Colleges of Agriculture at the Land Grant Universities Public Service and Public Policy (1996) / Chapter Skim
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3 TEACHING
3 TEACHING
Pages 46-68
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From page 46... ...
The strong interest in developing a collaborative and comprehensive food and agricultural science knowledge base for a diversified clientele the nation as a whole presents a unique opportunity for LGCAs. Because LGCAs have a history of success in location- and community-based programs specifically concerned with advancing the knowledge needed to produce the nation's food supply, LGCAs can play a distinctive role in academic programs involving the environmental sciences and systems-based approaches, and that underscore the practical applications of science to modern life.
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From page 47... ...
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From page 48... ...
Today there are relatively few generalist farmers for the colleges to train; however, there are millions of managers, technicians, and consultants, scientists, community leaders, and public servants who on a daily basis confront issues and problems related to the food and agricultural system, which encompasses food and fiber production, processing, marketing, and retailing and the interaction of these activities with the natural environment, human communities, and consumer demands, ethics, health, and safety. The food and agricultural system needs a highly educated work force that includes scientists, engineers, and technicians.
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From page 49... ...
TABLE 3-1 Tuition and Fees at 1862 Institutions, 1992-1994 Tuition and Fees Institution 1992-1993 1993-1994 Added Outof-State Tu ition, 1993-1994 Auburn University University of Alaska, Fairbanks University of Arizona University of Arkansas, Fayetteville University of California, Berkeley University of California, Davis U n iversity of Ca I if am ia, Riverside Colorado State University University of Connecticut University of Delaware University of the District of Columbia University of Florida University of Georgia University of Hawaii, Manoa University of Idaho Univ of Illinois, Urbana-Champaign Purdue University Iowa State University Kansas State University University of Kentucky Louisiana State University University of Maine University of Maryland, College Park U n iversity of Massach usetts, Am herst Michigan State University University of Minnesota Mississippi State University University of Missouri, Columbia Montana State University University of Nebraska, Lincoln University of Nevada, Rena University of New Hampshire Rutgers University, Cook College New Mexico State University Cornell University North Carolina State University North Dakota State University Ohio State University, Columbus Oklahoma State University Oregon State University Pennsylvania State University University of Rhode Island Clemson University South Dakota State University University of Tennessee Knoxville Texas A&M University Utah State University University of Vermont Virginia Polytechnic Institute and State University Washington State University West Virginia University University of Wisconsin, Madison University of Wyoming University of Puerto Rico, Mayaguez 1,755 1,870 1,590 1,838 2,919 2,980 2,923 2,510 3,902 3,721 800 1,649 2,175 1,437 1,296 3,328 2,144 2,228 1,841 1,904 2,170 3,086 2,778 4,799 4,277 3,158 2,473 2,812 1,839 2,188 1,650 3,941 4,375 1,756 7,000 1,302 2,033 2,799 1,802 2,691 4,618 3,540 2,762 2,030 1,898 1,465 1,776 6,150 3,538 2,274 1,928 2,344 1,430 970 1,950 2,214 1,844 2,036 3,968 3,712 3,750 2,566 4,290 3,948 974 1,697 2,250 1,868 1,426 3,388 2,310 2,352 1,960 2,278 2,628 3,406 3,179 5,467 4,277 3,266 2,473 3,125 2,002 2,462 1,665 4,096 4,743 1,872 7,370 1,389 2,219 2,940 1,800 2,877 4,822 3,882 2,954 2,130 1,982 1,526 1,878 6,380 3,812 2,532 2,026 2,538 1,698 970 3,900 3,328 5,506 3,024 7,699 7,699 7,701 5,626 7,120 6,100 2,592 4,902 1,845 3,570 3,900 4,252 3,294 5,030 4,618 3,920 3,300 5,400 5,604 6,346 6,360 5,588 2,460 5,076 3,892 3,360 4,300 7,630 3,943 4,200 6,680 7,042 3,314 5,931 3,204 5,097 5,348 6,724 4,942 1,839 3,780 4,080 3,645 8,944 5,868 4,602 3,844 5,863 3,534 To SOURCE: Food and Agricultural Education Information System (FAEIS)
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From page 50... ...
In 1991 USDA contributed 4.1 percent of all federal R&D to universities and colleges, whereas it contrib uted only 2.3 percent of all federal grants for higher education fellowships and traineeships. Furthermore, the federal government no longer allocates grants to states specifically for teaching programs at the 1862 land grant colleges, although it continues to fund block grants to states for their state agricultural experiment stations and cooperative extension programs (programs based at land grant colleges of agriculture and employing college faculty)
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From page 51... ...
Although the federal government's role in higher education grants for food and agricultural education may be limited, the federal contribution to higher education can be enhanced by stressing and encouraging the teaching opportunities inherent in research and extension programs. Research grants programs should encourage the participation of undergraduates on research teams, and extension grants programs should encourage the participation of both graduate and undergraduate students in public service and other extension activities.
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From page 52... ...
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From page 53... ...
Students intending to go to graduate school in biological sciences, computer sciences, physical sciences, economics, engineering, mathematics, physics, and astronomy had higher scores on average on verbal, quantitative, and analytical sections than did students intending to go to graduate school in agricultural fields that is, agricultural economics, agricultural production, agricultural sciences, agronomy, animal sciences, fishery sciences, food sciences, forestry and related sciences, horticulture, parks and recreation management, plant sciences except agronomy, renewable natural resources, resource management, soil sciences, wildlife management, and agriculture other (Educational Testing Service, 1995) (Table 3-3~.
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From page 54... ...
SOURCE: GRE 1995-96 Guide to the use of the Graduate Record Examination Program, published for the Graduate Record Examinations Board by Educational Testing Service. Accessibility anc]
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From page 55... ...
The 1890 institutions the traditionally Black LGCAs have played a significant role in training students from various ethnic minorities in agricultural and food sciences, engineering, mathematics, and other disciplines. In 1993 about 20 percent of minority students pursuing bachelors' degrees in agriculture and natural resource specializations were enrolled at 1890s colleges (National Research Council, 1995a)
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From page 56... ...
RECOMMENDATION 6. The bridging programs among 1862s, 1890s, and 1994s deserve special emphasis from federal funding programs, such as federal challenge grants, including evaluation of their effectiveness as models for expanding access and diversity in the food and agricultural sciences.
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From page 58... ...
on the faculties of 1862 LGCAs. An increasingly diverse student body is, of course, the most important means toward a more diverse faculty.
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From page 59... ...
Academic Programs Resources and data necessary to thoroughly and adequately assess changes in cur ricula content and design across the LGCA system were not available to the committee; however, creating more innovative academic program content and teaching methods recently has been of interest and a focus of colleges of agriculture (Kunkel et al., 1996~. Greater diversity among college curricula and their goals is replacing the widely stan dardized curriculum of earlier decades, which emphasized development of the specialist in production agriculture.
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From page 60... ...
Reflecting this trend, many colleges changed their names from "college of agriculture" to "college of agricultural sciences." This trend was probably reinforced by criticisms of the colleges' programs by the science community. In 1972 and again in 1982, two reports by independent scientific committees (National Research Council, 1972; Rockefeller Foundation, 1982)
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From page 62... ...
As the earlier discussion of student test scores and employer needs suggests, LGCAs must expect their students to meet minimum standards in these concepts and principles before they can be considered adequately prepared for graduate programs and the contemporary work place. OPPORTUNITIES Land grant colleges still have the major role in agricultural education, particularly at FOR DISTINCTION the graduate level, but they also have considerable competition.
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From page 64... ...
Some colleges are moving in this direction by expanding their agricultural science curricula, in response to national needs and student interests, to include environmental sciences. Some make the point that agricultural sciences are environmental sciences.
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From page 65... ...
For example, in the plant pathology department at the University of Wisconsin, a traditional course in micropathogens of plants was replaced with a course dealing with the basic principles of host-parasite interactions and critical analysis of scientific papers using examples from the plant pathology literature (Handelsman, 1992~. A Marketplace for Ideas TEACH/NO Every citizen participates in the formulation of public policies that impact on agriculture.
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From page 67... ...
, particularly as world population expands, natural resource constraints tighten, and human health care costs stress economies. Indeed, the demands of agricultural education have expanded as the business of agriculture has become increasingly industrialized and global; as knowledge of plant and animal genetics and ability to control genetic character istics has grown; and as the complex interactions between agricultural production and the environment and between genotypes or production methods and food attributes and human health have become better recognized and of increasing concern to society.
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From page 68... ...
Given the relatively modest federal funding available to stimulate innovations in food and agricultural system teaching programs, the federal role is limited to providing incentives for state and institutional initiatives. To successfully stimulate innovations, the committee recommends the federal government target its resources to initiatives such as · supporting the bridging programs and articulation agreements among institutions (Recommendation 6~; · supporting mentored internship opportunities that reflect the diversity of contemporary career settings for graduates in the food and agricultural sciences (Recommendation 7~; and · stimulating and rewarding the development of innovative multidisciplinary and systems-based courses and curricula for food and agricultural systems education (Recommendation 8~.
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