Early career faculty development at selected midwestern land-grant colleges of agriculture and related sciences

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Early career faculty development at selected midwestern land-grant colleges of agriculture and related sciences

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dc.contributor.advisor Ball, Anna L. (Anna Leigh), 1974- en_US
dc.contributor.author Maxwell, Lucas Dee, 1979- en_US
dc.date.accessioned 2010-10-26T13:54:29Z
dc.date.available 2010-10-26T13:54:29Z
dc.date.issued 2010 en_US
dc.date.submitted 2010 Summer en_US
dc.identifier.other MaxwellL-073010-D206 en_US
dc.identifier.uri http://hdl.handle.net/10355/8873
dc.description The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. en_US
dc.description Title from PDF of title page (University of Missouri--Columbia, viewed on October 21, 2010). en_US
dc.description Thesis advisor: Dr. Anna L. Ball. en_US
dc.description Includes bibliographical references. en_US
dc.description Ph. D. University of Missouri--Columbia 2010. en_US
dc.description Dissertations, Academic -- University of Missouri--Columbia -- Agricultural education. en_US
dc.description.abstract The purpose of this study was to describe faculty members' perceptions and experiences with early career professional development, and to examine the relationship between personal and professional characteristics and perceptions of professional development. The accepting sample consisted of 51 early career faculty members in colleges of agriculture and related sciences at Iowa State University, the University of Missouri, and the University of Nebraska - Lincoln. Respondents participated in 0.92 hours of teaching professional development at the departmental level, 4.49 hours at the college level, and 4.70 hours at the university level. An average of 5.15 hours each week was devoted to improving their teaching and 1.07 hours discussing teaching with colleagues. It was determined that 19% of the variance in how actively faculty seek out teaching professional development can be explained by teaching appointment percentage and sex. Further, 6% of the variance in the number of hours of teaching professional development can be explained by teaching appointment percentage. Finally, 19% of the variance in the number of hours of teaching professional development can be explained by research appointment percentage. Faculty agree that professional development in the areas of evaluation, teaching methods, advising and working with diverse learners, and developing the teaching portion of the promotion and tenure dossier would be helpful to their growth as a teacher. It was concluded that respondents were most confident in their ability to perform tasks related the actual act of teaching (i.e., developing learning objectives, using a variety of teaching approaches, developing effective lectures, etc.). en_US
dc.language.iso en_US en_US
dc.publisher University of Missouri--Columbia en_US
dc.subject.lcsh Universities and colleges -- Faculty -- Attitudes en_US
dc.subject.lcsh Career development en_US
dc.subject.lcsh Agricultural education en_US
dc.subject.lcsh Agriculture -- Study and teaching en_US
dc.title Early career faculty development at selected midwestern land-grant colleges of agriculture and related sciences en_US
dc.type Thesis en_US
thesis.degree.discipline Agricultural education en_US
thesis.degree.grantor University of Missouri--Columbia en_US
thesis.degree.name Ph. D. en_US
thesis.degree.level Doctoral en_US
dc.identifier.merlin b8017064x en_US
dc.identifier.merlin b8017064x
dc.identifier.oclc 671408804 en_US
dc.relation.ispartofcommunity University of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2010 Dissertations
dc.relation.ispartofcollection 2010 Freely available dissertations (MU)


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