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Positioning Poultry Science for the Twenty-First Century: A Commitment to People
WORLD'S POULTRY SCIENCE ASSOCIATION INVITED LECTURE Positioning Poultry Science for the Twenty-First Century: A Commitment to People J. F. ORT College of Agriculture and Life Sciences, North Carolina State University, Box 7601, Raleigh, North Carolina 27695-7601
1994 Poultry Science 73:215-223
INTRODUCTION
PARADIGM SHIFTS IN AGRICULTURE
I appreciate the opportunity to briefly share with you some of my thoughts on agriculture, education, and specifically poultry science. When I was contacted and asked to speak to you, I thought long and hard about what I wanted to say and how I could stimulate an audience such as this to want to improve its efforts in the academic arena. One word kept recurring in my mind and that word was commitment. I want to talk about commitment—a continuous commitment to people: to students, to colleagues and equally important, to the poultry industry.
Received for publication July 26, 1993. Accepted for publication October 12, 1993.
Agriculture as Farming Let's first examine the professional arena in which we live—agriculture—and three paradigm shifts that have occurred in our recent history. Modern agriculture and the food industry continue to be benefactors of scientific development and the application of resulting technologies (Bateman, 1991). We know, for example, that in the first paradigm agriculture was farming. The focal unit was the farm, markets were primarily local or regional, and the national interest supported a much more productive agriculture, which later provided more offfarm opportunities for laborers. The research agenda for agriculture as farming focused on increased productivity. Focal
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ABSTRACT Three major paradigm shifts have occurred over the last half century that have greatly influenced agriculture. Increased productivity was the major focus when agriculture was considered simply as farming. As agriculture evolved into systems of commodity production, better management practices and enhanced production efficiency were major emphases of research and extension activities. Agriculture today can be considered as the interface between society and its natural resource base. Economic development, global competitiveness, and preservation of the environment are major challenges in agriculture that have captured the national interest. Colleges of agriculture with their academic, research, and extension programs have played significant roles within the land-grant system in shaping agricultural practices and policies. Within this evolution of agriculture, the poultry industry has grown more rapidly than the whole of agriculture itself. Yet, today, many departments or programs in poultry science are threatened with mergers or elimination due to decreased student enrollments. Because it is a "people-intensive" field, poultry science must be committed to students, faculty, and the industry and have the courage to face changes in a productive way. (Key words: agriculture, land-grant system, poultry science, recruitment, teaching)
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disciplines were agronomy, animal husbandry, and engineering. Research output concentrated on improving plants and animals and the enhancement of mechanization. Farmers directly communicated their needs to scientists and sometimes state legislators, who were often farmers themselves.
interests. Research has evolved to include molecular biology, ecology, the application of expert systems, and robotics. The extension mission has broadened to include rural economic development, youth and family programs, and community leadership initiatives. THE LAND-GRANT UNIVERSITY
Agriculture as Commodity Production
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Colleges of agriculture across the nation have, with their academic programs, exThe second paradigm in agriculture periment stations, and extension services, brought about a shift from productivity of played important roles within the landthe farm to the system of commodity grant system in shaping agriculture durproduction. Markets broadened to the na- ing the changing times I have just tional and even international levels and described. These land-grant universities society's interests expanded to include have served as primary catalysts for receding food prices and increasing foreign agricultural transformations over the past trade. Improved efficiency guided research century. Let's briefly examine some of the initiatives and economics and management roles historically common to Colleges of received attention in meeting these initia- Agriculture that have brought about these tives. Integrated pest management, better transformations. Colleges of agriculture have made valumanagement practices, and enhanced production efficiency became end products able contributions to strengthening the of research and the focus of extension scientific information base. Drawing on a activities. Those involved in setting re- long history of involvement and signifisearch and extension agendas and funding cant expertise, colleges of agriculture have priorities included environmentalists, been among the leaders on many camUSDA, the National Science Foundation, puses in expanding the scientific informaand others. Remember Silent Spring (Car- tion base dealing with production effison, 1962); Hard Tomatoes, Hard Times ciency, environmental challenges, and (Hightower, 1972); The Pound Report (Presi- socioeconomic changes. In addition, faculty within the agriculdent's Science Advisory Committee, 1965); tural arena have also significantly helped the Winrock Conference? to improve the competitiveness of agriculture. Scientists have been challenged Agriculture as the Interface repeatedly by industry and others to Between Society and its develop technologies that have given Natural Resource Base agribusiness a competitive edge. Increased The third paradigm brings us to the competitiveness has come about by expresent. Agriculture is no longer limited to panding and enhancing the international just farming or to commodity production emphasis in agricultural and related proalone. Today, this nation is dealing with an grams. Bidirectional exchange of scientific agricultural system that has become the information has contributed considerably interface between society and its natural to agricultural practices, both here and resource base. Agriculture must consider all abroad. relationships as it attempts to manage the Agricultural scientists have been senatural resource base: the geosphere, the verely challenged to develop new technolatmosphere, the biosphere, and the ogies to insure that American agriculture hydrosphere. Sustainable agriculture deals will continue to remain friendly to the with value-added products in a totally environment and protect the health and international market. Economic develop- well-being of all citizens. The heightened ment, global competitiveness, and preser- concern about food safety, ground water vation of the environment are national quality, and the use of pesticides are just a
WORLD'S POULTRY SCIENCE ASSOCIATION INVITED LECTURE
fore, poultry science, remain relevant. We must be able to relate our discipline to reality—their reality as well as our own, and we must do it as early in their lives as possible. A number of programs across the country have been quite successful in attracting students to poultry science by interacting with junior and senior high school science teachers directly or through 4-H programs, science clubs, and vocational agriculture curricula. Such programs as embryology, faculty speakers' bureaus, and "Tech Prep", an agreement between high school students and 2-yr technical programs in agriculture, represent important efforts in this area. Faculty must assist in making necessary changes to update these programs to provide an accurate picture of the opporDEVELOPING HUMAN CAPITAL tunities for young people in contemporary Perhaps, then, we have no greater agriculture. Recently, it was reported in a National challenge as educators than to develop the human capital to provide leadership in Academy of Sciences study of higher agriculture and poultry science in the education (Ferren, 1993) that agriculture years ahead. We must recognize, however, should be viewed as an integrated system that in the face of the paradigms in and not as a distinct science. In this system agriculture that I have mentioned, the of agriculture, the basic sciences are apcompeting roles we have as faculty, and plied for the development of the markets the diminishing traditional resources that serve the needs of consumers (Scott available to support our programs, this and Chabot, 1992). Colleges of agriculture challenge remains as one that requires play an important role of converting science into applications that are usable by great commitment. First, what is the source of human the market segment of society. If we capital for agriculture, for poultry science? assume for the moment that this model is Who are the poultry scientists of the acceptable, we should perhaps be less future and where will they come from? In concerned about the fact that fewer and Howe and Strauss's book, 13th GEN: fewer of our students have any backAbort, Retry, Ignore, Fail? (1993), the eighty ground in agriculture and be more conmillion young men and women in cerned about how we "package" agriculAmerica between the ages of 11 and 31, ture for our undergraduate audience. Can undergraduate enrollments be enour potential students, are described as "the generation after"—"After the Boom- hanced in agriculture and poultry science? ers", but before the "Babies-on-Board" Yes, they can, and I might add, they are, generation of the 1980s. These young especially in programs in which the curricpeople, our students, are probably the ulum has remained science-based and most diverse generation—ethically, cultur- relevant. For example, poultry science ally, economically, and in family structure, departments, and thus faculty, must be in human history. This generation may be committed to including information about the only one born since the Civil War that current challenges the industry faces with will unlikely match their parents' earning respect to the environment, including the political and socioeconomic issues regardcapabilities. How do we attract these young men ing waste management and water quality. and women into science, let alone into Can some of the environmental regulaagriculture or poultry science? We must tions that our industry currently faces be continue to ensure that science and, there- ameliorated by employing techniques of
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few issues that agriculturalists currently face. As educators and as scientists, we all must work to expand the scientific and socio-scientific literacy of the American population. In 1989, the American Association for the Advancement of Science published a book entitled Science for All Americans. In this book (Page 13) we are reminded that "most Americans are not scientifically literate. One only has to examine the international studies of educational performance to see that U.S. students rank near the bottom in science and mathematics—hardly what one would expect if the educational systems were doing their jobs well."
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students can and do encounter. The intellectual and social growth of students is the benchmark of effective, high quality faculty-student interaction. IMPROVING TEACHING IN POULTRY SCIENCE
There are a number of factors that impact a faculty member's attitude toward teaching on today's campus. We need to look at some of these factors to understand how we can improve our teaching effectiveness. According to Boyer (1990), the Carnegie Foundation for the Advancement of Teaching sent a survey in 1989 to faculty at research, doctorate-granting, comprehensive, liberal arts, and 2-yr institutions, which asked them to evaluate their attitudes toward their research and teaching assignments. All research-oriented landgrant universities with colleges of agriculture within this survey responded as follows: 71% strongly agreed they had to publish if they were to achieve tenure within their department; 77% agreed that universities need ways other than publications to evaluate scholarly performance of faculty. Moreover a survey of the chief academic officers at these institutions revealed that 56% of them firmly believed that there has been a significant increase in research emphasis on their campuses at the expense of teaching and service. Clearly, on most campuses today, faculty believe that research is the prime ingredient in the promotion and tenure mixture. Add to this the fact that service or extension roles have become increasingly more demanding due to the increased complexity and sophistication of the poultry industry and the fact that there is usually, but not always, a certain ambiguity in defining the teaching assignment for new faculty, and one begins to understand why at times faculty view teaching assignments the way they do. Add other factors, including faculty responsibilities for student advising, committee assignments, professional memberships, travel, consulting, budgeting and planning, grant writing, speaking engagements, conferences, personnel problems, equipment failure, and family activities, to
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biotechnology in the laboratory? Economic and social issues regarding labor policies, worker safety, and health are also important educational topics that students need to know about. What are the international opportunities for poultry science undergraduates? Subjects such as these need to be addressed if our curriculum is to remain relevant as well as attractive to the student and to the industry. We must be committed to teaching our students to recognize the challenges of change—the increased awareness of society of issues of food safety, the decreased acceptance of the use of pesticides and chemicals, the increased concern for the environment, and so on. Students must be taught that conflict on the job is not necessarily bad and that it can lead to innovative and constructive thinking. The value of communication and cooperation must be instilled in every student, and at the same time we must insist that our students themselves remain competitive. Another factor that continues to be one of the most significant tools in recruiting and retaining students in the field of poultry science is the level and quality of faculty-student interaction outside the classroom. Undergraduate clubs, poultry judging teams, and other organizations offer students and faculty a chance to unite and interact on a nonacademic level. Thus, these campus organizations provide students with an opportunity to develop their interpersonal skills while encouraging a "team-building" approach to problem solving. Student advising is another important example of student-faculty interaction that significantly contributes to a successful program for attracting and retaining students in poultry science. Good advising must extend beyond the clerical selection of courses, the meeting of deadlines, and the discussion of university policies and procedures. Effective advising must also include a mentoring component. Faculty cannot afford to ignore the nonacademic concerns that college students often have. Homesickness, personality conflicts between students or between students and instructors, financial concerns, and uncertainties about career direction represent only a small portion of the problems
WORLD'S POULTRY SCIENCE ASSOCIATION INVITED LECTURE
need to revise our current concept of scholarship to include all three functions inherent in our mission as land-grant institutions. ASSESSMENT AND LEARNING
I recently attended the 8th Annual Assessment Conference in Chicago sponsored by the American Association of Higher Education. This was a "double feature" conference focusing on two important issues in higher education today: assessment and continuous quality improvement. It was quite clear to me from numerous papers I attended and from talking to many of the several thousand conferees from every major university in the country that assessment, or self-study as some prefer to call it, is believed to be a very important tool in improving the quality of programs in higher education. In a commissioned paper entitled "Faculty Resistance to Assessment: A Matter of Priorities and Perceptions" (Ferren, 1993) I was reminded that faculty must feel a sense of ownership if they are to become involved in the assessment process. When assessment focuses on accountability by comparing performance of programs within an institution or individuals within a department, the process appears intrusive and directed towards providing information to the legislature or the campus administration. When the assessment process focuses on the improvement of teaching and learning, faculty more easily endorse the concept and become willing participants. To understand why assessment is not a high priority for some faculty, it is important to understand in general what faculty do value. Faculty do value their time, and, contrary to some popular press articles I have read in recent months, not all faculty take summers off, play golf, and relax when they are not in the classroom or laboratory. Recent studies have indicated that full-time faculty workloads average about 55 h/wk, but can be considerably more at times. Young faculty particularly have a difficult problem in choosing how to allocate their time both within their profession and between their work and personal life.
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name but a few, and a more complete picture of why some faculty resist teaching assignments altogether begins to develop. When one considers all of the above factors that might negatively impact faculty attitudes toward teaching, it is amazing that many faculty are still willing to devote the time and energy to become outstanding teachers in their fields. If we can agree that research, teaching, and service are complementary activities, then what are some steps that we as faculty can take to improve the balance between these functions? First, we must continuously insist that all functions are rewarded in the promotion and tenure process. The initiative for this must come from higher administration and an equity of emphasis among the three functions must be obvious. Senior faculty, including only full professors at some institutions and both the full and associate professors at others, must be committed to this concept because they are the determinants in the promotion and tenure process. The University must also consider specifying teaching roles for its adjunct faculty. Adjunct faculty can bring a wealth of practical knowledge to the classroom, and they should be asked to support university-based teaching programs whenever possible. Graduate students should also assist with teaching advanced undergraduate courses in poultry science. Many departments already require their graduate students to teach as part of their stipend responsibilities; however, we need to develop innovative ways to prepare our graduate students and young faculty for their roles as teachers. Helping graduate students to enhance their communication and presentation skills by providing opportunities for them to interact with master teachers on campus on a continual basis would be very beneficial. Workshops for graduate students that emphasize social and ethical issues as well as enhancement of communication techniques are vitally important components of graduate education. Advocating to graduate students that research is the preeminent activity of a university professor is sending an unbalanced message. Rather, we should emphasize to our students the
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Despite all the rhetoric, faculty know that poultry department has been eliminated. what is valued is rewarded, and on many Why? campuses across the country the "publish The poultry industry nationwide can or perish" policy is still alive and well. It employ more students than we can prois not surprising then that faculty resist vide. The major employer of students who any new assignment that requires them to graduate with undergraduate degrees in allocate more of their time to activities animal science in North Carolina is the that they perceive to be outside the poultry industry. The starting salaries for graduates who are employed by the promotion and tenure arena. Thus, resistance to evaluation or assess- poultry industry are significantly higher ment is not new and is predictable. than graduates who enter other areas of production agriculture. Long-term earning However, faculty must be actively com- potential for graduates who stay in the mitted to critically evaluating their pro- industry is very high. Yet, we have grams for the sake of their own profes- difficulty in attracting students to poultry sional development as well as for the science. Why? development of their students. I am of the Recently at the American Association of opinion that faculty do not specifically Higher Education Conference on assessresist evaluation or assessment, they simment that I referred to earlier, I attended a ply resist more of it. In reality there is a paper curiously entitled, "What is Measgreat deal of assessment already occurring ured is What is Valued: What is Valued is on most campuses. What are course evalu- What is Funded" (Krueger and Jones, ations, curriculum reviews or revisions, 1993). Although I believe one could debate peer reviews of scientific manuscripts, the simple premise contained within its Cooperative State Research Service title, I do believe the authors of this paper reviews, alumni surveys, administrative made some important points relative to reviews, graduate program reviews, and current practices for funding in higher job placement studies, but tools within the education. assessment process? Higher education, including colleges of Quality improvements in our teaching agriculture and departments of poultry programs will only occur if we use what science, are being asked to do more with we learn in our ongoing or newly initiated considerably fewer resources. Formula assessment processes. Feedback from stu- funds for higher education at both federal dents, meaningful interaction with our and state levels continue to include, as colleagues, and continuing dialogue with part of their formulas, what these authors our industry will be important keys to refer to as "input data". For example, improving teaching, research, and exten- consider the data state legislatures, administration, and others have traditionally sion programs in poultry science. used to calculate funding for a given university, academic department, or program. These data often include credit THE POULTRY INDUSTRY: WHAT hours per major, number of faculty at a DOES IT EXPECT FROM US? university or within a department, numThe poultry industry has grown more ber of students, space allocation as ocrapidly and become more efficient than cupants per square feet, or other quantifiathe whole of agriculture itself, and yet ble factors. In every case in which departments and programs in poultry numbers are low, programs or departscience in this country still face mergers or ments are potentially targeted for mergers elimination. Four poultry departments at or eliminations. major universities currently face the threat Although numbers appear to be driving of merger or elimination. Another univer- the budget formulas, legislatures, universisity has targeted its poultry program for ties, and institutions are asking faculty to elimination through budget reduction. participate in outcome assessment to imWithin the last year, two major poultry prove the quality of their programs. One departments have been merged with other might argue that if student retention, departments on their campuses and one student graduation rates, or employabil-
WORLD'S POULTRY SCIENCE ASSOCIATION INVITED LECTURE
THE AGRICULTURAL REVOLUTION
Although it is tempting to want to hold onto the traditions of the past, American agriculture, as I believe we all must recognize, is undergoing a serious revolution. The appealing image of the rugged individualist of yesterday's farmer has been replaced by the vision of modern business men and women in three-piece suits. After all, agriculture is still a means of making a living, and economics continues to be a powerful force behind agriculture's rapidly changing environment. Change is never easy and it is seldom popular.
Consider what has happened recently. Consolidation continues, with fewer but larger farms and fewer but larger suppliers. Agricultural policies, both at the state and federal levels, are placing greater emphasis on market orientations with lower subsidies while at the same time demanding greater restrictions due to environmental and food safety regulations. Coordinating supply and marketing of agricultural products continues to expand, and biotechnology is changing what farmers produce. The technology for computer and electronic transfer capabilities has expanded at an exponential rate, shortening the time and distance from the farm to the consumer. Still, with this evolutionary and almost revolutionary change taking place in modern agriculture, we as educators have no greater responsibility than to persuade more young people to join us in managing this change, solving problems, and making important decisions that positively impact agriculture's future. With this in mind, educators and others offer numerous suggestions for attracting young men and women who will serve as leaders in the field of agriculture in the years ahead. The poultry industry is a "peopleintensive" business. Although we need to continue to expect our students to perform as well as they can academically, we do not need to sacrifice people skills for academic performance. As educators, we need to recruit students who are wellrounded individuals and who are equally adept academically and interpersonally. In the same context we need to identify young men and women who have the potential to assume management or technical development positions in the industry. Managers must have a broad set of skills including production knowledge, business savvy, and interpersonal skills to successfully deal with today's market challenges. We must be committed to attracting young people who have an appreciation for the global nature of our economy, especially as it pertains to agriculture. Providing greater opportunities for our students to study and work abroad could certainly enhance their understanding of this concept.
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ity, as examples of outcome data, are important measurements for determining quality, then programs that improve these variables should be maintained, even when resources are diminishing. Furthermore, when it can also be demonstrated that these same academic programs that address current needs in agribusiness concomitantly provide both scientific support as well as educated personnel for the workforce, then it is time that we in higher education reexamine the process for allocating our limited resources. In exchange for being successfully responsive to the needs of the poultry industry, a department or program in poultry science could equitably expect the industry to assist the department in marketing its preservable qualities to university and college administration when appropriate. I want to commend this Association's Ad Hoc Committee on the Status of Poultry Science in North America for its recent efforts to communicate with administration and others at four major universities. Although the impact of these efforts is not yet known, the letters requesting these universities to reconsider merging or eliminating their poultry science departments represents a significant step in bringing these issues to the table for discussion. In addition, all faculty within a poultry science department for the good of the general citizenry need to maintain an active dialogue with the industry to keep its membership informed as well as to determine its current needs.
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CREATING AN ENCOURAGING ATMOSPHERE As leaders, both in industry and academia, we must be "people-oriented" to be most effective. We must engage in teambuilding by using personal relationship practices that place other people ahead of ourselves. Utilizing these techniques with our colleagues, our industry, and our students demonstrates that we not only believe in people, but we are willing to show it. Our belief in people represents one of the greatest tools we have for recruiting students to our programs, faculty to our departments, and personnel to our industry. Another equally important tool that will attract students as well as faculty is creating an atmosphere within our departments that is both productive and encouraging. Freeh (1981) argued that aca-
demic departments or units tend to create three distinctly different atmospheres, or work environments, depending on faculty attitudes. The first is described as a "discourage" atmosphere. This environment, which is often inadvertent, signals "Don't bother" or "It's not really important." Its characteristics include setting unrealistic goals, making contradictory and conflicting policies, showing a lack of interest, failing to reward, or worse, promoting individuals for reasons other than performance. The primary message in this environment is that the opinions or actions of others are without merit or cause. An "allow" atmosphere, on the other hand, is created by actions that tend to signal, "It's OK, in fact we should give more time and attention to this area". But actions do speak louder than words. Sending a memo without any follow up or holding a staff meeting without making any concrete decisions are characteristics of a departmental environment in which much is said, but little is done. The "casual" atmosphere is one Freeh (1981) describes as being so enthusiastic that it practically forces all of its members to want to perform. In this environment faculty, staff, and students frequently discuss performance expectations and are actively involved with program planning. Recognition and rewards are given on a continuing basis to all members of the department who are consistently productive. Developing a structured counseling and mentoring program is another important characteristic inherent in this environment. This atmosphere develops when the pressures that are applied are constant and gentle, rather than forceful and overbearing. Productivity is much more easily achieved in a department with a "casual" atmosphere than in one whose atmosphere is either discouraging or allowing. Make no mistake, faculty, staff, and students, both graduates and undergraduates, can sense the atmosphere in a department. Therefore it is very important for all of us in academia to strive to provide an atmosphere of friendliness, cooperation, and unity. Through this effort, creativity will be increased, opportunities will emerge, and morale will be enhanced.
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"Trial by fire" or "combat duty", as it is sometimes referred to by students and employers, still remains an important component in the learning process. Internships or coop programs with poultry companies afford students a glimpse of the real world while providing poultry companies with an opportunity to observe students in action. Agriculture, and specifically poultry science, needs to determine the factors that cause young men and women to shy away from pursuing careers in businesses that are so critical to the nation's economy. The poultry industry and academia need to continue to work cooperatively to identify people early in their educational careers. The efforts of such teamwork have the potential to provide long-term programs to educate youth about the career opportunities in agriculture and poultry science. What opportunities can academia provide the poultry industry for executive education, development, and training? Conversely, what types of educational experiences can the industry develop for academia? Is it acceptable to suggest that professors and industry representatives should swap professional environments every so often to learn firsthand of the challenges that each of them face?
WORLD'S POULTRY SCIENCE ASSOCIATION INVITED LECTURE
THE FUTURE
REFERENCES American Association for the Advancement of Science, 1989. Science for All Americans. A Project 2061 Report on Literacy Goals in Science, Mathematics and Technology, American Association for the Advancement of Sciences, Washington, DC. Bateman, D. F., 1991. Paradigms of American agriculture. Chapter 2. Pages 19-24 in: New Technolo-
gies and the Future of Food and Nutrition. John Wiley and Sons, New York, NY. Boyer, E. L., 1990. Scholarship Reconsidered: Priorities of the Professoriate. The Carnegie Foundation for the Advancement of Teaching, Princeton, NJ. Carson, R., 1962. Silent Spring. Fawcett, Greenwich, CT. Ferren, A., 1993. Faculty resistance to assessment: A matter of priorities and perceptions. Pages 1-12 in: 8th Association for the Advancement of Higher Education Conference on Assessment in Higher Education, Chicago, IL. Freeh, L. A., 1981. Praise as a Motivator. Pages 46-50 in: Workshop for administrators Kansas State University. June 8-19, 1981, Manhattan, KS. Hightower, J., 1972. Hard Tomatoes, Hard Times. Agribusiness Accountability Project, Washington, DC. Howe, N., and B. Strauss, 1993. 13th GEN: Abort, Retry, Ignore and Fail. 1st ed. Vintage Books, New York, NY. Krueger, D. W., and D. Jones, 1993. What is measured is what is valued. What is valued is what is funded. Page 33 in: 8th Association for the Advancement of Higher Education Conference on Assessment in Higher Education, Chicago, IL. President's Science Advisory Committee, 1965. Restoring the Quality of the Environment. Report of the Environmental Pollution Panel. U.S. Government Printing Office, Washington, DC. Scott, R., and B. F. Chabot, 1992. Agriculture: A system, a science, or a commodity, Chapter 9. Pages 75-85 in: Agriculture and the Undergraduate. National Academy Press, Washington, DC.
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In closing, I would again like to thank the World's Poultry Science Association and the Poultry Science Association for providing me an opportunity to speak with you. I hope that you have found some of my comments to be thought provoking and not just simply provoking. Poultry science must prepare itself for many significant changes in the years ahead. It must be committed to people— students, faculty, and those in the poultry industry. It must have the courage to face changes with a productive attitude and the resolve to move forward, even as its own existence is threatened on some campuses. As a student of poultry science, I am proud of my heritage and will continue to emphasize the need for it to survive.
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1994 Poultry Science 73:215-223
INTRODUCTION
PARADIGM SHIFTS IN AGRICULTURE
I appreciate the opportunity to briefly share with you some of my thoughts on agriculture, education, and specifically poultry science. When I was contacted and asked to speak to you, I thought long and hard about what I wanted to say and how I could stimulate an audience such as this to want to improve its efforts in the academic arena. One word kept recurring in my mind and that word was commitment. I want to talk about commitment—a continuous commitment to people: to students, to colleagues and equally important, to the poultry industry.
Received for publication July 26, 1993. Accepted for publication October 12, 1993.
Agriculture as Farming Let's first examine the professional arena in which we live—agriculture—and three paradigm shifts that have occurred in our recent history. Modern agriculture and the food industry continue to be benefactors of scientific development and the application of resulting technologies (Bateman, 1991). We know, for example, that in the first paradigm agriculture was farming. The focal unit was the farm, markets were primarily local or regional, and the national interest supported a much more productive agriculture, which later provided more offfarm opportunities for laborers. The research agenda for agriculture as farming focused on increased productivity. Focal
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ABSTRACT Three major paradigm shifts have occurred over the last half century that have greatly influenced agriculture. Increased productivity was the major focus when agriculture was considered simply as farming. As agriculture evolved into systems of commodity production, better management practices and enhanced production efficiency were major emphases of research and extension activities. Agriculture today can be considered as the interface between society and its natural resource base. Economic development, global competitiveness, and preservation of the environment are major challenges in agriculture that have captured the national interest. Colleges of agriculture with their academic, research, and extension programs have played significant roles within the land-grant system in shaping agricultural practices and policies. Within this evolution of agriculture, the poultry industry has grown more rapidly than the whole of agriculture itself. Yet, today, many departments or programs in poultry science are threatened with mergers or elimination due to decreased student enrollments. Because it is a "people-intensive" field, poultry science must be committed to students, faculty, and the industry and have the courage to face changes in a productive way. (Key words: agriculture, land-grant system, poultry science, recruitment, teaching)
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disciplines were agronomy, animal husbandry, and engineering. Research output concentrated on improving plants and animals and the enhancement of mechanization. Farmers directly communicated their needs to scientists and sometimes state legislators, who were often farmers themselves.
interests. Research has evolved to include molecular biology, ecology, the application of expert systems, and robotics. The extension mission has broadened to include rural economic development, youth and family programs, and community leadership initiatives. THE LAND-GRANT UNIVERSITY
Agriculture as Commodity Production
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Colleges of agriculture across the nation have, with their academic programs, exThe second paradigm in agriculture periment stations, and extension services, brought about a shift from productivity of played important roles within the landthe farm to the system of commodity grant system in shaping agriculture durproduction. Markets broadened to the na- ing the changing times I have just tional and even international levels and described. These land-grant universities society's interests expanded to include have served as primary catalysts for receding food prices and increasing foreign agricultural transformations over the past trade. Improved efficiency guided research century. Let's briefly examine some of the initiatives and economics and management roles historically common to Colleges of received attention in meeting these initia- Agriculture that have brought about these tives. Integrated pest management, better transformations. Colleges of agriculture have made valumanagement practices, and enhanced production efficiency became end products able contributions to strengthening the of research and the focus of extension scientific information base. Drawing on a activities. Those involved in setting re- long history of involvement and signifisearch and extension agendas and funding cant expertise, colleges of agriculture have priorities included environmentalists, been among the leaders on many camUSDA, the National Science Foundation, puses in expanding the scientific informaand others. Remember Silent Spring (Car- tion base dealing with production effison, 1962); Hard Tomatoes, Hard Times ciency, environmental challenges, and (Hightower, 1972); The Pound Report (Presi- socioeconomic changes. In addition, faculty within the agriculdent's Science Advisory Committee, 1965); tural arena have also significantly helped the Winrock Conference? to improve the competitiveness of agriculture. Scientists have been challenged Agriculture as the Interface repeatedly by industry and others to Between Society and its develop technologies that have given Natural Resource Base agribusiness a competitive edge. Increased The third paradigm brings us to the competitiveness has come about by expresent. Agriculture is no longer limited to panding and enhancing the international just farming or to commodity production emphasis in agricultural and related proalone. Today, this nation is dealing with an grams. Bidirectional exchange of scientific agricultural system that has become the information has contributed considerably interface between society and its natural to agricultural practices, both here and resource base. Agriculture must consider all abroad. relationships as it attempts to manage the Agricultural scientists have been senatural resource base: the geosphere, the verely challenged to develop new technolatmosphere, the biosphere, and the ogies to insure that American agriculture hydrosphere. Sustainable agriculture deals will continue to remain friendly to the with value-added products in a totally environment and protect the health and international market. Economic develop- well-being of all citizens. The heightened ment, global competitiveness, and preser- concern about food safety, ground water vation of the environment are national quality, and the use of pesticides are just a
WORLD'S POULTRY SCIENCE ASSOCIATION INVITED LECTURE
fore, poultry science, remain relevant. We must be able to relate our discipline to reality—their reality as well as our own, and we must do it as early in their lives as possible. A number of programs across the country have been quite successful in attracting students to poultry science by interacting with junior and senior high school science teachers directly or through 4-H programs, science clubs, and vocational agriculture curricula. Such programs as embryology, faculty speakers' bureaus, and "Tech Prep", an agreement between high school students and 2-yr technical programs in agriculture, represent important efforts in this area. Faculty must assist in making necessary changes to update these programs to provide an accurate picture of the opporDEVELOPING HUMAN CAPITAL tunities for young people in contemporary Perhaps, then, we have no greater agriculture. Recently, it was reported in a National challenge as educators than to develop the human capital to provide leadership in Academy of Sciences study of higher agriculture and poultry science in the education (Ferren, 1993) that agriculture years ahead. We must recognize, however, should be viewed as an integrated system that in the face of the paradigms in and not as a distinct science. In this system agriculture that I have mentioned, the of agriculture, the basic sciences are apcompeting roles we have as faculty, and plied for the development of the markets the diminishing traditional resources that serve the needs of consumers (Scott available to support our programs, this and Chabot, 1992). Colleges of agriculture challenge remains as one that requires play an important role of converting science into applications that are usable by great commitment. First, what is the source of human the market segment of society. If we capital for agriculture, for poultry science? assume for the moment that this model is Who are the poultry scientists of the acceptable, we should perhaps be less future and where will they come from? In concerned about the fact that fewer and Howe and Strauss's book, 13th GEN: fewer of our students have any backAbort, Retry, Ignore, Fail? (1993), the eighty ground in agriculture and be more conmillion young men and women in cerned about how we "package" agriculAmerica between the ages of 11 and 31, ture for our undergraduate audience. Can undergraduate enrollments be enour potential students, are described as "the generation after"—"After the Boom- hanced in agriculture and poultry science? ers", but before the "Babies-on-Board" Yes, they can, and I might add, they are, generation of the 1980s. These young especially in programs in which the curricpeople, our students, are probably the ulum has remained science-based and most diverse generation—ethically, cultur- relevant. For example, poultry science ally, economically, and in family structure, departments, and thus faculty, must be in human history. This generation may be committed to including information about the only one born since the Civil War that current challenges the industry faces with will unlikely match their parents' earning respect to the environment, including the political and socioeconomic issues regardcapabilities. How do we attract these young men ing waste management and water quality. and women into science, let alone into Can some of the environmental regulaagriculture or poultry science? We must tions that our industry currently faces be continue to ensure that science and, there- ameliorated by employing techniques of
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few issues that agriculturalists currently face. As educators and as scientists, we all must work to expand the scientific and socio-scientific literacy of the American population. In 1989, the American Association for the Advancement of Science published a book entitled Science for All Americans. In this book (Page 13) we are reminded that "most Americans are not scientifically literate. One only has to examine the international studies of educational performance to see that U.S. students rank near the bottom in science and mathematics—hardly what one would expect if the educational systems were doing their jobs well."
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students can and do encounter. The intellectual and social growth of students is the benchmark of effective, high quality faculty-student interaction. IMPROVING TEACHING IN POULTRY SCIENCE
There are a number of factors that impact a faculty member's attitude toward teaching on today's campus. We need to look at some of these factors to understand how we can improve our teaching effectiveness. According to Boyer (1990), the Carnegie Foundation for the Advancement of Teaching sent a survey in 1989 to faculty at research, doctorate-granting, comprehensive, liberal arts, and 2-yr institutions, which asked them to evaluate their attitudes toward their research and teaching assignments. All research-oriented landgrant universities with colleges of agriculture within this survey responded as follows: 71% strongly agreed they had to publish if they were to achieve tenure within their department; 77% agreed that universities need ways other than publications to evaluate scholarly performance of faculty. Moreover a survey of the chief academic officers at these institutions revealed that 56% of them firmly believed that there has been a significant increase in research emphasis on their campuses at the expense of teaching and service. Clearly, on most campuses today, faculty believe that research is the prime ingredient in the promotion and tenure mixture. Add to this the fact that service or extension roles have become increasingly more demanding due to the increased complexity and sophistication of the poultry industry and the fact that there is usually, but not always, a certain ambiguity in defining the teaching assignment for new faculty, and one begins to understand why at times faculty view teaching assignments the way they do. Add other factors, including faculty responsibilities for student advising, committee assignments, professional memberships, travel, consulting, budgeting and planning, grant writing, speaking engagements, conferences, personnel problems, equipment failure, and family activities, to
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biotechnology in the laboratory? Economic and social issues regarding labor policies, worker safety, and health are also important educational topics that students need to know about. What are the international opportunities for poultry science undergraduates? Subjects such as these need to be addressed if our curriculum is to remain relevant as well as attractive to the student and to the industry. We must be committed to teaching our students to recognize the challenges of change—the increased awareness of society of issues of food safety, the decreased acceptance of the use of pesticides and chemicals, the increased concern for the environment, and so on. Students must be taught that conflict on the job is not necessarily bad and that it can lead to innovative and constructive thinking. The value of communication and cooperation must be instilled in every student, and at the same time we must insist that our students themselves remain competitive. Another factor that continues to be one of the most significant tools in recruiting and retaining students in the field of poultry science is the level and quality of faculty-student interaction outside the classroom. Undergraduate clubs, poultry judging teams, and other organizations offer students and faculty a chance to unite and interact on a nonacademic level. Thus, these campus organizations provide students with an opportunity to develop their interpersonal skills while encouraging a "team-building" approach to problem solving. Student advising is another important example of student-faculty interaction that significantly contributes to a successful program for attracting and retaining students in poultry science. Good advising must extend beyond the clerical selection of courses, the meeting of deadlines, and the discussion of university policies and procedures. Effective advising must also include a mentoring component. Faculty cannot afford to ignore the nonacademic concerns that college students often have. Homesickness, personality conflicts between students or between students and instructors, financial concerns, and uncertainties about career direction represent only a small portion of the problems
WORLD'S POULTRY SCIENCE ASSOCIATION INVITED LECTURE
need to revise our current concept of scholarship to include all three functions inherent in our mission as land-grant institutions. ASSESSMENT AND LEARNING
I recently attended the 8th Annual Assessment Conference in Chicago sponsored by the American Association of Higher Education. This was a "double feature" conference focusing on two important issues in higher education today: assessment and continuous quality improvement. It was quite clear to me from numerous papers I attended and from talking to many of the several thousand conferees from every major university in the country that assessment, or self-study as some prefer to call it, is believed to be a very important tool in improving the quality of programs in higher education. In a commissioned paper entitled "Faculty Resistance to Assessment: A Matter of Priorities and Perceptions" (Ferren, 1993) I was reminded that faculty must feel a sense of ownership if they are to become involved in the assessment process. When assessment focuses on accountability by comparing performance of programs within an institution or individuals within a department, the process appears intrusive and directed towards providing information to the legislature or the campus administration. When the assessment process focuses on the improvement of teaching and learning, faculty more easily endorse the concept and become willing participants. To understand why assessment is not a high priority for some faculty, it is important to understand in general what faculty do value. Faculty do value their time, and, contrary to some popular press articles I have read in recent months, not all faculty take summers off, play golf, and relax when they are not in the classroom or laboratory. Recent studies have indicated that full-time faculty workloads average about 55 h/wk, but can be considerably more at times. Young faculty particularly have a difficult problem in choosing how to allocate their time both within their profession and between their work and personal life.
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name but a few, and a more complete picture of why some faculty resist teaching assignments altogether begins to develop. When one considers all of the above factors that might negatively impact faculty attitudes toward teaching, it is amazing that many faculty are still willing to devote the time and energy to become outstanding teachers in their fields. If we can agree that research, teaching, and service are complementary activities, then what are some steps that we as faculty can take to improve the balance between these functions? First, we must continuously insist that all functions are rewarded in the promotion and tenure process. The initiative for this must come from higher administration and an equity of emphasis among the three functions must be obvious. Senior faculty, including only full professors at some institutions and both the full and associate professors at others, must be committed to this concept because they are the determinants in the promotion and tenure process. The University must also consider specifying teaching roles for its adjunct faculty. Adjunct faculty can bring a wealth of practical knowledge to the classroom, and they should be asked to support university-based teaching programs whenever possible. Graduate students should also assist with teaching advanced undergraduate courses in poultry science. Many departments already require their graduate students to teach as part of their stipend responsibilities; however, we need to develop innovative ways to prepare our graduate students and young faculty for their roles as teachers. Helping graduate students to enhance their communication and presentation skills by providing opportunities for them to interact with master teachers on campus on a continual basis would be very beneficial. Workshops for graduate students that emphasize social and ethical issues as well as enhancement of communication techniques are vitally important components of graduate education. Advocating to graduate students that research is the preeminent activity of a university professor is sending an unbalanced message. Rather, we should emphasize to our students the
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Despite all the rhetoric, faculty know that poultry department has been eliminated. what is valued is rewarded, and on many Why? campuses across the country the "publish The poultry industry nationwide can or perish" policy is still alive and well. It employ more students than we can prois not surprising then that faculty resist vide. The major employer of students who any new assignment that requires them to graduate with undergraduate degrees in allocate more of their time to activities animal science in North Carolina is the that they perceive to be outside the poultry industry. The starting salaries for graduates who are employed by the promotion and tenure arena. Thus, resistance to evaluation or assess- poultry industry are significantly higher ment is not new and is predictable. than graduates who enter other areas of production agriculture. Long-term earning However, faculty must be actively com- potential for graduates who stay in the mitted to critically evaluating their pro- industry is very high. Yet, we have grams for the sake of their own profes- difficulty in attracting students to poultry sional development as well as for the science. Why? development of their students. I am of the Recently at the American Association of opinion that faculty do not specifically Higher Education Conference on assessresist evaluation or assessment, they simment that I referred to earlier, I attended a ply resist more of it. In reality there is a paper curiously entitled, "What is Measgreat deal of assessment already occurring ured is What is Valued: What is Valued is on most campuses. What are course evalu- What is Funded" (Krueger and Jones, ations, curriculum reviews or revisions, 1993). Although I believe one could debate peer reviews of scientific manuscripts, the simple premise contained within its Cooperative State Research Service title, I do believe the authors of this paper reviews, alumni surveys, administrative made some important points relative to reviews, graduate program reviews, and current practices for funding in higher job placement studies, but tools within the education. assessment process? Higher education, including colleges of Quality improvements in our teaching agriculture and departments of poultry programs will only occur if we use what science, are being asked to do more with we learn in our ongoing or newly initiated considerably fewer resources. Formula assessment processes. Feedback from stu- funds for higher education at both federal dents, meaningful interaction with our and state levels continue to include, as colleagues, and continuing dialogue with part of their formulas, what these authors our industry will be important keys to refer to as "input data". For example, improving teaching, research, and exten- consider the data state legislatures, administration, and others have traditionally sion programs in poultry science. used to calculate funding for a given university, academic department, or program. These data often include credit THE POULTRY INDUSTRY: WHAT hours per major, number of faculty at a DOES IT EXPECT FROM US? university or within a department, numThe poultry industry has grown more ber of students, space allocation as ocrapidly and become more efficient than cupants per square feet, or other quantifiathe whole of agriculture itself, and yet ble factors. In every case in which departments and programs in poultry numbers are low, programs or departscience in this country still face mergers or ments are potentially targeted for mergers elimination. Four poultry departments at or eliminations. major universities currently face the threat Although numbers appear to be driving of merger or elimination. Another univer- the budget formulas, legislatures, universisity has targeted its poultry program for ties, and institutions are asking faculty to elimination through budget reduction. participate in outcome assessment to imWithin the last year, two major poultry prove the quality of their programs. One departments have been merged with other might argue that if student retention, departments on their campuses and one student graduation rates, or employabil-
WORLD'S POULTRY SCIENCE ASSOCIATION INVITED LECTURE
THE AGRICULTURAL REVOLUTION
Although it is tempting to want to hold onto the traditions of the past, American agriculture, as I believe we all must recognize, is undergoing a serious revolution. The appealing image of the rugged individualist of yesterday's farmer has been replaced by the vision of modern business men and women in three-piece suits. After all, agriculture is still a means of making a living, and economics continues to be a powerful force behind agriculture's rapidly changing environment. Change is never easy and it is seldom popular.
Consider what has happened recently. Consolidation continues, with fewer but larger farms and fewer but larger suppliers. Agricultural policies, both at the state and federal levels, are placing greater emphasis on market orientations with lower subsidies while at the same time demanding greater restrictions due to environmental and food safety regulations. Coordinating supply and marketing of agricultural products continues to expand, and biotechnology is changing what farmers produce. The technology for computer and electronic transfer capabilities has expanded at an exponential rate, shortening the time and distance from the farm to the consumer. Still, with this evolutionary and almost revolutionary change taking place in modern agriculture, we as educators have no greater responsibility than to persuade more young people to join us in managing this change, solving problems, and making important decisions that positively impact agriculture's future. With this in mind, educators and others offer numerous suggestions for attracting young men and women who will serve as leaders in the field of agriculture in the years ahead. The poultry industry is a "peopleintensive" business. Although we need to continue to expect our students to perform as well as they can academically, we do not need to sacrifice people skills for academic performance. As educators, we need to recruit students who are wellrounded individuals and who are equally adept academically and interpersonally. In the same context we need to identify young men and women who have the potential to assume management or technical development positions in the industry. Managers must have a broad set of skills including production knowledge, business savvy, and interpersonal skills to successfully deal with today's market challenges. We must be committed to attracting young people who have an appreciation for the global nature of our economy, especially as it pertains to agriculture. Providing greater opportunities for our students to study and work abroad could certainly enhance their understanding of this concept.
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ity, as examples of outcome data, are important measurements for determining quality, then programs that improve these variables should be maintained, even when resources are diminishing. Furthermore, when it can also be demonstrated that these same academic programs that address current needs in agribusiness concomitantly provide both scientific support as well as educated personnel for the workforce, then it is time that we in higher education reexamine the process for allocating our limited resources. In exchange for being successfully responsive to the needs of the poultry industry, a department or program in poultry science could equitably expect the industry to assist the department in marketing its preservable qualities to university and college administration when appropriate. I want to commend this Association's Ad Hoc Committee on the Status of Poultry Science in North America for its recent efforts to communicate with administration and others at four major universities. Although the impact of these efforts is not yet known, the letters requesting these universities to reconsider merging or eliminating their poultry science departments represents a significant step in bringing these issues to the table for discussion. In addition, all faculty within a poultry science department for the good of the general citizenry need to maintain an active dialogue with the industry to keep its membership informed as well as to determine its current needs.
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CREATING AN ENCOURAGING ATMOSPHERE As leaders, both in industry and academia, we must be "people-oriented" to be most effective. We must engage in teambuilding by using personal relationship practices that place other people ahead of ourselves. Utilizing these techniques with our colleagues, our industry, and our students demonstrates that we not only believe in people, but we are willing to show it. Our belief in people represents one of the greatest tools we have for recruiting students to our programs, faculty to our departments, and personnel to our industry. Another equally important tool that will attract students as well as faculty is creating an atmosphere within our departments that is both productive and encouraging. Freeh (1981) argued that aca-
demic departments or units tend to create three distinctly different atmospheres, or work environments, depending on faculty attitudes. The first is described as a "discourage" atmosphere. This environment, which is often inadvertent, signals "Don't bother" or "It's not really important." Its characteristics include setting unrealistic goals, making contradictory and conflicting policies, showing a lack of interest, failing to reward, or worse, promoting individuals for reasons other than performance. The primary message in this environment is that the opinions or actions of others are without merit or cause. An "allow" atmosphere, on the other hand, is created by actions that tend to signal, "It's OK, in fact we should give more time and attention to this area". But actions do speak louder than words. Sending a memo without any follow up or holding a staff meeting without making any concrete decisions are characteristics of a departmental environment in which much is said, but little is done. The "casual" atmosphere is one Freeh (1981) describes as being so enthusiastic that it practically forces all of its members to want to perform. In this environment faculty, staff, and students frequently discuss performance expectations and are actively involved with program planning. Recognition and rewards are given on a continuing basis to all members of the department who are consistently productive. Developing a structured counseling and mentoring program is another important characteristic inherent in this environment. This atmosphere develops when the pressures that are applied are constant and gentle, rather than forceful and overbearing. Productivity is much more easily achieved in a department with a "casual" atmosphere than in one whose atmosphere is either discouraging or allowing. Make no mistake, faculty, staff, and students, both graduates and undergraduates, can sense the atmosphere in a department. Therefore it is very important for all of us in academia to strive to provide an atmosphere of friendliness, cooperation, and unity. Through this effort, creativity will be increased, opportunities will emerge, and morale will be enhanced.
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"Trial by fire" or "combat duty", as it is sometimes referred to by students and employers, still remains an important component in the learning process. Internships or coop programs with poultry companies afford students a glimpse of the real world while providing poultry companies with an opportunity to observe students in action. Agriculture, and specifically poultry science, needs to determine the factors that cause young men and women to shy away from pursuing careers in businesses that are so critical to the nation's economy. The poultry industry and academia need to continue to work cooperatively to identify people early in their educational careers. The efforts of such teamwork have the potential to provide long-term programs to educate youth about the career opportunities in agriculture and poultry science. What opportunities can academia provide the poultry industry for executive education, development, and training? Conversely, what types of educational experiences can the industry develop for academia? Is it acceptable to suggest that professors and industry representatives should swap professional environments every so often to learn firsthand of the challenges that each of them face?
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THE FUTURE
REFERENCES American Association for the Advancement of Science, 1989. Science for All Americans. A Project 2061 Report on Literacy Goals in Science, Mathematics and Technology, American Association for the Advancement of Sciences, Washington, DC. Bateman, D. F., 1991. Paradigms of American agriculture. Chapter 2. Pages 19-24 in: New Technolo-
gies and the Future of Food and Nutrition. John Wiley and Sons, New York, NY. Boyer, E. L., 1990. Scholarship Reconsidered: Priorities of the Professoriate. The Carnegie Foundation for the Advancement of Teaching, Princeton, NJ. Carson, R., 1962. Silent Spring. Fawcett, Greenwich, CT. Ferren, A., 1993. Faculty resistance to assessment: A matter of priorities and perceptions. Pages 1-12 in: 8th Association for the Advancement of Higher Education Conference on Assessment in Higher Education, Chicago, IL. Freeh, L. A., 1981. Praise as a Motivator. Pages 46-50 in: Workshop for administrators Kansas State University. June 8-19, 1981, Manhattan, KS. Hightower, J., 1972. Hard Tomatoes, Hard Times. Agribusiness Accountability Project, Washington, DC. Howe, N., and B. Strauss, 1993. 13th GEN: Abort, Retry, Ignore and Fail. 1st ed. Vintage Books, New York, NY. Krueger, D. W., and D. Jones, 1993. What is measured is what is valued. What is valued is what is funded. Page 33 in: 8th Association for the Advancement of Higher Education Conference on Assessment in Higher Education, Chicago, IL. President's Science Advisory Committee, 1965. Restoring the Quality of the Environment. Report of the Environmental Pollution Panel. U.S. Government Printing Office, Washington, DC. Scott, R., and B. F. Chabot, 1992. Agriculture: A system, a science, or a commodity, Chapter 9. Pages 75-85 in: Agriculture and the Undergraduate. National Academy Press, Washington, DC.
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In closing, I would again like to thank the World's Poultry Science Association and the Poultry Science Association for providing me an opportunity to speak with you. I hope that you have found some of my comments to be thought provoking and not just simply provoking. Poultry science must prepare itself for many significant changes in the years ahead. It must be committed to people— students, faculty, and those in the poultry industry. It must have the courage to face changes with a productive attitude and the resolve to move forward, even as its own existence is threatened on some campuses. As a student of poultry science, I am proud of my heritage and will continue to emphasize the need for it to survive.
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