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
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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
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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
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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!
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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
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,
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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.
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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
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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:
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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.
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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.
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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.
Selected Student Comments:
Thank you Dr. Strong! You offered me lots of suggestions and showed me what I could
be capable of.
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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.
Selected Student Comments:
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
Strong Jr – Page 14
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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.
Selected Student Comments:
• 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;
Strong Jr – Page 15
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
ALEC 613: eLearning Development and Delivery
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
Strong Jr – Page 16
June 2015
Courses n Sema Mb
Sem.
M Dept.
ALED 426: Leading and Training Adults 36 2014c n/a
ALEC 691: Research 1 2014b —
ALEC 685: Directed Studies 1 2014c —
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 —
ALEC 613: eLearning Development and Delivery
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 685: Directed Studies 1 2013c —
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 685: Directed Studies 6 2013a —
ALEC 640: Methods of Technological Change – Costa
Rica
6 2013a 3.76
ALEC 613: eLearning Development and Delivery
Techniques
13 2013a 4.84
ALEC 695: Frontiers in Research 16 2012c 4.95 4.67
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
ALEC 685: Directed Studies 3 2012a —
ALEC 613: eLearning Development and Delivery
Techniques
14 2012a 4.76 4.80 4.71
ALED 485: Directed Studies in Agricultural
Leadership
1 2012a —
ALEC 695: Frontiers in Research 18 2011c 4.81 4.67
ALEC 692: Professional Study 1 2011c — 4.90
ALEC 691: Research 1 2011c —
Strong Jr – Page 17
June 2015
Courses n Sema Mb
Sem.
M Dept.
ALEC 685: Directed Studies 1 2011c —
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
ALEC 613: eLearning Development and Delivery
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
Strong Jr – Page 18
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
Strong Jr – Page 19
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.
Strong Jr – Page 20
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
Strong Jr – Page 21
June 2015
National Refereed Conference
Proceedings/Abstracts/Presentations
7 4 3
Regional Refereed Conference
Proceedings/Abstracts/Presentations
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.
Strong Jr – Page 22
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
Strong Jr – Page 23
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
Education Research, 60, 14-24.
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
Education Research, 59, 70-80.
Strong Jr – Page 24
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
Note: Underlined names indicate graduate students
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.
Manuscript submitted for publication.
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.
Manuscript submitted for publication.
Publications in Peer-reviewed National Media
0 publications
Note: Underlined names indicate graduate students
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
Note: Underlined names indicate graduate students
Book Chapters
Strong Jr – Page 25
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
Note: Underlined names indicate graduate students
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.
Strong Jr – Page 26
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
Agricultural Education Conference, 63, 228-241.
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
Strong Jr – Page 27
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.
Proceedings from the Southern Region of the American Association for Agricultural
Education Conference, 62, 550-564.
14. Williams, K., Strong, R., Lockett, L., & Brown, W. (2012, February). The land-grant
mission and the cowboy church: Diffusing university-community engagement.
Proceedings from the Southern Region of the American Association for Agricultural
Education Conference, 62, 279-293.
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
Education Conference, 61, 429-440.
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
Agricultural Education Conference, 61, 68-79.
Strong Jr – Page 28
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
Agricultural Education Conference, 59, 11-21.
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
Note: Underlined names indicate graduate students
Strong Jr – Page 29
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
Education Conference, 28, 198-199.
12. Wynn, J. T., Ponsonby, E., & Strong, R. (2012). Enhancing goat producers’ learning. Poster
Proceedings of the Association for International Agricultural and Extension Education
Conference, 28, 216-217.
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.
Strong Jr – Page 30
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
Agricultural Education Conference, 38, 197-200.
7. Strong, R., & Harder, A. (2010, May). The relationships between instructional efficacy and
motivational orientations for Florida Master Gardeners. Proceedings of the American
Association for Agricultural Education Conference, 37, 248-251.
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
Agricultural Education Conference, 60, 116-119.
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
Conference, 36, 1-4.
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
Association for Agricultural Education Conference, 58, 493-495.
GRANTS AND CONTRACTS
Summary of Grants
Strong Jr – Page 31
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
Strong Jr – Page 32
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
Strong Jr – Page 33
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 –
Strong Jr – Page 34
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
Strong Jr – Page 35
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)
Strong Jr – Page 36
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).
Strong Jr – Page 37
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.
Strong Jr – Page 38
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.
Strong Jr – Page 39
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.
Strong Jr – Page 40
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