. I do this through

the undergraduate course I have taught and by the undergraduates I have interacted with and

taught on study abroad experiences. I am the point person on the TAMU side of our Joint Doc @

a Distance program with Texas Tech University. Additionally, I am actively involved in our on-

campus Doctoral and Master’s programs. As a faculty member at Texas A&M University, I have

served on 26 Master’s committees and eight Ph.D., and three Ed.D. committees. I am currently

serving on nine Master’s committees, three Ph.D. committees, and three Ed.D. committees, of

these I am chairing three Master’s of science students, one Ph.D. student, and one Ed.D. student.

Teaching and advising can require large portions of time. I meet with the graduate students who

are conducting research weekly to monitor progress and mentor them throughout the process. I

am actively recruiting undergraduate and graduate students in order to maintain a high standard

in both academic arenas. I actively promote and encourage students to participate in professional

conferences, studies away and abroad, and to engage in research opportunities in order to learn

more holistically how their degree can impact our global society.


June 2015

RESEARCH AND SCHOLARLY WORK

I am the Managing Editor for the Journal of International Agricultural and Extension Education,

a member of the editorial review board for the Journal of Agricultural Education, and a member

of the review board for the NACTA Journal. My scholarship has been shared in journal articles,

conference papers, conference abstracts and conference and meeting presentations. I have

authored or coauthored 33 scholarly articles in 6 peer-reviewed journals. The Journal of

International Agricultural and Extension Education (acceptance rate = 21%) is an international

publication to enhance the research and knowledge base of agricultural and extension education

from an international perspective and the official publication of the Association of International

Agricultural and Extension Education. The Journal of Agricultural Education and Extension

(acceptance rate = 20%) is an international journal that seeks to inform experts who do or use

research on agricultural education and extension about research conducted in this field

worldwide. The Journal of Agricultural Education (acceptance rate = 36%) is the official

publication journal for the American Association for Agricultural Education and promotes the

profession of agricultural education by facilitating and expediting communication among

members of the profession to the end that results of research, trends, developments, and

innovations in agricultural education are widely shared. The NACTA Journal (acceptance rate =

66%) is a national journal that targets manuscripts based on research in teaching, theoretical

models, and on case studies through a theoretical framework and the implications for application.

The Journal of Extension (acceptance rate = 28%) is a publication that creates opportunities for

professionals to publish intellectual, creative work; nurtures emerging scholars and new authors

for success; encourages professional development; and advances the theory and practice of the

Cooperative Extension System. The Journal of Southern Agricultural Education Research

(acceptance rate = 60%) is a regional journal focusing on agricultural education issues in the

southern region of the American Association for Agricultural Education. The Journal of

Extension is the official refereed journal of the United States Cooperative Extension system. The

Journal of Agricultural Education is considered the premier publication in our domestic

academic field and the Journal of International Agricultural and Extension Education and the

Journal of Agricultural Extension and Education are considered the premier international

publications for our academic discipline.

I have authored or coauthored 34 refereed papers in international, national and regional

research proceedings. Papers in proceedings are typically 12-page (single-spaced) reports of

research. Acceptance rates for the AIAEE international conference ranges from 40% and 50%.

Acceptance rates for the AAAE national and regional conferences vary between 40% and 60%.

Summary of Research and Scholarly Work

Type

Career

Total

Since

Appointment to

Asst. Professor

Prior to Asst.

Professor

Refereed Journal Articles 33 26 7

Publications in Peer-reviewed National Media 0 0 0

Book Chapters 1 1 0

International Refereed Conference

Proceedings/Abstracts/Presentations

13 13 0


June 2015

National Refereed Conference


7 4 3

Regional Refereed Conference


14 8 6

Peer-reviewed Research and Innovative

Posters

21 14 7

Total

89

66 23

Refereed Journal Articles

33 peer-reviewed journal articles in 6 scholarly journals

Note: Underlined names indicate graduate students

33. Strong, R., & Irby, T. L. (2014). An integrative inquiry of mobile learning implications:

Forecasting agricultural faculty and student acceptance of mobile learning in academia.

NACTA Journal, 58(4), 341-348.

32. Strong, R., Ganpat, W., Harder, A., Irby, T. L., & Lindner, J. R. (2014). Exploring the

dissemination of information communication technologies by selected Caribbean

extension officers. Journal of Agricultural Education and Extension, 20(5), 485-495. doi:

10.1080/1389224x.2014.927373

31. Strong, R., Dooley, L. M., Irby, T. L., & Snyder, L. U. (2014). Mexican banks' acceptance

and use of Twitter to assist in evaluating farm loan applications: Exploring the role of

agricultural loans on food security. Journal of International Agricultural and

Extension Education, 21(2), 45-57. doi:10.5191/jiaee.2014.21204

30. Strong, R., & Williams, J. (2014). Understanding students as followers discovering the

influence of followership style on self-directed Learning. Journal of Agricultural

Education, 55(2), 201-213. doi: 10.5032/jae.2014.02201

29. Bumguardner, K. M., Strong, R., Murphrey, T. P., & Dooley, L. M. (2014). Examining

the blogging habits of agricultural leadership students: Understanding motivation, use,

and self-efficacy. Journal of Agricultural Education, 55(3), 32-42. doi:

10.5032/jae.2014.03032

28. Hanagriff, R., & Strong, R. (2013). Using score carding processes to identify barriers for

total performance rating (TPR) values in a commodity association. The Journal of

American Business Review, Cambridge, 2(1), 283-289.

27. Strong, R., Ho, S. P., Odom, S. F., & Irby, T. L. (2013). A course focused on the critical

issues in agriculture: Students' acceptance and use of mobile learning. NACTA Journal,

57(4), 57-64.


June 2015

26. Strong, R., Williams, J., Irby, T. L., & Wynn, J. T. (2013). Country club management

and self-directedness: Implications for academics and practitioners of leadership. NACTA

Journal, 57(4), 38-44.

25. Strong, R., & Irby, T. L., & Dooley, L. M. (2013). Factors influencing students'

behavioral intentions: Examining the potential use of mobile technology in agricultural

education courses. Journal of Agricultural Education, 54(4), 149-161. doi:

10.5032/jae.2013.04149

24. Williams, K., Strong, R., & Lockett, L. (2013). Expanding Cooperative Extension’s

audience: Establishing a relationship with Cowboy Church members. Journal of

Extension, 51(6). Retrieved from http://www.joe.org/joe/2013december/rb7.php

23. Coppedge, R. H., & Strong, R. (2013). Vocational programs in the Federal Bureau of

Prisons: Examining the potential of agricultural education programs for prisoners.

Journal of Agricultural Education, 54(3), 116-125. doi: 10.5032/jae.2013.03116

22. Wynn, J. T., Coppedge, R., Strong, R. (2013). Future IPM trends in Trinidad and Tobago:

A qualitative study of farmers' perspectives. Journal of International Agricultural and

Extension Education, 20(2), 65-76. doi: 10.5191/jiaee.2013.20205

21. Strong, R., Wynn, J. T., Irby, T. L., & Lindner, J. R. (2013). Students’ leadership style

and self-directed learning level: A correlational study. Journal of Agricultural

Education, 54(2), 174-185. doi: 10.5032/jae.2013.02174

20. Harder, A., Ganpat, W., Moore, A., Strong, R., & Lindner, J. R. (2013). An assessment of

extension officers’ self-perceived programming competencies in selected Caribbean

countries. Journal of International Agricultural and Extension Education, 20(1), 33-46.

doi:10.5191/jiaee.2013.20103

19. Irby, T. L., & Strong, R. (2013). Agricultural education students’ acceptance and self-

efficacy of mobile technology in classrooms. NACTA Journal, 57(1), 82-87.

18. Strong, R. (2012). Improving loan distribution to farmers: Informational needs of Mexican

banks. Journal of International Agricultural and Extension Education, 19(3), 1-13.

doi:10.5191/jiaee.2012.19306

17. Irby, T. L., Wynn, J. T., & Strong, R. (2012). A descriptive evaluation of agricultural

education eLearning courses: Students’ perspectives. NACTA Journal, 56(3), 70-76.

16. Strong, R., Irby, T. L., Wynn, J. T., & McClure, M. M. (2012). Investigating students’

satisfaction with eLearning courses: The effect of learning environment and social

presence. Journal of Agricultural Education, 53(3), 98-110. doi: 10.5032/jae.2012.03098

15. Strong, R., & Harder, A. (2012). Developing an instrument to examine Master Gardeners’

participation motives. Journal of Agricultural Education, 53(3), 71-83. doi:

10.5032/jae.2012.03071


June 2015

14. Strong, R. (2012). Reusable learning objects enhanced Master Goat producer’s learning.

Journal of Extension, 50(2). Available at http://www.joe.org/joe/2012april/rb7.php

13. Strong, R., & Harder, A. (2011). Recommended competencies needed for teaching in

international extension settings. Journal of International Agricultural and Extension

Education, 18(3), 71-82. doi: 10.5191/jiaee.2011.18306

12. Strong, R., & Harder, A. (2011). Interactions among instructional efficacy, motivational

orientations, and adult characteristics on Master Gardener tenure. Journal of

Agricultural Education, 52(4), 65-75. doi: 10.5032/jae.2011.04065

11. Strong, R., & Alvis, S. (2011). Utilizing Facebook to disseminate horticultural lessons to

adults. Journal of Southern Agricultural Education Research, 61.Available at

http://jsaer.org/pdf/Vol61/2011-61-001.pdf

10. Strong, R., & Harder, A. (2011). The effects of Florida Master Gardener characteristics and

motivations on program participation. Journal of Extension, 49(5). Available at

http://www.joe.org/joe/2011october/a10.php

9. Strong, R., & Harder, A. (2011). Influence of selected characteristics on Florida Master

Gardener’s instructional efficacy. Journal of Agricultural Education, 52(3), 27-35. doi:

10.5032/jae.2011.03027

8. Strong, R., & Irani, T. (2011). Cognitive style’s influence on future Extension practitioners’

self-efficacy regarding planned change strategies for adult learners. Journal of Extension,

49(2). Available at http://www.joe.org/joe/2011april/rb2.php

7. Harder, A., & Strong, R. (2010). An analysis of outcomes associated with conducting county

program reviews in Cooperative Extension. Journal of Southern Agricultural

Education Research, 60, 79-89.

6. Strong, R., & Harder, A. (2010). Motivational orientations of adults participating in a

Cooperative Extension Master Gardener Program. Journal of Extension, 48(4). Available

at http://www.joe.org/joe/2010august/rb2.php

5. Strong, R., Harder, A., & Carter, H. (2010). Agricultural extension agents’ perceptions of

effective teaching strategies for adult learners in the Master Beef Producer Program.

Journal of Extension, 48(3). Available at http://www.joe.org/joe/2010june/rb2.php

4. Strong, R., & Harder, A. (2010). Master Gardeners’ teaching efficacy and demographics as

volunteer educators for Cooperative Extension. Journal of Southern Agricultural


3. Strong, R., & Israel, G. D. (2009). The influence of agent/client homophily on adult

perceptions about Extension’s quality of service. Journal of Southern Agricultural



June 2015

2. Harder, A., Lamm, A., & Strong, R. (2009). An analysis of the priority needs of Cooperative

Extension at the county level. Journal of Agricultural Education, 50(3), 11-21. doi:

10.5032/jae.2009.03011

1. Strong, R., & Harder, A. (2009). Implications of maintenance and motivation factors on

extension agent turnover. Journal of Extension, 47(1). Available at

http://www.joe.org/joe/2009february/a2.php

Manuscripts in Review

1 manuscript in review


1. Irby, T. L., Strong, R., Murphrey, T. P., Dooley, L. M., Lindner, J. R., & Rutherford, T. R.

Instructional competencies needed to develop instructional strategies for mobile learning in

fields of Agricultural Education. Manuscript submitted for publication.

2. Berthold, T. A., Ripley, J., Strong, R., Briers, G., & Dozier, M. Identifying educational water-

related needs of agricultural producers in the Lower Rio Grande Valley of Texas.

Manuscript submitted for publication.

3. Berthold, T. A., Ripley, J., Briers, G., Strong, R., & Dozier, M. Evaluating agricultural

implementation efforts of a watershed program in the Arroyo Colorado Watershed.


4. Berthold, T. A., Briers, G., Ripley, J., Strong, R., & Dozier, M. Determining barriers to

adopting sustainable agricultural practices by agricultural producers in the lower Rio

Grande Valley of Texas. Manuscript submitted for publication.

5. Sandifeer, A., Dooley, K. E., Meyers, C., Strong, R., & Brashears, T. Describing the use of

Microsoft® Lync™ in the Cooperative Extension Service among county extension agents.


Publications in Peer-reviewed National Media

0 publications


Peer-reviewed Abstracts in Journals

0 publications/presentations (0 – International, 0 – National, 0 - Regional)

Refereed Conference Proceedings and Refereed Presentations at Regional, National, and

International Meetings


Book Chapters


June 2015

Strong, R., Edney, K., & Hanagriff, R. (in-review). A case study of post-conflict South Sudan.

United States Agency for International Development – Modernizing Extension Advisory

Services.

Strong, R. (accepted). Experiential learning. In S. Paravand (Ed.), Encyclopedia of Educational

Technology. Thousand Oaks, CA: Sage

Peer-reviewed Conference Proceedings/Abstracts/Presentations

38 publications/presentations (17 – International, 9 – National, 12 - Regional)

Refereed Conference Proceedings and Refereed Presentations at Regional, National, and

International Meetings


38. Strong, R., Edney, K., & Hanagriff, R. (accepted). Training army officers to be extension

officers: Educational needs of the Sudanese Peoples Liberation Army’s Agricultural

Battalion. Association for International Agricultural and Extension Education.

37. Brainard, L., & Strong, R. (accepted). Barriers to accessibility and the adoption of

innovations to save water in rural South African communities: Opportunities for South

African Extension. Association for International Agricultural and Extension Education.

36. Hanagriff, R., Edney, K., & Strong, R. (accepted). Utilizing PESTEL analysis to identify

external factors that influence a successful education program in conflict regions: A case

study of South Sudan. Association for International Agricultural and Extension

Education.

35. Williams, J., Strong, R., Greenberg, R., & Perdue, E. (accepted). Enhancing competencies in

future extension practitioners: The influence of critical thinking, engagement, and self

directed learning on future change agents. Association for International Agricultural and

Extension Education.

34. Williams, J., & Strong, R. (2014, July). Examining agricultural leadership students’

followership and self-directed learning style. Association of Leadership Educators.

33. Strong, R., Harlin, J., & Hanagriff, R. D. (2014, April). Integrating global agricultural

experiences that enable students’ to examine the elements of culture. Association for

International Agricultural and Extension Education.

32. Strong, R., Williams, J., & Dolly, D. (2014, April). Are students ready for leadership

positions in agriculture? Analyzing followership styles of Caribbean agricultural

undergraduate students. Association for International Agricultural and Extension

Education.

31. Irby, T. L., & Strong, R. (2014, April). What Competencies Are Needed to Develop

Instructional Strategies for Mobile Information Communication Technologies?

Association for International Agricultural and Extension Education.


June 2015

30. Strong, R. & Williams, J. (2014, February). Examining agricultural leadership students’

followership style: The influence of followership on level of self-directed Learning.

Proceedings from the Southern Region of the American Association for Agricultural

Education Conference, 64, 42-54.

29. Strong, R., Williams, J., Irby, T. L., & Wynn, J. T. (2013, July). Country club management and self-directedness: Implications for academics and practitioners of leadership. Proceedings from the Association of Leadership Educators Conference, 24, 102-112.

28. Bumguardner, K. M., Strong, R., Dooley, L. M., & Irby, T. L. (2013, July). Examining the blogging habits of agricultural leadership students: Enhancing student engagement. Proceedings from the Association of Leadership Educators Conference, 24, 113-122.

27. Strong, R., Dooley, L. M., Irby, T. L., & Snyder, L. U. (2013, May). Acceptance and use of

Twitter in disseminating agricultural statistics to Mexican banks. Journal for International

Agricultural and Extension Education, 20(2), 89-91. doi:10.5191/jiaee.2013.20206

26. Linder, B. W., & Strong, R. (2013, May). Extension solutions for global childhood obesity.

Journal for International Agricultural and Extension Education, 20(2), 143-145.

doi:10.5191/jiaee.2013.20206

25. Wynn, J. T., Coppedge, R. H., & Strong, R. (2013, May). Future IPM trends in Trinidad and

Tobago: A qualitative study of farmers’ perspectives. Journal for International

Agricultural and Extension Education, 20(2), 157-159. doi:10.5191/jiaee.2013.20206

24. Strong, R., & Dooley, L. M., & Irby, T. L. (2013, February). Students’ mobile technology

behavioral intentions: The influence of self-efficacy, level of self-directedness, and Grade

Point Average. Proceedings from the Southern Region of the American Association for

Agricultural Education Conference, 63, 214-226.

23. Ho, S. P., Strong, R., & Odom, S. F. (2013, February). The effects of GPA and gender on

students’ acceptance of mobile learning in a critical issues in agricultural leadership

course. Proceedings from the Southern Region of the American Association for


22. Strong, R., Wynn, J. T., Irby, T. L., & Lindner, J. R. (2012, July). The association between

students’ leadership style and level of self-directed learning. Proceedings from the

Association of Leadership Educators Conference, 13, 143-154.

21. Harder, A., Ganpat, W., Strong, R., Lindner, J. R. (2012). Professional development needs

of extension officers in Belize. Journal for International Agricultural and Extension

Education Conference, 19(2), 74-76. doi: 10:5191/jiaee.2012.19206

20. Snyder, L. U., Strong, R., & Patterson, B. Q. (2012). An evaluation of the freshman’s

perspective of the value of transformational learning experiences at three university


June 2015

locations. Journal of International Agricultural and Extension Education, 19(2), 100-102.

doi: 10:5191/jiaee.2012.19206

19. Lehman, K., Ritz, R., Lawver, D., & Strong, R. (2012). Assessing youth leadership lifeskills

development of female youth within the Nampula, Mozambique Farmer Youth Club.

Journal of International Agricultural and Extension Education, 19(2), 198-199. doi:

10:5191/jiaee.2012.19206

18. Strong, R., Ganpat, W., Harder, A., & Lindner, J. R. (2012). Technology preferences of

Belizean extension officers. Journal for International Agricultural and Extension

Education, 19(2), 151-153. doi: 10:5191/jiaee.2012.19206

17. Wynn, J. T., Ponsonby, E., & Strong, R. (2012). Enhancing goat producers’ learning.

Journal for International Agricultural and Extension Education, 19(2), 216-217. doi:

10:5191/jiaee.2012.19206

16. Strong, R., & Dooley, L. M. (2012). Understanding informational needs of Mexican lending

institutions for improving loan distribution to farmers. Journal for International

Agricultural and Extension Education, 19(2), 153-155. doi: 10:5191/jiaee.2012.19206

15. Strong, R., Irby, T. L., Wynn, J. T., & McClure, M. (2012, February). The effect of learning

environment and social presence on students’ satisfaction with eLearning courses.



14. Williams, K., Strong, R., Lockett, L., & Brown, W. (2012, February). The land-grant

mission and the cowboy church: Diffusing university-community engagement.



13. Irby, T. L., Wynn, J. T., & Strong, R. (2012, February). Assessing eLearning courses from a

students’ perspective: A descriptive approach. Proceedings from the Southern Region of

the American Association for Agricultural Education Conference, 62, 503-514.

12. Strong, R., & Harder, A. (2011, July). Perceptions of competencies needed for teaching in

international extension settings. Journal of International Association for International

Agricultural and Extension Education, 18(2), 63-64.doi: 10.5191/jiaee.2011.18204

11. Strong, R., & Harder, A. (2011, February). Examining adult participation in a nonformal

horticultural program. Southern Region of the American Association for Agricultural


10. Strong, R., & Harder, A. (2011, February). The interactions of instructional efficacy,

motivational orientations, and adult characteristics on tenure in the Florida Extension

Master Gardener Program. Southern Region of the American Association for



June 2015

9. Strong, R., & Harder, A. (2010, May). Adults’ level of instructional efficacy and

demographic characteristics as volunteer educators in the UF IFAS/Extension Master

Gardener Program. Proceedings of the American Association for Agricultural Education

Conference, 37, 269-280.

8. Strong, R., & Harder, A. (2010, February). Adults’ level of teaching efficacy and

demographic characteristics as volunteer educators for their local Cooperative Extension

Master Gardener Program. Proceedings of the Southern Region of the American

Association for Agricultural Education Conference, 60, 98-107.

7. Harder, A., & Strong, R. (2010, February). Identifying outcomes from participation in a

Cooperative Extension County Program Review. Proceedings of the Southern Region

of the American Association for Agricultural Education Conference, 60, 71-80.

6. Strong, R. (2010, February). The impact of instructional efficacy and participant

demographics on the UF IFAS/Extension Master Gardener Program. Proceedings of the

University of Florida Graduate Student Council Interdisciplinary Research Conference,

5, 8-9.

5. Strong, R., & Harder, A. (2009, November). The influence of program theory on evaluation

relevance, quality and impact in Extension’s Florida Yards and Neighborhoods program.

Proceedings of the American Evaluation Association Annual Conference, 23, 68-69.

4. Strong, R., & Irani, T. (2009, May). The influence of cognitive style on graduate students’

self-efficacy regarding planned change strategies for adult learners. Proceedings of the

American Association for Agricultural Education Research Conference, 36, 704-717.

3. Strong, R., & Harder, A. (2009, February). Teaching strategies used by extension agents for a

beef producer course. Proceedings of the Southern Region of the American Association

for Agricultural Education Conference, 59, 272-281.

2. Strong, R., & Israel, G. D. (2009, February). The influence of agent/client homophily onclient

perceptions about Florida Extension’s quality of service. Proceedings of the

Southern Rural Sociology Association Research Conference, 24, 23-25.

1. Harder, A., Lamm, A., & Strong, R. (2009, February). Challenges and threats facing county

extension offices. Proceedings of the Southern Region of the American Association for


Peer-reviewed Research and Innovative Posters

21 Peer-reviewed Posters (18 – Research, 3 – Innovative idea)

Refereed Research and Innovative Posters at International, National, and Regional

Conferences



June 2015

21. Strong, R., Williams, J., & Dooley, L. D. (2014, July). Investigating followership styles of

Caribbean students: Are students ready for agricultural leadership roles. Association

of Leadership Educators.

20. Anderson, A., Strong, R., & Dooley, L. D. (2014, July). Understanding opinion leaders of

agricultural cooperatives: Examining the role of leadership in global food security.

Association of Leadership Educators.

19. Cherry, A., & Strong, R. (2014, April). Developing reusable learning objects to disseminate

the Grand Challenges. Poster Proceedings of the Association for International

Agricultural and Extension Education Conference, 30.

18. Hammond, S., Odom, S. P., & Strong, R. (2014, February). Research Poster Proceedings of

the Southern Region of the American Association for Agricultural Education Conference,

64.

17. Sodek, M., Larke, A., Edney, K., Strong, R., & Harlin, J. (2013, December). Assessing the

impacts relative to curriculum delivery through Smart Pad technology. CTE Research

and Professional Development Conference, 5, 3.

16. Irby, T. L., & Strong, R. (2013, July). Enhancing students' cultural awareness: Implementing

global leadership experiences. Association of Leadership Educators, 23, 14.

15. Sandlin, M. R., Walker, T. J., Lindner, J. R., & Strong, R. (2013, May). Faculty abroad

programs: Addressing local problems and curricula development. Journal for

International Agricultural and Extension Education, 20(2), 271-272.

doi:10.5191/jiaee.2013.20207

14. Irby, T. L. & Strong, R. (2013, February). A descriptive inquiry into students’ mobile

learning acceptance. Research Poster Proceedings of the Southern Region of the

American Association for Agricultural Education Conference, 63, 8.

13. Lehman, K., Ritz, R., Lawver, D., & Strong, R. (2012, May). Assessing youth leadership

lifeskills development of female youth within the Nampula, Mozambique Farmer Youth

Club. Poster Proceedings of the Association for International Agricultural and Extension


12. Wynn, J. T., Ponsonby, E., & Strong, R. (2012). Enhancing goat producers’ learning. Poster

Proceedings of the Association for International Agricultural and Extension Education


11. Strong, R., Ripley, J., & Elliot, J. (2012, February). How do agricultural education

departments serve the public interest? Innovative Poster Proceedings of the Southern

Region of the American Association for Agricultural Education Conference, 62, 39-42.


June 2015

10. Williams, K., Strong, R., & Lockett, L. (2012, February). Taking the university to the people

through cowboy churches. Research Poster Proceedings of the Southern Region of

the American Association for Agricultural Education Conference, 62, 144-148.

9. Irby, T., Wynn, T., & Strong, R. (2012, February). A descriptive approach of students’

perspectives toward eLearning courses. Research Poster Proceedings of the Southern

Region of the American Association for Agricultural Education Conference, 62, 8-13.

8. Alvis, S., & Strong, R. (2011, May). Using Web2.0 technologies to market distance education

degree programs need for innovation. Proceedings of the American Association for


7. Strong, R., & Harder, A. (2010, May). The relationships between instructional efficacy and

motivational orientations for Florida Master Gardeners. Proceedings of the American


6. Strong, R., & Harder, A. (2010, February). The relationship of motivational orientation

constructs on adult participation in the Cooperative Extension Master Gardener

Program. Proceedings of the Southern Region of the American Association for


5. Strong, R., Harder, A., Goff, S., & Irani, T. (2009, May). Promoting effective behavior

change with community-based social marketing: The case of IPM Farmer Field Schools.

Proceedings of the Association for International Agricultural and Extension Education,

25, 546-547.

4. Strong, R., Irani, T., Thoron, A., Strickland, R., Mathews, C., & Felter, L. (2009, May).

Ethnography permitted researchers to “have it their way” on a sensitive topic.

Proceedings of the American Association for Agricultural Education Research


3. Strong, R., Baker, L., Irani, T. & Harder, A. (2008, May). Community-based social

marketing may assist in raising the awareness of Extension. Proceedings of the American

Association for Agricultural Education Research Conference, 35, 1136-1139.

2. Strong, R. & Israel, G. D. (2008, May). Does agent experience and level of education

contribute to customer satisfaction? Proceedings of the American Association for

Agricultural Education Research Conference, 35, 1038-1041.

1. Strong, R. & Harder, A. (2008, February). Implications of maintenance and motivation

factors on extension agent turnover. Proceedings of the Southern Region of the American


GRANTS AND CONTRACTS

Summary of Grants


June 2015

Obtaining grant funds is a rising necessity in today’s academic world. As a social science

researcher, I think innovatively and purposefully to leverage funds to support my research

framework. The grants I have secured support my research inquiry of adult learning with a

specialty in training, evaluation, and technology adoption. I have been a member of proposal

teams that have earned approximately $1,063,327 since I have been at Texas A&M University.

Funding graduate students is a top priority when submitting proposals to diverse federal funding

agencies. As a faculty member at Texas A&M University, I have $134,447 dollars attributable to

my program. These funds have been necessary to conduct research and provide a funding stream

for graduate student support.

Summary of Grant Activity

Type Total Asst. Professor TAMU

External

Competitive

Total

Dollars

Dollars

Allocated to

Program

Total

Dollars

Dollars Allocated to Program

Co-PI 967,827 95,614 967,827 95,114

PI

Collaborator

Total

External 967,827 95,614 967,827 95,614

Internal

Competitive

PI

Co-PI 97,500 39,333 97,500 39,333

Total Internal

Total 1,063,327 134,447 1,063,327 134,947

Summary of Grant Names and Amounts

Name of Grant (date) [Type-Role]

Total

Dollars

Dollars

Allocated

to Program

10. Logistics, Meeting Coordination and Web-Based

Communications, Digital Media Support for Environmental

Cooperation (2014-2016) [External-Co-I]

$260,000 $39,000

9. A Laboratory Capacity GAP’S Assessment for West Africa (2014-

2015) [External-Co-I] $54,514 $5,451

8. Using Case Study Reusable Learning Objects (RLOs) to Facilitate

Critical Thinking in Food, Agriculture, and Natural Resources (2014-

2015) [External-Co-PI]

$2,000 $500

7. Teaching Locally, Engaging Globally: Increasing Undergraduates'

Knowledge of the International Dimensions of Climate Change, Food

Security, and Childhood Obesity (2011-2014) [External-Co-PI]

$770,855 $56,314

6. Tunisian Agriculture Cooperatives Project [External-Co-PI] $194,972 $38,800


June 2015

5. Distance Education and the COALS Leadership Minor: Providing

Opportunities for Students to Increase their Leadership Capacity

Today, Tomorrow, and for our Future [Internal-Co-PI]

$40,000 $13,333

4. High-Impact Area: ALEC Fellowship Program (Focusing on

Undergraduate Research) (2012-2013) [Internal-Co-PI] $14,000 $3,500

3. AgCert@TAMU Program Plan (2012-2013)

[Internal-Co-PI] $40,000 $20,000

2. International Faculty Development Grant - Social Media and

eXtension to enhance Texas A&M University student's learning in

international settings (2011-2012) [Internal – PI]

$1,500 $1,500

1. Water Awareness with Technology in a Global World (2011-2012)

[Internal – Co-PI] $2,000 $1,000

Description of Funded Grants

10. Logistics, Meeting Coordination and Web-Based Communications, Digital

Media Support for Environmental Cooperation (September. 2014-(September. 2016).

($260,000). Co-PI’s Thomas Hall, George McWhorter, & Elsa Murano. Co-I Robert

Strong. This proposal was funded by the United States Department of State to develop

curricula and trainings for adults in Latin America to implement youth entrepreneurial

programs to better equip communities in addressing lack of job opportunities. ($39,000)

9. A Laboratory Capacity GAP’S Assessment for West Africa

(August. 2014-May. 2015). ($54,514). Co-PI’s Thomas Hall, George McWhorter, Elsa

Murano, Gary Acuff, Alejandro Castillo, & Robert Strong. This proposal was funded by

the United States Department of Agriculture – Foreign Agricultural Service to review and

evaluate the existence and effectiveness of official laboratories in selected countries of

West Africa by conducting audits to determine needs and provide recommendations for

improvement of diagnostic methodologies currently in use and make recommendations

regarding standard tests that will help countries move toward recognition of test results

across regions. ($5,451)

8. Using Case Study Reusable Learning Objects (RLOs) to Facilitate Critical

Thinking in Food, Agriculture, and Natural Resources. (September 2014-August

2015). ($2,000). PI: Grady Roberts. Co-PI: Robert Strong, Amy Harder, Nicole

Stedman, and James Lindner. This project was funded by the Association of Public and

Land-Grant Universities to help create and disseminate RLO’s into undergraduate

classrooms to cultivate critical thinking related to food, agriculture, and natural resources.

($500)

7. Teaching Locally, Engaging Globally: Increasing Undergraduates' Knowledge of

the International Dimensions of Climate Change, Food Security, and Childhood

Obesity. (June 2011-August 2014). ($700,855). PI: Amy Harder. Co-PI: Jackie Bruce,

Kim Dooley, James Lindner, Grady Roberts, Nicole Stedman, Robert Strong, Wendy

Warner, and Beth Wilson. This project funded by the National Institute of Food and


June 2015

Agriculture to developed reusable learning objects that focus on global climate change,

food security, and childhood obesity. ($56,314)

6. Tunisian Agriculture Cooperatives Project

(Nov. 2013-Nov. 2014). ($194,972). Co-PI’s Thomas Hall, George McWhorter, &

Robert Strong. This grant was an award from the United States Department of

Agriculture – Foreign Agricultural Service to conduct needs assessment training and

evaluation for agricultural cooperatives in Tunisia. ($38,800)

5. Distance Education and the COALS Leadership Minor: Providing Opportunities

for Students to Increase their Leadership Capacity Today, Tomorrow, and for our

Future

(Oct. 2013-Aug. 2014). ($40,000). Co-PI’s Jen Williams, Summer Odom, & Robert

Strong. This grant was a distance education award from the TAMU College of

Agriculture and Life Sciences to develop an on-line program for students seeking to

minor in leadership development. ($13,333)

4. High-Impact Area: ALEC Fellowship Program (Focusing on Undergraduate

Research) (2012-2013). ($14,000). Co-PI’s Lori Moore, Theresa Murphrey, Robert

Strong, & James Lindner. This proposal was funded by Texas A&M University

Reallocation Funds to promote research opportunities and venues to undergraduates.

($3,500)

3. AgCert@TAMU Program Plan

(Sept. 2012-Aug. 2013). ($40,000). Co-PI’s John Rayfield & Robert Strong. This grant

was a distance education award from the TAMU College of Agriculture and Life

Sciences to develop an on-line certification program for agricultural science teachers.

($20,000)

2. International Faculty Development Grant - Social Media and eXtension to

Enhance Texas A&M University Student's Learning in International Settings. (April

2011-March 2012). ($1,500). PI: Robert Strong. This proposal was a Neuhaus-

Shepardson Faculty Development Grant to collaborate with Caribbean institutions to

develop social media and eXtension modules for TAMU students. ($1,500)

1. Water Awareness with Technology in a Global World. (April 2011-March 2012).

($2,000). PI: Robert Strong. This proposal was an International Research Travel

Assistance Grant to assist in developing eLearning modules for students and extension

officers. ($1,000)

Description of Non-Funded Grants

Teaching Locally, Engaging Globally: Teaching Faculty to Challenge Students with

Complex Global Problems

(September. 2014-August. 2017). ($700,500). Co-PI’s Nicole Stedman, Robert Strong,

Travis Park, Grady Roberts, Amy Harder, James Lindner, Kim Dooley, & Wendy

Warner. This proposal was submitted to the United States Department of Agriculture –


June 2015

National Institute of Food and Agriculture to (a) improving the quality of undergraduate

instruction, (b) encouraging undergraduates to pursue advanced postsecondary degrees in

the food and agricultural sciences, and (c) prepares undergraduates for the food and

agricultural sciences workforce. ($55,000)

Using Global Food Security and Hunger as a Context for Developing the Next

Generation of Qualified and Diverse Agricultural Scientists: (October, 2013).

($99,952). PI: James Lindner. Co-PI: Robert Strong, Kim Dooley, James Mjelde, and

Leo Lombardini. Proposal developed for National Institute of Food and Agriculture to

develop food security curricula to enhance the next generation of agricultural scientists.

Effects of Climate Variability and Change on the Emergence and Re-emergence of

High-Threat Diseases of Livestock in the United States: (July, 2013). ($434,000). PI:

Pete Teel. Co-PI: David Anderson, Maria Esteve-Gasent, Raul Medina, & Robert

Strong. Proposal developed for AFRI of the National Institute of Food and Agriculture to

research Texas stakeholder’s adoption of climate change curricula.

Modernizing Agricultural Education and Training Systems (MAETS): (July 2012).

($574,637). PI: Nancy Ganovsky. Co-PI: Chanda Elbert, James Lindner, Jack Elliot,

Robert Strong, & Summer Odom. Proposal developed for the United States Agency for

International Development to develop curricula that addressed gender issues in Feed the

Future Countries.

Development of African Youth Entrepreneurs Using Agri-Village Communities:

(June 2012). ($4,169,478). PI: Clyde Munster. Co-PI: Robert Strong, & James Lindner.

Proposal developed for the United States Agency for International Development to

develop curricula to enhance entrenership opportunities for youth.

EXP: Teacher Requested APPs (TRAPP): Enhancing Student Science, Math, and

Technology Competencies. (December 2011). ($549,647). PI: Robert Strong. Co-PI:

James Lindner. Proposal developed for the National Science Foundation to developed

science and math APPs for primary school students.

Water Awareness with Technology to Education UnderGraduates (WATER): We

Have and APP for That! (March 2011). ($749,571). PI: Robert Strong. Co-PI: James

Lindner, Gary Briers, & Kim Dooley. Proposal developed for NIFA Higher Education

Challenge Grant to develop water awareness curricula on APPs for faculty to use in

COALS courses that intersected water content.

Cyber-enabled Science, Mathematics, and Technology Competencies: Water Apps

for Teachers as Electronic Resources (January 2011). ($3,314,892). PI: Bill Harris. Co-

PI: Kim Dooley, James Lindner, Clyde Munster, Robert Strong & Kirk Winemiller.

Proposal developed for the National Science Foundation to develop water curricula on

APPs for undergraduate students.

Description of Proposals Submitted


June 2015

LEADERSHIP, SERVICE, AND OUTREACH

Faculty members at land-grant institutions are expected to participate in leadership, service,

and outreach responsibilities. Technology enhanced instruction forms the basis of my

leadership, service, and outreach in both international and domestic contexts. This section

provides a summary of innovative projects I have been involved with, professional

association memberships, my leadership, service and outreach at Texas A&M University,

federal and state agencies and organizations and national organizations and associations. This

section concludes with invited presentations that document my service and outreach efforts.

Professional Memberships

Association for International Agricultural and Extension Education (AIAEE)

The AIAEE seeks to serve as a worldwide catalyst in bringing the collective expertise of

agricultural and Extension educators to bear on the problems of human resource and agricultural

development. The specific objectives of AIAEE are to: articulate the role of agricultural and

Extension education in international agricultural development; develop state-of-the-art papers on

agricultural and Extension education worldwide; establish a continuing dialogue within the

profession in international agricultural and Extension education on a global scale; establish and

maintain a continuing dialogue between AIAEE and donor agencies for international agricultural

development; establish a roster of professionals in agricultural and Extension education who can

provide the expertise needed to assist funding agencies in planning and implementing

agricultural and Extension education programs and institutions in other nations; encourage

research within the profession that will favorably impact on agricultural and Extension programs

in countries around the world; and improve the skills and knowledge of professionals who want

to work in international agricultural and Extension education.

American Association for Agricultural Education (AAAE)

Organization dedicated to studying, applying, and promoting the teaching and learning processes

in agriculture. Serves as an advocate for improvement of teaching and learning in agriculture.

Provides a forum to address issues in agricultural education. Provides a means of sharing

information between and among members through the publishing of the Journal of Agricultural

Education, annual conferences, and additional activities.

North American Colleges & Teachers of Agriculture (NACTA)

The purposes of the organization is to: (1) Provide for all post-secondary teachers of agricultural,

environmental, natural, and life sciences a forum for discussion of questions and issues relating

to the professional advancement of agricultural instruction; (2) Seek improvement in the post-

secondary teaching of agricultural, environmental, natural, and life sciences through examination

and discussion of courses and curricula, teaching and testing techniques, facilities, and materials;

and (3) Encourage, promote, and reward instructional excellence in agricultural, environmental,

natural, and life sciences and the research supporting this instruction.

Association of Leadership Educators (ALE)


June 2015

The mission of the Association of Leadership Educators, Inc., is to strengthen and sustain the

expertise of professional leadership educators. The Association of Leadership Educators' vision

is to set the standard for Leadership Education. ALE will be the leading resource for the

exchange and development of quality ideas, scholarship, and practice that impacts the field of

Leadership Education. ALE establishes the bridge between research and practice in Leadership

Education through an inclusive and engaging community of dynamic leadership educators,

committed to consistently growing, thriving, and advancing the field of Leadership Education.

Service to Regional, National and International Professional Organizations

Journal of International Agricultural and Extension Education: Managing Editor (2014-

present), and served as a reviewer for journal (2010-2013).

Association for International Agricultural and Extension Education: Served as a member of

the scholarly activities committee (2011-2014), served as poster co-chair (2012), served as

abstract co-chair (2013), and serve as scholarly activities chair in 2013-2014.

Journal of Agricultural Education: Serve as a guest editor (2014), serve as a member of the

editorial review board (2013-2015), and serve as a reviewer for journal (2010-present).

American Association for Agricultural Education: Serve as the chair of the research

committee (2014-present), serve as reviewer for regional and national conference paper and

poster submissions (2007-present), served as vice-chair of the research committee (2014), served

on the professional development committee (2011-2013), and

served as a reviewer for the Kahler Dissertation Award (2013).

Journal of Southern Agricultural Education Research: Serve as a member of the editorial

review board (2012-2014), and serve as a reviewer for journal (2012-present).

Southern Region American Association for Agricultural Education: Chair of the research

committee chair (2014-2015), chair of the professional development committee (2012-2013),

secretary of the professional development committee (2011-2012), member of the research

committee (2013-present), member of the professional development committee (2011- 2013),

and served as conference co-chair (2014).

NACTA Journal: Serve as a member of the editorial review board (2013-present), and serve as

reviewer for conference abstract, poster, and oral presentation submissions (2013-present).

University Service Assignments

TAMU Doc@Distance’s Lead: I have provided leadership in our university’s role in the joint

doctoral of education (D@D) program with Texas Tech University (2010-present).

College of Agriculture Service Assignments

International Programs Advisory Committee: I serve on the committee in an advisory

capacity to the Associate Dean (2013-present).


June 2015

Distance Education Advisory Group: I serve on the committee in an advisory capacity to the

Associate Dean (2012-present).

ANRP Internship Committee: I reviewed application packets, interviewed student applicants,

and assisted in selecting the group that represented our College in Washington D.C. (Spring

2011).

Departmental Service Assignments

Technology-Enhanced Instruction Committee Chair: I chaired the technology-enhanced

instruction committee in ALEC (2012-2014).

eLearning certificate: I lead our department’s efforts in student recruitment and development in

attaining our eLearning certificate (2011-present).

Public Value Development: I co-led discussions and meetings geared toward developing public

value statements for ALEC (2011-2014).

Seminars and Workshops Facilitated

Strong, R. (2014, May). Program evaluation. Presentation to three faculty from India in the

National Academy of Agricultural Research Management Training Program. Texas

A&M University, College Station, TX.

Strong, R. (2014, April). Conducting needs assessments with adult audiences. Presentation to

17 students in the Training and Development Professional Certification program.

Residence Inn, College Station, TX.

Strong, R. (2014, February). Leading change. Presentation to 20 freshmen in the Greater Texas

Foundation Scholars. Greater Texas Foundation, Bryan, TX.

Strong, R. (2013, December). Audience analysis benefits when teaching adults. Presentation

to 14 trainers of the Texas A&M Engineering Extension Service. TEEX Headquarters,

College Station, TX.

Strong, R. (2013, November). Analyzing adult needs. Presentations to 65 trainees participating

in the Borlaug Institute’s Training Program. Juba, South Sudan.

Strong, R. (2013, April). Needs assessments. Presentation to 15 trainees participating in

TAMU’s College of Education’s Certified Training Program. Texas A&M University,

College Station, TX.

Strong, R. (2013, February). The next 150 years: Enhancing collaborations internally and

externally. Presentation to 11 faculty, staff, and students at Tennessee State University,

Nashville, TN.


June 2015

Strong, R. & Ripley, J. (2012, January). ALEC’s public value statements. Presentation to 20

department heads participating in the NCAC-24 annual meeting. Texas A&M

University, College Station, TX.

Strong, R. (2011, May). Formative and summative evaluations. Presentation to 15 trainees

participating in TAMU’s College of Education’s Certified Training Program. Texas

A&M University, College Station, TX.

Ripley, J., & Strong, R. (2011, April). Developing public value statements. Presentation to six

ALEC faculty and staff on developing academic public value statements at Texas A&M

University, College Station, TX.

Strong, R. (2010, October). Improving adult farmers’ learning in developing countries.

Presentation to six visiting scholars in the Borlaug Institute’s International Training

Program at Texas A&M University, College Station, TX.

Strong, R. (2010, September). Be prepared, be confident, and be an evaluator. Presentation to

10 graduate students in AEE 6300 at the University of Florida, Gainesville, FL.

Strong, R. (2010, July). Fundamentals of designing a high quality thesis/dissertation research

proposal. Presentation to 12 graduate students in AEE 6905 at the University of

Florida. Gainesville, FL.

Strong, R. (2010, March). Best practices for preparing volunteer educators. Presentation to 27

members of the Florida Agricultural Institute at the State Farm Bureau office.

Gainesville, FL.

Strong, R. (2010, January). Adults’ teaching efficacy as a Tennessee Master Gardener.

Presentation to 18 graduate students in AEE 6767 at the University of Florida.

Gainesville, FL.


June 2015

Personal Vision

The ability to be a part of a profession that is centered on superior scholarship in the form of

combined teaching, research, and service is humbling. I am the sole member of my entire family

who ever went to college. I understand how education and training can provide opportunities for

personal and professional advancement and how powerful just owning a passport is. I take my

professional responsibilities seriously and strive to offer current and potential students

experiences I have had in order to develop them, not just as a student, but as the best informed

global citizen they can be. I have been blessed with the capacity to work in an atmosphere that

fosters synergy, innovation, creativity, and exploration.

As a doctoral student and as an assistant professor at two tier-one research and land-grant

institutions, I have been counseled by premier faculty in agricultural education. Being the only

member of my family to attend college has given me different insight into things compared to

my relatives. I strive to push, motivate, and encourage my current students to think more

holistically and less myopically in order to disseminate the best teaching, research, and service

experiences to the greater populous; not only in Texas but around the globe.


June 2015

SIGNED STATEMENT

I acknowledge that the CV being submitted is the most current version and is correct as of the

date of this signature.

________________________________ __________________

Signature Date

Documents

Contents of Dossier - alec.tamu.edu · TAMU Grants Summary Chart, 4.) Faculty Biography Table, and 5.) Faculty Summary Data Table _____ ___ _____ Signature Date . Strong Jr – Page

Contents of Dossier - alec.tamu.edu · TAMU Grants Summary Chart, 4.) Faculty Biography Table, and 5.) Faculty Summary Data Table ___ _ _____ Signature Date . Strong Jr – Page