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Land-grant lessons for Anthropocene universities

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  • Robert E. Kopp

    (Rutgers University)

Abstract

Established amidst the bloodshed of the Civil War, land-grant universities, together with the associated agricultural experiment stations and cooperative extension services, have played a crucial role in democratizing scientific knowledge and addressing intertwined educational, environmental, economic, and democratic challenges within the USA. Indeed, they have arguably pioneered the idea of “usable science.” Today, the urgent challenges of the Anthropocene demand a more robust relationship between scientific research and on-the-ground action, strong networks sharing local lessons globally, and channels for injecting global, long-term perspectives into the noise of short-termism. The land-grant experience provides lessons for “Anthropocene universities” seeking to tackle these challenges, including the importance of (1) establishing or expanding university-based boundary organizations akin to cooperative extension, (2) incentivizing the integration of engagement into the university’s research, teaching, and service missions, (3) centering values of democracy, justice, equity, and inclusion in engagement, and (4) cooperating across institutions and sectors. Given the urgency of fully engaging academic institutions as players and connectors in the real-world challenges of addressing climate change and biodiversity loss, there is little time to waste.

Suggested Citation

  • Robert E. Kopp, 2021. "Land-grant lessons for Anthropocene universities," Climatic Change, Springer, vol. 165(1), pages 1-12, March.
    • Handle: RePEc:spr:climat:v:165:y:2021:i:1:d:10.1007_s10584-021-03029-9
    DOI: 10.1007/s10584-021-03029-9
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    References listed on IDEAS

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    1. Julian M. Alston & Philip G. Pardey, 1996. "Making Science Pay: The Economics of Agricultural R&D Policy," Books, American Enterprise Institute, number 53242, September.
    2. Shimeng Liu, 2015. "Spillovers from Universities: Evidence from the Land-Grant Program," Working Paper 9410, USC Lusk Center for Real Estate.
    3. Ryan L Sriver & Robert J Lempert & Per Wikman-Svahn & Klaus Keller, 2018. "Characterizing uncertain sea-level rise projections to support investment decisions," PLOS ONE, Public Library of Science, vol. 13(2), pages 1-35, February.
    4. Brian R. Cook & Jonathan T. Overpeck, 2019. "Relationship‐building between climate scientists and publics as an alternative to information transfer," Wiley Interdisciplinary Reviews: Climate Change, John Wiley & Sons, vol. 10(2), March.
    5. Liu, Shimeng, 2015. "Spillovers from universities: Evidence from the land-grant program," Journal of Urban Economics, Elsevier, vol. 87(C), pages 25-41.
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    Cited by:

    1. Alaina Kinol & Elijah Miller & Hannah Axtell & Ilana Hirschfeld & Sophie Leggett & Yutong Si & Jennie C. Stephens, 2023. "Climate justice in higher education: a proposed paradigm shift towards a transformative role for colleges and universities," Climatic Change, Springer, vol. 176(2), pages 1-29, February.
    2. Rachael Budowle & Eric Krszjzaniek & Chelsea Taylor, 2021. "Students as Change Agents for Community–University Sustainability Transition Partnerships," Sustainability, MDPI, vol. 13(11), pages 1-26, May.
    3. AbdulRafiu, Abbas & Sovacool, Benjamin K. & Daniels, Chux, 2022. "The dynamics of global public research funding on climate change, energy, transport, and industrial decarbonisation," Renewable and Sustainable Energy Reviews, Elsevier, vol. 162(C).
    4. Theodore G. Shepherd & Elisabeth A. Lloyd, 2021. "Meaningful climate science," Climatic Change, Springer, vol. 169(1), pages 1-16, November.
    5. Deborah R. Coen & Adam Sobel, 2022. "Introduction: Critical and historical perspectives on usable climate science," Climatic Change, Springer, vol. 172(1), pages 1-9, May.

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