Assesses the benefits resulting from a laboratory field project and report for agricultural students in an introductory crop science course. Student responses to evaluation statements indicated that the project helped them identify crops, understand cultural and management practices, and recognize environmental influences that affect crop…

Advocates the use of clear instructional objectives in agricultural courses. Provides an explanation of instructional objectives according to Bloom's Taxonomy and includes suggestions for writing and using them. Also contains examples of objectives with accompanying examination questions related to the study of crop production. (ML)

Presents an experiment which enables weed science students to observe first-hand the process of herbicide leaching in soils. Features of this technique which demonstrate the movement of herbicide within a column of soil are outlined. Diagrams are provided of the apparatus employed in the exercise. (ML)

Reports on a survey of fertilizer dealers that was conducted to assess how the dealers were obtaining their agronomic information, aside from formal training sessions, and determine if these sources of information were satisfactory in fulfilling the dealers' needs. (TW)

Encourages the formation of long-term career goals for women in agronomy. Offers perspectives and practical suggestions for obtaining positions, maintaining professional credentials, and managing personal and career related obligations. (ML)

This paper is the second of a two-part series which discusses the findings related to laboratory segments in the beginning crop science courses offered in Land Grant institutions. Survey results reveal that laboratories are used but employ traditional teaching rather than individualized or auto-tutorial techniques. (ML)

Reports on a survey of fertilizer dealers which was conducted to: assess where and from whom local fertilizer dealers obtain agronomic training; evaluate the effectiveness of various dealer training; and determine the needs and objectives of future training programs. (TW)

Traces the history of soil mechanical analysis. Evaluates this history in order to place current concepts in perspective, from both a research and teaching viewpoint. Alternatives to traditional separation techniques for use in soils teaching laboratories are discussed. (TW)

Offers perspectives and an overview of 35 years of teaching an elementary course in soils at Mississippi State University. Discusses the nature of and changes over the years in course content, teaching methods, and student characteristics. Explains the principles that guided instruction in the course. (ML)

Describes a computer program, Residue Management, which is designed to supplement discussions on the Universal Soil Loss Equation and the impact of tillage on soil properties for introductory soil courses. The program advances the user through three stages of residue management. Information on obtaining the program is also included. (ML)

Describes the organization of a crop production systems course for undergraduates in agriculture. Emphasis is placed on problem solving and student interaction and co-operation while working on grain farms and in the classroom. Samples of student evaluations of the course are included. (ML)

This paper is the first of a two-part series which discusses the findings related to lecture information in beginning crop science courses offered in Land Grant institutions. Survey results revealed considerable differences regarding course organization and teaching methods, but similarities in overall goals and topic areas. (ML)

Discusses the advantages of using a pretest in introductory agronomy courses. Provides a pretest that has been developed for use in an introductory crops course taught at Southern Illinois University. Includes 25 definitions, 17 true-false and multiple choice questions, and 6 short answer questions. (TW)

Reports on a study into the use of three classroom communication techniques in an upper-level crop physiology course. Results indicated that three-fourths of all previous students wished their college coursework had offered more opportunities for public speaking. (TW)

Reviews the numerical gains that women have made in employment in the agricultural sciences in the last five years, and the career opportunities that currently exist. Discusses trends in recruiting women into the agricultural sciences, the increase in doctoral degrees conferred upon women, and the need for more women in agronomy and soil science.…