Students will develop knowledge and skills relevant to advanced agricultural science.

Students, through the Master of Science Curriculum, will demonstrate a global perspective of agriculture while also gaining scientific and technical knowledge with research and analytical skills in agriculture and related sciences.

All MS students pursuing the thesis route are required to successfully complete an oral examination, and all MS students pursuing the non-thesis route are required to successfully complete a written comprehensive exam.  A committee of faculty members with expertise in the subject area will evaluate students’ oral and written performances  using a faculty-developed scoring mechanism rating depth of knowledge base, theoretical concepts, soundness of argument, critical thinking, and originality/insight.  Scoring results in Fail, Low Pass, Pass, and High Pass.

Faculty expect that at least 80% of graduate students will pass their exam on their first attempt of their oral or written comprehensive examinations.  100% will pass on their second attempt.  Scientific depth of answers will be assessed with appropriate documentation.

Fall Examinations: Seven Graduate Students were scheduled for examination (2 thesis, 5 non-thesis).  Two students (non-thesis) did not pass their examinations on the first attempt due to lack of scientific depth, knowledge, and grammatical errors: One successfully passed after the second attempt after more depth was added and grammatical errors were corrected, while the other failed after the 3rd attempt and was denied completion of MS degree - lack of scientific depth and proper grammar.  The remaining 5 students successfully completed their exams on the first attempt with either pass or high pass remarks.

Spring Examinations: 6 students were assessed by either oral or written examinations.  2 thesis students accomplished their examination with the first attempt and received either pass or high pass marks.  All 2 of the 3 non-thesis students passed their written examinations on the first attempt and received either high or pass (only 1 student received a low pass on a portion of their examination and it lacked scientific depth).  One non-thesis student had to retake 2 questions on the written examination due to lack of scientific support and depth.  Completion of the retake was successful with a pass.

Faculty will have high expectations on oral and written examinations. Weakness and failures exhibited this year are isolated situations the faculty do not believe it is an accurate reflection of deficiencies in the program.

Students will learn the skills necessary to compete in the professional marketplace

Students pursuing a Master of Science in Agriculture will demonstrate competency in skills required for the professional in the marketplace.

All students seeking a MS Degree will be required to complete AGRI 6350, which addresses essential and advanced skills necessary to compete in the professional market place and scientific research.  Faculty will review student assignments and access student performance on selected assignments using a faculty-developed scoring system.

Students will be expected to review scientific documents and perform written and oral reviews of literature.  Professional posters will be developed and presented to faculty.

Faculty evaluations will indicate that at least 80% of the students enrolled in AGRI 6350 will perform at an acceptable level and score a 3 (meets expectations) or higher on a scale of 1-5.  Clarity and scientific information will be reviewed closely - weakness last year.

Professional presentations were assessed: all students averaged 3.0.  The low score was due to 2 students of the 6 rated not acceptable due to lack of independent thought and creativity.  These two scores lowered the group.   Of the remaining, the average score was 4.2.  A few grammatical errors were evident; however, most critical assessment was that clarity and scientific information still needed improvement of most students.

The two lacking students were allowed to provide another presentation for improvement.

Students met the expectations of the faculty for professional development and presentation.  Two students' initial failures are not a reflection of the program but of individual character.  All projects could be improved by enhancing their scientific information and clarity.  Though grammatical errors were evident, they were very few.