Assessing Teaching Competencies to Support Faculty Development at the University of Florida College of Agricultural and Life Sciences

Juan Montealegre; T. Grady Roberts; R. G. (Tre) Easterly III; Pablo Lamino; Allen F. Wysocki

doi:10.5032/jae.v67i2.3297

Authors

Juan Montealegre University of Florida https://orcid.org/0009-0002-9977-2942
T. Grady Roberts University of Florida https://orcid.org/0000-0001-7618-7850
R. G. (Tre) Easterly III University of Florida
Pablo Lamino University of Florida
Allen F. Wysocki University of Florida

DOI:

https://doi.org/10.5032/jae.v67i2.3297

Keywords:

teaching competencies, faculty development, Ranked Discrepancy Model, Needs assessment

Abstract

Using the Ranked Discrepancy Model (RDM), a novel alternative to the Borich model approach for identifying training needs, we assessed the teaching faculty’s perceived knowledge and perceived relevance of context-specific teaching competencies in Agriculture, Food, and Natural Resource higher education. The study was guided by three objectives: (a) describe teaching faculty’s perceived levels of knowledge of specific teaching competencies, (b) assess the perceived relevance of the specific teaching competencies, and (c) compare knowledge and relevance levels to identify priority areas for professional development. The analysis yielded a ranked list of competencies. We present the top 20 teaching competencies, which can be prioritized for faculty development efforts. The first five competencies in the rank were: (a) identifying warning signs of students in mental health distress, (b) integrating artificial intelligence into course design, (c) motivating students, (d) teaching critical thinking skills, and (e) designing practical assessments. The discussion explains how this aligns with the University of Florida's current institutional context, offering practical insights to guide professional development programs in the College of Agricultural and Life Sciences. Recommendations for practice and research are provided, including limitations, to inform other universities interested in replicating this approach to conduct needs assessments to orient faculty development efforts.

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