Undergraduate classrooms have never been more unique. No longer does a traditional, one-size-fits-all approach to teaching work to reach every student in the room. A more personalized, custom approach to instruction is necessary to align with the individual learning styles and needs of the students. One way for an instructor to achieve this is to better understand how the goals of a student align with that student’s unique personality. More effective teaching techniques can be used and better student outcomes can be enjoyed through this understanding. Below, please find a summary of the results from a study I conducted with several colleagues. Key Takeaways: Goal Orientations : Different students have different goal orientations. Some are mastery-oriented, while others are performance-oriented. These orientations can be strongly influenced by their personality traits. Mastery-Oriented Learning : A learning environment where students are only focused on outperforming peers does not necessarily foster sustainable learning. Instead, mastery orientation encourages an environment where students' aim is to learn and improve day after day - for the sake of learning. This approach is important for long-term higher academic performance. Adaptive Motivation : Adaptive motivation, motivation that adapts to different situations and learning objectives, can help encourage higher levels of performance in many different learning environments. For example, sometimes healthy competition might be a great learning strategy; however, other times a focus on individual development might be much more effective and appropriate. Engaging Students : It is worthwhile to engage students directly in the motivation/personality conversation. Having discussions in class regarding the connection between personality and goal orientation can, in itself, drive better outcomes. Personalized Learning : There is power in personalized learning. More than a method, this is a tool that empowers students to recognize their own unique characteristics and preferences. When students know more about themselves, they can work together with educators to build a productive learning environment. Observed Relationships Between Personality and Goal Orientation Personalized learning can help improve the learning experience. Educators leading undergraduate students should consider looking into the connection between personality, goal orientation, and academic achievement. This will make it possible to create learning experiences that empower students and enhance their overall engagement in the process. I've included the full manuscript below if you are interested in learning more. Please be sure to share your insights in the comments. Lamm, K. W., Sheikh, E., Carter, H. S., & Lamm, A. J. (2017). Predicting undergraduate leadership student goal orientation using personality traits. Journal of Leadership Education, 16(1), 18-33. https://doi.org/10.12806/v16/i1/r2

Effective Extension services in the agricultural sector require a profound understanding of their capacity. Assessing Extension capacity comprehensively is the first step in ensuring they meet the diverse needs of farmers and producers. This blog post delves into the power of inclusive extension capacity assessments, emphasizing the importance of considering a wide array of perspectives. These insights and recommendations are based on research I conducted with colleagues recently. Capacity Assessments Should Include Diverse Perspectives Framing the Capacity Assessment Setting the Stage: Extension services play a vital role in educating and assisting farmers in their agricultural endeavors. To ensure their effectiveness, conducting comprehensive assessments of their capacity is imperative. Perspective Matters: The meta-synthesis of existing literature highlights the significance of considering diverse perspectives in extension assessments. Different voices contribute to a richer understanding of extension capacity. Who to Include The Key Players: In capacity assessments, it's essential to involve key respondent groups, including Clientele and Beneficiaries, who directly benefit from services, and Formal Power Roles, such as organizational agents and personnel. Outside Influence: While involving those in Informal Power Roles and Outside Influences is important in some assessments, their role differs from the direct beneficiaries and service providers. Recognizing this distinction is crucial. Purpose-Driven Selection: Tailoring assessments to their intended purpose is essential. Depending on the assessment's goals, specific respondent groups, such as Clientele and Beneficiaries or Informal Power Roles, may be more relevant. Study Results Unveiling Insights: The primary study reveals a range of agreements among experts on which respondent groups should be included in extension capacity assessments. Notably, the clientele's level of inclusion raises surprising observations, emphasizing the need to recognize the importance of local voices. High-Level vs. Local Engagement: Experts prioritize the inclusion of respondent groups operating at the regional or country level, indicating that local representation is often more crucial than higher-level perspectives. Recommendations for the Future Broadening the Scope: In the interest of more inclusive assessments, it's recommended to engage representatives from diverse respondent groups. This shift towards more participatory assessments allows for a deeper understanding of how decisions within one group may affect others. Using the Study’s Insights: To improve future capacity assessments, practitioners should use the results of this study to inform their practices. While the consensus results serve as a guideline, it's essential to adapt the recommendations to different contexts and prioritize higher-consensus groups. Next Steps for Inclusive Extension Capacity Assessments In an ever-evolving agricultural landscape, Extension services must adapt and expand their capacities to meet the diverse and changing needs of producers. Inclusive capacity assessments provide a way to achieve this by involving a broad spectrum of voices. By embracing diverse perspectives and prioritizing local voices, the agricultural sector can enhance the impact and relevance of provided services. The study has been included below for your reference. Please be sure to share your thoughts and insights in the comments below. Lamm, K. W., Powell, A., Lamm, A. J., & Davis, K. (2021). Extension capacity assessment respondents: A meta-synthesis of the literature and a primary study. Journal of International Agricultural and Extension Education, 28(5), 65-95. https://doi.org/10.4148/2831-5960.1031

In the ever-changing landscape of Information and Communication Technologies (ICTs), we've witnessed a revolution in how we communicate. From microelectronics to the fusion of computing and telecommunications, ICTs are the backbone of modern communication. This transformation is not just about technology; it's about connecting agricultural research with rural communities through Rural Advisory Services (RAS). As we navigate this digital era, the critical question arises: How can RAS evolve alongside ICTs to effectively share timely and accessible information with farmers worldwide? Understanding ICT Potential in RAS Networks: A Social Capital Approach This study dives into the world of ICT capacities within RAS networks, using a social capital theoretical foundation. Experts from RAS globally came together in a Delphi process to pinpoint capacities linked with effective ICT use. The results echo what we already know – various ICT platforms are a lifeline for communication in rural areas, making sure essential agricultural information reaches where it's needed. What We Found and What We Suggest: Essentials for Effective ICT Use: The experts unanimously agreed on three must-haves for effective ICT use in RAS networks: Tools that are easy for everyone to use. Leveraging ICT tools to spread information. Making sure the network connects nationally. Tailoring ICT Support for RAS Providers: RAS networks have unique needs. To address them, experts suggest creating ICT systems that fit the mission of RAS providers. One size doesn't fit all here! Striving for Consistency and Teamwork: Tips for RAS Networks: Use the identified capacities as a starting point to measure how ready you are for ICT. Take assessment results to plan specific actions and activities. Advice for Networks Everywhere: Push for a shared language on ICT use globally. Share assessment results openly to learn from each other and get better together. What's Next: The study points us toward creating a tool to measure ICT use consistently across different RAS networks. If we all speak the same language and share our insights openly, we can make RAS networks not just effective locally, but globally. I've included the journal manuscript below for more information regarding the study. Please be sure to share your feedback in the comments below. Lamm, K. W., Lamm, A. J., Davis, K., Swaroop, B. J.+, & Edgar, L. D. (2019). Identifying information and communication technology use capacity needs of extension networks. Journal of International Agricultural and Extension Education, 26(3), 58-71

In the diverse, interconnected, and expansive food system, conflicts are not just common; they're virtually inevitable. From agricultural production to distribution and policy-making, diverging interests and perspectives often collide, requiring leaders to be skilled in managing conflict. Effective leadership within the food system requires more than just vision and strategy; it demands an understanding of how to navigate conflicting interests, values, and goals. Mismanaged conflicts within the food system can have serious impacts across supply chains, affecting everything from production efficiency to consumer access and environmental sustainability. To address the critical issues facing the food system, leaders must have robust conflict management skills to mitigate tensions, foster collaboration, and drive meaningful change. The results below are from a study evaluating a leadership development program for emerging and established leaders in the Land Grant University System (LGUS), LEAD21 . The LEAD21 program focuses on several core competencies, including conflict management. The results provide an empirical assessment of leadership development programs and the potential to improve conflict management skills among leaders in the food system. Importance of Conflict Management in Leadership Effective leadership requires conflict management skills. Leaders are increasingly expected to demonstrate proficiency in managing diverse forms of conflict. Conflict management coaching and mediation processes are very effective in addressing conflict scenarios effectively. Leaders need the skills to classify and engage in a range of conflicts including tasks, processes, status, and relationships. Empirical Insights from LEAD21 The LEAD21 program was effective in increasing conflict management competence among participants using a paired pre-test/post-test assessment. Through active engagement, self-awareness, and skill acquisition, LEAD21 participants experience a significant increase in conflict management capacity. Leadership education initiatives like LEAD21 equip leaders to navigate complex conflict scenarios more effectively. Implications for Leadership Education Integrating conflict management curriculum into agricultural leadership education programs empowers future food system leaders to address conflicts more constructively. Tailored conflict management strategies may also benefit community initiatives and empower agricultural leaders. Strengthening conflict management capacity initiatives complements change leadership education, supporting the development of adaptive leaders in the food system. Looking forward, there's a need to focus on proactive conflict management in leadership education for the food system. Exploring different curricula and approaches and expanding evaluation efforts are crucial. Equipping leaders to anticipate and manage conflicts more effectively has the potential to positively affect the food system more broadly. Please be sure to share your thoughts using the comments below! Lamm, K. W., Sapp, L. R., Lamm, A. J., & Randall, N. L. (2020). A longitudinal evaluation of conflict management capacity building efforts in higher education. Journal of Agricultural Education , 61 (3) , 75-85. https://doi.org/10.5032/jae.2020.03075

Food systems around the world are improved by extension services. These services connect the researchers and policymakers guiding the future of agriculture to the actual farmers on the ground. When working properly, extension services help farmers adopt innovative practices, improve productivity, and address critical issues.   Extension professionals are able to make a major impact on not only food security but also sustainable agriculture and overall rural development. These professionals can explain cutting-edge research to farmers, provide technical assistance, and facilitate community engagement. The future of resilient and thriving agriculture systems depends heavily on these individuals empowering farmers with the latest information in the field. Below I've summarized a case study manuscript I worked on with several amazing colleagues analyzing the history and evolution of the Global Forum for Rural Advisory Services (GFRAS). Over the course of eight years, each year marked by an annual meeting, the Global Forum for Rural Advisory Services has experienced tremendous growth and development.   Emancipation (2010) : GFRAS emerged from the Neuchâtel Initiative, striving to establish itself as a global institution advocating for the significance of extension in agricultural development. Consolidation (2011) : Regional networks solidified, shaping the institutional landscape of extension worldwide. Positioning (2012) : GFRAS focused on defining the role of advisory services within agricultural innovation systems, leading to the development of "The New Extensionist" framework. Broadening (2013) : The network expanded its scope beyond the public sector, engaging producer organizations and the private sector in extension efforts. Strengthening (2014-2015) : Emphasis on policy development, knowledge sharing, and capacity building reinforced GFRAS's impact across regions. Deepening (2016-2017) : GFRAS delved into nontraditional topics like agripreneurship and prioritized inclusion of marginalized groups, intensifying its outreach efforts. Partnering (2018) : Collaboration became paramount as GFRAS sought to extend its influence beyond the extension community, forging partnerships to address global agricultural issues. Despite notable progress, challenges persist: Resource Constraints : GFRAS's donor dependency highlights the need for a sustainable funding strategy. Stakeholder Engagement : Attracting diverse stakeholder groups like farmer organizations and the private sector remains a challenge. A networked and integrated approach is essential for extension services to continue to adapt to societal shifts. I've included the original manuscript and a link to the research below if you would like to learn more. Please share your perspectives and contribute using the comments below! Davis, K., Dolly, D., Lamm, A. J., & Lamm, K. W. (2018). The future of extension: A network emergence perspective from the case of the global forum for rural advisory services. Journal of International Agricultural and Extension Education , 25 (4), 40-51. https://newprairiepress.org/jiaee/vol25/iss4/3/

Understanding public attitudes of critical food system issues is necessary for effective communication and decision-making in agricultural sectors. In this post I'm excited to share the results of a research study I conducted with several amazing collaborators into public attitudes toward genetically modified (GM) foods. The results indicate there are several factors, both reason-based and socially motivated which impact individual perceptions. Insights on GM Attitudes: Despite the neutral overall attitude toward GM foods, respondents displayed a willingness to share their opinions within social groups. Contrary to expectations, individuals hesitated to expose themselves to criticism, highlighting the complexity of public decision-making in agriculture. The diffusion characteristics of GM had a notable impact on perceptions, influencing individuals' attitudes and behaviors toward GM foods. Implications for Agricultural and Science Communication: These findings emphasize the need for innovative approaches in research and communication to address evolving societal dynamics. The study underscores the importance of considering perceptions, social norms, emotions, ethics, morals, and politics in agricultural decision-making processes. Further exploration of public attitudes toward GM foods can inform tailored communication strategies to bridge gaps between science and public perception. The complexities identified in public decision-making regarding agricultural and food system issues underscore the need for tailored communication strategies. Such strategies must address a diversity of factors influencing public perceptions, including social norms, emotions, ethics, morals, and politics. It's important to meet the public where they are, acknowledging individual attitudes and beliefs. Adopting innovative, collaborative, and discovery-driven approaches to research and communication can help bridge the gap between scientific solutions and public understanding, fostering informed decision-making. I've included the article below if you would like to learn more. Please be sure to share your thoughts using the comments. Lamm, A. J., Lamm, K. W., Rumble, J. N., Ellis, J. D., & Tidwell, A. (2020). Testing a model to explain how the public makes decisions about genetic modification. Journal of International Agricultural and Extension Education, 27 (1), 47-63.

Natural disasters disrupt our food systems and impact lives long after the event has passed. It's important to examine the human side of these events, which not only helps in addressing immediate needs but also aids in healing and growth over time. Appreciative inquiry provides a lens to view potential growth. Food system and Extension professionals play a critical role in this area helping support resilience. In this post I share findings from a study I conducted with an amazing colleague using the posttraumatic growth inventory to analyze what happened in Georgia following hurricane Michael . The Intersection of Human Resilience and Natural Disasters Understanding the impact Natural disasters disrupt supply chains and agricultural production. Long-term effects resonate with communities and individuals. It is essential to acknowledge the emotional aftermath for effective recovery. Role of Appreciative Inquiry Facilitates a positive framework for post-disaster recovery, resilience, and growth. Food system and Extension professionals can leverage this approach. The study found empirical support from the posttraumatic growth inventory. Insights on Posttraumatic Growth Significant Growth Indicators 'Relate to others' scored highly, indicating empathy development. Lower scores in 'appreciation of life' suggest differential growth across areas. Areas with Little Change Many respondents reported no 'new direction in life' or 'new opportunities'. Stability and control are key before individuals can process change. Unique Findings and Practical Application Variances in Response Females reported higher posttraumatic growth across several indices. Gender may influence how events are processed and growth is experienced. Guidance for Food System and Extension Professionals Utilize appreciative inquiry after a period of stabilization. Engage in supportive listening rather than therapeutic advice. Appreciative inquiry can help people post-disaster, suggesting a targeted approach for food system and Extension professionals aiding recovery, resilience, and growth. It emphasizes timely, methodical processes and practical support to improve food systems after disasters. Please be sure to share your thoughts using the comments below! I've included the full manuscript if you are interested in learning more. Powell, A.+, & Lamm, K. W. (2021). Examining posttraumatic growth after a natural disaster: An appreciative inquiry approach. Journal of International Agricultural and Extension Education, 28 (1), 83-98.

Information and Communication Technologies (ICTs) have had a major impact on global food system practices by improving knowledge dissemination and fostering innovation in extension services. For example, when I was working in Kenya, Uganda, and Malawi I saw how mobile phones significantly improved farmers' access to market prices, weather forecasts, and agricultural techniques, leading to increased yields and better decision-making. This transformation was the purpose behind a study I conducted with several amazing collaborators to develop an empirical instrument to assess the capacity of extension networks to use ICTs effectively. By mapping out critical factors like accessibility, support, and perception, the study provides a framework for understanding how ICTs can be better integrated into agricultural networks globally. Through a scale development process, and as a follow up to previous context setting work , we identified six primary factors associated with ICT capacity in food system extension services: Integration of ICTs : Assessing how well ICTs are integrated into existing extension network operations, highlighting the need for incorporation into existing processes. ICT Accessibility : The ease with which network members can access ICT resources is critical for ensuring equitable technology distribution and use. Use and Support of ICTs : The extent to which network members use ICT tools and the level of support provided by the extension network for this use - the practical backing for technology within the network. ICT Logistics : The practical aspects of ICT deployment, including infrastructure, maintenance, and troubleshooting, underlining the logistical groundwork for effective ICT use. Promotion of ICTs : The efforts taken by extension networks to advocate for ICT use, essential for fostering an environment where technology adoption is encouraged. Perception of ICTs : Capturing the overall attitude towards ICTs within networks, which can significantly influence the willingness to adopt and integrate new technologies. These factors underscore the complex approach needed for ICT integration in food system extension networks. It involves a interconnections between accessibility, logistics, advocacy, and perceptions that can either facilitate or hinder the adoption of these essential tools. Based on the results, we recommend extension networks employ a structured top-down approach, where network leaders not only endorse but also actively integrate ICT use into extension activities, enhancing visibility and demonstrating practical benefits. Through this, extension networks can advance their communication strategies, streamline operations, and hopefully improve the impact of their outreach efforts in the global food system. I've included the full article below if you would like to learn more. Please be sure to share your insights in the comments section. Lamm, K. W., Lamm, A. J., Davis, K., Sanders, C. E., & Powell, A. (2021). Information and communication technology use capacity within extension networks: Development and preliminary validation of an empirical scale. Journal of International Agricultural and Extension Education, 28 (4), 15-31. https://doi.org/10.4148/2831-5960.1001

Effective leadership programs require a thorough understanding of audience needs, including aspects like goal orientation and motivation. This understanding is particularly crucial in food system leadership development, where resources are scarce, yet the potential impacts are significant. As leaders navigate the complexities of the agricultural sector, designing programs tailored to meet the specific needs and goals of participants is essential. By incorporating empirical insights regarding program participant goal orientation and motivation, program developers can enhance the relevance and effectiveness of leadership initiatives within the food system context. I'm excited to share the results of a study I conducted with several amazing colleagues examining the relationship between goal orientation and demographic characteristics. As a quick note, all the results are based on data collected among agricultural leadership development program participants, and should therefore only be interpreted among respondents - all participants should always be considered and treated as individuals (additional study limitations are detailed further below). Age and Goal Orientation Younger participants had more performance-prove goal orientation (PGO-P), indicating a desire to prove competence. Older individuals prioritized personal growth and mastery, showcasing higher levels of learning goal orientation. Tailoring motivational strategies based on individual needs may help to improve relevance. Organizational Level and Goal Orientation Learning goal orientation increased as individuals moved up the organizational hierarchy. Upper-level management personnel viewed failure as a learning opportunity, while non-supervisory employees exhibited a greater aversion to failure. Differences in risk tolerance and job security concerns influenced goal orientation within organizational levels. Educational Attainment and Goal Orientation Educational attainment did not exhibit a clear correlation with goal orientation. Cognitive ability and educational background may not significantly influence goal orientation within adult food system leadership development programs. Educators are urged to focus on other learner characteristics when designing motivational strategies. Geographic Region Differences in Goal Orientation Distinct goal orientation tendencies were observed across different geographic regions. Considering individual differences over broad generalizations is essential in understanding regional variations. Important Limitations to Consider Generalizability of the findings is limited and should not be misinterpreted. Consideration of effect size is important, as low effect sizes may not warrant immediate action. Educational environments, including leadership programs, and their participants are diverse and unique, requiring tailored approaches. Implications and recommendations provided should only serve as a starting point for consideration in adult food system leadership development programs. Educators are advised to assess individual dispositional tendencies and program-level results before implementing interventions. The interplay between goal orientation and demographic factors underscores the complexity of leadership development within the food system domain. By acknowledging and accommodating these differences, educators can foster a more inclusive and effective learning environment. A nuanced understanding of goal orientation can be a powerful tool in helping to develop the food system leaders of tomorrow. Please be sure to share your insights using the comments section below. I've also attached the full manuscript if you are interested in learning more. Lamm, K. W., Powell, A., & Lamm, A. J. (2020). Examining the relationship between goal orientation and individual characteristics amongst agricultural leadership development program participants. Journal of Agricultural Education , 61 (3) , 144-163. https://doi.org/10.5032/jae.2020.03144

Water is an essential resource for all facets of human activity, whether in agriculture or in everyday non-agricultural uses. A common understanding of water's importance between these sectors is crucial because it influences management policies and public awareness. Differences in knowledge and perceptions about water issues between agricultural and natural resource (ANR) opinion leaders and the general public underscore the need for enhanced communication and education across all demographics. In this post I share the results of a research study I conducted with some amazing colleagues. Key Findings: Knowledge Gap:  There is a pronounced difference in knowledge about water issues between ANR opinion leaders and the general public. For example, a significantly higher percentage of ANR leaders are familiar with specific water management policies compared to the general public. Perception of Government Support:  Both groups recognize some level of government support for making environmental decisions, though ANR opinion leaders perceive this support as weaker. Educational Needs:  The study highlights a need for tailored educational strategies that accommodate different levels of existing knowledge and address specific audience characteristics. Recommendations: Enhance Common Language:  Simplifying the language around water-related discussions is crucial. This includes minimizing jargon until it is clear that the terms are understood by a broad audience. Targeted Educational Interventions:  Agricultural educators should use various strategies to bridge the knowledge gap. These might include using anecdotes or targeted messages that are specifically adapted to the audience’s pre-existing knowledge levels. Coalition Building:  Forming coalitions with similar stakeholders can enhance the reach and impact of educational efforts, improving public understanding through combined resources and credibility. The differences in perceptions and knowledge about water management highlighted in this study are not just academic concerns; they have real-world implications for how water resources are managed and perceived across different segments of the population. A more informed public can engage more effectively in discussions and make better decisions about water management, benefiting both agriculturalists and the general populace. I've included the paper below if you would like to read the full study. Please be sure to share your feedback using the comments. Lamm, K. W., Lamm, A. J., & Carter, H. S. (2015). Bridging water issue knowledge gaps between the general public and opinion leaders . Journal of Agricultural Education , 56 (3), 146-161. https://doi.org/10.5032/jae.2015.03146

The global population is rapidly increasing, and the food system is adapting along with it. Developing the workforce of the future in a way that enables them to think critically and systematically has never been more important. Through systems thinking, students in agriculture and environmental sciences can better understand and innovate in their future roles. It will always be a challenge to balance human and environmental needs, so these skills are essential. Understanding the Intersection of Systems Thinking and Green Consumption Values: High Engagement with Systems Thinking:  Most students say that they use systems thinking when trying to understand event sequences and the dynamics around them. This highlights the natural inclination of Gen Z members towards finding innovative solutions. Moderate Alignment with Green Consumption Values:  Students understand that it is important to avoid harming the environment. However, they don’t necessarily demonstrate those values within their purchasing behaviors. This is likely a byproduct of the financial constraints of student life. Correlation Between Systems Thinking and Green Values:  In our study, there was a small association between systems thinking and green consumption values. This indicates there is a nuanced relationship here that deserves a closer look. Challenges and Future Directions: Enhancing Educational Approaches:  Education needs to adapt to more effectively integrate systems thinking and green consumption. This may require a shift toward experiential learning that more accurately reflects the real world. Addressing Financial Constraints:  The financial limitations of students are well known. That reality needs to be recognized and affordable ways to make different options accessible to all should be included in the learning process. Expanding Research and Understanding:  The connection between student backgrounds and their inclination toward systems thinking and sustainability values warrants further research. Systems thinking is a powerful tool to better understand how the "real world" operates, particularly in agriculture and environmental sciences - where there are seldom easy solutions available without some tradeoffs. We can prepare students to deal with the complex issues of the world by matching educational outcomes to principles like systems thinking. I've included the full manuscript below if you would like to learn more. Please share your insights using the comments. Byrd, A. R., Gibson, K. E., Sanders, C. E., Corry, R., Lamm, K. W., & Lamm, A. J. (2023). An educational exploration of Generation Z's systems thinking tendencies and green consumer values.  Journal of Agricultural Education , 64 (4), 15-28. https://doi.org/10.5032/jae.v64i4.64

As the global population climbs towards 9 billion by 2050, the pressure on our agricultural systems to produce more food becomes increasingly critical. At the same time, the agricultural sector is experiencing a decline in its workforce, with fewer individuals choosing farming as a career path. In this landscape effective leadership within agriculture and food systems is more crucial than ever. It’s not just about producing more; it’s about innovating and managing resources appropriately and sustainably. Leadership programs within Cooperative Extension Services (CES) play an important role, tackling these challenges by developing the next generation of leaders in agriculture and the food system. The following are results from a study I conducted with several amazing colleagues evaluating the perception of Agricultural Leadership Development Program (ANR LDP) alumni. Key Insights Leadership Engagement:  Participants reported taking on multiple leadership roles post-program completion, demonstrating the effectiveness of ANR LDPs in cultivating agricultural leaders who are ready to innovate and guide the sector. High Levels of Satisfaction:  The overwhelming majority of participants expressed satisfaction with their program experiences, indicating that the learning environments are highly conducive to engagement and educational success. Impact on Professional Growth:  Many graduates have translated their learning into real-world applications, significantly influencing agricultural practices and policies through their leadership roles. Need for Enhanced Leadership Training:  While a significant number of participants transition into leadership positions, there remains a gap in training that could help even more individuals step up as leaders, suggesting a need for curriculum enhancements that focus specifically on leadership skills and barriers to leadership engagement. Next Steps Longitudinal Tracking and Impact Measurement:  Effective tracking of graduates' long-term career paths and leadership roles is essential for assessing the true impact of ANR LDPs. Developing robust methods for longitudinal studies could provide clearer insights into the program's success and areas for improvement. Adapting to Emerging Agricultural Challenges:  As global agricultural demands shift due to climate impacts and technological advancements, leadership programs must evolve to equip leaders with the necessary skills to navigate these complex issues. Strengthening Program Accessibility and Reach:  Expanding the reach of leadership programs to include a broader array of participants from different geographies and backgrounds can enrich learning experiences and prepare the workforce to address the agricultural challenges of the future. Integrating Modern Technologies:  There's a growing necessity to incorporate advanced technologies and data-driven decision-making into leadership curricula. By teaching upcoming leaders to leverage innovations such as precision agriculture, AI, and sustainable practices, programs can ensure that graduates are prepared to lead in a technologically advanced agricultural landscape. The results of this study underscore the critical role that Agricultural Leadership Development Programs (ANR LDPs) play in shaping the future of agriculture and the food system by preparing leaders who are equipped to address the critical issues facing the industry. By enhancing leadership training, incorporating modern technologies into the curriculum, and improving methods for tracking and assessing long-term impacts, these programs can continue to improve their effectiveness. Additionally, adapting curricula to better tackle contemporary agricultural challenges such as technological advancements will ensure that future leaders are well-prepared. These enhancements will not only meet the current needs of the agricultural industry but will also set a robust foundation for sustainable and effective leadership. I've included the full article below if you would like to learn more. Please be sure to share your insights using the comments. Lamm, K. W., Carter, H. S., & Lamm, A. J. (2016). Evaluating extension based leadership development programs in the Southern United States . Journal of Agricultural Education , 57 (1), 121-136. https://doi.org/10.5032/jae.2016.01121