Abstract:
This paper deals with the variety and frequency of academic challenges professors require as a part of the curriculum in three-credit semester courses. Fourteen professors and faculty from a College of Agricultural Sciences allowed their course academic challenges (i.e. midterms, tests, quizzes, and assignments) to be thoroughly inventoried and categorized.
The study examined class size, course level, subject matter, and the type and quantity of academic challenges provided by professors. Midterms, written finals and written reports were the most common provided by 78%, 7 1 %, and 57% of the professors, respectively. While there were no significant relationships found between the types of academic challenges provided and the differences in course level, class size, and subject matter, the authors describe what was noticed. Questions are presented for additional discussion and future research. Additionally, several proactive methods to increase the effectiveness of academic challenges are explored.
Keywords:
academic challenges, agriculture professors
 Download Article | [ ] | 219 kB |
