Undergraduate Education in the Sciences for Students in Agriculture and Natural Resources Summary of Proceedings of Regional Conferences (1971) / Chapter Skim
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Pages 71-84
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72 Richard M Swenson biological sciences are of great importance.
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PHYSI CA L SC I EN C ES AN D MATH EMATI CS 73 These courses should not be confused with survey courses but, as the Committee report stated , "provide appropriate depth for all those who need to make specific use of chemical concepts later in their ca reers. Indeed the Committee is of the opinion that they would not be inappropriate as the starting point in the professional training of chem ists, which at the present is in danger of becoming too narrowly chan nelled." From this point , the Committee felt , "the student can readily move into intermediate and advanced courses in chemistry as he needs them after taking the appropriate prerequisites in physics and mathematics." C O M M I T T E E ON P H Y S I C S The Committee on Physics surveyed 73 colleges of agriculture and found that some programs (in agriculture and natural resources)
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74 R ichard M Swenson The backbone of the recommended course should be fundamental physics, with a shift of emphasis as to illustrative material.
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PHYSI CAL SC I EN CES AN D MATH EMATI CS 75 The Committee recognized the difficulties to be faced in reaching these goals, especially in view of the fact that it is rare to find more than nine semester-credits of college mathematics required for the bachelor's degree in agriculture and natural resources, �nd that it is common to find six or less. The following obstacles must be sur mounted : • Many faculty members do not yet appreciate the value of mathematics.
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76 R ichard M Swenson ing by eliminating the repeated need for including instruction in techniques of mathematics, statistics, and computing in upper-division specialty courses.
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PHYS I CAL SCI E N C ES AND MAT H E MATI CS 77 I F . YATES BO R D E N I Under the auspices of the Commission three committees were consti tuted to evaluate the present situation, trends and future needs of physics, chemistry and mathematics education in conjunction with the anticipated future educational requirements in baccalaureate pro grams in agriculture and natural resources.
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78 F Yates Borden • Communications between the agriculture faculty and faculties in physics, chemistry and mathematics should be strengthened.
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PHYSI CAL SCI E N C ES AND MAT H E MATI CS 79 in the orientation and supporting materials. More emphasis would be placed on fluid mechanics, thermodynamics and elementary radiation than is usually true of a first course.
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80 F Yates Borden similar to those made by the physics group, but they did emphasize the need for deans and faculty of colleges of agriculture to recognize the need for continuing education of faculty .
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PHYSI CAL SCI EN CES AN D MAT H E MATI CS 8 1 Course Name Recommended for Curricula in (Semester Hours) Education Technology Science Introductory Calculus (3-4)
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82 George A G ries sciences course as substitutes for specific courses in mathematics and sciences.
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PHYSI CAL SCI EN CES AN D MATH EMAT I CS 83 aspect of the educational process they wished. Specific suggestions on how their recommendations could be implemented were re quested .
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84 George A Gries tical and sympathetically presented without catering to the interests of the physics major or the engineers.
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5 Social Sciences CA R RO L L V H ESS American communities are today faced with massive social prob lems.
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