Instructor perceptions of what good lead facilitators do in long-standing, co-curricular, multi-day, undergraduate leadership programs

McRee, Michael

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https://hdl.handle.net/2142/42292 Copy

Description

Title

Instructor perceptions of what good lead facilitators do in long-standing, co-curricular, multi-day, undergraduate leadership programs

Author(s)

McRee, Michael

Issue Date

2013-02-03T19:30:33Z

Director of Research (if dissertation) or Advisor (if thesis)

Ory, John C.

Doctoral Committee Chair(s)

Ory, John C.

Committee Member(s)

• Johnson, Scott D.
• Greene, Jennifer C.
• Raycraft, Michael

Department of Study

Educ Policy, Orgzn & Leadrshp

Discipline

Human Resource Education

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Date of Ingest

2013-02-03T19:30:33Z

Keyword(s)

• training
• teaching
• facilitation
• institute
• instructor
• LeaderShape

Abstract

Instructor Perceptions of What Good Lead Facilitators do in Long-Standing, Co-Curricular, Multi-Day, Undergraduate Leadership Programs is an exploratory, qualitative study of what good teachers do in long-standing, outside-of-the-classroom, institute programs for university and college students. In-depth interviews of 15 instructors (identified as excellent by their organization) identified and explained current practices of excellent instruction (facilitation). Twenty-seven categories of facilitation behaviors emerged. Eleven categories mapped to meta studies about good teaching in the classroom, six categories mapped to an early research project on student perceptions of good lead facilitators, and ten unique categories came from the lead facilitators themselves. Recommendations for training and the evaluation of lead facilitators are presented.

Graduation Semester

2012-12

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http://hdl.handle.net/2142/42292

Copyright and License Information

Copyright 2012 Michael Andrew McRee

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