Proceedings of the 27 th Annual National Agricultural Education Research Conference 449 An Evaluation of a Multidisciplinary Course Delivered at a Distance: Prescriptive Principles to Challenge our Profession Kim E. Dooley Texas A&M University Bhimanagouda S. Patil Texas A&M University-Kingsville R. Daniel Lineberger Texas A&M University Abstract Most of our universities are using, or exploring the use of, distance education as a delivery system for courses, degrees and continuing education. Texas A&M University- Kingville Citrus Center was awarded a USDA Challenge Grant to develop a new course: Phytochemicals in Fruits and Vegetables to Improve Human Health. This course, delivered in spring, 1999, was the first in the nation to combine experts from chemistry, plant physiology, horticulture, plant breeding, food science, plant pathology, biochemistry, postharvest physiology, and the medical sciences in the discussion of phytochemicals. Distance learning technology provided the conduit for interaction between 18 faculty/researchers across the nation and a diverse group of learners in 10 videoconferencing sites. Weekly topics and discussion were delivered via the Trans-Texas Videoconference Network (TTVN) with course handouts and PowerPoint slides available on a course Web site. The primary objective of the course was to provide opportunities for students to acquire interdisciplinary knowledge related to the effect of fruits and vegetables on human health. A second objective was to make students aware of careers in health-related interdisciplinary fields, and increase their knowledge and understanding of the relationships between research findings and the practical use of phytochemicals. The purpose of this evaluative research study was to analyze how well the course, as designed and delivered, met the course objectives. What were the student perceptions of this multi-teacher, multi-location (distance education) approach? Could prescriptive principles for effective use of distance education be developed to serve as an instructional model for the delivery of agricultural science courses? Formative and summative evaluations were collected on-line and stored in a database. An external evaluator observed the course and kept a field journal, compiled numerical ratings and completed the constant comparative method to integrate categories on all open-ended responses. The most beneficial component of the course was access to national experts/presentations and the relevancy of research applications to a geographically dispersed audience. Only through distance education was this approach possible. The initial evaluative results were useful for the future revision of this course and can be applied to other courses and programs. This evaluative study highlights numerous challenges facing our profession. Agricultural educators can become the leaders in methodologies for the effective and efficient design, delivery, and evaluation of distance education as a conduit for agricultural and life sciences content.