Abstract:
This article introduces a model for faculty professional development. The National Research Council (2009) indicated that graduates of colleges of agriculture must be prepared to work in a complex world using skills such as critical thinking, problem solving, teamwork, and leadership. However, critics of higher education have insisted that many college graduates do not possess these desired skills and are increasingly underprepared to enter the workforce. To
help better prepare students, instructors should focus on effective teaching strategies that engage students and promote learning. However, most faculty members are hired for their expertise in research and have little preparation in pedagogical techniques. Therefore, faculty development programs that teach instructors effective instructional methods are necessary. This article proposes an experiential learning model of faculty development, which consists of three stages, including planning, delivery, and evaluation. The model utilizes field experiences, reflection, and peer
observation to help college instructors learn how to implement and use various instructional methods. The experiential learning model presented in this paper could help college of agriculture instructors become more effective in their teaching, thus meeting the call to improve undergraduate learning.
Keywords:
professional development, faculty development, teamwork, leadership, problem solving, critical thinking
 Estepp.pdf | [ ] | 462 kB |
