Resident instruction is considered an imextension education or adult education. Acportant activity by many agricultural econtivities common to resident instruction inomists at academic institutions. Despite this clude: classroom teaching, curriculum importance, resident instruction has not endevelopment, academic advising, student rejoyed the institutional status and professional cruitment, career counseling, and student orvisibility of other professional activities ganization activities. While common to most (Broder; Schuh). This lack of status and visschools, resident instruction programs differ ibility derives, in part, from the personalized in structure and locus of responsibility. For nature of resident instruction, difficulties in example, some departments may take an acdocumenting and communicating teaching tive role in student recruitment and career ideas, and the structure of incentives and placement while others may delegate these rewards to resident instruction. responsibilities to collegeor university-wide This paper will critically examine the role agencies which specialize in these activities. of the Southern Agricultural Economics Association (SAEA) in resident instruction. More specifically, the objectives of this paper are CHARACTERISTICS OF RESIDENT to: INSTRUCTION 1. discuss the unique position of resident Professional Resources instruction in our profession, 2. examine what other professional assoA large portion of our academic profession . ciations in the Southern Association of is devoted to resident instruction. A comAgricultural Scientists (SAAS) are doing parison of agricultural economics faculty apin resident instruction, pointments at land-grant universities in the e t o Southern region emphasizes this responsi3. examine what other regional agricultur examine what other regional agribility. A recent survey (Broder and Ziemer, cultural economics associations are 1984) found that assistant, associate, and full doing in resident instruction, professors in the Southern region had average 4. discuss trends and issues in resident teaching appointments of 27.7, 20.2, and instruction which could have far-reach34.5 percent, respectively, Table 1.1 Among ing impacts on our profession, and all faculty ranks, the average teaching ap5. offer recommendations for more effecpointment was 29.2 percent, suggesting that tive involvement by the Southern Agalmost one-third of our academic responsiricultural Economics Association in bilities are devoted to resident instruction. resident instruction. Shown in Table 2 are the percentages of Resident instruction, as used here, refers faculty by region of employment who have to teaching and teaching related activities in teaching appointments. Data indicate that in departments of agricultural, food and/or rethe Southern region, 77 percent of the assource economics. Resident instruction fosistant professors, 57 percent of the associate cuses on the education of students who attend professors, and 89 percent of the full proclasses in residence as distinguished from fessors reported some teaching resppnsibil-
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Open Access
Aug 1, 2014
Mary A Marchant 
