Agriculture and the Undergraduate (1992) / Chapter Skim
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23 Changing the Image of Agriculture Through Curriculum Innovation
23 Changing the Image of Agriculture Through Curriculum Innovation
Pages 199-203
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From page 199... ...
Even rarer in students' minds is an image of sophisticated teams of farmers, environmentalists, and agricultural scientists developing farming strategies that are friendly to the environment. The misconceptions about modern agricultural science must be due in part to the image that we in agriculture project.
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From page 200... ...
Similarly, milestones in production departments are often marked with historical reviews paying homage to the past, while our neighbors in the basic sciences hold scientific symposia that honor their histories by teaching students how the past contributed to their current greatness. it is no wonder that our enrollments are dropping even as those in our sister departments in the life sciences are holding steady.
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From page 201... ...
The students will also appreciate the intimacy of the link between agriculture and mainstream basic science. If we place agricultural science in a broad scientific context, we are more likely to attract a wide spectrum of students.
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From page 202... ...
Some participants felt that basic science fosters an exciting and challenging career image, while traditional discipline- and production-related courses project a comparatively mundane image. There was considerable discussion concerning the development of courses in colleges of agriculture that emphasize the basic sciences, with the objective of attracting students from outside colleges of agriculture and the cross-listing of courses 202
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From page 203... ...
Somewhat surprisingly, there was a general consensus that faculty who teach the traditional agricultural sciences could offer greater resistance to such courses than faculty in basic science departments; several participants indicated that they had experienced greater resistance to innovation within departments and colleges than they had external resistance. There was also general agreement that colleges of agriculture lack aggressiveness in developing innovative courses and pursuing innovative teaching techniques.
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