Gary Wingenbach

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Professor

Texas A&M University

United States

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About

Gary Wingenbach is a Professor at Texas A&M University in the United States. His research interests encompass educational challenges and motivations related to international education, agricultural issues, and sustainable development. Recent publications include works on student motivations to cheat during COVID-19 and the barriers affecting quality education in Sub-Saharan Africa. He is also focused on enhancing agricultural entrepreneurship and evaluating competencies in agroforestry extension.

Recent Grants

Grant: Open

National REEU-ECN: The FANH Scientists’ Network

Open Date: 2023-06-15

Close Date: 2028-06-14

Grant: Close

Science Influencers: Communicating FANH Sciences' Research, Education, and Extension through Practical Experiences

Open Date: 2021-04-01

Close Date: 2026-03-31

Grant: Close

Broadening students’ experiences and expanding their career competencies through international experiential learning opportunities

Open Date: 2013-09-01

Close Date: 2017-08-01

Grant: Close

Capacity building at the Universidad Nacional Agraria La Molina, Peru

Open Date: 2010-01-01

Close Date: 2013-01-01

Grant: Close

Learning endangered languages to promote international agricultural development: A model for international experiential learning

Open Date: 2010-01-01

Close Date: 2013-01-01

Articles (18)

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2022

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2022

Collaborators (4)

Anjorin Ezekiel Adeyemi

Assistant Professor

Fort Hays State University

UNITED STATES

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Peng Lu

Texas A&M University

UNITED STATES

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Robert Strong

Associate Professor

Texas A&M University

UNITED STATES

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Alexis Zickafoose

Texas A&M University

UNITED STATES

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Gary Wingenbach

Research Interests

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About

Recent Grants

Articles (18)

Correction to: Masks Off: Exploring Undergraduates’ Motivations To Cheat during COVID-19

Masks Off: Exploring Undergraduates’ Motivations to Cheat During COVID-19

Postsecondary Participants’ Beliefs About International Agricultural Issues

Factors Influencing Students’ Decisions to Engage in International Education Opportunities Post-COVID

Barriers and Challenges Affecting Quality Education (Sustainable Development Goal #4) in Sub-Saharan Africa by 2030

Land Grant University Participants’ Eurocentric Attitudes about Agriculture: An Ideological Constraint to Achieving the 2030 Agenda for Sustainable Development

Evaluating Factors Explaining U.S. Consumers’ Behavioral Intentions toward Irradiated Ground Beef

Postsecondary Students’ Social Stress and Learning Styles

Outcomes of professional development activities for selected Texas school personnel helping students cope with behavioral and mental health issues

Effect of information on public perception of organic foods: a case study

Incorporating Field Experience into International Agricultural Development Programs

Becoming a global citizen: Belief vs. action

Factors affecting public perception of scientific information about organic foods

Educator–Learner Homophily Effect on Participants’ Adoption of Agribusiness Recordkeeping Practices

Developing Youth Agricultural Entrepreneurship in Latin America and the Caribbean

Evaluating Agroforestry Extension Workers’ Technical and Human Relation Competencies: A Ranked Discrepancy Model Needs Assessment

Selected Texan K-12 Educators’ Perceptions of Youth Suicide Prevention Training

Homophily Effect in Trauma-Informed Classroom Training for School Personnel

Collaborators (4)

Anjorin Ezekiel Adeyemi

Peng Lu

Robert Strong

Alexis Zickafoose

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