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The Future Of Teaching Undergraduate Agricultural Economics: Lifelong Learning In An Era Of Rapid Technological Change

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  • Barkley, Andrew P.

Abstract

The need for institutions of higher education to teach students of all ages how to think, synthesize ideas, and assimilate new information has become crucial in the information age. Analytical ability is increasingly important, not only for traditional university clientele of young adult residential learners, but also for productive individuals throughout their lives. Agricultural economics teachers must invest in the acquisition of new skills and knowledge, including a willingness to change traditional teaching structures and institutions, to take full advantage of the huge opportunities and challenges of the massive changes in technology and the economy. This paper considers how well teaching programs in agricultural economics enhance student learning.

Suggested Citation

  • Barkley, Andrew P., 2001. "The Future Of Teaching Undergraduate Agricultural Economics: Lifelong Learning In An Era Of Rapid Technological Change," Journal of Agricultural and Resource Economics, Western Agricultural Economics Association, vol. 26(01), pages 1-19, July.
    • Handle: RePEc:ags:jlaare:31154
    DOI: 10.22004/ag.econ.31154
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    References listed on IDEAS

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    1. Andrew P. Barkley & Cynthia K. Sylvius & Wendy A. Stock, 1999. "Agricultural Graduate Earnings: The Impacts of College, Career, and Gender," American Journal of Agricultural Economics, Agricultural and Applied Economics Association, vol. 81(4), pages 785-800.
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    Cited by:

    1. Barkley, Andrew P., 2002. "An Analysis of Online Examinations in College Courses," Journal of Agricultural and Applied Economics, Cambridge University Press, vol. 34(3), pages 445-458, December.

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