Wendy Warner, PhD
Wendy Warner is an associate professor of agricultural education in the Department of Agricultural and Human Sciences at NC State University. She grew up on a small hog and grain crops farm in Washington Court House, Ohio and earned a B.S. in agricultural education from the Ohio State University. She taught middle school and high school agriculture in Orlando, Florida before earning a Ph.D. in agricultural education at the University of Florida. Wendy was an assistant professor at California Polytechnic State University from 2006 – 2009 and started at NC State in January 2010. She is responsible for teaching both on-campus and distance education courses in agricultural education and provides leadership for NC DELTA (Developing Educational Leaders and Teachers of Agriculture) 40-hour teacher induction program. Wendy enjoys watching college sports, hiking, biking, and adventuring with her daughter.
Programs and Initiatives
- Director of NC DELTA Induction Program
Primary Teaching Responsibilities
- AEE 206: Introduction to Teaching Agriculture
- AEE 226: Computer Applications Information Technology in Ag & Extension Education
- AEE 303: Administration and Supervision of Student Organizations
- AEHS 500: Agricultural Education, Schools, and Society
- AEHS 503: Youth Program Management
- AEHS 526: Information Technologies in Agricultural and Extension Education
- AEHS 535: Teaching Agriculture in Secondary Schools
- 2015 – Academy of Outstanding Teachers, NC State University
- 2015 – Outstanding Teacher Award, NC State College of Agriculture and Life Sciences
- 2013 – Teaching Fellow, North American Colleges and Teachers of Agriculture
- 2013 – Honorary State FFA Degree, North Carolina FFA Association
- 2005 – Honorary State FFA Degree, Florida FFA Association
- 2002 – Florida FFA Agriscience Teacher of the Year
Selected Publications and Presentations
- Donaldson, J. L., Warner, W., Bruce, J., Morgan, J., Edwards, H. C., & Vaughan, R. (2022). Aligning instruction with extension professional competencies for an enhanced undergraduate extension education minor. Journal of Human Sciences and Extension, 10(3), 12. https://doi.org/10.55533/2325-5226.1437
- Reilly, K., Stevenson, K., Warner, W. J., Park, T. D., Knollenburg, W., Lawson, D., Brune Arita, S., & Barbieri, C. (2022). Agricultural and environmental education: A call for meaningful collaboration. Environmental Education Research, DOI: 10.1080/13504622.2022.2040431
- Bullock, J. H., Morgan, J. E., & Warner, W. J. (2021). Motivations and challenges of underrepresented students enrolled in a post-secondary agricultural education program: Community through diversity. Journal of Agricultural Education,62(3), 185-201. https://doi.org/10.5032/jae.2021.03185
- Jones, S. L., Warner, W. J., Park, T. D., & Kirby, B. M. (2021). The community college experiences of students in a baccalaureate pathway program in a College of Agriculture. NACTA Journal, 65.
- Jones, S. L., Kirby, B. M., & Warner, W. J. (2021). The role of NFA camps in agricultural education for rural African American boys in North Carolina. Journal of Agricultural Education, 62(1), 276-290. http://doi.org/10.5032/jae.2021.01276
- Whitley, V. P., Park, T. D., Warner, W. J., & Horne, E. T. (2019). Relationship Between Career and Technical Education Student Teachers’ Self-Efficacy and edTPA Performance. Career and Technical Education Research Journal, 44(2), 88-113. doi: 10.5328/cter44.2.88
- Bruce, J. A., McKee, K., Morgan-Fleming, J. E., & Warner, W. J. (2019). The Oaks Scholars: Transformative leadership in action. International Journal of Teaching and Learning in Higher Education, 31(3).
- Patterson, R., Jordan, D., Cave, C., Moore, G., Warner, W., Unruh-Snyder, L., & Vann, M. (2019). Perceptions of Undergraduate Students Regarding Global Hunger. NACTA Journal, (63)1, 42 – 45.
- Curry, K., Warner, W., & Park, T. D. (2018). Exploring the Motivations of Competitors in the FFA Meats Evaluation Career Development Event. Career and Technical Education Research, 43(2), 149-160. doi: 10.5328/cter43.2.149
- Stair, K. S., Hock, G., Warner, W. J., Levy, N., & Conrad, M. (2017). The CORE Community: Career and Technical Education Teachers’ Perceptions of the Common Core Standards after a Professional Development Training. Career and Technical Education Research Journal, 42(2), 117 – 130. DOI: 10.5328/cter42.2.117
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BS Agricultural Education The Ohio State University 1998
PhD Agricultural Education University of Florida 2006
Area(s) of Expertise
- Agricultural Education
- Teacher Preparation
- Teaching and Learning
- Technology Integration
The agricultural education faculty in the Agricultural and Human Sciences Department in CALS will provide a 10-day, intensive Curriculum for Agricultural Science Education (CASE) Institute training for North Carolina agriculture teachers. CASE is an inquiry-based, STEM-oriented agriculture curriculum modeled on the pre-engineering curriculum Project Lead the Way. The CASE vision is â€œto enhance the rigor and relevance of agriculture, food, and natural resources subject matterâ€¦ CASE provides purposeful enhancement of science, mathematics, and English language understanding.â€ The training enables high school agriculture teachers to implement the CASE curriculum in their high school agriculture classrooms. Tasks enabled by this grant include the purchase of laboratory materials and teacher support for initial phases of the CASE Institute. CASE will benefit agriculture teachers and students, and it has the potential of boosting college agriculture enrollments. In other states, CASE has increased both preparation of agriculture students for and enrollments in high-need agriculture majors.
Through the NC Agricultural Foundation, the grant "Engaging and Educating Agricultural Educators" will provide opportunities for Agricultural Extension and Education students to gain real-world context and experiences, contributing to their preparation for future careers as extension agents or agriculture teachers. Immersive experiences to farms and agricultural industries will allow students to connect content knowledge with realÃƒâ€šÃ‚Âworld opportunities and perspectives that can be integrated in extension programming and curriculum development. These experiences will take place during the following sessions: fall break and summer. These immersive visits will showcase the diversity that is found within North Carolina agriculture by sessions being held in different parts of the state. Following each session, students will be required to prepare two lesson plans based on their trips. These plans will then be distributed to teachers and agents within the state to use within their classes and programs.
The purpose of the CASE Institute for North Carolina agriculture teachers is to ÃƒÂ¢Ã¢â€šÂ¬Ã…â€œto enhance the rigor and relevance of agriculture, food, and natural resources subject matterÃƒÂ¢Ã¢â€šÂ¬Ã‚Â¦ CASE provides purposeful enhancement of science, mathematics, and English language understanding.ÃƒÂ¢Ã¢â€šÂ¬Ã‚Â CASE was developed in 2009 as a special project of the National Council for Agricultural Education. In 2019, 30 CASE Institutes will be delivered in 20 states and enroll approximately 600 agriculture teachers across the nation. In summer 2018, 38 NC agriculture teachers indicated interest in the CASE Institute. CASE is founded on scientific inquiry. Concepts are taught using activity-, project-, and problem-base instructional strategies. CASE ensures quality teaching by providing extensive professional development for teachers that leads to certification. Teachers actually participate in all aspects of the curriculum in the 10-day, residential, intensive institute (teacher professional development), which will be held in CALS at NC State. CASE curriculum is designed to promote common understanding of agricultural concepts by all CASE students. By providing instruction based on common concepts, national assessments of agricultural education programs are implemented in valid, reliable, and meaningful ways. The projects goals and objectives are to deliver a CASE Institute professional development for North Carolina agriculture teaches so that they can enhance their delivery of robust, inquiry-based, STEM-oriented agriculture, food, and natural resources curriculum. By delivering CASE across the state with 20 North Carolina agriculture teachers the curriculum may impact as many as 1600 high school students annually.
North Carolina State University will specifically plan, coordinate, and execute a contextually-rich graduate student teacher/faculty development experience in Costa Rica. The team will coordinate efforts with the CALS International Program Office to work with one or all of the four institutions we possess memorandums of agreement with: Escule Agricultura de la Region Tropical Humeda, Organization for Tropical Studies, Tropical Agricultural Research and Higher Education Center and/or Universidad de Costa Rica. The NCSU College of Agriculture and Life Science has many existing projects and faculty connections with these institutions through the agroecology, food science, animal science and crop science disciplines. Specifically the team will focus on the sustainable economic development of the country based on agricultural commodities and trade and the ability of the country to provide food for its? own people. From 2006-2008 food prices in Latin America increased at a rapid rate which increased hunger rates in many countries. Our group, with the help of a consultant from NCSU, would make an initial trip to study Costa Rica?s response to this food crisis and will explore related food security issues. Approximately six graduate teaching assistants and faculty at North Carolina State University would then be recruited based upon expertise aligned with the USDA strategic goal to ?Global Security and Hunger? to go on the second trip to study their own commodities/ disciplines in the context of global food security.