Agriculture, like most professional fields taught in higher education, is faced with problems of compartmentalization and over-specialization (Ellerbrock, 1987). Graduates of colleges of agriculture have been found to lack problem solving skills and conceptual as well as communication abilities required in the work setting (Merritt, 1984; Wilson, 1986). Concerns about the inability of our education system to meet the challenges of an increasingly complex, interdependent world have led to a call for revisions in curriculum and teaching practices (Boyer, 1987). The fact that the curriculum in most colleges of agriculture have not had major revisions over the past 25 years (Sledge, 1987) makes the need for revitalization especially pressing.
faculty development, curriculum revision