The National Academies Press

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Pages 101-118

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From page 102... ... SU MMARY STATEM ENTS 1 03 professional and technical biology, and if limited to one core course, an arrangement should be made for a special tutorial laboratory slanted toward technical biology. It was emphasized by both groups that transfer problems could be solved by closer articulation between two- and four-year programs through seminars, workshops, and the like. Read the entire page →
From page 103... ... 1 04 Burton W DeVeau culture and natural resources be required to take a one-year course in biological science. Read the entire page →
From page 104... ... S U M MARY STATEM ENTS 1 05 The concensus of the study groups was that if a two-year program is terminable , its courses in biological sciences need not be designed to be transferable . Rather, they should be of an applied nature . Read the entire page →
From page 105... ... 1 06 Burton W DeVeau their academic career, not merely during the last term of the senior year. Read the entire page →
From page 106... ... SUMMARY STATEMENTS 1 07 • Establishment of aU-day meetings at local institutions where faculty from agriculture, biology, and natural resources may discuss implementation of the basic biology core at the local level. • Establishment of a system whereby faculty can participate in continuing education. Read the entire page →
From page 107... ... 1 08 Thomas W D owe receive the very best possible instruction in the basic biological sciences, regardless of his ultimate academic emphasis. Read the entire page →
From page 108... ... SUMMARY STATEMENTS 1 09 equipped to visualize, plan, initiate, and direct the change. He is the architect in training for the future . Read the entire page →
From page 109... ... 1 1 0 G . F red Somers least cost . Read the entire page →
From page 110... ... S U MMARY STATEM ENTS 1 1 1 look of biology are rapidly changing, which leaves agriculture and natural resource technology in something of a quandary. They do not know where to turn, they do not see where the paths lead . Read the entire page →
From page 111... ... 1 1 2 G . Fred Somers Very likely the most important thing we can give our students is tools, hopefully sharp ones, to build the structure of their own careers. Read the entire page →
From page 112... ... SUMMA R Y STATEMENTS 1 1 3 we would like within four undergraduate years. There must be a very real limit to the amount of material that can be handled by an under graduate student, but students will rise to the occasion. Read the entire page →
From page 113... ... 1 1 4 Keith N . Mcfarland est in doing so ; and they should have achieved an intellectual posture that supports continued learning. Read the entire page →
From page 114... ... SUMMARY STATEMENTS made by Dr. Read the entire page →
From page 115... ... 1 1 6 Keith N Mcfarland I . Read the entire page →
From page 116... ... SUMMARY STATEMENTS 1 1 7 situation that will make them wish to give it full energy and atten tion? Note the paragraph from the Report of the Committee on Physics that touches this point : • While there is no doubt that physics is the best example of a science that has grown around the ideal of quantitation in application of theory and while it is central to our educational ideals in agricultural science to utilize a theory-based quantitative approach wherever this is useful, it is still more than likely that a traditional physics course taught without clear understanding of the agriculture student and his special needs may instead make him resistant to these very ideu and indeed antagonistic to related areu of mathematics and computer science that are becoming ever more vital to him . Read the entire page →
From page 118... ... APPENDIX A Discussion Group Summaries EXPLAN A T O RY N O T E A t each o f the four regional conferences, a substantial portion o f the time was devoted to discussion groups. These were variously struc tured within a given conference , and from one conference to the next , but they fell into two categories : • Groups having members of diverse interests, but addressing their attention to a set of questions formulated by the organizers of the conference . Read the entire page →

From page 102...

... SU MMARY STATEM ENTS 1 03 professional and technical biology, and if limited to one core course, an arrangement should be made for a special tutorial laboratory slanted toward technical biology. It was emphasized by both groups that transfer problems could be solved by closer articulation between two- and four-year programs through seminars, workshops, and the like.