Grady Roberts leads an applied research program focused on improving the efficacy of educators, educational programs, and educational institutions. His research focuses primarily on the tertiary level of higher education, domestically and abroad. Grady's research also includes the secondary level and nonformal education institutions (extension) as it relates to informing practices at tertiary level institutions. His specific research questions are informed by stakeholder input and have included: identifying effective teaching practices, identifying methods for globalizing educational programs, assessing programmatic outcomes, and documenting outcomes of faculty development programs.
Areas of Expertise (4)
Expanding Land-grant Universities’ Community Engagement: An Exploration of the Transformational Factors Affecting the Performance of Intercollegiate Extension ProgramsNACTA Journal,
Olivia Caillouet, et. al
University engagement in community settings is increasingly valued and expected. Extension efforts vary slightly from community engagement conducted at private institutions but the ultimate goal has been focused on a stronger level of societal relevance that improves both society and the overarching goals of higher education. The Organizational Change model helped frame the discussion of external or internal forces that would create opportunities or barriers for intercollegiate Extension programs.
Developing a framework for using local knowledge systems to enhance capacity building in agricultural developmentAdvancements in Agricultural Development
T. Grady Roberts, et. al
Building human capacity through education and training programs is a key component of agricultural development. This article lays out a framework for educators working in agricultural development to use local knowledges to enhance capacity building efforts. Local knowledge systems are complex social phenomena consisting of unique combinations of ontologies/epistemologies, worldviews, and cultures of the people in a particular social/ecological context.
The Effects of Reflection and Transfer on Undergraduate Animal Science Students’ KnowledgeJournal of Experiential Education
Bradley M. Coleman, et. al
Experiential learning is commonly used in postsecondary settings, especially in undergraduate, agricultural, and laboratory courses. However, a lack of attention has been paid by educators to critical components of experiential learning. The effects of reflection mode (peer-verbal or written journal reflection) and transfer level (same, near, or far transfer) on students’ content knowledge were examined in a postsecondary, animal science, laboratory course.