Improving Instruction in Agricultural Colleges<sup>1</sup>

Fleming, A. A.

doi:10.2134/agronj1958.00021962005000080017x

Cited by 2 publications

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“…According to Bertramson (1958), agronomy faculty at the 50‐yr mark of ASA believed that the keys to encourage students to major in agronomy were “…superior teaching and an effective and sympathetic advising system.” Of course, most currently active plant and soil science teachers would agree with Bertramson's (1958) assessment; however, post‐graduate employment opportunities may also be considered. Fleming (1958), sensing a revival of interest in teaching in agronomy, reported on a Gatlinburg, TN, retreat at which teachers and administrators wrestled separately with a series of questions planned by John Pendleton. Teachers concluded that, “Teaching, too often, is pushed into the background for emphasis on research.…”

Section: Beginning In the Middlementioning

confidence: 99%

“…Teaching should be recognized and treated as an important job.” Of course, some teachers continue to express a similar sentiment today. When Pendleton's regional group of administrators was asked how to keep good teachers teaching (Fleming, 1958), they concluded that, “Salary increases and promotions should be to those teachers who excel in their profession.”…”

Section: Beginning In the Middlementioning

confidence: 99%

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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%

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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“…Teaching improvement was the topic of the First Southern Regional Work Conference on Agricultural Instruction held in 1955. A group of faculty addressed questions dealing with stimulating teachers to improve, defining “good” teaching, and identifying how teaching excellence can be evaluated and recognized (Fleming, 1958). At the same conference a group of deans addressed how to select, train, develop, and keep good teaching faculty.…”

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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Improving Instruction in Agricultural Colleges¹

Cited by 2 publications

References 5 publications

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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Improving Instruction in Agricultural Colleges1

Cited by 2 publications

References 5 publications

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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Improving Instruction in Agricultural Colleges¹