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GRADUATE EDUCATION IN MEAT SCIENCE*

R . L . HENRICKSON OKLAHOMA STATE UNIVERSITY

Higher education f o r t h e undergraduates may be considered as t h e q u a n t i t a t i v e phase of acqu i r ing knowledge, years t h e s tuden t is p r e p r i n g f o r l i f e and h i s work i n s o c i e t y by formulating a broad base of c u l t u r a l and t e c h n i c a l knowledge. t h e o t h e r hand, t hose who cont inue education toward e i t h e r or both t h e Master of Science o r Doctor of Philosophy degrees must be considered i n t h e q u a l i t a t i v e phase of education. knowledge m u s t be gained i n s u f f i c i e n t d e t a i l , i n a given area, t o be able t o dispense t e c h n i c a l information o r conduct bas i c r e s e a r c h , The state of knowledge i n a l l areas is s u f f i c i e n t t o encourage t h e need f o r q u a l i t y education. According t o Chancellor Allan Car t e r , New York University, "We have created a graduate education and r e s e a r c h establishment i n American u n i v e r s i t i e s t h a t i s about 30 t o 50% larger than shall e f f e c t i v e l y be used i n t h e 1970's and early 1980'9, t h e United S ta t e s . graduated with t h e Ph,D. and un le s s t h e machinery slows down, 60,000 w i l l be turned out annual ly by 1980.

During t h e first f o u r

On

Spec i f i c s c i e n t i f i c

In 1957, about 9000 Ph.D.'s i n a l l f ields were granted i n I n t h e spring of 1971, more than 30,000 people

A r e c e n t survey by t h e American Society of Animal Science i n d i - ca t ed t h a t t h e Master of Science degree i n Meat Science is now given at 40 u n i v e r s i t i e s while t h e Ph.D. is awarded at 20 or more univer- s i t i e s . These figures w i l l be low s i n c e many u n i v e r s i t i e s award t h e degree i n Food Science. The ques t ion immediately comes t o mind is: how many Meat Science Ph.D.'s are now a v a i l a b l e , and what a re t h e replacement needs?

Jihphasis on q u a l i t y education comes at a time when t h e c o l l e g e s and u n i v e r s i t i e s are having great fiscal problems, Federal and s t a t e support f o r higher education seems t o be l ess evident. This s i t u a t i o n has led t o an unprecedented f l o o d of appeals from t h e academic community. A few examples w i l l i l lustrate t h e point .

James M. Hester, President o f New York Universi ty and head o f a White House t a s k f o r c e on higher education, stated, t h a t v i r t u a l l y every pub l i c and p r i v a t e i n s t i t u t i o n i n t h e country is f a c i n g s e v e r e f i n a n c i a l pressures,

A . R . Chamberlain, President of Colorado S t a t e Universi ty , sees f inanc ing as t h e most s e r i o u s problem higher education w i l l face i n t h e 1970's.

* Presented a t t h e 24th Annual Eiecipracal Meat Conference o f t h e Amerlcan Meat Science Assoclation, 1971 ,

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The Lieutenant Governor o f I l l l n o i s predicted t h a t one-thi.rd of t h e Nation’s W i v s t e c o l l e c s s may ga o u t of ex i s t ance by t h e end of +.he decade, unless state Sovernment T o v i d e f i n a n c i a l a s s i s t a n c e ,

A point of i n t e r e s t t h i s morning is t h a t a t moat u n i v e r c i t l e s one may have a choice t o e i t h e r abandon g u a l i t y education o r aha.ndon certain areas of a c t i v i t y . Perhaps one must t ake inventory now i n o rde r t o be prepared t o scale down a c t i v i t i e s when it b, ec om es necessary. Recent a c t i o n s a t t h e f e d e r a l l e v e l nake t h i s Doint more dramatic, For example, t h e number of f e d e r a l l y supported first- year graduate f e l lowsh ip w i l l be n e a r l y 62% lower i n 1971-72 than ir. 1967-68. The National Science Foundation h a s announced t h a t i t w i l l not cont inue t o make g r a n t s f o r campus coFputer operat ions and f e d e r a l funds f o r r e sea rch has decl ined 11% between 1967-1970.

With t h e s e brief points of i n t roduc t ion , I w i l l r a i s e f i v e ques t ions f o r discussion!

1, What is t h e bas i c purpose o f a graduate a s s i s t a n t ?

2. What should be t h e r e l a t i o n s h i p between t h e s tudent and adv i so r?

3. Idhat t ype of s tuden t should be encouraged t o pursue graduate work?

4, Is a research p ro jec t necessary?

5. ‘hat c r i t e r i a s should be used by a f a c u l t y committee t o i d e n t i f y competency and completion of t h e graduate educat ional ob jec t iv es ?

1, What i s t h e bas i c purpose of a graduate a s s i s t a n t ?

The major j u s t i f i c a t i o n f o r a s s i s t a n t s h i p s awarded a department by e i t h e r t h e graduate c o l l e r e of t h e A q i c u l t u r a l Experiment S t a t i o n , is t o expedi te t h e authorized r e sea rch and teaching, and t h e department. become an e f f e c t i v e extender of knowledge, and assist him i n s e l l i n g a worthy i d e a f o r r e sea rch funds, hours o f a graduate a s s i s t a n t should be used i n supuort of productive and authorized planned r e sea rch . As a r e s u l t o f t h i s teacher-pupi l a s s o c i a t i o n , competent replacements f o r un ive rc i ty 2nd i n d u s t r y personnel are developed, F1nm.: ia l z i d to a T a d u a t e assistant seems t o be one way I n whi-h to r)roDerqtP a n 2rea nf er?iic3?? 3 n .

They are paid for performing a s e r v i c e t o t h e adv i so r The t each ing experience w i l l h e l p him t o

The r e m a i n i w work

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2. What should be t h e r e l a t i o n s h i p between t h e s tuden t and adv i so r?

The Graduate College gene ra l ly has a proud list of names But t h e co l l ege has given c o n s t i t u t i n g t h e graduate f a c u l t y .

l i t t l e concern t o t h e c r i t e r i a making one a member. one capable of being a graduate s tuden t adv i so r? c a t i o n must be possessed? t o have a graduate a s s i s t a n t ?

What makes What q u a l i f i -

Should a new f a c u l t y member be permit ted

Perhaps a f a c u l t y member should earn t h e r i g h t t o t r a i n a graduate s tuden t . M.S. degree s tuden t , w h i l e o t h e r s have s u f f i c i e n t t a l e n t , experience, motivation, and equipment t o adv i se t h e F'h.D, have t h e abi l i t ies and f i n a n c i a l a id t o supe rv i se a pos t -doc to ra l f e l low, demonstrate some q u a l i f i c a t i o n s and perhaps earn t h e p r iv i l edge of adv i s ing a graduate s t u d e n t , having adequate knowledge i n t h e f i e ld , a n active r e sea rch i n t e r e s t , and above a l l t h e d e s i r e t o assist t h e candidate t o l e a r n ,

Some f a c u l t y members are equipped t o handle only t h e

S t i l l o t h e r s may

A po in t f o r d i scuss ion is t h a t a f a c u l t y member m u s t

Such q u a l i f i c a t i o n s may inc lude

The s tuden t is l i k e l y t o be a n extension of h i s a d v i s o r , t h e adv i so r m u s t h e l p t h e p u p i l form s tudy habits, c r i t i c a l l y analyze, and i n t e r p r e t information. He must be t augh t how t o develop an idea , organize t h e f a c t s , s e l l t h e idea, and be able t o manage people. By t h e t ime a candidate is ready t o graduate with t h e Ph,D. he should have some idea o f what it is l i k e i n a real l i f e s i t u a t i o n ,

Therefore,

I n t h e f i n a l a n a l y s i s , the r e l a t i o n s h i p between t h e adv i so r and graduate a s s i s t a n t should be one o f cooperat ive team e f f o r t where mutual r e spec t ex is t s .

2. What type s tuden t should be encouraged t o pursue advanced work?

One should make t h e assumption t h a t good grades are necessary f o r acceptance i n t o t h e Graduate College, equivalent t o a "B" average i n d i c a t e s t h a t a s tudent has formu- l a t e d a n educat ional foundation on which t o b u i l d , It a l s o suggests t h a t a s tudent has formulated c e r t a i n s t u d y h a b i t s and h a s t h e c a p a b i l i t y of c a r r y i n g out a l e v e l of work. It seems t o me t h a t t h e most important trait. of a graduate s tuden t is d e s i r e , have an i n t e r e s t i n t h e assigned work and have an i n t e r n a l motivation t o achieve, Along with t h e s e c r i t e r i a , t h e s tuden t must have t h e desire and a b i l i t y t o r ead and communicate with o t h e r s , When t h e s e a b i l i t i e s a re combined with t h e w i l l t o work you have located a Ph.D, candidate .

An academic r eco rd

H e must want t o acqu i r e knowledge, The s tuden t must

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!:, Is a research p ro jec t gecessary?

I favor a reseavqh y o j e c + at, a l l d c m e e l e v e l c . fqr a student t o b w m ? a fact m t h e r e r . Vnless h e :i+w experjence i n o r q a n i z f n g f a c t s , he is of l i t t l e value t o + h ~ i n d w t r y . Pur l i b r a r i e s are f u l l of facts , TQ be nf valup., one must put; t h e f a c t s t o work in a form u5:sful t o someone.

I+ is ear7

4 student w i l l l e a r n Fom a research e f f o r t t h a t no t a l l pobl-erns a r e r e a d i l y solved. Most l i k e l y , some phases of t h e e x F r i m e n t s w i l l need t o be r epea ted , A pro jec t he lps t h e a.dvisor teach t h e s tuden t confidence, organize facts, analyze information and provide a l o g i c a l i n t e r p r e t a t i o n f o r o t h e r s , Consequently, a r e sea rch p ro jec t is a u s e f u l teaching t o o l .

5 . What cr i ter ia should be used by a f a c u l t y committee t o i d e n t i f y competency and completion of t h e graduate educat ional o b j e c t i v e s ?

Many young people have gained t h e Ph.D. with l i t t l e more r equ i r ed of them than t o defend t h e i r r e sea rch e f f o r t and possess good grades, a b i l i t y t o do r e sea rch , but very l i t t l e e l se , t h a t much more i s expected and des i r ed by s o c i e t y . about t o receive t h e Ph,D. should have gained f u l l confidence i n himself , He must have developed physical , mental, and s o c i a l s t a b i l i t y . o t h e r s i n both t h e v e r b a l and w r i t t e n form at both t h e s c i e n t i f i c and extension l e v e l s , A Ph.D. candidate is expected t o be i n q u i s i t i v e , alert t o a new idea, and t o be able t o develop t h e problem i n t o a r e sea rch proposal. The t h e s i s w i l l be evidence of h i s a b i l i t y t o conduct i n depth r e sea rch , as we l l as, h i s a b i l i t y t o u t i l i z e s u f f i c i e n t experimental u n i t s f o r t h e information t o be v a l i d , i n d u s t r y o r a n academic department, h e m u s t possess t h e a b i l i t y t o create a p leasan t environment i n which t o work with o t h e r s and manage people.

In most cases t h e s tuden t has demonstrat,ed t h e It seems t o me

A candidate

He should possess t h e a b i l i t y t o communicate t o

However, before t h e candidate can be of real va lue t o

3. F. PLDWTONI de a r e not going t o a t t e m p t any s o r t of summary, I t h i n k w h a t we can a l l p r o f i t from now is t o open t h i s up f o r your discussion, g ive you an opportuni ty t o s c r u t i n i z e our speake r s t h i s morning. w e have two microphones for your use. with t h e first quest ion.

So i f they w i l l j o i n us up here a t t h e f r o n t t a b l e I th ink So l e t ' s open up r i g h t away

May we please have i t ?

uOB KAUFTFIAN, WISCONSIN: When a graduate s tuden t begins h i s prograi , how should he be indoc t r ina t ed? This is a m u l t i p l e choice quest ion. Do you t e l l him what he 's going t o do based on t h e e x i s t i n g g r a n t you have o r do you t r y t o motivate him i n t o a c e r t a i n area t h a t would h e l p make up h i s mind? t h e s i x ?

Do you g i v e him t h e choice of h i s i n t e r e s t s ?

What do you do about t h i s and I'm ask ing t h i s of anyone o f

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R . F. PLIMPI'ONi Who would l i k e t o respond? Dr . Pope?

I,. s . POPE: No, l e t Dr. Bray.

R . W . BRAY: I thought I answered t h a t , Bob. I t h i n k , i f possible , we want t o g e t away from t h e idea o f present ing a graduate s tudent with a w e l l de f ined problem that comes wi th c o n t r a c t s o r s p e c i f i c funding i f at a l l poss ib l e , because I don't t h i n k t h i s provides much s t i m u l a t i o n f o r a s t u d e n t , Some of them w i l l come with ideas ready t o go and then t h a t ' s no problem, because he knows t h e i n t e r e s t area and knows t h e kind o f problem he wants t o g e t i n t o , I 've had t h e kind of experience where t h e graduate s tuden t accepted a n a s s i s t a n t s h i p and he expresses p a r t i c u l a r i n t e r e s t i n an a r e a , This is great, because he's w e l l on t h e way t o developing a re sea rch program w i t h a l i t t l e guidance, t ake t h e o t h e r choice you gave me, can e l i m i n a t e c o n t r a c t s , Then t h e o t h e r one--you w i l l have t o go with him and t h a t is you have t o motivate him. motivate him, maybe you shouldn ' t have taken him i n t h e f i rs t place,

On t h e o t h e r hand, I w i l l If you don't have t h a t kind you

But i f you have t o

L. S. POPE: I would l i k e t o add a l i t t l e b i t t o that, I t h i n k we have t o decide whether h e ' s a Master's candidate or a Ph.D. cand ida te , If he 's a Iriaster's cand ida te , many t imes he comes, not with an idea, and you are b e t t e r o f f t o g i v e him a n a l t e r n a t i v e of cho ices , You may suggest t h a t he re are f o u r o r f i v e p r o j e c t s t h a t you t h i n k he might work on and then l e t him make a cho ice , He has been a b l e t o formulate i d e a s and he's a b l e then t o develop one of h i s own.

R . F. PLDlPTON: We have a ques t ion over on t h i s s ide ,

DON KROPF, KANSAS STATE: This is f o r d i l l Pope and maybe dob dray, t o o . 'kat adv i se do you have on s e l l i n g our Administrators on using graduate s t u d e n t s i n a teaching f u n c t i o n ? are hung up on t h e idea that Ph.D.'s are t h e ones that should do t h e teaching and f u r t h e r , what guarantees do you want from u s as staff members who would be involved i n t h i s t each ing?

Some Administrators

L . S. POPE: Let me just s a y a few words about it and leave i t I t h i n k t h e r e is a growing change i n feelings o f t o Bob t o answer.

Administrators toward t h e t each ing func t ion . I t h i n k we see t h e s e enrollment f i g u r e s and look at t h e incomes of some of t h e c o l l e g e s of a g r i c u l t u r e and w e look at t h e o p p o r t u n i t i e s and I don ' t t h i n k i t 's as hard t o s e l l , Don, as it w a s a few yea r s b c k . I t h i n k t h e y ' l l provide more and more oppor tun i t i e s . So I ' m banking on Administrators taking a new look a t t h e t each ing a spec t w i t h i n t h e whole a g r i c u l t u r e f i e l d . same way o r no t .

sob, I don't know whether you f e e l t h a t

R . W . d3AY: I don't t h ink , i n t h e view of t h e sho r t age of time, I have t o agree with d i l l Pope.

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R . F. PLIMPTON: Let 's have t h e next ques t ion i f w e may please.

AUTTIS PIULLIIK3, LJNI'JiiRSITY OF IDAHO: I do not d i sag ree with the philosophy expressed by t h e speakers , but I th ink more r e a l i s t i c a l l y , graduate s t u d e n t s g r a v i t a t e toward an i n s t i t u t i o n based upon r e sea rch programs at t h e s e i n s t i t u t i o n s . Therefore, t h e graduate s tuden t has some idea of s p e c i a l i z a t i o n before he a c t u a l l y chooses a school. So I wonder i f w e shouldn ' t be a l i t t l e more realistic and develop this concept i n our graduate program r e a l i z i n g that we a l l cannot be a l l th ings t o t h e s e s t u d e n t s , think t h i s philosophy has been exposed somewhat here t h i s morning, but I f ee l t h i s is a c t u a l l y i n p r a c t i c e w h a t has occurred and I concur with t h i s philosophy, I t h i n k it m u s t be that some schools w i l l develop a s p e c i a l i t y area and c e r t a i n s t u d e n t s w i l l g r a v i t a t e toward t h a t school because of t h i s ,

I

i?. F. PLIMPTOIJ: Anyone care t o comment on those remarks? Could we have ano the r ques t ion?

Z'J'JHTIS ;YIILTON, W-III33SII'Y OF TKiNESSEd: I would l i k e t o ask one of t h e Administrators o r anyone on t h e panel--how do we c u t down t h e number of Ph.I), a p p l i c a n t s today and more s p e c i f i c a l l y , is grade-point a good c r i t e r i a t o use i n t h i s r eques t ?

R . F. PLIMPI'ON: Let's d i r e c t t h i s ques t ion t o A l l S t r i n g e r . tie responded r a t h e r v i o l e n t l y ,

'd. C . STRINGliFi: I don't remember my responding t o t h a t , hut I don't t h i n k , C u r t i s , t h a t you need t o t r y t o discourage anybody from a Ph.D. program, I ' m not as pess imis t i c as some of t h e people might have been about j ob p o s i t i o n s because I t h i n k w e are see ing , as I made t h e statement e a r l i e r , many oppor tun i t i e s w e never thought of before i n t h e t o t a l meat o r t o t a l food indus t ry f o r people with meats t r a i n i n g , Mow t h e second t h i n g about grade-points, I t h i n k t h a t a Ph.D. candidate , o r a person you're consider ing f o r a Ph.D., should have a "3'' average e s t a b l i s h e d , I don't f e e l q u i t e that s t r o n g l y f o r a Plaster's s t u d e n t , I th ink t h a t a person who has during h i s 3.ast two yea r s e s t a b l i s h e d a "3" avera5,e is b e t t e r than worrying about h i s first two y e a r s ,

L . S . POPd:: Could I say a word along t h i s l i n e about t h e s e x o f e s s i o n a l programs? i-iow do you eva lua te a s tudent on a p ro fes s iona l program? What does grade-point mean, f o r example? goes a boy's d r i v e , l o g i c , a b i l i t y and oackground mean more t h a n Trade-points? So we're f ac ing some rea l kno t ty ques t ions regarding p ro fes s iona l programs. dow do you evaluate them t o start with and how do you eva lua te them when you g e t throqyh? I r e a l l y don't know the a n s w e r t o i t ,

3 . F. PLIjViViPTON: de have a ques t ion over on t h i s s i d e ,

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TOM BLUME3, NORTH CAROLINA STATE: I would l i k e t o a s k anybody i n t h e panel how he f e e l s about p u t t i n g a time l i m i t on a n M.S. program o r Ph.D, program? Now at our place t h e r e is a l i t t l e b i t of pressure put on u s i n o rde r t o f i n i s h up t h e s e programs. You know, occas iona l ly a s tuden t w i l l f i n d a home, and I can see where w e don't want t o do t h i s ; but t o put a limit o f two yea r s on t h e M.S. and three yea r s on t h e Ph.D. has been t h e consensus o f opinion and I wonder how t h e panel would f e e l about t h i s .

R . F. PLIMPTON: L e t ' s d i rect t h a t ques t ion t o one o f ou r r ecen t graduates, Would you respond t o t h a t Dr. Herring?

H . K . HERFtING: I don't be l i eve you can put a time l i m i t on anyone, Some of us can g e t through i n t h a t l eng th of time and some of us r e q u b e longe r , problem, depends on whether it is t h e Master of Science, Master of Agricul ture o r Doctor of f i i l o s o p h y degree and depends on h i s concept of what he wants. I don't t h ink you should put a time limit unless it should be seven o r e i g h t yea r s ,

It p a r t l y depends on t h e complexity of t he

R . F. PLIMPTONt D r . Bidner, do you have any comments t o add t o t h a t ,

T . D . BIDNERI I ag ree with w h a t ' s been said. I t h i n k i t a l s o depends on t h e background, l i k e e s p e c i a l l y i n a Master's program, It would depend on t h e background of t h e s t u d e n t , w h a t he has t o make up, l e t ' s say, before he g e t s i n t o h i s g r a d u t e cour ses ,

W. C , STRINGER: Tom, I would ag ree with you. I t h i n k t h e r e should be t ime l i m i t s because not only do t h e s t u d e n t s f i n d a home, but t h e professors f i n d a good s l a v e and they don ' t l i k e t o t u r n them l o o s e , Professors do not f i n i s h up t h e i r p a r t of t h e man's work, They don ' t read t h e t h e s i s , They don ' t g e t hls paper published, They don ' t do many t h i n g s . I t h i n k , t h e p ro fes so r ' s o b l i g a t i o n I s t o t h e s tudent j u s t as much as t h e s t u d e n t ' s o b l i g a t i o n is t o g e t through. Now I'm not sure I agree with two and three years , but I t h i n k some time l i m i t should be se t ,

R . F. PLIMPTON: But perhaps, B i l l , t h e y don ' t g e t s t a r t e d soon enough, May we have another ques t ion . I be l i eve up he re , Oh yes , Tom, go r i g h t ahead.

H. K. HERRING: W h a t kind o f t ime l i m i t would you l i k e t o put on them then?

'rl. C . STRINGER: I th ink two yea r s is c e r t a i n l y reasonable on a Master's, but I thought perhaps f o u r on t h e ou t s ide f o r a Ph,D.

R . F. PLIMPTON: So far t h i s morning w e have shotgunned graduate education and reasonable time limits. May w e have ano the r ques t ion?

J O H N SECRET, ARMY-NATICK LAaORATOXES: I would l i k e t o present t h i s ques t ion t o Dr, Herring. frame of f o u r o r f i v e yea r s i n c o l l e g e is ha rd ly adequate t o t r a i n a man p ro fes s iona l ly i n h i s f i e ld of endeavor, not t o say anything about t h e economics and t h e business admin i s t r a t ion and t h e business management and t h i s type of t h i n g , acqu i r ing a newly graduated s c i e n t i s t ? Would you r a t h e r have him completely educated and p r o f i c i e n t i n h i s f i e l d of endeavor with t h e th ink ing that i n d u s t r y would provide t h e management t r a i n i n g , t h e economic t r a i n i n g i n accordance wi th w h a t t h a t p a r t i c u l a r i ndus t ry would l i k e t o u t i l i z e i n t h i s man? I have a two-fold ques t ion he re , What has i n d u s t r y thought about a program of cooperat ion with u n i v e r s i t i e s i n which a man i n h i s t r a i n i n g , p a r t i c u l a r l y maybe a Master's program, would work part-time i n indus t ry and come back f o r h i s education and then work a g a i n l i k e a co-op program which many u n i v e r s i t i e s today have taken on?

I t h i n k we a l l r e a l i z e that t h e time

What is i n d u s t r y ' s thinking i n

H . K, HERRINGS To your first ques t ion , he should have, as I eluded t o i n my t a l k , a basic understanding of fundamental problems- a basic working knowledge and be able t o t h i n k on h i s feet--having concepts and being a b l e t o s o l v e problems, Now t h i s e n t a i l s q u i t e a l o t of t h ings . I ' m i n Armour Foods Research, so we don't have a t r a i n i n g program as such r i g h t on t h e job. Ye go r i g h t i n t o our d i r e c t job. However, i n o t h e r i n d u s t r i e s and i n o t h e r parts of h o u r Company t h e r e a r e t r a i n i n g programs, Now t h i s is good f o r t h i s w r t i c u l a r area, Now i n response t o your second ques t ion , I would l i k e t o see more ind iv idua l s t a k e s a b b a t i c a l leave and g e t a n understanding and a f e e l i n g f o r i n d u s t r i a l problems, What I 've seen i n the past is that an i n d i v i d u a l s t r o n g i n biochemistry w i l l go t o ano the r school s t r o n g i n biochemistry o r i f he 's s t r o n g i n physiology he w i l l go t o ano the r school s t r o n g i n physiology, Why shouldn't he go, i f h e ' s a m e a t s c i e n t i s t , t o a n i n d u s t r i a l r e sea rch l a b and l e a r n some of t h e p r a c t i c a l problems w e are faced with. Now t h e r e have been some i n d u s t r i a l g r a n t s by Armour t o two i n d i v i d u a l s i n t h e past year and ano the r s h o r t l y . Perhaps t h e year is t o o long. Perhaps three months would be long enough. Have 1 answered your ques t ion? A t t h e same time perhaps w e i n d u s t r i a l i s t s should consider a leave, i f our companies w i l l l e t us.

This i s he lp fu l .

L , S . POPE! I t h i n k w e w i l l have our day, f e l lows , when indus t ry w i l l j o i n with t h e u n i v e r s i t y i n doing some o f t h e s e jobs. For example, one of t h e aspects of the f e e d l o t program has been t o employ people from i n d u s t r y t o come i n on a s h o r t term basis and he lp t e a c h some of t h e s e courses because t h e f e e d l o t technology is highly s p e c i a l i z e d , I t h i n k t h i s i n t e r n s h i p program is d i r e c t l y aimed a t t h e s i t u a t i o n involved,

d . F. PLIMPI'ON: I want t o j u s t add a thought here . It always has been a hope o f mine that somehow, someday, w e can get a better interchange between i n d u s t r y and u n i v e r s i t i e s and with exchange of

personnel w e can figure out a way that we can have industry-research people come on our staff f o r a y e a r or/and a t t h e same time one of our people j o i n a n industry-research group and maybe there are o t h e r areas as well where t h i s can be done, I t h i n k w e could do much t o keep academic staffs r e l e v a n t and i n tune wi th w h a t ' s going on i n t h e r e a l world and at t h e same time make r e s e a r c h e r s i n i n d u s t r y aware of some of t h e problems that are faced i n t h e academic s i t u a t i o n , d i scuss ion o f f at t h i s particular p o i n t , g r a i n ; perhaps you don ' t agree w i t h everything t h a t ' s been said t h i s morning, but on th ink ing about it we have accomplished our j o b s o we'l l t u r n t h i s back t o Dr. Hedrick.

I m u s t p l ay t h e part of t h e v i l l i a n and ca l l t h i s It goes a g a i n s t our

H , B . HEDRICK; Thank you, Rodney and members of your committee and t h e speakers for a n e x c e l l e n t program. announcements p r i o r t o t h e break by J i m Kemp,

We have a f e w

H . 3. HEDRICK: The Fklucation Committee w a s going t o u t i l i z e

We've asked Herb Ockenan of Ohio Stat'e a l l t h e time s o they l e f t o f f t h i s o t h e r t o p i c , of t h e Uplate Committee. University t o share with u s h i s r e c e n t experience, e n t i t l e d Meat Science I n t e r n a t i o n a l , Herb.

The t o p i c is that

H i s t o p i c is

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