Use of desired student outcomes in devising agronomic curricula

Abstract

The traditional curriculum planning philosophies (humanistic, social reconstructionistic, technologic, and academic) primarily represent faculty perceptions of curricular development. The use of desired student outcomes for devising agronomic curricula could result in greater satisfaction of our student clientele. The four models presented here illustrate potential orientations for B.S. programs in agronomy. Technical training (TT) involves the development of practical skills for specific technical jobs. Information transfer (IT) is regarded as the effective transmission of knowledge of basic sciences from pedagogue to pupil and is seen as particularly useful as preparation for graduate school. Principles application (PA) focuses on training in transferable concepts, affording students regional mobility within applied agronomic fields. Systems agronomy (SA) develops the integration and communication skills necessary for graduates to reach acceptable solutions to agronomic problems involving social and ethical components. Initial job placement, graduate school preparation, professional mobility, and social impact are strengths in the TT, IT, PA, and SA models, respectively. None of the four models appears to provide a sufficient basis as the sole conceptual framework for an agronomic curriculum. However, in concert with lists of desired outcomes prepared at other institutions, they may be useful in stimulating productive discussion among faculties considering curricular revision.