Universities in the U.S. function in a central role to preserve and transmit cultural heritage, teach skills and disseminate new ideas, and generate new knowledge and technology. As faculty, with substantial control of these universities, society has given us major responsibilities to define and implement educational programs and curricula to achieve these objectives. Accomplishing this will require an understanding of what our students will need in the future to function effectively in a society that will be considerably different from the one we now experience. In no area of study is this a greater challenge than in agriculture. Fundamental technological changes are occurring along with an internationalization in agriculture that affects producers, agribusiness people, policy-makers, scientists, and teachers. I am concerned that our present agriculture faculty may not fully understand this internationalization process and the related changes we need to address in curricula and educational programs for agricultural students. While there are substantial difficulties in providing a quality international dimension to agricultural education programs, we must offer the kind of educational experience for agricultural students which will prepare agricultural students for the 1990's and the 2000's. To neglect the international dimension in our universities educational programs in agriculture would be a failure to responsibly fulfill our mandates as teachers of a new generation.



international agriculture, agricultural curricula,

Download this file (Kellogg_NACTA_Journal_September_1984-4.pdf)Download Article[ ]1534 kB