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Meeting the Educational Needs of Future Animal Science Students¹

Abstract

THIS paper will discuss future directions for undergraduate curricula in agriculture and animal science. I will not speculate about future careers in animal science, and the requirements these occupations will place on tomorrow's animal science graduates. I could only make broad—perhaps meaningless— generalizations in this area. However, I do assert that the undergraduate curriculum in animal science will continue to serve an important role.

The ideas that I will present are a synthesis of the recommendations of various committees, panels and conferences sponsored by the Commission on Education in Agriculture and Natural Resources (CEANAR).

In discussing future undergraduate curricula, I will look at four major segments of the agricultural curriculum: (1) biological sciences, (2) physical sciences and mathematics, (3) social sciences and humanities and (4) agriculture. Although I will give some attention to the number of courses in the various disciplines, I believe that it is more important to be concerned about the content of the courses our student take.

¹ Paper presented at the joint meeting of the North Atlantic Section, American Society of Animal Science and the Northeast Section, American Dairy Science Association, August 19, 1968, University of Vermont, Burlington.

² Executive Secretary, Commission on Education in Agriculture and Natural Resources, National Academy of Sciences.