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Academic Articles20
- Dooley, K., Edgar, L. D., Dobbins, C. E., Mackay, W. A., & Davis, T. D. (2019). Faculty professional development and instructional design for an interdisciplinary online course. Nacta Journal. 63(Special Issue), 27-35.
- Dobbins, C. E., Dooley, K., & Edgar, L. D. (2019). If Pictures Could Talk: Using Photo Novella in International Service Learning to Capture Visual Meaning and Interpretive Engagement. Nacta Journal. 63(Special Issue), 72-80.
- Vetter, A., & Wingenbach, G. (2019). Self-perceived employability skills from agricultural study abroad experiences. Nacta Journal. 63(1a), 164-172.
- Prather, B., Leggette, H. R., & Rutherford, T. (2018). Investigating Agricultural Communications Students Educational Experiences and Identity Development at a Co-Curricular Activity. Nacta Journal. 62(2), 151-160.
- Boyd, B. L., Dooley, K. E., & Kurten, J. S. (2017). Creating a faculty cadre of critical thinking fellows. Nacta Journal. 61(3), 202-207.
- Homeyer, M., Leggette, H. R., Mckim, B., & Walker, J. (2017). Visualizing connection: Using photovoice to understand a system of students' study away experience. Nacta Journal. 61(2), 113-120.
- McKim, A. J., Greenhaw, L., Redwine, T., Mccubbins, O., & Jagger, C (2017). Emerging Opportunities for Interdisciplinary Application of Experiential Learning among Colleges and Teachers of Agriculture. Nacta Journal. 61(4), 310-316.
- Irby, T. L., & Strong Jr, R. (2015). A Synthesis of Mobile Learning Research Implications: Agricultural Faculty and Student Acceptance of Mobile Learning in Academia. Nacta Journal. 59(1), 10-17.
- Leggette, H. R., Rutherford, T. A., & Dunsford, D. W. (2015). A Model to Augment Critical Thinking and Create Knowledge through Writing in the Agricultural Social Sciences. Nacta Journal. 59(3), 245-252.
- Leggette, H. R. (2015). Faculty Define the Role of Writing in the Social Sciences of Agriculture. Nacta Journal. 59(2), 104-110.
- Leggette, H. R., McKim, B., Homeyer, M., & Rutherford, T. (2015). Perspectives of writing related to critical thinking and knowledge creation. Nacta Journal. 59(3), 275-284.
- Barbeau, S., Leggette, H., Murphrey, T. P., & Lane, K. (2015). Understanding Students Perceptions of Writing and Reflection: Impact of International Experiences. Nacta Journal. 59(2), 116-116.
- Leggette, H. R., & Homeyer, M. (2015). Understanding Students' Experiences in Writing-Intensive Courses. Nacta Journal. 59(1), 116-121.
- Sandlin, M. R., Murphrey, T. P., Lindner, J. R., & Dooley, K. (2014). An Examination of the Use of Reusable Learning Objects to Alter Agricultural Students Attitudes and Opinions Regarding International Settings. Nacta Journal. 58(1-4), 62-68.
- Leggette, H. R., McKim, B. R., & Dunsford, D. (2013). A Case Study of Using Electronic Self-Assessment Rubrics in a Core Curriculum Writing Course. Nacta Journal. 57(2), 2-10.
- Leggette, H. R., Black, C., McKim, B. R., Prince, D., & Lawrence, S. (2013). An Intrinsic Case Study of a Post-Secondary High-Impact Field Experience. Nacta Journal. 57(3a), 129-138.
- Muenich, J., & Williams, J. (2013). Correlating universally enforced attributes of leadership with current prevalent leadership theories taught at Texas A&M University. Nacta Journal. 57(3a), 45-50.
- Strong, R. L., Williams, J., Irby, T. L., & Wynn, J. T. (2013). Country club management and selfdirectedness: implications for academics and practitioners of leadership. Nacta Journal. 57(4), 38-44.
- Degenhart, S. H., Wingenbach, G. J., Dooley, K. E., Lindner, J. R., Mowen, D. L., & Johnson, L. (2007). Middle school students attitudes toward pursuing careers in science, technology, engineering, and math.. Nacta Journal. 52-59.
- Redwine, T. D., Rutherford, T. A., Salazar, V. K., & Wingenbach, G. J. (1984). Describing social media footprints of high-impact experiences using Instagram. Nacta Journal. 58(1-Supplement), 13-13.
