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Natural Sciences Education Abstract - Undergraduate Education

Students’ Perceptions of Communications and Course Motivation Provided by Faculty

 

This article in NSE

  1. Vol. 42 No. 1, p. 91-97
     
    Received: Sept 17, 2012
    Published: June 3, 2013


    * Corresponding author(s): cindy.s.blackwell@usm.edu
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doi:10.4195/nse.2012.0021
  1. Amanda Everta,
  2. Cindy Blackwell *b,
  3. Daniel Tilleyc,
  4. Paul Wecklerd and
  5. Rodney Holcombe
  1. a Redlands Community College, 1300 S. Country Club Rd., El Reno, OK 73036
    b Univ. of Southern Mississippi, 207F College Hall, Hattiesburg, MS 39406
    c Oklahoma State Univ., 422 Agricultural Hall, Stillwater, OK 74078
    d Oklahoma State Univ., 111 Agricultural Hall, Stillwater, OK 74078
    e Oklahoma State Univ., 114 Food and Agricultural Products Center, Stillwater, OK 74078

Abstract

Because innovation is essential to the future of our society and because there is a need to prepare college students to succeed in business organizations, it has become increasingly important to investigate the factors that enhance or discourage creativity and innovation. College professors have a vital role in introducing students to the fundamentals of innovation and, depending on how they do, can potentially encourage or discourage the innovation process. This study focused on the communication and motivation in the innovation process of faculty in a multidisciplinary course comprised of agricultural economics, biosystems and agricultural engineering, and agricultural communication majors at a large land-grant university. Results demonstrated that students did not always find faculty communication effective, and findings among students in the three majors were different in faculty communication ratings. The data show there are positive relationships between students’ perceptions of faculty communications and students’ motivation in capstone courses.

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