Utilizing film as a teaching tool in a personal leadership development course helped undergraduate students synthesize authentic leadership concepts. Iron Jawed Angels facilitated the culminating lesson as students applied course concepts to an observed leader. Three objectives guided the final lesson: (a) critique Alice Paul's leadership as it relates to the components of the Discovering Leadership Framework described in Discovering the Leader in You, (b) identify key film scenes, quotes, and characters, applying them to course concepts and Alice Paul, and (c) analyze Alice Paul's leadership as it relates to authentic leadership development. Four class meetings were designated for the final lesson. Students viewed the film on days one and two, and days three and four were spent identifying, critiquing, and analyzing Alice Paul's leadership.
Women faculty membership in the American Association for Agricultural Education was 14.6% in 2003 and is now 21.9%. With strategic goals to build a more inclusive and collaborative culture within the association, the need to recruit and retain diverse faculty remains in agricultural and extension education (AEE). The purpose of this critical inquiry study was to provide an updated profile of women faculty in postsecondary AEE by describing the current organizational climate and mentoring experiences. Following the basic interpretive qualitative methodology, a census of women faculty in AEE was conducted. Four emergent themes described women faculty's perceptions of the unique challenges, opportunities, and mentoring experiences in AEE: (a) contributors to a positive work environment, (b) contributors to a toxic work environment, (c) mentoring experiences in the profession, and (d) work-life integration. Women faculty valued encouragement, collaboration, transparency, and mentorship within the profession. Sexism, marginalization, and unhealthy competition were identified as barriers. Women faculty held three conflicting perceptions of work-life integration. Opportunities to create a more inclusive organizational culture with intentional mentorship for women faculty in AEE should be considered. Continued critical research to promote the inclusion of diverse faculty in AEE is recommended.
Extension educators should think of themselves as change agents, yet many act as information dispensers. Accordingly, we sought to determine whether we could change perceptions of county Extension educators in Oklahoma regarding their function as change agents. Educators participated in a two-part (two-treatment) professional development experience involving a workshop and a computer simulation. The experience was grounded in Rogers's diffusion of innovations theory and addressed nine established Extension educator change-agent roles. Participants ranked the importance of the roles prior to the experience and again following each treatment. Their perceptions changed regarding only the "Alternative Delivery Systems" role. We explore the imperative to improve Extension agents' understanding of how to be change agents.
Student-led project-based teams are widely used by faculty but do we really understand the process that students experience as a result of participating in a team? This study sought to understand the team process by examining leadership practices exhibited by assigned leaders and their team culture. Using a mixedmethods case study design it was found that students perceived team leaders to be strongest in the leadership practice-enable others to act described as fostering collaboration and sharing power and weakest in the leadership practice-encourage the heart described as recognizing individual contributions and celebrating team successes. Two of the teams were identified as a clan culture and the third team was determined to be a market culture. It was recommended that instructors who use teams to enrich learning examine the relationship between specific team cultures and enhanced team performance.
In colleges of agriculture leadership education is one area of study where enrollment and demand are outstripping the capacity of institutions to deliver the coursework. However, few faculty members are prepared to teach leadership contextually based in agriculture. Responding to this challenge, the Leadership Education Institute (LEI) for faculty in colleges of agriculture was created. The primary goal of the project was to prepare agricultural faculty to teach leadership as a secondary discipline. This multi-year project, funded by a USDA Higher Education Challenge Grant, was a collaboration of faculty from Oklahoma State University, the University of Nebraska-Lincoln, and the University of Georgia. The project resulted in directly impacting food and agricultural sciences education at 10 institutions across the nation by improving teaching competency of leadership education faculty in colleges of agriculture.
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