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dc.contributor.advisorBall, Anna L. (Anna Leigh), 1974-en_US
dc.contributor.authorMaxwell, Lucas Dee, 1979-en_US
dc.date.issued2010eng
dc.date.submitted2010 Summeren_US
dc.descriptionThe 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.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on October 21, 2010).en_US
dc.descriptionThesis advisor: Dr. Anna L. Ball.en_US
dc.descriptionIncludes bibliographical references.en_US
dc.descriptionPh. D. University of Missouri--Columbia 2010.en_US
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Agricultural education.en_US
dc.description.abstractThe 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.identifier.merlinb8017064xen_US
dc.identifier.merlinb8017064x
dc.identifier.oclc671408804en_US
dc.identifier.otherMaxwellL-073010-D206en_US
dc.identifier.urihttp://hdl.handle.net/10355/8873
dc.publisherUniversity of Missouri--Columbiaen_US
dc.relation.ispartofcollection2010 Freely available dissertations (MU)
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2010 Dissertations
dc.subject.lcshUniversities and colleges -- Faculty -- Attitudesen_US
dc.subject.lcshCareer developmenten_US
dc.subject.lcshAgricultural educationen_US
dc.subject.lcshAgriculture -- Study and teachingen_US
dc.titleEarly career faculty development at selected midwestern land-grant colleges of agriculture and related sciencesen_US
dc.typeThesisen_US
thesis.degree.disciplineAgricultural educationeng
thesis.degree.grantorUniversity of Missouri--Columbiaeng
thesis.degree.levelDoctoralen_US
thesis.degree.namePh. D.en_US


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