Measuring Optimal Experiences of CANR Undergraduates in a Leadership Course

Abstract

Many universities integrate leadership as a core component of agricultural education. Interestingly, little research has been conducted on the impact of leadership courses comparing the perceived leadership skills and abilities of students with and without prior leadership experience. Socio-psychological measures of flow or optimal experience during an undergraduate leadership course were used to compare and contrast sample groups within course teaching techniques. Flow theory was used to compare and contrast: 1) Student demographics in an undergraduate leadership course; 2) students with various leadership experiences; and 3) optimal experiences and leadership experiences using different teaching techniques. Results indicated that overall, students within an undergraduate leadership course are more likely to have optimal experiences during experiential learning activities and reflecting on learning. Similar results exist with undergraduate leadership students having prior leadership experience (non-FFA) and FFA experience. This research suggests that utilizing experiential learning activities in classroom learning and reflecting on those experiences may have the highest potential for producing optimal experiences in the context of undergraduate leadership education. Finally, using the experience sampling method to compare and contrast prior leadership, optimal experiences, and teaching approaches has merit and expands the suite of instruments available to understand undergraduate leadership experiences and learning.

Students’ Application of Team Leadership Skills in an Undergraduate Agricultural Leadership Course When Learning Experientially

“…Similar to Everett and Raven (2018), this study provided evidence that experiential learning can be an effective pedagogical approach in agricultural leadership education. If a major purpose of education is to transfer knowledge to practical settings, a capstone experience which allows students to apply their knowledge and skills should be valued by educators.…”

“…In this course, students engaged in experiential learning activities, and their optimum experience level (a point where one is most likely to have control, attention, curiosity, and intrinsic interest in an activity) was measured. Students who had leadership experiences prior to course enrollment were more likely to achieve an optimal experience level (Everett & Raven, 2018). The authors also reported that experiential learning as a pedagogical approach in leadership courses has instructional value and provides students with opportunities to apply course content (Everett & Raven, 2018).…”

“…Students who had leadership experiences prior to course enrollment were more likely to achieve an optimal experience level (Everett & Raven, 2018). The authors also reported that experiential learning as a pedagogical approach in leadership courses has instructional value and provides students with opportunities to apply course content (Everett & Raven, 2018). Coers at al.…”

“…They found intrinsic motivation could also be increased through the encouragement of autonomous learning, offering students choices, and seeking student feedback (Lamm et al, 2014). Everett and Raven (2018) identified agricultural leadership students' optimum experience level in an undergraduate course at Michigan State University.…”

Democratic Leadership and Its Impact on Teacher Performance

“…Leadership can be a benchmark in the success of every activity carried out by human resources in institutions, especially educational institutions (Everett & Raven, 2018). Principal leadership can influence activities that occur in schools (Rehman, Khan, & Waheed, 2019;Rostiawati, 2020).…”