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What and How Should we teach the Beginning Animal Science Student¹

Kansas State University, Manhattan

Abstract

To spur the academic achievement and guide effectively the academic experience of each new student in our respective curricula, animal science faculty members who serve as instructors and academic advisers must be alert, intelligent, strong, and forceful. They must be intensely educated, be deeply appreciative of the many disciplines which comprise "animal science", and have a panoramic concept of the "animal industry" in its broadest dimension.

With this stated and, I hope, accepted premise concerning faculty, I am willing to embark on a discussion of what and how we should teach the beginning animal science student. My purpose will be to provoke thought and offer suggestions that will help each of us spur the achievement and guide more effectively the academic experiences of our new students.

We should first recognize five facts: Fact 1. Members of the audience—you— view the beginning animal science student from diverse positions. Those of

¹ Presented at the General Session, Annual Meeting of the American Society of Animal Science, Corvallis, Oregon, August 12, 1963.

² Associate Dean of Agriculture and Director, Resident Instruction.

This article has been cited by other articles:

				D. S. Buchanan ASAS Centennial Paper: Animal science teaching: A century of excellence J Anim Sci, December 1, 2008; 86(12): 3640 - 3646. [Abstract] [Full Text] [PDF]