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| Registros recuperados: 12 | |
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| Connor, Larry J.. |
| Agricultural economics teaching programs are becoming stressed. They vary considerably because of different institutional settings and are conducted under changing college, university, and department trends and paradigm shifts. To ensure success, strategic marketing processes need to be used in analyzing programs: identifying potential students (clientele or customers), ascertaining what to offer (majors, minors, service courses, enrichment options, and distance education), finalizing the strategic plan, and executing the plan (with students, administration, industry, and disciplinary peers). Conclusions and recommendations for enhancing teaching quantity and quality are presented for the strategic marketing processes. Finally, some implications and... |
| Tipo: Journal Article |
Palavras-chave: Strategic; Marketing; Teaching; Undergraduate and graduate studies; Teaching/Communication/Extension/Profession; A20; A22; A23. |
| Ano: 2005 |
URL: http://purl.umn.edu/43769 |
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| Fleming, Ronald A.; Bazen, Ernest F.; Wetzstein, Michael E.. |
| Student evaluation of teaching (SET) is employed as an aid in improving instruction and determining faculty teaching effectiveness. However, economic theory indicates the existence of externalities in SET scores that directly influence their interpretation. As a test of this existence, a multinomial-choice, ordered data estimation procedure is employed to identify course externalities influencing SET. These externalities include student class standing, required courses, class size, days a class meets, class meeting time, classroom location, and classroom design. Results indicate that externalities have a significant impact on teaching evaluations. Thus, failure to internalize these externalities will lead to biases in SET and questionable use of SET... |
| Tipo: Journal Article |
Palavras-chave: Externalities; Ordered probit; SET; Teaching evaluation; A20; A22; I21. |
| Ano: 2005 |
URL: http://purl.umn.edu/43486 |
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| Barkley, Andrew P.; Forst, Jerry J.. |
| This research identifies and quantifies the determinants of first-year academic performance in the College of Agriculture at Kansas State University, 1990-1999. Forty-eight percent of the variation in first-semester college grades was explained by high school grades, standardized test scores, socioeconomic variables, high school characteristics, credit hours completed, and major field of study. Approximately 62% of the variation in second-semester grades was explained. First-semester college grades explained 43% of second-semester grades. Several statistically significant relationships are detected, and the implications for students, advisors, and administrators are discussed. |
| Tipo: Journal Article |
Palavras-chave: Academic performance in Colleges of Agriculture; Coefficients of separate determination; College entrance exams; Grade point averages; Identification of at-risk students; A22. |
| Ano: 2004 |
URL: http://purl.umn.edu/43392 |
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| Registros recuperados: 12 | |
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