Agricultural engineering, developed as an engineering discipline underpinned by physics, applies scientific principles, knowledge, and technological innovations in the agricultural and food industries. During the last century, there was exponential growth in engineering developments, which has improved human well-being and radically changed how humans interact with each other and our planet. Among these, Agricultural Mechanization ranked among the top 10 in a list of 20 Top Engineering Achievements of the last century, which have had the greatest impact on the quality of life.
While many success stories abound, the problems of low appeal among students, identity crises, and limited job opportunities in many climes continue to trouble the disciplines future in many parts of the world. Yet, agriculture and agricultural engineering remain fundamental to assuring food and nutrition security for a growing global population.
Agricultural, Biosystems, and Biological Engineering Education provides the first comprehensive global review and synthesis of different agricultural, biosystems, and biological engineering education approaches, including a detailed exposition of current practices from different regions.
Key Features:
- Describes novel approaches to curriculum design and reform
- Outlines current and emerging epistemology and pedagogies in ABBE education
- Provides a framework to grow agricultural engineering in Africa and other developing regions
- Highlights the role of ABBE education in the context of the SDGs
Presented in 3 parts and containing 42 chapters, the book covers the historical evolution of agricultural engineering education and discusses the emergence of biological/ biosystems engineering education. This book will appeal to agricultural engineering professionals and education planners, and policy makers in agriculture other biological industries.
This edited book provides the first comprehensive global review and synthesis of different agricultural, biosystems, and biological engineering education approaches, including a detailed exposition of current practices from different regions.
PART 1: HISTORICAL EVOLUTION AND IMPORTANCE OF AGRICULTURAL ENGINEERING
1. Introduction Revisiting and Rethinking Agricultural and Biosystems/
Biological Engineering Education for Sustainable Development
2. Emergence and Advancement of Agricultural Engineering Education, Research
and Practice A Historical Perspective
3. Agricultural Engineering in the Context of SDGs: A Quest for Global
Relevance
4. Top 100 Questions of Importance to the Future of Agricultural Engineering
Education, Research, and Practice in Africa
5. Enhancing the Role of Agricultural and Biological Engineering through
Education: Perspective from FAO
PART 2: CURRICULA DESIGN AND REFORM
6. Curriculum Design and Application in ABE Education
7. Curricula Design and Reform of Agricultural and Biosystems Engineering
(ABE) in EU Member and Candidate States
8. Bioresource Engineering Curriculum and Reform at McGill University,
Montreal, Canada
9. Designing Agricultural and Biosystems Engineering Education to Transform
Agricultural and Food Systems in Sub-Saharan Africa: Insights from the
University of Zimbabwe
10. Reshaping Agricultural and Biosystem Engineering Degree Programs for
Student Success and Retention
11. Essential Contextual Knowledge for Agriculture and Biosystems Engineering
Education in Low-income Countries
12. Novel Models for Delivering Agricultural and Biosystems Engineering
Education in Developing Countries: Trends, Challenges and Future Prospects
13. Current and Future Trends in Agricultural Engineering Education in
Nigeria
14. The Need for an Equipment Engineering Course in ABE Education
15. Accreditation Program for Engineering Education in Japan Applicable to
Agricultural and Rural Engineering Education
16. Process for Improvement and Evaluation of the Agricultural Engineering
Curriculum at the Instituto Tecnológico de Costa Rica
17. Agricultural Engineering Education at Sultan Qaboos University, Sultanate
of Oman Historical Evolution, Curriculum Design and Reform, Students
Perceptions, and Future Prospects
18. Agricultural Engineering Education at Michael Okpara University of
Agriculture Umudike, Nigeria
19. Agricultural Biosystems Engineering Education in Indonesia A Journey
20. Agricultural and Food Engineering Education in Hungary
21. Food Engineering Education in Nigeria
22. Agricultural Engineering Higher Education in Turkey
23. Agricultural and Biosystems Engineering Education in Ghana
24. ABE@Illinois
25. A Profile of Agricultural and Biosystems Engineering Education in
Indonesia
26. Evolution and Status of Agricultural and Bioresources Engineering
Education at the University of Nigeria
27. Development of the Agricultural and Biosystems Engineering Programme at
the Botswana University of Agriculture and Natural Resources (BUAN)
PART 3: PEDAGOGY, EPISTEMOLOGY AND EMERGING TRENDS
28. Developing Faculty Competency for the Delivery of Active Learning
Methods
29. Educating the Compleat Biological Engineer
30. Innovation in Bioengineering Education
31. Nomograph-based Models for Introductory Undergraduate Teaching and
Research in Selecting Agricultural Power and Machinery Ownership Systems in
Developing Countries
32. The Role of Inclusion, Diversity, Equity, and Access (IDEA) in
Agricultural and Biological Engineering
33. AgTecCollection Repository Approach to Rescue Analog Agricultural
Engineering Knowledge
34. A Need to Incorporate Intelligent Food Drying Systems in ABE Education
A Recipe for Reducing Global Food Losses and Waste
35. The Need to Incorporate Ergonomics in Smart Agriculture and Organic
Farming in Agricultural and Biological Engineering Education
36. CAM-SAM: A Computer-aided Tool for Education and Research on Sustainable
Agricultural Mechanization Development
37. Information and Operational Technologies Curricula in Agricultural
Engineering Studies
38. Technological-based Resources as Support to Agricultural and Biosystems
Engineering studies
39. Present Content and Trial Approaches of Student Experiments for ABEE in
Japan
40. Practical Engineering Education to Address Sustainability and Food
Security
41. Growing Agricultural Engineering in Africa: Students Attitudes,
Perceptions, and Expectations on Agricultural Engineering Education
42. Prospects for Agricultural and Biosystems Engineering Education and
Research for Knowledge-intensive, Data-driven, Climate-smart, and Sustainable
Agriculture
Umezuruike Linus Opara is a Distinguished Professor at Stellenbosch University, South Africa, where he also holds the Chair of the South African Research Chairs Initiative (SARChI) in Postharvest Technology, and the founding Director of the Africa Institute for Postharvest Technology (AIPhT). He graduated with degrees in Agricultural Engineering (BEng, First Class Honors; MEng, cum laude) from the University of Nigeria, Nsukka, a PhD in Agricultural Engineering from Massey University, Palmerston North, New Zealand and a Certificate in Innovation for Economic Development, from the Executive Education program at Harvard Kennedy School, Harvard University, USA. He is a Chartered Engineer, Certified Food Scientist, and has leading memberships of several professional agricultural engineering societies, including Fellow of the International Academy of Agricultural and Biosystems Engineering, Institution of Agricultural Engineers (UK), South African Institution of Agricultural Engineers, Nigerian Institution of Agricultural Engineers, and Life Membership of the American Society of Agricultural and Biological Engineers, Asian Association for Agricultural Engineering, and the Indian Society of Agricultural Engineers.
Prof. Opara is currently developing the UNESCO International Centre for Biotechnology in Nsukka, Nigeria, a Category II Centre under the auspices of UNESCO, for advancing biotechnology research and high-level capacity building in the Africa region in the areas of food security, tropical diseases, and bioresources conservation.
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