Problems and Challenges of Agronomy Teaching in the Future<sup>1</sup>

Swenson, Richard M.

doi:10.2134/agronj1958.00021962005000080025x

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“…Some conclusions of the team of 50-yr anniversary writers are still credible today; for example, (i) the timeless tension between depth and breadth of preparation of B.S. graduates (Folks et al, 1958), and (ii) the constant challenge to reevaluate and revise curricula to provide students with the sort of education they need for the world they are entering (Swenson, 1958), rather than the world of two to three decades ago.…”

Section: Beginning In the Middlementioning

confidence: 99%

Teaching and Learning in Agronomy: One Hundred Years of Peer‐Reviewed Conversations

Grabau

2008

Agronomy Journal

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The American Society of Agronomy (ASA) published its first peer‐reviewed article about teaching in Volume 1 of the Proceedings of the American Society of Agronomy (PASA), and has built on that foundation for 100 yr. Articles have also appeared in the Journal of the American Society of Agronomy (JASA) from 1913 to 1948, in Agronomy Journal (AJ) from 1949 to 1971, in the Journal of Agronomic Education (JAE) from 1972 to 1991, and in the Journal of Natural Resources and Life Sciences Education (JNRLSE) from 1992 through the present. The ASA CD archives were used to locate publications through 2001, and the ASA/JNRLSE websites for 2002–2006 papers. The objectives of this article were to: (i) celebrate the centennial milestone by recounting the collective accomplishments of teaching manuscripts, and (ii) identify key trends in ASA teaching publications over the society's first 100 yr. In the 1920s, 28 papers were published, focusing on the development of courses and curricula for the emerging study of agronomy. From 1954 to 1971, articles on agronomic education were included in JASA or AJ, but set apart in a separate category. With journals dedicated to teaching (JAE and JNRLSE), the modern era (1972–2006) has seen much higher publication rates. Initiatives have included: writing skills, simulation models, international development, capstone courses, diversity support, engaging games, reflective memoirs, decision cases, new undergraduate programs, and web lessons. Through JNRLSE, ASA is well‐positioned to be a leader in the publication of peer‐reviewed teaching materials into the 21st century.

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Section: Beginning In the Middlementioning

confidence: 99%

Teaching and Learning in Agronomy: One Hundred Years of Peer‐Reviewed Conversations

Grabau

2008

Agronomy Journal

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“…A final philosophical article of the period, by R.M. Swenson (1958), director of resident instruction in the College of Agriculture at Michigan State University, quoted a study showing that bright students congregate in institutions with high indices of scientific achievement and suggested, “Since this is true for institutions, we can assume the same is true for colleges within a university and for curricula within a college. This would indicate that if we desire to have the best students in agronomy we should make the agronomy major the most challenging in the college of agriculture and equal to any in the university.” He also cautioned that a proposal of this type “does not meet with favor.”…”

Section: The Second 25 Volumes: Jasa/aj Volumes 26–50 (1933–1958)mentioning

confidence: 99%

A Century of Agronomic Education

2008

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Journals published by the American Society of Agronomy (ASA) richly chronicle the growth and success of agronomic education. To commemorate the 100th anniversary of Agronomy Journal, we compiled this historical recognition of the aggregate effort of our predecessors and colleagues. Their talented and dedicated legacy has played a significant role in feeding the world while protecting soil and water resources. By consulting our past we seek wisdom for the future, knowing that educational challenges of equal significance wait. The first volume (1909) included an article on instruction in soil physics and approximately 650 more education articles have since appeared. Most early articles focused on soils and crops course descriptions and their need for standardization. Then emphasis switched to teaching methods, aids, philosophies, student characteristics, evaluation, and curricula. Contributions from land‐grant institutions have been most numerous, but other sources are becoming more common. The number of articles has steadily increased, as has author collaboration on articles, growing from only about 10% in early years to about 70% in recent editions. We hope our abbreviated summary of the past stimulates you into consulting the writings of your esteemed predecessors and that you find validation of your efforts toward making a difference in some future agronomic record. As global pressures increase the demands on agronomic education, history may provide a pattern for success. Past achievements suggest that agronomic education is well‐founded and can be expected to impact the next century of learning as capably as it did its first century.

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Problems and Challenges of Agronomy Teaching in the Future¹

Cited by 2 publications

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Teaching and Learning in Agronomy: One Hundred Years of Peer‐Reviewed Conversations

Teaching and Learning in Agronomy: One Hundred Years of Peer‐Reviewed Conversations

A Century of Agronomic Education

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Problems and Challenges of Agronomy Teaching in the Future1

Cited by 2 publications

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Teaching and Learning in Agronomy: One Hundred Years of Peer‐Reviewed Conversations

Teaching and Learning in Agronomy: One Hundred Years of Peer‐Reviewed Conversations

A Century of Agronomic Education

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Problems and Challenges of Agronomy Teaching in the Future¹