Source: PENNSYLVANIA STATE UNIVERSITY submitted to NRP
LEADERSHIP DEVELOPMENT OF YOUTH & ADULTS
Sponsoring Institution
National Institute of Food and Agriculture
Project Status
COMPLETE
Funding Source
HATCH
Reporting Frequency
Annual
Accession No.
0211022
Grant No.
(N/A)
Cumulative Award Amt.
(N/A)
Proposal No.
(N/A)
Multistate No.
(N/A)
Project Start Date
Jul 1, 2007
Project End Date
Jun 30, 2013
Grant Year
(N/A)
Program Code
[(N/A)]- (N/A)
Recipient Organization
PENNSYLVANIA STATE UNIVERSITY
208 MUELLER LABORATORY
UNIVERSITY PARK,PA 16802
Performing Department
Agri Economics, Sociology & Education
Non Technical Summary
A growing need for leadership development is evident in the shifting demographics of today's society, as well as in the changing nature of the social and economic issues people are asked to address. The United States is facing inevitable change as literal and figurative landscapes evolve to accommodate new needs of the population. Responsibilities including education and resource management once handled by state and federal governments are being turned over to local governments and community organizations. This increased responsibility equates a need for all residents to assume positions of leadership, if they are to succeed in this increasingly competitive environment. Individuals within communities must develop the skills and capacity to work in collaborative groups to address complex problems and improve the quality of life. Community leaders are needed who understand the nature and intricacies of rural life. Research has shown that 'communities where public life is vibrant have very different kinds of leaders, and a great many of them.' Leadership development must occur, not only with adults but with young people as well, so that a great many individuals will be prepared to meet the challenges of the future within our more global society. The purpose of this project is to examine the role and inpact that leadership development has on an ever changing society.
Animal Health Component
(N/A)
Research Effort Categories
Basic
(N/A)
Applied
(N/A)
Developmental
(N/A)
Classification

Knowledge Area (KA)Subject of Investigation (SOI)Field of Science (FOS)Percent
8036010302025%
8036050302025%
8066010302025%
8066050302025%
Knowledge Area
806 - Youth Development; 803 - Sociological and Technological Change Affecting Individuals, Families, and Communities;

Subject Of Investigation
6010 - Individuals; 6050 - Communities, areas, and regions;

Field Of Science
3020 - Education;
Goals / Objectives
1. To assess the contribution of leadership development programs to the development of leadership skills, including decision-making, critical thinking, problem solving, goal-setting and communication. 2. To measure the impact of youth leadership development and skill mastery within the family, community, school and work place. 3. To evaluate existing resources, programmatic factors and opportunities available to youth and adults as they relate to the development and mastery of leadership skills and styles. 4. To define a primary set of necessary leadership skills for rural community leaders, in order to determine salient intervention and interaction variables. 5. To examine the role that a global society plays in the leadership development of youth and adults.
Project Methods
To implement and complete this project multiple procedures are planned. The procedures are presented under each of the projects main objectives. The type of statistics will be determined by the limitations of the data. This project will utilize both quantitative and qualitative approaches for data collection and analysis. Objective 1: To assess the contribution of leadership development programs to the development of leadership skills, including decision-making, critical thinking, problem solving, goal-setting and communication. What is the result of leadership development programs? What impact are they producing in terms of skill development? What role does the training environment play in the acquisition of skills? Strategies to address this objective include interviews (Patton, 2002), participant observations (Lincoln & Guba, 1985) and questionnaires (Dillman 2000), designed to evaluate the efficacy of leadership training environments and the effectiveness of the leadership development training/event. Objective 2: To measure the impact of youth leadership development and skill mastery within the family, community, school and work place. Achievement, recognition, and competence in leadership related events, practices and activities will document the level of mastery achieved. This will be accomplished by the use of self-reported questionnaires and interviews. Objective 3: To evaluate existing resources, programmatic factors and opportunities available to youth and adults as they relate to the development and mastery of leadership skills and styles.Leadership programs must first, and foremost address the needs of the individuals enrolled and the communities in which they live. In order to provide the best possible programs and resources for constituents a review of existing leadership curricula, programmatic events and activities, conferences, and professional development opportunities available for youth and adults to assess critical leadership development characteristics will be undertaken. Objective 4: To define a primary set of necessary leadership skills for rural community leaders, in order to determine salient intervention and interaction variables. Multiple facets of leadership development will be investigated from a rural community perspective. Self reported questionnaires, focus groups, individual interviews, and Delphi techniques will be used with individuals currently in leadership positions (referential and positional) to develop a primary set of necessary leadership skills for rural community leaders. Results will lead to the development of training and interventions to enhance the capacity of rural communities to develop leaders for the future. Objective 5: To examine the role and the impact that a global society plays in the leadership development of youth and adults. Techniques to carry out this examination will include Delphi, surveys, interviews and focus groups of individuals, both American and International. Results will determine the role and impact that international experiences and exposure play in leadership development.

Progress 07/01/07 to 06/30/13

Outputs
Target Audience: Nothing Reported Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided? Nothing Reported How have the results been disseminated to communities of interest? Nothing Reported What do you plan to do during the next reporting period to accomplish the goals? Nothing Reported

Impacts
What was accomplished under these goals? Significant cooperative relationships were developed at PSU, throughout the United States, and internationally. Plans for a survey of student learning and leadership programs and organizations throughout PSU to determine core skills, curriculum, impacts, and participant needs are in development. A wide range of skill building workshops, seminars, and invited lectures were presented to academic and community groups. This AES program was completed and led to the development and implementation of a new AES project focusing on international community and leadership development.

Publications


    Progress 10/01/11 to 09/30/12

    Outputs
    OUTPUTS: The members of the research team have conducted primary research and disseminated results of the work undertaken under this project via journal articles and workshops/in-service trainings. Between Oct 1, 2011 TO Sep 30, 2012, 4 peer reviewed journal articles, 2 books, 4 book chapters, 2 book reviews, and 2 research reports were published. Four journal articles, 1 book, and 2 book chapters have been submitted for publication. PARTICIPANTS: The core group of team members remained the same this year. Mark A. Brennan is an associate professor of Agricultural and Extension Education at Penn State University. He is residence education faculty member focusing on organizational and community leadership development, and youth and adult leadership development. Tracy S. Hoover is the associate Dean for undergraduate Education and a professor of Agricultural and Extension Education at Penn State University. She is a residence education faculty member focusing on leadership development and teacher education. Claudia C. Mincemoyer is an associate professor of Agricultural and Extension Education at Penn State University. She is an extension specialist with an appointment in curriculum development. TARGET AUDIENCES: Target audiences include: rural and urban community resident coalitions, local government, youth involved in the 4-H and FFA organizations, agricultural sciences teachers, cooperative extension educators, natural resource managers, adults involved with after school programs affiliated with the 4-H program, college students involved in clubs and organizations within their respective colleges, and individuals within the public and private sectors desiring to enhance their leadership skills and the leadership capacity of their organizations. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.

    Impacts
    Significant cooperative relationships were developed at PSU, throughout the United States, and internationally. Plans for a survey of student learning and leadership programs and organizations throughout PSU to determine core skills, curriculum, impacts, and participant needs are in development. A wide range of skill building workshops, seminars, and invited lectures were presented to academic and community groups.

    Publications

    • McGrath, B., M. A. Brennan, P. Dolan, and R. Barnett. 2012. Adolescents and their networks of social support: Real connections in real lives Child and Family Social Work (In Press).
    • Tobin, D., M. A. Brennan, B. Olsen, and T. Bruening. 2012. Agricultural extension and market-led agrarian reform: findings from an exploratory case study in Limpopo province, South Africa. The Journal of the Association for International Agricultural and Extension Education (In Press).
    • Radhakrishna, R., D. Tobin, M. A. Brennan, and J. Thomson. 2012. Ensuring data quality in extension research and evaluation studies. Journal of Extension 50(3):June 2012.
    • Brennan, M. A. 2012. Book review of Making volunteers: Civic life after welfares end. International Review of Modern Sociology 38(1):Spring 2012.
    • Willits, F., M. A. Brennan, J. Beierlein, B. Wade, L. Ragan, J. May, and J. Brelsford. 2011. Perceptions of faculty and students concerning the elements of teaching quality. University Park, PA. Schreyer Institute for Excellence in Teaching. http://www.schreyerinstitute.psu.edu/pdf/Quality_of_Instruction_2011- 1.pdf.
    • Willits, F., M. A. Brennan, J. Beierlein, B. Wade, L. Ragan, J. May, and J. Brelsford. 2011. Undergraduate students evaluations of teaching quality at University Park. University Park, PA. Schreyer Institute for Excellence in Teaching. http://www.schreyerinstitute.psu.edu/pdf/Quality_of_Instruction_2011- 2.pdf.
    • Brennan, M. A. (ed.) 2012. Community leadership development: A compendium of theory, research, and application. Taylor & Francis Publishers 450 pages. (In Press).
    • Brennan, M. A. 2012. Uncovering the dimensions of community leadership. In Community leadership development: A compendium of theory, research, and application. M. Brennan, Editor. (In Press).
    • Brennan, M. A., P. Frumento, J. Bridger, and T. Alter. 2012. Introduction: Theory, practice, and community development. In Contemporary theories of community and development. M. Brennan, J. Bridger, and T. Alter, Editors. 30 pages. (In Press).
    • Bridger, J. C., P. Frumento, T. Alter, and M. A. Brennan. 2012. Future Directions and Challenges. In Contemporary theories of community and development, M. Brennan. J. Bridger, and T. Alter, Editors. 30 pages. (In Press).
    • Kaplan, M., S. Hall, and C. Mincemoyer. 2012. Develop an Intergenerational Program (for Center Directors). Penn State Better Kid Care Online Professional Development Program. 58 pp.
    • Wells, P. and C. Mincemoyer. 2012. New Staff Orientation. Penn State Better Kid Care Online Professional Development Program. 174 pp.
    • Wells, P. and C. Mincemoyer. 2012. School-age New Staff Orientation. Penn State Better Kid Care Online Professional Development Program. 174 pp.
    • Belinda, C. and C. Mincemoyer. 2012. Child Development Associate (CDA) Credential: Understanding the Professional Path. Penn State Better Kid Care Online Professional Development. Program 43 pp.
    • Hall, S. and C. Mincemoyer. 2012. Ethics: Your Responsibilities to Children. Penn State Better Kid Care Online Professional Development Program. 43 pp.
    • Hall, S. and C. Mincemoyer. 2012. Ethics: Your Responsibilities to Co-workers and Community. Penn State Better Kid Care Online Professional Development Program. 22 pp.
    • Hall, S. and C. Mincemoyer. 2012. Ethics: Your Responsibilities to Families. Penn State Better Kid Care Online Professional Development Program. 22 pp.
    • Welch, L. and C. Mincemoyer. 2012. Keep Children Healthy and Safe: Reuse & Recycle (for Center Directors). Penn State Better Kid Care Online Professional Development Program. 31 pp.


    Progress 10/01/10 to 09/30/11

    Outputs
    OUTPUTS: The members of the research team have conducted primary research and disseminated results of the work undertaken under this project via journal articles and workshops/in-service trainings. Between Oct 1, 2010 TO Sep 30, 2011, 3 peer reviewed journal articles, 2 book reviews, and 2 research reports were published. Two books were accepted for publication and are under development, along with 5 articles and 3 book chapters which have been submitted for publication. This project also contributed to a Fulbright Senior Specialist Fellowship (Brennan). The fellowship took place at the National University of Ireland, Galway and focused on leadership development among youth and adults. Included was research, journal articles developed, and program curriculum development. This fellowship also established a basis for student and faculty exchanges. PARTICIPANTS: The core group of team members remained the same this year. Mark A. Brennan is an associate professor of Agricultural and Extension Education at Penn State University. He is residence education faculty member focusing on organizational and community leadership development, and youth and adult leadership development. Tracy S. Hoover is the department chair and a professor of Agricultural and Extension Education at Penn State University. She is a residence education faculty member focusing on leadership development and teacher education. Claudia C. Mincemoyer is an associate professor of Agricultural and Extension Education at Penn State University. She is an extension specialist with an appointment in curriculum development. TARGET AUDIENCES: Target audiences include: rural and urban community resident coalitions, local government, youth involved in the 4-H and FFA organizations, agricultural sciences teachers, cooperative extension educators, natural resource managers, adults involved with after school programs affiliated with the 4-H program, college students involved in clubs and organizations within their respective colleges, and individuals within the public and private sectors desiring to enhance their leadership skills and the leadership capacity of their organizations. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.

    Impacts
    Significant cooperative relationships were developed at PSU, throughout the United States, and internationally. Plans for a survey of student learning and leadership programs and organizations throughout PSU to determine core skills, curriculum, impacts, and participant needs are in development. Formal partnerships have been developed, and plans underway for data collection in spring 2012. A wide range of skill building workshops, seminars, and invited lectures were presented to academic and community groups.

    Publications

    • Horning, L., P. Wells, and C. Mincemoyer. 2011. Getting started in family child care (Instructor Module and DVD). University Park, PA, Penn State Cooperative Extension. 52 pp.
    • Mincemoyer, C. 2011. Be clear on clearances (for Center Directors). 26 pp. Penn State Better Kid Care http://extension.psu.edu/cyttap.
    • Mincemoyer, C. 2011. Developing an emergency preparedness plan (for Center Directors). 25 pp. Penn State Better Kid Care http://extension.psu.edu/cyttap.
    • Mincemoyer, C. 2011. Hiring staff (for Center Directors). 32 pp. Penn State Better Kid Care http://extension.psu.edu/cyttap.
    • Mincemoyer, C. 2011. The ins and outs of recordkeeping (for Center Directors). 32 pp. Penn State Better Kid Care http://extension.psu.edu/cyttap.
    • Mincemoyer, C. 2011. Keeping children safe on playgrounds (for Center Directors). 32 pp. Penn State Better Kid Care http://extension.psu.edu/cyttap.
    • Mincemoyer, C. 2011. Theres always more to learn (for Center Directors). 30 pp. Penn State Better Kid Care http://extension.psu.edu/cyttap.
    • Mincemoyer, C. 2011. Balancing child-staff ratios (for Center Directors). 26 pp. Penn State Better Kid Care http://extension.psu.edu/cyttap.
    • Mincemoyer, C. 2011. Family child care: Getting started. 32 pp. Penn State Better Kid Care http://extension.psu.edu/cyttap.
    • Mincemoyer, C. 2011. Advocacy: Raising awareness for early childhood professionals. 27 pp. Penn State Better Kid Care http://extension.psu.edu/cyttap.
    • Mincemoyer, C. 2011. Professional development record. A valuable tool for providers. 29 pp. Penn State Better Kid Care http://extension.psu.edu/cyttap.
    • Mincemoyer, C. 2011. All by myself: Self help skills in childcare. 27 pp. Penn State Better Kid Care http://extension.psu.edu/cyttap.
    • Brennan, M. A., J. C. Bridger, and T. Alter. 2012. Contemporary theories of community and development. Taylor & Francis Publishers. 400 pages.
    • Brennan, M. A., B. Brady, and P. Dolan. 2012. Civic engagement, leadership, and youth development: Applications for programming and policy. Jessica Kingsley Publishers. 450 pages.
    • Brennan, M. A. and J. Bridger. 2012. Exploring theories of community: Past perspectives and future directions. In Contemporary theories of community and development, M. Brennan, J. Bridger, and T. Alter, Editors. 30 pages. (In Press).
    • Brennan, M. A. and G. Israel. 2012. Advancing community theory by understanding community power. In Contemporary theories of community and development, M. Brennan, J. Bridger, and T. Alter, Editors. 30 pages. (In Press).
    • Bridger, J. C., M. A. Brennan, and T. Alter. 2012. An interaction based approach to understanding community. In Contemporary theories of community and development, M. Brennan, J. Bridger, and T. Alter, Editors. 30 pages. (In Press).
    • Matarrita-Cascante, D. and M. A. Brennan. 2011. Conceptualizing community development in the 21st century. Journal of the Community Development Society (In Press).
    • Brennan, M. A. 2011. From command to community: A new approach to leadership education in colleges and universities. Journal of Higher Education Outreach and Engagement (In Press).
    • Brennan, M.A. 2011. Democracy and expertise: Reorienting policy inquiry. Journal of Higher Education Outreach and Engagement 15(2):115.
    • Brady, B., M. A. Brennan, A. Shaw, and P. Dolan. 2011. Youth civic engagement: Conceptualizing the dimensions, discourses, and outcomes. Social Entrepreneurs Ireland/UNESCO. 32 pages.


    Progress 10/01/09 to 09/30/10

    Outputs
    OUTPUTS: The members of the research team have conducted primary research and disseminated results of the work undertaken under this project via journal articles and workshops/in-service trainings. Between Oct 1, 2009 TO Sep 30, 2010, nine peer reviewed journal articles and one book chapter were published and several articles developed and submitted for publication. PARTICIPANTS: The core group of team members remained the same this year. Mark A. Brennan is an associate professor of Agricultural and Extension Education at Penn State University. He is residence education faculty member focusing on organizational and community leadership development, and youth and adult leadership development. Tracy S. Hoover is the department chair and a professor of Agricultural and Extension Education at Penn State University. She is a residence education faculty member focusing on leadership development and teacher education. Claudia C. Mincmoyer is an associate professor of Agricultural and Extension Education at Penn State University. She is an extension specialist with an appointment in curriculum development. TARGET AUDIENCES: Target audiences include: rural and urban community resident coalitions, local government, youth involved in the 4-H and FFA organizations, agricultural sciences teachers, cooperative extension educators, natural resource managers, adults involved with after school programs affiliated with the 4-H program, college students involved in clubs and organizations within their respective colleges, and individuals within the public and private sectors desiring to enhance their leadership skills and the leadership capacity of their organizations. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.

    Impacts
    Cooperative relationships developed. Plans for a survey of student learning and leadership programs and organizations throughout PSU to determine core skills, curriculum, impacts, and participant needs. Formal partnerships have been developed, and plans underway for data collection in late spring 2011. A wide range of skill building workshops, seminars, and invited lectures were presented to academic, community, and 4-H groups.

    Publications

    • Bates, S. L., R. V. Barnett, M. A. Brennan, and G. D. Israel. 2010. Understanding the link between gender role conflict, resilience, and propensity for suicide in adolescent and emerging adult males. International Journal of Men's Health (In Press).
    • McGrath, B. and M. A. Brennan. 2010. Tradition, cultures and communities: Exploring the potentials of music and the arts for community development in Appalachia. Journal of the Community Development Society (In Press).
    • Kurihara, S., A. Maruyama, S. Shimoura, and M. A. Brennan. 2010. A Structural Analysis of Environmental Preservation Consciousness and Behavior: Findings from a Survey of the Everglades Region. Japanese Journal of Farm Management (In Press).
    • Bolton, E., M. A. Brennan, and B. Terry. 2010. Students Learn How Nonprofits Utilize Volunteers through Inquiry-Based Learning. International Journal of Teaching and Learning in Higher Education 21(2):(In Press).
    • Matarrita-Cascante, D., M. A. Brennan, and A. E. Luloff. 2010. Community Agency and Sustainable Tourism Development: The Case of La Fortuna, Costa Rica. Journal of Sustainable Tourism 22(1):1-22.
    • Bates, S. L., R. V. Barnett, M. A. Brennan, and G. Israel. 2010. Gender Role Conflict and Resiliency in Adolescent/Emerging Adult Males. Journal of Mens Studies 18(1):3-21.
    • Brennan, M. A., R. V. Barnett, and B. McGrath. 2009. The Intersection of Youth & Community Development in Ireland and Florida: Building Stronger Communities through Youth Civic Engagement. Journal of the Community Development Society 44(4):331-346.
    • Brennan, M. A., and R. V. Barnett. 2009. Bridging Community and Youth Development: Exploring Theory, Research, and Application. Journal of the Community Development Society 44(4):305-311.
    • Barnett, R. and M. A. Brennan. 2009. Aggressors, Victims and Bystanders: Preventing Bullying in the Middle School Environment. Journal of Youth Development 4(2):28-45.
    • McGrath, B., M. A. Brennan, P. Dolan, and R. Barnett. 2009. Adolescent well-being and supporting contexts: a comparison of rural adolescents in Ireland and Florida. Journal Community and Applied Social Psychology 19:299-320.
    • Bridger, J. C., M. A. Brennan, and A. E. Luloff. 2009. The Interactional Approach to Community, Chapter 9 in J. Robinson and G. Green (eds.), New Perspectives in Community Development. Iowa State University Press, Ames, Iowa. p. 85-100.


    Progress 10/01/08 to 09/30/09

    Outputs
    OUTPUTS: The members of the research team have conducted primary research and disseminated results of the work undertaken under this project via journal articles and workshops/in-service trainings. Between January 2009-September 2009, one peer reviewed journal articles was published, several articles developed and submitted for publication, and a national 4-H curriculum developed/published. PARTICIPANTS: This year represented a rebuilding year, with significant team restructuring in mid year. Included has been the appointment of a new faculty member, the assignment of one team member to lead another AES project, and the departure of a team member from the university. Mark A. Brennan, Tracy S. Hoover, and Claudia C. Mincemoyer were the leaders of this project. Additional support was obtained from staff assistants in the Penn State College of Agricultural Sciences. TARGET AUDIENCES: Targeted audiences include: rural and urban community resident coalitions, local government, youth involved in the 4-H and FFA organizations, agricultural sciences teachers, cooperative extension educators, adults involved with after school programs affiliated with the 4-H program, college students involved in clubs and organizations within their respective colleges, and individuals within the public and private sectors desiring to enhance their leadership skills and the leadership capacity of their organizations. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.

    Impacts
    The extension curriculum "The Essential Elements of 4-H Youth Development Programs: A professional development curriculum for volunteer leaders and other youth-serving professionals" was completed and published. It is now being offered through PSU and available through USDA/CSREES for use by wider audiences. Cooperative relationships developed. Plans for a survey of leadership programs and organizations throughout PSU to determine core skills, curriculum, impacts, and participant needs. Formal partnerships have been developed, and plans underway for data collection in late fall 2009. Cooperative agreement established between PSU and the UNESCO Child and Family Research Centre (National University of Ireland) for international leadership research, data sharing, and program development collaboration.

    Publications

    • Mincemoyer, C., J. Martz, and N. N. McNeely. 2009. The Essential Elements of 4-H Youth Development Programs: A professional development curriculum for volunteer leaders and other youth-serving professionals. CSREES, USDA. www.4-h.org/resources/essentialelements
    • Brennan, M. A. and A. Dodd. 2009. Exploring Citizen Involvement in the Restoration of the Florida Everglades. Society and Natural Resources 22(4):324-338.


    Progress 10/01/07 to 09/30/08

    Outputs
    OUTPUTS: The members of the research team have disseminated results of the work undertaken under this project via workshops and in-services for a variety of target audiences. From January 2008-September 2008, twelve in-services or workshops were given, providing more than 30 hours of training for more than 200 audience members (both youth and adult constituents). PARTICIPANTS: Jacklyn A. Bruce is an assistant professor of Agricultural and Extension Education at Penn State University. She is an extension specialist with an appointment in youth & adult leadership development. Tracy S. Hoover is the department chair and a professor of Agricultural and Extension Education at Penn State University. She is a residence education faculty member focusing on leadership and teacher education. Claudia C. Mincmoyer is an associate professor of Agricultural and Extension Education at Penn State University. She is an extension specialist with an appointment in curriculum development. Rama Rhadakrishna is an associate professor of Agricultural and Extension Education at Penn State University. He is residence education faculty member focusing on program development and evaluation. TARGET AUDIENCES: Targeted audiences include: youth involved in the 4-H and FFA organizations, agricultural sciences teachers, cooperative extension educators, adults involved with after school programs affiliated with the 4-H program, college students involved in clubs and organizations within their respective colleges, individuals within the public and private sectors desiring to enhance their own leadership skills and the leadership capacity of their organizations. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.

    Impacts
    Outcomes/Impacts from Learning Community for Extension Educators Study include: The extension educators overwhelming report that the learning communities helped with their professional development. Many noted that the PROSPER Learning Communities expanded their knowledge of prevention science and research trends, supported networking with peers, problem-solving issues and new programming ideas. Moreover, in terms of technical assistance, about one-third of the Extension educator's strongly agreed and almost two-thirds agreed that the technical assistance received was useful. In terms of job effectiveness, 88 percent of Extension educators agreed or strongly agreed that the learning community has helped them with responsibilities associated with being a more effective Extension educator thus better able to address problems and challenges as they surface. In terms of connection to other Extension educators, the majority of them felt that the setting was open, positive and welcoming. For learning, 72 percent of the educators agreed or strongly agreed that they learned something new at each learning community. Most Extension educators felt that the content was understandable (mean of 4.29 out of 5 point scale), and only slightly over one-third (34 percent) agreed or strongly agreed that the content was repetitive. Overall, Extension educators reported that the Learning communities enabled them to be more comfortable prevention educators. Over 80% agreed or strongly agreed that the learning communities are worth the time and effort needed to participate and a majority of the educators reported learning more at learning community meetings than typical Extension in-services (64 percent). Outcomes of the Cooperation among Interdisciplinary Teams include the emergence of both advantages and disadvantages to teams. Improved programmatic offerings are and advantage to cooperation and among those individuals participating in the study, many provided positive examples of programmatic improvement including an increase in participation, improved communication and greater information flow, and new ideas. Among the barriers to cooperating are time constraints, lack of knowledge or awareness of the other group, programmatic differences, and resources. Constraints on time were the most common theme among those described as barriers. Time to initiate contact, to formulate action plans or strategies, and workload are all mentioned as inhibitors to educators and teachers coming together. A lack of awareness in reference to programming as well as on a personal level was a second barrier to cooperation. Both groups discussed not knowing their counterpart and being generally unaware of programmatic content. Programmatic differences also emerged as barriers to cooperation between the two groups. Both groups discussed that, at times, there is no clear connection between programmatic areas, and thusly no outreach being done to cooperate.

    Publications

    • Mincemoyer, C., A. Daniels, M. Glasscock, and K. DeBord. 2008. 4-H/Army Child and Youth Services Facilitator Guide: Training for Adults Who Babysit. National curriculum developed for 4-H Military Partnership. 162 pp.
    • Mincemoyer, C. and D. Perkins. 2008. PROSPER learning communities: A professional development strategy for sustaining evidence-based prevention programming. Electronic conference proceedings, Children, Youth and Families at Risk Conference. San Antonio, TX. October, 2008. http://www.cyfernet.org/cyfar08/workshops/parent.html. (Abstract).
    • Mincemoyer, C. 2007. Statewide Evaluation Impact Report from the 4-H Camping Evaluation. The Pennsylvania State University, University Park, PA. 2 pp.
    • Mincemoyer, C., D. Perkins, and A. Santiago. 2008. Exploring the effectiveness of learning communities as a source of technical assistance and professional development among extension educators. Forum for Family and Consumer Issues. http://www.ncsu.edu/ffci/.
    • Ricketts, K., J. Bruce, and J. Ewing. 2008. Leadership for Tomorrow: How Today's Undergraduate Students See Themselves as Tomorrow's Socially Responsible Leaders. Journal of Leadership Education. 8:1. http://www.fhsu.edu/jole/issues/JOLE_7_1.pdf. 13 pp.
    • Bruce, J. and K. Ricketts. 2008. Where's All the Teamwork Gone A Qualitative Analysis of Cooperation among Interdisciplinary Teams. Journal of Leadership Education. 8:1. http://www.fhsu.edu/jole/issues/JOLE_7_1.pdf. 10pp.
    • Bruce, J. and K. Ricketts. 2008. Evaluation of the National FFA Organization's Nominating Committee Training Program. Journal of Leadership Education. 6:1. http://www.fhsu.edu/jole/issues/Jole_6_1.pdf. 19 pp.
    • Torock, J. and J. Bruce. 2008. EL MAR: A Seaworthy Mission. Practice Session. Association of Leadership Educators Conference Proceedings. Spokane, WA. July 2008. http://www.leadershipeducators.org/Archives/2008/torock.pdf . 5 pp.
    • Torock, J. and J. Bruce. 2008. Stepping into the Limelight: Preparing 4-H Members for Leadership at the State Level. National Agriculture Education Research Conference Proceedings. Reno, Nevada. May, 2008. pp. 1084-1086.
    • Torock, J. and J. Bruce. 2008. Groovin Into Leadership: Using Music to Teach Leadership Development Theory. National Agriculture Education Research Conference Proceedings. Reno, Nevada. May, 2008. pp. 1053-1055.


    Progress 01/01/07 to 12/31/07

    Outputs
    OUTPUTS: The members of the research team had several outputs since this project's inception. Activities include conducting and analyzing several surveys and assessments and teaching resident education courses within the Department of Agricultural and Extension Education related to youth and adult leadership development. Currently comploeted projects include: 1) an assessment of college students socially responsible leadership skills, 2) a study of the coppoeration between agriculutral science teachers and extension educators. In progress studies include: 1) the use of pop culture media to teach leadership skills, 2) a skill assessment of rural leaders skills. Events facilitated by members of the project team include five workshops for adults in the area of leadership skill development. Products developed because of this project include: curricula for youth and adults building skills related to organization and problem solving. Dissemination of the research included the development of extension fact sheets and informational materials. PARTICIPANTS: Jacklyn A. Bruce is an assistant professor of Agricultural and Extension Education at Penn State University. She is an extension specialist with an appointment in youth & adult leadership development. Tracy S. Hoover is the department chair and a professor of Agricultural and Extension Education at Penn State University. She is a residence education faculty member focusing on leadership and teacher education. Claudia C. Mincmoyer is an associate professor of Agricultural and Extension Education at Penn State University. She is an extension specialist with an appointment in curriculum development. Rama Rhadakrishna is an associate professor of Agricultural and Extension Education at Penn State University. He is residence education faculty member focusing on program development and evaluation. Kristina G. Ricketts is an assistant professor of Agricultural and Extension Education at Penn State University. She is a residence education faculty member focusing on leadership theory. James Mortenson is a professor of Agricultural and Extension Education at Penn State University. He is a residence education faculty member focusing on leadership theory. TARGET AUDIENCES: Youth involved in the 4-H and FFA organizations, agricultural sciences teachers, cooperative extension educators, adults involved with after school programs affiliated with the 4-H program, college students involved in clubs and organizations within their respective colleges, individuals within the public and private sectors desiring to enhance their own leadership skills and the leadership capacity of their organizations.

    Impacts
    Outcomes from the College of Agriculture Sciences Leadership study include: Students indicated they were very self-aware about themselves as well as things they felt passionately about. Students feel neutrally regarding their self-confidence; this can be addressed through leadership self-efficacy experiences within college. Undergraduates have a moderately good idea of the important traits required for ethical leadership - integrity, truthfulness and being genuine. Even further, by expressing commitment to "do their part" and holding themselves accountable in a variety of situations, this further implies that these undergraduates are operating under a good moral compass - at least when it applies to leadership situations. Regarding working with others, making a difference through collaboration and working well with others, students were not in congruence with what educators know about the benefits of group interaction. Outcomes from the Cooperation Among Agricultural Science Teachers & Extension Educators Study include: Agriculture teachers and Extension educators appear to have very similar ideas involving personal perceptions, motivations, and experiences regarding cooperation. Unfortunately, while respondents considered cooperation important in their personal perceptions, this consideration was not carried over into individual experiences. Agriculture teachers and Extension agents have very positive attitudes about the need for cooperation. It appears that a majority of people realize the need for effective interdisciplinary cooperation. There are gaps in basic cooperation knowledge specifically in the areas of effectiveness of cooperation, initial time devoted versus overall time needed to begin cooperating. Increased value to youth, organization's value to youth, enhancing subject area and benefit to respective discipline were all agreed on as the most important motivators to cooperate to both groups.

    Publications

    • Bruce, J. and K. Ricketts. 2007. Exploring Cooperation among Secondary Agricultural Educators and Extension Educators, A Qualitative Analysis. North Central Region Agriculture Education Research Conference. Columbia, MO. 12 pp.
    • Ricketts, K., J. Bruce, and J. Ewing. 2007. Socially Responsible Leadership among Undergraduates within a College of Agriculture. Conference Proceedings North Central Region Agriculture Education Research Meeting. Columbia, MO. 12 pp.
    • Bruce, J. and K. Ricketts. 2007. Evaluation of the National FFA Nominating Committee Training. Conference Proceedings, Association of Leadership Educators Conference. Ft. Worth, TX. 16 pp.