An Analysis of the Teaching Competencies of Agricultural and Life Sciences Faculty

The teaching competencies of agricultural and life sciences faculty at the University of Florida were analyzed by comparing perceived levels of knowledge with perceived levels of relevance for specific competency areas. Faculty rated themselves as having the highest levels of knowledge of effective...

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Bibliographic Details
Published in:NACTA journal 2009-12, Vol.53 (4), p.49-55
Main Authors: Harder, Amy, Roberts, T. Grady, Stedman, Nicole L. P., Thoron, Andrew, Myers, Brian E.
Format: Article
Language:English
Subjects:
Active learning
Agricultural education
Agriculture
College instruction
Colleges
Competency based education
Critical thinking
Distance education
Education
Faculty Development
Learning Processes
Learning Strategies
Life sciences
Management
Methods
Multicultural education
Professional development
Study and teaching
Teachers
Teaching Methods
Undergraduate Study
Universities
Web based instruction
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Summary:The teaching competencies of agricultural and life sciences faculty at the University of Florida were analyzed by comparing perceived levels of knowledge with perceived levels of relevance for specific competency areas. Faculty rated themselves as having the highest levels of knowledge of effective lecturing, clarity in teaching, graduate advising, teaching critical thinking, and creating the perfect course syllabus. Faculty rated themselves as having the lowest levels of knowledge of distance education basics, undergraduate advising, teaching large classes, cooperative learning, and better teaching through better testing. Faculty rated effective lecturing, teaching critical thinking, clarity in teaching, graduate advising, and questioning techniques as having the highest level of relevance to their teaching while competencies rated as having the lowest relevance were teaching in large classes, undergraduate advising, teaching in lab settings, distance education basics, and teaching in multicultural classrooms. Faculty rated their level of knowledge below the level of relevance for all but three items: undergraduate advising, teaching large classes, and teaching in lab settings. The greatest teaching needs were identified as the competencies of getting students engaged in learning, teaching critical thinking, effective lecturing, questioning techniques, and active learning strategies.
ISSN:0149-4910