Rose Judd-Murray
Applied Sciences, Technology & Education
Associate Professor | Nonformal & Community-Based Education, Agricultural Literacy Research
Contact Information
Office Hours: By AppointmentOffice Location: VSB 327
Phone: (435) 216-0180
Email: rose.juddmurray@usu.edu
Educational Background
Biography
A veteran instructor of nonformal education programs. Dr. Judd-Murray has a joint appointment with the ASTE Department in the Quinney College and the Center for Anticipatory Intelligence in the College of Arts and Sciences, as the Program Leader for Biosecurity. The dual role allows her to instruct and mentor in interdisciplinary science curricula and adult education. Her courses in nonformal teaching methods, community program planning, food security, and biosecurity are foundational for students seeking career readiness skills that improve earth and human systems.
Teaching Interests
My teaching interests focus on student-centered curriculum and instruction, with an emphasis on empathy and professional mentoring. The courses I teach are developed using backwards design to ensure that the outcomes are transparent and connected directly to assessment. My instructional practices strive to ensure a safe place for active learning, professional practice, and the development of durable professional skills. To meet student needs, I use hands-on, competency-based learning activities, set personal learning goals, and provide extensive feedback so that students know failure is part of the learning process and a positive learning outcome. All evidence-based practices that improve the student-centered approach to teaching and learning are welcome in my classroom.
Research Interests
My research interests include agricultural literacy, food security, community-centered education on national security issues (particularly biodefense), professional learning, and practices in resilience.
Undergraduate Student Research Philosophy
I lead undergraduate students in research-based learning, mentoring them to become future leaders in human services, national security, and global sustainability. My goal is to cultivate societal survival coaches equipped with ethical, community-centered research practices. My mentoring objectives are: (a) facilitate potential: encourage research that uncovers students’ personal and professional potential, (b) guide students to set professional development goals during their research, (c) foster collaboration to address real-world challenges using innovation, (d) integrate service to ensure the consideration of human dynamics, and (e) support long-term growth.
I emphasize networking and research beyond the classroom, focusing on topics that tackle complex challenges and require students to evaluate programs, systems, and communities. I use office hours to engage in one-on-one mentoring to increase confidence, questioning, and motivation. My students are workforce-ready because of their real-world engagement, communication, and ability to explore best practices.
Graduate Student Research Philosophy
My mentoring philosophy for guiding graduate students through their research and toward career aspirations is centered on ensuring the highest standards of academic and professional development. I am guided by Grow’s (1991) model of self-directed learning and by Kram’s (1983) seminal work on mentoring functions and theories of self-regulated learning. These models outline a progression of development in which I move from acting as an authority (providing clear guidance and structure) to a motivator (encouraging their curiosity and enthusiasm). I tailor coursework and projects to develop self-regulatory skills and task-relevant strategies crucial to success (Schunk & Swartz, 1993; Sitzmann & Ely, 2011), and I consider students’ motivational variables (Schunk & Zimmerman, 2007) to sustain their personal learning goals. When they are fully involved in their own research agenda, I serve as a facilitator, supporting their growing independence and critical thinking. As my students reach the point of self-directed learning, I finally transition to a delegator, allowing them to pursue their goals with confidence and competence.
My philosophy cultivates excellence in research by aligning students’ goals with workforce-readiness needs. My research teams are challenged to be adult learners who exceed expectations and foster excellence through self-directed learning and self-regulated goal achievement. Through this integrated approach, I aim to equip mentees with the tools, mindset, and motivation to achieve sustained success and make significant contributions in their respective fields.
Awards
Early Career Teacher of the Year, 2023
USU College of Agriculture & Applied Sciences
Master Teacher Certificate, 2021
Center for Innovative Design & Teaching Excellence
Certificate in Effective College Instruction, 2021
The Association of College and University Educators
Presidential Leadership Academy, 2025
USU Office of the Provost and Executive Vice President
University Faculty Service Award, 2025
College of Agriculture and Applied Sciences
Teaching Award of Merit Certificate, 2022
North American College Teachers of Agriculture (NACTA)
Distiguished Faculty Member, 2022
USU Honors Program
Teaching Scholar Certificate, 2021
Center for Innovative Design and Instruction
Contribution Badge, 2019
ETE: Center for Innovative Design
Engagement Badge, 2019
ETE: Center for Innovative Design
Publications | Abstracts
- Judd-Murray, M., Boschetto, L., (2019). Practical Ways to Incorporate Reflective Learning Experiences in Teaching. Empowering Teaching Excellence Conference
An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.
Publications | Journal Articles
Academic Journal
- Judd-Murray, M., Warnick, B.K, Coster, D.C, Longhurst, M., (2024). Development and Validation of a High School Agricultural Literacy Assessment. Advancements in Agricultural Development, 5:3, 91-104.
- Judd-Murray, M., Burrows, M., Dallin, J., (2023). Agricultural courses and clubs impact on Utah Extension educator's agricultural literacy. Journal of NACAA, 16:2
- Andersen, S., Pate, M., Smith, J., Clement, H., Judd-Murray, M., (2023). Validation of a Basic Ground Skills Assessment for Equine-assisted Services. Emerging Animal Species, 8, doi: https://doi.org/10.1016/j.eas.2023.100030
- Andersen, S., Pate, M., Smith, J., Clement, H., Judd-Murray, M., (2023). Equine Assessment Procedures in Professional Association of Therapeutic Horsemanship Programs. Journal of Agricultural Safety and Health, 29:2, 99-108. doi: doi: 10.13031/jash.15457
- Judd-Murray, M., (2020). Grad Students Going Alt-Ac: How to Help Them. North American Colleges and Teachers of Agriculture (NACTA) Journal, 64:Supplement 1
- Graf, M., Judd-Murray, M., Rutigliano, H., (2019). Hitting Pause: Practical Ways to Incorporate Reflective Learning Experiences in Class. North American Colleges and Teachers of Agriculture (NACTA) Journal, 63:Supplement 1, 88.
Professional Journal
An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.
Publications | Other
Magazine/Trade Publications
- Judd-Murray, M., (2023). Getting started: Using a site design guide to improve your project and funding success. The Agricultural Education Magazine *
- Judd-Murray, M., (2023). Making the most of formative and summative agricultural literacy assessment. The Agricultural Education Magazine *
- Judd-Murray, M., (2022). The importance of project-based learning for strengthening program development and evaluation skills in nonformal educators. Agricultural Education Magazine *
Newsletter
- Powell, J., Anderson, D., Judd-Murray, M., (2022). Developing and Piloting a Design Guide for Outdoor Classrooms in Utah. Outcomes & Impacts - USU Extension *
An asterisk (*) at the end of a publication indicates that it has not been peer-reviewed.