EMOTIONALLY ENGAGED THINKING: EXAMINING THE ROLE AND INFLUENCE OF EMOTIONS ON CRITICAL THINKING

• Sponsoring Institution: National Institute of Food and Agriculture
• Project Status: COMPLETE
• Funding Source: HATCH
• Reporting Frequency: Annual
• Accession No.: 1003793
• Project Start Date: Jul 28, 2014
• Project End Date: Jul 21, 2019
• Program Code: [(N/A)]- (N/A)

Recipient Organization
UNIVERSITY OF FLORIDA
G022 MCCARTY HALL
GAINESVILLE,FL 32611

Performing Department
Agricultural Education and Communication

Non Technical Summary
People are consistently challenged with difficult problems. In agricultural and natural resource sectors these problems are often those, which have conflicting viewpoints, can be contentious and technical solutions no longer are appropriate. Transformative change, or change that pinpoints deeper values and beliefs, is complex. People often struggle with the pull between heart and head when making decisions.This project seeks to explore the relationship between emotions and decision-making through emotional intelligence and critical thinking. By working with industry professionals to measure emotional intelligence and critical thinking we can begin to understand the delicate nature of this relationship. As part of the research process, an instructional model and methods will be established, as well as the research to support the impact of such a model on decision-making.

Animal Health Component

75%

Research Effort Categories

Basic

(N/A)

Applied

75%

Developmental

25%

Classification

Knowledge Area (KA)	Subject of Investigation (SOI)	Field of Science (FOS)	Percent
903	6010	3020	100%

Knowledge Area
903 - Communication, Education, and Information Delivery;

Subject Of Investigation
6010 - Individuals;

Field Of Science
3020 - Education;

Keywords

emotions

emotional intelligence

cognition

critical thinking

decision making

transformative change

Goals / Objectives
In order to reach a point where transformative change is realized in agricultural and natural resources, the connection between emotion and cognition must be fully explored. Through this model, it is hypothesized that individuals who engage emotion early on in the decision-making process will perceive a level of satisfaction with his/her decision than those who do not. It is also hypothesized that those decisions will be more inline with adaptive and complex problems versus technical solutions.This project will be completed with the following guiding objectives:to determine the relationship between emotional intelligence and critical thinking,to research strategies for the instruction of emotional intelligence and critical thinking together, andto determine the impact of instructional strategies on the development of emotionally engaged thinking.

Project Methods
In Phase three, as different instructional methods are developed they will be piloted and assessed for their impact on EET. Pilot testing will take place through academic leadership programs, co-curricular leadership programs, adult program offerings (consulting), and extension settings when possible.Throughout this process, data will be collected to .efforts including both formative and summative evaluation techniques. This will ensure that the processes used in Phase three accomplish the desired outcomes. During the pilot process, instructor observation and student/participant feedback will comprise the bulk of data collected. Each evaluation phase will access Kirkpatrick's (1975) four levels of evaluation including, reactions, learning, behavior and results. At the conclusion of the process, a post-then evaluation will be completed to document changes in the development of students'/participants' critical thinking and emotional intelligence through the FACE method

Progress 10/01/16 to 09/30/17

Outputs
Target Audience:Students enrolled in specific courses, AEC3414 and AEC3073,at the University of Florida were recruited as participants for the examination of the role of the FACE Method in the practice of EET. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?Workshops provided in the use of EET to both FDACs and Suwannee River Management District. How have the results been disseminated to communities of interest?No, they are still under review. What do you plan to do during the next reporting period to accomplish the goals?Collect additional data samples to support changes in the development of emotional intelligence as a part of EET.

Impacts
What was accomplished under these goals? This year different instructional strategies were used to determine their impact on learners. This was primarily associated with workshops conducted for FDACs and Suwannee River Management District. It was found that participants largely recognized the cognitive aspect of EET, but not the emotional aspect. This has lead to the initiation of other development models for emotional intelligence.

Publications

• Type: Other Status: Accepted Year Published: 2017 Citation: Stedman, N. and Andenoro, A.T. (2017). Life cycle of a theory to pedagogy. Poster accepted for presentation at the 2017 Annual Conference of the Association of Leadership Educators. Charleston, S.C.

Progress 10/01/15 to 09/30/16

Outputs
Target Audience:For this past reporting year, students were targeted enrolled in leadership courses in the agricultural and life sciences. There were approximately 300 students engaged in project objectives. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?Dissemination of EET and it's strategies through conference presentation. How have the results been disseminated to communities of interest?Yes, through the NACTA Conference and Association of Leadership Educators. What do you plan to do during the next reporting period to accomplish the goals?Work on creating more quantitative measures of change in EET.

Impacts
What was accomplished under these goals? Projects this year have been aimed at eliciting concrete tools for teaching critical thinking and emotional inteligence together through EET. This has been focused on objective two. We have found that with the use of key questions (educational tool developed) that educators can successfully move students from emotional thought to critical thought.

Publications

• Type: Conference Papers and Presentations Status: Accepted Year Published: 2016 Citation: Sowcik, M., Stedman, N., Suarez, C., Carter, H., and Andenoro, A. (2016). Five innovative program components that every leadership education program needs to consider for the future. Proceedings of the 18th Annual Global Conference of the International Leadership Association, Atlanta, GA.
• Type: Conference Papers and Presentations Status: Accepted Year Published: 2016 Citation: Stedman, N. and Niewoehner, J. (2016). Engaging students emotions and logic to address wicket problems. Proceedings of the 2016 NACTA Conference, Manoa, Honolulu, HI.
• Type: Conference Papers and Presentations Status: Accepted Year Published: 2016 Citation: Niewoehner, J. and Stedman, N. (2016). Engaging agricultural students in reflective discourse around intercultural communication: Approaches and outcomes. Proceedings of the 2016 NACTA Conference, Manoa, Honolulu, HI.

Progress 10/01/14 to 09/30/15

Outputs
Target Audience:I have begun to work with our students at the University of Florida to gather data related to the use of EET and the connections between Critical Thinking and Emotional Intelligence. We have collected data from 120 students. 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?There have been two distinct presentations provided to practioners across the country and internationally. What do you plan to do during the next reporting period to accomplish the goals?Solidify the impact of EET as a teaching tool.

Impacts
What was accomplished under these goals? Data collected to support goals 1 and 2. Goal 3 is being explored currently.

Publications

• Type: Book Chapters Status: Published Year Published: 2015 Citation: Stedman, N. L. P. and Andenoro, A. C. (2015). Emotionally engaged leadership: Shifting paradigms and creating adaptive solutions for 2050. In M. Sowcik & A. C. Andenoro, Building Leadership bridges (pp. 145-157). Bingley, United Kingdom: Emerald Publishing Group.

Progress 07/28/14 to 09/30/14

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? Begin the process of working with ANR organizations across the state.

Impacts
What was accomplished under these goals? I was on maternity leave during this reporting period.

Publications