Strong, Jennifer Associate Professor

academic article

• (2018). The Leader Games: How Young Adult Literature is Contributing to a Dystopic View of Leadership. Journal of Leadership Studies.  12(3), 51-52.
  
• Strong, R., & Williams, J. (2014). Understanding Students as Followers: Discovering the Influence of Followership Style on Self-Directed Learning. Journal of agricultural education.  55(2), 201-213.
  
• (2013). Analyzing Cultural Artifacts for the Introduction, Perpetuation, or Reinforcement of Moral Ideals. Journal of Leadership Education.  12(1), 245-251.
  
• (2013). Correlating universally enforced attributes of leadership with current prevalent leadership theories taught at Texas A&M University. Nacta Journal.  57(3a), 45-50.
  
• Strong, R. L., Williams, J., Irby, T. L., & Wynn, J. T. (2013). Country club management and selfdirectedness: implications for academics and practitioners of leadership. Nacta Journal.  57(4), 38-44.
  
• Odom, S. F., Boyd, B. L., & Williams, J (2012). Impact of Personal Growth Projects on Leadership Identity Development. Journal of Leadership Education.  11(1), 49-63.
  
• Boyd, B. L., Moore, L. L., Williams, J., & Elbert, C. D. (2012). Barriers to the attainment of global leadership competencies. 4(1), 41-55.
  
• Boyd, B. L., Moore, L., Williams, J., & Elbert, C. D. (2011). Entry-level competencies needed for global leaders. 3(1), 20-39.
  
• (2010). Impact of Group Development Knowledge on Students Perceived Importance and Confidence of Group Work Skills. Journal of Leadership Education.  9(2), 101-121.
  
• (2010). The Conceptualization and Investment of Leadership Development by Department Heads in Colleges of Agriculture at Land Grant Universities. Journal of agricultural education.  51(2), 81-89.
  
• (2010). The Effects of Teaching Methods in Leadership Knowledge Retention: An Experimental Design of Lecture, Experiential, and Public Pedagogy. Journal of Leadership Education.  9(2), 86-100.
  
• Strong, J., Strong, R., Greenberg, R., Dolly, D., & Perdue, E. Understanding learners as followers: A study of an American university and a Caribbean university. 8(2), 88-103.