Abstract
Demand for educational reform is echoing across the nation. Diverse job markets in a constantly evolving agricultural industry have created a need for college graduates who possess transferrable competencies such as critical thinking, problem-solving and effective communication skills. Land-grant colleges and universities must revitalize their services if they wish to continue preparing the next generation for innovative agricultural careers. A researcher-designed questionnaire was used to describe University of Idaho College of Agriculture faculty perceptions of valuable graduate skills, perceived levels of competence and importance of teaching areas and barriers to improving teaching. Faculty reported high self-perceptions in traditional areas of teaching such as lecturing and identified student engagement and critical thinking skill development as the most important aspects of teaching. Teaching areas in need of the most professional development included student engagement and improving reading and writing. Barriers to improving teaching included lack of time and resources as well as limited emphasis and recognition of teaching in the promotion and tenure process. Further research is needed to evaluate student learning and skill attainment, improve faculty teaching and address barriers that hinder the promotion of quality undergraduate education.
 13 Blickenstaff_Sept2015 NACTA Journal-7.pdf | [ ] | 844 kB |
