Enhancing Learning Through Undisguised Teaching Case Studies: Both Instructor-Facilitated and Student-Written

This work seeks to demystify the theory-practice nexus and enhance college students’ learning through teaching strategies that address the higher-order, adaptive skills deficiency and prepares graduates for the ever-dynamic agricultural workforce. Objectively, it aims to: foster instructors and learners’ ability to analyze and synthesize multiple concepts of leadership for transdisciplinary engagements in agriculture; offer learner experience in applying shared leadership in a (small) group setting; promote instructor-student (akin to employee-supervisor) partnership in co-learning and collective problem-solving; and give students the learning opportunity to craft their own cases, thereby translating critical thinking and learning to actual doing.