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This article in NSE

  1. Vol. 41 No. 1, p. 1-6
     
    Received: Apr 13, 2011
    Published: December 7, 2012


    * Corresponding author(s): athoron@ufl.edu
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doi:10.4195/jnrlse.2011.0011g

An Analysis of Teaching Competencies of Junior Faculty with Different Levels of Graduate Teaching Assistant Experiences

  1. Andrew C. Thoron *a,
  2. Brian E. Myersb,
  3. Amy Harderb,
  4. Nicole Stedmanb and
  5. T. Grady Robertsb
  1. a Univ. of Florida, 407 Rolfs Hall, P.O. Box 110540, Gainesville, FL 32611
    b Univ. of Florida Rolfs Hall, P.O. Box 110540, Gainesville, FL 32611

Abstract

This casual–comparative study was conducted to determine the professional development needs of teaching faculty with fewer than 6 years of university teaching experience (n = 67). Faculty were compared on the level of teaching assistantship responsibility during their graduate degree program. The purpose of this article is to provide faculty development officers with fundamental considerations for achieving quality professional development with junior faculty based on previous teaching experience. This study found professional development needs should be tailored based on teaching assistant experiences.

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