Progress 09/01/05 to 08/31/09
Outputs
Over the four year span of the project, two cohorts of students, each consisting of approximately 10 students from each of the three collaborating campuses, were engaged in learning about leadership, developing as leaders and giving back to their respective universities through leadership program delivery and personal leadership roles in campus organizations. Each cohort of students volunteered their time over the 21-month program. Cohort 1 started their program in May 2006 and completed the program in February 2008 and the second cohort started in May 2007 and completed in February 2009. Advisory staff from each of the universities developed the curriculum used to educate the students and supervised their activities completed on their respective campus. The advisory staff also created and administered evaluations, presented the curriculum and evaluations at national conferences, met regularly via teleconference and at leadership education weekends with the students and edited and revised the final curriculum to be made available to the public. The students gained leadership knowledge and experience through interactive sessions focused on a variety of leadership topics (see topic list of Modules in products section of this report) and in community development/service projects during each of the five 2-3 day workshops. The experiential learning component of each weekend program was among the most highly rated by the students as beneficial to their personal understanding of leadership and their growth as leaders when working toward employment in the agricultural and business fields upon graduation. Students met with leaders of the community projects and volunteered as a group in a food bank, animal welfare organization, community inner-city and prison gardens, provided marketing for a literacy program and worked with community leaders to distribute neighborhood information to local businesses. Meeting twice in Chicago afforded students the opportunity to interact with different community and cultural issues and see agriculture from a "city" perspective from which most had not been previously exposed. Information and experiences learned during the workshops and follow up meetings on each campus were used by each cohort to educate additional students in leadership development and education topics. This peer education or train the trainer model worked effectively by reaching over 4000 students (combined) on the three campuses. PRODUCTS: The Leadership Education Curriculum is the product created out of this grant project. This curriculum was developed, reviewed and revised by the faculty advisory group. It includes 14 workshop modules on a variety of leadership topics (titles of topics below) designed for use in the college-aged population. The editing and graphic design was contributed by Purdue University Agricultural Communications staff. The complete curriculum is available free to the public in a convenient zip file that can be downloaded from the following web address: http://www.agecon.purdue.edu/LIA/ The same zip file will be housed on the University of Wisconsin-Madison and the University of Illinois at Urbana-Champaign websites. Module Title 1 Understanding Leadership 2 Understanding Values & Character 3 Understanding Differences 4 Listening & Speaking Clearly 5 Building Relationships 6 Building Teams 7 Problem Solving in Teams 8 Managing Conflict 9 Exploring Ethics 10 Leading Organizations 11 Managing Change 12 Strategic planning 13 Managing projects 14 Engaging in Community OUTCOMES: Students shared knowledge gained through the training weekend sessions with their peers once they returned to campus. It is estimated that the 55 students trained during this grant project reached well over 4000 students with leadership education sessions. Qualitative data analysis was completed at the end of each cohort's 21-month program. Each student wrote a personal reflection paper and focus groups were conducted in small groups at the end of the last group session. This information was transcribed and analyzed using descriptive coding methods. The consistent themes that emerged from the reflective papers and focus groups included: communication, understanding self and others, defining leadership in multiple ways and the positive influence that the experiential component of the program had on understanding community leadership. This rich qualitative data suggested that students gained personal knowledge about leadership education and skills and applied this information in daily interactions on campus as well as used this knowledge in presenting leadership and other presentations on campus and in their personal lives. Quantitative data were gathered throughout the program as well. An 89 item questionnaire was developed by the advisory team prior to the beginning of the first cohort meeting. The questionnaire was created using the learning objectives from the leadership development curriculum that was used throughout the program. The self-report questionnaire assessed students' perceptions of their leadership knowledge and skills. Students rated their level of agreement with statements such as, I can recognize the various stages of team development, using a 5- point Likert scale ranging from Strongly Agree to Strongly Disagree. The questionnaire was administered as a pretest prior to the first group session, before any educational sessions were completed. The questionnaire was administered again at the end of the last educational session as a posttest and as a retrospective pretest. The retrospective pretest was employed to reduce the risk of response shift bias, a form of error common in educational programs evaluated using a traditional pretest - posttest design. The scores from both cohorts of students (n 35)were analyzed using analysis of variance tests. The pretest, posttest and retrospective pretest scores served as the dependent variables and test time (pre, post, retrospective) was the fixed variable. Students perceived that their leadership skills were much higher at the end of the program than at the beginning (F (df) = 84.22, p < .001, eta squared = .623. The large eta squared indicates the educational program accounted for 62% of the variance in the dependent variables, suggesting the program was very effective. Post hoc comparisons showed significant differences between all test times at p < .0001. This shows difference from pre to post and from retrospective to post. It also shows difference between pre and retrospective indicating there was response shift bias in the data and that supporting the use of the retrospective design. DISSEMINATION ACTIVITIES: Presentations about the program and the curriculum were made at the following national conferences: 1. Klatt, J & Burgoon, L. Student Commitment to Leadership Development. National Agricultural Alumni Development Association Annual Conference. Madison, WI June, 2007. 2. Lorensen, M. Leadership In Action, A Multi-State Leadership Development Program for College Students Association of Leadership Educators Annual Conference. Dallas, TX, July 2007. 3. Burgoon, L. Preliminary Findings of a Tri-State Higher Education Leadership. North American College Teachers of Agriculture Conference. Logan, UT, July, 2008. 4. Lorensen, M & Burgoon, L. Leadership in Action: A Leadership Development Curriculum. Association of Leadership Educators Annual Conference. Providence, RI, July, 2009. Press releases have been sent from each of the Universities involved emphasizing the main points of the grant program and the curriculum availability. Press releases and verbal personal contacts were focused on the Extension system, national leadership organizations (Association of Leadership Educators, International Leadership Association) and student and academic affairs national organizations such as ACPA and NASPA. Brief articles are in the process of being submitted to many of these organizations for their newsletters and websites announcing the availability of the curriculum. FUTURE INITIATIVES: Each university working with the grant plans to continue leadership education and programs on their respective campuses. Purdue and Wisconsin both initiated Leadership Certificate programs during the time period of the grant and have successfully recruited students into these programs. Illinois already had a Leadership Certificate program and the grant advisory group at Illinois is collaborating with the Illinois Leadership Center staff and faculty to create an academic interdisciplinary minor in Leadership Studies for the campus. Though this project is not a direct result of the grant process, the collaboration and work toward the proposed minor is a result of excellent communication between the advisor group and the established Leadership Center on campus. A new course is being created for freshmen honors students in the College of Agricultural, Consumer and Environmental Sciences using the new curriculum.
Impacts
The outcomes data that showed highly significant change in leadership knowledge and skill perception was a short term goal of this project. It is difficult to ascertain the long-term impact of this program on the student's leadership skills and abilities. All participating Universities maintain contact with their respective students that have graduated or will graduate in 2010. We intend to conduct a one-year follow-up assessment to assess if the effects of the program were sustained long-term.
Publications
- In process: Leadership in Action: A Leadership Development Curriculum. Journal of Leadership Education. Poster abstract for Association of Leadership Educators conference proceedings, Summer 2009.
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Progress 09/01/07 to 08/31/08
Outputs
During the 2008 calendar year, the calendar of activities as outlined in the original grant proposal, has evolved very closely to what was written in the original proposal. Cohort 1 (selected in 2006) completed the program in February 2008 with a two-day workshop in Chicago. This workshop included a final learning module on Civic Engagement that emphasized how community involvement enhances leadership skills and is also a responsibility of leaders. We had a graduation speaker, John Huston, an alumna of the University of Illinois and long time president of the Illinois meat board, talk with our students about the benefits of leadership in the work force and the commitment necessary for students entering the workforce as globalization continues. We collected post-program data from the students. This consisted of taking students completing the same 80 item questionnaire that they took as a pre-test at the beginning of the program and guided focus group sessions in small groups. Additionally, students wrote reflection journals prior to the February session which were then collected at program completion. The second cohort of 30 students met in November 2007 at the University of Illinois (previously reported) and in April 2008 at the University of Wisconsin, Madison. The three day workshop in Madison included three modules: Conflict Management, Exploring Ethics, and Understanding Organizations. We incorporated a service project into the Saturday session where students went into the community and asked business owners to spread the word about a local literacy reading project. Students went in groups to local businesses and asked to leave brochures about the project in public places for patrons to read. Both cohorts completed a variety of educational sessions on all three campuses during this reporting period. Examples of these include: conflict management and ethics training for sorority and fraternity judicial boards, teaching over 30 discussion sections of each University's Freshman agriculture discovery courses, a session with Health Center peer educators to share facilitation skills and leadership education, leading a book discussion group and having a leadership information table at several large college events. PRODUCTS: All of the educational module outlines have gone through extensive review and editing. Internal review by all seven members of the grant team and external review by an editor in Extension at Purdue University has resulted in completion of a standard format for all modules. The module format includes detailed topic content, instructions for the presenter and handouts or other presentation materials needed to teach each module. This format will allow anyone to use the modules easily as they present the material from any of the 15 modules. Five of the 15 are already in final format with the additional 10 under review now. OUTCOMES: Cohort 1 successfully completed the 21-month program. Eighteen of the original 30 students attended the last session. We used only these eighteen students in the data collection sample completed in February 2008. DISSEMINATION ACTIVITIES: One of the staff members for the grant presented the initial findings of the first cohort of students at the annual NACTA/SERD conference in June at Utah State University in Logan, Utah. When the 15 modules are completely reviewed and placed in final format, we will disseminate these in a variety of ways. Each University will post them on their websites and we will announce their availability at various conferences in 2009. FUTURE INITIATIVES: Cohort 2 will complete their 21-month program on February 22, 2009. We will collect data from that cohort and begin final analysis of the quantitative and qualitative data. At least one of the universities in the grant will have cohort 2 students complete a capstone project. This project will be a service-learning opportunity that will help a local animal welfare group with an educational campaign linked to the issues of pet homelessness and overpopulation of companion animals.
Impacts
We will report on impacts after the final cohort completes the project in February 2009.
Publications
- Abstract: Burgoon, L, Klatt, J and Ortega, R. Preliminary findings of a Tri-state higher education leadership grant. NACTA Journal, June, 2008.
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Progress 09/01/06 to 08/31/07
Outputs
During the 2007 calendar year, the calendar of activities as outlined in the original grant proposal, has evolved very closely to what was written in the original proposal. Students in the initial cohort of students selected in Spring 2006 participated in a weekend retreat at the University of Wisconsin in early April 2007. An additional three modules were completed; interaction and dialogue with a group of Wisconsin alumni on their leadership journeys was held; and a community service project at a regional food bank was conducted. The group again met in September 2007 at the University of Illinois for the completion of three more modules. A private breakfast meeting with University of Illinois President B. Joseph White was held, and focused on the discussion of President White's 2007 book, 'The Nature of Leadership: Reptiles, Mammals, and the Challenge of Becoming a Great Leader'. A panel of students affiliated with the Division of Rehabilitation and Education
Services shared with our students the challenges faced by, and opportunities available to, students with physical disabilities on our campus. The leadership grant students had the opportunity to participate in a wheel-chair basketball activity with the University of Illinois squad. In both sessions, the students collectively shared information on their activities on their respective campuses. Among those activities were a mentoring program; a sponsored movie night and discussion; leadership activities integrated in the freshman orientation course; conducting a leadership workshop for high school students; another workshop for the Interfraternity Greek Council; as well as a training session for residence hall staff. A second cohort of 30 students (12 males 18 females) was selected on the three campuses during the spring 2007 semester. The group held it's initial three day session in Chicago during May 2007. A higher percentage of freshmen were selected for Cohort 2 than what had
occurred with Cohort 1. The same five modules utilized with Cohort 1 were again incorporated into this initial session. University of Illinois Extension educators were again utilized to identify 4 community service project sites where the students were actively engaged in an afternoon of projects. An evening dialogue with Chicago Alderman Thomas Tunney, and a graduate of the University of Illinois College of Agriculture, was a wonderful addition to the previous years program. This second cohort group reconvened in November 2007 at the University of Illinois. In addition to introducing the students to three additional modules, the students heard from members of the Central Illinois Animal Welfare Coalition Leaders. This was followed by a visit to the Champaign County Humane Society, and the Animal Control facilities for a tour, and dialogue with staff running these facilities. A public service project to assist the efforts of the coalition was also completed.
PRODUCTS: A series of 15 course modules have been developed and refined during the course of the project. A listing of the topics was included in the 1st year Project Report. Materials on Facilitation and Reflection were also developed to aid the students in presenting the information to other students, and in documenting their own leadership journey.
OUTCOMES: The project allowed for the creation of modules that can be utilized on other campuses. Other students on our campuses received exposure to leadership topics / skill development as a result of their interaction with the Cohort students being funded through the project. An assessment instrument based on the content of the modules was developed, and administered to the cohort students at the beginning of their program. It will be administered again at the end of their 21 month program to identify potential changes in their awareness and / or understanding of leadership topics delivered through the modules.
DISSEMINATION ACTIVITIES: The project team will provide a report of the project at the 2008 NACTA conference to be held during summer 2008. Members of the team will also identify other venues to make similar presentations to audiences with interest in the topic and findings of the researchers. The team will also discuss the creation of a dissemination plan for other institutions having an interest in obtaining the products created through the project.
FUTURE INITIATIVES: In addition to the Dissemination Activities identified above, the three partner campuses will assess, both individually, and collectively, how best to use the materials now developed for future endeavors for the students enrolled in their colleges, and/or elsewhere on their respective campuses.
Impacts
As part of the final report, the three participating institutions will identify, and attempt to quantify the impact that the program has had on the students, and other leadership development initiatives on our respective campuses.
Publications
- No publications reported this period
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Progress 09/01/05 to 09/01/06
Outputs
Four planning sessions were held in Chicago before the program was launched with the first cohort of students on May 15, 2006. Those sessions focused on learning about the leadership programs on our campuses; the identification and creation of the leadership modules to be utilized in the program; assessment; and the development of activities for cohort sessions. The 15 topics chosen for the modules that are being created and utilized within the program are noted below. This listing evolved from the literature on the study of leadership, and the collective experiences and philosophies of the team members. It was recognized that some of the topics would lend themselves very well for the "train the trainer" objective of the program, while others would likely be more for the personal growth of the participants, and their understanding of the multiple dimensions of leadership. The modules include: Nature of Leadership; Gaining Personal Awareness; Communications: Listening
and Speaking; Understanding Differences; Team Building: Team Dynamics; Understanding Values and Character; Building Relationships; Teambuilding: Problem Solving and Decision Making; Conflict Management; Ethics; Understanding Organizations; Creating Change; Strategic Planning; Project Management; and Civic Responsibility. Selection of students: On each campus, there was a general announcement to the student body, with more specific communication targeted to students actively involved in student organizations. Informational meetings and an application process followed, with each campus selecting their own participants. Of the 25 students involved in this first cohort, there are 18 juniors/7 sophomores; and 16 females/9 males. Overview of first two sessions: The initial session with the first cohort group was held in Chicago May 15-17, 2006. In addition to the completion of the first 5 modules, participants had two opportunities to experience Chicago. The first, utilizing alumni and
small teams doing a scavenger hunt within the city, also provided the opportunity for students to talk with these alumni about their professional experiences and career paths. The second activity, done in cooperation with University of Illinois Extension Service employees, allowed the students and staff to visit on-going community projects, and experience/ discuss leadership-in-action in those locations. The second session was hosted by Purdue at West Lafayette on Nov 10-12, 2006. In addition to completing 3 additional modules, the group completed a team building exercise on a "low ropes" Challenge Course on the campus. Activities on the campuses: Cohort members have been working on workshop presentation skills, promoting leadership development activities on their campuses, and conducting activities for student club meetings, and classes. Assessment: The project team created an 89 item assessment instrument based on the anticipated content of the modules. The team member responsible
for the creation of each module submitted the items related to that module. The instrument was administered to all participants at the beginning of the initial session held in Chicago on May 15, 2006.
PRODUCTS: 15 Learning Modules on Leadership Development topics for undergraduate students in food and agricultural sciences. Assessment instruments for use in measuring growth in leadership skill competency. Materials and methodology for training student facilitators to teach the modules.
OUTCOMES: Creation of a sustainable model of a Leadership program that is transferable to other institutions. Cohort students completed a 21 month structured leadership development journey, while adding to personal development of other students. Participation of hundreds of non-cohort students in one or more leadership development activities who might not have done so without the project.
DISSEMINATION ACTIVITIES: Conduct a national conference for faculty and administrators of food and agricultural science colleges to discuss experiences and outcomes of the project.
FUTURE INITIATIVES: Student cohort #1 will continue their involvement in the program. Student cohort #2 will be selected in April 2007 and will begin the program in May 2007.
Impacts
By using the "train the trainer" methodology, and the leadership development modules created, countless numbers of students can be exposed to leadership development opportunities using the materials and methodology being created.
Publications
- No publications reported this period
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