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Transforming Agricultural Education for a Changing World

Transforming Agricultural Education for a Changing World. Levon T. Esters, Ph.D. Neil A. Knobloch, Ph.D. Department of Youth Development and Agricultural Education March 1, 2010. Contents of this Presentation Previously Prepared by: Adam P. Fagen, Ph.D. Study Director

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Transforming Agricultural Education for a Changing World

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  1. Transforming Agricultural Education for a Changing World Levon T. Esters, Ph.D. Neil A. Knobloch, Ph.D. Department of Youth Development and Agricultural Education March 1, 2010 Contents of this Presentation Previously Prepared by: Adam P. Fagen, Ph.D. Study Director Senior Program Officer Board on Life Sciences

  2. Motivation for study Although there are many, examples of excellent, up-to-date programs, the report was motivated by several concerns about agricultural education nationwide: • Need for agricultural expertise in solving global challenges • Agricultural education not keeping up with the changing nature of agriculture • Agriculture often isolated from other disciplines • Academic institutions often isolated from other sectors and employers • Changing student demographics  fewer from rural backgrounds, mismatch between population and agricultural disciplines • Students are not aware of the opportunities in food and agriculture careers • Employers are looking for skills, competences, and abilities not always found in agriculture graduates • Research on how people learn and research-based pedagogies not used to inform classroom practice

  3. Genesis of study Encouraged to pursue study by the Academic Programs Section of the Association of Public and Land-Grant Universities (APLU), formerly the National Association of State Universities and Land-Grant Colleges (NASULGC)

  4. Genesis of study Follow up to previous National Academies reports on agricultural education and on undergraduate education 1992 1988 1996 1995 1998 2000 2003 1999 2003 2003 2005

  5. Statement of Task • 2-day summit of educators, employers, and others • Improve the undergraduate learning experience for students in agriculture, environmental and life sciences, and related disciplines • Innovations in teaching, learning, and the curriculum • Adaptive to differences in student backgrounds and career paths • Produce a flexible, well-prepared workforce that is appropriately skilled, socially responsive, and technically proficient

  6. Study Committee • James L. Oblinger (Chair), Chancellor, North Carolina State Univ. • John M. Bonner, Executive VP, Council for Ag. Sci. & Tech. • Peter J. Bruns, VP for Grants, Howard Hughes Medical Inst. • Vernon B. Cardwell, Distinguished Teaching Prof., U. of Minnesota • Karen Gayton Comeau, Past President, Haskell Indian Nations U. • Kyle Jane Coulter, Past Deputy Administrator, USDA/CSREES • Susan J. Crockett, VP and Sr. Tech. Officer, General Mills, Inc. • Theodore M. Crosbie, VP for Global Plant Breeding, Monsanto Co. • Levon T. Esters, Asst. Prof. of Ag. Education & Youth Dev., Purdue U. • A. Charles Fischer, Past President & CEO, Dow AgroSciences LLC • Janet A. Guyden, Assoc. VP & Graduate Dean, Grambling State U. • Michael W. Hamm, Mott Prof. of Sustainable Ag., Michigan State U. • Michael V. Martin, Chancellor, Louisiana State Univ. • Susan Singer, Gould Prof. of Natural Sciences, Carleton College • Larry Vanderhoef, Chancellor, Univ. of California, Davis • Patricia Verduin, VP, Global R&D, Colgate-Palmolive Co. • Adam P. Fagen, Study Director

  7. Leadership Summit 300+ participants, including: • University presidents, chancellors, and provosts • Academic program deans, associate and assistant deans, and department chairs • Faculty • Students • Scientific society representatives • Employers from business/industry, government, and non-government organizations

  8. Report • Describes the need for change • Reinforces the continuing promise of agriculture and land-grant institutions • Incorporates basic and applied, laboratory and field • Focuses on outcomes and results • Integrates biological, physical, and social sciences—and other fields • Tradition of outreach and extension • Intertwined with many issues of contemporary concern (e.g., environmental stewardship, nutrition, energy) • Agriculture should take its place among the otherscience disciplines: from STEM to STEAM • Science • Technology • Engineering • Agriculture • Mathematics

  9. Recommendation 1 Engage in strategic planning Involve stakeholders within and beyond the institutionFaculty in and outside of agricultureCurrent and former studentsEmployersDisciplinary societiesCommodity groupsLocal and community organizationsFarmersRepresentatives of the public Plan implemented within 2 years Revisit every 3-5 years

  10. Recommendation 2 Broaden agriculture within the overall curriculum Develop and teach joint introductory courses with other departments Incorporate agricultural examples and topics into other courses

  11. Recommendation 3 Broaden the student experience All students should develop transferable skills(e.g.,Communication, Teamwork, Management) Participate in undergraduate research Participate in outreach and extension Participate in internships and other programs beyond the institution Expose to international perspectives through learning-abroad programs and international perspectives in existing courses Students should have extensive participation in one of these elements

  12. Recommendation 4 Prepare faculty to teach effectively Promote and support ongoing faculty-development activities at institutional, local, regional, and national levels Particular attention to future faculty (graduate students and postdocs) Responsibility of departments of colleges, not only individuals Devote necessary resourcesFaculty release timeTeaching assistants and other instructional staffParticipation in education-focused meetingsDevelopment and use of education materials and technologies Role for academic institutions, professional societies, funding agencies

  13. Recommendation 5 Reward exemplary teaching Enhanced institutional rewards for teaching, curriculum development, mentoring, etc.Rigorous consideration in hiring, tenure, and promotionTenure-track faculty appointments emphasizing teaching and education research Funding agency support and reward for teaching excellence in education and research grantsConsider using “broader-impacts criterion” for awarding grants and contracts Professional societies raise profile of teaching in the disciplineEducation sessions and speakers at society meetingsEducation-focused articles in society publicationsDevelopment and dissemination of teaching materials

  14. Recommendation 6 Build connections between institutions Support and develop new opportunities and student pathways Articulation agreements and transfer partnerships Establish and support joint programs and coursesLeverage resources and provide access to students from multiple institutions Particular focus on community colleges and 1890 and 1994 land-grant institutions

  15. Recommendation 7 Start early Reach out to K-12 students and teachersExpose students to agricultural topicsGenerate early interest in agricultural careers Opportunities for formal programs(e.g., agriculture-focused high schools, urban agricultural programs, Governor’s Schools and other summer programs) Partner with other youth-focused programs(e.g., 4-H, National FFA, scouting programs)

  16. Recommendation 8 Build strategic partnerships Bring employer voices to the academyRepresentatives of employers on visiting committees and advisory boardsEnable professionals to teach and engage students at academic institutions Bring academic voices to employersInvite faculty to serve on advisory committeesEnable faculty to spend sabbaticals outside of the academy Expose students to non-academic settingsGreatly expand internships, cooperative education programs, career programs, etc.

  17. Recommendation 9 Focus reviews of undergraduate programs and departments Questions to guide the review of undergraduate food and agriculture programs Curriculum and student experience Institutional commitment to teaching and learning Outreach and organizational structure Applies to a variety of organizations and individualsAccrediting bodiesProgram and departmental reviews and visiting committeesGrant reviewersInstitutional self-studiesDevelopment of professional societies standards and priorities

  18. The start of a dialogue Final report released fall 2009 Series of dissemination activities planned and underway Discussions with representatives of federal agencies Presentations at professional society meetings Briefings on Capitol Hill with agricultural, education, and other communities Additional ideas for audiences and venues are welcome

  19. Sponsors • U.S. Department of Agriculture CSREES • W.K. Kellogg Foundation • National Science Foundation • Farm Foundation • American Farm Bureau Foundation for Agriculture

  20. For more information http://www.nationalacademies.org/ag_education Adam P. Fagen, Ph.D.afagen@nas.edu202–334–1374

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