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Agriculture and the Undergraduate (1992) / Chapter Skim
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13 Positioning Undergraduate Professional Education as the Priority
Pages 109-112

The Chapter Skim interface presents what we've algorithmically identified as the most significant single chunk of text within every page in the chapter.
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From page 109...
... Then, there was the mechanically intensive era that led to the replacement of some labor by machines and increased the productivity of each producer. This was followed by a chemically intensive era that further reduced labor inputs, increased productivity, and was coupled with advances in transportation and preservation techniques that permitted food to be shipped longer distances.
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From page 110...
... We also need to remind ourselves that more and more of our faculty come to our colleges knowing less about the breadth of agriculture. In some ways we are not unlike the Nobel Prize laureate in chemistry who did not know about plate tectonics, as described in Chapter 11 by Robert Hazen.
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From page 111...
... Fourth, we have a very serious human resource need, and this human resource need is not going to be addressed unless we do a much better job than we have done up to now by reaching out and encouraging minority populations to successfully complete educational programs in our colleges. Without more women and minorities in our educational programs, we will fail to capture the strengths from diversity and will fail to address the increasing need for talented human resources.
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From page 112...
... These include the curricula of the departments or colleges, the courses and how they will be taught, our role in shaping the general and liberal education requirements of our universities, and the backgrounds and needs of our undergraduates. Other issues that we should consider relate to the role of disciplinary knowledge and its presentation in courses versus the interdisciplinary content and systems approaches; the use of both individual and team learning experiences; and how we can do a better Job of addressing the issues of problem solving, communications skills, and ethics across the curriculum rather than expecting students to regurgitate facts.
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Key Terms

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  • reduced labor

  • people living
  • producing food
  • lay language
  • plate tectonics
  • karl brandt

  • ill prepared
  • initially producing
  • increased productivity
  • knowledge appropriate
  • team learning

  • preservation techniques
  • sixth challenge
  • courses versus
  • broadly educated
  • learning experiences

  • educated people
  • current situation
  • eastern europe
  • tools address
  • topics relate

  • poorly prepared
  • successfully complete
  • karl srandt
  • nobel prize
  • communications skills


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