Re‐Evaluation of Extracurricular Activities

Pendleton, John D.

doi:10.2134/agronj1955.00021962004700070002x

Cited by 3 publications

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“…Pendleton (1955) believed that an earlier emphasis on extra‐curricular activities had gotten entirely out of hand, and was then threatening the educational enterprise itself. Pendleton (1955) wrote, “Regardless of the forces that erected it, the barrier now constitutes a self‐sustaining philosophy, and students hew to it mightily. But like a rapidly rotating flywheel of ever increasing momentum, it has arrived at the speed of disintegration.…”

Section: Connecting the Middle With The Presentmentioning

confidence: 99%

“…But like a rapidly rotating flywheel of ever increasing momentum, it has arrived at the speed of disintegration. Symptoms of its fragmentation can be seen in widely different sections of the United States.” Pendleton (1955) lists several such symptoms, including poor attendance when invited speakers come, lack of participation in religious groups, poor support for previously strong student clubs, and “general immaturity.” Over 50 yr later, some undergraduate advisors believe that more contemporary distractions (e.g., cell phones, personal music players) significantly impede student engagement in academic pursuits.…”

Section: Connecting the Middle With The Presentmentioning

confidence: 99%

“…Cardwell (1985) followed the teaching philosophy of the above teachers, and infl uenced many to choose agronomy as their profession. Pendleton (1955) believed that an earlier emphasis on extracurricular activities had gotten entirely out of hand, and was then threatening the educational enterprise itself. Pendleton (1955) wrote, "Regardless of the forces that erected it, the barrier now constitutes a self-sustaining philosophy, and students hew to it mightily.…”

Section: Back To the Beginningmentioning

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: Connecting the Middle With The Presentmentioning

confidence: 99%

Section: Connecting the Middle With The Presentmentioning

confidence: 99%

Section: Back To the Beginningmentioning

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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“…J.D. Pendleton (1955), Virginia Polytechnic Institute, wrote about putting academic pursuits and extracurricular activities in the right perspective. He argued that the “mindblock” to greater technical, sociological, economic, and political achievement by college students following graduation could be removed by putting a strong emphasis on recognizing and developing great ideas and relationships while in college.…”

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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“…W ITHIN recent years the importance of good teaching has become recognized more than •previously in the Land-Grant Colleges of the United States (3,4,5,6). In the past•, perhaps, there was a tendency for an ~nbalanced swing of the pendulum toward the .research side of the clock.…”

mentioning

confidence: 99%

Improving Instruction in Agricultural Colleges¹

Fleming¹

1958

Agronomy Journal

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Re‐Evaluation of Extracurricular Activities

Cited by 3 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

Improving Instruction in Agricultural Colleges¹

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Re‐Evaluation of Extracurricular Activities

Cited by 3 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

Improving Instruction in Agricultural Colleges1

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Improving Instruction in Agricultural Colleges¹