Transforming Agricultural Education for a Changing World (2009) / Chapter Skim
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2 The Context for Change
2 The Context for Change
Pages 25-34
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From page 25... ...
One challenge for attracting undergraduate majors to agriculture is therefore to The other factors, in decreasing order, revealed by the same survey were lack of knowledge about employment opportunities, lack of knowledge about fields of study, perceived relevance to or importance for future careers, lack of fundamental knowledge of mathematics and sciences, and peer and family pressure against agricultural-science studies.
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From page 26... ...
Degrees in agricultural business and management increased by about 15%, and in animal sciences by more than 25% in the same period. Much of the growth in baccalaureate degrees can be attributed to the increase in the number of women pursuing undergraduate study in agri culture and natural resources.
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From page 27... ...
Change in Institutions The land-grant university system was established by the Morrill Act of 1862 and signed into law by President Abraham Lincoln. The act donated public land to the states and territories to establish "colleges for the benefit
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From page 28... ...
The most common combinations include agriculture with natural resources, life sciences, environment, or food science. Although focusing on titles may seem trivial, it does show that these colleges have Agriculture-associated disciplines are found mostly in the College of Environmental and Life Sciences at the University of Rhode Island.
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From page 29... ...
It should be noted that although USDA investments have helped many colleges to update their curricula, facilities, and teaching methods, the amount of resources dedicated to instruction pales in comparison to federal funds allocated to research and extension. In a time of constrained state budgets, which play a critical role in supporting many institutions that offer instruction in agriculture, relatively small amounts of funds from federal agencies and private sponsors would be especially valuable.
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From page 30... ...
has been developed by the American Association of State Colleges and Universities and the Association of Public and Land-grant Universities to demonstrate accountability and stewardship to the public, to identify effective educational practices by measuring educational outcomes, and to compile information to facilitate comparisons among institutions. The VSA will provide consistent portraits of higher-education institutions -- including information about student engagement and core educational outcomes -- that will be helpful to students, institutions, policy-makers, and other interested stakeholders. Higher education was once available to only a small number of people, but it is becoming more common and even necessary for all students to pursue postsecondary education.
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From page 31... ...
This intertwining of agriculture, culture, regulations, and concerns makes critical the need for professionals who have international exposure and sensitivities. As increased demand for resources is met with international supply bases and more domestically produced products are sold overseas, food and fiber professionals will need to understand the global implications of their research, their product designs, their market plans, or their individual growth potential.
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From page 32... ...
For example, a study conducted by the National Food and Agribusiness Management Education Commission asked agribusiness employers to identify the most important skills, capabilities, and experiences needed by new college graduates. Topping the list were transferrable competences, including interpersonal communication skills, critical-thinking skills, writing skills, and computing skills (Boland and Akridge 2006; see Table C-3 in Appendix C)
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From page 33... ...
For that reason, some of the reaction to this report may be a choice not to do particular things or possibly even to eliminate or consolidate existing programs. Targeted excellence may be preferable to universal mediocrity.
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