The state of sustainable agriculture and agroecology research and impacts: A survey of U.S. scientists

A growing body of research suggests that although sustainable agriculture, particularly agroecology, can address challenges such as those related to climate change, ecosystem services, food insecurity, and farmer livelihoods, the transition to such systems remains limited. To gain insight into the state of U.S. sustainable agriculture and agroecology, we developed a 28-question mixed-method survey that was administered to scientists in these fields. Respondents (N=168) represented diverse locations, institutions, and career stages. They offered varied definitions of sustainable agriculture, with 40% considering economic and social well-being to be core components. Respondents identified the amount and duration of public research funding as important obstacles to conducting research on sus- tainable agriculture (85% and 61%, respectively). Further, most expressed challenges in communi- cating findings beyond academia, including to the media and policymakers, potentially limiting the impacts of such research. However, respondents expressed satisfaction in several areas, including relationships with community members (81%) and local producers (81%), and interest from students (80%) and research communities (73%), suggesting positive momentum in this field. Earlier versus later career scientists rated research on “human dimensions” as more important, expressed greater concerns over career stability, and were less satisfied with opportunities for policy engagement. Results imply that greater public investments, particularly fostering human dimensions, could support a transition to agroecology and its associated benefits

Developing ODP student placements

In a similar way to nursing and other health professions, elements of the education of operating department practitioners (ODPs) can only be contextualised by clinical practice involvement (Stockhausen and Strutt, 2005; Higginson, 2006; Morgan, 2006). The importance of high-quality placement experiences for all UK health professions is widely acknowledged (Quality Assurance Agency, 2001). Prior to 2009, students on the Diploma in Higher Education ODP programme undertook four clinical placements in the same Trust or organisation. At the time of the project there was a shortfall in the number of placements available and, although the university explored placing students in different clinical areas, such as private healthcare providers and new areas in the NHS, none could provide the full learning experience for students to achieve the required competencies. The course team developed a system that uses placements in a variety of settings and ensures students can gain the required outcomes. The new approach involves auditing for individual placements, instead of for the full course duration. Students are now informed throughout recruitment and selection events that they should be undertaking placements in a minimum of three different organisations. Students now move to a different organisation with every experience, to gain a variety of clinical knowledge. This has resulted in the greater use of clinical placements and the development of new areas for students to gain experience. The benefits of students’ experiences have increased, as they can develop skills and understanding of the ODP role from different perspectives

Shiro Armstrong (Ed.) The Politics and the Economics of Integration in Asia and the Pacific. Abingdon: Routledge, 2011.

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