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Appendix E
Questions to Guide the Review of
Undergraduate Food and Agriculture
Programs
This checklist of questions is intended to be used by any individual or
group conducting a review of any program, curriculum, department, college,
or institution. It is designed to assist a variety of organizations in developing
specific review criteria, accreditation standards, etc. that incorporate the
elements of undergraduate education discussed in this report.
The committee also hopes that this list of questions can guide the assess-
ment of outcomes that follow in response to the report. For example, the
elements in this checklist could serve as the basis for follow-up conversa-
tions and meetings about undergraduate education in agriculture.
The committee does not suggest what might be the “correct” answers
to these questions as the most appropriate responses will depend upon the
unique strengths, opportunities, and missions of particular institutions, col-
leges, and departments.
CURRICULUM AND STUDENT EXPERIENCES
How is the curriculum deeloped? What is the role of faculty and stu-
dents within the department? Within the college? Outside of the college?
How are external stakeholders engaged?
How do courses in the major build a deep foundation of factual knowl-
edge, based on clear conceptual frameworks?
How does the curriculum incorporate courses and/or experiences focus-
ing on teamwork and working in dierse communities, working across
disciplines, communication, critical thinking and analysis, ethical decision-
making, and leadership and management?
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0 Appendix E
How are food and agriculture integrated with general education and
courses outside of the college of agriculture? How many courses are cross-
listed with departments outside of agriculture, especially at the introductory
leel?
How are real-world examples, case studies, and opportunities for com-
munity engagement and serice learning integrated into the curriculum?
How do the curriculum and other learning experience reflect contem-
porary issues and emerging trends in food and agriculture? How are newly
arising issues integrated into the curriculum?
In what ways do required courses help students acquire habits of dis-
ciplined learning, intellectual curiosity, independence of mind and critical
thinking, follow trains of reasoning, detect fallacies in arguments, and discern
unstated assumptions?
What leels of international experience associated with global food and
agriculture does the curriculum proide/require of students? Which learning
abroad opportunities are aailable and how many students participate? How
are international perspecties included in the curriculum?
What opportunities are aailable for students to participate in intern-
ships, cooperatie education experiences, serice learning, or mentorships?
Are any such experiences required?
In what ways are undergraduate students engaged in outreach and
extension actiities?
What opportunities are there for students to be inoled in learning
communities or other extracurricular actiities that support learning? Are
any such experiences required?
What are the opportunities for students to engage in undergraduate
research? What percentage of students do so?
INSTITUTIONAL COMMITMENT TO TEACHING AND LEARNING
What faculty deelopment resources and opportunities are aailable at
your institution? What training is made aailable to new faculty and others
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Appendix E
offering instruction? What institutional resources are aailable for deeloping
or refining new courses?
How are faculty encouraged to participate in educationally focused
seminars and workshops within your institution? Outside your institution?
How often do seminar and colloquium speakers at your institution dis-
cuss issues of teaching and learning?
What is the common method of instruction used in courses? Where
on Bloom’s Taxonomy of Learning (Bloom et al. ) is most instructional
effect directed? How are actie and cooperatie learning integrated into
courses?
What forms of instructional technology are used in courses? What insti-
tutional resources are aailable to assist faculty in the use of technology?
How are graduate students and postdoctoral researchers engaged in
undergraduate education reform efforts at your institution?
What is the role of teaching ealuations? What elements are included?
How are the ealuations used by administrators and others?
What resources are aailable for bring instructional technology into the
classroom?
How many faculty members conduct research on teaching and learning
within the discipline?
How are teaching and learning incorporated into considerations for
hiring, promotion, and tenure?
OUTREACH AND ORGANIzATIONAL STRUCTURE
How are business, industry, goernment, nongoernmental organiza-
tions, farmers, and community and consumer groups engaged in the deel-
opment of the curriculum?
What is the composition of any adisory boards with responsibility for
food and agricultural education?
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Appendix E
How often do faculty members collaborate with researchers and prac-
titioners from outside of academe?
How often do faculty members spend sabbaticals outside of academe?
How often do professionals from the food and agriculture industry and other
sectors teach courses at your institution?
What types of connections and interactions does your institution hae
with other academic institutions in the region? Are there joint programs,
shared resources, or other types of partnerships in food and agriculture?
What types of articulation agreements does your institution hae with
community colleges and other institutions within the region?
What types of programs directed at K– students does your institution
offer?
What types of connections and interactions does your institution hae
with K– students and teachers? With area youth-focused programs such
as -H, National FFA, and scouting?
REFERENCE
Bloom, Benjamin S., David R. Krathwohl, and Bertram B. Masia. 1956. Taxonomy of Edu-
cational Objecties: The Classification of Educational Goals. New York: David McKay
Company.
