Presented By: Hannah Shear, Oklahoma State University
Co-Authors: Chelsea Arnold, West Texas A&M University
Tony Caruso, Oklahoma State University

Preparing the next generation of agricultural educators, policy influencers, researchers, and extension personnel is an ongoing and important task for graduate programs. Graduate programs focus on preparing students for research and rely heavily on coursework instruction. There however is minimal emphasis on preparing graduate students for their roles after their degree in either university teaching or extension. This research aimed to assess current graduate students in their perceived preparedness for a role in extension or teaching in higher education. This study utilized a survey sent to department heads within the field of agricultural economics to share with their current graduate students. A total of 194 surveys were collected from the participating universities, containing both quantitative and qualitative questions. Of the responses received, data was cleaned and analyzed using qualitative coding and statistical analysis. Participants responded that teaching was an opportunity provided during their program. However, while teaching was an opportunity, when describing their role, the majority of respondents said grading and holding office hours was their teaching experience. Respondents replied that they did not have a teaching mentor or have someone review their teaching evaluations with them. As graduate programs prepare the next generation of agricultural educators and extension personnel, a focus on the importance of preparing teaching and extension education is imperative. This study offers insight into the preparation and perception of preparedness of graduate students in teaching and extension. It also allows for a qualitative analysis of graduate programs to understand the intricacies of coursework, mentorship, and career preparation.