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Abstract
The on-rush of scientific discovery with its attendant impact on economic and social change makes it imperative that college curricula be responsive to forces of change. It is equally important that the direction of curriculum change be guided by fact rather than emotion insofar as pertinent data can be assembled.
To secure data for the study, we sent three questionnaires to each of the 48 land-grant (white) colleges and state universities. A questionnaire dealing with enrollment went to the Registrar in each institution; one dealing with job opportunities, curriculum trends, qualifications of students entering Animal Husbandry and the source of those students was sent to Heads of Animal Husbandry Departments; still a third schedule of questions was sent to Directors of Resident Instruction requesting data on curriculum changes actually accomplished, on the number of staff members employed at the present time and prior to World War II, and on average beginning salaries for the various major divisions of work represented in most of our colleges and state universities. Response to questionnaires was in all cases cordial, if not always productive of usable data. Certain items on the questionnaires were completed by as many as 3 7 of the 48 land-grant institutions. In other cases, as few as 6 or 7 schools were able to supply data. In most instances, however, there was sufficient response to provide data from a representative sample of schools located in each of the four regions of the United States.
1 Prepared for a meeting of the American Society of Animal Production, Chicago, Illinois, November 29, 1957.
2 Professor of Animal Husbandry and Associate Dean of Agriculture at Iowa State College.
3 The author is pleased to acknowledge the assistance of Heads of Animal Husbandry Departments, Directors of Resident Instruction in Agriculture, and Registrars in the land-grant colleges and state universities from which data were obtained for this study.
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