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Teacher Education and Professional Development Commons™
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Full-Text Articles in Teacher Education and Professional Development
Profiling The Youth Leader: Personality And Emotional Intelligence Trends And Their Relationship To Leadership Skills, L. J. Mcelravy, Lindsay J. Hastings
Profiling The Youth Leader: Personality And Emotional Intelligence Trends And Their Relationship To Leadership Skills, L. J. Mcelravy, Lindsay J. Hastings
Department of Agricultural Leadership, Education, and Communication: Faculty Publications
The transfer of leadership to younger generations is an important factor in agricultural communities and is likely one reason developing leaders is a central mission of many youth organizations, including 4-H and FFA. In adults, researchers have extensively explored the relationship between personality traits and leadership (Judge, Bono, Ilies, & Gerhardt, 2002), but a clear profile of youth leaders has not been developed. This profile could help in planning for and developing the next generation of community leaders. In this study, we explored the relationship between traits, including the Big-Five model of personality and emotional intelligence, and self-perceived leadership skills …
Teaching Introductory Life Science Courses In Colleges Of Agriculture: Faculty Experiences, Mark Balschweid, Neil A. Knobloch, Bryan J. Hains
Teaching Introductory Life Science Courses In Colleges Of Agriculture: Faculty Experiences, Mark Balschweid, Neil A. Knobloch, Bryan J. Hains
Department of Agricultural Leadership, Education, and Communication: Faculty Publications
Insignificant numbers of college students declaring STEM majors creates concern for the future of the U.S. economy within the global marketplace. This study highlights the educational development and teaching strategies employed by STEM faculty in teaching first-year students in contextualized life science courses, such as animal, plant, and food sciences. Teaching strategies employed by faculty were reported as largely influenced by the “way they were taught.” Faculty members shared they used ‘lecture’ and ‘laboratory’ interchangeably as both educational environment and instructional practice. This study provides evidence for engaging university teaching faculty in a systematic process of professional development in teaching …