Trends in Dairy Science Education — Production

Abstract

In 1956, H. P. Davis ( 7 ) c o m p a r e d change in faculty, courses, curricula, and equipment of one institution, University of Nebraska, as an example of 50 yr (1906 to 1956) of progress in dairy production teaching. He concluded that: 1. Dairy production teaching now must incorporate scientific developments not only in that field but also in chemistry, bacteriology, genetics, nutrition, and animal pathology, to mention but a few. 2. Curricula for dairy production majors now contain more science, more agricultural courses, and fewer courses in liberal arts but they still aim at a broad collegiate training. 3. The academic training of faculties has lengthened. 4. The physical equipment for instruction has increased in extent, variety, and cost. He also indicated that the past half-century has been a momentous one in scientific development, but there is no indication that next 50 yrs will be less fruitful. This outf low of scientific facts has placed a considerable burden on dairy instructors to digest, evaluate, and incorporate important facts so that dairy production teaching can keep pace with new developments. Some of these conclusions can be applied to period since 1956. The outf low of scientific facts has continued at an accelerated pace, academic training of faculty has lengthened, courses and curricula have changed. The challenge to teachers is to digest information, present it in an efficient manner, motivate students, and keep pace with new developments in industry and teaching.