scholarly journals Land-grant Colleges in the United States

Nature ◽  
1939 ◽  
Vol 144 (3654) ◽  
pp. 828-829
Keyword(s):  
United States ◽  
The United States ◽  
Land Grant

scholarly journals The use of cultural risk assessment within the 1994 Tribal land-grant colleges and universities

2020 ◽  
Vol 1 (1) ◽  
pp. 1-3
Author(s):  
Alvin L Young
Keyword(s):  
United States ◽  
Risk Assessment ◽  
Native Americans ◽  
Natural Resources ◽  
Waste Treatment ◽  
The United States ◽  
Decision Makers ◽  
Land Grant ◽  
United States Department ◽  
Cultural Issues

In 1994, the United States Congress established 35 Colleges or Universities on Reservation Lands of the Native Americans throughout the Midwest and Western United States. These new institutions were provided annual funds from the United States Department of Agriculture for education, research and extension, components of the Land-Grant system. Today, issues related to risk assessment and risk management confront tribal decision-makers as they cope with risks, both real and perceived, that include the transportation of hazardous materials through the reservation, the clean-up of contaminated sites within the reservation, the environmental restoration of Federal facilities, the siting of waste treatment, storage, and disposal facilities, the development of tribal mineral and other natural resources, and the construction and operation of industrial and commercial facilities within the reservation. Tribal decision-makers lack Indian-specific epidemiologic, genetic, and cultural information that impact current risk assessment models needed to incorporate tribal cultural issues. There is a need to enhance the science skills of tribal college faculty in assisting tribal councils and tribal colleges in the long-term planning and stewardship of natural resources on their reservations.

scholarly journals Addressing Climate Change Impacts on Agriculture and Natural Resources: Barriers and Priorities for Land-Grant Universities in the Northeastern United States

2017 ◽  
Vol 9 (3) ◽  
pp. 591-606 ◽  
Author(s):  
Daniel Tobin ◽  
Rama Radhakrishna ◽  
Allison Chatrchyan ◽  
Shorna B. Allred
Keyword(s):  
Climate Change ◽  
United States ◽  
Online Survey ◽  
Applied Research ◽  
Research Training ◽  
Critical Role ◽  
The United States ◽  
Land Grant ◽  
Land Grant Universities ◽  
Climate Change Research

Abstract Climate change has serious implications for agricultural production, natural resource management, and food security. In the United States, land-grant universities and the U.S. Cooperative Extension System have a critical role to play in conducting basic and applied research related to climate change and translating findings into meaningful programming. However, land-grant universities and Extension have had difficulty maintaining their roles as the preeminent source of trusted information on complex topics like climate change. To help guide research and programming agendas of land-grant universities, the authors explored the barriers and priorities that researchers and Extension personnel at 16 northeastern land-grant universities perceive as they pursue climate change research and programming. Through an online survey, respondents indicated their perceptions of barriers related to information, workplace, and target audiences as well as the priorities they perceived as most important for land-grant universities to pursue. Statistical analysis indicated that lack of funding, lack of time, lack of locally relevant climate information, and challenges with target audiences were among the most critical barriers. In terms of future priorities, respondents indicated securing funding for applied research, training Extension educators, and developing locally relevant decision support tools as the most important activities northeastern land-grant universities can undertake. Based on these findings, this study concludes that land-grant universities will need to strategically pursue research and educational programming on climate change in ways that integrate research and Extension and simultaneously address climate change and other concerns of land managers.

scholarly journals The Rising Tide of Outreach and Engagement in State and Land-Grant Universities in the United States: What are the Implications for University Continuing Education Units in Canada?

2013 ◽  
Vol 32 (1) ◽  
Author(s):  
Scott McLean ◽  
Gordon Thompson ◽  
Peter Jonker
Keyword(s):  
United States ◽  
Continuing Education ◽  
Organizational Structures ◽  
The United States ◽  
Land Grant ◽  
Land Grant Universities ◽  
American Universities ◽  
The Past ◽  
Ernest Boyer ◽  
University Continuing Education

In this paper, we describe the outreach and engagement movement in the United States and explore the implications of this movement for university continuing education units in Canada. Across the United States, major universities have adopted the vocabulary of “outreach and engagement” to foster a shift in the relationships of those universities with communities and organizations beyond the traditional boundaries of the institution. This vocabulary has its roots in the work of Ernest Boyer (1990, 1996) and the Kellogg Commission on the Future of State and Land-Grant Universities (1999, 2000). In the past decade, many American universities have adopted new leadership and organizational structures to make an operational commitment to outreach and engagement. In Canada, university continuing education units have traditionally been involved in activities that fit within the concept of outreach and engagement, and leaders of such units should consider the implications of the outreach and engagement movement.

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