Introduction1

Symposium" Advantages and Limitations of Consolidation of Commodity Groups in Preparing Students for a Career in Dairy Science ~ A. W. RUDNICK, JR. Chairman, Education Committee, American Dairy Science Associalion Department of Animal Sciences, University of Kentucky, Lexington Introduction Welcome to this symposium which has been arranged by the Education Committee of the American Dairy Science Association. I t has been a pleasure to work with this committee and plan this program. We are living in an age of rapid change. Revi.~ion and reorganization are the orders of the day. I n umny land-grant universities Dairy Science does not exist as a department any more, and its courses and disciplines have been incorporated into departments with names such as Animal Science, Animal and Dairy Science, Veterinary and Animal Science, Food Science,

Presented at thc Sixty-second Aroma1 Meeting of the American Dairy Science Association, Cotnell University, Ithaca, New York, June 1967.

Food Science and Industries, and Food Sdenee and Technology. Combining the animal sciences in one department began, in a small way, many years ago, but it has been expedited during the past decade with the formation of departments encompassing all foods, including milk and its products. The question may be asked: How will Dairy Science education be affected by specialized curricula for all animal production, and by specialized curricula for the processing and technology of all foods? This question and others may be answered by representatives from institutions having Dairy Science and Technology curricula in the various types of departments, and who will present their experiences and viewpoints.

Dairy Science in an Animal Science Department C. F. FOREMAN Department of Animal Science Iowa State University, Ames

The purpose of this symposium is to discuss our role as educators in the production o£ a most important product--the Dairy Science graduate. My specific task is to enumerate some advantages and limitations in educating undergraduate Dairy Science (Production) students in an Animal Science Department. Really it should not make much difference where the student is trained. The question is, "Can we educate this young man to be a competent scientist, a responsible citizen, and an effective leader within the framework in which we function?" More specifically: Is the job to be done related to the administrative structure of the department? I believe that the content of the curriculum is more important than the title of the department and, furthermore, that the teachers engaged in the training of the student have a more proi'ound effect than the name of the curriculum. What I am saying is that dedicated, knowledge-

able, and enthusiastic instructors can turn an interested and intelligent student into a welltrained and competent Dairy Science graduate if they are given the freedom of a well-balanced curriculum. Changes Occurring

Nationwide, we are well into a period of adnfinistrative change at the department level. Some of you have suddenly found that you are members of an Animal Science department, and others can see such a change as inevitable. Although my assignment does not include justifying this change, I cannot refrain from making a few observations which will probably support the new philosophy. First, Dairy Science has gradually shifted over to the Animal Science area, because there now are relatively fewer producer-distributors as compared with a generation ago and because dairy manufacturing has logically, and I think properly, become 251