Date of Graduation

5-2026

Document Type

Thesis

Degree Name

Master of Science in Agricultural & Extension Education (MS)

Degree Level

Graduate

Department

Agricultural Education, Communications and Technology

Advisor/Mentor

Cox, Casandra

Committee Member

Goodman, Hunter

Second Committee Member

Rucker, Jill

Keywords

Agricultural education programs; Agricultural workforce pipeline; Arkansas higher education; Articulation agreements; Community college transfer pathways; Path-goal theory

Abstract

As demand for a highly skilled agricultural workforce continues to grow, Arkansas must strengthen accessible and clearly defined academic and career pathways to prepare future agricultural professionals. Community colleges serve as a critical entry point into higher education, particularly for rural and first-generation students, and play a vital role in both workforce development and transfer preparation. However, information related to agricultural education offerings, transfer pathways, and faculty at Arkansas community colleges is often decentralized and difficult for students and stakeholders to locate. The purpose of this study was to examine agricultural education offerings at community colleges in Arkansas, specifically agricultural courses, transfer pathways, and agricultural faculty. This study employed a conceptual content analysis research design using publicly available data from institutional websites and national postsecondary education databases. Data were analyzed to identify the presence and scope of agricultural programs, the types and number of agricultural courses offered for agricultural associates degrees, available transfer pathways to four-year institutions, and the representation of agricultural faculty within community colleges. Guided by the Path-Goal Theory, this study considered how the clarity and accessibility of institutional information may influence student motivation, persistence, and progression through agricultural education pathways. Findings provided a descriptive overview of how agricultural education is structured and communicated at the community college level in Arkansas, showing variability in program offerings, course availability, and faculty capacity. General agriculture associate degrees were most common among degree types, with coursework primarily focused on traditional production areas such as animal and plant science, and most institutions offer specific 2 + 2 transfer pathways. However, inconsistencies in program structure, limited faculty representation, and misalignment between degree titles and coursework suggest opportunities to strengthen alignment, expand faculty support, and improve transfer pathways to better support student success.

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