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Abstract
This article introduces a model for faculty professional development. The National Research Council (2009) indicated that graduates of colleges of agriculture must be prepared to work in a complex world using skills such as critical thinking, problem solving, teamwork, and leadership. However, critics of higher education have insisted that many college graduates do not possess these desired skills and are increasingly underprepared to enter the workforce. To help better prepare students, instructors should focus on effective teaching strategies that engage students and promote learning. However, most faculty members are hired for their expertise in research and have little preparation in pedagogical techniques. Therefore, faculty development programs that teach instructors effective instructional methods are necessary. This article proposes an experiential learning model of faculty development, which consists of three stages, including planning, delivery, and evaluation. The model utilizes field experiences, reflection, and peer observation to help college instructors learn how to implement and use various instructional methods. The experiential learning model presented in this paper could help college of agriculture instmctors become more effective in their teaching, thus meeting the call to improve undergraduate learning.
Introduction
The world around us is rapidly changing. Increasing globalization of businesses, constantly changing technologies, and a continually growing world population are a few of the issues we face (National Research Council, NRC, 2009). Moreover, in the midst of these concerns, we face the unique challenges of climate change, creating renewable energies, and feeding the increasing population (NRC, 2009). To combat these and other issues, we will need highly educated leaders, scientists, and a workforce capable of thinking critically and solving the complex problems faced by society.
Tlie burden of preparing this next generation of leaders, scientists, and workers for the challenges that lie ahead rests on the shoulders of America's colleges and universities (NRC, 2009). The key to solving society's problems will be the human capital that colleges and universities produce, that is, graduates entering the workforce (NRC, 2009). The Kellogg Commission (2000) dubbed this "the promise of American public higher education" (p. 9). Namely, higher education has an obligation to serve as the bridge between the public and the knowledge needed to solve complex issues (Kellogg Commission, 1999). Therefore, the question that must be asked is, are...