In general, someone responded that they see “limited understanding or appreciation of the Land-grant mission” in their 1862 university. Someone else identified a lack of “support from the university in promoting/retaining employees.” Another 1862 respondent identified issues across all missions of the Land-grants , stating “ Siloed funding model separates rather than links Extension with research and teaching (enrolled students) in efforts and outcomes .” Yet another 1862 respondent shared that “f unding is exploited for faculty teaching-research positions, but not enough to keep good educators at the local level ”. A need for greater professional development and capacity building in an 1862 Land-grant was also noted in the “other” responses.
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