Reforming Curricula : Challenge and Change for Agricultural Economists

Abstract

for helpful comments and suggestions.An intense national concern with the quality of higher education has focused unprecedented attention on undergraduate curricula. Newspapers, provosts' offices, faculty committees, journals, trade associations, alumni, study panels, and corporate leaders are echoing the need for change. Restoration, meaningless, scotoma, reform, obsolete, integrity, consumerism, inadequate, and crisis are words enlivening the debate of curricular affairs in higher education.Agricultural economists face the challenge of putting their own curricular house in order as well as an opportunity for contribution to broader curricular matters. In their faculty roles, agricultural economists plan and direct numerous student experiences. Curriculum encompasses the set of student experiences directed by faculty which leads to a baccalaureate degree. Curriculum is a plan implemented through courses. Although the focus of curriculum is courses and the mix of courses taken by students, development of faculty consensus on a vision of the educated person is the primary vehicle for curricular change. Reform stems from focus on desired changes in students rather than courses.This paper has three parts: background on current undergraduate curricular problems, a framework for addressing these problems, and central curricular issues facing agricultural economists. With its focus on curricula in higher education, several related issues are beyond the scope of the paper. Excluded is discussion of admission policies in public institutions, decision-making processes on curricula, enrollment of minorities, student retention, closed courses, funding of higher education, and faculty skills in pedagogy, assessment of student learning, and counseling.

Developing Public Relations Curricula in Agricultural Communications

“…To reinvent curriculum, an educator must answer a primary set of questions about what students should learn and a secondary set of questions about how decisions about a particular program should be made and then implemented (Reid, 1999). Employers can be helpful by sharing their perceptions of the society where graduates will work and can provide information about the skills graduates need to lead a fulfilling life (Erven, 1987). According to Lunde (1995), changes in curriculum must come from agreement that new directions in society require students to master new skills or gain new knowledge.…”

Opinions of Practitioners Concerning Curricular Requirements of Agricultural Communication Students at the University of Florida

“…Thus, teachers, students, administrators, employers, and employees should participate in planning and evaluation. Erven (1987) said that employers can be particularly helpful by sharing their perceptions of the competitive society in which graduates will function. They can provide information on educational experiences necessary for a satisfying life in the cultural setting and society of the next century.…”

Journal of Applied Communications vol. 95(3) Full Issue

“…In addition, this study should be replicated at other institutions. Erven (1987) claimed curriculum development should happen at the institutional level versus a general level. Programs in the South will vary from programs in the East and West, similarly to the students who live in and attend universities within those states.…”