The Deanship of the College of Agriculture of the University of Arkansas

Science ◽  
1923 ◽  
Vol 58 (1502) ◽  
pp. 280-280
Keyword(s):  
University Of Arkansas ◽  
College Of Agriculture ◽  
The University

scholarly journals University Student and Faculty Needs, Barriers, and Expectations of International Efforts and Opportunities: A Closer Look at One Land-Grant University’s College of Agriculture

2016 ◽  
Vol 23 (1) ◽  
pp. 33-47 ◽  
Author(s):  
Stuart Estes ◽  
Maggie Jo Hansen ◽  
Leslie D. Edgar
Keyword(s):  
Survey Methodology ◽  
The United States ◽  
International Experience ◽  
Future Research ◽  
University Of Arkansas ◽  
College Of Agriculture ◽  
International Experiences ◽  
International Learning ◽  
The University ◽  
Descriptive Survey

International academic opportunities have gained increased attention among students, faculty, and administration at American universities. It is important for agricultural students to have an awareness and understanding of agricultural policy and issues in the United States and other countries. Also, faculty who have personal and professional ties internationally are often the link for these students to engage in global experiences. This study used descriptive survey methodology to assess students (N = 773) and faculty (N = 85) at the University of Arkansas about their perceptions of international experiences, as well as what they saw as the most influential barriers and influencers to participating in international experiences. Students noted their parents (M = 3.30) as the most impactful influence for deciding whether or not to engage in an international experience, and cost (M = 3.92) was perceived as the most influential barrier to an international experience. Faculty noted money (84.2%) and time (80.7%) as barriers, and about one-half of the faculty wished to collaborate with institutions in Europe. Faculty perceived that institutional financial support should be provided to both faculty and students (74.1%). This study notes student influencers and barriers and faculty needs and provides recommendations for improving international learning experiences and opportunities for future research.

scholarly journals A Survey to Determine International Program Growth Areas and Needs to Guide a College of Agriculture International Programs Office

2018 ◽  
Vol 25 (3) ◽  
pp. 96-110 ◽  
Author(s):  
Leslie D. Edgar ◽  
Don W. Edgar ◽  
Olivia Caillouet ◽  
Catherine Dobbins
Keyword(s):  
Undergraduate Students ◽  
Survey Methods ◽  
International Programs ◽  
College Courses ◽  
University Of Arkansas ◽  
College Of Agriculture ◽  
Grad School ◽  
International Participation ◽  
The University ◽  
Descriptive Survey

International programs (IP) continue to grow in importance. There is an increased demand from employers and communities for globally competent individuals, yet only 2.3% of Dale Bumpers College of Agricultural, Food and Life Sciences (Bumpers College) students studied abroad in an agriculture-related program during the 2014 and 2015 academic year. This study used descriptive survey methods with University of Arkansas undergraduate students enrolled in Fall 2017 Bumpers College courses (n = 1,758) to determine their perceptions of international experiences. These perceptions included identifying the most influential barriers and benefits to participation. The majority of students were interested in short-term faculty-led programs (n = 1,190, 72.1%), followed by international internships (n = 760, 46%). Students wanted to participate in an IP during summer I (n = 1,138, 69%), followed by summer II (n = 839, 50.8%). Based on a 5-point Likert-type scale, students reported “cost is too high” (M = 3.83, SD = 1.10) and being “too busy with school” (M = 3.27, SD = 1.18) as the most influential barriers to participating in an IP. Using the same Likert-type scale, students reported an IP being a “lifechanging opportunity” (M = 4.49, SD = 1.75) and “sets me apart when applying for grad school/jobs” (M = 4.27, SD = 1.90) as the most influential benefits. The fact that 5.5% of the students surveyed had participated in an IP confirms that the Bumpers College requires more immersion in order to meet the University of Arkansas goal for 25% international participation by 2020.

Effect of Spraying Foliar with Humus and Izomen Biostimulants on Some Vegetative and Flowering Parameters of Freesia hybrida L.

2019 ◽  
Vol 9 (2) ◽  
pp. 240-246
Author(s):  
Neveen Anwer Abdalla
Keyword(s):  
Plant Height ◽  
Landscape Design ◽  
Vase Life ◽  
College Of Agriculture ◽  
Flowering Date ◽  
Freesia Hybrida ◽  
Loam Soil ◽  
Number Of Leaves ◽  
The University

The experiment has been conducted in the nursery of the Department of Horticulture and Landscape Design, College of Agriculture, the University of Basrah to study the effect of Spraying foliar of the biostimulants Izomen and Humus on the growth and flowering of Freesia plants. The corms in similar size were planted in pots with a diameter and height of 25 cm, which filled with 2.5 kg of sterilized loam soil. After 50 days of planting, the plants sprayed with Humus at 0, 1.5, 2.5 ml L-1 and after five days sprayed with Izomen at 0, 1.5, 2.5 ml L-1 The different concentrations of biostimulants are sprayed three times, the period between one spray and another 15 is days. The results showed that the spraying of Humus at 2.5 ml L-1 significantly increased the plant height, the number of leaves and the leaf content of chlorophyll recorded (29.56 cm, 8.33 and 58.43%) respectively. Moreover, it is recorded early the flowering date (130 days), and the highest flowering mean is (2.12 inflorescence/plant) and the highest period of the remained flowers on the plant and the vase life (10 and 8 days) respectively. The effects of both Humus and Izomen were similar. In addition to the highest mean of their interaction at 2.5 ml L -1for all the studied traits.

scholarly journals A Better Learning Community: Mixed-Methods Reveal Medical Student Preferences with Implications for Learning Community Design and Implementation

2021 ◽  
Vol 8 ◽  
pp. 238212052110148
Author(s):  
Jasna Vuk ◽  
Steven McKee ◽  
Sara Tariq ◽  
Priya Mendiratta
Keyword(s):  
Mixed Methods ◽  
Learning Community ◽  
Online Survey ◽  
Free Form ◽  
University Of Arkansas ◽  
Medical Sciences ◽  
Face To Face ◽  
Personal Support ◽  
School Learning ◽  
The University

Background: Medical school learning communities benefit students. The College of Medicine (COM) at the University of Arkansas for Medical Sciences (UAMS) provides medical students with academic, professional, and personal support through a learning community (LC) made of 7 academic houses. Objectives: To evaluate the effectiveness of the academic house model at UAMS utilizing a mixed-methods survey. The aims were to: (1) assess student experience and satisfaction with academic houses, (2) describe the realms of advising and guidance, and (3) identify areas for improvement. Method: An online survey was assigned to 723 COM students (all students enrolled, first through fourth years) at UAMS in March 2019. The survey was comprised of 25 items (10 multiple-choice, 8 on the Likert scale, and 7 open-ended questions). Data was depicted using frequency and percentages and/or thematic review of free-form responses. Results: The survey response rate was 31% (227 students). The majority of students responding (132, 58.1%) attended 2 or more face-to-face meetings with the faculty advisor within the preceding year. However, 27 (11.9%) students did not have any meetings. Approximately two-thirds of the respondents were satisfied or very satisfied with the guidance and direction provided by their advisors [very satisfied (n = 83; 36.6%); satisfied (n = 77; 33.9%)]. Themes that emerged from student generated areas for improvement include time constraints, advisor/advisee interest mismatch, and perceived inadequacy of advising content/connections. Conclusions: This study confirms the effectiveness of the LC model for advising and mentoring in the COM at UAMS. Uniquely, this study identifies not only learners’ satisfaction with their LC but also highlights areas for improvement which are widely generalizable and important to consider for institutions with or planning to start an LC.

XIV.—Rowett Research Institute

1951 ◽  
Vol 64 (3) ◽  
pp. 257-276
Author(s):  
D. P. Cuthbertson
Keyword(s):  
Royal Society ◽  
Research Council ◽  
Medical Research Council ◽  
Agricultural Research ◽  
Research Work ◽  
Animal Nutrition ◽  
College Of Agriculture ◽  
The North ◽  
Agricultural Research Council ◽  
The University

The Rowett Institute for research on animal nutrition had its origin under a scheme for promoting scientific research in agriculture adopted by the Development Commission in 1911.The Governing Body, which originally consisted of an equal number of members appointed by the Court of the University of Aberdeen and the Governors of the North of Scotland College of Agriculture, was constituted in 1913. Within recent years it has been expanded to include persons nominated by the Secretary of State for Scotland, the Royal Society, the Royal Society of Edinburgh, the Agricultural Research Council, and the Medical Research Council. Research work was begun in temporary accommodation in Marischal College in 1914, under the direction of Dr John Boyd Orr—now Lord Boyd-Orr—who continued as Director until his retirement in 1945.

scholarly journals Internationalization at the University of São Paulo

2016 ◽  
Vol 95 (spe3) ◽  
pp. 5
Author(s):  
Raul Machado Neto
Keyword(s):  
Veterinary Medicine ◽  
Medical School ◽  
Sao Paulo ◽  
Law School ◽  
Human Sciences ◽  
São Paulo ◽  
College Of Agriculture ◽  
Engineering School ◽  
The University

The University of São Paulo, founded in 1934, started under the influence of important foreigners academicians in our campuses. The beginning of our university was the result of a fusion of the already existing colleges – Law School, School of Engineering, School of Pharmacy and Dentistry, College of Agriculture, Medical School, and School of Veterinary Medicine. In addition, in 1934, the School of Philosophy, Sciences and Letters was created being responsible for human sciences – Philosophy, History, Geography, Sociology – and hard sciences – Mathematics, Physics, and Chemistry – that academically amalgamated the professional existing colleges. In the thirties, we benefited from the instabilities in Europe and important professors came to the University of São Paulo contributing remarkably to our successful trajectory.[...]

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