AGRICULTURAL FACULTY MEETING

Thursday, December 12, 2013 3:30 p.m.

Deans of Agriculture Auditorium (Room 241), Pfendler Hall

1. Call to Order - Dean Jay Akridge

2. Approval of Agenda

3. Update on Plant Sciences Research and Education Pipeline – Karen Plaut

4. Consent Agenda – Action Items

Approval of Minutes of April 18, 2013 Agricultural Faculty Meeting Document I – Agricultural and Biological Engineering Document II – Agronomy Document III – Biochemistry Document IV – Botany & Plant Pathology Document V – Entomology Document VI – Forestry and Natural Resources Document VII – Curriculum and Student Relations Committee Approval of 2013 December Degree Candidates

5. Memorial Resolutions

6. Report Items

University Senate Report – Jennifer L. Dennis Dean’s Comments – Jay Akridge

7. Other Business

Agricultural Faculty Document No. I, 2013-14

December 12, 2013

Department of Agriculture and Biological Engineering Proposed Course and Curricular Changes

A. COURSES TO BE DELETED

ASM 21500 - Surveying B. COURSES TO BE ADDED ASM 21600 - Surveying C. COURSES TO BE CHANGED None D. CURRICULAR CHANGES None

Course To Be Deleted

ASM 21500 Surveying Sem. 2. Class 2, Lab 1, cr. 3. Introduction to plane surveying. Instruction and practice in the use of surveying instruments for distance measurement, leveling, angle measurement, direction determination, traversing, and mapping. Office procedures for surveying data reduction. Practical problems and field exercises of the type encountered by the landscape architect and forester. I. JUSTIFICATION FOR PROPOSED COURSE CHANGE Horticulture and Landscape Architecture students are nominally 90% of the audience. Their curricula changes necessitate a reduction in credits on this topic area. Additionally, there may be more interest in the course for ASM and AE students at the 1-credit level. The 1-credit version (ASM 216) is proposed in the following section. II. COLLEGE LEARNING OUTCOMES ADDRESSED BY THIS COURSE __X___ Professional Preparation: Demonstrate proficiency in their chosen discipline that incorporates knowledge

skills, technology, and professional conduct. ______ Scientific Principles: Demonstrate use of the scientific method to identify problems, formulate and test

hypotheses, conduct experiments and analyze data, and derive conclusions. ______ Critical Thinking: Demonstrate critical thinking by using data and reasoning to develop sound responses to

complex problems. ______ Communication: Demonstrate the ability to write and speak with effectiveness while considering audience

and purpose. __X___ Teamwork: Demonstrate the ability to work effectively as part of a problem-solving team. ______ Cultural Understanding: Demonstrate knowledge of a range of cultures and an understanding of human

values and points of view of other than their own. ______ Social Science Principles: Demonstrate ability to apply social, economic, political, and environmental

principles to living in a global community. ______ Civic Responsibility: Demonstrate awareness of civic responsibility to community and society at large. ______ Lifelong Learning: Demonstrate skills necessary for lifelong learning. III. DEPARTMENTAL/PROGRAM LEARNING OUTCOMES ADDRESSED BY THIS COURSE ______ an ability to apply knowledge of mathematics, science, and engineering ______ ability to design and conduct experiments, as well as to analyze and interpret data. ______ an ability to design a system, component, or process to meet desired needs within realistic constraints such as

economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability __X___ an ability to function on multidisciplinary teams

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______ an ability to identify, formulate, and solve engineering problems ______ an understanding of professional and ethical responsibility ______ an ability to communicate effectively ______ the broad education necessary to understand the impact of engineering solutions in a global, economic,

environmental, and societal context ______ a recognition of the need for, and an ability to engage in life-long learning ______ a knowledge of contemporary issues __X___ an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice

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Course To Be Added

ASM 21600 Surveying Sem. 2. Class 2, Lab 3, Cr. 1. (last 8 weeks of semester) Introduction to plane surveying. Instruction and practice in the use of surveying instruments for distance measurement, leveling, angle measurement, direction determination, traversing, and mapping. Office procedures for surveying data reduction. Practical problems and field exercises of the type encountered by the landscape architect and forester. Prerequisites: None Restrictions: None

NEW COURSE DOCUMENTATION A. COURSE CONTACT INFORMATION: Name: Dr. Bernie Engel Phone Number: 494-1162 E-mail Address: engelb@purdue.edu Campus Address: ABE B. Justification Horticulture and Landscape Architecture students are nominally 90% of the audience. Their curricular changes necessitate a reduction in credits on this topic area. Additionally, there may be more interest in the course for ASM and AE students at the 1-credit level. Level of Course: Enrollment expected to be sophomores – seniors with most at a sophomore level. C1. College Learning Outcomes addressed by this course: __X___ Professional Preparation: Demonstrate proficiency in their chosen discipline that incorporates knowledge

skills, technology, and professional conduct. ______ Scientific Principles: Demonstrate use of the scientific method to identify problems, formulate and test

hypotheses, conduct experiments and analyze data, and derive conclusions. ______ Critical Thinking: Demonstrate critical thinking by using data and reasoning to develop sound responses to

complex problems. ______ Communication: Demonstrate the ability to write and speak with effectiveness while considering audience

and purpose. __X___ Teamwork: Demonstrate the ability to work effectively as part of a problem-solving team. ______ Cultural Understanding: Demonstrate knowledge of a range of cultures and an understanding of human

values and points of view of other than their own. ______ Social Science Principles: Demonstrate ability to apply social, economic, political, and environmental

principles to living in a global community. ______ Civic Responsibility: Demonstrate awareness of civic responsibility to community and society at large. ______ Lifelong Learning: Demonstrate skills necessary for lifelong learning.

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C2. Department Learning Outcomes Addressed by this course: __X___ an ability to apply knowledge of mathematics, science, and engineering ______ ability to design and conduct experiments, as well as to analyze and interpret data. ______ an ability to design a system, component, or process to meet desired needs within realistic constraints such as

economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability __X___ an ability to function on multidisciplinary teams ______ an ability to identify, formulate, and solve engineering problems ______ an understanding of professional and ethical responsibility ______ an ability to communicate effectively ______ the broad education necessary to understand the impact of engineering solutions in a global, economic,

environmental, and societal context ______ a recognition of the need for, and an ability to engage in life-long learning ______ a knowledge of contemporary issues __X___ an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice D. Course Outline of Topics/Syllabus: Instruction and practice in the use of surveying instruments for distance measurement, leveling, angle measurement, direction determination, traversing, and mapping. Office procedures for surveying data reduction. Practical problems and field exercises of the type encountered by the landscape architect and landscape contractor. Detailed outline is provided below. E. Reading List/Textbook: Elementary Surveying: An Introduction to Geomatics. Thirteenth Edition by Charles D. Ghilani and Paul R. Wolf. F. Library Resources: Textbook copy, internet H. Example of a Course Syllabus (optional) Attached below

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Schedule Lecture: Mon. and Wed. 9:30 AM

(last 8 weeks of semester) Lab: Thurs. 8:30-11:20, 11:30-2:20, 2:30-5:30

This schedule is subject to change based on weather conditions DATE TOPIC READING ASSIGNMENT

Week 1 Introduction and Importance of Surveying Chapter 1

Mapping, Map and GIS Data Sources Chapters 18 and 28

Week 1 USGS Maps; Local, State and Federal Spatial Data Sources (reading topographic surveys; using USGS 7.5 minute quad maps)

Lab I

Week 2 Differential Leveling Chapters 4, 5 Week 2 Distance Measurement Chapter 6

Week 2

Introduction to Surveying Equipment, Field Notes Setup, Distance Measurement and Differential Leveling (using levels, rod reading, distance measurement techniques including tapes and stadia)

Lab II

Week 3 Angles, Bearings and Azimuths Chapter 7 Week 3 Measuring Angles; Boundary Survey-Traversing Chapters 8 and 9

Week 3 Horizontal Measurement (Basics of property survey, open and closed traverses, interior and exterior angles, bearings and azimuths)

Lab III

Week 4 Mapping surveys Chapter 17

Week 4 Mapping surveys; Specifying survey requirements from a surveyor Chapter 17

Week 4 Topographic Mapping (small scale topographic surveying; establishing gridlines) Lab IV

Week 5 Construction surveys Chapter 23 Week 5 Construction surveys Chapter 23 Week 5 Construction Surveying (staking, layout, as-built) Lab V Week 6 Laboratory (If needed due to inclement weather) Week 7 Laboratory (If needed due to inclement weather)

Week 8 FINAL EXAM that includes surveying laboratory practicum

Note this is a 1 credit class spread across 8 weeks. The laboratory is an outdoor surveying laboratory and thus cannot be conducted during inclement weather. The 8 week class structure allows for the likelihood of laboratory cancelations due to inclement weather.

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Agricultural Faculty Document No. II, 2013-2014

December 12, 2013

Department of Agronomy Proposed Course and Curricular Changes

A. COURSES TO BE DELETED None B. COURSES TO BE ADDED

None C. COURSES TO BE CHANGED

None

D. CURRICULAR CHANGES

1. Major Name Changes- From: Sustainable Agronomic Systems To: Agronomy

(Name Change Only.)

From: Soil and Hydrologic Sciences To: Soil and Water Sciences (Name Change Only.)

2. Concentration Name Change- From: Agronomic Management To: Crop and Soil Management (Name Change Only.) 3. Minor Changes: a. Crop Science Minor: From: Required Courses (9 credits)

Agry 105 (3) Agry 255 (3) Agry 525 (3) Minimum of 9 credits hours from list:

To: Required Courses (6 credits) Agry 105 (3) Agry 255 (3) Minimum of 12 credit hours from list:

Remove from selection list: Agry 204 (1-2) Weed and Crop Identification Agry 305 Seed Analysis & Grain Grading Agry 306 Seed Technology Add to selection list: Agry 480 Plant Genetics Agry 520 Principles and Methods of Plant Breeding Agry 525 Crop Physiology and Ecology or Hort 301 Plant Physiology Btny 350/Hort 350 Biotechnology in Agriculture b. Soil Science Minor Add to selection list: Agry 337 Environmental Hydrology Agry 338 Environmental Hydrology Lab Agry 582 Biodegradation and Bioremediation

MAJOR: AGRONOMY CONCENTRATION: AGRONOMIC BUSINESS AND MARKETING

(ABMK) Credits required for graduation: 120

Core Requirements Check List – AGRONOMY Concentration: Agronomic Business and Marketing

MAJOR: AGRONOMY CONCENTRATION: CROP AND SOIL MANAGEMENT (old = AMGT) – new name will need a new designation

Credits required for graduation: 120

Core Requirements Check List – AGRONOMY

Concentration: Crop and Soil Management

MAJOR: AGRONOMY CONCENTRATION: INTERNATIONAL AGRONOMY

(IAGR) Credits required for graduation: 120

Core Requirements Check List – AGRONOMY Concentration: International Agronomy

MAJOR: SOIL AND WATER SCIENCES (old = SHSC) – new name will need a new designation

Credits required for graduation: 120

Core Requirements Check List – Soil and Water Sciences

2. Changes to the Crop Science and Soil Science Minors

A. Proposed Update to Crop Science Minor (CRPS)

To complete a minor in Crop Science, one must earn 18 credits. Students majoring in the Department of Agronomy cannot obtain a Crop Science minor. Listed below are the requirements:

1. Required courses (6 credits)

AGRY 105 (3) Crop Production or AGRY 375 Crop Production Systems

AGRY 255 (3) Soil Science

2. Minimum of 12 credit hours from the list below:

AGRY 105 (3) Crop Production or AGRY 375 Crop Production Systems

AGRY 320 (3) Genetics

AGRY 321 (1) Genetics Laboratory

AGRY 335 (3) Weather and Climate

AGRY 365 (3) Soil Fertility

AGRY 480 (3) Plant Genetics

AGRY 505 (3) Forage Management

AGRY 515 (3) Plant Mineral Nutrition

AGRY 520 (3) Principles and Methods of Plant Breeding

AGRY 525 (3) Crop Physiology and Ecology or HORT 301 (4) Plant Physiology

BTNY 301 (3) Introductory Plant Pathology

BTNY 304 (3) Introductory Weed Science

BTNY 350 (3) Biotechnology in Agriculture

ENTM 206 (2) General Entomology

ENTM 207 (1) General Entomology Laboratory

HORT 301 (4) Plant Physiology or AGRY 525 Crop Physiology (3)

B. Proposed Update to Soil Science Minor (SOIL)

To complete a minor in Soil Science, one must earn 18 credits. Students majoring in the Department of Agronomy cannot obtain a Soil Science minor. Listed below are the requirements:

1. Required courses (6 credits)

AGRY 255 (3) Soil Science

AGRY 365 (3) Soil Fertility

2. Minimum of 12 credit hours from the list below:

AGRY 290 (3) Introduction to Environmental Science

AGRY 335 (3) Weather and Climate

AGRY 337 (3) Environmental Hydrology

AGRY 338 (1) Environmental Hydrology Lab

AGRY 349 (3) Soil Ecology

AGRY 355 (2) Soil Morphology and Geography

AGRY 385 (4) Environmental Soil Chemistry

AGRY 450 (3) Soil Conservation & Water Management

AGRY 465 (3) Soil Physical Properties

AGRY 540 (3) Soil Chemistry

AGRY 544 (3) Environmental Organic Chemistry

AGRY 545 (3) Remote Sensing of Land Resources

AGRY 555 (3) Soil & Plant Analysis

AGRY 560 (3) Soil Physics

AGRY 565 (3) Soils and Landscapes

AGRY 575 (3) Soil and Nutrient Management

AGRY 580 (3) Soil Microbiology

AGRY 582 (3) Biodegradation and Bioremediation

AGRY 585 (3) Soils and Land Use

Proposed Updated Crop Science Minor (CRPS)

Name of Student: __________________________________

Approval of Counselor: _____________________________ Date: ___________

Approval of AGRY Teaching Coordinator: ________________ Date: __________

To complete a minor in Crop Science, one must earn 18 credits. Students majoring in the Department of Agronomy cannot obtain a Crop Science minor. Listed below are the requirements:

1. Required courses (6 credits)

AGRY 105 (3) Crop Production or AGRY 375 Crop Production Systems

AGRY 255 (3) Soil Science

2. Minimum of 12 credit hours from the list below:

AGRY 105 (3) Crop Production or AGRY 375 Crop Production Systems

AGRY 320 (3) Genetics

AGRY 321 (1) Genetics Laboratory

AGRY 335 (3) Weather and Climate

AGRY 365 (3) Soil Fertility

AGRY 480 (3) Plant Genetics

AGRY 505 (3) Forage Management

AGRY 515 (3) Plant Mineral Nutrition

AGRY 520 (3) Principles and Methods of Plant Breeding

AGRY 525 (3) Crop Physiology and Ecology or HORT 301 Plant Physiology

BTNY 301 (3) Introductory Plant Pathology

BTNY 304 (3) Introductory Weed Science

BTNY 350 (3) Biotechnology in Agriculture or HORT 350

ENTM 206 (2) General Entomology

ENTM 207 (1) General Entomology Laboratory

Proposed Updated Soil Science Minor (SOIL)

Name of Student: __________________________________

Approval of Counselor: _____________________________ Date: ___________

Approval of AGRY Teaching Coordinator: ________________ Date: __________

To complete a minor in Soil Science, one must earn 18 credits. Students majoring in the Department of Agronomy cannot obtain a Soil Science minor. Listed below are the requirements:

1. Required courses (6 credits)

AGRY 255 (3) Soil Science

AGRY 365 (3) Soil Fertility

2. Minimum of 12 credit hours from the list below:

AGRY 290 (3) Introduction to Environmental Science

AGRY 335 (3) Weather and Climate

AGRY 337 (3) Environmental Hydrology

AGRY 338 (1) Environmental Hydrology Lab

AGRY 349 (3) Soil Ecology

AGRY 355 (2) Soil Morphology and Geography

AGRY 385 (4) Environmental Soil Chemistry

AGRY 450 (3) Soil Conservation & Water Management

AGRY 465 (3) Soil Physical Properties

AGRY 540 (3) Soil Chemistry

AGRY 544 (3) Environmental Organic Chemistry

AGRY 545 (3) Remote Sensing of Land Resources

AGRY 555 (3) Soil & Plant Analysis

AGRY 560 (3) Soil Physics

AGRY 565 (3) Soils and Landscapes

AGRY 575 (3) Soil and Nutrient Management

AGRY 580 (3) Soil Microbiology

AGRY 582 (3) Biodegradation and Bioremediation

AGRY 585 (3) Soils and Land Use

Agricultural Faculty Document No. III, 2013-2014

December 12, 2013

Department of Biochemistry Proposed Course and Curricular Changes

A. COURSES TO BE DELETED BCHM 572 Advanced Biochemical Techniques BCHM 593 Chemistry of Metabolism BCHM 645 Biochemistry of Nucleic Acids BCHM 659 Structure and Function of Proteins BCHM 660 Structure and Function of Nucleic Acids BCHM 665 Enzyme Mechanisms BCHM 667 Prokaryotic Metabolic Regulation BCHM 668 Regulation of Gene Expression in Eukaryotes BCHM 691 Biochemistry of the Cell Cycle BCHM 692 Current Topics in RNA Processing BCHM 694 Structure-Function Relationships in Living Systems BCHM 696 Advanced Seminars in Biochemistry Rationale: These courses have not been taught in at least three years and there are no plans to offer them again. B. COURSES TO BE ADDED BCHM 605 Macromolecules BCHM 610 Regulation of Eukaryotic Gene Expression BCHM 611 Chromatin Biology and Chromosome Dynamics BCHM 620 Protein Mass Spectrometry and Proteomics BCHM 640 Plant Metabolic Biochemistry (to be cross-listed with HORT 640) BCHM 595 Current Topics in Biochemistry

C. COURSES TO BE CHANGED None

D. CURRICULAR CHANGES Biochemistry – Minor

D. Curricular Changes Biochemistry Minor

Required coursework (11-12 credit hours)

A. BCHM 10000 Introduction to Biochemistry (2 credit hours) 2 credit hours

• An alternate UCC approved STS elective may substitute

B. CHM 25600, CHM 26200, CHM 26606 or MCMP 20500 Organic Chemistry II (3-4 credit hours)

C. BCHM 36100 Molecules (3 credit hours) 3 credit hours • A B average in CHM is strongly recommended for BCHM 361 • CHM 256 (or equivalent) is a pre- or co-requisite for BCHM 361 • BIOL 110 or BIOL 121 is a prerequisite for BCHM361

-or- BCHM 56100 Biochemistry I (3 credit hours)

• CHM 256 (or equivalent) is a prerequisite for BCHM 561

D. BCHM 46200 Metabolism (3 credit hours) • A B in BCHM 361 or BCHM 561 is strongly recommended for BCHM 462 • BCHM 361 or BCHM 561 is a prerequisite for BCHM 462

-or-

BCHM 56200 Biochemistry 2 (3 credit hours) • CHM 256 is a prerequisite for BCHM 562

BCHM electives (7 credit hours) • BCHM 22100 Analytical Biochem or CHM 321 Analytical Chem 3-4 credit hours • BCHM 29000* Experimental Design Seminar 2 credit hours • BCHM 32200 Analytical Biochemistry II 2 credit hours • BCHM 46300 Macromolecular Machines 3 credit hours

o A B in BCHM 462 or BCHM 562 is strongly recommended for BCHM 463 • BCHM 46500 Biochemistry of Life Processes 2 credit hours

o A B in BCHM 463 is strongly recommended for BCHM 465 • BCHM 49800 Research in Biochemistry 1-3 credit hours

o Equivalent research credits from other departments may be used but would require approval.

o Up to 3 credit hours may be used as electives towards BCHM minor. • BCHM 49000* Undergraduate Seminar 1 credit hour

o Requires three credit hours of BCHM 498 *Special permission is required for enrollment in these courses and space may be limited.

Agricultural Faculty Document No. IV, 2013-14

December 12, 2013

Department of Botany & Plant Pathology Proposed New Program and Course and Curricular Changes

CONTENTS PART I. PROPOSAL FOR A NEW UNDERGRADUATE DEGREE PROGRAM in SUSTAINABLE FOOD AND FARMING SYSTEMS A. SUMMARY B. RATIONALE C. DESCRIPTION Major Minor D. LEARNING OUTCOMES PART II. COURSE AND CURRICULAR CHANGES A. COURSES TO BE DELETED - None B. COURSES TO BE ADDED SFS 210. Small Farm Experience (Spring) 3 cr. Spring SFS 211. Small Farm Experience (Fall) 3 cr. Fall SFS 301. Agroecology. 3 cr. Spring SFS 302. Principles of Sustainability. 3 cr. Fall SFS 311. Aquaponics. 1 cr. Fall SFS 312. Urban Agriculture. 1 cr. Fall SFS 313. Farm-to-Fork. 1 cr. Fall SFS 314. Comparative Livestock Production Systems. 1 cr. Spring SFS 315. Energy and Resource Systems. 1 cr. Spring SFS 316. Decisions Through Systems Analysis. 1 cr. Spring SFS 350. Summer Farm Internship. Summer. (Required but not for credit). SFS 351. SFS Capstone Project. 1 cr. Spring, Summer, Fall C. COURSES TO BE CHANGED - None D. CURRICULAR CHANGES Addition of new undergraduate degree program – MAJOR and MINOR – SEE PART I

PART I. PROPOSAL FOR A NEW UNDERGRADUATE DEGREE PROGRAM IN: SUSTAINABLE FOOD AND FARMING SYSTEMS A. SUMMARY Sustainable Food and Farming Systems is a proposed new degree program that offers a broad education in agriculture and food systems that has a strong component of experiential learning. It draws on the College of Agriculture’s vast expertise in agronomic, horticultural and animal-based food production systems, economics and business, and environmental sciences. It introduces a number of new courses that will provide hands-on experience and a new opportunity to experience small farming enterprises. It will provide a rigorous and multidisciplinary education that will train students to become farm managers, consultants and pursue graduate degrees in a number of areas related to agriculture. The proposed degree program in sustainable food and farming systems will: 1. Provide a rigorous scientific grounding 2. Stimulate learning across broad disciplines 3. Include a strong component of experiential learning 4. Include both traditional and non-traditional styles of instruction 5. Respond fully to the “three pillars” of sustainability: economic, environmental, social 6. Develop practical skills and applied knowledge 7. Encourage systems thinking 8. Encourage higher order analysis, synthesis and critical thinking Twelve new courses have been prepared in order to put this degree program in place, and the program will offer both a major (120 credits) and a minor (18 credits). B. RATIONALE Questions of sustainability in agriculture have become a touchstone for vigorous debate and there has been a tendency for these debates to become polarized with advocates of certain farming systems lining up in different, quite vocal, camps. Part of the irony, of course, is that individuals can vigorously criticize one system while ignoring valid criticisms of the system that they happen to support. No food and farming system of which we are aware is immune to criticism, particularly in the light of sustainability issues. It is important to teach our students that increasing the sustainability of agriculture is not a question of simplistic choices such as large vs. small, or organic vs. conventional, and that increasing the sustainability of food and farming systems should not be a polarizing issue: these are not questions of “Either-Or,” but of “Both-And”. The new degree program will encourage students to study and experience food and farming systems in a new way, running the gamut from large farms to small, from organic to conventional, and from commodity crop/market to specialty crop/market. In order to do this, we have developed new infrastructure and a sequence of new courses. The new courses offer experiential learning opportunities and new material in specialty crop production and niche marketing, and the infrastructure that makes them possible is the new student farm on the west edge of campus. Part of the novelty of the new program is the new and unique opportunities it offers to study and experience small farming enterprises, but its mission is to investigate sustainability issues in food and farming systems of all kinds. The program addresses each of the foundations of sustainability: economic, environmental and social, and does so in an inclusive way. There is a need and an opportunity to develop a new major in Sustainable Food and Farming Systems in the College of Agriculture. The need stems from developing global and regional trends that indicate significant changes are needed in American food production systems. These trends include present and future water shortages from aquifer depletion and global climate change, increases in fertilizer costs from natural gas depletion and increases in fuel costs from oil depletion. There is also a need to decrease the environmental impacts of agriculture, improve the quality and diversity of food to support public health, and strengthen the social and economic sustainability of farms and farm communities. The opportunity stems from a growing public interest in this area. There are many young people looking for educational opportunities in this area, and they are finding them at an increasing number of other institutions within and outside the land grant system. Many students express an interest in practical degree programs that will teach them about small farming

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enterprises as well as large agribusinesses. Purdue does not, as yet, have a degree program that targets these students and there is a strong need and opportunity to serve this growing clientele. We note, however, that many of the new programs around the country that are attracting students to study “new and trendy” forms of agriculture are poorly integrated. They offer education in “alternative agriculture”. That is not the role of this program. The Sustainable Food and Farming Systems program does not offer an “alternative” but, rather, offers a sweeping view of all forms of agriculture so that students can draw conclusions about the sustainability of different food and farming systems in a comprehensive, balanced and insightful way. The big selling-points of this degree program are that it is uniquely multidisciplinary and has a strong hands-on techniques component. It will attract in- and out of-state students that are currently enrolling elsewhere. The uniquely interdisciplinary curriculum will provide students with a strong background in the economic, social and ecological elements of sustainable food and farming systems. The novelty that this program brings is its integration of new educational opportunities in small scale farming and specialty crop systems integrated with the analysis of all forms of agriculture. Students will be prepared to sustainably manage large or small farms, to work for industry as crop and pest management consultants, to influence policy and education through government organizations such as the Cooperative Extension Service and to work for non-profit organizations. Students will also be prepared to enter graduate school programs in ecology, pest management, cropping systems, and many others. Institutionally, Purdue is extremely well prepared to deliver this new major. Recent hires such as Lori Hoagland (HLA), Ian Kaplan (ENTM), and Tamara Benjamin (BTNY/FNR) have elevated the College of Agriculture to the point of having one of the best teaching groups in the country in this discipline. We have hired a manager for the student farm, Rachel Beyer, whose responsibilities will also include teaching. A sequence of new courses (SFS 210, Small Farm Experience (Spring); SFS 211, Small Farm Experience (Fall); SFS 301, Agroecology; SFS 302, Principles of Sustainability; SFS 311, Aquaponics; SFS 312 Urban Agriculture, SFS 313 Farm-to-Fork, SFS 314 Comparative Livestock Production Systems, SFS 315, Energy and Resource Systems; SFS 316, Decisions Through Systems Analysis; SFS 317/FNR 498, Farm Woodlot Management; SFS 350, Summer Farm Internship; SFS 351, SFS Capstone Project), added to our strong presence in pest, disease and insect management, agricultural economics, soil science and horticulture etc., round out a solid academic core. The new student farm provides a venue from which effective experiential learning activities will be coordinated. Thus, the need, the opportunity, the curriculum and the teaching staff are all in place for the development and delivery of a robust, new and unique major in sustainable food and farming systems in the College of Agriculture.

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C. DESCRIPTION SUSTAINABLE FOOD AND FARMING SYSTEMS DEGREE PROGRAM SFS CORE (47 credits required) AGR 101. College Orientation and AGR 29000. Department Orientation (1) BIOL 110. Fundamentals of Biology (4) BTNY 110. Introduction to Plant Science (4) †HORT 101. Fundamentals of Horticulture (3) – or – AGRY 105. Crop Production (3) ANSC 102. Introduction to Animal Agriculture (3) BTNY 207. The Microbial World (3) –or- BIOL 221 – Intro to Microbiology (4) †*SFS 210. Small Farm Experience (Fall) (3) †*SFS 211. Small Farm Experience (Spring) (3) AGRY 255. Soil Science (3) – or - AGRY 270. Forest Soils (3) †*SFS 301. Agroecology (3) *SFS 302. Principles of Sustainability (3) *SFS 350. Summer Farm Internship (0) SFS 351. SFS Capstone Project (1) HORT 301. Plant Physiology (4) –or– ANSC 230. Physiology of Domestic Animals (4) AGRY 320. Genetics (3) †”PICK SIX” SYSTEMS MODULES (1 credit each – 6 required) *SFS 311. Aquaponics *SFS 312. Urban Agriculture *SFS 313/HTM 3xx. Farm-to-Fork *SFS 314. Comparative Livestock Production Systems *SFS 315. Energy and Resource Systems *SFS 316. Decisions through Systems Analysis *SFS 317/FNR 498. Farm Woodlot Management Other courses are possible in the future, including: *SFS 31x. Business Plans for Small Farm Enterprises *SFS 31x. Farm Pond Management [* Denotes new course] [†Required for SFS Minor: 3 module credits] [Advising note: If students choose BTNY 207 over BIOL 221 AND ANSC 230 over HORT 301, they are 4 cr. short of CoA Biology requirements] UNIV/COLLEGE CORE Math and Science (26 credits required – 11-15 credits embedded in SFS Core) CHM 111. General Chemistry (3) and CHM 112. General Chemistry Lab (3) –or - CHM 115. General Chemistry (4) and CHM 116. General Chemistry Lab (4) – or - CHM 129. General Chemistry with a Biological Focus (5+1). MA 231. Calculus for the Life Sciences (3) – or - MA 220. Intro Calculus (3) STAT 301. Elem Stat Methods (3) – or - STAT 503. Stat Methods for Biology (3)* * Needs 2nd semester of calculus (i.e. MA231+ MA232 or MA220+MA222) Written and oral Communication (10 credits required) COM 114. Fundamentals of Speech Communication (3) ENGL 106. 1st Year Composition (4) –or- ENGL 108. Accel. 1st Year Composition (3+1) AGR 201. Communicating across cultures (3) Social Sciences and Humanities (Minimum requirements = 15, with 3 in economics, 3 in social sciences and 3 in humanities, 3 from UCC humanities, 3 humanities or social sciences at 300+). Economics: AGEC 203. Intro Microeconomics for Food and Agribusiness (3) Note: See also economics and business management selectives lists

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Social Sciences: (3 credits required) See UCC and College of Agriculture lists. Humanities: (3 credits required) See UCC and College of Agriculture lists. Multicultural Awareness – AGR 201 required above. International Understanding (9 credits required. See College of Agriculture list) SELECTIVES (Note that some selectives have prerequisites or restrictions beyond the CoA and SFS core requirements) Agronomy/Horticulture (3 credits required) AGRY 285 – World Crop Adaptation & Distribution (3) AGRY 375 – Crop Production Systems (3) AGRY 515 – Plant Mineral Nutrition (3) AGRY 525 – Crop Physiology and Ecology (3) ASM 104 – Introduction to Agricultural Systems (3) ASM 105 – Agricultural Systems Computations and Communication (3) ASM 201 – Construction and Maintenance (3) ASM 216 – Surveying (1)* ASM 222 - Crop Production Equipment (3) ASM 245 – Materials Handling and Processing (3) BTNY 110 – Intro Plant Science (4) HORT 201 – Plant Propagation (3) HORT 301 – Plant Physiology (4) HORT 403 – Tropical Horticulture (3) HORT 420 – Ornamental Plant Production (3) HORT 421 – Fruit Production (3) HORT 422 – Vegetable and Herb Production (3) HORT 506 – Commercial Grape and Wine Production (3) HORT 541 – Post Harvest Technology of Fruits and Vegetables (1) HORT 513 – Nutrition of Horticultural Crops (1) * The ABE department is currently trialing a series of 1-cr modules in GIS, irrigation, remote sensing under the temporary number ABE 495 - these will likely be added as they come online. Animal Science (3 credits required) ANSC 221 – Principles of Animal Nutrition (3) ANSC 230 – Physiology of Domestic Animals (4) ANSC 245 – Applied Animal Management (2) ANSC 324 – Applied Animal Nutrition (3) ANSC 351 – Meat Science (3) ANSC 393 – Animal Industry Travel Course (1-2) ANSC 495 – Romania Study Abroad (4) Business Management (3 credits required) AGEC 310 – Farm Organization (3) AGEC 311 – Accounting for Farm Business Planning (3) AGEC 321 – Principles of Commodity Marketing AGEC 327 – Principles of Marketing (3) AGEC 330 – Management Methods for Agricultural Business (3) AGEC 331 – Principles of Selling in Agricultural Business (3) AGEC 411 – Farm Business Management (3) AGEC 430 – Agricultural and Food Business Strategy (3) ASM 333 – Facilities Planning and Management (3) HORT 435 – Principles of Marketing and Management Horticultural Businesses (3) MGMT 200 – Introductory Accounting (3)

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Ecology/Environment (6 credits required) AGRY 337 – Environmental hydrology (3) AGRY 338 – Environmental hydrology lab (1) AGRY 355 – Weather and Climate (3) ASM 336 – Environmental Systems Management (3) BTNY 211 – Plants and the Environment (3) BTNY 302 – Plant Ecology (3) EAPS 320 – Physics of Climate (3) ENTM 311 – Insect Ecology (3) FNR 210 – Natural Resource Information Management (3) FNR 375 – Human Dimensions of Natural Resource Management (3) FNR 543 – Conservation Biology (3) NRES 290 – Intro to Environmental Science (3) POL 223 – Introduction to Environmental Policy (3) Economics (3 credits required) AGEC 217 – Economics (3) AGEC 220 – Economics of Agricultural Markets (3) AGEC 250 – Economic geography of world food and resources (3) AGEC 305 – Agricultural Prices (3) AGEC 340 – International Economic Development (3) AGEC 406 – Natural Resources and Environmental Economics (3) Food Science (3 credits required) FS 161 – Science of Food (3) FS 245 – Food Packaging (1) FS 315 – Fundamentals of Nutrition (3) FS 340 - Introduction to Food Law and regulations (1) FS 341 – Food Processing I (2) FS 342 – Food Processing I Lab (1) FS 361 – Food Plant Sanitation (1) FS 362 – Food Microbiology (3) FS 362 – Food Microbiology lab (2) HORT 541 – Post Harvest Technology of Fruits and Vegetables (3) Pest Management (6 credits required) BTNY 301 – Intro Plant Pathology (3) BTNY 304 – Introductory Weed Science (3) BTNY 516 – Diseases of Vegetable Crops (1) BTNY 527 – Diseases of Agronomic Crops (1) BTNY 535 – Plant Disease Management (3) ENTM 206 – General Entomology (2) and ENTM 207 – General Entomology Lab (1) ENTM 446 – Integrated Plant Health Management for Ornamental Plants (3-4) ENTM 510 – Insect Pest Management (3) Soil Science (3 credits required) AGRY 251 – Intro to Soils (1) AGRY 349 – Soil Ecology (3) AGRY 365 – Soil Fertility (3) AGRY 450 – Soil Conservation and Water Management (3) AGRY 565 – Soils and Landscapes (3) AGRY 580-581 – Soil Microbiology (4) CREDIT SUMMARY: MAJOR: SFS Core 47 Requirements: Additional Math/Sci 12

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Written and oral Communication 10 Social Sci & Humanities 15 Multicultural awareness - International Understanding -

Selectives: Agronomy/Horticulture 3 Animal science 3 Business management 3 Ecology/Environmental Sci 6 Economics 3 Food science 3 Pest management 6 Soil science 3 Elective: 6 Minimum Credits Required 120 MINOR: From SFS Core: 15 From Selectives: 3 Minimum Credits Required 18

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Student Name: SAMPLE WORKSHEET

Beginning Semester: Fall 2014

Freshman Year

First Semester Second Semester 0.5 AGR 101 College Orientation 3 BTNY 110 Introduction to Plant Science

0.5 AGR 290 Department Orientation 3 CHM 112 General Chemistry

4 BIOL 110 Fundamentals of Biology 3 HORT 101 Fundamentals of Horticulture or AGRY 105 Crop production

3 CHM 111 General Chemistry 4 ENGL 106 First Year Composition

3 COM 114 Fundamentals of Speech 3 SFS 210 Small Farm Experience Spring

3 MA 220 or MA 231

14 0 16 0 Sophomore Year . Third Semester Fourth Semester

3 SFS 211 Small Farm Experience Fall 3 SFS 301 Agroecology

3 SFS 302 Principles of Sustainability 3 BTNY 207 or BIOL 221 (4) (Microbiol)

3 ANSC 102 Introduction to Animal Science 3 AGRY 255 Intro to Soils or AGRY 270. Forest Soils

3 Systems Modules (3 selections) 3 AGEC 203 Introduction to Microeconomics

3 Agronomy/Horticulture Selective 3 Systems Modules (3 selections)

15 0 15 (16) 0 Junior Year

Fifth Semester Sixth Semester 4

HORT 301 Plant Physiology or ANSC 230 Physiology of Domestic Animals 3 AGRY 320 Genetics

3 AGR 201 Communicating Across Cultures 3 STAT 301 Elementary Stat Methods

3 Pest Management Selective 3 Pest Management Selective

3 Soil Science Selective 3 Humanities Selective

3 University Humanities Selective 3 Animal Science Selective

16 0 15 0 Summer After Sophomore and/or Junior Year

0 SFS 350 Summer Small Farm Internship 0 0

Senior Year Seventh Semester Eighth Semester

3 Economics Selective 3 Ecology/Environment Selective

3 Business Management Selective 3 Ecology/Environment Selective

3 SS or Humanities Selective (300+) 3 Social Science Selective

1 SFS 351. SFS Capstone Project 3 Food Science Selective

3 Elective 3 Elective

13 0 15 0 Required Number of Credits: 120 Number of Credits Earned: 0

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D. LEARNING OUTCOMES The Sustainable Food and Farming Systems degree program responds to the College of Agriculture outcomes as follows: 1. Professional Preparation: Demonstrate proficiency in their chosen discipline that incorporates knowledge skills, technology, and professional conduct. The SFS program is specifically designed to train students to sustainably manage farms of many types, to work for industry as crop and pest management consultants, to influence policy and education through government organizations such as the Cooperative Extension Service and to work for non-profit organizations. Students will also be prepared to enter graduate school programs in ecology, pest management, and cropping systems. This outcome is specifically addressed in the SFS core courses, especially SFS 210, 211, 301, 302, 305, 351. Further proficiency is derived in selectives courses throughout the curriculum. 2. Scientific Principles: Demonstrate use of the scientific method to identify problems, formulate and test hypotheses, conduct experiments and analyze data, and derive conclusions. SFS has a rigorous, science-based curriculum that provides in-depth theory as well as hand-on experience. This outcome is specifically addressed in both the University requirements, the College of Agriculture core courses, the SFS core courses, especially SFS 301, 302. Required selectives in soil science, animal science, pest management, and agronomy and horticulture among others further develop this outcome. 3. Critical Thinking: Demonstrate critical thinking by using data and reasoning to develop sound responses to complex problems. Critical thinking is a key component of designing and managing sustainable food and farming enterprises, and is delivered as a key competency outcome throughout the SFS core (notably SFS 301, 302, 351) and selectives. Critical thinking is required in the analysis of different food production systems, energy systems and other questions of on-farm, local and global sustainability. 4. Communication: Demonstrate the ability to write and speak with effectiveness while considering audience and purpose. SFS delivers this outcome with a number of courses that will develop students' competencies in written and oral communication, discussion and debating skills through the university requirements, a number of courses in the College of Agriculture core and the SFS core, especially SFS 301, 302, 351. 5. Teamwork: Demonstrate the ability to work effectively as part of a problem-solving team. The development of students in this area is a particular strength of the SFS program. Students will spend significant time designing, developing plans and working together in the field, in a number of courses, particularly the farm experience courses and internship. 6. Cultural Understanding: Demonstrate knowledge of a range of cultures and an understanding of human values and points of view of other than their own. One of the areas of recent growth in food and farming systems has been an increased inclusion of women and minorities in farming enterprises, particularly alternative models of agriculture with a direct-sales emphasis. One of the key outcomes of the SFS program will be to provide a high quality education for the diversifying population of people interested in careers in sustainable food and farming systems. Cultural understanding is developed throughout the curriculum, particularly in AGR 201, SFS 301, 302. 7. Social Science Principles: Demonstrate ability to apply social, economic, political, and environmental principles to living in a global community. The "three pillars of sustainability" that we teach In the SFS program are environmental sustainability, economic sustainability and social sustainability. Students will learn the importance of integrating these different principles throughout the SFS program. SFS 302 is an entire course designed to address this outcome. It is reinforced in a number of other courses, including SFS 351. 8. Civic Responsibility: Demonstrate awareness of civic responsibility to community and society at large. Elements of civic responsibility are embedded throughout the SFS program, which is at the heart of the outcomes to which this program responds. One related outcome of this program will be the provision, to the Purdue and local communities, of fresh, sustainably grown produce, and the development of a range of outreach activities, at the Purdue University Student Farm. 9. Lifelong Learning: Demonstrate skills necessary for lifelong learning. The SFS program teaches far beyond the skills necessary to succeed in the program, but to develop the skills needed beyond graduation -- and one key skill is the ability to continue to learn and develop. An emphasis on the development of personal learning skills, self-sourcing of information and networking is part of the makeup of the SFS program, throughout its core and in a number of its selectives.

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The Sustainable Food and Farming Systems degree program will have the following specific learning objectives: Graduating students will: 1. Know how DNA and RNA are replicated and understand gene function and protein synthesis 2. Know the principles of plant primary metabolism, including photosynthesis, respiration and the biosynthesis and roles of

macromolecules; carbohydrates, proteins, lipids, nucleic acids 3. Understand the principles of plant growth and development 4. Understand the principles of animal growth and development 5. Know the global carbon cycle and understand the greenhouse effect 6. Understand the nature of interactions among organisms, in particular those involving plants: mutualism, commensalism,

parasitism, herbivory 7. Understand the concepts of the individual, populations, communities, ecosystems and biomes 8. Understand the ecological processes of vegetation succession 9. Understand the ecological relevance of different plant life history traits 10.Understand the biotic and abiotic factors determining the distribution and abundance of plants 11. Know the basic life cycles and disease cycles of the fungi, the bacteria and viruses 12. Understand the relationships among host, environment and pathogen for development of plant disease 13. Understand the concepts of IPM for pests, plant diseases and weeds 14. Know principal pathogens of midwestern crops 15. Know the control options for pathogens of Midwestern crops 16. Know the principal insect pests of Midwestern crops 17. Know the control methods for key insect pests of Midwestern crops 18. Understand the role of crop rotations, cover crops and other land management methods 19. Know the composition of soils and understand the processes by which soils are formed 20. Understand the range of chemical and physical properties of soils and be aware of their effects on plant growth 21. Understand the biological properties of soils and be aware of their effects on plant growth 22. Understand the pathways of nutrient cycling in the soil and the biosphere; e.g. N, P, C cycles 23. Have a broad understanding of the principles of sustainability, including agricultural sustainability 24. Understand the importance of energy in society and in agricultural production systems 25. Understand the importance of natural resources in society and in agricultural production, and the principles of their

conservation 26. Have a broad awareness of the role of agriculture in global society 27. Understand the advantages and disadvantages of different approaches to food production 28. Understand the principles of accounting and record keeping as it pertains to small farm enterprises 29. Understand the principles of food marketing and sales 30. Know how to handle basic farm machinery: tractor, tiller, irrigation systems etc. 31. Know how to make and apply compost, choose fertilizer applications, perform soil tests etc. 32. Understand the principles of postharvest food storage and pest management 33. Be able to communicate effectively verbally, including being able to prepare and deliver effective scientific papers and

presentations 34. Be able to perform, analyze and discuss supervised experiments 35. Be able to conduct a competent literature search, including a search for primary literature, and also including the ability

to find and assimilate information that will broaden understanding of subject areas by accessing material that is not specifically taught in class

36. Be able to handle multiple tasks and deadline pressures 37. Be able to work effectively with individuals from diverse cultures 38. Have strong professional ethics and integrity 39. Understand the importance of developing leadership skills 40. Be able to work effectively in teams 41. Have a working knowledge of SI (metric) units 42. Be competent in designing experiments with a knowledge of the need for replication, randomization and the use of

appropriate experimental controls, understand experimental errors, separation of treatment effects and probability

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PART II. COURSE AND CURRICULAR CHANGES

Courses to be Deleted

None

Courses to be Changed

None

Courses to be Added

SFS 210. Small Farm Experience (Spring) 3 cr. Spring This course will provide students with hands-on experience in farm planning, design and management including land and fertility management, planting, crop management, pest management, harvesting, postharvest storage, sales and marketing. The class will have a theoretical component integrated into the syllabus as well as book readings and discussions. The spring class will focus on seasonal activities at the student farm, namely planning and planting. Instructor: Steve Hallett Prerequisites: None Restrictions: None SFS 211. Small Farm Experience (Fall) 3 cr. Fall This course will provide students with hands-on experience in farm planning, design and management including land and fertility management, planting, crop management, pest management, harvesting, postharvest storage, sales and marketing. The class will have a theoretical component integrated into the syllabus as well as book readings and discussions. The fall class will focus on seasonal activities at the student farm, namely harvesting and sales. Instructor: Tamara Benjamin Prerequisites: None Restrictions: None SFS 301. Agroecology. 3 cr. Spring This course introduces students to the application of ecological concepts to food production systems and farm management. We will consider species interactions, nutrient and water cycles, regenerative practices, alternative approaches to agriculture, and ecosystem services provided to and by agroecosystems. Instructors: Kevin Gibson, Sylvie Brouder, Ron Turco Prerequisites: BTNY 110 Restrictions: None SFS 302. Principles of Sustainability. 3 cr. Fall This course will use a wide range of reading materials from the primary literature and trade books. It will be a broad, discussion-based course based on the three pillars of sustainability: environmental, economic and social. All aspects of sustainability, such as energy and resource sustainability will be taught, but the focus will be on agriculture. Instructor: Steve Hallett Prerequisites: None Restrictions: None SFS 311. Aquaponics. 1 cr. The aquaponics module will introduce students to the art and science of integrated fish and plant culture systems, investigating the history and modern state of the art of these fascinating combined aquaculture-hydroponic systems. Paul Brown (fisheries specialist from FNR) will represent the “aqua” while Cary Mitchell (controlled environment plant production) represents the “ponics”. Instructors: Paul Brown & Cary Mitchell Prerequisites: None

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Restrictions: None SFS 312. Urban Agriculture. 1 cr. Urban agriculture has the potential to address a range of social, economic and environmental issues including food insecurity, energy conservation, and human health and well-being. During this 5-week course, students will learn about the forces driving urban agriculture as well as the political and biophysical factors constraining it by reading articles, reviewing case studies, and visiting urban farms, vertical farm factories, food pantries, and local food advocacy groups At the end of this course, students will apply the knowledge they have gained by developing a plan to increase urban agriculture in the greater Lafayette metropolitan area. Instructor: Lori Hoagland. Prerequisites: None Restrictions: None SFS 313. Farm-to-Fork. 1 cr. This course will investigate the culinary opportunities of local and seasonal foods. Dr. Hallett will represent the “farm”, giving students a brief overview of the production of local and seasonal foods in Indiana. The “farm” will harvest produce at the student farm and deliver it to the “fork” -- Chef Ambarish Lulay – who will work his culinary magic in the teaching kitchens in the HTM department. The focus, from both “sides” of the course will be the importance of niche marketing for farmers and chefs. This course is going to be tasty and fun! Instructors: Ambarish Lulay & Steve Hallett Prerequisites: None Restrictions: None SFS 314. Comparative Livestock Production Systems. 1 cr. This course will compare and contrast the various livestock and poultry systems in the United States. The course will begin with in depth analysis of the history and structure of prevalent or conventional livestock and poultry production systems followed by a similar analysis of the various alternative production systems currently in use in the US, including organic, grass-fed, pasture-raised among others. A heavy focus will be placed on critically evaluating the pros and cons of each system, regulations of both conventional and process-verified systems and potential differences in products resulting from different management and processing systems Instructor: Paul Ebner Prerequisites: None Restrictions: None SFS 315. Energy and Resource Systems. 1 cr. The goal of this class is to encourage students to think of human systems, including food and farming, energy, economic and political systems, in the ways that ecologists think of ecological systems. How does energy flow through these systems, and how do resources flow or recycle through and throughout these systems? What are the weaknesses of human systems that could be mitigated by mimicking natural systems? Issues of efficiency, sustainability and resilience will be investigated in the context of vegetation succession, fire cycles, ecological tipping points and adaptive cycles. Instructor: Steve Hallett Prerequisites: None Restrictions: None SFS 316. Decisions Through Systems Analysis. 1 cr. This class introduces students to the basic rationale, concepts and mechanics of systems analysis. After an introduction to the concepts, students go through examples of integrated research carried out with systems analysis that has been used for decision making on both enterprise and broader scales. These examples also illustrate such things as the importance of data, metrics and the validity of information to be used in a systems analysis. Finally, students will set up their own systems decision framework for a problem of their interest. Instructor: Otto Doering Prerequisites: None Restrictions: None SFS 350. Summer Farm Internship. Required, but not for credit. Summer. The summer internship will give students the opportunity to spend ten weeks on a farming enterprise, either at the Purdue University student farm, or at another farm in the region. A number of types of internships will be considered, and these

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might include internships not on farms, but on other farm-related businesses. We will assess these internships on a case-by-case basis. The majority of the time spent by students is expected to be farm management work under the supervision of the host farmer. A list of requirements of both intern and host farmer will ensure that interns are engaged in enriching internship activities and not just exploited as laborers. Curricular activities will also be presented at farm visits, workshops and tours. Instructor: Steve Hallett (Coordinator) Prerequisites: None Restrictions: None SFS 351. SFS Capstone Project. 1 cr. Spring, Fall, Summer. The SFS Capstone Project is a directed-learning course that will require students to prepare and present a sustainability analysis of a small farm enterprise [most likely the enterprise at which they conduct their required summer internship – and this may be an internship approved at an operation other than a farm (see above)]. Students will be required to analyze the enterprise taking into account its economic, environmental and social sustainability, and its broader role in sustaining the local and regional economy, environment and community. The analysis will be prepared as a paper and a presentation that will be given to the undergraduates of the SFS program at an SFS program meeting. The paper and the presentation will be prepared in consultation with a faculty mentor from the SFS program committee and will be graded by the faculty mentor. Instructor: Faculty Mentor Prerequisites: SFS 350 Restrictions: None

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NEW COURSE DOCUMENTATION

SFS 211. Small Farm Experience (Fall) COURSE CONTACT INFORMATION: Name: Tamara Benjamin Phone Number: 496-1930 E-mail Address: tamara17@purdue.edu Campus Address: LILY 1-422 COURSE SUBJECT ABBREVIATION AND NUMBER: SFS 211 (currently BTNY 390) COURSE TITLE: Small Farm Experience (Fall) COURSE CREDITS AND INSTRUCTIONAL TYPE: 3 cr. Fall COURSE DESCRIPTION: Small Farm Experience is a 3-credit practicum class taught in both the spring and fall semesters designed to help students gain an understanding of what is needed to establish a productive small farm enterprise. The class will be taught as a 3-hour lecture-lab on Mondays and Wednesdays at 1:30 – 4:30 in Lilly 1-425 or the Student Farm, each week. There will also be short field trips to local small farming enterprises. Classes will be split into lectures, hands-on activities, and class discussions. Classes will also be taught by guest lecturers and local farmers who have been successful at establishing small farming enterprises. Students in the class will be responsible for working on the Purdue Student Farm to gain practical experience on the topics and concepts being taught in the class. Course Goals 1. To teach students about the wide range of activities involved in running a small farm enterprise, including:

• Crop production and management • Animal husbandry and management • Sales and marketing

2. To encourage students to think critically about issues pertaining to modern agriculture, including various forms of “conventional”, organic and “sustainable” agriculture. 3. To provide hands-on experience with crop production and marketing. 4. To introduce students to a range of small farm activities currently operating locally. Learning Objectives By the end of the course, students should have developed a broader appreciation of the range of agricultural enterprises that are feasible in the Midwest, learned and experienced a range of skills pertaining to small farm management, and improved their ability to design, market and operate a small farming business. B. Learning Outcomes and Method of Evaluation or Assessment Learning outcomes: All of the College of Agriculture outcomes are addressed in this class, as are a number of the SFS learning objectives. In particular, this class develops the following SFS learning objectives in students: 6. Understand the nature of interactions among organisms, in particular those involving plants: mutualism, commensalism,

parasitism, herbivory 12. Understand the relationships among host, environment and pathogen for development of plant disease 13. Understand the concepts of IPM for pests, plant diseases and weeds 14. Know principal pathogens of midwestern crops 15. Know the control options for pathogens of Midwestern crops 16. Know the principal insect pests of Midwestern crops 17. Know the control methods for key insect pests of Midwestern crops 18. Understand the role of crop rotations, cover crops and other land management methods 19. Know the composition of soils and understand the processes by which soils are formed 20. Understand the range of chemical and physical properties of soils and be aware of their effects on plant growth 21. Understand the biological properties of soils and be aware of their effects on plant growth

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22. Understand the pathways of nutrient cycling in the soil and the biosphere; e.g. N, P, C cycles 23. Have a broad understanding of the principles of sustainability, including agricultural sustainability 24. Understand the importance of energy in society and in agricultural production systems 25. Understand the importance of natural resources in society and in agricultural production, and the principles of their

conservation 26. Have a broad awareness of the role of agriculture in global society 27. Understand the advantages and disadvantages of different approaches to food production 28. Understand the principles of accounting and record keeping as it pertains to small farm enterprises 29. Understand the principles of food marketing and sales 30. Know how to handle basic farm machinery: tractor, tiller, irrigation systems etc. 31. Know how to make and apply compost, choose fertilizer applications, perform soil tests etc. 32. Understand the principles of postharvest food storage and pest management 33. Be able to communicate effectively verbally, including being able to prepare and deliver effective scientific papers and

presentations 35. Be able to conduct a competent literature search, including a search for primary literature, and also including the ability

to find and assimilate information that will broaden understanding of subject areas by accessing material that is not specifically taught in class

36. Be able to handle multiple tasks and deadline pressures 37. Be able to work effectively with individuals from diverse cultures 38. Have strong professional ethics and integrity 39. Understand the importance of developing leadership skills 40. Be able to work effectively in teams 41. Have a working knowledge of SI (metric) units Methods of evaluation or assessment: A = 90% B = 80% C = 70% D = 60% F < 60% Lab/Farm Visit Reports (7 reports for 10 points each): 70 Book Reports & Discussion (2 reports for 20 points each): 40 Semester-long Project (Draft/Presentation): 10/40= 50 Quizzes (4 quizzes for 10 points each): 40 Participation in Class: 50 TOTAL: 250 Extra Credit: Farm work at the Student Farm: Up to 50 points available for students that contribute regularly to the management of the farm. Lab/Farm Visit Reports: (1. Farmers’ market activity, 2. Harvest Moon Farm, 3. Kremer Household, 4. Cooley Family Farm, 5. Warren Piece, 6. City Foods, 7. Lone Pine Farm/Moody Meats.) Please write an analytical report about the location visited/studied. Your report should investigate the business strategy of the operation and its role/place in the food marketplace. Please discuss any novel attributes of the operation, analyze its economic, social and environmental sustainability and any particular opportunities or vulnerabilities that you see. Prepare your report in the first person to the business owner as we will invite them to read and comment on (but not grade) your reports. There is no page limit for reports, and reports of different length may be warranted for different operations, but we expect a report of approximately 1,000 words. Each report is due one week after the activity or field trip. Book Reports & Discussion: (1. J.E. McWilliams. Just Food: Where Locavores get it Wrong and How we can Truly Eat Responsibly [Back Bay Books, NY: 2009], 2. M. Pollan. The Omnivore’s Dilemma: A Natural History of Four Meals [Penguin, NY: 2006]) Yes, we’d like you to read two nonfiction books – in their entirety – something some people will find quite normal, and others will find unusual. Both the titles we have chosen are iconic books in the agriculture and food debates. Pollan’s book, in particular, was something of a lightning rod for the local food movement. Please read each book carefully and prepare a detailed report explaining the purpose and premise of the book and a brief summary of the material. Please also provide a personal critique. What did you like or dislike about the book? With what points did you agree or disagree? What did you learn from the book? Do not plagiarize in any way. Having written your report, please also prepare some brief notes that

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you can use for class discussion. Points will be awarded both for your written report and your discussion in class. Reports to be submitted on the day of discussion (see schedule). Semester-Long Project: This will be a group project carried out by the entire class. We ask that you break into sub-groups (groups of three) to complete certain tasks or assign individuals to research certain topics, but you may coordinate the project as you wish. Each sub-group will develop a portion of a farm management plan for the Purdue Student Farm and will be responsible for coordinating with the other groups so that the work will be relevant to the others. Each sub-group will also be responsible for presenting at fall break a written document showing how you have progressed on your topic. At the end of the semester each sub-group will present their results and how it relates to the other two sub-groups to build a coherent farm management plan. We will spend some time throughout the semester to give you guidance on how to complete the project as well as two class periods to complete activities that will help you finish. At the end of the project, we would like a brief explanation showing which parts of the project and report you conducted. C. Prerequisites: None D. Course Instructor(s): Dr. Tamara Benjamin E. Course Outline of Topics/Syllabus: (Attached Below – H.) F. Reading List/Textbook: J.E. McWilliams. Just Food: Where Locavores get it Wrong and How we can Truly Eat Responsibly [Back Bay Books, NY: 2009] M. Pollan. The Omnivore’s Dilemma: A Natural History of Four Meals [Penguin, NY: 2006] G. Library Resources: All required readings either provided in class (e.g. short articles) or available in the library. Required texts are inexpensive and available at most book retailers. H. Example of a Course Syllabus: SFS 210. Small Farm Experience (Fall) (Syllabus from Fall 2013 as BTNY 2013) Class times: Mondays, & Wednesday 1:30-4:30 pm Locations: Student Farm Lilly 1-425 Field trips: Meet at West Side of Lilly Hall

Tamara Benjamin Office: Lilly 1-422 Phone: 496-1930 Email: tamara17@purdue.edu Office Hours: Email to make appointment

TA: Mary Lehmkuhl Email: mlehmkuh@purdue.edu Office Hours: Email to make an appointment

Policies General Course Policies 1. Attendance at all sessions is mandatory. Please let us know well in advance if you will be unable to attend. 2. No cell phones in class, please, but feel free to use a computer for taking notes. 3. Please be prepared in advance for all classes where prior reading or other preparation is requested.

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Academic Dishonesty. Purdue prohibits "dishonesty in connection with any University activity. Cheating, plagiarism, or knowingly furnishing false information to the University are examples of dishonesty." [Part 5, Section III-B-2-a, University Regulations] Furthermore, the University Senate has stipulated that "the commitment of acts of cheating, lying, and deceit in any of their diverse forms (such as the use of substitutes for taking examinations, the use of illegal cribs, plagiarism, and copying during examinations) is dishonest and must not be tolerated. Moreover, knowingly to aid and abet, directly or indirectly, other parties in committing dishonest acts is in itself dishonest." [University Senate Document 72-18, December 15, 1972]. Please refer to the university’s guide at www.purdue.edu/odos/aboutodos.academicintegrity.php

Use of Copyrighted Materials. Among the materials that may be protected by copyright law are the lectures, notes, and other material presented in class or as part of the course. Always assume the materials presented by an instructor are protected by copyright unless the instructor has stated otherwise. Students enrolled in, and authorized visitors to, Purdue University courses are permitted to take notes, which they may use for individual/group study or for other non-commercial purposes reasonably arising from enrollment in the course or the University generally. Notes taken in class are, however, generally considered to be “derivative works” of the instructor’s presentations and materials, and they are thus subject to the instructor’s copyright in such presentations and materials. No individual is permitted to sell or otherwise barter notes, either to other students or to any commercial concern, for a course without the express written permission of the course instructor. To obtain permission to sell or barter notes, the individual wishing to sell or barter the notes must be registered in the course or must be an approved visitor to the class. Course instructors may choose to grant or not grant such permission at their own discretion, and may require a review of the notes prior to their being sold or bartered. If they do grant such permission, they may revoke it at any time, if they so choose.

Attendance. Students are expected to be present for every meeting of the classes in which they are enrolled. Only the instructor can excuse a student from a course requirement or responsibility. When conflicts or absences can be anticipated, such as for many University sponsored activities and religious observations, the student should inform the instructor of the situation as far in advance as possible…For unanticipated or emergency absences when advance notification to an instructor is not possible, the student should contact the instructor as soon as possible by email, or by contacting the main office that offers the course. When the student is unable to make direct contact with the instructor and is unable to leave word with the instructor’s department because of circumstances beyond the student’s control, and in cases of bereavement, the student or the student’s representative should contact the Office of the Dean of Students,

Grief Absence Policy for Students. Purdue University recognizes that a time of bereavement is very difficult for a student. The University therefore provides the following rights to students facing the loss of a family member through the Grief Absence Policy for Students (GAPS). GAPS Policy: Students will be excused for funeral leave and given the opportunity to earn equivalent credit and to demonstrate evidence of meeting the learning outcomes for misses assignments or assessments in the event of the death of a member of the student’s family. Missed or Late Work. Work turned-in late without prior approval will be graded down by 5% per day. If work is handed in late and we are not able to find additional time to grade it (especially likely at the end of the semester) it will be scored as 0. Violent Behavior Policy. Purdue University is committed to providing a safe and secure campus environment for members of the university community. Purdue strives to create an educational environment for students and a work environment for employees that promote educational and career goals. Violent Behavior impedes such goals. Therefore, Violent Behavior is prohibited in or on any University Facility or while participating in any university activity.

Students with Disabilities. Purdue University is required to respond to the needs of the students with disabilities as outlined in both the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 through the provision of auxiliary aids and services that allow a student with a disability to fully access and participate in the programs, services, and activities at Purdue University. If you have a disability that requires special academic accommodation, please make an appointment to speak with me within the first three (3) weeks of the semester in order to discuss any adjustments. It is important that we talk about this at the beginning of the semester. It is the student's responsibility to notify the Disability Resource Center (http://www.purdue.edu/drc) of an impairment/condition that may require accommodations and/or classroom modifications.

Emergencies. In the event of a major campus emergency, course requirements, deadlines and grading percentages are subject to changes that may be necessitated by a revised semester calendar or other circumstances beyond the

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instructor’s control. Relevant changes to this course will be posted onto the course website or can be obtained by contacting the instructors or TAs via email or phone. You are expected to read your @purdue.edu email on a frequent basis.

Nondiscrimination. Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life. Purdue University prohibits discrimination against any member of the University community on the basis of race, religion, color, sex, age, national origin or ancestry, genetic information, marital status, parental status, sexual orientation, gender identity and expression, disability, or status as a veteran. The University will conduct its programs, services and activities consistent with applicable federal, state and local laws, regulations and orders and in conformance with the procedures and limitations as set forth in Executive Memorandum No. D-1, which provides specific contractual rights and remedies. Any student who believes they have been discriminated against may visit www.purdue.edu/report-hate to submit a complaint to the Office of Institutional Equity. Information may be reported anonymously. CLASS SCHEDULE (Note that the schedule is subject to change. Please check for class announcements frequently. We may change venues at short notice due to weather, in particular). WEEKEND FIELD TRIPS: Please reserve on your calendar early. Sunday 8 September, Moon Acre Farms, Spencer, IN Saturday 16 November, Moody Meats/Lone Pine Farm, Ladoga, IN ALSO: Safety Class (Wednesday 9 October) may be held in the evening. August 19, Monday (Steve Hallett, Tamara Benjamin, Mary Lehmkuhl: Lilly 1-425) Introduction to class and methodologies, student farm, sustainable agriculture Outline of semester-long project August 21, Wednesday (Steve Hallett, Student Farm) Introduction to Student Farm Farm Work* August 26, Monday (Tamara Benjamin and Mary Lehmkuhl, Student Farm) Selling Food Sustainably Market Master (Robin Pickett) and Farmers’ Markets August 28, Wednesday (Mary Lehmkuhl, Student Farm) Farm Work* Farmer’s Market Activity (Lab report #1) September 2, Monday (Labor Day, No Class) Sept 4 – no class Please review, prior to September 18th, the Post-harvest Handling and Storage Webinar (3.75 hours) at: https://connect.extension.iastate.edu/p71g2rwmdyo/ ?launcher=false&fcsContent=true&pbMode=normal. You will be responsible for coming up with questions for a Q&A with Atina Difley on the 18th. September 8, SUNDAY (Linda Chapman and Amy Thompson, Monroe Extension Educator – FIELD TRIP) Four Season Vegetable and Flower Grower Field trip to Owen County, Spencer, Indiana (Lab report #2) September 9, Monday (Tamara Benjamin, Student Farm) Marketing and pricing Pricing and marketing activity

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September 11, Wednesday (Rich and Susan Kremer, FIELD TRIP) Canning and Pickling Canning and Pickling (Lab report #3) September 16, Monday (Kevin Cooley/Mary Lehmkuhl, FIELD TRIP) Community Supported Agriculture (CSA) Field trip to Cooley farm, Tippecanoe County (Lab report #4) September 18, Wednesday (Atina Diffley from Organicfarmingworks.com on AdobeConnect, Lilly 1-425) Post-harvest handling and storage September 23, Monday (Linda Swihart, Warren Piece, FIELD TRIP) Cooperative Agriculture (Lab Report #5) September 25, Wednesday (Paul Ebner, Student Farm) Small animal husbandry for small farm operations Farm Work* September 30, Monday (Mark Kepler, Student Farm) Small animal husbandry for small farm operations Butcher’s Block October 2, Wednesday (Mary Lehmkuhl and Chef Ambarish Lulay, HTM Kitchens) Direct marketing to restaurants and institutions Cooking with seasonal foods Turn in draft of project report on Friday, October 3. October 7 and 9, Monday and Wednesday (Fall Break, No Class) October 14, Monday (John Lumkes, Student Farm) Small Farm Equipment Maintenance Use of farm equipment at the Student Farm 5:30-8:00 PM Monday (Steve Wettschurack, Lilly 1-425) (TBC) Small Farm Equipment Safety (with FCAP members) October 16, Wednesday (Roy Ballard, Student Farm) Agritourism Farm work* October 21, Monday (Steve Hallett, Student Farm) Book Discussion: Just Food by McWilliams. (Book report #1) Farm Work* October 23, Wednesday (Mary Lehmkuhl and Tamara Benjamin, Student Farm) Freezing Food October 28, Monday (Torbert Rocheford, City Foods, Lafayette, IN) Co-op Business Models (Lab report #6) Field trip to City Foods, Meet in Lilly and take bus to downtown Lafayette October 30, Wednesday (Cissy Bowman, Student Farm) Legal Issues with Direct Marketing/Sales Farm Work* November 4, Monday (Jodee Ellett, Student Farm) Food hubs

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Farm work* November 6, Wednesday Discussion on Winter Plans Farm Work* November 11, Monday (Tamara Benjamin, Student Farm) Semester-long project workday Farm work* Nov 13 – No class November 16, SATURDAY (Adam Moody) Field trip to Moody Meats/Lone Pine Farm, Ladoga, IN Novmber 18, Monday (Tamara Benjamin, Student Farm) Semester-long project workday Farm Work* November 20, Wednesday (Steve Hallett, Student Farm) Book discussion: The Omnivore’s Dilemma by Pollan (Book report #2) Farm Work* November 25, Monday (Steve Hallett, Student Farm) Assembling Animal Structures Thanksgiving Dinner November 27, Wednesday (Thanksgiving Break, No Class) December 2, Monday (Student Farm) Project Presentation(s) Farm Work* December 4, Wednesday (La Scala Restaurant, Lafayette, IN) Field trip to La Scala, uses local foods in menu

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SFS 210. Small Farm Experience (Spring)

COURSE CONTACT INFORMATION: Name: Steve Hallett Phone Number: 494-7649 E-mail Address: halletts@purdue.edu Campus Address: LILY 2-351 COURSE SUBJECT ABBREVIATION AND NUMBER: SFS 210 COURSE TITLE: Small Farm Experience (Spring) COURSE CREDITS AND INSTRUCTIONAL TYPE: 3 cr. Spring. COURSE DESCRIPTION: Small Farm Experience is a 3-credit practicum class taught in both the spring and fall semesters designed to help students gain an understanding of what is needed to establish a productive small farm enterprise. The class will be taught as a 3-hour lecture-lab on Mondays and Wednesdays at 1:30 – 4:30 at the Student Farm or classroom each week. There will also be short field trips to local small farming enterprises. Classes will be split into lectures, hands-on activities, and class discussions. Classes will also be taught by guest lecturers and local farmers who have been successful at establishing small farming enterprises. Students in the class will be responsible for working on the Purdue Student Farm to gain practical experience on the topics and concepts being taught in the class. Course Goals 1. To teach students about the wide range of activities involved in running a small farm enterprise, including:

• Crop production and management • Animal husbandry and management • Sales and marketing

2. To encourage students to think critically about issues pertaining to modern agriculture, including various forms of “conventional”, organic and “sustainable” agriculture. 3. To provide hands-on experience with crop production and marketing. 4. To introduce students to a range of small farm activities currently operating locally. Learning Objectives By the end of the course, students should have developed a broader appreciation of the range of agricultural enterprises that are feasible in the Midwest, learned and experienced a range of skills pertaining to small farm management, and improved their ability to design, market and operate a small farming business. B. Learning Outcomes and Method of Evaluation or Assessment Learning outcomes: All of the College of Agriculture outcomes are addressed in this class, as are a number of the SFS outcomes. In particular, this class develops the following SFS learning objectives in students: 6. Understand the nature of interactions among organisms, in particular those involving plants: mutualism, commensalism,

parasitism, herbivory 12. Understand the relationships among host, environment and pathogen for development of plant disease 13. Understand the concepts of IPM for pests, plant diseases and weeds 14. Know principal pathogens of midwestern crops 15. Know the control options for pathogens of Midwestern crops 16. Know the principal insect pests of Midwestern crops 17. Know the control methods for key insect pests of Midwestern crops 18. Understand the role of crop rotations, cover crops and other land management methods 19. Know the composition of soils and understand the processes by which soils are formed 20. Understand the range of chemical and physical properties of soils and be aware of their effects on plant growth 21. Understand the biological properties of soils and be aware of their effects on plant growth 22. Understand the pathways of nutrient cycling in the soil and the biosphere; e.g. N, P, C cycles

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23. Have a broad understanding of the principles of sustainability, including agricultural sustainability 24. Understand the importance of energy in society and in agricultural production systems 25. Understand the importance of natural resources in society and in agricultural production, and the principles of their

conservation 26. Have a broad awareness of the role of agriculture in global society 27. Understand the advantages and disadvantages of different approaches to food production 28. Understand the principles of accounting and record keeping as it pertains to small farm enterprises 29. Understand the principles of food marketing and sales 30. Know how to handle basic farm machinery: tractor, tiller, irrigation systems etc. 31. Know how to make and apply compost, choose fertilizer applications, perform soil tests etc. 32. Understand the principles of postharvest food storage and pest management 33. Be able to communicate effectively verbally, including being able to prepare and deliver effective scientific papers and

presentations 35. Be able to conduct a competent literature search, including a search for primary literature, and also including the ability

to find and assimilate information that will broaden understanding of subject areas by accessing material that is not specifically taught in class

36. Be able to handle multiple tasks and deadline pressures 37. Be able to work effectively with individuals from diverse cultures 38. Have strong professional ethics and integrity 39. Understand the importance of developing leadership skills 40. Be able to work effectively in teams 41. Have a working knowledge of SI (metric) units Methods of evaluation or assessment: A = 90% B = 80% C = 70% D = 60% F < 60% Lab/Farm Visit Reports (7 reports for 10 points each): 70 Book Reports & Discussion (2 reports for 20 points each): 40 Semester-long Project (Draft/Presentation): 10/40= 50 Quizzes (4 quizzes for 10 points each): 40 Participation in Class: 50 TOTAL: 250 Extra Credit: Farm work at the Student Farm: Up to 50 points available for students that contribute regularly to the management of the farm. Lab/Farm Visit Reports: Please write an analytical report about the location visited/studied. Your report should investigate the business strategy of the operation and its role/place in the food marketplace. Please discuss any novel attributes of the operation, analyze its economic, social and environmental sustainability and any particular opportunities or vulnerabilities that you see. Prepare your report in the first person to the business owner as we will invite them to read and comment on (but not grade) your reports. There is no page limit for reports, and reports of different length may be warranted for different operations, but we expect a report of approximately 1,000 words. Each report is due one week after the activity or field trip. Book Reports & Discussion: (1. R. Paarlberg. Food Politics: What Everyone Needs to Know [2nd Edition. Oxford Univ. Press, NY: 2013], 2. R. Patel. Stuffed and Starved: The Hidden Battle for the World Food System [Melville House, NY: 2012]) Yes, we’d like you to read two nonfiction books – in their entirety – something some people will find quite normal, and others will find unusual. Both the titles we have chosen are iconic books in the agriculture and food debates. Please read each book carefully and prepare a detailed report explaining the purpose and premise of the book and a brief summary of the material. Please also provide a personal critique. What did you like or dislike about the book? With what points did you agree or disagree? What did you learn from the book? Do not plagiarize in any way. Having written your report, please also prepare some brief notes that you can use for class discussion. Points will be awarded both for your written report and your discussion in class. Reports to be submitted on the day of discussion (see schedule).

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Semester-Long Project: This will be a group project carried out by the entire class. We ask that you break into sub-groups (groups of three) to complete certain tasks or assign individuals to research certain topics, but you may coordinate the project as you wish. Each sub-group will develop a portion of a farm management plan for the Purdue Student Farm and will be responsible for coordinating with the other groups so that the work will be relevant to the others. Each sub-group will also be responsible for presenting at fall break a written document showing how you have progressed on your topic. At the end of the semester each sub-group will present their results and how it relates to the other two sub-groups to build a coherent farm management plan. We will spend some time throughout the semester to give you guidance on how to complete the project as well as two class periods to complete activities that will help you finish. At the end of the project, we would like a brief explanation showing which parts of the project and report you conducted. C. Prerequisites: None D. Course Instructor(s): Steve Hallett E. Course Outline of Topics/Syllabus: (Attached Below – H.) F. Reading List/Textbook: R. Paarlberg. Food Politics: What Everyone Needs to Know [2nd Edition. Oxford Univ. Press, NY: 2013] R. Patel. Stuffed and Starved: The Hidden Battle for the World Food System [Melville House, NY: 2012] G. Library Resources All required readings either provided in class (e.g. short articles) or available in the library. Required texts are inexpensive and available at most book retailers. H. Example of a Course Syllabus SFS 210. Small Farm Experience (Spring) Class times: Mondays, & Wednesday 1:30-4:30 pm Locations: Student Farm, Classroom, Field trips

Steve Hallett Office: Lilly 1-351 Phone: 494-7649 Email: halletts@purdue.edu Office hours: Email to make appointment

TA: Mary Lehmkuhl Email: mlehmkuh@purdue.edu Office Hours: Email to make an appointment

Policies General Course Policies 1. Attendance at all sessions is mandatory. Please let us know well in advance if you will be unable to attend. 2. No cell phones in class, please, but feel free to use a computer for taking notes. 3. Please be prepared in advance for all classes where prior reading or other preparation is requested.

Academic Dishonesty. Purdue prohibits "dishonesty in connection with any University activity. Cheating, plagiarism, or knowingly furnishing false information to the University are examples of dishonesty." [Part 5, Section III-B-2-a, University Regulations] Furthermore, the University Senate has stipulated that "the commitment of acts of cheating, lying, and deceit in any of their diverse forms (such as the use of substitutes for taking examinations, the use of illegal cribs, plagiarism, and copying during examinations) is dishonest and must not be tolerated. Moreover, knowingly to aid and abet, directly or indirectly, other parties in committing dishonest acts is in itself dishonest." [University Senate Document 72-18, December 15, 1972]. Please refer to the university’s guide at www.purdue.edu/odos/aboutodos.academicintegrity.php

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Use of Copyrighted Materials. Among the materials that may be protected by copyright law are the lectures, notes, and other material presented in class or as part of the course. Always assume the materials presented by an instructor are protected by copyright unless the instructor has stated otherwise. Students enrolled in, and authorized visitors to, Purdue University courses are permitted to take notes, which they may use for individual/group study or for other non-commercial purposes reasonably arising from enrollment in the course or the University generally. Notes taken in class are, however, generally considered to be “derivative works” of the instructor’s presentations and materials, and they are thus subject to the instructor’s copyright in such presentations and materials. No individual is permitted to sell or otherwise barter notes, either to other students or to any commercial concern, for a course without the express written permission of the course instructor. To obtain permission to sell or barter notes, the individual wishing to sell or barter the notes must be registered in the course or must be an approved visitor to the class. Course instructors may choose to grant or not grant such permission at their own discretion, and may require a review of the notes prior to their being sold or bartered. If they do grant such permission, they may revoke it at any time, if they so choose.

Attendance. Students are expected to be present for every meeting of the classes in which they are enrolled. Only the instructor can excuse a student from a course requirement or responsibility. When conflicts or absences can be anticipated, such as for many University sponsored activities and religious observations, the student should inform the instructor of the situation as far in advance as possible…For unanticipated or emergency absences when advance notification to an instructor is not possible, the student should contact the instructor as soon as possible by email, or by contacting the main office that offers the course. When the student is unable to make direct contact with the instructor and is unable to leave word with the instructor’s department because of circumstances beyond the student’s control, and in cases of bereavement, the student or the student’s representative should contact the Office of the Dean of Students,

Grief Absence Policy for Students. Purdue University recognizes that a time of bereavement is very difficult for a student. The University therefore provides the following rights to students facing the loss of a family member through the Grief Absence Policy for Students (GAPS). GAPS Policy: Students will be excused for funeral leave and given the opportunity to earn equivalent credit and to demonstrate evidence of meeting the learning outcomes for misses assignments or assessments in the event of the death of a member of the student’s family. Missed or Late Work. Work turned-in late without prior approval will be graded down by 5% per day. If work is handed in late and we are not able to find additional time to grade it (especially likely at the end of the semester) it will be scored as 0. Violent Behavior Policy. Purdue University is committed to providing a safe and secure campus environment for members of the university community. Purdue strives to create an educational environment for students and a work environment for employees that promote educational and career goals. Violent Behavior impedes such goals. Therefore, Violent Behavior is prohibited in or on any University Facility or while participating in any university activity.

Students with Disabilities. Purdue University is required to respond to the needs of the students with disabilities as outlined in both the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 through the provision of auxiliary aids and services that allow a student with a disability to fully access and participate in the programs, services, and activities at Purdue University. If you have a disability that requires special academic accommodation, please make an appointment to speak with me within the first three (3) weeks of the semester in order to discuss any adjustments. It is important that we talk about this at the beginning of the semester. It is the student's responsibility to notify the Disability Resource Center (http://www.purdue.edu/drc) of an impairment/condition that may require accommodations and/or classroom modifications.

Emergencies. In the event of a major campus emergency, course requirements, deadlines and grading percentages are subject to changes that may be necessitated by a revised semester calendar or other circumstances beyond the instructor’s control. Relevant changes to this course will be posted onto the course website or can be obtained by contacting the instructors or TAs via email or phone. You are expected to read your @purdue.edu email on a frequent basis.

Nondiscrimination. Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.

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Purdue University prohibits discrimination against any member of the University community on the basis of race, religion, color, sex, age, national origin or ancestry, genetic information, marital status, parental status, sexual orientation, gender identity and expression, disability, or status as a veteran. The University will conduct its programs, services and activities consistent with applicable federal, state and local laws, regulations and orders and in conformance with the procedures and limitations as set forth in Executive Memorandum No. D-1, which provides specific contractual rights and remedies. Any student who believes they have been discriminated against may visit www.purdue.edu/report-hate to submit a complaint to the Office of Institutional Equity. Information may be reported anonymously. CLASS SCHEDULE (PRELIMINARY) (Note that the schedule is subject to change. Please check for class announcements frequently. We may change venues at short notice due to weather, in particular). WEEKEND FIELD TRIPS: 1. Ladoga, IN 2. MSU (Lansing, MI) and Goshen, IN January 13, Monday (Steve Hallett, TA, Classroom) Introduction to class and methodologies, student farm, sustainable agriculture Outline of semester-long project January 15, Wednesday (Steve Hallett, Classroom) Principles of sustainability, sustainable agriculture January 20, Monday (Dr. M.L. King Jr. day, No Class) January 22, Wednesday (Steve Hallett, Classroom) Organic agriculture, permaculture, niche farming enterprises, farm planning January 27, Monday (Paul Ebner, Classroom) Small animal management for small farms January 29, Wednesday (WEEKEND TRIP REPLACE DATE) (Adam Moody, Lone Pine farm and Moody’s Meats, Ladoga, IN) Sustainable animal production and value-adding (Lab report). February 3, Monday(Guest Lecture, Classroom) Soil fertility, composting and manure February 5, Wednesday (Steve Hallett, Classroom) Integrated weed management February 10, Monday (Steve Hallett and Guest Lecture) Integrated pest management (plant pathogens) February 12, Monday (Steve Hallett, Ian Kaplan, Classroom) Integrated pest management (insect pests) February 17, Monday (Spring Break, No Class) February 19, Wednesday (Spring Break, No Class) February 24, Monday (Steve Hallett, Classroom) The legumes, greens, alliums and miscellaneous crops (e.g. asparagus) February 26, Wednesday (Steve Hallett, Classroom) The Solanaceae (tomatoes, peppers etc) and brassicas (cabbage family) March 3, Monday (Steve Hallett and Guest Lecture, Classroom)

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Fruit/berry production (strawberry, raspberry, blueberry etc.) and wild foods. March 5, Wednesday (Steve Hallett, Mary Lehmkuhl, Student Farm) Soil testing (pH, N, P, K, infiltration etc.) at the student farm. March 10, Monday Field Trip: City Foods Coop, Lafayette (by City Bus) March 12, Wednesday (Steve Hallett, Mary Lehmkuhl, Student Farm) Land preparation: hoop houses. March 17, Monday (WEEKEND TRIP REPLACE DATE) (Michigan State University Farm and Ben Hartman/Rachel Hershberger, Clay Bottom Farm, Goshen, IN). Organic farming and niche markets (Lab report) March 19, Wednesday Planting (hoop houses): Greens, Peas March 24, Monday (Neil Moseley, Pleasant Acre Farm – Field Trip) Season Extension Field trip, Tippecanoe County (Lab report) March 26, Wednesday (Steve Hallett, TA, Student Farm) Planting (hoop houses): Bush beans, Spring onions. March 31, Monday (Steve Hallett, Classroom) Book discussion: Food politics by Robert Paarlberg (Book report #1) April 2, Wednesday (Steve Hallett, TA, Student Farm) Community Supported Agriculture (CSA) Field trip to Cooley farm, Tippecanoe County (Lab report) April 7, Monday (Steve Hallett, TA, Greenhouses) Preparing transplants for spring planting April 9, Wednesday (Steve Hallett, TA, Greenhouses) Preparing transplants for spring planting April 14, Monday (Steve Hallett, Classroom) Book discussion: Stuffed and Starved by Raj Patel (Book report #2) April 16, Wednesday (Steve Hallett, TA, Student Farm) Land preparation. Assembly of irrigation system. April 21, Monday (Steve Hallett, TA, Student Farm) Land Preparation. Direct seeding: Alliums, Potatoes April 23, Wednesday (Steve Hallett, TA, Student Farm) Land preparation. Direct seeding: Greens. April 28, Monday (Student Farm) Project Presentation(s) April 30, Wednesday (Sylvia’s Brick Oven Restaurant, Lafayette, IN) Field trip to restaurant that uses local foods in menu

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SFS 301. Agroecology

COURSE CONTACT INFORMATION: Name: Kevin Gibson Sylvie Brouder Ron Turco Phone: Number: 496-2126 496-1489 494-8077 E-mail Address: kgibson@purdue.edu sbrouder@purdue.edu rturco@purdue.edu Campus Address: BTNY (Lilly Hall) AGRY (Lilly Hall) AGRY (Lilly Hall) COURSE SUBJECT ABBREVIATION AND NUMBER: SFS 301 COURSE TITLE: Agroecology COURSE CREDITS AND INSTRUCTIONAL TYPE: 3 cr., Spring COURSE DESCRIPTION: This course introduces students to the application of ecological concepts to food production systems and farm management. We will consider species interactions, nutrient and water cycles, regenerative practices, alternative approaches to agriculture, and ecosystem services provided to and by agroecosystems. Justification: Although offered at most of our peer institutions, Purdue University does not provide students interested in more ecologically based approaches to agriculture with coursework in agroecology. This course will address that need and serve as a core course in the proposed Sustainable Food and Farming Systems major. This course complements AGRY 525 Crop Physiology and Ecology, a dual-level course where the ecology content focuses on plant responses to the environment rather than the systems-level analysis of agriculture as found in SFS 301. This course also complements AGRY 349 Soil Ecology, an undergraduate level course that is concentrated on the ecology of the soil system and AGRY 580, Soil Microbiology a dual-level course where ecophysiology of the microbial drivers of soil are the focus. B. Learning Outcomes and Method of Evaluation or Assessment Learning outcomes: Students will:

• Understand key connections between ecology and agriculture • Apply the agroecosystem concept to farming systems • Discuss the relative strengths and weaknesses of conventional and alternative forms of agriculture • Understand the effect of farm management practices on primary productivity, nutrient cycling, and species

interactions • Evaluate ecosystem services provided to and by agroecosystems • Consider the role of social factors on farming systems • Discuss the potential for ecologically based agriculture to address farming issues at local, regional, and global

levels Methods of evaluation or assessment: Students will be assessed through a combination of exams, quizzes, case study analyses, and write-ups associated with farm visits. C. Prerequisites: BTNY 110 D. Course Instructor(s): Drs. Kevin Gibson, Sylvie Brouder, Ron Turco E. Course Outline of Topics/Syllabus: See attached syllabus F. Reading List/Textbook: Gliessman, S. 2006. Agroecology: The Ecology of Sustainable Food Systems, Second Edition. CRC Press, Boca Raton, FL. G. Library Resources H. Example of a Course Syllabus: See attached syllabus

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H. Example of a Course Syllabus SFS 301. AGROECOLOGY Overview: This course will introduce you to the agroecosystem concept and how it can be applied to decision making processes related to land management and food production. Learning Outcomes: You will:

Understand key connections between ecology and agriculture Apply the agroecosystem concept to farming systems Discuss the relative strengths and weaknesses of conventional and alternative forms of agriculture Understand the effect of farm management practices on primary productivity, nutrient cycling, and species

interactions Evaluate ecosystem services provided to and by agroecosystems Consider the role of social factors on farming systems Discuss the potential for ecologically based agriculture to address farming issues at local, regional, and global

levels Class Schedule:

Learning Module

Week(s) Topics

1 1-2 Brief history of agriculture and overview of conventional agriculture and the sustainable agriculture movement. The current crisis and perspectives on sustainability.

2 3-6 The ecosystem concept and its application to agricultural systems. We will examine key ecosystem processes and functions (primary productivity, secondary production and consumer energetics, soil biology and health, nutrient, water, and carbon cycling, decomposition, and disturbance regimes) and the application of these concepts to agricultural systems.

3 7-9 Biological interactions. Impacts and management of pests and beneficial organisms (weeds, arthropods, pathogens). Ecosystem services.

4 10-12 Social components of agroecosystems. Traditional and local knowledge. Food sovereignty and equitability. The local and slow foods movements.

6 13-16 Transitioning to a more sustainable agriculture. We will consider various system level approaches to a more ecologically based agriculture including organic farming, permaculture, and integrated crop-livestock systems.

Grading

The final course grade will be determined as follows:

# Points per assignment Total points Percentage of final grade Exams 3 100 300 45% Quizzes 12 10 120 18% Field trips and write-ups 2 50 100 15% Case study 1 150 150 22% Total 670 100%

Course grades will be based on total points with the following scale: 95% or higher (A+), 90% - 94% (A), 85% to 89% (B+), 80% - 84% (B), 75 % - 79% (C), 70% - 74% (C), 65% -69% (D), 64% or lower (F). Grades will be assigned on a straight scale, not on a curve.

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Exams and quizzes: You will demonstrate your understanding of key facts and concepts in part by completing three exams and twelve quizzes. Both will rely primarily on questions that require short answers but some multiple-choice questions will be included. Field Trips: We will visit three farms during the semester. You are required to attend at least two of the visits and to write about your experience. More detailed instructions on the visits and writing assignments will be provided. Case study: You will analyze and develop potential recommendations for a case study that addresses a “wicked problem” related to agricultural systems. Wicked problems are complex, difficult to define or model, have both biophysical and sociopolitical aspects, cannot be solved but may become better or worse, and involve stakeholders who may not agree on the problem, its causes, or share values that help to define acceptable tradeoffs for addressing the problem (Batie 2008). Definitive solutions to wicked problems may not be found and results may be assessed as simply better, worse, or good enough. Students will choose from among a set of case studies developed by the instructors. Completion of the assignment will require you to reflect on what you have learned in class, enlarge your understanding of the issue through discussions and independent reading, and synthesize material into new conceptual models to address your case study. The primary textbook for the course is Gliessman, S. 2006. Agroecology: The Ecology of Sustainable Food Systems, Second Edition. CRC Press, Boca Raton, FL. Class Procedures: Academic Integrity: Dishonesty of any kind (cheating on exams, plagiarisms, etc.) is not acceptable and will not be tolerated in this course. The instructors are pretty good at spotting text that has been copied from another source without being cited. Expect to be caught and disciplined. It is your responsibility to know what constitutes dishonesty and to avoid even the appearance of dishonesty in this course. If you aren’t sure how to cite a source – or if you need to cite one – please ask. The Office of the Dean of Students publishes a pamphlet entitled “Academic Integrity – A Guide for Students” at http://www.purdue.edu/odos/osrr/academicintegritybrochure.php. We will assume that you have read this document. Availability of Instructors: The instructors won’t keep assigned office hours but you can schedule an appointment (in-person or by Skype). Email will be answered during regular work hours (8 am to 5 pm Monday to Friday). Do not wait until a deadline is imminent before contacting the instructors. You should NOT expect the instructors to answer an email during the weekend but every effort to respond in timely fashion will be made. Suggested reading includes: Wezel et al. (2009) Agroecology as a science, a movement and a practice. Journal of Agronomy for Sustainable

Development 29: 503‐519. Vandermeer, J. (2010) Chapter 1: Three Vignettes: Setting the Stage in The Ecology of Agroecosystems, Jones and Bartlett

Publishers: Boston. Altieri, M (2002) Agroecology: the science of natural resource management for poor farmers in marginal environments.

Agriculture, Ecosystems, and Environment 1971: 1‐24. Godfray et al. (2010) Food Security: The Challenge of Feeding 9 Billion People. Science 327: 812‐817. Tilman, D. et al (2002) Agricultural sustainability and intensive production practices, Nature 418: 671‐677. Vandermeer, J. (2009). Chapter 8: Toward a Sustainable Future in The Ecology of Agroecosystems, Jones and Bartlett

Publishers: Boston. Altieri, M. A. (2004) Linking ecologists and traditional farmers in the search for sustainable agriculture. Frontiers in

Ecology and the Environment 2: 35‐42. Sanchez, P., G. Denning and G. Nziguheba (2009). The African Green Revolution Moves Forward. Food Security 1:37‐44. Kumar, B.M. and P.K.R. Nair (2004) The enigma of tropical homegardens. Agroforestry Systems 61: 135‐152. Robertson and Swinton (2005) Reconciling agricultural productivity and environmental integrity: a grand challenge for

agriculture. Front Ecol Environ 3: 38‐46. Jordan, N., & Warner, K. D. (2010). Enhancing the multifunctionality of US agriculture. Bioscience 60(1): 60‐66. Lovell, S. T., Desantis, S., Nathan, C. A., Olson, M. B., Méndez, V. E., Kominami, H. C., et al. (2010). Integrating

agroecology and landscape multifunctionality in Vermont: an evolving framework to evaluate the design of agroecosystems. Agricultural Systems 103: 327‐341.

Peters, C. et al. (2008) Mapping Potential Foodsheds in New York State: A spatial model for evaluating the capacity to localize food production. Renewable Agriculture and Food Systems (24): 72‐84.

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Bengtsson, J., J. Ahnström and A. Weibull, 2005. The effects of organic agriculture on biodiversity and abundance: a meta-

analysis. Journal of Applied Ecology 42: 261–269. Boeken, B. and M. Shachak, 2005, Linking community and ecosystem processes: the role of minor species. Ecosystems

9(1): 119-127. Constanza, R., H. Daly, C. Folke, P. Hawken, C.S.Holling, A.J.McMichael, D. Pimentel and D. Rapport, 2000. Managing

our environmental portfolio. BioScience 50(2): 149-155. Ehrenfeld D. 2005. Sustainability: Living with the Imperfections. Conservation Biology 19: 33-35. Elmqvist T., C. Folke, M. Nyström, G. Peterson, J. Bengtsson, B. Walker, and J. Norberg. 2003. Response diversity,

ecosystem change, and Resilience. Frontiers in Ecology and the Environment 1(9): 488–494. Fisher, B., Turner, R.K. and P. Morling, 2009. Defining and classifying ecosystem services for decision making. Ecological

Economics 68: 643 – 653. Haynes, K. J. and T. O. Crist. 2009. Insect herbivory in an experimental agroecosystem: the relative importance of habitat

area, fragmentation, and the matrix. Oikos 118: 1477-1486. Newton, L. N. and E. T. Freyfogle, 2004. Sustainability: a Dissent. Conservation Biology 19: 23-32. Rhoades, R. E. and V. D. Nazarea, 1999. Local management of biodiversity in traditional agroecosystems. Pp. 215-236 in:

W. W. Collins and C. O. Qualset, eds. Biodiversity in Agroecosystems, Lewis Publ. NY. Stamp, N. 2003. Out of the quagmire of plant defense hypotheses. The Quarterly Review of Biology 78,23-55. Thomas, P. J., Martin, P., and C. Boutin, 2011. Bush, bugs, and birds; interdependency in a farming landscape. Open

Journal of Ecology 1, 9-23. doi:10.4236/oje.2011.12002, http://www.scirp.org/journal/OJE/ Thrupp, L. A. 2004. The importance of biodiversity in agroecosystems. Pp. 315-337 in: D. Clements and A. Shrestha, eds.

New dimensions in agroecology, Haworth Press. NY. Vandermeer J., Perfecto I. & Philpott S.M. 2008. Clusters of ant colonies and robust criticality in a tropical agroecosystem.

Nature 451, 457-9. Zangerl, A. R., D. McKenna, C. L. Wraight, M. Carroll, P. Ficarello, R. Warner, and M. R. Berenbaum, 2001. Effects of

exposure to event 176 Bacillus thuringiensis corn pollen on monarch and black swallowtail caterpillars under field conditions. www.pnas.orgycgiydoiy10.1073ypnas.171315698.

Useful Links Food production and global change http://www.globalchange.umich.edu/ Alternative Farming Systems Information Center http://www.nal.usda.gov/afsic/afslinks.htm Sustainable Agriculture Research and Education http://www.sare.org/publications/diversify.htm City Farmer - Canada's Office of Urban Agriculture http://www.cityfarmer.org/ The Institute of Rural Sciences http://www.irs.aber.ac.uk/index.shtml Ecological footprints http://www.footprintnetwork.org/ ; http://www.ew.govt.nz/

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SFS 302. Principles of Sustainability

COURSE CONTACT INFORMATION: Name: Steve Hallett Phone Number: 494-7649 E-mail Address: halletts@purdue.edu Campus Address: BTNY (Lilly Hall) COURSE SUBJECT ABBREVIATION AND NUMBER: SFS 302 COURSE TITLE: Principles of Sustainability COURSE CREDITS AND INSTRUCTIONAL TYPE: 3 cr., Fall COURSE DESCRIPTION: Principles of sustainability is an experiential (discussion/debate) course that delivers an expansive overview of the principles of sustainability as they relate to energy and resources, communities, and agriculture. It introduces many of the same principles of sustainability (e.g. systems thinking, tipping points, resilience, adaptive cycles) that students would encounter in similar courses, but does so from the perspective of food and farming systems rather than, as in most courses of this kind, from the perspective of buildings, transportation systems etc. The course integrates lectures, readings, discussions and debates to provide an interactive learning environment in which students can gain not only knowledge in all aspects of sustainability, but learn to discuss and debate the importance and consequences of different sustainability options. Students will learn to understand and analyze different food and farming systems and how they relate to environmental, economic and social sustainability. B. Learning Outcomes and Method of Evaluation or Assessment Learning outcomes: All of the College of Agriculture outcomes are addressed in this class, as are a number of the SFS learning objectives. In particular, this class develops the following SFS learning objectives in students: 5. Know the global carbon cycle and understand the greenhouse effect 7. Understand the concepts of the individual, populations, communities, ecosystems and biomes 8. Understand the ecological processes of vegetation succession 18. Understand the role of crop rotations, cover crops and other land management methods 22. Understand the pathways of nutrient cycling in the soil and the biosphere; e.g. N, P, C cycles 23. Have a broad understanding of the principles of sustainability, including agricultural sustainability 24. Understand the importance of energy in society and in agricultural production systems 25. Understand the importance of natural resources in society and in agricultural production, and the principles of their

conservation 26. Have a broad awareness of the role of agriculture in global society 27. Understand the advantages and disadvantages of different approaches to food production 29. Understand the principles of food marketing and sales 33. Be able to communicate effectively verbally, including being able to prepare and deliver effective scientific papers and

presentations 34. Be able to perform, analyze and discuss supervised experiments 35. Be able to conduct a competent literature search, including a search for primary literature, and also including the ability

to find and assimilate information that will broaden understanding of subject areas by accessing material that is not specifically taught in class

36. Be able to handle multiple tasks and deadline pressures 37. Be able to work effectively with individuals from diverse cultures 38. Have strong professional ethics and integrity 39. Understand the importance of developing leadership skills 40. Be able to work effectively in teams Assesments: A = 90-100% B = 80-89%

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C = 70-79% D = 60-69% F = <60% 1. Debate presentations (2): Preparation, accuracy of information, quality of arguments, ability to rebut and face questions,

small bonus for winning (25%). 2. Debate papers (2): A written summary of your debate with a brief analysis of the main points and sources used. Approx.

1,000 words, due on the day of your debate. (25%) 3. Paper (1): A detailed analysis of a country with respect to key factors such as its demography, energy resources,

environment, carbon dioxide emissions etc. Grading will focus upon accuracy of assertions, use of logical arguments, the development of a strong thesis, clarity of writing. The paper will be also reviewed by a fellow student. Due April 12 (25%).

4. Contribution to class, discussions and debates. Enthusiasm, demonstrated breadth of knowledge, contribution of new information/analysis (25%).

Debate Format (Parliamentary style): 1. Prime Minister: 7 mins, 2. Leader of the Opposition: 8 mins 3. Member of the Government: 8 mins 4. Member of the Opposition: 8 mins 5. Leader of the Opposition - Rebuttal: 4 mins 6. Prime Minister – Rebuttal: 5 mins 7. Discussion and voting. Rebuttals and the first and last minute of each speech are protected from questions, and can only be interrupted on points of order (e.g. a lie is told) or points of privilege (e.g. a personal attack is made). Otherwise, heckling, pointed questioning, yelling out “Hear, hear!”, “Shame, shame!” and table-thumping are all considered a part of a robust debate, and are strongly encouraged. [Note: various debate styles exist, and a number of rules are strictly enforced in different styles - but we will be relatively loose with the rules (not the timing!) here. For example, parliamentary style debates generally do not permit the introduction of new information into the rebuttals, but we will allow that]. C. Prerequisites: None D. Course Instructor(s): Steve Hallett E. Course Outline of Topics/Syllabus: (Attached below – H.) F. Reading List/Textbook: No textbook is required for this course, but a wide range of readings are suggested. The suggested readings are available in the Purdue libraries, supplied on loan by course instructors or made available as copies (short articles). Avery, D. 2000. Saving the Planet with Pesticides and Plastic (2nd edn). Hudson Inst., Indianapolis, IN. UGRAD 333.76

Av37s. Brown, LR. 2006. Plan B 2.0: Rescuing a Planet Under Stress and a Civilization in Trouble. WW Norton, New York, NY. Campbell, CJ & JH Laherrère. 1998. The end of cheap oil? Scientific American, March 1998. pp. 78-83. Diamond, JM. 1997. Guns, Germs and Steel: the Fates of Human Societies. WW Norton, New York, NY. Diamond, JM. 2005. Collapse: How Societies Choose to Fail or Succeed. Penguin, New York, NY. Fishman, C. 2006. The Wal-Mart Effect. Penguin, New York, NY. Flannery, TF. 2005. The Weather Makers: How Man is Changing the Climate and what it means for Life on Earth. Atlantic

Monthly Press, New York, NY. Friedman, TL. 2005. The World is Flat: A Brief History of the 20th Century. Farrar, Strauss & Giroux. New York, NY. Freidman, TL. 2008. Hot, Flat, and Crowded: Why We Need a green Revolution – and How it can Renew America. Farrar,

Strauss & Giroux, New York, NY. Goodell, J. 2006. Big Coal: The Dirty Secret behind America’s Energy Future. Houghton Mifflin CO., New York, NY. Gunderson, LH & CS Holling (eds.) 2002. Panarchy: Understanding Transformations in Human and Natural Systems.

Island Press, Washington, DC.

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Hallett, SG. 2013. The Efficiency Trap: Finding a better Way to Achieve a Sustainable Energy Future. Prometheus Books,

Amherst, NY. Hallett, SG & J Wright. 2011. Life without Oil: Why we must Shift to a new Energy Future. Prometheus Books, Amherst,

NY. Hardin, G. 1968. The tragedy of the commons. Science 162:1243-1248. Hardin, G. 1985. Filters Against Folly: How to Survive Despite Economists, Ecologists and the Merely Eloquent. Penguin,

New York, NY. Heinberg, R. 2003. The Party’s Over: Oil, War and the Fate of Industrial Societies. New Society Press, Gabriola Island,

BC, Canada. Heinberg, R. 2007. Peak Everything. Waking Up to the Century of Declines. New Society Press, Gabriola Island, BC,

Canada. Homer-Dixon, TF. 2006. The Upside of Down: Catastrophe, Creativity, and the Renewal of Civilization. Island Press,

Washington, DC. Hughes, JD. 1994. Pan’s Travail. Environmental Problems of the Ancient Greeks and Romans. John Hopkins Press,

Baltimore, MD. International Panel on Climate Change (United Nations). All four assessment reports, and a suite of other essential reading,

are available from the IPCC website at www.ipcc.ch. Klein, N. 2002. Fences and Windows: Dispatches from the Front Lines of the Globalization Debate. Picador USA, New

York, NY. Leggett, JK. 2005. The Empty Tank: Oil, Gas, Hot Air, and the Coming Global Financial Catastrophe. Random House,

New York, NY. Lovelock, J. 2007. The Revenge of Gaia. Penguin, New York, NY. Mann, CC. 2005. 1491: New revelations of the Americas before Columbus. Knopf, New York, NY. Meadows, DH. 2008. Thinking in Systems: A Primer. Chelsea Green, White River Junction, VT. McKibben, B. 2007. Deep Economy. Holt, New York, NY. McKibben, W. 1989. The End of Nature. Random House, New York, NY. HUMANITIES 304.28 M21e. McWilliams JE 2009. Just Food: Where Locavores get it Wrong and How we can Truly Eat Responsibly. Back Bay Books, NY Meadows, DH, DL Meadows, J Randers & WW Behrens III.1972. Limits to Growth: A Report for the Club of Rome’s

Project on the Predicament of Mankind. Universe Books, New York, NY. MGMT&ECON 301.31 L629 Paarlberg, R. 2013. Food Politics: What Everyone Needs to Know [2nd Edition]. Oxford Univ. Press, NY Patel, R. 2012. Stuffed and Starved: The Hidden Battle for the World Food System. Melville House, NY Plimer, I. 2009. Heaven and Earth: Global Warming the Missing Science. Taylor Trade Publishing, Lanham, MD. Rifkin, J. 2003. The Hydrogen Economy: The Creation of the Worldwide Energy Web and the Redistribution of Power on

Earth. Penguin, New York, NY. Ruddiman, WF. 2005. Plows, Plagues and Petroleum: How Humans Took Control of Climate. Princeton Univ. Press,

Princeton, NJ. Pfeiffer, DA. 2006. Eating Fossil Fuels: Oil, Food, and the Coming Crisis in Agriculture. New Society Press, Gabriola

Island, BC, Canada. Roberts, P. 2008. The End of Food. Houghton Mifflin, Boston, MA. Pollan, M. 2006. The Omnivore’s Dilemma: A Natural History of Four Meals. Penguin, New York, NY. Rogers, H. 2010. Green Gone Wrong: How Our Economy is Undermining the Environmental Revolution. Scribner, New

York, NY. Sachs, JD. 2005. The End of Poverty. Penguin Books, New York, NY. UGRAD 339.46091724 Sa14e. Sachs, JD. 2008. Common Wealth: Economics for a Crowded Planet. Penguin, New York, NY. Schumacher, EF. 1973. Small is Beautiful: Economics as if People Mattered. Shiva, V. 2005. Earth Democracy: Justice, Sustainability and Peace. South End Press, Cambridge, MA. Speth, JG. 2008. The Bridge at the End of the World: Capitalism, the Environment, and Crossing from Crisis to

Sustainability. Yale Univ. Press, New Haven, CT. Stiglitz, J. 2002. Globalization and its Discontents. WW Norton & Co., New York, NY. MGMT&ECON 337.St52g Tainter, JA. 1988. The Collapse of Complex Societies. Cambridge Univ. Press, Cambridge, UK. HUMANITIES 930.t137c. Yergin, D. 1991. The Prize. The Epic Quest for Oil, Money and Power. Free Press, New York, NY. Walker, B. & D. Salt. 2006. Resilience Thinking: Sustaining Ecosystems and People in a Changing World. Island Press,

Washington, DC. Zinn, H. 2003. A People’s History of the United States: 1492-present. Harper Collins, New York, NY. Weisman, A. 2007. The World Without Us. Picador, New York, NY. G. Library Resources (See above)

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H. Example of a Course Syllabus: SFS 302 Principles of Sustainability Class Schedule Week 1 Mon: Introductions/Syllabus/What are the great issues of the world? Wed: Seminar: A minute to midnight: the exponential function Fri: Seminar: Thinking in systems Week 2 Mon: Seminar: Civilization, Energy and Environment Wed: Discussion: The role of energy and agriculture in the rise and fall of civilizations Fri: Discussion: The role of energy and agriculture in the rise and fall of civilizations Week 3 Mon: No Class – Dr. M.L. King day Wed: Seminar: The Three Pillars of Sustainability Fri: Discussion: Indicators of environmental sustainability Week 9 Mon: Discussion: Indicators of economic sustainability Wed: Discussion: Indicators of social sustainability Fri: Debate: Funding for environmental protection must be limited during tough economic times Week 4 Mon: Seminar: Fossil Fuel Resources and Production Wed: Discussion: The role of fossil fuels in modern society Fri: Debate: The keystone pipeline project should be approved in full Week 5 Mon: Seminar: Nuclear Energy Primer Wed: Discussion: The pros and cons of natural gas, coal and nuclear energy Fri: Debate: Coal will never be clean Week 6 Mon: Seminar: Renewable Energy Technologies Wed: Discussion: How do we replace fossil fuels with renewables? Fri: Debate: The US government should pursue further subsidies to stimulate the development of the biofuels industry Week 7 Mon: Seminar: Global Climate Change: History and Causes Wed: Discussion: The Politicization of global climate change Fri: Debate: Global climate change is real and human-caused Week 8 Mon: Seminar: Global Climate Change: Mitigation and Adaptation Wed: Discussion: How can we reduce the rate of anthropogenic climate change? Fri: Debate: The US should dramatically reduce its carbon dioxide emissions, even if that is certain to result in an

economic depression. Week 10 – Spring Break. Week 12 Mon: Seminar: The Population Problem Wed: Discussion: Breaking the fertility trap Fri: Debate: Food aid does more harm than good

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Week 11 Mon: Seminar: Consolidation and Industrialization of the Food Industry Wed: Discussion: The pros and cons of high input agriculture Fri: Debate: The route to feeding the world is through sustainable intensification of food systems Week 13 Mon: Seminar: Alternative Agricultural Models: Organic Wed: Discussion: The pros and cons of pesticides and fertilizers Fri: Debate: Organic food is healthier than non-organic food Week 16 Mon: Seminar: Alternative Food Systems: Local Foods Wed: Discussion: Are food miles a good measure of sustainability? Fri: Debate: Local foods can never feed the world Week 14 Mon: Seminar: Alternative Agricultural Models: What is Sustainable Agriculture? Wed: Discussion: The golden mean Fri: Debate: Government and Opposition will present competing “principles for sustainable agriculture” Week 15 Mon: Seminar: The Three Pillars of Resilience Wed: Discussion: Can we (and should we) develop distributed energy and food systems? Fri: Wrap up: general discussion and student feedback

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SFS 311. Aquaponics

COURSE CONTACT INFORMATION: Name: Paul Brown Cary Mitchell Phone Number: 4-4968 4-1347 E-mail Address: pb@purdue.edu cmitchel@purdue.edu Campus Address: FORS 304 HORT 109A COURSE SUBJECT ABBREVIATION AND NUMBER: SFS 311 COURSE TITLE: Aquaponics COURSE CREDITS AND INSTRUCTIONAL TYPE: 1 cr. Fall COURSE DESCRIPTION: There has been significant renewed interest in the investigation of integrated fish-food plant systems. Such systems have a long and rich history, particularly in Asia, and our impending food crisis has kindled an interest in developing aquaponic systems in western countries. Fish can be thought of as a source of “floating protein” that, absent the need to waste energy in locomotion, convert food to protein much more efficiently than cattle, pigs, poultry or any land-based animal. Aquaculture is a boom industry around the world. One of the problems with aquaculture, however, is the wastes that it generates. Meanwhile, there is also renewed interest in urban agriculture which requires the efficient production of food crops where space is at a premium. Here, many growers are turning to controlled environment and hydroponic production methods to produce high-value crops in tight quarters. High input costs can, however, be a limitation. High value food plants and fish can be a natural marriage. The waste disposal problem of the fish can become the nutrient supply to the plants. B. Learning Outcomes and Method of Evaluation or Assessment Learning outcomes: Students will: Understand the principles of aquaculture Understanding the principles of hydroponics Understand the principles of integrated fish-plant food production systems Learn to think critically about integrated food systems/polyculture. Learn to think critically about urban agriculture and small farm enterprises This module supports the following SFS learning objectives: 3. Understand the principles of plant growth and development 4. Understand the principles of animal growth and development 6. Understand the nature of interactions among organisms, in particular those involving plants: mutualism, commensalism,

parasitism, herbivory 7. Understand the concepts of the individual, populations, communities, ecosystems and biomes 18. Understand the role of crop rotations, cover crops and other land management methods 22. Understand the pathways of nutrient cycling in the soil and the biosphere; e.g. N, P, C cycles 23. Have a broad understanding of the principles of sustainability, including agricultural sustainability 24. Understand the importance of energy in society and in agricultural production systems 25. Understand the importance of natural resources in society and in agricultural production, and the principles of their

conservation 26. Have a broad awareness of the role of agriculture in global society 27. Understand the advantages and disadvantages of different approaches to food production 33. Be able to communicate effectively verbally, including being able to prepare and deliver effective scientific papers and

presentations

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Methods of evaluation or assessment: Quizzes (2): 25% A: 90% Participation in class: 25% B: 80% Project report: 50% C: 70% D: 60% F: Less than 60% C. Prerequisites: None D. Course Instructor(s): Paul Brown & Cary Mitchell E. Course Outline of Topics/Syllabus: Week: 1. Introductions, definitions, overview. A role for integrated fish-plant systems in food production. 2. The Fish: The efficiencies of land-based vs. floating protein. Aquacuilture systems around the world: in the Global South and North. Fish production nutrition and management. 3. The Plants: Controlled environment agriculture. Hydroponics. 4. Ancient and contemporary aquaponics systems. 5. Development and design of an aquaponic system for the Midwest. F. Reading List/Textbook: Articles will be provided. G. Library Resources H. Example of a Course Syllabus

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SFS 312. Urban Agriculture

COURSE CONTACT INFORMATION: Name: Lori Hoagland Phone Number: 494-1426 E-mail Address: lhoaglan@purdue.edu Campus Address: HORT 314 COURSE SUBJECT ABBREVIATION AND NUMBER: SFS 312 COURSE TITLE: Urban Agriculture COURSE CREDITS AND INSTRUCTIONAL TYPE: 1 cr. Fall COURSE DESCRIPTION: Urban agriculture has the potential to address a range of social, economic and environmental issues including food insecurity, energy conservation, and human health and well-being. During this 5-week course, students will learn about the forces driving urban agriculture as well as the political and biophysical factors constraining it by reading articles, reviewing case studies, and visiting urban farms, vertical farm factories, food pantries, and local food advocacy groups At the end of this course, students will apply the knowledge they’ve gained by developing a plan to increase urban agriculture in the greater Lafayette metropolitan area. B. Learning Outcomes and Method of Evaluation or Assessment Learning outcomes: Students will: 1. Understand the complexity of our global food system and learn how urban agriculture can address social, economic and

ecological issues in cities around the world 2. Develop critical thinking and communication skills through in-class discussions and writing assignments that integrate

agroecology, urban planning, and civic engagement as they relate to urban agriculture 3. Apply relevant theories and examples by developing a plan to facilitate the growth of urban agriculture This module supports the following SFS learning objectives: 23. Have a broad understanding of the principles of sustainability, including agricultural sustainability 24. Understand the importance of energy in society and in agricultural production systems 25. Understand the importance of natural resources in society and in agricultural production, and the principles of their

conservation 26. Have a broad awareness of the role of agriculture in global society 27. Understand the advantages and disadvantages of different approaches to food production 35. Be able to conduct a competent literature search, including a search for primary literature, and also including the ability

to find and assimilate information that will broaden understanding of subject areas by accessing material that is not specifically taught in class

36. Be able to handle multiple tasks and deadline pressures 37. Be able to work effectively with individuals from diverse cultures 38. Have strong professional ethics and integrity 39. Understand the importance of developing leadership skills 40. Be able to work effectively in teams

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Methods of evaluation or assessment: Attendance and participation (30%) Case study and field trip summaries (25%) Quizzes (15%) Planning project and presentation: (30%) C. Prerequisites: None D. Course Instructor(s): Dr. Lori Hoagland E. Course Outline of Topics/Syllabus: Week 1: Where our food comes from and the social, economic and ecological impacts of our global food system Week 2: Ways that urban agriculture can heal the “metabolic rift”, increase food security and equity, and strengthen local communities Week 3: Site considerations and basic techniques for growing food in urban environments using organic methods and permaculture principles Week 4: Urban and regional planning considerations that support urban and peri-urban agricultural systems Week 5: Strategies that engage stakeholders and community leaders in the development of sustainable local food systems F. Reading List/Textbook: None required. Articles will be supplied. G. Library Resources: None required. Articles will be supplied. H. Example of a Course Syllabus

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SFS 313. Farm-to-Fork

COURSE CONTACT INFORMATION: Name: Steve Hallett/Ambarish Lulay Phone Number: 47649/46233 E-mail Address: halletts@purdue.edu/alulay@purdue.edu Campus Address: LILY 2-351/Marriott 159 COURSE SUBJECT ABBREVIATION AND NUMBER: SFS 313 COURSE TITLE: Farm-to-Fork COURSE CREDITS AND INSTRUCTIONAL TYPE: 1 cr. Fall COURSE DESCRIPTION: This course will investigate the culinary opportunities of local and seasonal foods and the horticultural demands of producing and marketing them. Dr. Hallett will represent the “farm”, giving students a brief overview of the production of local and seasonal foods in Indiana. The “farm” will harvest produce at the student farm and deliver it to the “fork” -- Chef Ambarish Lulay – who will work his culinary magic in the teaching kitchens in the HTM department. The focus, from both “sides” of the course will be the importance of niche marketing for farmers and chefs. This course is going to be tasty and fun! B. Learning Outcomes and Method of Evaluation or Assessment Learning outcomes: This course develops a number of the learning outcomes of both the College of Agriculture and the College of Health and Human Sciences. The “farmers” will figure out how to make something decent out of the produce they know how to grow and “forkers” will figure out how it was produced in the first place. The course should be a lot of fun and a great exchange of cultures between two quite distinct cultures in symbiosis. The specific SFS learning objectives addressed are: 23. Have a broad understanding of the principles of sustainability, including agricultural sustainability 26. Have a broad awareness of the role of agriculture in global society 27. Understand the advantages and disadvantages of different approaches to food production 29. Understand the principles of food marketing and sales 32. Understand the principles of postharvest food storage and pest management 36. Be able to handle multiple tasks and deadline pressures 37. Be able to work effectively with individuals from diverse cultures 38. Have strong professional ethics and integrity 39. Understand the importance of developing leadership skills 40. Be able to work effectively in teams Assesments: A = 90-100% B = 80-89% C = 70-79% D = 60-69% F = <60% 1. Quizzes (2): 40 2. Written paper: 40 3. Participation in Class: 20 TOTAL: 100 Quizzes: In-class tests on the material covered in lectures and labs. Quiz 1 will be at the end of week 3, and quiz 2 will be at the end of week 6. Written paper: Students will be asked to write a paper on a subject of their choice that pertains to the production and preparation of seasonal foods. The paper will be approximately 2,000 words in length.

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Participation in class: Students will be graded on attendance and participation in discussions and lab activities. C. Prerequisites: None D. Course Instructor(s): Dr. Steve Hallett & Chef Ambarish Lulay E. Course Outline of Topics/Syllabus: Week 1 Tuesday: Farm: The Origins of Agriculture (lecture) Thursday: Fork: The Origins of Cuisine (lecture) Week 2 Tuesday: Farm: The Great Breadbaskets of the World…where the great cuisines were born (lecture) Thursday: Fork: Why buy ingredients locally? (lecture) Week 3 Tuesday: Farm: How do you grow a tomato in December? (lecture) Thursday: Fork: Where do you find a lettuce in January? (lecture) Week 4 Tuesday: Farm: The Tomato Family (yes, the tomato, pepper, eggplant and potato are cousins…) (farm) Thursday: Fork: The Unadulterated Princess of Pizzas: Margherita (kitchens) Week 5 Tuesday: Farm: The Cabbage Family (cabbage, broccoli, kale, cauliflower, Brussels sprouts…) (farm) Thursday: Fork: Kraut, Coleslaw and the Perfect Roasted Broccoli (sounds like hell, tastes like heaven) (kitchens) Week 6 Tuesday: Farm: Roots, Shoots, and Leaves. [carrots, beets, mixed greens] (farm) Thursday: Fork: And you thought “greens” meant “Lettuce”... (kitchens) F. Reading List/Textbook: None required. Articles will be supplied. G. Library Resources: None required. Articles will be supplied.

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SFS 314. Comparative Livestock Production Systems

COURSE CONTACT INFORMATION: Name: Paul Ebner Phone Number: 4-4820 E-mail Address: pebner@purdue.edu Campus Address: LILY 3-230 COURSE INSTRUCTOR: Name: Paul Ebner Phone Number: 4-4820 E-mail Address: pebner@purdue.edu Campus Address: LILY 3-230 COURSE SUBJECT ABBREVIATION AND NUMBER: SFS 314 COURSE TITLE: Comparative Livestock Production Systems COURSE CREDITS AND INSTRUCTIONAL TYPE: 1 cr. Fall COURSE DESCRIPTION: This course will compare and contrast the various livestock and poultry systems in the United States. The course will begin with in depth analysis of the history and structure of prevalent or conventional livestock and poultry production systems followed by a similar analysis of the various alternative production systems currently in use in the US, including organic, grass-fed, pasture-raised among others. A heavy focus will be placed on critically evaluating the pros and cons of each system, regulations of both conventional and process-verified systems and potential differences in products resulting from different management and processing systems. PREREQUISITES: None LEARNING OUTCOMES AND METHOD OF EVALUATION OR ASSESSMENT: Students participating in SFS 314: Comparative Livestock Production Systems will: 1. Understand the structure of conventional livestock and poultry production systems in the US. 2. Understand the alternative livestock and poultry production systems prevalent in the US. 3. Know how each system is regulated including the various process verified systems. 4. Know how different management and processing systems do or do not impact final product qualities. 5. Be able to critically evaluate and compare the benefits and challenges inherent in different production systems. The following specific SFS learning objectives will be addressed: 4. Understand the principles of animal growth and development 5. Know the global carbon cycle and understand the greenhouse effect 18. Understand the role of crop rotations, cover crops and other land management methods 23. Have a broad understanding of the principles of sustainability, including agricultural sustainability 24. Understand the importance of energy in society and in agricultural production systems 25. Understand the importance of natural resources in society and in agricultural production, and the principles of their

conservation 26. Have a broad awareness of the role of agriculture in global society 27. Understand the advantages and disadvantages of different approaches to food production 33. Be able to communicate effectively verbally, including being able to prepare and deliver effective scientific papers and

presentations 35. Be able to conduct a competent literature search, including a search for primary literature, and also including the ability

to find and assimilate information that will broaden understanding of subject areas by accessing material that is not specifically taught in class

36. Be able to handle multiple tasks and deadline pressures 37. Be able to work effectively with individuals from diverse cultures 38. Have strong professional ethics and integrity 39. Understand the importance of developing leadership skills

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40. Be able to work effectively in teams COURSE REQUIREMENTS: Students will be responsible for the following: 1. Quizzes (2): 10 points possible 2. Tests (2): 60 points possible 3. Written paper: 25 points possible 4. Participation in lecture and lab classes: 5 points possible Grading Scale: A = 90-100% B = 80-89% C = 70-79% D = 60-69% F = <60% Quizzes: In-class quizzes will be announced one week prior to the quiz and may contain any material covered up to and including the class prior to the quiz. Tests: In-class tests will be given at the end of the third week and the end of the sixth week. Tests may contain any material covered up to and including the class prior to the test. Written paper: All students will produce a persuasive paper critically evaluating and comparing some aspect of livestock production in the US. Papers must be at least 2500 words in length. Participation in class: Students will be graded on attendance and participation in discussions and lab activities. COURSE OUTLINE OF TOPICS/SYLLABUS: Week 1 Tuesday: Historical overview of livestock and poultry production in the US Thursday: Industry structures: modern swine and poultry production Week 2 Tuesday: Industry structures: modern beef and dairy production Thursday: Industry structures: meat processing Week 3 Tuesday: Controversies in conventional livestock production Thursday: Test #1 Week 4 Tuesday: Historical overview of alternative livestock production systems in the US Thursday: Organic livestock production Week 5 Tuesday: Alternative swine and poultry production systems Thursday: Alternative beef and dairy production systems Week 6 Tuesday: Comparative analysis of non-US livestock production systems Thursday: Test #2 READING LIST/TEXTBOOK: None required. Articles will be supplied. LIBRARY RESOURCES: None required. Articles will be supplied. ACADEMIC DISHONESTY: Purdue prohibits "dishonesty in connection with any University activity. Cheating, plagiarism, or knowingly furnishing false information to the University are examples of dishonesty." [Part 5, Section III-B-2-a, University Regulations]

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Furthermore, the University Senate has stipulated that "the commitment of acts of cheating, lying, and deceit in any of their diverse forms (such as the use of substitutes for taking examinations, the use of illegal cribs, plagiarism, and copying during examinations) is dishonest and must not be tolerated. Moreover, knowingly to aid and abet, directly or indirectly, other parties in committing dishonest acts is in itself dishonest." [University Senate Document 72-18, December 15, 1972]. Pleas also refer to Purdue's student guide for academic integrity: (http://www.purdue.edu/odos/aboutodos/academicintegrity.php ) ATTENDANCE: Students are expected to be present for every meeting of the classes in which they are enrolled. Only the instructor can excuse a student from a course requirement or responsibility. When conflicts or absences can be anticipated, such as for many University sponsored activities and religious observations, the student should inform the instructor of the situation as far in advance as possible…For unanticipated or emergency absences when advance notification to an instructor is not possible, the student should contact the instructor as soon as possible by email, or by contacting the main office that offers the course. When the student is unable to make direct contact with the instructor and is unable to leave word with the instructor’s department because of circumstances beyond the student’s control, and in cases of bereavement, the student or the student’s representative should contact the Office of the Dean of Students, Purdue University recognizes that a time of bereavement is very difficult for a student. The University therefore provides the following rights to students facing the loss of a family member through the Grief Absence Policy for Students (GAPS). GAPS Policy: Students will be excused for funeral leave and given the opportunity to earn equivalent credit and to demonstrate evidence of meeting the learning outcomes for misses assignments or assessments in the event of the death of a member of the student’s family. MISSED OR LATE WORK: Not completing assignments by their pre-determined deadline without instructor approval will result in failed grades for those assignments. VIOLENT BEHAVIOR POLICY: Purdue University is committed to providing a safe and secure campus environment for members of the university community. Purdue strives to create an educational environment for students and a work environment for employees that promote educational and career goals. Violent Behavior impedes such goals. Therefore, Violent Behavior is prohibited in or on any University Facility or while participating in any university activity. STUDENTS WITH DISABILITIES: Purdue University is required to respond to the needs of the students with disabilities as outlined in both the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 through the provision of auxiliary aids and services that allow a student with a disability to fully access and participate in the programs, services, and activities at Purdue University. If you have a disability that requires special academic accommodation, please make an appointment to speak with me within the first three (3) weeks of the semester in order to discuss any adjustments. It is important that we talk about this at the beginning of the semester. It is the student's responsibility to notify the Disability Resource Center (http://www.purdue.edu/drc) of an impairment/condition that may require accommodations and/or classroom modifications. EMERGENCIES:

In the event of a major campus emergency, course requirements, deadlines and grading percentages are subject to changes that may be necessitated by a revised semester calendar or other circumstances beyond the instructor’s control. Relevant changes to this course will be posted onto the course website or can be obtained by contacting the instructors or TAs via email or phone. You are expected to read your @purdue.edu email on a frequent basis.

NONDISCRIMINATION: Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.

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Purdue University prohibits discrimination against any member of the University community on the basis of race, religion, color, sex, age, national origin or ancestry, genetic information, marital status, parental status, sexual orientation, gender identity and expression, disability, or status as a veteran. The University will conduct its programs, services and activities consistent with applicable federal, state and local laws, regulations and orders and in conformance with the procedures and limitations as set forth in Executive Memorandum No. D-1, which provides specific contractual rights and remedies. Any student who believes they have been discriminated against may visit www.purdue.edu/report-hate to submit a complaint to the Office of Institutional Equity. Information may be reported anonymously.

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SFS 315. Energy and Resource Systems

COURSE CONTACT INFORMATION: Name: Steve Hallett Phone Number: 494-7649 E-mail Address: halletts@purdue.edu Campus Address: LILY 2-351 COURSE SUBJECT ABBREVIATION AND NUMBER: SFS 315 COURSE TITLE: Energy and Resource Systems COURSE CREDITS AND INSTRUCTIONAL TYPE: 1 cr. Spring COURSE DESCRIPTION: The goal of this class is to encourage students to think of human systems, including food and farming, energy, economic and political systems, in the ways that ecologists think of ecological systems. How does energy flow through these systems, and how do resources flow or recycle through and throughout these systems? What are the weaknesses of human systems that could be mitigated by mimicking natural systems? Issues of efficiency, sustainability and resilience will be investigated in the context of vegetation succession, fire cycles, ecological tipping points and adaptive cycles. B. Learning Outcomes and Method of Evaluation or Assessment Learning outcomes: • Students will be able analyze energy and natural resource issues of modern society in the context of ecological systems

thinking. CoA outcomes specifically addressed: 1. Professional Preparation: Demonstrate proficiency in their chosen discipline that incorporates knowledge skills,

technology, and professional conduct 3. Critical Thinking: Demonstrate critical thinking by using data and reasoning to develop sound responses to complex

problems 4. Communication: Demonstrate the ability to write and speak with effectiveness while considering audience and purpose.

5. Teamwork: Demonstrate the ability to work effectively as part of a problem-solving team 7. Social Science Principles: Demonstrate ability to apply social, economic, political, and environmental principles to

living in a global community 8. Civic Responsibility: Demonstrate awareness of civic responsibility to community and society at large SFS learning objectives specifically addressed: 5. Know the global carbon cycle and understand the greenhouse effect. 8. Understand the ecological processes of vegetation succession 24. Understand the importance of energy in society and in agricultural production systems 25. Understand the importance of natural resources in society and in agricultural production, and the principles of their

conservation 26. Have a broad awareness of the role of agriculture in global society 27. Understand the advantages and disadvantages of different approaches to food production 33. Be able to communicate effectively verbally, including being able to prepare and deliver effective scientific papers and

presentations Methods of evaluation or assessment: Quiz 1 (35%) 35 Quiz 2 (35%) 35 Participation in discussions [focus on assigned readings] (30%) 30 100

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Grading Scale: A = 90-100% B = 80-89% C = 70-79% D = 60-69% F = <60% C. Prerequisites: None D. Course Instructor(s): Steve Hallett E. Course Outline of Topics/Syllabus: Week 1. How do energy and resources flow through ecological systems? Trophic levels, energy throughput and bounded systems. Geologic cycles. Landscape aging. Landscape renewal. Week 2. Energy and Resource flows in pre-industrial societies. Development and growth. Human impacts on the natural environment. Civilization collapse. Week 3. The Tragedy of the Commons and the Triumph of the Commons. Bounded human systems. Sustainability and Resilience. Week 4. What is sustainable agriculture? Week 5. How do we build sustainable and resilient energy systems, communities, food and farming systems. F. Reading List/Textbook: Reading materials will be assigned G. Library Resources H. Example of a Course Syllabus

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SFS 316. Decisions through Systems Analysis

COURSE CONTACT INFORMATION: Name: Otto Doering Phone Number: 494-4226 E-mail Address: doering@purdue.edu Campus Address: KRAN 569 COURSE SUBJECT ABBREVIATION AND NUMBER: SFS 316 COURSE TITLE: Decisions through Systems Analysis COURSE CREDITS AND INSTRUCTIONAL TYPE: 1 cr. Spring COURSE DESCRIPTION: This class introduces students to the basic rationale, concepts and mechanics of systems analysis. After an introduction to the concepts, students go through examples of integrated research carried out with systems analysis that has been used for decision making on both enterprise and broader scales. These examples also illustrate such things as the importance of data, metrics and the validity of information to be used in a systems analysis. Finally, students will set up their own systems decision framework for a problem of their interest. Justification: An agricultural or food/fiber producing enterprise works with a number of natural and human influenced components and ultimately depends upon human institutions such as markets, transportation, and production inputs. To be successful in any such enterprise needs to take account of more than one component of the system and to understand the interrelationships and interdependencies of all components. These can be biophysical, biological, and economic or institutional components – all of which contribute to or negatively influence the enterprise. A lack of recognition of the importance of these diverse components and an inability to integrate them and factor them into the decision making process can greatly reduce the potential for success of an enterprise or decision. B. Learning Outcomes and Method of Evaluation or Assessment Learning outcomes: An understanding of the importance of systems, an ability to identify and recognize systems components with different criteria, and a demonstrated ability to set up a systems analysis framework. Methods of evaluation or assessment: Three quizzes (20 points each) 60 Final project. 40 100 Grading Scale: A = 90-100% B = 80-89% C = 70-79% D = 60-69% F = <60% C. Prerequisites: Some basic agricultural economics or agricultural engineering and two or more basic agricultural sciences such as agronomy or plant science. D. Course Instructor(s): Dr. Otto Doering E. Course Outline of Topics/Syllabus:

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I. Introduction to integrated analysis What is it? How, why and when is it essential to problem solving? II. Introduction to systems analysis What is it? History of development as a problem solving tool Range of scope and depth of systems analysis Limitations of systems analysis Getting the pieces right! The importance of metrics III. Working through examples of systems analysis Farm level climate adaptation Farm Level management analysis – Purdue PCLP farm management model A large scale system example; Nutrient reduction in the Mississippi River Basin, Bethlehem steel mill, etc. IV. Conceptualizing one’s own systems analysis Choice of problem Goal of the analysis Determination of what has to be known; facts, metrics, and interrelationships. Graphic and verbal description of the system in its analysis context Identifying the steps of analysis F. Reading List/Textbook: No text at this point. This is a one hour course, so many readings will be electronic based background pieces. Example: “Integrated Assessment Modeling 10 Things to Know, http://sedac.ciesin.columbia.edu/mva/iamcc.tg/mva-questions.html “Basic Concepts of the Systems Approach” http://pespmc1.vub.ac.be/SYSAPPR.html Readings of large systems analyses can come from such things as the NOAA national hypoxia assessment, and “Effects of Climate Change and Variability on Agricultural Production Systems”, Doering, Randolph, Southworth and Pfeifer which includes both Macro and micro modeling. For metrics, “Why Metrics Matter” Birch, Gramig, Moomaw, Doering & Reeling. For Farm level decision analysis some hands on work with the Purdue PCLP farm management model or a version thereof. G. Library Resources No special resources necessary at this point. H. Example of a Course Syllabus H. Example of a Course Syllabus

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SFS 350. Summer Farm Internship

COURSE CONTACT INFORMATION: Name: Steve Hallett Phone Number: 494-7649 E-mail Address: halletts@purdue.edu Campus Address: LILY 2-351 COURSE SUBJECT ABBREVIATION AND NUMBER: SFS 350 COURSE TITLE: Summer Farm Internship COURSE CREDITS AND INSTRUCTIONAL TYPE: 0 cr. Summer Session COURSE DESCRIPTION: The summer internship will give students the opportunity to spend ten weeks on a farming enterprise, either at the Purdue University student farm, or at another farm in the region. A number of types of internships will be considered, and these might include internships not on farms, but on other farm-related businesses. We will assess these internships on a case-by-case basis. The majority of the time spent by students is expected to be farm management work under the supervision of the host farmer. A list of requirements of both intern and host farmer will ensure that interns are engaged in enriching internship activities and not just exploited as laborers. Curricular activities will also be presented at farm visits, workshops and tours. Participating farmers, to date, are: Neil Moseley, Pleasant Acre Farms, Lafayette, IN Adam Moody, Lone Pine Farm and Moody’s Meats, Ladoga, IN Kevin Cooley, Cooley Family Farms, Monitor, IN Linda Chapman, Harvest Moon Farm, Spencer, IN Charlotte Wolfe, Prairie Winds Nature Farm, Lakeville, IN Therese Niemer, Bertrand Farm, Niles, MI Ben Hartman & Rachel Hershberger, Clay Bottom Farm, Goshen, IN. Our (constantly expanding) list of participating farmers will be published and made available for students so that they can be made aware of employment conditions and other expectations and opportunities. B. Learning Outcomes and Method of Evaluation or Assessment Learning outcomes: All the learning outcomes of the College of Agriculture will be developed in this course, particularly: 1. Professional Preparation: Demonstrate proficiency in their chosen discipline that incorporates knowledge skills,

technology, and professional conduct 3. Critical Thinking: Demonstrate critical thinking by using data and reasoning to develop sound responses to complex

problems 4. Communication: Demonstrate the ability to write and speak with effectiveness while considering audience and purpose 5. Teamwork: Demonstrate the ability to work effectively as part of a problem-solving team 7. Social Science Principles: Demonstrate ability to apply social, economic, political, and environmental principles to

living in a global community 8. Civic Responsibility: Demonstrate awareness of civic responsibility to community and society at large 9. Lifelong Learning: Demonstrate skills necessary for lifelong learning Additionally, the summer small farm internship will specifically address the following SFS learning objectives: 13. Understand the concepts of IPM for pests, plant diseases and weeds 15. Know the control options for pathogens of Midwestern crops 16. Know the principal insect pests of Midwestern crops 17. Know the control methods for key insect pests of Midwestern crops 20. Understand the range of chemical and physical properties of soils and be aware of their effects on plant growth 21. Understand the biological properties of soils and be aware of their effects on plant growth

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22. Understand the pathways of nutrient cycling in the soil and the biosphere; e.g. N, P, C cycles 23. Have a broad understanding of the principles of sustainability, including agricultural sustainability 24. Understand the importance of energy in society and in agricultural production systems 25. Understand the importance of natural resources in society and in agricultural production, and the principles of their

conservation 26. Have a broad awareness of the role of agriculture in global society 27. Understand the advantages and disadvantages of different approaches to food production 28. Understand the principles of accounting and record keeping as it pertains to small farm enterprises 29. Understand the principles of food marketing and sales 30. Know how to handle basic farm machinery: tractor, tiller, irrigation systems etc. 31. Know how to make and apply compost, choose fertilizer applications, perform soil tests etc. 32. Understand the principles of postharvest food storage and pest management 33. Be able to communicate effectively verbally, including being able to prepare and deliver effective scientific papers and

presentations 36. Be able to handle multiple tasks and deadline pressures 37. Be able to work effectively with individuals from diverse cultures 38. Have strong professional ethics and integrity 39. Understand the importance of developing leadership skills 40. Be able to work effectively in teams Methods of evaluation or assessment: The internship will be offered Pass/Fail using the following assessments: Quality and reliability of work. This will be assessed in consultation with both the host farmer and the student. The farmer will provide a written assessment and the student will provide a self-assessment document of performance. A grading rubric will be provided. (30%) Small Farm Business Analysis. An analytical paper explaining the strengths and weaknesses of the host farm business with an analysis of design, operations and marketing strategies. (30%) Journal/Timline. Each student will keep a detailed journal and timeline of the activities in which they were involved at the farm. (20%) Participation in workshops, tours and other events. Attendance and active participation in events. (20%) Passing Grade: 70% C. Prerequisites: SFS 201 & 221. Small Farm Experience (Spring & Fall). D. Course Instructor(s): Dr. Steve Hallett (coordinator) E. Course Outline of Topics/Syllabus: Common Curriculum: Part of the value of the internship program will be the range of different opportunities from which students can choose – but each will have different strengths and weaknesses. The common curriculum will not place a heavy burden, but there are a number of basic academic expectations and tasks to be completed: Week 1: Introduction to Summer Small Farm Internship (All students) Monday: am: Course introduction, syllabus, reading materials, assessments. pm: Farm safety Tuesday: am: Machinery operation (tactors, tillers, stick shift trucks, mowers etc.). pm: GAPs (food safety) training. Wednesday: Host farmer/intern meeting. Guest lectures from Purdue faculty. Tour of student farm. Thursday: Training and information sessions: Purdue Faculty, Extension specialists and extension educators. Weeks 2-10: On-farm Internship. Week 5: Host farm tours A tour will be organized to farms in one region of the state with a social event at either a host farm or the Purdue student farm.

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F. Reading List/Textbook: A detailed list of suggested readings will be supplied. G. Library Resources: A detailed list of suggested readings will be supplied.

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SFS 351. SFS Capstone Project

COURSE CONTACT INFORMATION: Name: Steve Hallett Phone Number: 494-7649 E-mail Address: halletts@purdue.edu Campus Address: LILY 2-351 COURSE SUBJECT ABBREVIATION AND NUMBER: SFS 351 COURSE TITLE: SFS Capstone Project COURSE CREDITS AND INSTRUCTIONAL TYPE: 1 cr. Spring, Summer, Fall. COURSE DESCRIPTION: The SFS Capstone Project is a directed-learning course that will require students to prepare and present a sustainability analysis of a farm enterprise [most likely the enterprise at which they conduct their required summer internship – and this may be an internship approved at an operation other than a farm (see above)]. Students will be required to analyze and enterprise taking into account its economic, environmental and social sustainability, and its broader role in sustaining the local and regional economy, environment and community. The analysis will be prepared as a paper and a presentation that will be given to the undergraduates of the SFS program at an SFS program meeting. The paper and the presentation will be prepared in consultation with a faculty mentor from the SFS program committee and will be graded by the faculty mentor. B. Learning Outcomes and Method of Evaluation or Assessment Learning outcomes: The key outcomes from this course will be the development of students ability to analyze complex concepts, to think critically about systems they have experienced, to think critically about business operations from a range of different economic and social contexts, and to develop their written and oral communication skills. All the learning outcomes of the College of Agriculture will be developed in this course, particularly: 1. Professional Preparation: Demonstrate proficiency in their chosen discipline that incorporates knowledge skills,

technology, and professional conduct 2. Scientific Principles: Demonstrate use of the scientific method to identify problems, formulate and test hypotheses,

conduct experiments and analyze data, and derive conclusions 3. Critical Thinking: Demonstrate critical thinking by using data and reasoning to develop sound responses to complex

problems 4. Communication: Demonstrate the ability to write and speak with effectiveness while considering audience and purpose

6. Cultural Understanding: Demonstrate knowledge of a range of cultures and an understanding of human values and points of view of other than their own

7. Social Science Principles: Demonstrate ability to apply social, economic, political, and environmental principles to living in a global community

8. Civic Responsibility: Demonstrate awareness of civic responsibility to community and society at large 9. Lifelong Learning: Demonstrate skills necessary for lifelong learning Additionally, the SFS Capstone will specifically address the following SFS learning objectives: 5. Know the global carbon cycle and understand the greenhouse effect 6. Understand the nature of interactions among organisms, in particular those involving plants: mutualism, commensalism,

parasitism, herbivory 7. Understand the concepts of the individual, populations, communities, ecosystems and biomes 13. Understand the concepts of IPM for pests, plant diseases and weeds 15. Know the control options for pathogens of Midwestern crops 17. Know the control methods for key insect pests of Midwestern crops 18. Understand the role of crop rotations, cover crops and other land management methods 21. Understand the biological properties of soils and be aware of their effects on plant growth 22. Understand the pathways of nutrient cycling in the soil and the biosphere; e.g. N, P, C cycles

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23. Have a broad understanding of the principles of sustainability, including agricultural sustainability 24. Understand the importance of energy in society and in agricultural production systems 25. Understand the importance of natural resources in society and in agricultural production, and the principles of their

conservation 26. Have a broad awareness of the role of agriculture in global society 27. Understand the advantages and disadvantages of different approaches to food production 28. Understand the principles of accounting and record keeping as it pertains to small farm enterprises 29. Understand the principles of food marketing and sales 32. Understand the principles of postharvest food storage and pest management 33. Be able to communicate effectively verbally, including being able to prepare and deliver effective scientific papers and

presentations 35. Be able to conduct a competent literature search, including a search for primary literature, and also including the ability

to find and assimilate information that will broaden understanding of subject areas by accessing material that is not specifically taught in class

36. Be able to handle multiple tasks and deadline pressures 37. Be able to work effectively with individuals from diverse cultures 38. Have strong professional ethics and integrity 39. Understand the importance of developing leadership skills Methods of evaluation or assessment: 1. Paper (60%). Students will prepare a paper of approximately 3,000 words the provides a detailed sustainability analysis of a small farm (or other – see above) enterprise. 2. Presentation (40%). Students will give a 30 min presentation of their sustainability analysis. Grading: A 90%, B 80%, C 70%, D 60%, F <60%. C. Prerequisites: SFS 350. Summer Small Farm Internship. D. Course Instructor(s): Faculty Mentor E. Course Outline of Topics/Syllabus: F. Reading List/Textbook: A detailed list of suggested readings will be suggested by the faculty mentor. G. Library Resources: A detailed list of suggested readings will be suggested by the faculty mentor.

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Agricultural Faculty Document No. V, 2013-2014

December 12, 2013

Department of Entomology

Proposed Course and Curricular Changes Fall 2013

A. COURSES TO BE DELETED ENTM 46000 Aquatic Entomology Justification: This course is no longer offered to due lack of expertise in the department (retirement of Dr. Pat McCafferty) B. COURSES TO BE ADDED None C. COURSES TO BE CHANGED ENTM 44100 Forest Entomology (cross listed as FNR 44100 Forest Entomology) Change in Prerequisite language (Form 40 is attached) From: Prerequisites: Undergraduate level BIOL 1100 Minimum Grade of D- and Undergraduate level BIOL 11100 Minimum Grade of D- or Undergraduate level BTNY 21000 Minimum Grade of D- or Undergraduate level BIOL 12100 Minimum Grade of D- and Undergraduate level BIOL 12200 Minimum Grade of D- To: Prerequisites: Undergraduate level BIOL 11000 Minimum Grade of D- or Undergraduate level BIOL 11100 Minimum Grade of D- or Undergraduate level BTNY 21000 Minimum Grade of D- or Undergraduate level BTNY 11000 Minimum Grade of D- or Undergraduate level BIOL 12100 Minimum Grade of D- or Undergraduate level ENTM 20600 Minimum Grade of D- Justification: A Semester of college biology or entomology is sufficient preparation. The change fixes a problem with BIOL 12200 no longer being a part of the BIOL freshman biology major series.

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D. CURRICULAR CHANGES

Forensic Science Minor The forensic science minor is being re-organized to reflect the broad, interdisciplinary nature of the discipline. Three core pillars form the foundation of this discipline (investigation, science and legal process) and these three areas interact to create the unique blending of science and law that is forensic science. Without exposure to all three elements, students cannot truly appreciate the entire scope of the discipline.

Additionally, the minor has always been organized to allow students to choose selectives from their major that interact with forensic science in a way that builds on the core minor offerings. This allows students to create a tailored experience that reflects their area of focus. We are employing this philosophy to create a pathway for more natural science students to take advantage of the minor.

The proposed revisions aim to establish a list of selectives that more fully integrates previously underrepresented, but directly relevant areas of study (anthropology, biology, biochemistry, chemistry, cyber forensics, entomology and wildlife) into the minor. The proposed changes are also a product of a thorough review of current selective offerings to be sure those courses are still offered and/or still contain information that is directly relevant to the forensic science minor. All proposed changes have been vetted through the respective home departments or programs. Courses to be dropped from the list of Forensic Science selectives CGT 11600 Geometric Modeling for Visualization and Communication Justification: This course does not contribute to a direct understanding of forensic science. CGT 21100 Raster Imaging for Computer Graphics Justification: This course does not contribute to a direct understanding of forensic science. CGT 24100 Introduction to Computer Animation Justification: This course does not contribute to a direct understanding of forensic science. CGT 26200 Introduction to Construction Graphics Justification: This course does not contribute to a direct understanding of forensic science. CGT 34000 Digital Lighting and Rendering for Computer Animation Justification: This course does not contribute to a direct understanding of forensic science.

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PSY 23500 Child Psychology Justification: This course does not contribute to a direct understanding of forensic science. PSY 24000 Introduction to Social Psychology Justification: This course does not contribute to a direct understanding of forensic science. PSY 33300 Motivation Justification: This course is no longer taught. PSY 41100 Psychology and Law Justification: This course is no longer taught. PSY 44400 Human Sexual Behavior Justification: This course is no longer taught at PWL. Courses to be added to the list of Forensic Science selectives AGRY 32000 Genetics Justification: This course contributes to an understanding of forensic biology. AGRY 32100 Genetics Lab Justification: This course contributes to an understanding of forensic biology. ANTH 30500 Ethnographic Methods Justification: This course contributes to an understanding of forensic anthropology. ANTH 31000 Mortuary Practices Across Cultures Justification: This course contributes to an understanding of forensic anthropology. ANTH 42800 Field Methods in Archaeology Justification: This course contributes to an understanding of forensic anthropology. ANTH 43600 Human Evolution Justification: This course contributes to an understanding of forensic anthropology. ANTH 53500 Foundations of Biological Anthropology Justification: This course contributes to an understanding of forensic anthropology. ANTH 58900 Archaeology and Materials Science Justification: This course contributes to an understanding of forensic anthropology. ANTH 59200 Advanced Human Osteology

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Justification: This course contributes to an understanding of forensic anthropology. BCHM 22100 Analytical Biochemistry Justification: This course contributes to an understanding of forensic biology or forensic chemistry. BCHM 32200 Analytical Biochemistry Justification: This course contributes to an understanding of forensic biology or forensic chemistry. BCHM 56100 General Biochemistry I Justification: This course contributes to an understanding of forensic biology or forensic chemistry. BCHM 56200 General Biochemistry II Justification: This course contributes to an understanding of forensic biology or forensic chemistry. BIOL 30100 Human Anatomy & Physiology Justification: This course contributes to an understanding of forensic biology and forensic pathology. BIOL 30200 Human Anatomy & Physiology Justification: This course contributes to an understanding of forensic biology and forensic pathology. BIOL 41500 Introduction To Molecular Biology Justification: This course contributes to an understanding of forensic biology. BIOL 43800 General Microbiology Justification: This course contributes to an understanding of forensic biology and forensic microbiology. BIOL 43900 Microbiology Lab Justification: This course contributes to an understanding of forensic biology and forensic microbiology. BIOL 44400 Human Genetics Justification: This course contributes to an understanding of forensic biology. BIOL 47800 Introduction to Bioinformatics Justification: This course contributes to an understanding of forensic biology. BIOL 49500 Biological & Structural Aspects of Drug Design & Action Justification: This course contributes to an understanding of forensic toxicology.

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BIOL 58000 Evolution Justification: This course contributes to an understanding of forensic biology. BIOL 53300 Medical Microbiology Justification: This course contributes to an understanding of forensic biology and forensic microbiology. CNIT 42000 Basic Cyber Forensics Justification: This course contributes to an understanding of cyber forensics. CNIT 45500 Network Security Justification: This course contributes to an understanding of cyber forensics. CNIT 45600 Wireless Security and Management Justification: This course contributes to an understanding of cyber forensics. CNIT 51100 Foundations in Homeland Security Studies Justification: This course contributes to an understanding of cyber forensics. CNIT 51200 Managing Resources and Applications for Homeland Security Justification: This course contributes to an understanding of cyber forensics. CNIT 55700 Advanced Research Topics in Cyber Forensics Justification: This course contributes to an understanding of cyber forensics. ENTM 39900 Professional Experience Programs in Entomology Justification: This course contributes to an understanding of forensic entomology. ENTM 50600 Advanced Insect Taxonomy Justification: This course contributes to an understanding of forensic entomology. ENTM 51000 Insect Pest Management Justification: This course contributes to an understanding of forensic entomology. ENTM 52100 Urban and Industrial Insect Management Justification: This course contributes to an understanding of forensic entomology. ENTM 52500 Medical & Veterinary Entomology Justification: This course contributes to an understanding of forensic entomology. ENTM 52600 Urban and Industrial Vertebrate Management Justification: This course contributes to an understanding of forensic entomology. FNR 24100 Ecology and Systematics of Fishes and Mammals Justification: This course contributes to an understanding of wildlife forensics.

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FNR 24200 Ecology and Systematics of Fishes and Mammals Lab Justification: This course contributes to an understanding of wildlife forensics. FNR 25100 Ecology and Systematics of Amphibians, Reptiles and Birds Justification: This course contributes to an understanding of wildlife forensics. FNR 25200 Ecology and Systematics of Amphibians, Reptiles and Birds Lab Justification: This course contributes to an understanding of wildlife forensics. FNR 30500 Conservation Genetics Justification. This course contributes to an understanding of wildlife forensics. FNR 31100 Wood Structure, Identification and Properties Justification. This course contributes to an understanding of wildlife forensics. FNR 34100 Wildlife Habitat Management Justification: This course contributes to an understanding of wildlife forensics and forensic taphonomy. PHYS 17200 Modern Mechanics Justification: This course contributes to an understanding of general forensic science and is a suitable substitution for PHYS 218000 or 219000. POL 42500 Environmental Law & Politics Justification: This course contributes to an understanding of environmental forensics. POL 42800 Politics of Regulation Justification. This course contributes to an understanding of environmental forensics. PSY 33500 Stereotyping & Prejudice Justification: This course contributes to an understanding of criminalistics. PSY 42800 Drugs & Behavior Justification: This course contributes to an understanding of criminalistics. PSY 44300 Aggression & Violence Justification: This course contributes to an understanding of criminalistics. SOC 32700 Crime Deviance & Mass Media Justification: This course contributes to an understanding of criminalistics. Existing Forensic Science Minor Requirements

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REQUIRED COURSES: Credit must be earned in each of the following areas Required Core Courses (3 CR) ENTM 21800 (Introduction to forensic science) (4 CR) ENTM 31800 (Criminalistics) (3 CR) ENTM 41800 (Advanced Forensic Science) SELECTIVE COURSES: In addition to the above courses, credits from the following courses can be applied to the total of 19 credits required for a minor. Courses in blue are those we propose to drop from the list of selectives for the minor. (3 CR) AGRY 33500 (Weather and Climate) (3 CR) ANTH 33600 (Human Variation) (3 CR) ANTH 42500 (Anthropological Archaeology) (3 CR) ANTH 53400 (Human Osteology) (3 CR) BCHM 30700 (Biochemistry) (1 CR) BCHM 30900 (Biochemistry Lab) (4 CR) BIOL 20300 (Human Anatomy and Physiology) (4 CR) BIOL 20400 (Human Anatomy and Physiology lab) (4 CR) BIOL 22100 (Introduction to Microbiology) (3 CR) BIOL 23100 (Biology III: Cell Structure and Function) (2 CR) BIOL 23200 (Laboratory in Biology III: Cell Structure and Function) (3 CR) BIOL 24100 (Biology IV: Genetics and Molecular Biology) (2 CR) BIOL 24200 (Laboratory in Biology IV: Genetics and Molecular Biology) (3 CR) CGT 11600 (Geometric Modeling for Visualization and Communication) (3 CR) CGT 21100 (Raster Imaging for Computer Graphics) (3 CR) CGT 24100 (Introduction to Computer Animation) (3 CR) CGT 26200 (Introduction to Construction Graphics) (3 CR) CGT 34000 (Digital Lighting and Rendering for Computer Animation) (4 CR) CHM 22400 (Introductory Quantitative Analysis) (4 CR) CHM 25700 (Organic Chemistry) (1 CR) CHM 25701 (Organic Chemistry Laboratory) (2 CR) ENTM 20600 (General Entomology) (1 CR) ENTM 20700 (General Entomology Laboratory) (3 CR) ENTM 21000 (Introduction to Insect Behavior) (4 CR) ENTM 33500 (Introduction to Insect Identification) (3 CR) ENTM 55100 (Insect Physiology and Biochemistry) (2 CR) HSCI 33200 (Introduction to Hematology) (2 CR) HSCI 33300 (Introduction to Immunology) (3 CR) HSCI 56000 (Toxicology) (4 CR) PHYS 21800 or PHYS 22000 (General Physics I) (4 CR) PHYS 21900 or PHYS 22100 (General Physics II) (3 CR) PSY 23500 (Child Psychology) (3 CR) PSY 24000 (Introduction to Social Psychology)

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(3 CR) PSY 33300 (Motivation) (3 CR) PSY 35000 (Abnormal Psychology) (3 CR) PSY 41100 (Psychology and Law) (3 CR) PSY 44400 (Human Sexual Behavior) (3 CR) PSY 53500 (Psychology of Death and Dying) (3 CR) SOC 32400 (Criminology) (3 CR) SOC 32800 (Criminal Justice) (3 CR) SOC 35600 (Hate and Violence) (3 CR) SOC 53500 (Sociology of Law) (3 CR) SOC 53500 (Social Deviance and Control) (3 CR) SOC 53500 (Family Violence)

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Proposed Forensic Science Minor Requirements REQUIRED COURSES: Credit must be earned in each of the following areas Required Core Courses (3 CR) ENTM 21800 (Introduction to forensic science) (4 CR) ENTM 31800 (Criminalistics) (3 CR) ENTM 41800 (Advanced Forensic Science) SELECTIVE COURSES: In addition to the above courses, credits from the following courses can be applied to the total of 19 credits required for a minor. Courses in red are those we propose adding to the list of selectives for the minor. (3 CR) AGRY 32000 (Genetics) (1 CR) AGRY 32100 (Genetics Lab) (3 CR) AGRY 33500 (Weather and Climate) (3 CR) ANTH 30500 (Ethnographic Methods) (3 CR) ANTH 31000 (Mortuary Practices Across Cultures) (3 CR) ANTH 33600 (Human Variation) (3 CR) ANTH 42500 (Anthropological Archaeology) (3 CR) ANTH 42800 (Field Methods in Archaeology) (3 CR) ANTH 43600 (Human Evolution) (3 CR) ANTH 53400 (Human Osteology) (3 CR) ANTH 53500 (Foundations of Biological Anthropology) (3 CR) ANTH 58900 (Archaeology and Materials Science) (3 CR) ANTH 59200 (Advanced Human Osteology) (3 CR) BCHM 22100 (Analytical Biochemistry) (3 CR) BCHM 30700 (Biochemistry) (1 CR) BCHM 30900 (Biochemistry Lab) (2 CR) BCHM 32200 (Analytical Biochemistry) (3 CR) BCHM 56100 (General Biochemistry I) (3 CR) BCHM 56200 (General Biochemistry II) (4 CR) BIOL 20300 or (3) BIOL 30100 (Human Anatomy and Physiology) (4 CR) BIOL 20400 or (3) BIOL 30200 (Human Anatomy and Physiology lab) (4 CR) BIOL 22100 (Introduction to Microbiology) (3 CR) BIOL 23100 (Biology III: Cell Structure and Function) (2 CR) BIOL 23200 (Laboratory in Biology III: Cell Structure and Function) (3 CR) BIOL 24100 (Biology IV: Genetics and Molecular Biology) (2 CR) BIOL 24200 (Laboratory in Biology IV: Genetics and Molecular Biology) (2 CR) BIOL 41500 (Introduction to Molecular Biology) (3 CR) BIOL 43800 (General Microbiology) (2 CR) BIOL 43900 (General Microbiology Laboratory) (3 CR) BIOL 44400 (Human Genetics) (3 CR) BIOL 47800 (Introduction to Bioinformatics)

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(3 CR) BIOL 49500 (Biological & Structural Aspects of Drug Design & Action) (3 CR) BIOL 58000 (Evolution) (3 CR) BIOL 53300 (Medical Microbiology) (3 CR) CNIT 42000 (Basic Cyber Forensics) (3 CR) CNIT 45500 (Network Security) (3 CR) CNIT 45600 (Wireless Security & Management) (3 CR) CNIT 51100 (Foundations in Homeland Security Studies) (3 CR) CNIT 51200 (Managing Resources and Applications for Homeland Security) (2 CR) CNIT 55700 (Advanced Research Topics in Cyber Forensics) (4 CR) CHM 22400 (Introductory Quantitative Analysis) (4 CR) CHM 25700 (Organic Chemistry) (1 CR) CHM 25701 (Organic Chemistry Laboratory) (2 CR) ENTM 20600 (General Entomology) (1 CR) ENTM 20700 (General Entomology Laboratory) (3 CR) ENTM 21000 (Introduction to Insect Behavior) (4 CR) ENTM 33500 (Introduction to Insect Identification) (3 CR) ENTM 33900 (Professional Experience Programs in Entomology) (3 CR) ENTM 50600 (Advanced Insect Taxonomy) (3 CR) ENTM 51000 (Insect Pest Management) (3 CR) ENTM 52100 (Urban & Industrial Insect Management) (3 CR) ENTM 52500 (Medical & Veterinary Entomology) (3 CR) ENTM 52600 (Urban & Industrial Vertebrate Management) (3 CR) ENTM 55100 (Insect Physiology and Biochemistry) (3 CR) FNR 24100 (Ecology & Systematics of Fishes & Mammals) (1 CR) FNR 24200 (Ecology & Systematics of Fishes & Mammals lab) (3 CR) FNR 25100 (Ecology & Systematics of Amphibians, Reptiles and Birds) (1 CR) FNR 25200 (Ecology & Systematics of Amphibians, Reptiles and Birds lab) (3 CR) FNR 30500 (Conservation Genetics) (3 CR) FNR 31100 (Wood Structure, Identification and Properties) (3 CR) FNR 34100 (Wildlife Habitat Management) (2 CR) HSCI 33200 (Introduction to Hematology) (2 CR) HSCI 33300 (Introduction to Immunology) (3 CR) HSCI 56000 (Toxicology) (4 CR) PHYS 21800 or PHYS 22000 (General Physics I) or PHYS 172000 (Modern Mechanics) (4 CR) PHYS 21900 or PHYS 22100 (General Physics II) (3 CR) POL 42500 (Environmental Law & Politics) (3 CR) POL 42800 (Politics of Regulation) (3 CR) PSY 33500 (Stereotyping & Prejudice) (3 CR) PSY 42800 (Drugs & Behavior) (3 CR) PSY 44300 (Aggression & Violence) (3 CR) PSY 35000 (Abnormal Psychology) (3 CR) PSY 53500 (Psychology of Death and Dying) (3 CR) SOC 32400 (Criminology) (3 CR) SOC 32700 (Crime Deviance & Mass Media) (3 CR) SOC 32800 (Criminal Justice) (3 CR) SOC 35600 (Hate and Violence)

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(3 CR) SOC 53500 (Sociology of Law) (3 CR) SOC 53500 (Social Deviance and Control) (3 CR) SOC 53500 (Family Violence)

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Agricultural Faculty Document No. VI, 2013-14

December 12, 2013

Department of Forestry and Natural Resources Proposed Course and Curricular Changes

A. COURSE TO BE DELETED

None

B. COURSES TO BE ADDED

FNR 22310 Introduction to Environmental Policy. Sem 2. 3 Cr., Lec 3. (to be crosslisted with POL 22300 Introduction to Environmental Policy) This course will study policy making for environmental and natural resource management and conservation and how issues are addressed among different stakeholders. Topics will include the policy development process, policy participants, and policy instruments. Specific laws and regulations will be used to demonstrate the complexity of policy making. Typically offered Spring. Prerequisites: None

C. COURSES TO BE CHANGED

FNR 44100 Forest Entomology (cross listed as ENTM 44100 Forest Entomology) Change in Prerequisite language From:

Prerequisites: Undergraduate level BIOL 1100 Minimum Grade of D- and Undergraduate level BIOL 11100 Minimum Grade of D- or Undergraduate level BTNY 21000 Minimum Grade of D- or Undergraduate level BIOL 12100 Minimum Grade of D- and Undergraduate level BIOL 12200 Minimum Grade of D- To: Prerequisites: Undergraduate level BIOL 11000 Minimum Grade of D- or Undergraduate level BIOL 11100 Minimum Grade of D- or Undergraduate level BTNY 21000 Minimum Grade of D- or Undergraduate level BTNY 11000 Minimum Grade of D- or Undergraduate level BIOL 12100 Minimum Grade of D- or Undergraduate level ENTM 20600 Minimum Grade of D- Justification: A Semester of college biology or entomology is sufficient preparation. The change fixes a problem with BIOL 12200 no longer being a part of the BIOL freshman biology major series.

D. CURRICULAR CHANGES

Delete (discontinue) Majors: 1

Natural Resources Planning and Decision Making (NRPL)

Justification: The major has had low enrollment and required courses are not being taught due to faculty departures

Minor changes: Wildlife Science (WLFS)

Credit Hours required: 17

Add the following courses as electives

(2) BIOL 28600 Introduction to Ecology and Evolution (3) BIOL 58500 Ecology (3) BIOL 59100 Field Ecology (2) FNR 53600 Ecology of Disturbance (1) FNR 53601 Ecology of Disturbance Practicum (3) FNR 56700 Advanced Mammalogy (3) FNR 59800 Advanced Herpetology (permanent course number will be proposed (Spring 2014)

And the following restriction:

*For students in other FNR majors (e.g., Forestry, Fisheries and Aquatic Sciences, Natural Resource Planning and Decision Making, Wood Products Technology and Manufacturing), courses required in the student’s major cannot be used to meet the 6 credits of electives.

Fisheries & Aquatics Sciences (FAQS)

Delete from electives list

(3) BTNY 55500 Aquatic Botany (3) ENTM 46000Aquatic Entomology (3) FNR 20300 Freshwater Ecology Add the following courses as electives (2) FNR 52600 Aquatic Animal Health (2) FNR 52700 Ecotoxicology (3) FNR 55100 Advanced Ichthyology (3) FNR 55200 Advanced Freshwater Ecology And the following restriction: *For students in other FNR majors (e.g., Forestry, Wildlife, Natural Resource Planning and Decision Making, Wood Products Technology and Manufacturing), courses required in the student’s major cannot be used to meet the 9 credits of electives.

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WILDLIFE SCIENCE MINOR Department of Forestry and Natural Resources

College of Agriculture Credit Hours Required: 17

Minor Code WLFS

REQUIRED COURSES - (11) credits

(3) FNR 24000 (Wildlife in America) (3) FNR 24100 (Ecology and Systematics of Fishes and Mammals) (1) FNR 24200 (Laboratory in Ecology and Systematics of Fishes and Mammals) (3) FNR 25100 (Ecology and Systematics of Amphibians, Reptiles, and Birds) (1) FNR 25200 (Laboratory in Ecology and Systematics of Amphibians, Reptiles, and Birds) ELECTIVES* - (6) credits (2) BIOL 28600 Introduction to Ecology and Evolution (3) BIOL 58500 Ecology (3) BIOL 59100 Field Ecology (3) FNR 30500 (Conservation Genetics) (3) FNR 35900 (Spatial Ecology and GIS) (4) FNR 44700 (Vertebrate Population Dynamics) (2) FNR 52600 (Aquatic Animal Health) (2) FNR 52700 (Ecotoxicology) (3) FNR 54300 (Conservation Biology I) (3) FNR 57100 (Advanced Ornithology) (2) FNR 53600 Ecology of Disturbance (1) FNR 53601 Ecology of Disturbance Practicum (3) FNR 56700 Advanced Mammalogy (3) FNR 59800 Advanced Herpetology (permanent course number will be proposed (Spring 2014) Other FNR 49800 or FNR 59800 courses with FNR approval. *For students in other FNR majors (e.g., Forestry, Fisheries and Aquatic Sciences, Natural Resource Planning and Decision Making, Wood Products Technology and Manufacturing), courses required in the student’s major cannot be used to meet the 6 credits of electives.

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FISHERIES AND AQUATIC SCIENCES MINOR Department of Forestry and Natural Resources

College of Agriculture Credit Hours Required: 16

Minor Code FAQS

Required Courses (7 credits) (3) FNR 201 Marine Biology (3) FNR 241 Ecology & Systematics of Fishes & Mammals (1) FNR 242 Ecology & Systematics of Fishes & Mammals Lab Electives (9 credits)* (3) FNR 45200 Aquaculture (3) FNR 45300 Fish Physiology (3) FNR 45400 Fisheries Science & Management (3) FNR 45500 Fish Ecology (2) FNR 52600 Aquatic Animal Health (2) FNR 52700 Ecotoxicology (3) FNR 55100 Advanced Ichthyology (3) FNR 55200 Advanced Freshwater Ecology Other FNR 49800 or FNR 59800 courses with FNR approval. *For students in other FNR majors (e.g., Forestry, Wildlife, Natural Resource Planning and Decision Making, Wood Products Technology and Manufacturing), courses required in the student’s major cannot be used to meet the 9 credits of electives.

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FNR 22310 Introduction to Environmental Policy

Cross listed with POL 22300, 3 credits Course Syllabus

Spring 2014

Course Meeting Time and Location 9:00 - 10:15 am, Tuesdays and Thursdays Course Instructor Teaching Assistant

Zhao Ma, Ph.D. Dept. of Forestry and Natural Resources FORS 111 Phone: 765-494-1790 Email: zhaoma@purdue.edu

TBD

Office Hours (or by appointment) TBD

Office Hours (or by appointment) TBD

Required Readings

There is no assigned textbook for this course. All assigned readings, handouts, and supplemental resources are available on the course website accessible via Blackboard. Check frequently for updates as you are responsible for all material posted. Assigned readings should be read prior to the lecture for which it is scheduled.

Course Description

This course offers an introduction to the theories and practice of policy making, with a focus on environmental and natural resource policy development. It is designed primarily to meet the needs of the Department of Forestry and Natural Resources majors, as well as the needs of the Department of Political Science. In particular, this course focuses on the processes by which environmental and natural resource issues are addressed among different stakeholders. You will be exposed to topics including the policy development process, participants in policy making, and policy instruments (tools). Analyses of specific environmental and natural resource laws and regulations will be used to demonstrate the importance and complexity of policy making. The course will help you develop an understanding of and appreciation for the fundamental concepts of policy making, and the environmental, political, social, economic, and human factors that influence the formulation, implementation, and evaluation of various policies. You will be required to apply what you learn in class to a variety of contemporary environmental and natural resource issues through individual assignments and team exercises. At the end of this course, you should gain an understanding of how society regulates activities affecting various natural resources and the environment, particularly the role of governments. You should gain insight into ways by which one can participate in and affect policy making as an environmental or natural resource professional. You should also become familiar with the various policy instruments that are used for the management and conservation of natural resources and the environment.

Primary Learning Objectives

In this course, you will:

• Learn fundamental principles, generalizations, and theories related to policy development, with a focus on environmental and natural resource policy. In particular, you will: o Comprehend the sequence of events involved in policy development, including agenda setting, policy

formulation, selection, legitimization, implementation, and evaluation. o Recognize major stakeholders involved in policy development and the respective roles of legislative

systems, judicial systems, bureaucratic agencies, special interest groups, general public, and non-governmental organizations.

o Be able to describe various policy instruments that can be used to address environmental and natural resource issues.

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o Gain a basic understanding of a range of environmental and natural resource policy issues, including, but not limited to, environmental impact assessment, wildlife management and conservation, water rights, energy, and land conservation.

• Learn to apply course material to improve thinking, problem solving, and decisions relevant to natural resource and environmental issues. In particular, you will be able to: o Identify different participants in a policy development process and explain how different participants may

affect the outcome of the policy development process. o Identify and discuss potential policy alternatives to address a given environmental or natural resource issue.

• Learn to analyze and critically evaluate ideas, arguments, and points of view. This will be achieved mainly through the policy brief project throughout the semester.

Course Format

This course will be delivered mainly through class lectures. In-class discussion and student projects will also be used to facilitate effective learning. Guest speakers will be invited to provide a realistic point of view on environmental and natural resource policy issues. It may be necessary from time to time to adjust the course schedule with the understanding that major assignment due dates and exam dates will not be affected. The course schedule included in this syllabus is subject to change and it is the student’s responsibility to keep track of announced changes.

Student Expectations and Policies

To facilitate effective learning, the following applies:

• Attendance in this class is very important. Much of the work and most of your knowledge (and your grade) will derive directly from our classroom encounters.

• Late assignments will receive a late penalty of 5 points per day taken off the final points earned on the assignment. The penalty may be waived at the instructor’s discretion. In the event of an emergency, it is the student’s responsibility to provide a written excuse prior to, or as soon thereafter as practical.

• All exams will be given on the dates scheduled. If you miss an exam you will be given a score of zero for that exam. In the case of a legitimate university activity, students must inform the instructor at least one week prior to the scheduled exam dates, and must take exams in advance. Make-up exams are strongly discouraged, and scheduled only on an emergency basis.

• Purdue helps disabled students participate fully in its programs, activities, and services. If you have a disability that has been documented by Purdue’s Disability Resource Center, please inform the instructor of specific disabilities or accommodations in advance.

• The class will treat each other with respect. You are encouraged to critique the instructor and fellow students’ ideas and arguments in a civilized discussion. However, it is inappropriate to attack others or their values and beliefs.

Academic Integrity

Academic dishonesty in any portion of the course will result in a grade of F for the entire course. Among the acts that will be considered academic dishonesty in this course are:

• Using, trying to use, or providing others with any unauthorized assistance in taking quizzes or exams; • Substituting for another student, or letting someone else substitute for you, in taking a quiz or exam; • Acquiring a copy of an exam before taking it; • Submitting substantially the same work for an assignment in this class as you turned in for credit in another

class; • Plagiarizing, including representing by paraphrasing or direct quoting the published or unpublished work of

another person as one’s own without giving full acknowledgment (including phrases lifted from websites and materials prepared by anyone who sells term papers).

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Using work copied or paraphrased from a publication or website is plagiarism unless the copied work is in quotations and the source is clearly cited. Direct quotations should be used infrequently (typically <1% of a paper). Citations should acknowledge the source of an idea or fact, but the writing should be your own. If you need more information about what constitutes a violation of academic integrity, go to http://www.purdue.edu/odos/aboutodos/academicintegrity.php

Evaluations and Grades

Exams – Three (3) exams will be given, two midterm exams on XX and XX and one comprehensive final exam on XX. Exams will generally consist of multiple choice, short answer, and short essays.

Newspaper/Magazine Article Review – Two (2) review papers will be prepared by each student. Each paper will review one newspaper or magazine article discussing a current environmental or natural resource issue published in 2013 or 2014.

Policy Brief – A policy brief on an environmental or natural resource issue will be prepared by students working as part of a small group. Each group will select a current issue of interest and prepare a relevant briefing paper. A draft of the policy brief will be submitted for instructor feedback prior to submission of the final brief. A professional policy brief presentation will be prepared and delivered by each group to the class.

Items Total points Due dates Exams 1st midterm 2nd midterm Final

300 100 100 100

XX XX XX

Newspaper/Magazine Article Review 1st review paper 2nd review paper

50 25 25

XX XX

Policy Brief (group) Draft briefing Group presentation Final briefing Peer evaluation of group contribution

150 50 25 50 25

XX XX XX XX

Total points possible 500

Dates for group presentations may be adjusted to accommodate guest speakers’ schedules. If a change is necessary, students will be notified at least two weeks in advance.

At the end of the semester, the total points earned in this course will be converted to a letter grade based on the following percentages:

A 93.0-100 percent A- 90.0-92.9 percent B+ 87.0-89.9 percent B 83.0-86.9 percent B- 80.0-82.9 percent C+ 77.0-79.9 percent C 73.0-76.9 percent C- 70.0-72.9 percent D+ 67.0-69.9 percent D 63.0-66.9 percent D- 60.0-62.9 percent F 0-59.9 percent

Course Outline and Schedule

Week Date Topic Assignment and Reading Policy development process Week 1 Jan. 14 Course overview; why do we care about policy

development; environmental ethics Newspaper/magazine article review instructions

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Jan. 16

Policy characteristics Vig & Kraft (Ch.1)

Week 2 Jan. 21

Jan. 23

Agenda setting

Policy formulation

Week 3 Jan. 28

Jan. 30

Policy selection and decision making I

Policy selection and decision making II

Dustin & Schneider

Due: 1st review paper Week 4 Feb. 4

Feb. 6

Legitimization and implementation

Policy evaluation

Policy brief instructions

Week 5 Feb. 11

Feb. 13

Catch up; review; 1st midterm evaluation

1st midterm exam

1st midterm exam Participants in policy making Week 6 Feb. 18

Feb. 20

Policy issue: wildlife management and conservation Policy issue: water quality and quantity

Getches (Ch.1) Week 7 Feb. 25

Feb. 27

Policy issue: National Environmental Policy Act I

Policy issue: National Environmental Policy Act II

NEPA handouts #1 and #2

Due: 2nd review paper Week 8 Mar. 4

Mar. 6

Interest groups

Legislative systems

Week 9 Mar. 11

Mar. 13

Judicial systems

Bureaucracy, political parties, the public, and media

Due: draft policy brief Week 10 Mar. 18

Mar. 20 Spring Vacation

Week 11 Mar. 25

Mar. 27

Catch up; review; 2nd midterm evaluation

2nd midterm exam

2nd midterm exam Policy instruments Week 13 Apr. 8

Apr. 10

Policy issue: Property rights and the Tragedy of the Commons Instruments of public policy I

Week 12 Apr. 1

Apr. 3

Instruments of public policy II

Policy issue: climate change mitigation and adaptation

Week 14 Apr. 15

Apr. 17

Policy issue: land management and conservation

Policy issue: energy development

Week 15 Apr. 22

Apr. 24

Group presentation

Group presentation

Group presentation

Group presentation Week 16 Apr. 29

May 1

Group presentation

Review; peer evaluation of group contribution

Group presentation

Due: final policy brief, peer evaluation form

XXX, XXX, final exam

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Agricultural Faculty Document VII, 2013-14

December 12, 2013

Curriculum and Student Relations Committee

Update to Ag Core Curriculum Lists (For Information Only)

Previously, the Agricultural Faculty authorized the Curriculum and Student Relations Committee to make adjustments to the lists of courses that may fulfill core curriculum requirements in undergraduate plans of study and to report changes to the total faculty. The Curriculum and Student Relations Committee has adopted the following modifications to the core curriculum listings.

1. Change of Headings

Change of wording from “Additional Mathematics and Sciences”, “Other Humanities and Social Sciences” and “Additional Written and Oral Communication” to “Additional Mathematics AND/OR Sciences”, “Other Humanities AND/OR Social Sciences” and “Additional Written AND/OR Oral Communication.” This change more closely honors the intent of the line in each category.

Mathematics and Sciences Biological Sciences 8 8 8 8 8 General Chemistry 6 8 8 6 0 Calculus 3 16 16 3 0 Statistics 3 0 0 3 3‡

Science, Technology, and Society 1-3 1-3 1-3 1-3 1-3

Additional Mathematics and/or Sciences 3-5 4-6 4-6 3-5 4-6 Minimum Total 26 34 34 26 18

Written and Oral Communication First Year Composition 4 4 4 4 4 Fundamental of Speech Communication 3 3 3 3 3 Additional Written and/or Oral Communication 3 3 3 3 3

Minimum Total 10 10 10 10 10

Social Sciences and Humanities Economics 3 3 3 3 3

University Core Humanities 3 3 3 3 3

Other Humanities and/or Social Sciences 6 6 6 6 9

Humanities or Social Sciences 30000+Level 3 3 3 3 3

Minimum Total 15 15 15 15 18

2. ADDITIONAL MATHEMATICS AND/OR SCIENCES

Additions

(3) NRES/AGRY 29000/EAS11200 (Intro to Environmental Science) (3) AGRY 36500 (Soil Fertility) (3) AGRY 38500/NRES 38500 (Environmental Soil Chemistry) (3) AGRY 46500 (Soil Physics Properties) (2) BCHM 10000 (Intro to Biochemistry) (3) FNR 20100 (Marine Biology) (3) FNR 23000 (The World’s Forests and Society) (3) FNR 24000 (Wildlife in America) (3) FNR 30500 (Conservation Genetics) (3) FNR 35700 (Fundamental Remote Sensing) (4) PHYS 17200 (Modern Mechanics)

3. CHM 12900 will be used in CoA plans of study as follows:• Passing CHM 12900 (5 credit course) is a direct substitute for CHM 11100 & CHM

11200, and will reduce CoA graduation requirement by 1 credit hour.• Passing CHM 12900 plus the CHM 11500 test out (5 credits + 4 credits) will substitute

for CHM 11500 and CHM 11600 (4 + 4 credits), with the one additional credit usable forMath/Science requirements or any free elective

• If a student starts with CHM 12900 and transfers to a new plan of study, they must stillmeet the requirements for their new Departmental home.

• If a student does not pass the CHM 11500 test out he/she will then need to complete thatcourse or an equivalent to meet the plan of study requirements.

4. Use of Advanced Placement (AP) Credits in College of Agriculture Plans of Study

The following tables, approved April 19, 2013 are explained on the Ag Core requirements website at” http://ag.purdue.edu/oap/pages/trans-ap.aspx. If the academic record includes undistributed Advanced Placement (AP) credits in the left column and no earned Purdue credits in comparable subjects, the credits may be used in College of Agriculture plans of study as is indicated in the right column.

BIOL 1XXXX (Biology) Elective* MA 1XXXX (Calculus AB) MA 22000 or Elective MA 1XXXX (Calculus BC) MA 22000 or Elective ENGL 1XXXX (Language and Composition) ENGL 10100 ENGL 1XXXX (Literature and Composition) Humanities Selective

EAS 1XXXX (Environmental Science) Elective* EAS 1XXXX (Human Geography) Elective* HIST 1XXXX (European History) Humanities Selective HIST 1XXXX (United States History) Humanities Selective HIST 1XXXX (World History) Humanities Selective POL 1XXXX (Government & Politics: Comparative) Social Science Selective POL 1XXXX (Government & Politics: United States) Social Science Selective ECON 1XXXX (Macroeconomics) Social Science Selective ECON 1XXXX (Microeconomics) Social Science Selective PHYS 1XXXX (Physics B) PHYS 214 or Elective PHYS 1XXXX (Physics C - Electricity & Magnetism) PHYS 214 or Elective PHYS 1XXXX (Physics C - Mechanics) PHYS 214 or Elective PSY 1XXXX (Psychology) Social Science Selective STAT 1XXXX (Statistics) Elective*

* Not Applicable to College of Agriculture Mathematics and Sciences Core Requirements

If the academic record includes both the undistributed Advanced Placement (AP) credits in the left column and earned Purdue credits in the right column, the credits in the left column may not be used in College of Agriculture plans of study.

BIOL 1XXXX (Biology) BIOL 11000 MA 1XXXX (Calculus AB) MA 16500 MA 1XXXX (Calculus BC) MA 16500 ENGL 1XXXX (Language and Composition) ENGL 10600 ENGL 1XXXX (Literature and Composition) ENGL 23100 EAS 1XXXX (Environmental Science) EAS 11300 EAS 1XXXX (Human Geography) EAS 12000 HIST 1XXXX (European History) HIST 10400 HIST 1XXXX (United States History) HIST 15100 or HIST 15200 HIST 1XXXX (World History) HIST 10500 POL 1XXXX (Government & Politics: Comparative) POL 14100 POL 1XXXX (Government & Politics: United States) POL 10100 ECON 1XXXX (Macroeconomics) AGEC 21700 or ECON 21000 or ECON 25200 ECON 1XXXX (Microeconomics) AGEC 20300 or ECON 25100 PHYS 1XXXX (Physics B) PHYS 21400 or PHYS 22000) PHYS 1XXXX (Physics C - Electricity & Magnetism) PHYS 27200 PHYS 1XXXX (Physics C - Mechanics) PHYS 17200 PSY 1XXXX (Psychology) PSY 12000 STAT 1XXXX (Statistics) STAT 30100

Adopted by Agricultural Faculty Curriculum and Student Relations Committee on 04/19/2013.

COLLEGE DEGREE NAME MAJOR MAJOR MINOR MINOR CONCA BS Abbott, Cameron J. NREV ENPPA BS Aders, Heather M. WLDL ANSC FAQSA BS Ambers, Christopher M. AGECA BS Applegate, Nathaniel J. WLDLA BS Azbell, Bryan S. ANPRA BS Babcock, Drake A. AGEDA BS Baker, Alexandra G. ANSC BIOS PRMDA BS Bartlett, Charles L. AGMG OLSVA BS Belcher, Zachary M. LAHDA BS Beutter, Emily J. AGBS CMRKA BS Binkley, Cody M. INAGA BS Blubaugh, Heidi N. HRTS CRPSA BS Boyce, Nicholas A. ASM FARMA BS Brinson, Bryan AGMG OLSA BS Brown, Micah L. AGBS ENGL AGMGA BS Brown, Nate D. TURFA BS Burville, Charlotte V. NREV OLSVA BS Camp, Olivia G. ANSC SPNS PRMDA BS Christen, Joseph R. SLMKA BS Christenson, Claire E. ASCI ANAGA BS Cianfrocco, Angelo D. NREVA BS Collins, Alyssa B. ENTM FRSCA BS Cramer, Carly L. FDSC SPNSA BS Cripe, Josi J. HPMKA BS Dann, Kevin S. WLDLA BS Denhart, Austin AGMGA BS Ding, Dennis C. AGMGA BS Dishner, Katie E. PUHTA BS Drees, Daniel R. ANSC BIOS PRMDA BS Eagleson, Samuel W. LAHDA BS Elmore, Morgan L. ANSC PRMDA BS Falvey, Matthew T. SLMKA BS Fear, Joshua A. AGECA BS Frampton, DJ A. ANSC WLFS BEHVA BS Friedly, Jessica B. WLDL SPNSA BS Gaston, Lincoln C. AGECA BS Gaston, Lincoln C. ASM FARM

College of Agriculture2013 December Graduation Candidate Roster

December 4, 2013Subject to the approval of the Agricultural Faculty, the following graduation candidates who complete degree requirements during the current semester will be recommended to the Board of Trustees to receive their degrees as of December 15, 2013. Also, the Dean of Agriculture, or his designee shall be authorized to act for the faculty regarding the certification of qualified candidates.

COLLEGE DEGREE NAME MAJOR MAJOR MINOR MINOR CONCA BS Gee, Amanda C. AGCM ANSCA BS Gray, Craig A. LAHDA BS Grott, Elaina M. ENTMA BS Halcomb, Mitchell C. AGEC ASMA BS Harris, Melissa L. EPLS HORTA BS Hayn, Rachel L. AGCMA BS Hayn, Rachel L. AGEC HISTA BS Hurrle, Daniel F. FAQSA BS Jagger, Brittany J. ANAGA BS Jones, David A. AGFNA BS Jones, Melanie P. AGBMA BS Kilgore, Ryan T. AGCMA BS Kille, Martha R. SCRMA BS Kirby, Sara AGBSA BS Kitchen, Kathryn N. SLMKA BS Koester, Matthew R. ASM FDAGA BS Korty, Rachel M. ANPRA BS Kramer, Austin J. INAG FDAGA BS Leffel, Quintin INAGA BS Mc Cray, Alyssa N. ASMA BS Mc Cray, Ashlee N. ASMA BS McCarthy, Matthew J. ASM FDAGA BS Miksich, Brandon L. LAHDA BS Mills, Glen M. TURFA BS Mirick, Christopher R. ANPRA BS Mroczkiewicz, Emily J. ENTMA BS Mueller, Sarah M. AGEC CRPSA BS Murff, Morgan J. AGECA BS Mustin, Cayla A. AGEDA BS Myers, Mary E. ANPRA BS Newman, Abagail L. AGECA BS Nicklow, Erin E. BCHM SPNSA BS Nobbe, Holly R. ANSC BIOS PRMDA BS Oliver, Lincoln R. WLDLA BS Paarlberg, Tyler J. AGEC APAEA BS Paul, Alexander B. AGEC GRMNA BS Perry, Phillip R. QAEC COMUA BS Petruzzi, Darrian M. SLMKA BS Pinaire, Amanda L. AGMG SOCA BS Popp, Bethany A. FARMA BS Queisser, Timothy N. WLDLA BS Raber, Tyler J. ANPRA BS Rajdev, Kunal B. BCHMA BS Rehlander, Jordan M. ANSC BEHVA BS Reiman, Jeremy H. NRPL WLFSA BS Rennaker, Megan N. ANSC BEHV

COLLEGE DEGREE NAME MAJOR MAJOR MINOR MINOR CONCA BS Rider-Hill, Chelsea A. ENTMA BS Ringer, Mercedez R. WLDLA BS Robbins, Corbin J. AGECA BS Rode, Alicia AGCMA BS Rohlf, Nicholas S. SUAS ABMKA BS Rorstrom, Leesa J. BCHMA BS Scherschel, Logan M. NRPLA BS Schmidt, Samantha A. AGCM ANSCA BS Schnitker, Luke F. SCRMA BS Sibray, James ANSC BIOS PRMDA BS Sidell, Kathryn R. ANPRA BS Silvius, Jeffrey J. LAHDA BS Smith, Miranda R. LAHDA BS Steuer, Ashley L. AGEDA BS Swinehart, Andrew J. FDSCA BS Tanner, Margaret K. ANSC WLFS BEHVA BS Terry, Nicole L. AGEDA BS Vandermark, Nathan T. SCRMA BS Venema, Jay ANPRA BS Wagoner, Kayla L. AGED CRPS FDAGA BS Walters, Clayton K. TURFA BS Wang, Anbo AGMGA BS Wang, Jing SHSCA BS Wang, Yuxin AGEC APAEA BS Warner, Evan T. NRPLA BS Wathen, Samantha T. FAQSA BS Wertz, Brent D. LAHDA BS Widner, Jacob D. NREV EMECA BS Williams, Elizabeth R. SCRSA BS Wirthwein, Kayla A. ANSC BIOS BEHVA BS Wolf, Jamie A. ANSC PRMDA BS Wolfe, Matthew F. TURFA BS Wu, Qi AGEC APAEA BS Wu, Qi HPMK FDAGA BS Zhou, Yang AGECA BS Ziese, Allison I. HPMK FDAGA BS Zull, Aaron W. NREV

Bachelor of Science in Agricultural Engineering

AB BSAGE Brand, Jeffrey K. XEAGAB BSAGE Buckley, Matthew D. ENREAB BSAGE Caldwell, Alex P. XEAGAB BSAGE Harrison, Blake A. XEAGAB BSAGE Mosier, Kyle J. XEAG

COLLEGE DEGREE NAME MAJOR MAJOR MINOR MINOR CONCBachelor of Science in Biological Engineering

AB BSBE Cedeno Garcia, Elymae C. BFPE ECONAB BSBE Jofre, Pedro P. BFPE

Bachelor of Science in Forestry

A BSFOR Brown, Kristopher L. FORS UFORA BSFOR Kaiser, Christopher M. FORSA BSFOR Spicer, Charles R. FORSA BSFOR Thompson, Alexander J. FORSA BSFOR Voiles, Kimberly M. FORSA BSFOR Westbrook, Madeline D. FORS

Bachelor of Science in Landscape Architecture

A BSLA Beer, Mark P. LARCA BSLA Peters, Scott A. LARCA BSLA Shao, Jianchen LARCA BSLA Wertz, Brent D. LARC

Certificate Programs

A CERT Nicklow, Erin E. DSPG