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Journal articles on the topic 'Land-grant university'

Author: Grafiati

Published: 4 June 2021

Last updated: 27 January 2023

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1

Martin, Michael V. "The Land-Grant University in the 21st Century." Journal of Agricultural and Applied Economics 33, no. 2 (2001): 377–80. http://dx.doi.org/10.1017/s1074070800005836.

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There are many in political and higher education circles who have come to believe that land-grant universities have lost their relevance. It is said too frequently that the land-grant tradition no longer fits 21st century realities. The purpose of this paper is to argue energetically that land-grant universities, the land grant model, and the land-grant tradition have never been more relevant nor more important.

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2

Sanders, D. C. "1037 DESIGNING THE NEW LAND GRANT UNIVERSITY." HortScience 29, no. 5 (1994): 577a—577. http://dx.doi.org/10.21273/hortsci.29.5.577a.

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Land Grant Universities have undergone tremendous change during the late 1980's and early 1990's. These changes are due to declining resources, changing social needs, the decreasing agricultural components of society, and globalization. Faculty and support positions have been reduced. Research programs have embraced more complex areas of study, leaving adoption of new technologies to extension faculty. The Agricultural Industry has declined in political power as fewer farmers feed more people. All of these conditions lead to many changes in `THE LAND GRANT UNIVERSITY'. These changes have been

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3

Meyer, James H. "1041 DESIGNING THE NEW LAND GRANT UNIVERSITY." HortScience 29, no. 5 (1994): 577e—577. http://dx.doi.org/10.21273/hortsci.29.5.577e.

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Massive changes occurring in the agricultural industries and expanding societal interests in environmental quality, food safety, competition for natural resources, along with population pressure, are making it `evident Land Grant colleges of agriculture (LGCAs) must reorganize to address a broader interface of both agriculture-related issues and issues relevant to society in general. A reduced focus on agriculture as such must be anticipated, with more emphasis directed toward life sciences, food quality, environmental concerns, and rural-urban interfaces. Since their establishment in 1862, LG

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4

Vaux, Henry. "Public land management: New mandate for the land grant university?" California Agriculture 47, no. 5 (1993): 2. http://dx.doi.org/10.3733/ca.v047n05p2.

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5

Reinschmiedt, Lynn L. "The Information Age University?" Journal of Agricultural and Applied Economics 28, no. 1 (1996): 1–11. http://dx.doi.org/10.1017/s1074070800009391.

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As a preface to my comments today, I challenge you to consider the following questions. Do the information age technological changes now taking place have the potential to disrupt, or even destroy, the university as we know it? Do these changes have the potential to force restructuring of the land-grant system? My comments today will address these questions. In doing so, however, I will not address problems facing the land-grant system or the agricultural economics profession per se, other than those we face as a part of the overall system of higher education. Others are doing that or have add

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6

Curry, James, and Martin Kenney. "Land-Grant University-Industry Relationships in Biotechnology: A Comparison with the Non-Land-Grant Research Universities1." Rural Sociology 55, no. 1 (2010): 44–57. http://dx.doi.org/10.1111/j.1549-0831.1990.tb00672.x.

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7

Jamieson, Kathleen Hall. "Reconceptualizing public engagement by land-grant university scientists." Proceedings of the National Academy of Sciences 117, no. 6 (2020): 2734–36. http://dx.doi.org/10.1073/pnas.1922395117.

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8

Cordie, Leslie A. "The Public Land Grant Institution: The Engaged University." Adult Learning 30, no. 3 (2019): 99–100. http://dx.doi.org/10.1177/1045159519853805.

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9

Canton, John E., and Herman E. Koenig. "Global Economic Competitiveness and the Land-Grant University." Economic Development Quarterly 4, no. 1 (1990): 40–46. http://dx.doi.org/10.1177/089124249000400105.

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10

Weaver, T. F., and J. Diamantides. "The Future of the Land Grant University System." Agricultural and Resource Economics Review 22, no. 2 (1993): 130–36. http://dx.doi.org/10.1017/s1068280500004718.

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Since 1980, incremental state and national policy decisions concerning public higher education have had a variety of effects on students and institutions. Although there has been very little research, most of these effects appear to be detrimental to the health of the system of public higher education and to the nation's stock of human capital. A thorough economic analysis of the effects of policy changes on public higher education is needed to guide the system into the 21st century.

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11

Buttel, Frederick H., Martin Kenney, Jack Kloppenburg, and Douglas Smith. "Industry-University relationships and the land-grant system." Agricultural Administration 23, no. 3 (1986): 147–81. http://dx.doi.org/10.1016/0309-586x(86)90078-6.

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12

Epplin, Francis M. "Market Failures and Land Grant Universities." Journal of Agricultural and Applied Economics 44, no. 3 (2012): 281–89. http://dx.doi.org/10.1017/s1074070800000365.

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One hundred and fifty years ago, the 1862 Morrill Land Grant Act was signed into law. Wise people at that time recognized that the private market for education failed to produce an efficient level of education decades before the economic theory was developed to explain that market failures reduce efficiency. The purpose of this paper is to review the history of selected events that resulted in the development of publicly funded U.S. educational institutions and to issue a challenge for our profession to do a better job of educating about the theoretical justification for using tax dollars to s

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13

Wirth, Andrea A., Maureen Kelly, and Janet Webster. "Assessing Library Scholarship: Experience at a Land Grant University." College & Research Libraries 71, no. 6 (2010): 510–24. http://dx.doi.org/10.5860/crl-51r1.

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Library faculty are often tenure track, requiring a record of significant publishing and service before achieving tenure. However, meaningful tools and methods for evaluating the scholarship of librarianship frequently fall short of providing an accurate picture of the scholarship of any particular candidate. The authors conducted a case study analyzing the research output of Oregon State University (OSU) Libraries’ faculty using the Boyer Classifications1 and Blake’s research methodologies.2 Broadening our view of acceptable formats and outlets and learning how to communicate and assess our s

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14

Allen-Diaz, Barbara. "Sustaining the promise of the land-grant university system." California Agriculture 69, no. 2 (2015): 68–69. http://dx.doi.org/10.3733/ca.v069n02p68.

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15

Paddock, Joan D. "Breastfeeding Patterns Among Employees at a Land Grant University." Workplace Health & Safety 65, no. 12 (2017): 580–94. http://dx.doi.org/10.1177/2165079917701138.

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Exclusive breastfeeding is recommended for the first 6 months of life, and up to 1 year with complementary food. Breastfeeding rates have improved over the last 20 years, but exclusive breastfeeding, and breastfeeding to 6 months have not yet met Healthy People 2020 goals. Given that the majority of women return to work shortly after delivery, workplace support for breastfeeding could facilitate breastfeeding continuance. The Patient Protection and Affordable Care Act (ACA) was the first federal legislation to address breastfeeding in the workplace. This article examines employee breastfeeding

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16

Collins, Christopher S., and M. Kalehua Mueller. "University Land-Grant Extension and Resistance to Inclusive Epistemologies." Journal of Higher Education 87, no. 3 (2016): 303–31. http://dx.doi.org/10.1080/00221546.2016.11777404.

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17

Chapman, Bert. "The 1907 admission of land-grant university depository libraries." Journal of Government Information 26, no. 4 (1999): 385–404. http://dx.doi.org/10.1016/s1352-0237(99)00054-4.

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18

Collins, Christopher S., and M. Kalehua Mueller. "University Land-Grant Extension and Resistance to Inclusive Epistemologies." Journal of Higher Education 87, no. 3 (2016): 303–31. http://dx.doi.org/10.1353/jhe.2016.0016.

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19

Stephenson, Max. "Conceiving land grant university community engagement as adaptive leadership." Higher Education 61, no. 1 (2010): 95–108. http://dx.doi.org/10.1007/s10734-010-9328-4.

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20

Greenland, Annette E. "Responsiveness to Adult Undergraduates in a Traditional Land‐Grant University." Equity & Excellence in Education 24, no. 3 (1988): 13–19. http://dx.doi.org/10.1080/1066568880240305.

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21

Parker, L. Leann, David A. Greenbaum, and Karl S. Pister. "Rethinking the Land-Grant Research University for the Digital Age." Change: The Magazine of Higher Learning 33, no. 1 (2001): 12–17. http://dx.doi.org/10.1080/00091380109601773.

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22

Jischke, Martin. "“The Modern Land-Grant University: Looking to the 21st Century”." Journal of Engineering Education 83, no. 1 (1994): 19–21. http://dx.doi.org/10.1002/j.2168-9830.1994.tb00110.x.

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23

Pappas, Alisa M., and Sarah A. Buchanan. "Native American and land-grant collection praxis since NAGPRA." Education for Information 37, no. 1 (2021): 69–95. http://dx.doi.org/10.3233/efi-190350.

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Since the granting of Native American materials – excavated in archaeological projects sponsored by federal and state governments across the United States in the 20th century – to public repositories, museum professionals have sought to manage such collections with care. At the University of Missouri, students responding to the local mandate of NAGPRA advocated a public investigation into the issue of Native American collections repatriation in the early 1990s. Their activism in part transformed campus praxis in three ways, effecting ethical shared decision-making, appropriate public access, a

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24

Flanagan, Connie, Victoria Faust, and Alisa Pykett. "Educating the Public in the Spirit of the Land-Grant University." Journal of General Education 62, no. 4 (2013): 247–57. http://dx.doi.org/10.5325/jgeneeduc.62.4.247.

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Abstract In this essay we argue for a model of undergraduate education consistent with the mission of the land-grant university in democracy. That model seeks the seamless integration of a liberal education with practice both within the university and beyond its physical borders.

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25

Bahde, Anne, Tiah Edmunson-Morton, and Natalia Fernández. "Partners in showcasing history: Activating the land-grant engagement mission through collaborative exhibits." Alexandria: The Journal of National and International Library and Information Issues 29, no. 1-2 (2019): 77–95. http://dx.doi.org/10.1177/0955749019876372.

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The land-grant university in the United States holds a special role in higher education, enacting the ideals of public education, scientific research and direct engagement with the citizens of the state. In this article, three curators from a land-grant university discuss how their exhibit curation work fulfills these ideals through three case studies on exhibit collaborations. By examining lessons learned from their collaborations with students and faculty, campus organizations and community groups, the authors offer suggestions for navigating exhibit partnerships and planning for future coll

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26

Caldwell, Barrett S. "Considering the Future of Land Grant Ergonomics Education." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 62, no. 1 (2018): 359–63. http://dx.doi.org/10.1177/1541931218621083.

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Current discussions of challenges and weaknesses of higher education are a source of tension in the early decades of the 21st Century. These discussions reflect the public role and impact of higher education in the early 20th Century with the growth of the land grand university model. Changing social dynamics regarding college-going populations, as well as agricultural and engineering innovations from 1900-20, help to provide context for the role of human factors and ergonomics training for public higher education and workforce productivity. Attempts to forecasting new models of higher educati

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27

Connie Flanagan, Victoria Faust, and Alisa Pykett. "Educating the Public in the Spirit of the Land-Grant University." Journal of General Education 62, no. 4 (2013): 247. http://dx.doi.org/10.5325/jgeneeduc.62.4.0247.

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28

Biggs, Douglas. "The Land-Grant Act and the People's College: Iowa State University." Annals of Iowa 71, no. 3 (2012): 280–81. http://dx.doi.org/10.17077/0003-4827.1648.

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29

Rickard, J. W. "395 Changing animal science curriculum at a non-land grant university." Journal of Animal Science 94, suppl_2 (2016): 185. http://dx.doi.org/10.2527/msasas2016-395.

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30

DesJardins, Stephen L., Halil Dundar, and Darwin D. Hendel. "Modeling the College Application Decision Process in a Land-Grant University." Economics of Education Review 18, no. 1 (1999): 117–32. http://dx.doi.org/10.1016/s0272-7757(98)00023-5.

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31

Covey, Carol Graham, and Jeanne Koekkoek Stierman. "Building a Rural Issues Collection at a Non-Land-Grant University." Journal of Agricultural & Food Information 3, no. 1 (1995): 27–37. http://dx.doi.org/10.1300/j108v03n01_04.

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32

Flanagan, Connie, Victoria Faust, and Alisa Pykett. "Educating the Public in the Spirit of the Land-Grant University." Journal of General Education 62, no. 4 (2013): 247–57. http://dx.doi.org/10.1353/jge.2013.0025.

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33

Smith, Earl, John L. Anderson, and Nicholas P. Lovrich. "The multiple sources of workplace stress among land-grant university faculty." Research in Higher Education 36, no. 3 (1995): 261–82. http://dx.doi.org/10.1007/bf02208311.

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34

Batie, Sandra S., and Scott M. Swinton. "Institutional issues and strategies for sustainable agriculture: View from within the land-grant university." American Journal of Alternative Agriculture 9, no. 1-2 (1994): 23–27. http://dx.doi.org/10.1017/s0889189300005518.

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AbstractSustainable agricultural research and education have gained acceptability within the land-grant system, but they still must be fully integrated into its fabric. Challenges remain in three key areas: knowledge generation, research and education, and funding. New biological and ecological knowledge is needed on plant-animal-human-environment interactions from the microbial level on upward so that we can move beyond anecdotal evidence of biological integration efficiencies to scientific understanding of the underlying processes and opportunities for human intervention. Socioeconomic resea

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35

Bolden -Tiller, Olga. "402 The Silver Linings of a Pandemic." Journal of Animal Science 100, Supplement_3 (2022): 29. http://dx.doi.org/10.1093/jas/skac247.055.

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Abstract Despite differing origins, the three types of land grant institutions (LGI) share the common mission of teaching, research and extension in service to all, resulting in the land-grant college system being seen as a major contributor in the faster growth rate of the US economy that led to it being an economic superpower. Through the years, the LGI mission has been relatively resolute; however, in 2020, the COVID-19 pandemic mandated that, LGI, like all organizations, respond to its unprecedented demands. Though the land grant institutions share the single mission of teaching, research

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36

Kahn, Brian A. "A Mandatory Internship Program at a Land-grant University: The Case of Oklahoma State University." HortScience 33, no. 3 (1998): 556c—556. http://dx.doi.org/10.21273/hortsci.33.3.556c.

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Internships provide well-documented advantages to students, colleges, and employers. The core requirements in Horticulture and in Turf Management at Oklahoma State Univ. were expanded to include 3 h of credit in an internship course, effective with the 1991–92 option sheets. All of our departmental teaching faculty advise undergraduate students, and each individual professor supervises the internship experiences of his/her advisees. Coordination is provided by a common syllabus booklet and by leadership from a faculty Undergraduate Horticulture Teaching Coordinator and the Department Head. Out

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37

Taylor, Betsy. "A Place-Based University?: The Land-Grant Mission in the 21st Century." Practicing Anthropology 23, no. 2 (2001): 24–28. http://dx.doi.org/10.17730/praa.23.2.2788386j828hp614.

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The Project for the Civic and Environmental Commons is a cluster of initiatives, started by the Appalachian Center, University of Kentucky, in 1999, to support academic/ citizen partnerships in action research for equity and sustainability in the Appalachian region. It tries to serve as a bridge between movements within and outside academe. First, it attempts to link the university with the global movement for community-based development. A ferment of creativity in the nongovernmental sector in the last two decades has generated a rich variety of research methods (especially in participatory a

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38

Knutson, Ronald D. "Grantsmanship and Consulting Policy." Journal of Agricultural and Applied Economics 25, no. 1 (1993): 57–63. http://dx.doi.org/10.1017/s1074070800018605.

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AbstractMarket forces, when viewed from the perspective of faculty salaries alone, clearly indicate that the highest and best use of a faculty member's time and expertise is no longer university employment. As a result, many productive faculty members are becoming increasingly dissatisfied, and many top domestic undergraduate students are eliminating academia as an employment alternative. This trend operates to the long-run detriment of the land grant university system. In part, these forces are a direct result of outdated and/or unimaginative administrative policies, inadequate reward systems

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39

Rickard, Justin W., Maria A. Boerngen, Stacey M. Lorenz, and Emelia Baker. "Assessing Student Demographics in a Non-Land-Grant University Department of Agriculture." Natural Sciences Education 46, no. 1 (2017): 170021. http://dx.doi.org/10.4195/nse2017.09.0021.

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40

Woodward, Andrea R. "Land-grant university governance: an analysis of board composition and corporate interlocks." Agriculture and Human Values 26, no. 1-2 (2008): 121–31. http://dx.doi.org/10.1007/s10460-008-9174-5.

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41

Walter, G., and A. Reisner. "Midwestern land-grant university scientists' definitions of sustainable agriculture: A delphi study." American Journal of Alternative Agriculture 9, no. 3 (1994): 109–21. http://dx.doi.org/10.1017/s0889189300005774.

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AbstractWhat scientists include among the essential attributes of sustainable agricultural systems can influence the development of agricultural research agendas and how research is done. Current perspectives on sustainability place varying emphasis on environmental and agrarian values and propose different amounts and kinds of change in agricultural production, agricultural science, and rural social institutions. In a delphi study, agricultural scientists at North Central region land-grant universities considered environmental management and development of new farming technologies as essentia

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42

Motsenbocker, Carl, and Sandra Allain. "(158) Gardening Made Easy—Teaching Organic Gardening at a Land-grant University." HortScience 41, no. 4 (2006): 1031E—1032. http://dx.doi.org/10.21273/hortsci.41.4.1031e.

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An organic gardening class was developed to provide nonhorticulture students an opportunity to become acquainted with horticultural science and the basics of gardening organically. The course was developed as a 3-hour (1 hour lecture, 2 hours lab), two-credit course taught in the fall semester using an organic gardening textbook. A major component of the lab is the development and maintenance of a small individual garden plot during the semester. Students grow their own plant materials, plant, fertilize, and monitor pests, and harvest at the end of the semester. The organic gardening class was

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43

Libby, Lawrence W. "Professional Diversity in Agricultural Economics: Salvation or Suicide?" Journal of Agricultural and Applied Economics 23, no. 1 (1991): 1–14. http://dx.doi.org/10.1017/s0081305200017751.

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The theme of my address is diversity in the profession of agricultural economics. I address diversity as a response, a strategy, not as an end in itself but as a conscious approach by ag economists in land grant universities seeking a useful role in the future.I chose this theme because I am genuinely concerned about our future in the 1862 and 1890 land grants. I acknowledge up front that not all ag economists work in land grant universities but all have a stake in them as our primary reservoir of human capital. Most practicing ag economists have roots in a land grant university and depend on

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44

William, Ray D., Larry Lev, and R. N. Mallick. "408 PB 045 WHAT WOULD A LEARNING UNIVERSITY LOOK LIKE?" HortScience 29, no. 5 (1994): 489d—489. http://dx.doi.org/10.21273/hortsci.29.5.489d.

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In a world of rapid and unpredictable change, land grant universities must refocus their efforts on becoming more effective learning organizations. This poster addresses the critical opportunities, challenges, and tensions LGUs will face as they seek to enhance the continuous learning process and thereby flourish in the future.

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45

Ballington, James R. "POLICIES FOR THE PROPRIETARY RELEASE, DISTRIBUTION AND SALE OF SMALL FRUIT CULTIVARS AND GERMPLASM BY LAND GRANT UNIVERSITIES IN THE SOUTHERN REGION OF THE U.S." HortScience 41, no. 3 (2006): 502F—502. http://dx.doi.org/10.21273/hortsci.41.3.502f.

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Public funding for land-grant university plant breeding programs has declined to the point that alternative sources of funding have had to be identified in order for these programs to continue. Small fruit breeding programs at land-grant universities in the southern region of the U.S. now derive their support for day to day operations from a number of alternative funding sources including commodity organizations and research foundations. Royalty income generated from sale of plants of patented cultivars has also become a significant source of support for essentially all land grant programs. In

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46

Connors, James J., Jonathan J. Velez, and Benjamin G. Swan. "Leadership Characteristics of Outstanding Seniors in a Land-Grant University College of Agriculture." Journal of Leadership Education 5, no. 3 (2006): 93–110. http://dx.doi.org/10.12806/v5/i3/rf5.

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47

Frye, Dorothy. "Linking Institutional Missions to University and College Archives Programs: The Land-Grant Model." American Archivist 56, no. 1 (1993): 36–52. http://dx.doi.org/10.17723/aarc.56.1.96l22601q4301m76.

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48

Winford, Brandon Kyron Lenzie. "South Carolina State University: A Black Land-Grant College in Jim Crow America." Journal of American History 106, no. 4 (2020): 1102. http://dx.doi.org/10.1093/jahist/jaz780.

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49

Delate, Kathleen, Kathleen Delate, and Jerald DeWitt. "Building a farmer-centered land grant university organic agriculture program: A Midwestern partnership." Renewable Agriculture and Food Systems 19, no. 2 (2004): 80–91. http://dx.doi.org/10.1079/rafs200065.

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50

Lee, Deborah. "Building on a Land-Grant Tradition: Engagement at the Mississippi State University Libraries." Journal of Agricultural & Food Information 5, no. 4 (2003): 59–67. http://dx.doi.org/10.1300/j108v05n04_06.

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