The National Academies Press

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From page 119... ... 1 20 Appendix A The reports of the special interest groups are also consolidated in those cases where similar discussions were held at more than one of the four conferences. In a number of cases only one such group was organized. Read the entire page →
From page 120... ... DISCUSS I O N G R OUP SUMMA R I ES 1 21 Recognizing this diverse interest we concur that one introductory two«mester course in general biology taken early in the curriculum would be preferable to separate courses in botany and zoology. Such a "functional biology" course should deal generally with all aspects of living matter. Read the entire page →
From page 121... ... 1 22 Appendix A should be exposed to a unified broad biology course (not a combina tion of botany and zoology) , with particular emphasis on physiology, environmental biology (ecology) Read the entire page →
From page 122... ... D ISCUSS I O N G R OUP SUM MAR I ES 1 23 nents, functions, nutrition, and replication. Included in this would be the identification and function of cell membrane, mitochondria, ribosomes, and the nucleic acids and their role in protein synthesis how groups of cells are structured into organs, and how plants or animals interact in various populations. Read the entire page →
From page 123... ... 1 24 Population genetics Genetic change Evolution and speciation (introduction) • Ecology Ecosystem Ecological factors-biological and nonbiological Populations and population dynamics Practical ecology-birth control, etc. Read the entire page →
From page 124... ... DISCUSSION G R OUP SUMMAR I ES 1 26 dividual departments and installations in relation to the needs of the students and the administrative organization of the institution. Comment 1 0 Topics from every major category should be presented to all students in agriculture and natural resources early in their academic experience. Read the entire page →
From page 125... ... 1 26 Appendix A Students in the science-oriented programs of agriculture and na tural resources should take a one-year biology lab course. In addition, they should take a course in genetics, as well as one course each in physiology and ecology. Read the entire page →
From page 126... ... D ISCUSS I O N G R O UP SUMMA R I ES 1 27 or even the same-courses in basic biology, the science majors then taking additional courses in math, chemistry , and physics. Technology students will ordinarily take more applied biology and management courses than do science majors. Read the entire page →
From page 127... ... 1 28 Appendix A volved in advanced , rigorous ecology as well as practical technique courses. TOPIC I I I What ca n b e done t o develop in students o f agriculture and natural resources a greater consciousness of the relevance of biology to agri culture and natural resources? Read the entire page →
From page 128... ... DISCUSS I O N G R OUP SUMMAR I ES 1 29 Comment 2 Beyond the introductory level, the needs of a student in agriculture and natural resources begins to diverge from those of the biology �or. The level at which divergence occurs, and its extent, depend upon the program and goals of the individual student. Read the entire page →
From page 129... ... 1 30 Appendix A assisting students in the integration of knowledge. There are many formal and informal ways by which faculty members can become so informed . Read the entire page →
From page 130... ... DISCUSS I O N G R O UP SUMMA R I ES 1 3 1 afforded through placement training or by laboratory and field con tacts. The student should be encouraged to think broadly, to meditate and to philosophize on the implications of his knowledge. Read the entire page →
From page 131... ... 1 32 Appendix A • Whenever possible, prerequisites for undergraduate courses should be eliminated, and every effort made to integrate prerequisite information into subsequent courses. At times, this may necessitate professional upgrading of some faculty members. Read the entire page →
From page 132... ... DISCUSSION G R OUP SUMMAR I ES 1 33 junior colleges as part of a regular transfer program would be accept able. Commen t 4 Two-year career programs are occupationally oriented and are respon sible for turning out a student who is technically trained, confident of his training, and employable at the time he receives his certificate. Read the entire page →
From page 133... ... 1 34 Appendix A biology courses similar to those offered in four-year schools should be offered. TOPIC V I I Are sourcebooks needed t o improve instruction i n the biological sciences for students in agriculture and natural resources? Read the entire page →
From page 134... ... D ISCUSS I O N G R O U P SUMMAR I ES 1 35 • Maintenance and improvement of student counseling and advi�r ing systems, so that more individual attention could be given to the specific needs of the student-a very critical aspect of the total educa tion of the individual. • Increased recognition of superior teaching and advising as key objectives of the total university program. Read the entire page →
From page 135... ... 1 36 Appendix A Administrators at local institutions can be helpful by creating the proper atmosphere and supporting faculty efforts. Conferences in which all disciplines and departments involved par ticipate in the decision-making process can be important. Read the entire page →
From page 136... ... APPENDIX B Two-Year and Four-Year Curricula GEN E R A L C O M M EN T Open door policy of many junior colleges does not mean there is an "open course" policy-students must make acceptable scores on placement tests or show satisfactory achievement in preparatory courses to get into many transfer courses. A look must be taken as to what graduates need by way of prepa ration ; not all agriculture majors need the same biological science preparation. Read the entire page →

From page 119...

... 1 20 Appendix A The reports of the special interest groups are also consolidated in those cases where similar discussions were held at more than one of the four conferences. In a number of cases only one such group was organized.