{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/42292"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/42292","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Instructor perceptions of what good lead facilitators do in long-standing, co-curricular, multi-day, undergraduate leadership programs","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.","abstract_html":"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.","abstract_has_math":false,"creators":["McRee, Michael"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Human Resource Education","degree_department":null,"school":null,"contributors":["Ory, John C.","Johnson, Scott D.","Greene, Jennifer C.","Raycraft, Michael"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-02-03T19:30:33Z","date_published":"2013-02-03T19:30:33Z","updated_at":"2026-07-22T22:25:33Z","subjects":["training","teaching","facilitation","institute","instructor","LeaderShape"],"languages":["en"],"rights":["Copyright 2012 Michael Andrew McRee"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/42292","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Ory, John C.","Johnson, Scott D.","Greene, Jennifer C.","Raycraft, Michael"]},{"key":"dc:creator","label":"Author","values":["McRee, Michael"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2013-02-03T19:30:33Z","2012-12"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Human Resource Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["training","teaching","facilitation","institute","instructor","LeaderShape"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2012 Michael Andrew McRee"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/42292"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["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. 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