ESCOP/ACOP Leadership Development Program

Class 11Phase II Reports

Sandra Ristow

Washington State University

P. Gregory SmithUSDA - CSREES

Enhanced Grant InformationP. Gregory Smith USDA-CSREES

• Issue: Efficiently provide new grant program information to novice applicant community

• Approach: Interview Agency Grant Specialists and prospective applicants to determine most frequently cited application problems and issues; Develop responses via most effective delivery method (Web Page)

• Product: FAQ Web page established on Agency server; Interactive Q/A feature planned

http://www.reeusda.gov/1700/funding/spec_faq.htm

Links

FY 2002 RFA

Forms

Previous Awards

CSREES Home Page

FAQ Categories:1.     Eligibility2.     Funding3.     Budget4.     Proposal Preparation

1.   Eligibility

Q: Who’s eligible to submit proposals for the Higher Education Challenge (HEC) Grants Program?

A: Land-grant colleges and universities and other U.S. public or private, nonprofit colleges and universities:

• Offering a baccalaureate degree or any other higher degree, and• Having a significant ongoing commitment to the teaching of food and agricultural sciences generally and to the specific need and/or subject area(s)…

Leland Pierson, III

University of Arizona

ESCOP/ACOP Leadership CourseESCOP/ACOP Leadership CoursePhase II InternshipPhase II Internship

Leland (Sandy) Pierson IIILeland (Sandy) Pierson IIIThe University of ArizonaThe University of Arizona

Goal:Goal: Understand the organization, hierarchy and decision-making process in the College of Agriculture and Life Sciences (CALS) at The University of Arizona, a land grant university

Approach:Approach: Participate in the weekly CALS executive councilParticipate in Curriculum CommitteeObserve Cooperative Extension activitiesInterviews: Executive Council & Department Heads

Results:Results: Have a much deeper understanding of the people, problems, solutions, and the decision making process in CALS

CALS Executive Council

Dean Gene Sander

Vice Dean Colin Kaltenbach

Assoc. Dean Jim ChristensonAssoc. Dean Dave CoxAssoc. Dean Gordon JohnsonAsst. Dean Alma Sperr

Vice Provost & DeanVice Provost & Dean

ProvostProvost

Academic Academic ProgramsPrograms

Experiment Experiment StationStation Administrative Administrative

ServicesServicesCooperative Extension

Cooperative Cooperative ExtensionExtension

AdvisingScholarships

Career Services

9 Expt. StationsTeaching

CurriculumAcademic Units

Research

4 H

Family, Youth & CommunityNutrition & Health

Family financeMarketing

Native American ProgramsEnviron./Natural Resources

CompensationRecruitment/Hiring

Sponsored ProjectsEmployee Development

AZ County Directors

Soyeon Shim (FCS)

Jeff Silvertooth (SWES)

Jim Collins (Vet Sci)

Hans VanEtten (Pl Path)

Rob Leonard (Pl Sci)

Dep

t. H

eads

Mary Duryea

University of Florida

Her mentor was:Richard Jones, Dean for Research

Mary Duryea (Univ. of FL) worked as:Interim Assistant Dean for Research

Grant

Program

s

With Industr

yPart-Time

Appointments

Tenure andPromotion

Intern

Progr

ams

OutsideConsulting

Program Reviews

Interviews

For Faculty

Searches

Her responsibilities included:

Leadership Qualities That She Learned About

Were:

ActiveListeningDelegatingManaging

Time

EffectivelyPlanning

Accepting Input Understanding

Conflict

MaintainingA Sense of Humor

Gerard E. D’Souza

West Virginia University

Gerard D’Souza, West Virginia University[Mentor: Dr. Bill Vinson, Experiment Station Director]

Improve my understanding of the LGU system; the Expt. Stationresearch agenda; and the administrative decision-making process

(accomplished by attending administrative and research-relatedmeetings at various levels of the university; making presentationsat some of these meetings; and assuming committee-chair leadershippositions in the College)

Gain a better understanding of the role of farms and forests in aLGU setting, including strategies that would justify their continued use and support in an era of tight budgets

(accomplished by reviewing available literature, and informal discussions or interviews with stakeholders inside and out of theExperiment Station; an ongoing process…)

Michael A. Schuett

West Virginia University

Michael A. SchuettWest Virginia University

ESCOP/ACOP Project: Reviewed College Recruitment

Policies, Programs, and Materials

PROJECT SUMMARY: Examined current student enrollment dataInvestigated possible funding sources for recruitment activitiesAssisted in securing temp. recruiter positionSuggested new promotional materials, i.e., CD, video, brochures, etc.Attended recruitment functions

Michael W. DuPonte

University of HawaiiManoa

4-H 

MORE THAN YOU EVER IMAGINED

A REORGANIZATION, RESTRUCTURING, AND OVERVIEW OF THE CURRENT HAWAII 4-H LIVESTOCK

PROGRAM

Prepared byMichael W. DuPonte

Livestock AgentCooperative Extension Service

College of Tropical Agriculture and Human ResourcesUniversity of Hawaii at Manoa

1. Stakeholders’ Survey2. Strengths and Weakness Assessment3. Challenges and the Strategic Plan4. Reporting Results with Accountability5. Reorganization and Restructuring of

Leadership Roles

4-H More Than You Ever Imagined

6. Updating Bylaws, Rules, and Constitution7. Revising Marketing and Recruitment

Program8. Publication with Technical Support from

the Web Site to Workbooks9. Thinking “Out of the Box”: New Ideas of

Using 4-H in an Everyday Environment

4-H More Than You Ever Imagined

Jesse Thompson, Jr.

University of Illinois

THE ROLE OF THE AES IN PROMOTING DIVERSITYJesse Thompson, Jr., University of Illinois

New and innovative strategies are needed with in the AES to ensure theeffective and long term implementation of diversity programs and strategicalliances that will create more linkages and interactions among 1862, 1890,1994 and Hispanic-serving institutions.

Interviews with AES director and staff at the University of Illinois, review ofAES materials, budgeting, strategic initiatives, attending AES meetingsprovided insight to examining the current and potential role of the AES insupporting diversity programs. In addition, discussions were held with AESdirectors, assistant directors, and faculty at other campuses, using visits andphone interviews

Strategic plan for effective implementation:

Conduct a needs assessment of how the diversity plan will impact on theculture of the departments and college as a whole.

Embed diversity as a part of the new college framework, in policies andinitiatives, making recruitment, institutional collaboration, and relatedactivities a part of the reward system.

Make diversity a part of the strategic planning process within the AES andat the departmental level, with a funding strategy designed to implementidentified goals.

Use the importance of an effective diversity program as a means ofleveraging funding at the institutional, state, and national levels, andwithin the public and private sectors.

Utilize external sources to develop an environment for diversity, andeducate stakeholders of the value of collaboration in furthering the goalsof the college.

John Harrington

New Mexico State University

Working with the Provost and Vice-Provost on Developing an Faculty Alternative Salary Plan

“While not everyone may concur with an outcome, it is essential to give everyone a chance to provide their input before decisions are made.”

Work with College Committee on Reviewing In-houseAgricultural Experiment Station Publications

“Sometimes you find yourself facing the same challenge other Universities are or have faced; so it pays to ask for input instead of going it alone.”

Irwin L. Goldman

University of Wisconsin

Coordinated Plant Science Recruiting

ESCOP / ACOP Project, Academic Year 2001-2002

I.L. GoldmanUniversity of Wisconsin-Madison

Need• Graduate education is a primary emphasis in

research programs on campus• Attracting outstanding students is of primary

concern to faculty and administration• With few exceptions, graduate programs and

departments do not generally coordinate their recruiting efforts

• It is difficult for potential students to navigate through the maze of opportunities, even within a field

Confusion• For example, graduate education in plant biology

could be accomplished in more than 6 departments in two colleges

• Due to tradition, students must often commit to graduate programs / advisors without the opportunity to rotate

Resolution• Coordinating recruitment efforts in plant biology

across the campus could increase our ability to attract outstanding students by

• Simplifying current complexity• Providing a plant biology roadmap to potential

students• Focusing or expanding their applications• Improving campus visits and recruitment efforts

• Allowing the opportunity for rotations

Pitfalls• Programs and Departments may feel coordinated

recruiting will increase competition for good students

• Coordinated recruiting will require more effort• Things don’t work well when there is no one

person to take charge of the entire effort• Coordinated recruiting will require money for

recruitment visits, advertisement, and rotations• Rotations are not traditional in many applied

departments, and their implementation may be challenging

Initial Approach• Identify and list plant biology faculty, labs, and programs• Identify coordinated recruiting efforts at other peer

institutions and attempt to ascertain whether they have been successful

• Meet individually with Department / Program Chairs, Faculty to determine whether coordinated recruiting is desirable

• Meet with and secure funding from Administrators in the Graduate School for establishment of program

• Form steering committee for coordinated program• Develop web presence for incoming class of fall, 2003

C. Michael Deom

University of Georgia

Brazil-US Consortium In AgroecologyUniversidade Federal do Pará

Universidade Federal Rural de Pernambuco

www.uga.edu/int-ag/Brazil-US.html

Brazil-US Consortium in Agroecology

• Department of Education-funded grant– Provides funds for travel and living expenses to support programs with

our Brazilian partners• Student exchange

– Semester or academic year– Portuguese language requirement– Agroecology curriculum

• Internships– Credit toward Certificate in International Ag

• Maymester Study Abroad– Tropical agroecosystem diversity – Differences between tropical and temperate ecosystems– No formal language requirement

Susan Cuppett

University of Nebraska

Project Overview

• Project focused on improving the transfer process for international students

• Working with two programs in Malaysia• Background

• Food Science has always had Malaysian transfer students

• Not always able to use all their transfer credits

Project Overview

• Actions Taken– Identified two additional programs

(Horticulture and Agribusiness) to which students could transfer

– Developed Recommended Programs of Study that will maximize transfer credits

Shirley Hymon-Parker

University of MarylandEastern Shore

Shirley Hymon-ParkerDepartment of Human Ecology

University of Maryland Eastern Shore

Internship Objectives

To develop an interdisciplinary Ph.D. program in Food Science and Technology between the Departments of Agriculture and Human Ecology at UMES To establish a Collaborative Agreement with Agricultural Research Service of USDA to enhance and expand research opportunities in food science at UMES

• OBJECTIVES• Objective 1: To developed an interdisciplinary Ph.D. program in Food Science and Technology

between the Departments of Agriculture and Human Ecology at UMES– Wrote proposal to Maryland Higher Education Commission (MHEC) for approval to develop a Ph.D. degree in Food

Science and Technology. This degree would address the educational needs of businesses, industry, and farmers on the Eastern Shore of Maryland and the region (Proposal was approved)

– Wrote Title III (Department of Education) proposal to fund establishment of the new Food Science and Technology degree program (Proposal funded for five years)

– Currently advertising three faculty positions for the program to be filled by July 2002

• Objective 2: To established a Collaborative Agreement with Agricultural Research Services to enhance and expand research opportunities in food science at UMES

– Worked with Wyndmoor, PA ARS administrators (Dr. John Cherry and Wilda Martinez) to identify research niche / void that would benefit both organizations if operationalized

– Developed a Specific Cooperative Agreement (SCA)– Identified appropriate mechanisms (protocol) and legislative leaders to assist with securing funding for current and

future research initiatives• BENEFITS

• Individual: This internship enabled me to grow professionally and enhance my knowledge of agricultural sciences in general while fulfilling the objectives of my internship. I also became familiar with the School of Agricultural and Natural Sciences industry constituents, legislative liaisons, and established a network of resources that can be utilized when addressing programmatic needs in the future. I am a stronger and more knowledgeable leader because of this ESCOP/ACOP Leadership experience.

• Institutional: The University now has an individual within its ranks that is more attuned and knowledgeable of the operation and needs of the School of Agricultural and Natural Sciences, and who is prepared for additional leadership responsibility within the Unit/University should the need arise.

John Beasley

University of Georgia

ESCOP/ACOP Phase II ProjectJohn Beasley, University of Georgia

Project #1Southeast Agriclimatology and Meteorological Center1) Identify scientists with expertise/interest in working with center

University of Georgia scientists in Crop and Soil Sciences and Biological and Agricultural Engineering Departments

2) Identify other institutions or agencies with interest3) Determine objectives of center4) Identify funding sources5) Determine conflicts of interest6) Determine “base” of operations, primary contact

Progress1) Identified 5 scientists, (4 UGA, 1 USDA) for initiation of project2) Obtained $40,000 grant for initiation of center development3) Recruited visiting scientist with expertise in atmospheric sciences and

crop sciences to help set up tests and collect data

ESCOP/ACOP Phase II ProjectJohn Beasley, University of Georgia

Project #2University of Georgia Tifton Campus Research & Education Conference1) Objective – conduct a 1 ½ day conference for faculty, staff, and USDA

cooperators that are based at the University of Georgia’s Tifton Campus for the purpose of presenting and discussing research and education programs that focus on interdisciplinary “teams”.

2) Procedures in Development of ProgramForm organizational committee; set time-frame for conference; identify funding sources for breaks, breakfast, and awards; set theme for conference (“Accomplishing Success through “Team” Tifton); develop tentative schedule for presentations; and develop criteria for poster presentations

Other Phase II activities1) Spent week “shadowing” Dean of UGA – CAES2) Attended numerous CAES administrative meetings with Asst. Deans,

Assoc. Deans, Dean, and Department Heads

Ross Miller

University of Guam

Phase II – ESCOP/ACOP Leadership DevelopmentRoss Miller – University of Guam (UOG)

Objective – Evaluate College of Agriculture and Life Sciences’ (CALS)

Implementation and Integration of Land Grant Mission

Current situation

•CALS and UOG’s mission statement consistent with 1862 land-grant universities

- emphasizing research, extension, instruction

•CALS faculty on 12 month federally funded appointments; other UOG faculty on

9 month locally-funded appointments

•Currently CALS research, extension, family science, community development

and 4-H faculty housed in 5 different administrative units with funding fromvarious federal sources, each with unit administrative head

•All CALS faculty appointments are 100% research or 100% extension based with a local match to federal funds; no funds provided for instruction

•All CALS faculty workloads include, and UOG faculty promotion guidelines require, research, teaching, community/university service

Recommendations for Enhancing Land-Grant Mission at UOG

•Merger of CALS (in progress) into two academic departments (Consumer & Family Sciences and Agricultural and Environmental Sciences) with

2 department heads (to be selected)

•Revamp academic curriculum to reduce number of courses taught by CALS

faculty (in progress); Rely on other colleges for supporting courses to avoid duplication of effort

•Work for inclusion of resident instruction funds for territories in Farm Bill;

Work with Guam legislature to provide adequate local funds for resident instruction; publicize CALS achievements and grant awards

•Create Office of Grants & Research to encourage grant submissions by UOG

faculty and coordinate CALS submissions with non-CALS faculty

Other

•Protect CALS researchers and extension personnel from unreasonable university-related incursions into available time

Ted CableKansas State University

Ted Cable meeting with

Costa Rican university administrators

Although nobody has been slothful, things have moved slowly with this project in Costa Rica

Douglas L. VincentUniversity of Hawaii

Manoa

ESCOP/ACOP Leadership Development Class 11Douglas L. Vincent, University of Hawaii at Manoa

Department of Human Nutrition, Food and Animal Sciences

• Reorganization of College of Tropical Agriculture and Human Resources (from 11 to 6 Departments)

• FSHN and ANSC Departments merged in 2000

• Extension Educators brought into academic departments

• Lead a two-day strategic planning retreat in September, 2001

• Developed Vision and Common Goals for HNFAS

• Discovered new strengths about each other

• Developed and implemented new HNFAS infrastructure committees to merge two academic programs and integrate extension educators into HNFAS

• Rewrote Promotion and Tenure and Post-Tenure Review Guidelines

ESCOP/ACOP Leadership Development Class 11Douglas L. Vincent

Leadership Activities

Carl J. Jones University of Tennessee

Carl J. JonesUniversity of Tennessee

• The University of Tennessee Institute of Agriculture is undergoing dynamic changes as it adapts growth in modern agricultural technology to the needs of both large modern farms and small, often low income, operations. The problem which I seek to “fix”, is that of clearly communicating needs from the grower to Experiment Station Scientists through appropriate channels.

Beginning to Find Solutions

• A one-day retreat bringing together Department Heads, Extension Program Leaders, and other administrators, was accomplished in late fall, 2001. As a result of this FIRST meeting, communications have opened up and each group is striving to understand and meet the needs of the other. Both groups have implemented changes, with more under study.

Catherine A. Solheim University of Minnesota

Discovery, Engagement, Teaching:Balance of Scholarship

• Define outreach/engagement scholarship• Identify ways to measure, document, and

evaluate• Create college-wide system for reporting

and communicating• Revise workload principles to reflect

balance of scholarship philosophy

Extension Realignment

• Develop new position descriptions for regional educators

• Reassign and orient educators for regional scope of work

• Define Extension family development competencies and engagement scholarship

• Create system for departmental affiliations

Dennis Fulbright Michigan State University

Develop a School for Environmental Study and Policyat Michigan State University

Provost calls on Michigan Agricultural Experiment Station (MAES) to develop an organization where MSU environmental studies can be showcased and where research will flourish. MAES chosen because its research programs are broad and cut across college lines, MAES is respected by researchers, MAES plays neutral role on campus in terms of funding, MAES directors are knowledgeable about current environmental programs on campus.

Be inclusive of all scholars on campus, provide opportunitiesfor input, allow scholars to build and “buy into” the structure

The Goal—

The Philosophy—

The Mission—

Phase II — Dennis W. Fulbright, Michigan State University

The Process—October, December and January task force meetings with recognized MSU scholars in areas of environmental studies, engineering, communication, economics and community development. These scholars represent several departments, existing environmental institutes, and at least five colleges. Task force selected an organizational structure representing a college with a non-academic dean. The dean would report to the Provost, but all courses and degrees would be granted through existing colleges and departments. Graduate courses would track through departments.

Draft of guiding principles and structure sent to provost and meeting held with MAES representatives. Structure is too inclusive; need outside scholars to determine the specific programmatic thrusts that should be emphasized. Excellence needs to be recognized….We are still working on this project.

The Outcome— “It is all my fault” Robert E. Lee after Pickett’s charge and Dennis W. Fulbright after meeting with Provost

Thanks to all at MAES for a wonderful experience and especially Dr. Jan Bokemeier, my mentor.

Alan Gray University of Wyoming

Visioning The Future With Northwest Wyoming Shareholders

• Objective: Dean, College of Agriculture Is Seeking Shareholder Input For College Of Agriculture Strategic Plan

• Purpose: Shareholders To Help Define College of Agriculture Academic, Research & Extension Programs For Year 2010

Activity: Conduct Visioning Sessions With College Dean In Big Horn/Wind River Basins

Determine Views On:

• Systems Agriculture• Natural Resources• Environment• Rural Communities• Sustainability

Considerations:• Water Rights/Quality• Profitability• Resource Mgmt• Niche Markets• Rural Urbanization • Managing Change• Globalization

Anita Nina Azarenko Oregon State University

Tree Fruit Strategic Summit

• Co-organized strategic summit on the future of the tree fruit industry in the Mid-Columbia region of Oregon

• Created a white paper describing the outcomes of the summit

• Presented summaries at appropriate public forums

Shared leadership/management models

• Evaluated different models of shared leadership/management in medium to large sized units of the College of Agricultural Sciences at OSU and other land grant institutions

• Considered diversity of missions, geographic distribution of faculty, budgetary, and other factors

• Led discussion on possible shared leadership/management models for in the Horticulture Dept.

Lloyd T. Walker Alabama A&M University

Revitalization of Departmental Programsby

Lloyd T. Walker• Improved Visibility & Marketing of Programs

New Website, Brochures, Newsletter, Banners & Posters

• Strengthening Critical Faculty Mass Faculty Positions Filled: Small Ruminant Nutrition, Food

Microbiology, Nutritional Biochemistry, Post-Harvest Technology/Product Development, Animal Breeding/Genetics (pending)

• Increased Student Enrollment Increased Recruitment Activities

• Facelift for Departmental Public Areas Wall Directory, New Cabinet Display & Poster Display

Boards

• Increased Educational Outreach Visits to Area Middle & High Schools Science Demonstration Projects & Speakers Bureau

• Increased External Collaborations/Partnerships University: UGA, Purdue, Nebraska, Texas Tech Private Industries: McKee Foods, General Mills, Wayne’s

Farm, Dutch Quality House Others: Burritt's Museum

• Addition of New Research Equipment New HPLC, Spiral Plater, Colorimeter, Spectrophometer &

Centrifuge

• Shared Governance in Leadership More Input from Faculty, Staff & Students in Decision Making More Social Events

Tavita Elisara American Samoa

Community College

ESCOP/ACOP LEADERSHIP DEVELOPMENT TRAINING - RESULTS & ACCOMPLISHMENTS

• Served as Acting Director for to oversee Land Grant for two weeks• Represented Land Grant Director at meetings with President & Deans• Represented ASCC President & Land Grant Director at Arbor Week Opening• Assigned by ASCC President to Samoan Language & Culture Task Force

Committee• Assigned by Mentor to ASCC Accreditation Self-Study committee• Attended 4 Instructional Staff Meeting to Discuss Course Changes• Served 3 times as Acting Extension Program Coordinator• Appointed to Show & Sell Fair Organizing Committee• Served Twice as Mediator to Resolve Personnel Conflicting issues • Assigned to Meetings, with representatives of Western Association of

Accredited Schools to discuss ASCC Self-Study• Attended Meetings of Deans with National University of Samoa to discuss

Articulation & future Collaboration

SOCIAL, ECONOMIC & ENVIRONMENTAL IMPACT

• Improved and Strengthened Communications with Students, Staff and Faculty (memos, meetings, phone & e-mail messages etc.,)

• Improved Participation of Students, Staff & Faculty in Extracurricular Activities (Show & Sell Fair, Career Days, Arbor Celebration, etc.,)

• As a result of improved collaboration among students, staff and faculty, the Board of Higher Education challenged ASCC to host a much bigger Food & Farm Fair in 2002

• Increased Understanding of the Land Grant Program and ASCC as a Land Grant Institution by Students, Staff & Faculty

• Increased collaboration with farming community as shown by farmer participation in workshops and special events

• Improved communication with off-island colleagues (e.g. publications, announcements, etc.,

• Improved collaboration within ASCC Land Grant and Government Agencies; and US counterparts (USEPA, UHCTA-CES, etc.,)

Mark Alley Virginia Tech University

FACULTY PRODUCTIVITYM. M. Alley

Virginia Tech• Productivity defined:

– Output per unit of effort or,– Effectiveness in utilizing resources (labor and facilities) for

production.• Project Justification:

– Resources (faculty positions, labs, etc) must be justified on the basis of being “productive.”

• Project objectives: – Review measurement of faculty productivity– Discuss factors known to influence (positive and negative) faculty

productivity.

Project Approach

• Review and summarize literature:– measurement of faculty productivity– factors influencing faculty productivity

• Discussion and conclusions:– Management approaches that could enhance

faculty productivity– Management approaches that have the

potential to reduce faculty productivity

Ronald Pearson Virginia Tech University

Increasing the Efficiency of Graduate Teaching in

Disciplines with Small Class Size

Dr. Ron PearsonDairy Science Department

Virginia TechBlacksburg, VA 24061-0315

APPROACH:

• Find ways to offer and make attractive graduate courses to students from other Universities– Common Market Agreements for graduate Courses– Distance Ed Enterprise Program– Virtual Campus– Intensive summer Institutes (Continuing Ed)

• Will any of these work???

Mary E. Collins University of Florida

IFASCALS - IFAS

Under-enrolled Undergraduate Majors in Under-enrolled Undergraduate Majors in The Colleges of AgricultureThe Colleges of Agriculture

Mary E. CollinsMary E. CollinsMentored byMentored by

Jimmy Cheek, DeanJimmy Cheek, DeanJane Luzar, Associate DeanJane Luzar, Associate Dean

College of Agricultural and Life SciencesCollege of Agricultural and Life Sciences

•How do we administrately define “under-enrolled• majors”?•What are the majors that have a low number of •undergraduates? Why are they low?•What has been the history (past 10 years) of• enrollment in those majors?•What will the future be for the “under-enrolled majors”?

CALS - IFAS

Under-enrolled Undergraduate MajorsUnder-enrolled Undergraduate Majors in Colleges of Agriculturein Colleges of Agriculture

Mary E. CollinsMary E. Collins• Under-enrolled majors were defined as “low

enrollment”, or lower than expected enrollment in a specific major.

• Thirty Land Grant Universities were identified for study. The LGU chosen represent AAU and a geographic range. The under-enrolled majors were identified by the home institution.

• In order to increase the numbers, some “marketing strategies” of these under-enrolled majors has included key curricula changes, more practical and lower-level courses being created, and proactive recruitment.

Thomas Patterson, Jr. University of Vermont

PHASE II PROJECT Thomas F. Patterson, Jr.

College of Agriculture and Life Sciences, University of Vermont

My phase II project consisted of shadowing my mentor, the Dean of the College of Agriculture and Life Sciences, Rachel Johnson.

I attended many meetings, both as a participant and as an observer,where I focused on her leadership style,. I also had several one-on-one meetings with her to discuss the Phase II Core Curriculum Objectives, her experiences as Dean, and her ideas on leadership.

In addition, I familiarized myself with the literature on leadership, especially, the differences between women and men in leadershiproles.

Ways Women Lead: Interactive, Transformational Leadership

• Encourage Participation• Share Power and Information• Enhance the Self-Worth of Others• Energize Others

» Rosener, Judy, B., “Ways Women Lead,” Harvard Business Review, 68:119-125, 1990.

Steven A. Sargent University of Florida

The Challenge:The Challenge:Respond to a growing organic-Respond to a growing organic-

agriculture communityagriculture community in Florida in Florida

NEEDS:NEEDS:Science-based research Science-based research onon

organic principles & organic principles & practices for humid practices for humid sub-tropicssub-tropics

Extend information to Extend information to county county

agents and growers agents and growers Incorporate into existing Incorporate into existing and and new coursesnew courses

Steve SargentSteve SargentUniversity of FloridaUniversity of Florida

Proud Member of Blue GroupProud Member of Blue Group

The Response:The Response:• Survey statewide faculty for Survey statewide faculty for

research, teaching, extension research, teaching, extension interestsinterests

• Collate responses into a resource Collate responses into a resource databasedatabase

• Participate in the planning & Participate in the planning & formation of a Center for Organic formation of a Center for Organic AgricultureAgriculture

• Build consensus between growers Build consensus between growers & university community& university community

Mark Rieger University of Georgia

Curriculum Development – Off-campus major in Agricultural Science and Emerging Technology

Mark Rieger – University of Georgia

•New major; cross-disciplinary, cutting edge, hands-on emphasis•Located on UGA’s Tifton Campus in the heart of Georgia agriculture•Partnership with 2-year college•First off-campus teaching program for College of Agric & Environ Sci

Tifton Campus + = ASET

Curriculum Development – Off-campus major in Agricultural Science and Emerging Technology

Mark Rieger- University of Georgia

•Mentor: David Knauft; Assoc. Dean for Instruction•Objectives: Extend teaching off-campus; tap Tifton faculty expertise; UGA presence in south Georgia; increase undergrad enrollment•Tasks: Curriculum development, chair committee, write new major proposal & usher through approval process, resource requirements•Status: Curriculum developed, new major proposal approved, some new courses approved, on-track for Fall, 2003

Evie Engle Liss Oregon State University

Evaluating and Designing a Publishing System for the Agricultural Experiment Station at Oregon State University

Evie Engel LissPublishing Specialist and ProfessorDepartment of Extension and Experiment Station Communications

• Investigate perceptions of current AES publishing system-- Conversations with on-campus department heads-- Discussions with off-campus branch station superintendents-- On-site visits with off-campus faculty and staff

• Survey on- and off-campus faculty with AES responsibilities-- Have they published with existing system-- Do they use the journal reprint payment option-- Review proposed publishing system-- Identify expectations for editorial/production support

• Examine AES publishing at other Land Grant universities-- Web search for online documents-- E-mail survey of ESCOP/ACOP interns

Evaluating and Designing a Publishing System

for the Agricultural Experiment Station at Oregon State University (continued)

Evie Engel Liss

• Synthesize information-- Discuss faculty perceptions with AES Administration -- Evaluate communications strategies, options-- Develop proposal for new publishing system (and/or)-- Recommend discontinuing publishing system

• Propose streamlined publishing system-- Reduce number of series in which to publish-- Introduce formal peer-review process-- Emphasize electronic delivery mechanisms-- Upgrade quality of published documents

• Implement system, evaluate, and refine as needed• Identify alternatives if publishing discontinued

Joan Fulton Purdue University

Phase II – Joan Fulton

• Discussed roles of roles of different organizational units and different philosophies of leadership with:– Dept. Head/Ag Communications– Director of Purdue Ag Centers– Dean and Assoc Deans in Agriculture– Vice President Research, Purdue University– Provost, Purdue University

Phase II -- Joan Fulton

• Built on experiences from Fulton’s 2 years chairing the college’s Curriculum Committee

• Worked Closely with mentor – Dr. Karl Brandt (Assoc. Dean for Academic Programs) to assist departments in implementing recent changes to core curriculum (e.g. Capstone Course)

• In-service for faculty on developing Capstone Courses– Seminar in November 2001– Workshop is being developed for Spring 2002

Steve Nameth Ohio State University

THE PAUL ECKE, Jr.EXCELLENCE in FLORICULTURE

ENDOWMENTin the

College of Food, Agricultural, and Environmental Sciences

atThe Ohio State University

ByStephen G.P. Nameth, Ph.D.

$1.5 Million Endowment Objectives:

• Strengthen and improve OSU Floriculture Program.• Discover, synthesize and communicate knowledge about

floriculture plants and their uses for the benefit of the people of Ohio, the nation, and the world.

• Help advance research in floriculture at The Ohio State University and partnering universities.

• Help support distinguished, nationally recognized visitors from the floriculture industry.

• Help support students interested in a career in floriculture.• Help fund special programs in floriculture at OSU.

Kristina Boone Kansas State University

Image of the College of Agriculture Kristina M. BooneMentor: Marc Johnson, DeanWhat Happened:Committee formed in AugustSubcommittees formed and work

a. defining accurate imageb. identifying perceptions among

•high school students•students on campus•faculty and administrators•other influencers (parents, alumni, etc.)

Steps to be completed by June:•Presentations at dept. and other meetings•Committee retreat for recommendations•Draft of report presented for comment•Final report submitted to dean

End Results Expected: •Significant changes to college name (“the College of What?”), recruitment, etc.•Group to determine future directions of college•Publications on process

and results

Thank you, Marc, for your help!

Karen Mancl Ohio State University

Mentoring for Faculty Success

Karen ManclProfessor Food, Agric. & Biological Engineering

The Ohio State University

Faculty Professional Development

• Mentoring is becoming the preferred faculty development tool

• Senior faculty know little about how to mentor effectively

• Poor mentoring can result in– Lack of tenure success– Low productivity of mid-career faculty

Mentoring Research

• Developed a new faculty mentoring model• Research needed

– Women mentoring men– Americans mentoring Asians

Paul Brown Iowa State University

John Deere Institute• Content: Agriculture awareness• Audience: 5,000 Waterloo employees• Features:

– ISU Extension instructors (20)– 25 students per class– Results from Rural Life Poll– Videos - PowerPoint - Interactivity

John Deere Institute• Three levels

– 101 now being taught– 201 and 301 to be developed

• Possible leverage to employees in other John Deere plants

• 91% of participants said JD 101 was beneficial

Michael Moody Louisiana State University

Maximizing University/Food Processing Industry Support

• Convene a food processing industry forum (Nov 01)• Implement an industry based nominal group

process – (1) identify challenges for the university – (2) identify challenges for the industry – (3) identify solutions for addressing with those

challenges• Establish an industry food processing steering

committee (quarterly meetings)

Challenges identify by nominal group process (top four listed

by priority)• Industry

– Food safety education– Regulatory

compliance– Research and

development– Marketing products

• University– Communication to

industry– Industry driven

research programs– Continuing education

for industry– Increased funding

Brad Joern Purdue University

Project ObjectivesDevelop software that crop and livestock producers in multiple

states can use to write comprehensive nutrient management plans.

Make software flexible enough to meet Natural Resource Conservation Service (NRCS) and state regulatory agency requirements while following Land Grant University recommendations.

ApproachConducted face to face meetings with Extension, NRCS, and

regulatory agency personnel to determine state-specific nutrient management requirements.

Developed state-specific nutrient management software based on a common program platform.

Project Outcomes Manure Management Planner (MMP) software was developed

with funding from Purdue University, the Indiana Department of Environmental Management, and USDA-NRCS.

MMP is now the USDA-NRCS endorsed and supported tool for writing and implementing nutrient management plans.

MMP currently supports 14 states (IA, IL, IN, KS, MI, MN, MO, NE, ND, OH, OK, PA, SD and WI), with an additional 10-12 states to be added in 2002.

MMP can be downloaded for free from the following Website:www.agry.purdue.edu/mmp

Daniel Edge Oregon State University

Advisory Boards and CouncilsA Survey of OSU Units

• Most common purposes are strategic planning, budget support and outreach to policy makers

• Most effective at budget support and staffing priorities

• Least effective at development and outreach• Special efforts by director or a few individuals

is most common reason boards are effective

Advisory Board Success Stories

• Guided development of new curriculum• New positions created through legislative

enhancement packages• New building• Creation of Extension Service Districts

Reginal Harrell University of Maryland

Reginal M. Harrell

University of Maryland, MCE, AES

Phase II Projects•Co-Chair – Revision of MCE Strategic Plan Committee

•Co-Chair – New MCE Plan of Work Committee

•Develop Concept Paper on Improving AES-MCE Cooperation for Field Faculty

•Shadow Dean – College of Agriculture and Natural Resources

Challenges and Opportunities• Consensus building challenges leadership skills

Diplomacy, tact, patience, vision, listening

Quality always takes longer than expected

• Work Group size should be manageable but representative

• Partnerships require: Homework, clarity of purpose, honesty, buy-in

• Keeping up with Dean is like hitting a moving target “Management by wandering”

• Leadership and Management are not the same thing

Max Pfeffer Cornell University

Leadership in Successful Interdisciplinary Research Teams

Max J. PfefferCornell University

What to encourage:

• Development of relationships that build bridges across academic structures though friendship and collegiality

• Assertive leaders who have the interpersonal skills, stature, and respect to motivate others

• Intellectual leaders who anchor the group and help build team interest in a common objective

What to encourage:

• Investment in leaders so they have time to spend on interdisciplinary research projects

• Creation of a common pool of resources to encourage team interaction

• Involvement in cutting-edge, intellectually stimulating opportunities

Richard Harper Clemson University

1.1. identify problems and issues (first identify problems and issues (first hand) facing the forestry community hand) facing the forestry community

2.2. determine how extension/outreach determine how extension/outreach can more effectively align with can more effectively align with constituents problem solving and constituents problem solving and continuing education needscontinuing education needs

What is the Model for Forestry What is the Model for Forestry Extension/Outreach in the Extension/Outreach in the Changing Global Economy?Changing Global Economy?

Mentor, job-shadow, and collaborate with Mentor, job-shadow, and collaborate with a variety of forestry community leaders a variety of forestry community leaders to:to:

Richard A. Harper, Clemson University

4.4. compare administrative styles and compare administrative styles and efficiencies, summarize information, and efficiencies, summarize information, and share with the university leadershipshare with the university leadership

3.3. produce a gap analysis of academia's produce a gap analysis of academia's scholarship and develop a path for scholarship and develop a path for closing the gap through a strategy of closing the gap through a strategy of collaborative partnerships, virtual teams, collaborative partnerships, virtual teams, and continual improvementand continual improvement

Mentor, job-shadow, and collaborate with Mentor, job-shadow, and collaborate with a variety of forestry community leaders a variety of forestry community leaders to:to:

What is the Model for Forestry What is the Model for Forestry Extension/Outreach in the Extension/Outreach in the Changing Global Economy?Changing Global Economy?

Richard A. Harper, Clemson University

Collaborators:Forest Landowner

Select Industry LeadersTimber Harvesting Professional

Consultant (forestry and technical forestry)SC Department of Health and Environmental

ControlSC Department of Natural Resources

SC Senator/RepresentativeSC Forestry CommissionSC Dept. of Commerce

What is the Model for Forestry What is the Model for Forestry Extension/Outreach in the Extension/Outreach in the Changing Global Economy?Changing Global Economy?

Richard A. Harper, Clemson University

Michael Morrissey Oregon State University

Tree Fruit Strategic Summit

• Co-organized strategic summit on the future of the tree fruit industry in the Mid-Columbia region of Oregon

• Created a white paper describing the outcomes of the summit

• Presented summaries at appropriate public forums

Shared leadership/management models

• Evaluated different models of shared leadership/management in medium to large sized units of the College of Agricultural Sciences at OSU and other land grant institutions

• Considered diversity of missions, geographic distribution of faculty, budgetary, and other factors

• Led discussion on possible shared leadership/management models for in the Horticulture Dept.

Mark Risse University of Georgia

Mark Risse: Environmental Mark Risse: Environmental Training for County Training for County

Extension StaffExtension Staff• Goal: Land Grant University

faculty are recognized as the source of information on agricultural issues. We would like them to be recognized as the source for environmental information as well.

• Question: How must we prepare and equip county staff to enable them in this task?

Process:– Review land grant mission– Interview University, community, &

environmental leaders– Review other State and National

Programs– Develop recommendation for 5 year

training plan for county based staffOutcome: To be determined

Roger Leonard Louisiana State University

Northeast Research/Extension

Center Model

Center Director

Research Stations (Coordinator)

Faculty Staff

Extension/Education Programs

Extension Specialists

Staff

StaffParish Offices

(Chair)

Staff Agents

FCS/4-H

LSU AgCenter Main Campus

Programmatic

Administration

Issues Limiting Implementation of LSU Model for a Research/Extension Center

2125

3140

5763

69

3588

0 20 40 60 80 100

% of Respondents Surveyed

Job AssignmentsSplit Appointments

Prog./Proj. PlanningProm./Tenure Qual.Chain of CommandAnnual Evaluation

Funding Allocation

1 Benefit 1 Complaint

Xiusheng (Harrison) Yang

University of Connecticut

Phase II Activities – What I didHarrison Yang • Shadowing the Dean (mentor) for two semesters• Attending meetings of the College Executive Council• Participating in meetings on college budget preparation

and allocation• Participating in regional meetings representing the College• Developing Guidelines for Research Activities at Storrs

Agricultural Experiment Station• Meeting weekly with the Dean on leadership issues• Reading literature on academic leadership

Phase II Activities – What I learnedHarrison Yang • Land-grant university administrative and supporting

structures• Roles of academic deans and department heads• Relationships with federal and state governments• Pros and cons of being an academic administrator• My strengths and weaknesses relating to serving as an

administrator

Jinglu TanUniversity of Missouri

Leading a Multidisciplinary Unit-Jinglu Tan, University of Missouri

• Departments and Programs in Unit– Biological Engineering– Ag Systems Management– Food Science– Hotel and Restaurant Management– Ag Engineering Extension

• Challenges– Lack of academic uniformity– Limited resources

Leading a Multidisciplinary Unit-Jinglu Tan, University of Missouri

• Approaches– Priority setting for each program– Team building

• Leadership team• Coordinated teaching• Research teams• Staff teams and involvement

– Resource sharing

• Expected Results– Focused, efficient and competitive programs

Ann Kier Texas A&M University

Phase II Project Ann B. Kier

• Accomplished:– Five-year Unit Plan for Pathobiology, Texas

Agricultural Experiment Station (agricultural and biomedical research)

– Ph.D. external reviews for Microbiology and Pathology graduate programs

– AVMA five year review– Vision 2020, Texas A&M University five year

plan for Pathobiology: teaching, service, and research

Phase II Project Ann B. Kier

• Shadowing: attending weekly TAES Associates meetings, Dr. Charles Scifres, Associate Vice Chancellor, Deputy Director, Texas Agricultural Experiment Station

• Shadowing: attending Executive Committee meetings of the College of Education, meeting with Dean Jane Conoley

Michael MazzoccoUniversity of Illinois

A Balanced Scorecard Approach to Strategy Development & Implementation: Application at the College and Extension Program LevelsMichael A. MazzoccoUniversity of Illinois

Targets: • College of ACES, Academic Programs International Objectives• College of ACES, Academic Programs Leadership Objectives• University of Illinois Extension, Program Planning Process

• College of ACES, Academic Programs International Objectives Goal: Engage faculty staff, and students in international

dimensions; create related opportunities in Teaching, Research and Outreach.

Current Establish Partnerships; Coordinate International Study Strategy: ProgramsFuture: Processes for relationship management with partners;

Customer awareness mechanisms; Make it look easy. • College of ACES, Academic Programs Leadership Objectives Goal: Create broad, diverse opportunities for ACES students

to develop personal and corporate leadership skills.Current Propose Leadership Minor; Provide faculty Strategy: development programs; Provide incentive fundingFuture: Customer Measures of leadership training effectiveness;

Learning & Growth objectives for infusing leadership;• University of Illinois Extension, Program Planning ProcessGoal: Establish 4-year Work Plan for Comm. & Econ. Dev.

Strategy: Learning & Growth/Process development in Balanced Scorecard approach. Customer Measures in Programs and Effectiveness

Michael O’NeillUSDA-CSREES

Leading Change “From the Middle”Before ESCOP/ACOP After ESCOP/ACOP

“Let’s kick butt !!!”“Trust me… I’m a Leader!”

Strategic Planning: Making things Happen

Within the NRE Unit

•NPL Job Functions

•Strategic Imperatives

•Individual Operational Plans

Unit Management Plan

- Annual Report - “Looking Over the Horizon” - Sharing Program Leadership - Increasing Accountability - Communicating w/ Private Sector - Improving Administrative Efficiency

-“Sum” Individual Operational Plans-Identify Gaps for the NRE Unit

- Leadership - Scholarship - Partnership - Representation - Administration - Service

- Map Functions and Imperatives(Job Matrix)

- Prioritize Functions / Imperatives

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Strategic Planning: Making things Happen

With State Partners

•Shared Program Leadership

-Joint Priority Setting-Reporting/Accountability-Representation (by States)-Focus on Effectiveness, Efficiency, and Relevancy-“Adding Value” to the Program

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Ellen Danus USDA-CSREES

ESCOP/ACOP Phase II Project

Ellen DanusPolicy Specialist

Office of Extramural ProgramsCSREES-USDA

Mentor: David R. MacKenzieExecutive DirectorNortheastern Regional Association of State AgriculturalExperiment Station Directors

Observed Farm Bill Task Force, Board of Agriculture, Meetings.

Gained Insight into the Issues and Concerns of the Land-Grant Institutions for the Next Farm Bill.

Gregory ZieglerPennsylvania State University

Fostering Interdisciplinary Research

• Working out of the Office of the Vice President for Research and Dean of the Graduate School

• Assisted faculty explore the potential for an NSF Engineering Research Center in Chemical and Biological Sensing

• Currently working to bring a team together to respond to the PA Dept. of Health RFA for Collaborative Research Projects

PA DOH Collaborative Research• Non-formula, competitive funds from

Tobacco settlement• Bioinformatics as related to cancer or

infectious disease• Tight timeline RFA 1/29, Due 3/13• Integrated Surveillance and Emergency

Response Network• Multidisciplinary and multi-institutional,

but who and how?

Mary Marchant University of Kentucky

Phase II Project

• Chair, Ag. College “Diversity Task Force”• Attended weekly Ag. college administrative

meetings• Attended Administrative Heads Section

meeting--Southern Assoc. of Ag. Scientists (SAAS) with Dean Scott Smith, Orlando, Fl., Feb. 4, 2002

Phase II Project

• Will attend “Southern Assoc. of Ag. Experiment Station Directors” meeting with Associate Dean Nancy Cox, Savannah, GA, March 24-27, 2002

• Shadowed college administrators• Thank you to my ESCOP/ACOP mentor,

Associate Dean Linus Walton and• Thank you to Dean Scott Smith, Associate Deans

Nancy Cox, Joe Davis, Larry Turner, and to ESCOP/ACOP advisory committee & instructors

Joel Caton North Dakota State University

Multidisciplinary Graduate Training

• Regional, federal, national, and international partners

• Collaborative research projects and distance graduate instruction

• Increased competitive grant writing • Enhanced doctoral programs through

multi-institutional cross-training

Shadowing the Director

• Examples in leadership and problem solving at the Experiment Station Director level

• Participation in decision processes• Obtaining a broader view of the

Experiment Station• In depth discussion regarding

leadership/faculty interface

Andrew PatersonUniversity of Georgia

10 100 1,000 10,000 100,000# reads in Entrez-nucleotide

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US genomics research investments have been only loosely-related to economic opportunity.

Transformation of basic discovery research such as genomics, into public benefit requires:

(a) Public-sector science as a virtual R&D resource, linked to …

(b) a ‘value capture’ mechanism to foster the investments needed to translate discoveries into economic growth. (Andrew Paterson, ESCOP class 11. Blue Group!)

GATCCGACATCATGGGAAAATCAAAAGAAATCAGCCAAGACCTCAGAAAAAAAATTGTAGACCTCCACAAGTCTGGTTCATCCTTGGGAGCAATTTCCAAACGCCTGAAAGTACCACGTTCATCTGTACAAACAATAGTACGCAAGTATAAACACCATGGGACCACGCAGCCGTCATACCGCTCAGGAAGGAGACGCGTTCTGTCTCCTAGAGATGAACGTACTTTGGTGCGAAAAGTGCAAATCAATCCCAGAACAACAGCAAAGGACCTTGTGAAGATGCTGGAGGAAACAGGTACAAAAGTATCTATATCCACAGTAAAACGAGTCCTATATCGACATAACCTGAAAGGCCGCTCAGCAAGGAAGAAGCCACTGCTCCAAAACCGACATAAGAAAGCCAGACTACGGTTTGCAACTGCACATGGGGACAAAGATCGTACTTTTTGGAGAAATGTCCTCTGGTCTGATGAAACAAAAATAGAACTGTTTGGCCATAATGACCATCGTTATGTTTGGAGGAAGAAGGGGGAGGCTTGCAAGCCGAAGAACACCATCCCAACCGTGAAGCACGGGGGTGGCAGCATCATGTTGTGGGGGTGCTTTGCTGCAGGAGGGACTGGTGCACTTCACAAAATAGATGGCATCATGAGGAAGGAAAATTATGTGGATATATTGAAGCAACATCTCAAGACATCAGTCAGGAAGTTAAAGCTTGGTCGCAAATGGGTCTTCCAAATGGACAATGACCCCAAGCATACTTCCAAAGTTGTGGCAAAATGGCTTAAGGACAACAAAGTCAAGGTATTGGAGTGGCCATCACAAAGCCCTGACCTCAATCCTATAGAAAATTTGTGGGCAGAACTGAAAAAGCGTGTGCGAGCAAGGAGGCCTACAAACCTGACTCAGTTACACCAGCTCTGTCAGGAGGAATGGGCCAAAATTCACCCAACTTATTGTGGGAAGCTTGTGGAAGGCTACCCGAAACGTTTGACCCAAGTTAAACAATTTAAAGGCAATGCTACCAAATACTAGAATTATCGAATTCCTGCAGCCCGATCCCCCCTAGAGGATCTGGTTACCACTAAACCAGCCTCAAGAACACCCGAATGGAGTCTCTAAGCTACATAATACCTTCTTACACTTTACAAAATGTTGTCCCCAAAATGTAGCCATTCGTATCTGCTCCTAATAAAAAAGAAAGTTTCTTCACATTCTAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAACCCCCCCCCCCCCCCCTGCAGGTCGGGCGAGCTCGAATTGGGCTGCAGGAATTGGGGGATCCACTAGTTCTAGAGCGGCCGCCACCGCGGTGGAGCTCCAGCTTTTGTTCCCTTTAGTGAGGGTTAATTTCGAGCTTGGCGTAATCATGGTCATAGCTGTTTCCTGTGTGAAATTGTTATCCGCTCACAATTCCACACAACATACGAGCCGGAAGCATAAAGTGTAAAGCCTGGGGTGCCTAATGAGTGAGCTAACTCACATTAATTGCGTTGCGCTCACTGCCCGCTTTCCAGTCGGGAAACCTGTCGTGCCAGCTGCATTAATGAATCGGCCAACGCGCGGGGAGAGGCGGTTTGCGTATTGGGCGCTCTTCCGCTTCCTCGCTCACTGACTCGCTGCGCTCGGTCGTTCGGCTGCGGCGAGCGGTATCAGCTCACTCAAAGGCGGTAATACGGTTATCCACAGAATCAGGGGATAACGCAGGAAAGAACATGTGAGCAAAAGGCCAGCAAAAGGCCAGGAACCGTAAAAAGGCCGCGTTGCTGGCGTTTTTCCATAGGCTCCGCCCCCCTGACGAGCATCACAAAAATCGACGCTCAAGTCAGAGGTGGCGAAACCCGACAGGACTATAAAGATACCAGGCGTTTCCCCCTGGAAGCTCCCTCGTGCGCTCTCCTGTTCCGACCCTGCCGCTTACCGGATACCTGTCCGCCTTTCTCCCTTCGGGAAGCGTGGCGCTTTCTCATAGCTCACGCTGTAGGTATCTCAGTTCGGTGTAGGTCGTTCGCTCCAAGCTGGGCTGTGTGCACGAACCCCCCGTTCAGCCCGACCGCTGCGCCTTATCCGGTAACTATCGTCTTGAGTCCAACCCGGTAAGACACGACTTATCGCCACTGGCAGCAGCCACTGGTAACAGGATTAGCAGAGCGAGGTATGTAGGCGGTGCTACAGAGTTCTTGAAGTGGTGGCCTAACTACGGCTACACTAGAAGGACAGTATTTGGTATCTGCGCTCTGCTGAAGCCAGTTACCTTCGGAAAAAGAGTTGGTAGCTCTTGATCCGGCAAACAAACCACCGCTGGTAGCGGTGGTTTTTTTGTTTGCAAGCAGCAGATTACGCGCAGAAAAAAAGGATCTCAAGAAGATCCTTTGATCTTTTCTACGGGGTCTGACGCTCAGTGGAACGAAAACTCACGTTAAGGGATTTTGGTCATGAGATTATCAAAAAGGATCTTCACCTAGATCCTTTTAAATTAAAAATGAAGTTTTAAATCAATCTAAAGTATATATGAGTAAACTTGGTCTGACAGTTACCAATGCTTAATCAGTGAGGCACCTATCTCAGCGATCTGTCTATTTCGTTCATCCATAGTTGCCTGACTCCCCGTCGTGTAGATAACTACGATACGGGAGGGCTTACCATCTGGCCCCAGTGCTGCAATGATACCGCGAGACCCACGCTCACCGGCTCCAGATTTATCAGCAATAAACCAGCCAGCCGGAAGGGCCGAGCGCAGAAGTGGTCCTGCAACTTTATCCGCCTCCATCCAGTCTATTAATTGTTGCCGGGAAGCTAGAGTAAGTAGTTCGCCAGTTAATAGTTTGCGCAACGTTGTTGCCATTGCTACAGGCATCGTGGTGTCACGCTCGTCGTTTGGTATGGCTTCATTCAGCTCCGGTTCCCAACGATCAAGGCGAGTTACATGATCCCCCATGTTGTGCAAAAAAGCGGTTAGCTCCTTCGGTCCTCCGATCGTTGTCAGAAGTAAGTTGGCCGCAGTGTTATCACTCATGGTTATGGCAGCACTGCATAATTCTCTTACTGTCATGCCATCCGTAAGATGCTTTTCTGTGACTGGTGAGT

GENES for GEORGIAGENES for GEORGIA

A wake-up call for (Georgia) agriculture A wake-up call for (Georgia) agriculture in the 21st century.in the 21st century.

How will crop gene sequences translate into jobs and economic growth?•Establish pre-eminent position in basic knowledge of economically important crops ahead of international competitors.

•Empower complex new goals that add value to crops and diversify agricultural revenues through gene discovery and utilization.

•Train and employ young people in use of bio-technologies to address needs of rural America and preserve linkages to agriculture

COST : ca. $2.5 million for a web-accessible ‘gene encyclopedia’for each plant or animal targeted.

(Andrew Paterson, ESCOP class 11. Blue Group!)

Robin S. ShimabukuUniversity of Hawaii

Manoa

Evaluation of Vegetable and Fruits Programs in HawaiiRobin S. Shimabuku

Hawaii Cooperative Extension Service

VEGETABLE INDUSTRYState vegetables and melon production ranked 2nd in diversified agriculture with a value of $56.438

million. (source: 1999 Statistics of Hawaiian Agriculture) Industry consist of wide diversity of crops such as tomatoes, sweet onion, head cabbage; chinese cabbage

(won bok), semi-head & leaf lettuce; romaine; cucumbers; eggplant; daikon; corn; snap beans; summer squash; and specialty crops (baby greens).

– Strengths• Industry

– Strong statewide support for CTAHR.• CTAHR (College of Tropical Agriculture and Human Resources)

– Good internal communication. – Fair to good collaboration among faculty.

• Resources– Resources available to address clientele needs.

– Weaknesses• Industry

– No commodity specific statewide program focus.• CTAHR

– Lacks statewide focus on addressing bottlenecks facing industry as a whole.– Lack of commitment by researchers to address clientele/industry needs.– Needs to focus on addressing marketing needs of the industry.

• Recommendations• Improve collaboration among researchers/specialists/agents.• Prioritize and focus CTAHR resources on commodities with economic potential.• Increase CTAHR involvement in the development of alternative crops to help revitalizing diversified

agriculture in Hawaii.

FRUIT INDUSTRYState fruit production ranked 5nd in diversified agriculture with a value of $28.216 million (excluding

pineapple). (source: 1999 Statistics of Hawaiian Agriculture) The fruit industry consist of papaya, banana, avocado, guava, and tropical specialty fruits (cherimoya,

lychee, mango, rambutan, specialty pineapple, carambola, other).

– Strengths• Industry

– Fairly organized – strength of industry drives research.• CTAHR (College of Tropical Agriculture and Human Resources)

– Statewide focus to address industry needs. – Research are being conducted on specific commodities.

– Weaknesses• CTAHR

– Poor internal communication.– Lack of faculty accountability.– Limited faculty to address industry needs – due to budget cuts.– Poor collaboration among researchers/specialists/agents.– Inadequate funds available by CTAHR to solve industry needs.

– Recommendations• Improve internal communication of faculty to allow application and adoption of technology or

knowledge by clientele.• Define role of faculty to address clientele needs, so performance can be evaluated.• Crop assignments to faculty to help move basic research to field application.• Rewrite job description of faculty based on current industry needs.

David JacksonUniversity of Nebraska

Phase II Project• Development and implementation of an on-line (Web-

based) “Accountability Database” for HATCH projects and USDA competitive grants.– Database allows the public to easily search for all Nebraska

projects in their fields of interest.• Searches can also be conducted for activities by Department,

Investigator, Crop/Issue, funding source, etc.• Search results include contact information so that the public can obtain

further details.– Its purpose is to facilitate ready access to work being conducted

by scientists in the Agricultural Research Division of the Institute of Agriculture and Natural Resources at the University of Nebraska.

Search Form:

Results:

Pioneering the FutureAccountability Database

• Other Phase II Activities:– Development of

criteria for student travel award.

– Development of improved web-site content that automatically rotates.

– Conducted reviews of new HATCH project proposals.

Peter DotrayTexas Tech University

Phase II – Peter Dotray

• Participated in weekly meetings with College of Agricultural Sciences and Natural Resources (CASNR) Dean and Associate Deans.

• Participated in bi-weekly meetings with CASNR Dean, Associate Deans, and Department Chairs.

Phase II (cont.) – Peter Dotray• Surveying Colleges of Agricultural across the U.S.

regarding joint faculty positions: how they are structured, why they are successful/unsuccessful, etc.

• Developing a Memorandum of Agreement among local agencies (Texas Tech University, Texas Cooperative Extension Service, and the Texas Agricultural Experiment Station) to establish policies that encourage the development of joint faculty positions to provide high quality teaching, research, and service to the taxpayers of Texas.

Peter Brayton USDA-CSREES

ESCOP/ACOP Leadership Project (P.R. Brayton)

• Work with Regional Project NE-186 Aquaculture Species Genome

• Univ. New Hampshire• Univ. Delaware• Auburn University• Tufts University• Washington State Univ.

• Assess existing aquaculture genome resources

• Develop priorities for future aquaculture species genome research

Resources & Priorities

• 4 BAC libraries for rainbow trout

• 1 BAC library for tilapia

• Need oyster and shrimp BAC libraries

• Need to sequence ESTs

• 1. QTL scanning• 2. Gene marker

isolation• 3. Identify candidate

genes for sub-cloning• 4. Analysis of

candidate genes

Wayne GippMontana State University

Gipp Phase II-Objective 1 Become Familiar with Structure,.Function, and Success Determinant

Factors of the College and Department

• Interviewed for Interim Department Head• Serve as Departmental undergraduate curriculum

certifying officer• Served on work group charged with evaluation of

structure and function of Extension middle management• Observed and discussed with PI process and interactions

leading to three major grants for our department

Most Components of Core Objectives 1-12 have been completed over the years. ACOP/ESCOP training led to closer observation of interactions and processes in the conduct of normal assigned activities. Specific new assignments were completed that had application to leadership training such as:

Gipp Phase II-Objective 2 (In Progress)Special Project with Dean of Agriculture as a means of developing an

understanding of College Functions

• Serve on the University Promotion & Tenure Committee• Facilitate a process that will:

– Review Role and Scope documents for compliance with Faculty Handbook

– Review Role and Scope documents for consistency with faculty desires for standards and criteria of effectiveness and excellence

– Increase accessibility of Role and Scope documents via electronic and printed form

– Review review process to assure consistent and correct application of Role & Scope Documents at all levels of review

Review of Departmental Role and Scope; Standards and Criteria Documents and their application in the Promotion-Tenure Process

Keh-Shin LiiUniversity of California

Riverside

Overview of Phase II Project

General:• Met several times and continue to work closely with the Mentor• Gained understanding of AES/CE, DANR

–Organization, function, and mission• Met with various administrators of DANR, AES and CE• Reviewed the history of AES of the University of California• Gained insight of AES mission by participating in the “Mission Statement” revision meetings of AES Departments at UC Riverside• Participated in the DANR Leadership Conference

–Gained a broader view of DANR of UC System

Special Goal: Closer Collaboration of Statistics Department with AES Departments

• Met with various AES Department Chairs and the AES Dean• Convened a discussion meeting with AES Dean, Department Chairs and

representatives to identify areas where new statistical approaches, or increased collaborations, are needed

Results: • Center for Biological Statistics• Working group to foster collaboration among life scientists and

statisticians• Committees to design curriculum for bioinformatics and other biological

areas• Strategies and collaboration in faculty/student recruitment• Greater mutual understanding and appreciation

Jeffrey Englin University of Nevada

Phase II Project: Three Models of Leadership in Economics and

Agricultural Economics

Jeffrey EnglinUniversity of Nevada, Reno

Joint Leadership Models for Economics and Agricultural Economics

• Multiple models exist in the Land Grant System

• Evolution of funding has called “traditional” models into question

• Develop an understanding of the criteria that lead to success in each model

Three Models of Leadership

• Traditional Model – two completely separate departments and programs

• Combined Model - single department

• Cooperative Model – Two administrative units that share joint programs

Traditional Model• Works well if both have large numbers of

undergraduate majors

• If there is a large constituent base for the Agricultural Economics Department

• If the Experiment Station funds large parts of appointments

Combined Model

• Works well if the Experiment Station and Extension functions are separate from the College housing the joint department

• Works well if Experiment Station and Extension do not routinely fund a large share of faculty academic appointments

Cooperative Model• Works well if graduate programs in each

department are likely to be small

• Works well if the Experiment Station provides funding for (joint) graduate students

• Works well if Agricultural Economics Department has good job placements

Summary

• Criteria are relatively easy to apply

• Provides guidance towards successful models for institutions during times of change

Carmela Bailey USDA-CSREES

EXCHANGE PROGRAM

• PURPOSE – TO ENHANCE COLLABORATION BETWEEN CSREES AND LAND GRANT PARTNERS

• NATIONAL PROGRAM LEADERS AND COUNTERPARTS IN THE LAND GRANT SYSTEM PARTICIPATE IN ONE WEEK EXCHANGE PROGRAM

EXCHANGE PROGRAM• CSREES NPL VISITING UNIVERSITY

– ORIENTATION TO UNIVERSITY ORGANIZATIONAL STRUCTURE– NPL SELECTS SPECIFIC PROGRAM AREA(S) OF INTEREST

VALUE-ADDED PROCESSING AND PRODUCTS

• UNIVERSITY PROGRAM LEADER VISITING CSREES ORIENTATION TO AGENCY STRUCTUREMEET CSREES STAFF IN AREA OF INTERESTVALUE-ADDED PROCESSING AND PRODUCTSATTEND CSREES EXECUTIVE COUNCIL STAFF MEETINGATTEND INTERAGENCY MEETINGSVISIT OTHER Federal agencies

WHEN AND WHERE?CARMELA BAILEY WILL VISIT MICHIGAN STATE UNIVERSTIY IN JUNEGALE ARENT WILL VISIT CSREES IN JULY

Sylvie BrouderPurdue University

Phase II ProjectInstitutional Policy Issue ~• Database “mining” viable & growing component of

scientific endeavor at research institutions.• Traditional research culture and lack of

administrative policy does not foster sharing.Objectives ~ Identify• Real & perceived barriers to sharing/mining

databases.• Institutional strategies to

– Encourage database accessibility while retaining database integrity/institutional identity

– Recognize scientific contributions of database creation.

Phase II ProjectApproach• Internal review of school & university academic / legal

policy with institutional representatives– Grant & contract obligations– Institutional policy on release and / or

commercialization of scientific research products– Institution policy on recognition of achievement for

P&T and professional advancement• Assess needs of database developers Vs users.• External review of successful admin. approaches

implemented elsewhere.

Rebecca Van BenedenUniversity of Maine

ESCOP/ACOP Projects Rebecca J.Van Beneden

Assoc. Director, School of Marine SciencesUniversity of Maine, Orono, ME

I. Proposed Center for Environmental ToxicologyGoal: to increase biomedical research infrastructure and training of junior faculty in areas of environmental toxicology/human health- Integrated faculty research interests in four departments

- Established consortium of UMaine, Eastern Maine Medical Center and Mt. Desert Is. Biological Laboratory (MDIBL)- COBRE Funds to Leverage Recruitment and Development of FIVE New Junior Scientists: 

UMaine - developmental neurobiologist UMaine - comparative physiologist UMaine - veterinary pathologist UMaine - molecular biologist/functional genomics  

  DIBL - a membrane biochemistOutcome: Preproposal unsuccessful; continuing monthly meetings, resource development

II. Redesign of Marine Sciences undergraduate curriculum

- integrative four-yr laboratory series“salty science”

hands-on learning & data analysis

- focus on student developmentwriting skillscreative thinkingspeaking skillsstrong background in basic sciences

Outcome: still in development