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Sharing the importance of agriculture, agricultural education, and programmatic efforts through Extension is vital to ensuring policy makers and the general public understand the need for supporting the overall agricultural industry. However, communicating such importance can be challenging without accurate, evidence-based language to describe what makes agricultural initiatives unique and effective. Furthermore, having knowledge of the unique strengths of Extension builds a foundation of resources agricultural staff can use in problem-solving, communication, and education techniques. A Delphi study was conducted to research the unique strengths of University of Georgia Extension in an effort to better educate and communicate with local and state stakeholders. Findings resulted in 11 strengths that gained 100% agreement from research respondents. Six thematic categories covering all agreed-upon strengths document strengths in an explicit way that can also help with internal communication and education efforts within the Extension organization.

Motivational dispositions behind how learners approach, interpret, and respond to challenging goals can serve as beneficial foundations to conflict management training and implementation. There is a dearth of research connecting the constructs of goal orientation and conflict management and this study does so, for the first time in an agricultural leadership context. Using The Conflict Management Scale and The Work Domain Goal Orientation Instrument, 80 members of a LEAD21 agricultural leadership development cohort exhibited a 15.2% increase in conflict management capacity. Learning goal orientation was predictive of conflict management capacity prior to the start of LEAD21. Both learning goal orientation and performance goal orientation-prove were found to have predictive qualities after LEAD21 conflict management training. In addition to a discussion on future research directions, educators, as well as learners, are encouraged to incorporate goal orientation into curriculum development and planning for the enhancement of learning environments.

Research and societal trends indicate the necessity and permanency of teamwork skills in the workplace thus investigating the relationship between satisfaction and students' experiences of team and group work is essential. Taking a novel and comprehensive approach the current research study examined the effect of multiple antecedent conditions on undergraduate project team satisfaction. Specifically, a structural model was proposed and tested to examine the effects of clarity, justice, frustration, and fit on project team satisfaction. The model was able to predict 52.7% of the variance associated with project team satisfaction. Among the predictor variables clarity had the largest total (direct and indirect) effect on satisfaction. Frustration was found to have the next largest total effect. Consequently, agricultural educators are encouraged to first focus on clearly articulating the expectations associated with project teams as well as to monitor project teams for emerging frustration and to intervene as appropriate.

The cost of conflict avoidance and mismanagement can be detrimental to organizational environments. Thus, the need for individuals capable of managing conflict effectively is a vital and necessary leadership skillset, specifically within higher education. The purpose of this study was to examine if participation in the LEAD21 leadership development program, a national leadership program for faculty emerging as leaders in the land-grant university system, changed participant levels of conflict management capacity. The longitudinal analysis included comparisons across members of four classes in the LEAD21 program, as well as the aggregated data from all four years. Results indicated the overall level of conflict management capacity rose by an average of 15.1%. Agricultural leadership educators can use the results to inform leadership education initiatives while also using the presented Conflict Management Scale to measure such initiatives. Study expansions, implications, and recommendations are discussed.

The agriculture and natural resources (ANR) sectors are facing many complex and controversial issues today, including animal health, biotechnology, climate change, food safety, food security, invasive species, marketing and trade, and water. Undergraduate students, as the future ANR workforce, must use critical thinking skills to find solutions to these issues. This study sought to determine if a course that integrated case studies, as opposed to a classroom with no case study integration, influenced students' critical thinking. A pretest/posttest, quasi-experimental research design was used to determine if undergraduate students' critical thinking styles changed as a result of the case study integration. Three undergraduate communication courses focused on issues education at three universities were the sample. Based on the results, students were more willing to seek out information and engage with their peers about the issues facing ANR after the course with the case studies integrated. Case studies should be integrated into the classroom to encourage critical thinking based on these findings. Future research should include investigating the effects of using case studies in other undergraduate courses not focused on issues, in graduate courses, and extension education programs that could determine the effect in a non-formal education setting.

Educators within agricultural and natural resource disciplines are tasked with educating students to critically engage with and problem-solve complex issues. As society's relationship with science and technology changes, coupled with an information-dense environment, strategies for sustainably addressing complex issues are needed. One potential approach for strategically addressing complex problems is systems thinking, which emphasizes the interdependence of the components of systems from ecological, social, and economic perspectives, among others. A mixed-methods study was used to explore the applicability of hypothetical case scenarios (HCS) as a teaching method to introduce and engage students in using systems thinking related to the seafood industry. Findings suggested HCS engaged students to think critically about socio-scientific issues. Participants demonstrated systems thinking capacity when discussing their decision-making processes in the hypothetical cases. The current study demonstrated the pedagogical potential of using HCS to enhance systems thinking capacities for students in the ANR disciplines. Implications for education and recommendations for future research are discussed.

Transformational leadership, a type of leadership commonly promoted within higher education, has been shown to positively affect performance, collaborative behavior, and goal accomplishment. Such skills may correlate with the level of job responsibility one has been given and the technical, human, and conceptual skills needed for one to be successful. This study sought to bridge a research gap by exploring correlations between transformational leadership and skills-approach leadership with an exploration of the role of gender within perceptions. An unexpected result based on gender was found: As females achieve higher roles within the Land-Grant University System, the perception of their transformational leadership decreases while that of males increases. Transformational leadership and skills-approach leadership is discussed within the context of gender.

Individuals representing different organizations within the Land-Grant University System (LGUS) were asked to provide their insights on organizational change using a focus group approach. The study focused on three key components to organizational change in the LGUS: what initiates change, the hindrances to change, and what sustains change. Themes were analyzed relative to the existing literature and synthesized into a new conceptual model of organizational change in the LGUS. Results indicated change can be effectively initiated at lower levels of the organization where individuals have the appropriate span of control to drive change. Bureaucratic inertia was identified as the primary hindrance to change in the LGUS. Finally, relationships were identified as most important for sustaining change. Based on the results recommendations suggest that organizations within the LGUS employ a balance between proactive and reactive change and establish a clear communication plan and to ensure the plan emphasizes the respect due to those that will be involved or affected. Furthermore, to mitigate the effects of bureaucratic inertia, any organizational change effort within the LGUS should be accompanied by enough time to analyze the culture and build organizational support and buy-in. Additional recommendations were provided based on the results of the study.

Undergraduate students should be able to identify relationships between agricultural and natural resources (ANR) issues to be prepared for ANR sector jobs. The purpose of this study was to determine if communication courses focused on teaching about ANR issues influenced students' understanding of the relational nature of these issues. A pre/posttest research design was given to undergraduate students enrolled in communication courses at three universities that addressed communicating about nine ANR issues. After descriptive analysis, the data was visualized and density was calculated using social network analysis software. Prior to the course, the strongest perceived relationship was between food safety and food security, followed by water and animal health. After the course, the strongest perceived relationship was between water and food security, followed closely by water and conservation. Visually, water was central to the network of issues, followed by food security, and conservation. The density of the perceived interconnectedness of the issues indicated the respondents did perceive the nine ANR issues were more closely related after taking the course than before. In this case, courses focused on communicating about ANR issues assisted students in being able to convey how these issues are interdependent, preparing them for the workforce.

The competencies addressed by undergraduate agricultural education programs should be assessed so programs are effective in supplying a well-prepared agricultural- and natural resources-oriented workforce, and so human capital is optimized. In this study, agricultural and natural resources leaders were surveyed to determine the workforce competencies they believed graduates of post-secondary agricultural education programs should have obtained. An Internet based survey was distributed to graduates of an agricultural leadership development (ALT) group and a natural resources leadership development (NRLT) Group. The highest-rated workforce competency categories for the ALT group were being dependable (n = 103), critical thinking (n = 101), strategic planning (n = 98), and clear communication (n = 98); the highest-rated categories for the NRLT group were active listening (n = 73), clear communication (n = 72), and problem solving skills (n = 72). The personal and leadership skills subscales were not significantly different, but natural resources leaders ranked communication competencies as more important than agricultural leaders. Agricultural educators should evaluate the workforce competencies offered in their undergraduate programs and have deliberate conversations about meeting industry needs to better prepare a future workforce.

Using a semi-structured interview approach, ten mentors from a leadership development program focused on building leaders in Colleges of Agriculture and Life Sciences across the nation provided insights regarding their mentoring method, process, and experiences. Mentors interviewed agreed the mentoring process was beneficial for themselves as well as their mentee. However, clear thematic differences were evident depending on whether a previously existing relationship was in place between mentor and mentee. Specifically, mentoring relationships that were extensions of previous relationships tended to have less formal structures and more subjective outcomes than newly established mentoring relationship counterparts. Nevertheless, both categories of mentoring relationships indicated a desire for a formal set of mentoring expectations as well as access to program curriculum to help guide and inform the process.

Citrus is one of Florida's most prominent commodities, providing 66% of the total United States' value for oranges. Florida's citrus production decreased 21% in 2014 from the previous season, partly due to the disease citrus greening. The science of genetic modification (GM) is one of the most promising solutions to the problem. However, a majority of American adults believe foods produced using GM science are unsafe for consumption. This study investigated the diffusion of GM science among Millennial students in a College of Agriculture at a land-grant university and their intent to consume citrus from a tree developed with GM science. An online survey collected data about Rogers' diffusion of innovation model characteristics and intent to consume GM citrus from 98 respondents. Relative advantage and compatibility of GM science were rated most favorably; observability was rated the lowest. The majority of respondents were likely or extremely likely to consume fruit or juice from GM trees. Compatibility was the only significant predictor of likelihood to consume GM citrus. A better demonstration of GM science's relative advantage, compatability, trialability, complexity and observability through formal education is needed to improve GM science adoption by Millennials.

The population of the United States is growing and increasing in cultural diversity. Of the total U.S. population in 2010, 50.48 million were of Hispanic or Latino origin. Colleges and universities must prepare students to be successful in this diverse work place. Agricultural college students must know how to navigate diversity in order to adapt to an ever-changing industry; one that employs a large number of foreign-born and possibly undocumented immigrants, and all the complexities of decisions made that involve this workforce. Bandura's social cognitive theory provides the framework for teaching students to have a multicultural mindset leading to positive attitudes and behaviors toward immigrants. This study investigated the colorblind racial attitudes of undergraduate students in a College of Agriculture. The relationship between colorblindness and their attitudes toward undocumented immigrants was found to have a correlation. A regression analysis showed level of colorblindness as a significant predictor of attitudes toward undocumented immigrants. Therefore showing that if students adopt a colorblind racial attitude, it can be predicted they will have less favorable attitudes toward undocumented immigrants. Improving students' attitudes of immigrants by teaching multiculturalism can lead to better engagement in the agricultural industry by up and coming professionals.

As the global population grows, concern for a food shortage may be looming. As the next generations of agricultural and natural resource leaders are prepared to address this challenge, input throughout multiple disciplines is required to solve this dilemma. Undergraduates must be prepared to engage in problem solving and entrepreneurial thinking if our society hopes to conquer this shortage. Opportunities to engage in interdisciplinary education can offer learning experiences focused on bridging research and policy, exploring real world problems, and developing solutions for socio-environmental issues. As interdisciplinary education in academia gains momentum, exploration is needed to understand the factors and influences affecting student attitude towards enrollment in interdisciplinary courses. This research examined the relationships between undergraduate goal orientation and attitude towards participation in interdisciplinary education specifically addressing, "How do we sustainably feed nine billion people by 2050?" Data was collected from a convenience sample of undergraduates who responded to Vandewalle's (1997) goal orientation and a researcher-developed instrument. Findings indicated undergraduates were most interested in nutrition followed by human disease management and water issues and least interested in economic concerns and plant disease management issues. Learning goal orientation and performance goal orientation--prove were found to influence attitude toward interdisciplinary education.

Transformational leadership has served as a model for positive, individual-focused leadership, based on its emphasis on motivation and higher levels of organizational performance. Change is a constant for faculty that become leaders within the Land Grant University System. Changes to governance and accountability of institutions and threats to research through commercial or political interests reflect the need for positive and effective leaders. The purpose of this study was to examine if participation in LEAD21, a leadership development program intended for land grant universities' colleges of agricultural, environmental, and human sciences and NIFA, changes participant levels of transformational leadership. Results indicated overall level of transformational leadership rose by an average of 7%. This finding was unexpected based on previous research that found statistically significant changes in transformational leadership dimensions of 1% - 2%. These results are encouraging, considering transformational leaders tend to lead higher performing organizations. Agricultural educators and leadership development professionals can use the results of this study to inform future teaching practices. The empirical evidence that transformational leadership development within a sample of emerging leaders is encouraging. The continuation and expansion of leadership development programs focused on transformational leadership dimensions are encouraged.

The purpose of this experimental study was to determine the effects of cognitive style and problem complexity on Oklahoma State University preservice agriculture teachers' (N = 56) ability to solve problems in small gasoline engines. Time to solution was operationalized as problem solving ability. Kirton's Adaption-Innovation Inventory was administered to determine cognitive style as more adaptive or more innovative. Preservice teachers were assigned randomly, by cognitive style, to solve either a simple or complex problem in a small gasoline engine. The simple problem was related to the electrical system of the engine--specifically, a closed spark plug gap. The complex problem was related to the fuel/air delivery system; specifically, debris was placed into the main jet of the carburetor. To determine content knowledge, students were administered a 30-item, researcher developed criterion-referenced test. The findings of this study indicated that no statistically significant differences existed in content knowledge based on cognitive style. All students were able to solve their problem successfully; however, regarding time to solution, a statistically significant interaction effect existed between cognitive style and problem complexity. A simple main effects test revealed a statistically significant difference between the more innovative students based on problem complexity.

Training undergraduate agricultural students to be strong, positive leaders will have a large impact on the industries they work within and therefore should be of utmost importance to agricultural educators. Transformational leaders (TL) tend to have higher performing, more satisfied teams; consequently, development of TL characteristics should result in a more productive future workforce. The personality trait of agreeableness has been associated with the interpersonal aspects of leadership; however, the literature is unclear whether agreeableness is a significant predictor of TL. The purpose of this study was to examine the relationships between the personality trait agreeableness and TL in undergraduate agricultural leadership students. The findings indicated the facets of agreeableness had more predictive power on TL than the broader trait of overall agreeableness. Recommendations include framing TL development in a personality context. When discussing personality, a review of the facets of agreeableness should result in more meaningful learning for participants.

Many outside influences are altering higher education including a decline in resources, changes in student demographics, the impacts of technology, and the shift to an information age. The need for faculty members to become leaders that can handle swift changes to the culture of Colleges of Agriculture within the land-grant system are needed now more than ever. Recognizing the need, colleges and universities have devoted valuable resources to developing future leaders through leadership training. While administrators who see leadership potential often nominate participants of leadership programs, little is known about why individuals choose to volunteer for leadership roles or emerge as leaders. Using the theory of planned behavior, this research explored how attitudes towards leadership training, subjective norms surrounding leadership, and perceived behavioral control over engaging in leadership related to and predicted intent to volunteer for a leadership role. Control, especially over one's perceived amount of time to develop leadership skills, was the only significant predictor of intent. Recommendations included organizational assistance in the creation of capacity that will allow the faculty member to focus on developing their leadership skills as well as the creation of a support network for the faculty member once they have completed training.

International experiences (IEs) are becoming one of the most critical elements of an undergraduate student's education to address the knowledge needed to become globally competent. However, student enrollment in IEs has been limited. Agricultural educators can more easily influence students' decisions regarding participation in IEs if they understand students' perceptions of associated motivators and barriers. Realizing geographic location may have an impact on students' decisions, this study assessed the motivators and barriers influencing students' choices to participate in IEs at two geographically diverse land-grant universities. Students at both schools perceived the overall importance of participating in IEs as moderately important, and exhibited a neutral level of agreement with the International experience (IE) barrier items. Even though the barriers and the motivators were similar, previous participation levels in IEs were significantly different when the universities were compared. Specific barriers, motivators, and personal characteristics were found to be significant predictors of participation in IEs, and the level of significance varied depending on the university attended. The results confirm that many undergraduate students are not fully engaged in IEs, that agricultural educators should to strive toward eliminating barriers to participation, and that recruitment incentives should be developed based on the needs of the specific university.

Collaborative group problem solving allows students to wrestle with different interpretations and solutions brought forth by group members, enhancing both critical thinking and problem solving skills. Since problem solving in groups is a common practice in agricultural education, instructors are often put in the position of organizing student groups and facilitating group learning. Research has shown that the factors according to which teachers arrange groups hold great influence over the success experienced by a group. The purpose of this study was to examine how arranging groups by problem solving style influenced group problem solving processes. Groups made up of members with heterogeneous or homogenous problem solving styles were given a problem to solve as a class project. Focus groups were conducted with each group at the conclusion of the project to gain an understanding of how each group progressed through the problem solving process. Differences were found in how homogenous versus heterogeneous groups progressed through the problem solving process. With a greater understanding of how problem solving style influences group dynamics, agricultural educators can be more proactive when assigning student work groups, thereby enhancing students' abilities to work interdependently when creating successful solutions. (Contains 4 figures.)

Experiential learning techniques have been used in agricultural education programs for decades. An essential part of this experiential learning process is reflection. Kolb (1984) stated "knowledge results from the combination of grasping experience and transforming it" (p. 41) in a process that involves using reflection. Few researchers have tried to understand how learning style affects reflection when experiential learning techniques are employed. Using Kolb's theory of experiential learning, the researchers explored how adult learners reflected during an experiential learning program in Costa Rica, based on analysis of reflective journals. Participants also completed the Kolb's learning style inventory to determine individual preferred learning styles. The researchers examined the journals of participants for evidence of their expressed learning style and used content analysis to interpret the categorical thematic expressions of the participants. Results indicated that themes surrounding learning style were evident throughout the journals and varying levels of reflection were discovered. The results of this research imply educators should consider multiple methods of reflection when developing experiential learning programs. (Contains 1 figure.)

The influences of cognitive styles have been the focus of research on problems in education for quite some time (Witkin, Moore, Goodenough, & Cox, 1977). In fact, agricultural educators are rapidly increasing the amount of research and education focused on understanding and utilizing cognitive function in an attempt to improve educational programs. The purpose of this study was to describe the relationships between three measures of cognitive function: critical thinking disposition, problem solving style, and learning style when participants are encouraged to engage in their natural cognitive tendencies by being placed in an intense environment. These three cognitive styles/dispositions were measured and analyzed for correlations. Substantial relationships were discovered. Cognitive abilities and preferences are repeatedly taken in to account when creating and revising educational programs to enhance student learning. With a greater understanding of how cognitive dispositions relate to one another, a clearer vision of student preferences and abilities can be taken in to account when creating educational curricula and activities. (Contains 1 figure and 4 tables.)

The need for individuals capable of leading change has become pronounced based on the changes occurring within the higher education system. The purpose of this study was to examine if participation in the LEAD21 leadership development program, a national leadership program for faculty emerging as leaders in the land-grant university system, changed participant levels of change leadership. The longitudinal analysis included comparisons across members of three classes in the LEAD21 program, as well as the aggregated data from all three years. Results indicated overall level of change leadership rose by an average of 28.8%. Additionally, the study established benchmarks for pre-program and post-program levels of change leadership. Leadership educators can use the results to inform future leadership education initiatives. Furthermore, the study presents a Leading Change Scale that may be appropriate for future leadership program evaluations. Ongoing evaluations of leadership programs are encouraged

Finding strategies to increase the motivation of students, their connection with the material, and retention of the content, has been very important within leadership education. Previous research studies have shown that personality traits can predict desired outcomes, including goal orientation or motivational disposition. However, there have not been any studies which have specifically analyzed how personality predicts goal orientation in undergraduate leadership students. The results of this study found that between 15% and 28% of the variance in goal orientation dispositions was predicted by personality factors, confirming the predictive nature of the relationship. Based on the observed results leadership educators are recommended to include personality and goal orientation discussions into their leadership curriculum and to create a learning environment that accommodates all learners.

Individuals expected to offer leadership are often chosen based on their power position within the field of interest and specialization in the context area being addressed and not on their leadership style. Leadership education curriculum often focuses on change as a product of leadership and leadership styles but places little emphasis on how the leadership styles of those chosen to lead change can influence the change process. In order to inform the development of curriculum targeting this aspect of leadership, research needs to be done to determine if leadership style impacts level of engagement in change. This research examined how transformational and transactional leadership styles impacted engagement in a national change process when 39 department chairs of universities across the United States were selected by the National Science Foundation to lead science, technology, engineering and math (STEM) educational reform at the undergraduate level. The findings revealed transformational leadership style positively predicted engagement in change and transactional leadership style negatively predicted engagement in change. While the small sample size makes the findings exploratory in nature and should be used with caution, they imply leadership education curriculum should include lessons on the impact these two styles have on engagement in change since there were statistically significant differences.

Diversity in learning options can increase efficacy of volunteer development systems. The University of Florida Critical Thinking Inventory (UFCTI) is designed to explicate an individual's critical thinking style based upon a continuum from Seeking Information to Engagement. Static and interpretive materials are best used with individuals of a Seeking Information style, while interactive elements are better suited for those preferring Engagement. Extension educators should consider measuring volunteer critical thinking styles using the UFCTI and then aligning programs with the needs of their learners. This article describes potential benefits and uses for the instrument and its relevancy to volunteerism in Extension.

International learning experiences are increasingly considered critical by universities in order to address the breadth of knowledge and skills required by food and agricultural scientists. An international experience helps create an awareness of international perspectives and prepares students for a global workforce. This article discusses the impact of a study abroad course in Costa Rica focused on agricultural sustainability and cultural awareness. The experimental design had three components: a pretest, 7-week intervention, and post-test to assess participants' changes over time, regarding their cultural awareness and interests to pursue careers in agriculture. The experiment occurred in 2009 and 2010. Participants agreed the course enhanced their cultural awareness and that as a student studying agriculture it was important for them to understand other cultures. They indicated the ability to apply their learning to their careers in the United States. In addition, within the open ended question section, 27 of the 33 students participating in the course reported that as a result of the course they would like to work with agriculture in an international capacity in the future. In summary, this study succeeded in reaching its goals to enhance students' cultural awareness. (Contains 4 tables.)

Core Ideas: Securing grant funding for science education is more important than ever.The National Science Foundation, U.S. Department of Agriculture, and National Institute of General Medical Sciences were central actors in funding networks.Relationships between sources can provide opportunities and gateways for future funding. For the United States to maintain its leading position as a country of scientific innovation, the approach to undergraduate biology education needs to change. At the same time, post‐secondary education is undergoing significant changes in governance and accountability, creating threats to basic research and emphasizing the need for educators to more proactively seek grant funding to support their teaching and research agendas. The purpose of this study was to examine how social networks emerged among post‐secondary undergraduate biology education opinion leaders, specifically as it related to sources of funding within a conceptual framework of opinion leadership and social network theory. A total of 295 funding activities were identified across 50 organizations from a sample of 32 opinion leaders. Network analysis identified six distinct sub‐groups within the network, with the National Science Foundation, National Institute of General Medical Sciences, and the U.S. Department of Agriculture emerging as the most central within the network. Recommendations include developing a funding strategy based on observed network ties between organizations and looking for opportunities to collaborate across domains to strengthen funding efforts. Integration of these efforts should lead to enhanced teaching and research in the biological and life sciences that will attract a stronger and more diverse group of students prepared to enter the STEM workforce. [ABSTRACT FROM AUTHOR]