About

Theresa Murphrey is a professor in the Department of Agricultural Leadership, Education, and Communications at Texas A&M University. Her research focuses on teaching and learning, evaluation, and change, aiming to address educational and learning issues, develop best practices, and maximize individual learning opportunities. She has extensive experience in eLearning, distance education, and curriculum development, with over 20 years of expertise in these areas. Dr. Murphrey currently serves as the internal evaluator for a National Science Foundation grant that aims to develop and study a model of STEM doctoral degree completion and transition to successful postdoctoral and faculty careers for historically under-represented minorities. She also co-leads a USDA NIFA grant focused on creating instruction to improve students’ communication and decision-making skills, as well as leading another USDA NIFA grant on developing gender-sensitive curricula highlighting the roles of women worldwide in various sectors. Recognized at local, national, and international levels for her work, she has published more than 50 peer-reviewed publications.

Research topics

• Computer Science
• Political Science
• Business
• Psychology
• Marketing
• Knowledge management
• Social psychology
• Geography
• Economics
• Agricultural economics
• Public relations
• Environmental resource management
• Environmental planning
• Medicine
• Pedagogy

Selected publications

• The capacity to advocate: a mixed-methods study of political advocacy in agricultural nonprofits

  Agriculture and Human Values · 2026-04-24

  articleOpen accessSenior author
  PublisherDOI

• Beef cattle industry stakeholder understanding of structural soundness: Opportunities for education

  Translational Animal Science · 2026-01-01

  articleOpen access

  Abstract Structural soundness in beef cattle is a key component of animal merit that impacts livestock well-being and profitability. A survey instrument was developed by consulting extension manuals, breed association materials, and a panel of experts. Pilot testing ensured validity. Data collection occurred from August 2024 through January 2025, resulting in 466 unique survey responses across 36 states. The average knowledge test score was 69.65%. Respondents were split 59.01% male (n = 275) and 39.91% female (n = 186), with females demonstrating a significantly higher technical knowledge score (P < 0.01). Individuals ranging from 18 years to 75 + with varied tenure and industry background completed the instrument. Those with greater years of experience scored higher on the knowledge test (P < 0.01). Of respondents identifying as cow-calf producers, those involved in seedstock production scored higher than commercial cow-calf producers (P < 0.01). On average, participants were accurate in identifying front leg, hoof, and pastern defects, whereas questions on hindleg and overall skeletal correctness produced varied responses. Participants estimated their own knowledge of structural correctness on a 0–10 Likert scale. The average self-assigned score was 6.98 (SD = 1.83). A high percentage (67.80%) ranked structural soundness of foremost importance relative to other selection factors; those who ranked it foremost scored higher on the knowledge test (P < 0.01). Still, 84.44% make culling decisions based on structure. In a free-response question, respondents shared their perceptions of the most common causes of cattle soundness issues. The most prevalent responses were genetics (39.54%), structural issues not culled against (24.49%), and industry selection pressures, such as show ring demands and expected progeny differences (EPDs) (11.59%). When asked about the need for further education, 84.55% agreed that a need exists. Results provide evidence that participants find this topic relevant and applicable to their role in the beef cattle industry. These findings identify a gap in beef production stakeholders’ knowledge. Efforts by educational organizations, including beef breed associations and extension programs, should focus on disseminating information on this topic.

  PublisherDOI

• A Qualitative Exploration of the Impact of Exposure to HBCU Institutions: Implications for Diversifying the Professoriate in STEM

  Innovative Higher Education · 2025-06-12 · 1 citations

  articleOpen accessCorresponding

  Abstract Efforts to enhance the diversity of STEM faculty within academia are abundant, but despite those efforts the representation of racial minorities remains drastically lower than that of majority races. Not only do diverse STEM faculty play an impactful role in diversifying an institution, but these individuals also present the opportunity to increase retention of minority students and encourage the success of these students through their unique perspectives and experiences. The purpose of our study was to analyze the impact of exposure to Historically Black Colleges and University (HBCU) institutions and understand what role those visits play in STEM diversification. With an exploratory approach using a concurrent design, surveys and interviews were conducted with 10 individuals across five years, with specific collection of data related to everyone’s unique experience. As part of a larger program focused on the diversification of the professorate, this study specifically investigated the impact of an activity designed to provide exposure to HBCU institutions. Data analysis reveals that providing opportunities for individuals to engage in purposeful visits to HBCU institutions yields impactful outcomes ranging from collaborations to employment.

  PublisherOA PDFDOI

• Leveraging Learning Analytics to Model Student Engagement in Graduate Statistics: A Problem-Based Learning Approach in Agricultural Education

  Behavioral Sciences · 2025-10-05 · 1 citations

  articleOpen access

  Graduate students often experience difficulties in learning statistics, particularly those who have limited mathematical backgrounds. In recent years, Learning Management Systems (LMS) and Problem-Based Learning (PBL) have been widely adopted to support instruction, yet little research has explored how these tools relate to learning outcomes using mixed methods design. Limited studies have employed machine learning methods such as clustering analysis in Learning Analytics (LA) to explore different behavior of clusters based on students log data. This study followed an explanatory sequential mixed methods design to examine student engagement patterns on Canvas and learning outcomes of students in a graduate-level statistics course. LMS log data and surveys were collected from 31 students, followed by interviews with 19 participants. K-means clustering revealed two groups: a high-performing group with lower LMS engagement and a low-performing group with higher LMS engagement. Six themes emerged from a thematic analysis of interview transcripts: behavioral differences in engagement, the role of assessment, emotional struggle, self-efficacy, knowledge or skill gain, and structured instructional support. Results indicated that low-performing students engaged more frequently and benefited from structured guidance and repeated exposure. High-performing students showed more proactive and consistent engagement habits. These findings highlight the importance of intentional course design that combines PBL with LMS features to support diverse learners.

  PublisherOA PDFDOI

• Examination of Factors that Interact to Shape Academic Outcomes in an Animal Nutrition Course

  Journal of Agricultural Education · 2025-11-03

  articleOpen access

  Academic success in rigorous agricultural science courses like animal nutrition may be influenced by various student factors including demographics, preparedness behaviors, prior academic achievement, and proximity to agriculture. This study examined 1,097 students across four semesters of an animal nutrition course at a large land-grant university to identify predictors of academic performance. Using descriptive statistics and multiple linear regression analyses, our study found that prior academic success was the strongest predictor of student performance. Preparedness behaviors and certain demographic variables also demonstrated statistically significant relationships. However, agricultural proximity was the least predictive factor. Our findings highlight the importance of academic preparedness over background exposure and offer insights into improving student support strategies in agricultural education.

  PublisherDOI

• Considering Homophily’s Role in the Development of Successful Extension Programs in International Settings: Volunteer Effectiveness and Farmer Perceptions in Guatemala and Dominican Republic

  Journal of International Agricultural and Extension Education · 2025-07-03

  articleOpen access

  Research on the educator-learner homophily effect in influencing educator credibility, learner attitudes, knowledge retention, and behavior change remains limited and inconclusive. This study investigated how educator-learner homophily influences small-scale farmers’ willingness to adopt agricultural technologies. Using a multi-case study approach, focus groups and key informant interviews were conducted with 60 small-scale farmers in Guatemala and the Dominican Republic who received agricultural training from U.S. volunteers. Farmers’ perceptions of learning and educator credibility were analyzed. Guided by the Moscarelli Model (2023), which theorizes that perceived educator credibility comprises subject matter expertise and trustworthiness—moderated by educator-learner homophily—findings revealed an unexpected dynamic. Farmers rated U.S. volunteers as more credible and reliable than local extension agents, despite lower sociodemographic homophily between the farmers and U.S. volunteers. These findings challenge traditional assumptions about the role of homophily in international extension systems. By illuminating how educator-learner homophily influences knowledge transfer and behavior change, this study offers insights for designing more effective extension programs. Volunteer program funders, administrators, and educators can leverage these insights to enhance program outcomes. This research advances the understanding of homophily’s role in educator credibility and learner outcomes, calling for a reevaluation of its traditional conceptualization in international education contexts. It supports the conceptualization that homophily may shape the effectiveness of knowledge transfer and behavior change, particularly within programs relying on international volunteers.

  PublisherDOI

• Beefing up communication skills of upper-level animal science students

  Translational Animal Science · 2024-01-01

  articleOpen access

  Abstract Animal scientists face an increasing need to communicate with the lay public because of the public’s interest in the origin and production of animal-sourced foods. Consumers’ increased interest infers a critical need for effective communication skills among animal science graduates. Effective communication skills are mandatory if students are to explain scientific information and mitigate misinformation about livestock production. The purpose of our study was to investigate the communication styles and communication effectiveness of upper-level animal science students enrolled in a beef cattle production and management course at Texas A&M University across five semesters (N = 241; spring 2018 = 61, summer 2018 = 15, Fall 2018 = 54, spring 2019 = 55, and fall 2019 = 56). Male animal science students (n = 25; 32.9%) preferred assertive and direct communication (a driver communication style) and female students (n = 32; 19.4%) preferred collaborative and accommodating communication (an amiable communication style). Students were moderately experienced with beef cattle production (M = 3.09, SD = 1.07) before enrolling in the course; however, former beef cattle experiences did not influence their preferred communication style [F(10, 230) = 0.36, P = 0.96]. Researchers also observed students’ communication skills during an end-of-semester beef cattle production and management project presentation and identified strengths and weaknesses. Students demonstrated strong, in-depth animal industry knowledge, an ability to connect beef production techniques to management success, and critical thinking skills when answering questions. Oral communication skills warranting improvement included integrating visual aids and/or visual slides to support findings, using improved stage presence and confidence, and sharing responsibilities when presenting as a team. Finally, completion of a supplemental communication training module, intended to develop oral communication skills, significantly improved [F(1, 55) = 4.16, P = 0.046] students’ beef cattle production and management project presentation scores. As students become aware of their communication preferences and tendencies, they become equipped to adjust their communication practices and techniques when needed. Through this study, we gained insight into students’ communication tendencies and skills, which can be used to provide curricular recommendations and enhance students’ workforce readiness.

  PublisherOA PDFDOI

• Factors predicting innovation-decisions: The effects of performance expectancy, social influence, and facilitating conditions on U.S. Extension’s promotion of precision agriculture technologies

  NJAS Impact in Agricultural and Life Sciences · 2024-10-28 · 12 citations

  articleOpen access
  PublisherDOI

• Comparing Influence and Value Based on Study Abroad Program Types

  Frontiers The Interdisciplinary Journal of Study Abroad · 2024-04-16 · 1 citations

  articleOpen access

  Providing students opportunities to travel outside their home country to engage new cultures and perspectives increases global awareness and desirable workplace skills. Students are most influenced to go abroad by cost, course(s), length, and destination, and by family, peers, and advisors. This study examined data from 1,807 students at a U.S. university who participated in faculty-led, exchange, or provider programs over three years. We described students’ personal characteristics, influences on going abroad, value derived, and perceptions of safety. Statistically significant relationships between program type and participant characteristics were found. Principal influencers on students’ pursuit of global experiences included the study abroad website, faculty members, and former student participants. Their perceived value of study abroad was high. Participants believed their experience was a good investment and would recommend it to others. These results may assist education abroad professionals in their engagement with various student populations to encourage and enable global experiences. Abstract in Spanish Brindar a los estudiantes oportunidades para viajar fuera de su país de origen para involucrarse en nuevas culturas y perspectivas aumenta la conciencia global y las habilidades laborales deseables. Los estudiantes se ven más influenciados para viajar al extranjero por el costo, los cursos, la duración y el destino, así como por la familia, los compañeros y los asesores. Este estudio examinó datos de 1.807 estudiantes de una universidad de los Estados Unidos que participaron en programas dirigidos por profesores, de intercambio o de proveedores durante tres años. Describimos las características personales de los estudiantes, sus influencias al viajar al extranjero, los valores derivados y las percepciones de seguridad. Se encontraron relaciones estadísticamente significativas entre el tipo de programa y las características de los participantes. Los principales influyentes en la búsqueda de experiencias globales por parte de los estudiantes incluyeron el sitio web de estudios en el extranjero, miembros del cuerpo docente y ex estudiantes participantes. El valor percibido de estudiar en el extranjero era alto. Los participantes creyeron que su experiencia fue una buena inversión y la recomendarían a otros. Estos resultados pueden ayudar a los profesionales de la educación en el extranjero en su compromiso con diversas poblaciones estudiantiles para fomentar y permitir experiencias globales.

  PublisherOA PDFDOI

• Preparing agricultural leaders: an assessment of agricultural students’ perceived importance and development of employability skills

  The Journal of Agricultural Education and Extension · 2023-02-26 · 16 citations

  articleSenior author

  Purpose We sought to determine the perceived importance and development of agricultural students’ employability skills, and the factors and experiences that influence their development.Design/Methodology/Approach We used a cross-sectional survey research design and conducted a census of Texas A&M University College of Agriculture and Life Sciences students by distributing a researcher-developed instrument to all students following the tailored design method. We collected 991 usable responses.Findings Students believed communication and decision-making skills were most important, but their teamwork skills and self-management skills were most developed. Seven types of professional experiences significantly and positively influenced students’ perceived development of employability skills. Students who knew the type of career they wanted to pursue believed their employability skills were statistically significantly better developed than students who did not.Practical implications Agricultural educators should help students identify career interests early in their academic pursuit and encourage their participation in professional experiences to improve their perceived employability skills development.Theoretical implications Increased frequency of participating in teamwork, leadership, project management, community engagement, cross-disciplinary, international, and internship experiences can increase agricultural students’ perceived general human capital. Knowledge regarding the type of career they want to pursue can also increase perceived human capital.Originality/Value We identified novel characteristics of agricultural students across academic departments and at varying levels of their degree program.

  PublisherDOI

Frequent coauthors

• Holli R. Leggette

  Texas A&M University

  37 shared

• Kim E. Dooley

  Texas A&M University

  31 shared

• Audra W. Richburg

  Texas A&M University

  16 shared

• Julie F. Harlin

  Mitchell Institute

  15 shared

• Jean A Parrella

  Virginia Tech

  14 shared

• James R. Lindner

  Auburn University

  13 shared

• Shannon Norris

  12 shared

• Katy Lane

  Mitchell Institute

  12 shared

Education

• B.S., Agricultural Development

  Texas A&M University

• M.S., Agricultural Education

  Texas A&M University

• Ph.D., Agricultural Education

  Texas A&M University

Awards & honors

• 2018 Dean’s Outstanding Achievement Award in Diversity
• 2019 NACTA Educator Award
• 2018 AIAEE Distinguished Article