Education Commons^™

That’S Not In My Position Description: A Discourse Analysis Of Sbae Migratory Context, Becky Haddad, Jonathan Velez, Josh Stewart, Haden Botkin

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

While the choice to move to a new school is personal, many play a role in justifying that choice for the mobile teacher. These justifiers—or influencers—make up the socializing network for teachers (in this case, SBAE teachers) in new settings. Our study outlined how mobile SBAE teachers rationalize the choice to change schools and validate career moves. We used a positioning theory approach to discourse to give migrators (teachers who change schools) and influencers a voice. Positioning theory allowed us to situate migrators as they reflected on their choice to change school districts, and influencers as they recounted their …

Measuring Mobility: A Quantitative Description Of Sbae Teacher Mobility In Minnesota, Becky Haddad, Lavyne L. Rada, Amy R. Smith

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

Considerations around teacher attrition, supply and demand, and retention are incomplete without including teacher mobility. The problem, as it currently stands, finds SBAE ill-equipped, at the professional level, to support mobile teachers. Providing support, however, starts with understanding the population; in this case, mobile teachers. The purpose of our study was to quantitatively describe teacher mobility in [State] over the last 20 years (1999-2021). To describe SBAE teacher mobility in our state, we utilized teacher retention data compiled from state teacher directories over the last 20 years (1999-2021). We corroborated previous findings noting heightened attrition after year one in a …

Rethinking ‘Responsibility’ In Precision Agriculture Innovation: Lessons From An Interdisciplinary Research Team, Edward Prutzer, Maaz Gardezi, Donna M. Rizzo, Mary Emery, Scott Merrill, Benjamin E.K. Ryan, Panagiotis D. Oikonomou, Juan P. Alvez, Damilola T. Adereti, Rubaina Anjum, Appala R. Badireddy, Dwarika Bhattarai, Skye Brugler, Nicholas Cheney, David Clay, Sharon Clay, Ali Dadkhah, Joshua W. Faulkner, Deepak R. Joshi, Christopher Koliba, John Mcmaine, Semhar Michael, Sardorbek Musayev, Jarlath O’Neil-Dunne, George Pinder, Taylor Ricketts, Andrew W. Schroth, Scott Turnbull, Asim Zia

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

We examine the interactions, decisions, and evaluations of an interdisciplinary team of researchers tasked with developing an artificial intelligence-based agricultural decision support system that can provide farmers site-specific information about managing nutrients on their land. We answer the following research questions: (1) How does a relational perspective help an interdisciplinary team conceptualize ‘responsibility’ in a project that develops precision agriculture (PA)? and (2) What are some lessons for a research team embarking on a similar interdisciplinary technology development project? We show that how RI is materialized in practice within an interdisciplinary research team can produce different understandings of responsibility, notions …

Theory-Driven Approach To Developing Socially Responsible Leadership Among College Students Who Mentor: Commitment, Hannah Sunderman, Lindsay J. Hastings

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The current scholarship-to-practice brief discusses a theoretically grounded intervention on developing Commitment, an individual value of the Social Change Model of Leadership (SCM), among college student mentors and adolescent mentees. The authors have previously shared developmental interventions on Consciousness of Self and Congruence (Sunderman & Hastings, 2021, in press), the other two values of the SCM. This brief highlights a two-part leader development intervention: (a) a one-hour content block with interactive activities and (b) a smallgroup, discussion-focused meeting. Specifically, the intervention focused on identifying areas of passion, examining Commitment in others, and planning a task or activity to demonstrate Commitment. …

Theory-Driven Approach To Developing Socially Responsible Leadership Among College Students Who Mentor: Congruence, Hannah M. Sunderman, Lindsay J. Hastings

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The Social Change Model of Leadership (SCM) is the most widely used student leadership development model in higher education. Therefore, the purpose of the current paper is to share a theory-driven approach to developing Congruence, an individual value of the SCM. We discuss the development and implementation of a two-part virtual leader development intervention focused on college students who mentor K-12 youth. Part One was a virtual, twohour content block in the fall with interactive activities. Part Two was a small-group, virtual meeting in the spring with in-depth discussions. The intervention focused on recognizing congruent leadership and considering a situation …

Assessing And Measuring Leadership Identity, Lindsay J. Hastings, Hannah Sunderman

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

This article explores numerous complexities involved in assessing and measuring leadership identity development. It also reviews leader and leadership identity as well as prior attempts to assess leader and leadership identity development. Recommendations for effective assessment andmeasurement practices when diagnosing development in leader and leadership identity are offered.

We’Ve Crossed A Line: A Philosophical Examination Of Systemic Implications Surrounding Sbae Teachers’ Attempts At Boundary Setting, Becky Haddad, Haley Q. Traini, Aaron Mckim

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

This philosophical paper situates the system of School-Based Agricultural Education (SBAE) in light of teachers’ attempts at boundary work. We define the system of SBAE through a Social Ecological Resilience approach, particularly by examining publications in the Journal of Agricultural Education (JAE) from 2021 to explore what SBAE demands of its teachers. Having worked with SBAE teachers over the last three years as they have struggled with attempts at boundary ownership, we question what this personal struggle indicates about a broader system. We argue for a bounded system by which respect for boundary ownership is reciprocated as an expected norm. …

Generativity Development Among College Students Who Mentor: A Sequential Multi-Method Quantitative Study., Hannah Sunderman, Lindsay J. Hastings

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

Purpose Generativity, defined as care for the next generation, is a hallmark of developmental theory (Erikson, 1950). Mentoring is an antecedent to generativity (Doerwald et al., 2021), with college students who mentor demonstrating higher generativity than their peers (Hastings et al., 2015). Yet, no research has studied generativity development longitudinally among college students who mentor.

Design/methodology/approach Using MANCOVA analyses, Study One (N = 91) cross-sectionally examined the influence of years spent mentoring on generativity levels among college students who mentor in the United States. Study Two (N = 44) employed growth curve analyses (GCA) in multilevel modeling (MLM) …

“Mindset Of Generativity”: An Exploration Of Generativity Among College Students Who Mentor, Hannah Sunderman, Lindsay J. Hastings, Addison Sellon

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

Generativity, defined as care and concern for mentoring the next generation, has long been a focus of developmental theory (Erikson, 1963; Kotre, 1984; McAdams, 2001). Generativity has been linked to personal outcomes such as flourishing and life satisfaction (Snow, 2015) and societal outcomes such as social responsibility (Rossi, 2001). While Erikson (1963) theorized generativity as occurring at midlife, further research has pointed to generativity occurring at younger ages. Generativity has received renewed attention as the fifth of six stages in the leadership identity development (LID) model of college students (Komives et al., 2006, 2005), the stage in which upper-class college …

How I See Myself, Lindsay J. Hastings

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The way we see ourselves is critical to our development as leaders. The more we know about ourselves, the more strategic we can pursue leadership roles that fit our talents and values. The more we understand ourselves, the more easily we can understand others. The more mindful we can be of our feelings and state of mind, the more intentionally positive our actions can be. In short, our self-awareness as leaders is foundational and serves as an essential starting block for leadership development.

Research And Assessment Methods For Leadership Development In Practice, David M. Rosch, Lindsay J. Hastings

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

While the field of leadership education continues to grow in terms of number of programs, students, and associated professional educators, our rigorous understanding of the impact of these programs has continued to lag behind such growth. Many postsecondary leadership educators work on campuses and have graduated from masters-level preparatory programs that do not focus extensively on rigorous research/assessment methods and may, therefore, lack the background necessary for high-level work (Brachle et al., 2021; Rosch et al., 2017; Teig, 2018). As a result, researchers and program assessment staff often recognize the need to take their methodological development “into their own hands” …

When Science Journalism Is Awesome: Measuring Audiences’ Experiences Of Awe From Reading Science Stories, Asheley R. Landrum, Kristina Janét, Kelsi Opat, Heather Akin

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

In collaboration with professional science journalists, we conducted a national online survey (N = 2,088) to explore facets of awe as potential response states to science journalism and how audiences’ dispositional science curiosity may influence these response states. Our science journalist collaborators identified several “awe-inducing” articles as well as a “business-as-usual” article to use in the survey, and we measured participants’ experiences of awe using the Awe Experience Scale (AWE-S). We replicated the factor structure of the AWE-S and found that participants’ generally experienced greater awe from reading the “awe-inducing” science articles compared to the “business-asusual” one. Only partial support …

Don’T Be Afraid To Eat The Whole Whale! Using Mixed Methods To Enhance What We Learn In Leadership Research And Assessment, Lindsay J. Hastings

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The purpose of this article is to identify proper uses for mixed methods in leadership research and assessment. This article will highlight research and assessment questions that are best served by mixed methods and will offer practitioner-friendly guides and examples for integrating quantitative and qualitative data to help eat the whole whale “one bite at a time.” Sound decision-making in the design, execution, and presentation of mixed methods studies and outcomes assessments not only produces better outputs, but greatly increases the likelihood of (a) publication in reputable journals, (b) sound program evaluation decisions, and (c) public consumption of study or …

Formfollows Function: Research And Assessment Design For Leadership Learning, L.J. Mcelravy

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

This article discusses how the design of research should follow the questions the study seeks to address. The article provides practical and diverse examples of broad research questions applicable to researchers or program architects and summarizes how different methods should be employed to respond.

I have been teaching “Research Methods in Leadership Education” for the past five years. The goal of the course is to help orient graduate students to leadership research and assessment, and for many students, I’m introducing them to social science research and assessment broadly. The beauty and challenge of engaging in leadership research and assessment is …

Adjusting, Appeasing, And Rearranging: How Agriculture Teachers Reconcile The Demands Of The Profession, Haley Q. Traini, Becky Haddad, Josh Stewart, Jonathan J. Velez

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

A teacher shortage continues to plague the SBAE profession. While this shortage has been quantified and explored from the perspective of individual teachers, little research has taken a systemic approach to the problem of the SBAE teacher shortage. We posit the teacher shortage problem as inextricably linked to a convoluted job description and growing list of competencies required to be a successful agriculture teacher. The teachers in this qualitative study shared their navigation of the process of reconciliation within their landscapes of practice and regimes of competence. Using hermeneutic phenomenology, themes of adjusting, rearranging, and appeasing emerged as the key …

Theory-Driven Approaches To Targeting Socially Responsible Leadership In Emerging Adults: Consciousness Of Self, Lindsay J. Hastings, Hannah Sunderman

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The purpose of the current paper is to present a theory-driven approach to developing Consciousness of Self, an individual value of the Social Change Model of Leadership, among emerging adults. Specifically, we discuss the development and execution of an intervention involving a large-group retreat with interactive activities and an emphasis on discussion. Grounded in theory, the intervention focused on identifying values, describing strengths, and practicing mindfulness and was evaluated based on the learning objectives. Program evaluation efforts revealed notable participant gains in all targeted objectives six months after the intervention. By providing a theoretical framework, in-depth description of the intervention, …

Leadership Transfer In Rural Communities: A Mixed Methods Investigation, Lindsay J. Hastings, Hannah Sunderman, Matthew Hastings, L.J. Mcelravy, Melissa Lusk

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The United States is poised to experience one of the largest transfers of leadership in its history, markedly impacting rural community sustainability efforts. The purpose of this exploratory sequential mixed methods study was to identify themes related to rural leadership transfer using grounded theory and to test the facilitation of effective leadership transfer using structural equation modeling. Adult and youth leaders (N = 19) from three nominated rural communities comprised the qualitative phase and secondary data from a 2015 rural survey (N = 1991) comprised the quantitative phase. Mixed methods results indicated the environment conducive for effective leadership transfer (via …

Lessons From The Giving Tree, Becky Haddad

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

We probably know the story--in fact, The Giving Tree by Shel Silverstein is one of my husband’s favorite books from his childhood. Shel Silverstein was one of my favorite childhood authors too. I recently came across an insert for this book that focused on the tree setting boundaries. The tree said, “no,” and told the boy to find his own way. Of course, The Giving Tree fans will tell you that isn’t the message of the story. Shel Silverstein didn’t really do interviews, but the general consensus is the book is about the boy’s selfishness, and the tree’s selfless giving. …

Maintaining The Fence: Establishing And Reclaiming Your Boundaries, Becky Haddad , Ed.

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

Editor Comments: Boundaries? We Don’t Need No Stinking Boundaries... Or Do We?... by Gaea Hock

Theme Editor Comments: Lessons from the Giving Tree .....by Becky Haddad

Theme Articles: A Letter to the Profession.... by Haley Traini

Balance in the Busyness.... by Roobie Richards

The Boundaries that Weren’t..... by Bibiana Gifft An Early Introduction.... by Amber Rice and Quint Molina Prioritizing Boundaries... by Hannah Wedger

The How’s and Why’s of Building a Fence.. by JoAnn Pfeiffer Avoiding the Burn... by Jay Solomoson and Trent Wells

Book Review: Boundaries by Dr. Henry Cloud and Dr. John Townsend .... by Kayla Loewenhagen

Ready …

Then What? Quantifying Sbae Teacher Career-Decisions Post-Migration, Becky Haddad, D. Brett Milliken, Josh Stewart, Johnathan Velez

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

Complex career decisions, such as teacher mobility, are often reduced to stigmatizing labels that do little to account for the state of teaching as a profession or credit those engaging in migratory decisions as making healthy career choices. Through our study, we focused on understanding workforce mobility, teaching as an unstaged profession, and the current quantifications existing around SBAE teacher migration. We drew on over 100 years of data from California as we quantitatively explored and synthesized the career decisions of migrating SBAE teachers. This snapshot offers a means of understanding the Teacher Career Cycle (Fessler & Christensen, 1992) in …

Access To Leadership Efficacy: Those Who Start Early Finish Ahead, Becky Haddad, Sophie Pierszalowski, Johnathan Velez

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

An increasing number of studies point to student gains from participation in leadership development opportunities. However, very little research exists to explore who has access to these experiences. In this paper, we investigate whether a student’s employment off-campus has an impact on their ability to participate in, and experience gains in leadership efficacy from leadership training opportunities. We employ a linear regression path analysis to identify potential relationships between pre-college leadership efficacy, off-campus employment, participation in leadership training opportunities, and leadership efficacy for undergraduate students at a university in the Pacific Northwest. Pre-college leadership efficacy was the strongest predictor of …

Let’S Review: Types Of Feedback Given In An Agricultural Writing Intensive Course, Becky Haddad, Kellie Claflin, Josh Stewart

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

Our study sought to describe the types of feedback (affective, cognitive, and metacognitive) used by students of senior standing in a Writing Intensive Course within an undergraduate Agricultural Sciences degree. This study quantified a change in peer-review feedback over the course of an academic term. Students used each type of feedback throughout the duration of the course, but relied heavily on affective and cognitive feedback (63% and 80% of combined feedback between both categories in initial and final feedback, respectively). Further efforts are necessary to provide direction and rigorous evaluation in the writing intensive course. Continued research is necessary to …

Evidence-Based Practices In Mentoring For Leadership Development, Lindsay J. Hastings, Hannah Sunderman

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

Effective mentoring for leadership development requires nuanced practical considerations. The authors outline aspects of effective mentorship, highlight considerations for practitioners and mentoring programs, and offer critical perspectives on mentoring.

Higher education scholars have identified mentoring as an important tool in leadership development (Campbell, Smith, Dugan, & Komives, 2012; Dugan & Komives, 2010; Hastings, Griesen, Hoover, Creswell, & Dlugosh, 2015; Komives, Longerbeam, Mainella, Osteen, & Owen, 2009).Mentoring is recognized as one of the most promising practices for both leader and leadership development because of its effectiveness at facilitating development (Day, 2001). Mentoring embeds leadership development within the ongoing experiences of a …

Will The First Through Fifth Years Please Stand Up? Quantifying National Sbae Teacher Experience, Becky Haddad, Kelsey J. Knight, Josh Stewart, Johnathan Velez

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

Research often references years of experience specific to participants, yet no compiled report exists for secondary school-based agricultural education (SBAE) to holistically quantify years of teaching experience. In addition, definitions accounting for experience fall short of capturing the myriad ways experience counts in the broader teaching profession. Our study addresses this missing piece of the teacher retention puzzle. Using Quiñones, Ford, and Teachout’s (1994) conceptual framework for work experience measures, our study quantified teacher experience in the National Association for Agricultural Education (NAAE). We analyzed National SBAE teacher experience through descriptive statistics, compared experience by region using an ANOVA model, …

What Moves You? How Sbae Teachers Navigate Program Migration, Becky Haddad, Johnathan Velez, Josh Stewart

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

Little data exists to examine the stigmatized phenomenon of program mobility within agricultural education. Our research starts the conversation through interviews with eight School-Based Agricultural Education (SBAE) teachers across the United States, using qualitative phenomenology, to provide a unique perspective of retention through migration. We define teacher migration as a program move while choosing to remain in SBAE. Utilizing the theoretical lens of expansive learning through activity systems (Engeström, 2009), we present teacher migration as a means to learn and grow in the craft of teaching within SBAE, particularly among teachers with more than eight years of experience. Although additional …

Role Of Mentoring, Coaching, And Advising In Developing Leadership: Ecditors' Introduction To Special Issue, Lindsay J. Hastings, Cindy Kane

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

This volume is designed to guide leadership educators and institutional leaders who are looking to cultivate strong student outcomes in leadership learning through the increased involvement of adults and peers. The goal of this volume is to explore diverse types of relationships (mentoring, coaching, advising), the focus of these relationships (i.e., short-term or long-term, personal development, or leadership behavior modification), and the unique leadership development outcomes expected from these diverse relationships. Mentoring, coaching, and advising are often confused as similar developmental tools, yet their scope, purpose, and utility in leadership development are distinct. This volume will provide the guidance and …

Distinguishing Mentoring, Coaching, And Advising For Leadership Development, Lindsay J. Hastings, Cindy Kane

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

Mentoring, coaching, and advising are often confused as similar interactions with developmental intent, yet their scope, purpose, and utility in leadership development are distinct. The purpose of this chapter is to provide clarity as to what constitutes mentoring, coaching, and advising for leadership development and to compare and contrast each relationship type.

Developing the “whole” student often requires identifying unique needs and helping students recognize when they need mentoring, coaching, and/or advising. While mentoring, coaching, and advising are all developmental interactions, their scope, purpose, and utility in leadership development are distinct. The purpose of this chapter is to clarify the …

Intersecting Asset-Based Service, Strengths, And Mentoring For Socially Responsible Leadership, Lindsay J. Hastings

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

Grounded in a youth leadership and mentoring program, this chapter discusses the value of asset-based community development from the service-learning literature and the concept of generativity from the leadership development literature.

College students are frequently engaged in the community through local mentoring programs, as mentoring youth has become an increasingly popular service-learning pedagogical strategy among many higher-education institutions (Schmidt, Marks, & Derrico, 2004; Wells & Grabert, 2004). While many mentoring programs are designed to build resiliency in at-risk youth, mentoring has been identified as an effective practice in leadership development (Day, 2000; Dziczkowski, 2013).

This chapter will discuss the value …

Profiling The Youth Leader: Personality And Emotional Intelligence Trends And Their Relationship To Leadership Skills, L. J. Mcelravy, Lindsay J. Hastings

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The transfer of leadership to younger generations is an important factor in agricultural communities and is likely one reason developing leaders is a central mission of many youth organizations, including 4-H and FFA. In adults, researchers have extensively explored the relationship between personality traits and leadership (Judge, Bono, Ilies, & Gerhardt, 2002), but a clear profile of youth leaders has not been developed. This profile could help in planning for and developing the next generation of community leaders. In this study, we explored the relationship between traits, including the Big-Five model of personality and emotional intelligence, and self-perceived leadership skills …

Strategic Discussions For Nebraska: Opportunities For Nebraska -- Food Scarcity, Mary Garbacz

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

Strategic Discussions for Nebraska is a program in the University of Nebraska-Lincoln Institute of Agriculture and Natural Resources that produces an annual publication called Opportunities for Nebraska, focusing on a different topic each year. The publication is produced in hard copy and also is available online at www.sdn.unl.edu.

The content for each publication is produced by UNL students enrolled in a Magazine Writing course each spring semester, taught by the SDN coordinator. Students conduct interviews with UNL researchers and write stories for inclusion in the publication. The interviews are captured on video and are edited into video montages, …