Educating the Next Generation of Agricultural Scientists (1988) / Chapter Skim
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PROFILE OF FOOD AND AGRICULTURAL SCIENTISTS
PROFILE OF FOOD AND AGRICULTURAL SCIENTISTS
Pages 21-40
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From page 21... ...
The first definition includes some individuals who no longer work or never worked in agriculture despite earning doctorates in applied agricultural disciplines. The field of employment classification is generally used, although some data are presented on agricultural scientists classified by field of doctorate.
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degrees in traditional applied science fields, such as plant breeding or animal nutrition, might spend their careers engaged in research essentially comparable to work undertaken by colleagues with basic science degrees in plant genetics or animal physiology. Likewise, many scientists with basic science degrees are identifying and pursuing new approaches in the conduct of research on subjects traditionally considered within the domain of applied science.
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From page 23... ...
Agriculture-related basic sciences Biochemistry 100 Biophysics and biometrics 105, 133 Ecology 139 Cytology and embryology 142 Entomology 148 Molecular biology 154 Genetics 170 Plant-related Bacteriology and microbiology 110, 157 Plant genetics 115 Plant pathology 120 Plant physiology 125 Botany 125 Animal-related Immunology 151 Nutrition and dietetics 163 Animal physiology 185 Zoology 189 SOURCE: Adapted from NRC (1986b)
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The committee believes that these data provide insights into the hiring preferences of employers of agricultural scientists, labor market conditions, and, at least
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This Held includes the specialties listed under the agriculture, biological sciences, health sciences, computer and information sciences, mathematics, and physical sciences headings from Summary Report: 1985 Doctorate Recipients from United States Universities (NRG, 1986b) except those specialties that are included under applied agricultural sciences and agriculture-related basic sciences.
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26 EDUCATING AGRICULTURAL SCIENTISTS z 20,000 18,000 16,000 14,000 12,000 10,000 8,000 6,000 4,000 ' 2,000 Total Academla 1975 1977 1979 1981 1983 1985 YEAR FIGURE 3-1 Employment of Ph.D.s in applied agricultural sciences classified by field of employment. Source: NRG (1986b)
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In 1975, 5 percent fewer scientists reported teaching and 3 percent more reported R&D as their primary work activities than in 1985. From 1977 to 1985, fewer jobs were reported as management.
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Industry's share of employed Ph.D.s with agricultural science degrees increased from 22 to 29 percent from 1975 to 1985, academia's share decreased from 60 to 55 percent, and government's share decreased from 19 to 16 percent. Age Distribution Age distribution of doctoral scientists within a laboratory, department, or discipline can be an important factor, particularly in areas with rapidly developing new research methodologies.
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PROFILE OF AGRICULTURAL SCIENTISTS 29 DC HI m 20,000 -- 18,000 -- 16,000 -- 14,000 12,000 -- 1975 1977 1979 1981 1983 1985 10,000 -- 8,000 -- 6,000 4,000 2,000 YEAR FIGURE 3-2 Employment of Ph.D.s in applied agricultural sciences classified by field of degree. Source: NRC (1986b)
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Women who had doctoral degrees represented 14.6 percent of all Ph.D. scientists and engineers in the United States in 1983, but only 5.5 percent of agricultural scientists (NSF, 1985b)
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PROFILE OF AGRICULTURAL SCIENTISTS 31 oc 111 Q o DC O Q uu in in hLU O OC UJ o. 24 22 20 18 16 14 12 10 Applied Agricultural Sciences Natural Science TOTAL ACADEMIA INDUSTRY GOVERNMENT FIELD FIGURE 3-3 Ph.D.s 55 years old or older by selected fields and sectors of employment in 1985.
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full-time working population. Blacks holding doctoral degrees made up 1.4 percent of the total number of doctoral scientists and engineers, but only 0.8 percent in agriculture.
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. Applied agricultural scientists frequently make slightly higher average salaries than scientists in agriculture-related basic sciences.
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Movement between related fields occurs at all stages of a scientist's career. As demonstrated by Table 3-3, 39 percent of doctoral scientists employed in 1985 in applied agricultural science fields held degrees in fields other than applied agricultural science (20 percent were in agriculture-related basic sciences, 13 percent in other natural sciences, and 6 percent in other fields)
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From page 35... ...
The number of Ph.D.s granted in agriculture-related basic sciences peaked in 1980 and declined to a 9 percent lower level in 1985. It is important to note that during this period of increasing numbers of doctoral degree recipients in applied agricultural sciences, undergraduate enrollment patterns differed markedly.
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From page 36... ...
Applied agricultural sciences Animal 252 79 Animal breeding and genetics 28 • Animal husbandry, science, and nutrition 173 53 Veterinary medicine 51 17 Plant and soil 440 159 Agronomy and soils and soil sciences 255 99 Plant breeding and genetics 88 25 Other plant sciences 21 8 Horticulture and hydrobiology 76 27 Food science and technology 136 53 Natural resources and environment 238 36 Fish and wildlife 74 6 Forestry 105 19 General and other environmental sciences 42 6 Hydrology and water 17 5 Other 126 65 General and other agriculture 66 81 Agricultural engineering 60 34 Subtotal 1,192 392 II. Agriculture-related basic sciences General 1,833 205 Biochemistry 579 69 Biophysics 69 9 Biometrics 40 6 Cytology 100 7 Ecology 200 17 Embryology 15 Entomology 173 32 Molecular biology 277 30 Genetics 105 11 Other general biological sciences 275 24 Plant-related 640 120 Botany 120 17 Bacteriology and microbiology 304 40 Plant genetics ai 16 Plant pathology 127 35 Plant physiology 58 12 Animal-related 620 66 Immunology 121 10 Nutrition and dietetics 113 24
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From page 37... ...
. The committee believes the following issues associated with the education of foreign students deserve further study: • The degree of dependence of some institutions and departments on foreign students to fill classrooms; • The interest and capability of faculty in meeting the education and training needs of foreign students, including supervision of field research outside the United States; • The ways interests and needs of foreign students should be reflected in the curricula and related class activities; and • Strategies to foster understanding of agricultural problems and systems in other countries through interaction with foreign and domestic students and foreign faculty.
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in § eo o> C4 00 O> 00 O> I o oo en cc < LU O CO o> r-.
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From page 39... ...
Educating foreign students can be a way to help them -- and all students -- develop an international view of agriculture and a sense of the global challenges that must be overcome to feed all people. Basic Skills of Students In recent years, many educators have noticed the quality of students -- undergraduate and graduate -- intending to enroll in agricultural science programs is relatively low (NASULGC, 1986b)
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From page 40... ...
As a group, they are attracted to careers that provide interaction with colleagues, scientific challenges, professional recognition, and competitive salaries. Some agricultural science positions meet these requirements and attract top-notch candidates.
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