About

Barry L. Boyd, Ph.D., is an Associate Professor in the Department of Agricultural Leadership, Education, & Communications at Texas A&M University. He holds a B.S. in Animal Science from Texas A&M University, as well as an M.S. and Ph.D. in Agricultural Education from the same institution. Dr. Boyd's areas of expertise include critical thinking, teaching and learning, and ethical decision-making. His research focuses on teaching and assessing critical thinking skills, as well as applying critical thinking in ethical decision-making contexts. He has contributed to the development of the QUEEN Model of Critical Thinking and the QUEEN Student Self-Assessment tool through a NIFA Higher Education grant. Dr. Boyd has served as the Editor of the Journal of Leadership Education and has been recognized with the Northouse Distinguished Teaching Award in 2019. He is also a Montague – Center for Teaching Excellence Scholar and a Thaman Professor in Undergraduate Teaching Excellence.

Research topics

• Computer Science
• Political Science
• Sociology
• Media studies
• Business
• Finance
• Marketing
• Geography
• Accounting
• Economics
• Engineering
• Management
• Library science

Selected publications

• Upcoming Measuring Impacts of Andragogical Treatments: An Experimental Study of Self-perceived Critical Thinking Behavioral Change in Undergraduate Students

  Journal of the Scholarship of Teaching and Learning · 2025-10-10

  articleOpen access1st authorCorresponding

  Critical thinking is often noted as lacking in today’s workforce, but research has demonstrated that critical thinking can be taught while improving students’ course content information retention. However, new reports reveal inadequate inclusion of critical thinking andragogy in the curriculum. Given this dichotomy, this study aimed to use a behaviorally-anchored competency-based model to asses students’ self-perceived critical thinking behavioral change in a one-semester treatment. Instructors used the QUEEN Critical Thinking Model, a behaviorally-anchored competency-based approach critical thinking model and assessment, to teach and evaluate critical thinking behaviors to students in an upper-level leadership ethics course. QUEEN Student Self-Assessment indicates students’ critical thinking behaviors increased significantly over one semester. To prepare students to close the essential skills gap, we recommend instructors purposefully design learning strategies that teach critical thinking behaviors. Based on the results of this study, it can be concluded that using high-impact andragogical methodology to apply the QUEEN Model of Critical Thinking is effective for integrating critical thinking behaviors into established college classes to increase students’ self-perceived critical thinking behaviors.

  PublisherDOI

• Leadership in Agricultural Co-Operatives: Identifying Core Competencies for Effective Governance

  2023 · 14 citations

  • Business
  • Accounting
  • Finance
  PublisherDOI

• Leadership in agricultural cooperatives

  Edward Elgar Publishing eBooks · 2023-02-07 · 2 citations

  book-chapterSenior author

  Cooperative directors play a critical role in the protection and proliferation of their cooperative. Yet, many fail to develop the key qualities of leadership to help them succeed in this endeavor. We present research that has been applied to corporate leadership and governance including applications to the cooperative model. We then identify a key component to cooperative leadership, namely, influence. Finally, we present the Multidimensional Influence Model (MIM) along with its six competencies, as a holistic framework for developing greater leadership among cooperative directors.

  PublisherDOI

• Understanding the Leadership Learner: Priority 3 of the National Leadership Education Research Agenda 2020–2025

  Journal of Leadership Studies · 2020-11-01 · 2 citations

  article1st authorCorresponding
  PublisherDOI

• Discovering Leadership: Designing Your Success

  Journal of Leadership Studies · 2020 · 9 citations

  1st authorCorresponding
  • Sociology
  • Political Science
  • Computer Science
  PublisherDOI

• Preparing the Leadership Educator Through Graduate Education

  New Directions for Student Leadership · 2019-11-18 · 11 citations

  article1st authorCorresponding

  Abstract This chapter focuses on the teaching, mentoring, and scholarship on the preparation of future leadership educators through an exploration of the leadership learning framework, graduate faculty roles, and the framework for leadership educator professional development.

  PublisherDOI

• The Dystopian Future of Leadership

  Journal of Leadership Studies · 2019-05-01

  article1st authorCorresponding
  PublisherDOI

• The Team Leadership Summit: Culminating the Leadership Experience

  Journal of Leadership Education · 2017-07-15 · 1 citations

  articleOpen accessSenior author

  Documenting student progress related to learning outcomes is quickly becoming standard practice in higher education. This application brief describes the Team Leadership Summit assignment used in a senior seminar course. Students are required to work in teams to identify a critical issue facing society today requiring leadership and work together to discover potential solutions to the issue. Completed assignments indicate the Team Leadership Summit assignment is providing students with a project-based learning activity that gives them the opportunity to become more familiar with the role of leadership in managing, and even changing, complex organizational, community, and societal issues. The assignment is also effectively demonstrating student progress related to the seven Undergraduate Learning Outcomes identified by Texas A&M University.

  PublisherDOI

• What’s Up with This Leadership Thing? Voices of African American Male College Undergraduates

  Journal of Leadership Education · 2016-08-15 · 8 citations

  articleOpen access

  This study investigates the perceptions of leadership of African American undergraduate males who attend a predominately-White institution in the Southwest after participation in a leadership development program. Research concerning African American undergraduate males in education has been from a deficit-orientated narrative and focused primarily on academic achievement or lack of involvement, with little attention paid to African American males performing leadership. As society continues to focus on graduation and college attendance by African American males, it is important to explore African American undergraduate male leadership as a viable method to engage and influence graduation and attendance. This study examines the way in which African American undergraduate males make meaning and define leadership. Results indicated that African American undergraduate males defined leadership as either leader behaviors or specific characteristics that leaders possess. The study indicates a need for leadership educators and student affairs professionals to develop and implement a common language concerning leadership with student leader

  PublisherDOI

• Teaching Moral Theories Using <i>Lone Survivor</i>

  Journal of Leadership Education · 2015-01-15 · 1 citations

  articleOpen access1st authorCorresponding

  Four members of SEAL Team 10 faced a moral dilemma during Operation Redwings in 2005. Their mission was compromised when three goat herders discovered their position. They had to decide if they should kill the herders and continue their mission or release them, thus terminating their mission unsuccessfully. Students in an applied ethics class were asked which moral theories applied to their eventual decision.

  PublisherDOI

Frequent coauthors

• Kim E. Dooley

  Texas A&M University

  11 shared

• Chanda Elbert

  Texas A&M University

  5 shared

• Chris Boleman

  4 shared

• Kelli Peck Parrott

  4 shared

• Tami Swigert

  Boys and Girls Clubs

  4 shared

• B. Locke

  University of Cambridge

  4 shared

• Jeff W. Howard

  4 shared

• John Park

  Macquarie University

  4 shared

Education

• B.S., Animal Science

  Texas A&M University

• M.S., Agricultural Education

  Texas A&M University

• Ph.D., Agricultural Education

  Texas A&M University

Awards & honors

• Northouse Distinguished Teaching Award (2019)
• Montague – Center for Teaching Excellence Scholar
• Thaman Professor in Undergraduate Teaching Excellence