Other Education Commons^™

Student Collaboration In Faculty Development: Connecting Directly To The Learning Revolution, Milton D. Cox, D. Lynn Sorenson

To Improve the Academy: A Journal of Educational Development

Although faculty developers have worked successfully with faculty to focus on ways to enhance learning and listen to student voices, developers have rarely formed partnerships with students. This chapter reviews established practices involving students directly in faculty development, such as student observer/consultant programs. It also describes the nature, dynamics, and outcomes of some interesting new programs involving students in teaching development activities, thereby empowering students to join developers as change agents ofcampus culture. Finally, this chapter raises issues for faculty developers to reflect on as they consider establishing direct connections-partnerships-with students.

Transforming Introductory Psychology: Trading Ownership For Student Success, Randall E. Osborne, William Browne, Susan J. Shapiro, Walter F. Wagor

To Improve the Academy: A Journal of Educational Development

As colleges struggle to maintain enrollments, many have shifted from a primary focus on recruitment of new students to an increased focus on retaining students once they begin attending the college or university. An examination of introductory courses on our campus, however, revealed significant differences between faculty perceptions of student skills and the actual skills students brought into the classroom. This prompted shifts in the manner in which we teach introductory psychology on our campus in order to enhance the skills necessary for success in survey courses and to provide a foundation of learning and thinking skills that would translate …

“It's Hard Work!”: Faculty Development In A Program For First–Year Students, Martha L. A. Stassen

To Improve the Academy: A Journal of Educational Development

Academic programs designed specifically for first-year students provide an important opportunity for faculty growth. This chapter contributes to the limited literature on this topic through a qualitative analysis of interviews with faculty members who taught in an experimental living-learning community for first-year students at a Research I Public University. The analysis suggests atleast four dimensions of faculty growth as a result of their involvement in first-year programs. In addition to outlining the types of impact this experience has on the faculty involved, the article suggests the implications of these findings for faculty development.

The Influence Of Disciplinary Differences On Consultations With Faculty, Virginia Lee

To Improve the Academy: A Journal of Educational Development

In recent years researchers have begun to investigate the nature of disciplinary differences in higher education and their implications for teaching and learning. While researchers have studied several aspects of disciplinary differences, they have given comparatively little attention to the significance of these differences for faculty development. After reviewing selective, representative studies from the literature on disciplinary differences, this paper develops a general framework for determining how the characteristics of a discipline influence the dynamics of the consulting relationship using the example of the hard sciences. It explores what kinds of discipline-specific knowledge will be important for consultants and under …

Attitudes Of Oregon Agricultural Science And Technology Teachers Toward Integrating Science, Gregory W. Thompson, Mark A. Balschweid

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The purpose of this study was to determine the attitudes of Oregon Agricultural Science and Technology (AST) teachers toward integrating science into their agricultural education programs. Results of the study indicated that almost one fourth of Oregon 's AST teachers have a teaching credential with a science endorsement, while almost half the teachers indicated students receive science credit for agriculture classes in their high school. Teachers felt prepared to teach biological and physical science concepts and that integrating science into agriculture classes has increased their ability to teach students to solve problems. Teachers believed that administrator and parental support for …

The Effects Of An Agricultural Literacy Treatment On Participating K-12 Teachers And Their Curricula, Mark A. Balschweid, Gregory K. Thompson, R L. Cole

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

Oregon State University ‘s Summer Agriculture Institute (SAI) is an agricultural literacy program aimed at Oregon 3 non-agriculture K-I2 teachers. Since the debut of this program in 1998, no study has been conducted to determine SAI ‘s effectiveness with participating K-12 teachers. The purpose of this study was to determine the extent to which participating teachers used the material received at SAI in their curricula, and to determine teacher perceptions of the content, structure, and usability of the agricultural literacy program presentations and materials. Additionally, the study sought to iden@ existing barriers that prevented teachers from integrating agriculture into their …

Perceptions Of Agribusiness Leaders Toward Agricultural Education In Nebraska, G. Blezek, Roy D. Dillon

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The purpose of the study was to determine the perceptions of agribusiness leaders with regard to Agricultural Education in the State of Nebraska. More specifically, the objectives were to:

1. Determine perceptions of the skills, attitudes and knowledge that should be taught in Nebraska's elementary and secondary schools to prepare students for their future in agriculture
2. Determine perceptions of funding levels for agricultural education in Nebraska.
3. Determine perceptions of the need for a name change for vocational agriculture in Nebraska's secondary schools.
4. Determine perceptions of where various agricultural knowledge, skills, and attitudes should be taught at the elementary, junior high, and …

National Trends In Programming, Preparation, And Staffing Of County Level Cooperative Extension Service Offices As Identified By State Extension Directors, David M. Agnew, Richard Foster

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The purpose of this study was to examine the trends in delivery of Extension programs and the staffing of field-based positions throughout the United States. With a belier understanding of the trends in programming and staffing of field offices, a more effective preservice or inservice education program can be developed to address the needs.

Attitudes Of Nebraska Superintendents, Principals, And Vocational Agriculture Instructors Regarding Tne Delivery Of Adult Education Through Secondary Programs, Michael F. Adelaine, Richard M. Foster

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The purpose of this study was to determine the attitudes held by Nebraska superintendents, principals, and vocational agriculture instructors about the delivery of adult agricultural education programs within the public secondary school system. The specific objectives identified for investigation were to:

1. Determine if differences principals, and vocational agricultural education, in attitudes exist among superintendents, agriculture instructors toward adult agricultural education.
2. Determine if differences in attitudes exist between administrators (superintendents and principals) and vocational agriculture instructors toward adult agricultural education.
3. Determine the preferred agency or organization (extension, community colleges, etc.) for delivery of adult education as perceived by superintendents, principals, and …

Agribusiness Skills Required By Agriculture Students As Perceived By Nebraska -Vocational Agriculture Instructors And Agribusiness Managers, David R. Spotanski, Richard M. Foster

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The purpose of this study was to identify agribusiness skills required by a student for entry level employment in Nebraska agribusinesses. The specific objectives were:

1. To determine agribusiness skills perceived to be required for employment, by Nebraska agribusiness managers and vocational agriculture instructors,
2. To determine differences between the perceived importance of selected skills required for employment in an agribusiness, by Nebraska vocational agriculture instructors and agribusiness managers.

National Profile Of Agricultural Teacher Educators And State Supervisors Of Vocational Agriculture By Mbti Preference Type, Richard M. Foster, James T. Horner

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The primary purpose of this study was to provide a national preference type profile of professionals employed in teacher education and state supervision an effort to explain similarities and differences, and to promote increased understanding and communication between these groups and their clientele. Specific objectives were to:

1. Determine preference type and temperament type of teacher educators and state supervisors in agricultural education.
2. Compare preference type and temperament type of teacher educators and state supervisors with that expected from the general population.
3. Compare temperament type of teacher educators and state supervisors by AATEA region.
4. Compare temperament type of teacher educators and …

Factors Limiting Vocational Agriculture Student Participation In Supervised Occupational Experience Programs In Nebraska, Richard M. Foster

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The primary purpose of this study was to identify factors limiting student participation in supervised occupational experience (SOE) programs in Nebraska, as perceived by Nebraska vocational agriculture instructors. Specific objectives included:

1. Identify SOE-related characteristics of Nebraska vocational agriculture instructors.
2. Determine the Importance of selected school district, vocational agriculture, economic, student, and social factors in limiting student participation in SOE.
3. Determine differences among factors limiting student participation in SOE by length of contract, number of SOE on-site instructional visits per year, hours employed, in addition to vocational agriculture duties and years of teaching experience.

The Identification And Prioritization Of Tasks Of Vocational Agriculture Instructors As Perceived By State Supervisors, Teacher Educators, And Vocational Agriculture Instructors In Nebraska, Allen G. Blezek

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

Purpose of the Study

The study was conducted to determine what vocational agriculture instructors, teacher educators and state supervisors in vocational agriculture perceived as being the task priorities of Nebraska vocational agriculture instructors.

Specifically, the major objectives were to:

1. Identify the major tasks of Nebraska vocational agriculture instructors.
2. Prioritize major tasks of Nebraska vocational agriculture instructors as perceived by state supervisors, teacher educators and vocational agriculture instructors.
3. Compare priority rating of tasks by state supervisors, teacher educators, and vocational agriculture Instructors.

Factors Indicating Voag/Ffa Program Quality As Perceived By Idaho Voag Instructors And Principals, Richard M. Foster, Louis E. Riensenberg

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

In public school education, as in private industry, a difference of opinion may exist between management and production about the quality of activities inherent in an occupation. The high school principals and vocational agriculture teachers in our public school systems are certainly no exception. Both have the common goal of making the vocational program within the school district the highest quality possible. In order to develop a high-quality vocational agriculture program, these two individuals must not only communicate with one another what they think are the most important and highest quality activities in which the vocational agriculture teacher should participate, …

An Assessment Of Microcomputer Competencies Needed By Vocational Agriculture Instructors In Nebraska And Iowa, W. Wade Miller, Richard M. Foster

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

In order to provide effective preservice and inservice instruction to vocational agriculture teachers, certain baseline data are necessary. It was the intent of this study to: a) identify specific microcomputer competencies needed by vocational agriculture instructors and to make comparisons by state, size of vocational agriculture department, and years of teaching experience; b) identify barriers that may impede the use of microcomputers; and c) assess the current status of microcomputer usage in Nebraska and Iowa vocational agriculture programs.

Personality-Type Differences Of Students And Faculty And Their Effect On Student Achievement, Leverne Barrett

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

There is an increasing int rest among agricultural educators to find ways to improve instruction and learning. Within the last 10 years considerable attention has been given tot he effects of personality type on teaching and learning. Nearly 700 studies have been completed, but few have involved students of agriculture. Lawrence (1982) has stated that one of the greatest problems of American education today is the failure to recognize the unique learning needs of differing personality types.

Perceptions Of Northwest Vocational Agriculture Instructors Regarding Knowledge Of Microcomputers And Value Of Proposed Microcomputer Programs In Agriculture, James A. Church, Richard M. Foster

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The primary purpose of this study (Church, 1982) was to identify microcomputer topics that might be of value as part of the instructional programs of secondary vocational agriculture in Idaho, Washington, and Oregon. The specific objectives were to:

1. Determine the knowledge possessed by Northwest vocational agriculture instructors regarding microcomputer usage and capability.
2. Determine the need for inservice training in microcomputer usage for Northwest vocational agriculture instructors.
3. Determine which microcomputer systems were most readily available to Northwest vocational agriculture instructors.
4. Analyze the value placed by Northwest vocational agriculture instructors on selected microcomputer topics for use in the curriculum.

A Comparison Of The Attitudes Of School Superintendents, Agriculture Teachers, Advisory Council Chairpersons, Vocational Agricultural Graduates, And Their Employers, Of The Nebraska Vocational Agriculture Core Curriculum, Roy D. Dillon

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

During the academic year 1976–1977, a new Vocational Agriculture Core curriculum was implemented in Nebraska (Nebraska, 1977). This new curriculum, patterned from the Oklahoma Vocational Agriculture Core Curriculum, was prepared at the University of Nebraska during the summer of 1976 (Oklahoma, 1974). During the 1976–1977 academic ·year, the Core Curriculum was implemented through district workshops for vocational agriculture teachers.

Perceptions Of Northwest Vocational Agriculture Instructors Regarding Knowledge Of Microcomputers And Value Of Proposed Micrcomputer Programs In Agriculture, James A. Church, Richard M. Foster

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The primary purpose of this study (Church, 1982) was to identify microcomputer topics that might be of value as part of the instructional programs of secondary vocational agriculture in Idaho, Washington, and Oregon. The specific objectives were to:

1. Determine the knowledge possessed by Northwest vocational agriculture instructors regarding microcomputer usage and capability.
2. Determine the need for inservice training in microcomputer usage for Northwest vocational agriculture instructors
3. Determine which microcomputer systems were most readily available to Northwest vocational agriculture instructors.

4. Analyze the value placed by Northwest vocational agriculture instructors on selected microcomputer topics for use in the curriculum.

The Importance Of Selected Activities Affecting The Role Of Vocational Agriculture Instructors As Perceived By Vocational Agriculture Instructors, Principals, And Superintendents In Idaho, Michael G. Rush, Richard M. Foster

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The primary purpose of this study (Rush, 1982) was to evaluate differences in how vocational agriculture instructors and their administrators viewed the importance of selected activities of vocational agriculture instructors. Views of principals and superintendents regarding the importance of the duties and responsibilities of the vocational agriculture instructor were also compared.

1. To identify the differences between vocational agriculture instructors and administrators in their perceptions of the importance of selected activities of vocational agriculture instructors.
2. To identify the amount of time vocational agriculture instructors and administrators believe the vocational agriculture teacher should spend carrying out responsibilities of the job.
3. To identify …

An Assessment Of The Levels Of Knowledge Of Faculty Representatives In Nebraska Concerning Preparation Of The Local Plan For Vocational Education In The Secondary School, Roy D. Dillon, C. A. Cromer

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

Recruitment of students in departments of agricultural education is crucial. Recruitment also demands time and money. To make the recruitment process work as efficiently as possible, it must be organized to effectively use all of the people available. By following the 16 theorems outlined in this article, a department of agricultural education should find that its recruitment efforts operate both efficiently and effectively.

An Assessment Of Applied Biological Science Interests Of Seventh Grade Students!, Roy D. Dillon, Robert W. Walker

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

Vocational education programs in high schools should be designed to prepare young people for their next pursuit after graduation. Students' interests, needs, and employment opportunities should form the basis upon which decisions are made concerning what vocational courses to offer in the high school curriculum.

The Involvement Of Nebraska Vocational Education Secondary School Advisory Councils In The Preparation Of The Local Plan For Vocational Education, Roy D. Dillon

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

With passage of the 1976 Vocational Education Amendments, PL 94-482, local schools were required to establish an advisory council or councils to enable lay persons to have input into decisions regarding the local secondary vocational education program. This policy was established on the rationale that local citizens have a right and responsibility to assist in the decisions concerning which clientele groups will be served by the local school, and what knowledges these persons should receive.

The State Advisory Council for Vocational Education, in an effort to fulfill one of its responsibilities, asked that a statewide status study be conducted to …

Perceptions Of Vocational Agriculture Instructors Regarding Knowledge And Importance Of Including Selected Agricultural Mechanics Units In The Vocational Agriculture Programs, Dale C. Heimgartener, Richard M. Foster

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The purpose of this study was to determine the importance of including specific units of instruction in agricultural mechanics as part of the vocational agriculture program as perceived by vocational agriculture instructors in five northwestern states.

The specific objectives of this study were to determine:

1. The amount of instructional time committed to agricultural mechanics in relation to other vocational agriculture instructional areas.

2. Primary sources of preparation in agricultural mechanics for vocational agriculture instructors.

3. The importance of including selected agricultural mechanics areas in the vocational agriculture program.

4. The amount of instructor knowledge relating to instructional areas taught in agricultural mechanics.

A Summary Of An Evaluation Of The First Year Of The Nebraska Vocational Agriculture Core Curriculum, Allen G. Blezek, Roy D. Dillon

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The Nebraska Vocational Agriculture Core Curriculum Project was a two-year project funded by the Nebraska State Board for Vocational Education. The first year of the project dealt with developing core curriculum materials for both teachers and students for the four-year Vocational Agriculture program. In general, Core I was designed for freshmen, Core II for sophomores, core III for juniors, and Core IV for seniors. These materials were developed on a unit approach with instructors being encouraged to localize by adding lesson plans developed at the local level. The second year. of the project was devoted to implementation of the core …

Annual Report Of Research And Creative Productions By Faculty And Staff, January To December, 1979, Office Of Research And Sponsored Programs. Morehead State University.

Office of Research and Sponsored Programs Reports and Publications

Annual Report Of Research and Creative Productions by Faculty and Staff from January to December, 1979.

Development Studies Program: Title Iii Strengthening Developing Institutions Program, 1979-1980, Morehead State University. Bureau For Academic Affairs.

Office of Research and Sponsored Programs Reports and Publications

A grant application submitted to the United States Office of Education in January of 1979 to provide programs to improve and promote instruction, research and public service at Morehead State University.

Vocational Agriculture: Leadership, Laurels, Laments, And Legislation, James T. Horner

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The Distinguished Lecture has by tradition been a highlight of the annual AAETA Breakfast meeting held during the convention of the American Vocational Association. The journal is used as a means of providing wide distribution of the lecture within the profession. The Distinguished Lecture for 1978 was presented on December 5, 1978 at the Convention in Dallas, Texas.

Ldentificatlon .Of Factors Influencing Vocatlonal Agriculture Teachers To Leave Teaching, Roy D. Dillon

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

This study was undertaken in an effort to obtain objective data in as nonthreatening a manner as possible concerning the reasons why teachers quit. The 26 former teachers interviewed openly discussed why they chose another occupation, and were willing to rank their reasons. The reasons given and their ranking generally support the present job held by the respondents, as three of the top five factors listed most often related to farming and ranching. Seventeen of the 25 respondents were in farming and ranching.

This study, as well as other studies reviewed, points toward the need for continual follow-up of graduates. …

An Analysis Of Selected Factors Influencing Use Of Time By Forty Vocational Agriculture Instructors In Nebraska, Roy D. Dillon

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

Forty teachers of vocational agriculture in Nebraska worked an average of 2,652 hours per year, or 221 hours per month. About one-third of their time was used for teaching agriculture day classes, 11% for supervising Future Farmers of America (FFA) activities, 8% for curriculum planning, and 6% for supervising occupational experience programs. These four duty categories accounted for 56% of the time of the teachers.

Of the five program-oriented variables studied and being reported, none had significant influence on mean hours worked per month for the 40 teachers. There were, however, several significant differences found among groups on the ANOVA …