Submitted to the ASABE ED-206 Committee Program Recognition June 2008dbuckmas/teaching/ED 206... · 2008. 7. 16. · Year Fall Spring 2001-2002 98 103 2002-2003 94 106 2003-2004 109

Submitted to the ASABE ED-206 Committee For Curriculum Review and Program Recognition

June 2008

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TABLE OF CONTENT

GENERAL INFORMATION ......................................................................................................... 2

History of Educational Program ................................................................................................................................ 2

Objectives of the Program ......................................................................................................................................... 3

Student Enrollment Data............................................................................................................................................ 5

CURRICULUM IDENTIFICATION AND DOCUMENTATION ............................................... 7

Admission Criteria to the University ......................................................................................................................... 7

Categories of ASM curricula ................................................................................................................................... 12

TEACHING STAFF ..................................................................................................................... 14

University Administrative Organization .................................................................................................................. 14

Academic Advisory Board ...................................................................................................................................... 15

Curriculum Evaluation and Development ............................................................................................................... 17

ADMINISTRATIVE AND RESOURCE SUPPORT .................................................................. 20

Teaching Allotments (FTE) ..................................................................................................................................... 20

Faculty Vitae (see Appendix D for those faculty teaching ASM courses) ............................................................. 20

Financial resources devoted to program .................................................................................................................. 23

Physical Facilities Devoted to Program ................................................................................................................... 27

Library resources ..................................................................................................................................................... 42

STUDENT ORGANIZATIONS ................................................................................................... 43

Appendix ....................................................................................................................................... 45

Appendix A ............................................................................................................................................................. 47

Appendix B .............................................................................................................................................................. 53

Appendix C .............................................................................................................................................................. 93

Appendix D ........................................................................................................................................................... 125

Appendix E ............................................................................................................................................................ 149

Appendix F ............................................................................................................................................................ 151

Appendix G ........................................................................................................................................................... 185

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GENERAL INFORMATION The Agricultural Systems Management (ASM) curriculum is an option in the School of Agriculture that is coordinated through the Agricultural & Biological Engineering Department. This four-year Bachelor of Science degree program includes the basic core requirements in mathematics, communications, science, and the humanities and social sciences that are required by all School of Agriculture options The program prepares individuals to organize and manage technology-based businesses, with emphasis on planning and directing an industry or business project with responsibility for results. Students develop skills in communications, business management, computer applications, and the agriculture sciences, in addition to technical courses based in the Department. National and international job opportunities include: manufacturing and processing operations management, technical services and diagnostics, building and equipment systems, materials handling and process flow, technical product application and sales, product evaluation and education, and production agriculture. The ASM curriculum permits the student to select several elective courses to provide additional in-depth training in areas such as agronomy, animal science, agricultural economics (students automatically receive a minor in agri-business management), botany & plant pathology, related engineering sciences, entomology, and internationalization.

History of Educational Program Agricultural Mechanization (Ag Mech) began at Purdue University as an emphasis area in the General Agriculture option in the late 1950s. The change occurred due to an emphasis shift in Agricultural Engineering programs in the late 50s and early 60s that downgraded the sales, service, application and resource management aspects of the programs and placed greater emphasis on training in the design, research and development aspects of Agricultural Engineering. The program moved back under the direction of the Agricultural Engineering Department in 1965, with 19 students and 1 graduate that year. This was the same year that Professor Ray Lien presented a paper on "Agricultural Mechanization Graduate Programs" at the ASAE winter meeting in Detroit, MI. The Ag Mech emphasis area became recognized as a degree option within the School of Agriculture in 1968. The Purdue Ag Mech Club was formed in 1968 and was recognized by ASAE in 1969 when ASAE, with support of A-214 (currently ED-205), initiated the A-218 (currently ED-207), Student Affiliate Clubs Committee (later Student Mechanization Club committee). The program continued to grow throughout the latter part of the 60s and through the 70s, with ASAE officially recognizing the Ag Mech membership grade in 1977. Discussions at the national level in 1970 led a 5 member Ad-Hoc Committee being appointed by ASAE in 1974 to study the needs for curriculum development for the Agricultural Mechanization programs. The study group led to the formation of ASAE's A-219 (currently ED-206), Agricultural Mechanization Curriculum Committee, which had its first meeting at the 1977 ASAE Summer meeting in North Carolina. At that time, those schools that had a nationally recognized student mechanization club were judged as having ASAE recognized curricula. The Alpha Chapter of Alpha Mu, the Agricultural mechanization honorary, was established at Purdue University in 1977 and has been active since that time, with 8 new initiates in 2008.

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In December 1988, an Agricultural Mechanization curriculum workshop was held prior to the annual winter meeting in Chicago, IL. The recommendations were:

1. An ad-hoc committee should be formed to review the appropriateness for utilizing the ABET accreditation for Agricultural Mechanization Programs.

2. That the current program designation "Agricultural Mechanization" is not an appropriate description of the program today or in the future.

3. That the umbrella definition to replace Agricultural Mechanization be Agricultural Engineering Technology and Management.

4. That there be one level of membership within ASAE unless opposed by NSPE. Following the 1988 meeting a study was conducted within the Ag Mech program at Purdue University, utilizing input from current and former graduates, and representatives from business and industry, to determine what name of the program should be. By an overwhelming margin Agricultural Systems Management (ASM) was chosen. At the same time a complete review of the curriculum was implemented, followed by major changes being made to meet the educational needs of the future graduates and an Associate Degree program was established. Enrollment in the Agricultural Mechanization program peaked in 1981 at 145 students, but a changing job market and pressures on the agricultural economy led to a downturn. The program reached an enrollment low of 45 by 1991. The comprehensive curriculum revitalization begun in 1988 culminated in the development of the current Agricultural Systems Management program which debuted in 1992. The name change and curriculum changes became effective concurrently with the School of Agriculture's new core curriculum in the fall of 1992. At that time the prefix for all ASM courses was changed from AGEN (currently ABE) to ASM to differentiate them from the engineering curriculum. The curriculum has undergone minor modifications yearly since that time, with a new School of Agriculture core curriculum being implemented for the fall 2001 semester. Beginning with the spring 2000 semester, students in the School of Agriculture could, for the first time, have recognized Minors or Dual-Majors within the School of Agriculture. Under the current and future core curriculum, ASM students will automatically receive a Minor in Agri-business Management, and have the opportunity to Minor or Dual-Major in other areas within the School of Agriculture and other Schools within the University. Objectives of the Program The ASM program prepares individuals to organize and management environmentally-sound, technology-based businesses. The emphasis is on planning and directing an industry or business project with responsibility for results. The program provides an in-depth technical knowledge for selecting and applying advanced technologies in the food system. Graduates should be able to think critically and logically, apply knowledge, solve problems, and write and speak with clarity and purpose. Graduates of the program must demonstrate:

1. Ability to understand and apply the basic principles of mathematics, science, technology, management, and economics to agricultural systems.

2. Ability to identify agricultural systems problems, locate relevant information, develop and analyze possible alternatives, and formulate and implement solutions.

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3. Ability to effectively use economic principles, scientific technologies, techniques, and skills necessary to manage agricultural systems.

4. Ability to recognize and define agricultural systems problems and the impact of their proposed technological solutions in an international and societal context.

5. Ability to understand and participate in performance evaluations, collect, analyze and interpret the data, and communicate the results.

6. Ability to demonstrate appropriate listening, speaking, writing, presentation, and interpersonal skills needed to interact and communicate effectively.

7. Ability to function with, and contribute effectively to, multi-disciplinary teams. 8. Ability to understand professional and ethical responsibilities and put them into practice.

In addition to program outcomes, the Purdue College of Agriculture has established college level outcomes to be assessed at the program level (not student level). They are listed here: B.S. graduates from Purdue College of Agriculture will: Scientific Principles: Demonstrate use of the scientific method to identify problems, formulate hypothesis tests, conduct and analyze data, and derive conclusions. Critical Thinking: Demonstrate critical thinking by using evidence-based information to develop sound responses to complex problems. Professional Preparation: Demonstrate proficiency in their chosen discipline that incorporates knowledge, skills, technology, and ethics. Communication: Demonstrate the ability to write and speak with effectiveness while considering audience and purpose. 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 Principles: Explain social, economic, political, and environmental principles and their significance and relevance for living in a global community. Civic Responsibility: Explain the significance of civic responsibility to community and society at large. Lifelong Learning: Demonstrate skills necessary for lifelong learning.

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Student Enrollment Data Enrollment has been steady. Freshmen coming into the program directly from high school is typically low, but has been increasing in recent years as more students become aware of the ASM major. The enrollment numbers for each of the last five years are shown in Table 1.

Table 1. Enrollment in ASM Curriculum Year Fall Spring 2001-2002 98 103 2002-2003 94 106 2003-2004 109 105 2004-2005 111 114 2005-2006 106 103 2006-2007 106 107 2007-2008 98 96

Academic distribution by class for the fall 2007 semester is shown in Table 2.

Table 2. Enrollment Distribution by Class Class Number of

Students Percent (%)

Freshmen 15 15% Sophomore 35 36% Junior 28 29% Senior 20 20%

Graduates Number of graduates for each of the last 5 years is shown in Table 3.

Table 3. Number of ASM Graduates

Year Number Graduating

2002-2003 20 2003-2004 27 2004-2005 31 2005-2006 29 2006-2007 28

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Typical job classifications and sample employers (last 5 years) are as follows: Typical Job Classifications Technical Sales and Product Support Business Management Field Testing and Service Agricultural Production Building/Construction Precision Agriculture Marketing and Sales Banking Product Development Facilities Management Sample Employers (Abbreviated Listing) AGCO CNH John Deere Company ADM Dow Agri Products Gehl Company Chore-Time Brock Scott Industrial Equipment Co.

Cargill Consolidated Grain and Barge Co. Zeneca Bayer Agro Chem, Inc. Calmar Mapping Service SafeGrain Inc. Pioneer Syngenta Lester Building Systems

The trend in beginning salaries over the last 5 years has been a steady increase of approximately $2,500 per year. During this same time period the starting salaries for ASM graduates have exceeded the School of Agriculture average by nearly $3,000/year. The average starting salary for graduates over the last 5 years is shown in Table 4.

Table 4. ASM Average Starting Salary Year ASM Average Salary Sch. of Ag. Avg. Salary

2003 $38,222 $33,985 2004 $36,441 $32,724 2005 $37,220 $35,416 2006 $41,500 $36,234 2007 $39,273 $39,631

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CURRICULUM IDENTIFICATION AND DOCUMENTATION

Admission Criteria to the University

Expectations for Freshmen Applications are reviewed on an individual and holistic basis. First and foremost, applicants must be prepared academically for the rigors of college and the academic demands specific to the Purdue college, school, or program to which they are seeking admission. In its individual review of each applicant, Purdue considers the following factors equally:

• Subject matter expectations • Overall grades in academic coursework • Grades related to intended major • Strength of student's overall high school curriculum • Trends in achievement • Class rank • Overall grade point average • Core grade point average (English, academic math, laboratory science, foreign

language, speech) • SAT or ACT score (including writing section) • Ability to be successful in intended major • Personal background and experiences • Information provided by high school guidance counselor (or other school

administrator) • Time of year the student applies • Space availability in the intended program

Purdue requires the SAT or ACT if a student has not completed one full year of college work upon Purdue enrollment. The writing section of the SAT or ACT is required. All applicants must graduate from high school or have a GED, and Indiana residents are given preference. High School Preparation Most students who are admitted to Purdue surpass the subject matter expectations listed in the chart below. Therefore, all students who plan to apply to Purdue are encouraged to exceed these expectations as well. Courses that qualify for the subject matter categories include the following:

• Math* -- algebra, geometry, advanced algebra, trigonometry, and calculus, but not computer, general, or business math.

• Laboratory Science* -- biology, chemistry, physics, earth/space science, physiology/anatomy, etc.

• English -- grammar, composition, literature, speech, and vocabulary, but not journalism, newspaper, yearbook, or theatre arts.

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*Math and science courses offered in high school technology preparation programs are acceptable only for the College of Technology. Subject Matter Expectations for Applicants Entering Fall 2008

College/School/Program High School Semesters or Equivalent

Math 1 Lab Science2 English Foreign Language3

Agriculture 6 6 8 4

Consumer and Family Sciences

6 4 8 4

Education 6 4 8 4

Engineering 6 6 (2 must be chemistry)

8 4

Health Sciences 6 6 8 4

Liberal Arts 6 4 8 4

Management 6 4 8 4

Nursing 6 6 (2 must be biology and 2 chemistry)

8 4

Prepharmacy 6 6 (2 must be biology and 2 chemistry)

8 4

Science 6 6 8 4

Technology 6 4 8 4

Undergraduate Studies Program 6 4 8 4

Veterinary Technology (Bachelor's)

6 6 (2 must be biology and 2 chemistry)

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Veterinary Technology (Associate)

4 2 biology, 2 chemistry

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1 Academic math includes algebra, geometry, trigonometry, calculus, analysis, etc. 2 Lab science includes biology, chemistry, physics, anatomy, physiology, earth/space science, etc. 3 Students do not have to take four semesters of the same foreign language. American Sign Language counts if it is part of a secondary school’s curriculum.

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Indiana Residents Only Core 40: Purdue University applauds the state's efforts to strengthen Indiana's high school students' academic preparation and expects all students graduating from high school to complete the Core 40 requirements. In addition to considering high school courses, Purdue will continue to use other factors such as grade point average, class rank, trends in achievement, honors courses, and test scores when reviewing applications for admission. We will evaluate applicants on an individual basis and in relation to their requested majors. Program limitations also will continue to be a factor in admission to certain majors. Academic Honors Diploma: All students considering a college education should complete a strong academic curriculum in high school, and Purdue encourages students to consider earning the Academic Honors Diploma. However, earning the diploma does not guarantee admission to any Purdue college, school, or program. Transfer Criteria College transfer student applications are reviewed on an individual and holistic basis. Such review encompasses much of the same criteria that applies to beginning college students, such as:

• High school subject matter expectations • Overall grades in academic coursework • Grades related to intended major • Ability to be successful in intended major • Personal background and experiences • Time of year the student applies • Space availability in the intended program

In addition, transfer applicants must satisfy criteria including GPA expectations in college-level coursework and program-specific prerequisites, grade requirements, etc. (see chart below).

If you did not meet the subject matter expectations while in high school, we will review your college transcript(s) to determine if you have made up those deficiencies. Admission expectations depend on the Purdue college or school you wish to enter.

Academic Program

Expected GPA*

Additional Expectations**

Agriculture 2.2-2.7 Check our closed programs page for availability of individual areas of study.

* Important Note: Having only the stated expected GPA does not guarantee admission. To ensure the integrity of our academic programs and to provide quality resources for students already admitted, the required grade point average and other criteria necessary for admission to a specific Purdue college, school, or program may change without notice. ** Applicants in their first semester of college may be admitted as transfer students based on their high school academic record, pending successful completion of their first college semester

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coursework. Otherwise, transfer applicants are expected to have completed a minimum of 12 college-level credits (developmental and/or remedial coursework does not apply) and must satisfy criteria including GPA expectations in college-level coursework and program-specific prerequisites, grade requirements, etc. Subject Matter Expectations for Applicants Entering Fall 2008

College/School/Program

High School Semesters or Equivalent

Math 1 Lab Science2 English Foreign Language3

Agriculture 6 6 8 4 1 Academic math includes algebra, geometry, trigonometry, calculus, analysis, etc. 2 Lab science includes biology, chemistry, physics, anatomy, physiology, earth/space science, etc. 3 Students do not have to take four semesters of the same foreign language. American Sign Language counts if it is part of a secondary school’s curriculum. Expectations for International Students Admission expectations for international students are similar to those for other students, with three exceptions:

1. a Test of English as a Foreign Language (TOEFL) score is required [GCE "0" Level English language exam score, International English Language Testing System (IELTS), or sufficient SAT verbal score may be used in place of the TOEFL];

2. need-based financial aid is not available for beginning students; and 3. admitted students must pay a one-semester fee deposit.

For more information, visit the Office of International Students & Scholars (ISS) Web site. ISS handles the admission process for international students and will assist you with academic, personal, and immigration-related matters. Contact: Office of International Students & Scholars Schleman Hall, Room 136 475 Stadium Mall Drive West Lafayette, IN 47907-2050 USA Phone: +1 (765) 494-5770 Fax: +1 (765) 494-6859 E-mail: [email protected] Admissions Inquiries and Procedures All inquiries about admissions (whether you are entering from high school, transferring from another institution, or re-entering after being out of school) should be addressed to: Office of Admissions; Purdue University; Schleman Hall; 475 Stadium Mall Drive; West Lafayette, IN 47907-2050; [email protected]; (765) 494-1776. Your first inquiry concerning admission should include (1) the amount of education you have

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completed; (2) your plans for further education, indicating your area of interest; and (3) the approximate date of your entrance to Purdue. When you are entering directly from high school, the Office of Admissions suggests that you file your application for admission early in your senior year. Transfer students should apply as early as possible.

Admission Criteria to the Program Admission to the ASM program is the same as those for the College of Agriculture, which follows the University guidelines. Other Related Programs Co-op or Internship Students have significant opportunities for internships with numerous companies. A majority of our students take advantage of these opportunities, with several opting for multiple internship experiences Associate Degree The ASM program offers a 2-year Associate Degree designed to meet the needs of students who, upon entry, do not want to complete the BS Degree, but are interested in expanding their knowledge base beyond the high school level. The program is not a watered-down curriculum, but rather is composed of courses that are used in the Bachelor of Science programs of study. All credits are transferable to baccalaureate degree programs. Plans of study must be developed in accordance with curricular requirements approved by the College of Agriculture faculty. Agriculture electives must be selected from courses offered or approved by the College of Agriculture faculty. A minimum 2.00 graduation index is required to earn the Associate in Agriculture degree in the ASM option.

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Categories of ASM curricula The subject matter distribution for Purdue’s B.S. degree in ASM in included in Table 5. The complete student handbook containing all degree requirements is included as Appendix B. Appendix B includes lists of all courses which satisfy categorical requirements. As part of the College of Agriculture requirements, students must satisfy multicultural awareness and international understanding requirements; they meet these requirements by choosing electives and selectives (selections from lists) appropriately. Table 5. Subject matter distribution of the Purdue undergraduate ASM program.

Course Number Title Credits

Math and Sciences

Technical Agriculture

Management Sciences

Agricultural Systems

ManagementHumanities and Social Sciences

Composition and

CommunicationAGR 101 Intro to College of Ag and Purdue Univ. 1 1ASM 104 Intro to Agricultural Systems 3 3CHM 111 General Chemistry 3 3ENGL 106 English Composition 4 4MA 220 Introduction to Calculus 3 3

Humanities Selective* 3 3ASM 231 Computer Applications in Agriculture 3 3CHM 112 General Chemistry 3 3COM 114 Fundamentals of Speech Communication 3 3

PHYS ____214 The Nature of Physics (3) OR 220 General Physics (4) 3 or 4 4Biological Science Selective 4 4

AGEC 203Introductory Microeconomics For Food And Agribusiness 3 3

ASM 211 Technical Graphic Communication 3 3ASM 221 Career Opportunities Seminar 1 1ASM 222 Crop Production Equipment 3 3

Biological Science Selective 4 4Agricultural Selective 3 3

AGEC 220 Marketing Farm Products 3 3AGRY 255 Soil Science 3 3ASM 245 Materials Handling and Processing 3 3ASM 350 Safety in Agriculture 1 1

Statistics Selective 3 3Math or Science Selective 2 or 1 1

ASM 336 Environmental Systems Management 3 3ASM 345 Power Units and Power Trains 3 3

AGEC 311 Accounting for Farm Business Planning OR MGMT 200 Introductory Accounting 3 3

OLS ____252 Human Relations in Organizations or 274 Applied Leadership 3 3Communications Selective 3 3Elective -- Unrestricted 3

AGEC 331 Principles of Selling in Agricultural Business 3 3

AGEC ____310 Farm Organization OR 330 Management Methods for Agricultural Business 3 3

ASM 333 Facilities Planning and Management 3 3Agricultural Selective 2 2Social Science Selective* 3 3Elective -- INTL UND+ 3

ASM 420 Electric Power and Controls 3 3ASM 421 Senior Seminar 1 1

AGEC 455 Agricultural Law or MGMT 455 Legal Background for Business I 3 3Agricultural Selective 3 3Humanities -- INTL UND OR Social Science Slective -- INTL UND* 3Elective -- Unrestricted 3

ASM 495 Agricultural Systems Management 3 3ASM 400+ Selective 3 3Agricultural Selective 3 3Humanities Selective* 3 3Humanities -- INTL UND OR Social Science Slective -- INTL UND* 3

Curriculum Total Credits 25 15 18 36 15 13Curriculum Total % 19 11 14 27 11 10ASABE ED-206 guidelines (%) 15 15 15 15 10 15

Subject Matter Distribution (credits indicated, 131 credits required)

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Mathematics and

statistics

6%

Science (biology,

chemistry, physics)

13%

Humanities and

social sciences

14%

Communications

10%Applied

engineering (ASM

courses)

28%

Business and

management

11%

Agriculture

11%

Electives

7%

Figure 1.Purdue ASM Courses. Subject Matter distribution.

TEACHING STAFF University Administrative Organization The Department of Agricultural and Biological Engineering is one of ten instructional units within the College of Agriculture. All staffing, budgetary, and policy or programmatic decisions are the responsibility of the Dean of Agriculture and the four Associate Deans (AcademiPrograms, Agricultural Research Programs, Cooperative Extension, and International Programs in Agriculture). The traditional land grant missions of teaching, research, and extension are fully integrated into these academic units. Most faculty hold splitof the three land-grant mission functions: teaching, research, and outreach. The departmental research and extension philosophy has been, and continues to be, problemdiscipline-based. Virtually every personnel from other departments. Within this climate, the scope of cooperation is also exceptional with other campus research units such as: Site Specific Management Center (SSMC), National Soil Erosion Research Laboratory (NSERL), Center for Food Safety and Engineering, Whistler Carbohydrate Center, Laboratory of Renewable Resource Engineering (LORRE), Laboratory for Applications of Remote Sensing (LARS), and the Environmental Science and Engineering Institute. Overall administrative responsibility in the Department lies with the Department Head, to whom all faculty report directly. The administrative structure of the department is shown in Figure 2.

Figure 2

University Administrative Organization

ricultural and Biological Engineering is one of ten instructional units of Agriculture. All staffing, budgetary, and policy or programmatic decisions

are the responsibility of the Dean of Agriculture and the four Associate Deans (AcademiPrograms, Agricultural Research Programs, Cooperative Extension, and International Programs in Agriculture). The traditional land grant missions of teaching, research, and extension are fully integrated into these academic units. Most faculty hold split appointments, usually between two

grant mission functions: teaching, research, and outreach. The departmental research and extension philosophy has been, and continues to be, problem-focused rather than

based. Virtually every research project and major extension program involves personnel from other departments. Within this climate, the scope of cooperation is also exceptional with other campus research units such as: Site Specific Management Center

on Research Laboratory (NSERL), Center for Food Safety and Engineering, Whistler Carbohydrate Center, Laboratory of Renewable Resource Engineering (LORRE), Laboratory for Applications of Remote Sensing (LARS), and the Environmental

Institute.

Overall administrative responsibility in the Department lies with the Department Head, to whom all faculty report directly. The administrative structure of the department is shown in Figure 2.

Figure 2. Purdue ABE organizational chart 14

ricultural and Biological Engineering is one of ten instructional units of Agriculture. All staffing, budgetary, and policy or programmatic decisions

are the responsibility of the Dean of Agriculture and the four Associate Deans (Academic Programs, Agricultural Research Programs, Cooperative Extension, and International Programs in Agriculture). The traditional land grant missions of teaching, research, and extension are fully

appointments, usually between two grant mission functions: teaching, research, and outreach. The departmental

focused rather than research project and major extension program involves

personnel from other departments. Within this climate, the scope of cooperation is also exceptional with other campus research units such as: Site Specific Management Center

on Research Laboratory (NSERL), Center for Food Safety and Engineering, Whistler Carbohydrate Center, Laboratory of Renewable Resource Engineering (LORRE), Laboratory for Applications of Remote Sensing (LARS), and the Environmental

Overall administrative responsibility in the Department lies with the Department Head, to whom all faculty report directly. The administrative structure of the department is shown in Figure 2.

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Academic Advisory Board In August of 1999, the Academic Advisory Board (AAB) was formed to provide a means to communicate insight and feedback from the alumni, government, and industrial perspectives to help guide and improve the ABE undergraduate programs. Over the past two years, the Board has focused on advising the Department and its Academic Programs Committee (APC) on issues related to the ABET review and its “outcome-based" assessment process which included the ASM program. The opportunity for faculty to share and discuss important academic issues with this group has been invaluable. We see this Board as an integral part of our continuous quality improvement process for our academic programs. Table 6. Academic Advisory Board members include:

Mr. Scott Benko Purdue, BS Ag Mechanization 1982 Employer: Haltom Equipment

Mr. William Carteaux Indiana Weslyan, MBA 1999 Purdue, BS Ag Mechanization 1984 Employer: The Society of the Plastics Industry, Inc.

Mr. Duane Crockrum Employer: Parker Hannifin Inc.

Mr. Kevin Eikenberry Purdue, BS Ag Mechanization 1984 Employer: Discian Group

Mr. Barry Gutwein Purdue, MS Ag Engineering 1985 Purdue, BS Ag Engineering 1980 Employer: Doctors Without Borders

Mr. Steve Havlik Purdue, MS Ag Engineering 1989 Employer: Kraft Foods, Inc.

Dr. Gerry Isaacs Michigan State Univ. PhD 1954 Purdue, MS EE 1949 Purdue, BS EE 1947 Employer: Retired

Ms. Jane Lavey Purdue, BS Ag. Engineering/BFPE 1992 Employer: Eli Lilly

Mr. Robert Martin Purdue, BS Ag Engineering 1957 Employer: Retired/Bridgestone/Firestone, Inc.

Mr. Michael Massonne Purdue, BS Ag Engineering 1988 Employer: DLZ

Ms. Cynthia McCracken Purdue, BS BFPE 2000 Employer: A.E. Staley Manufacturing

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Mr. Bruce McKenzie Purdue, BS Ag. Engineering 1950 Employer: Retired – Prof. Emeritus from ABE

Mr. Bart Nelson Purdue, BS General Ag 1961 Employer: Nelson Irrigation Corporation

Mr. Gerald Powell Purdue, BS Ag Mechanization 1985 Employer: Dow AgroSciences

Mr. Dale Reed Purdue, BS Ag Engineering 1953 Employer: Buran and Reed, Inc.

Mr. Jon Rettinger Purdue, MS Ag Engineering 1987 Purdue, BS Ag Engineering 1982 Employer: Self employed/Farmer

Dr. David Smith Univ. of IL, PhD 1973 Purdue, MS Ag Engineering 1969 Purdue, BS Ag Engineering 1967 Employer: Deere & Co. Tech. Center.

Ms. Anne Marie Smrchek Purdue, BS ABE 1998 Employer: City of Indianapolis

Mr. Jason Stonecipher Purdue, BS Ag Systems Management 1996 Employer: Westland Corporation

Dr. Rebecca Thompson Purdue, BS Ag Engineering 1993 Employer: Kellogg Company

Mr. Lee Tolbert Employer: Deere & Company – Waterloo Works

Dr. Kurt Waananen Purdue, PhD Ag Engineering 1989 Purdue, MS Ag Engineering 1987 Wash. St. Univ, BS 1985 Employer: General Mills, Inc.

Mrs. Katherine Wettschurack Purdue, BS Ag Engineering 1992 Employer: Tyler Machinery Company

Mr. Harvey White

White Hydraulics

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Curriculum Evaluation and Development Just as the input of the Academic Advisory Board is essential to the process of establishing educational goals for the Department, input from students and course instructors is essential to the continuous improvement of courses offered by the ASM program. The course evaluation forms located in Appendix (E/H) have been used for several years; each evaluation form is based upon a set of program outcomes that has been created for the ASM academic program. Data from course evaluations are used in annual faculty reviews and for course refinements. Each graduating senior is also asked to take a written survey immediately prior to graduation. (See Appendix (E/H).) Figures 3, 4, and 5 show results based on 70 responses over the most recent 3 years. Figure 3 is an indirect measure of the Purdue ASM program’s ability to help students achieve the educational outcomes of the program. Students indicated “anticipated importance” for each outcome exceeding 3.5 (on a 5.0 point scale) indicating some congruence with the faculty point of view. Assessment of the program ranged from 3.6 to 4.3 indicating the program is very good. Relative weaknesses in the area of computer tools, contemporary and social issues, and data interpretation are being addressed through course revisions. Figure 4 is a summary of student assessment of general education and agricultural and basic science instruction. Competency scores were lowest (near 3.0 out of 5.0) for chemistry and physics. These were correlated to low assessment of quality of instruction. Many Purdue ASM students focus on crop production and obtain a minor in farm or agribusiness management; competency scores in crop and soil sciences and management were highest and were near 4.0. Figure 5 summarizes student assessment of ASM instruction. All scores for quality of instruction and competency exceeded 3.0. A relatively weak area appeared to be precision agriculture (for which a new faculty position has opened). Relative strength areas (competency scores exceeding 4.0) included management, safety, power units, facilities, crop production, and equipment. In addition to the written survey, graduating seniors actively participate in a group exit interview with the department head (generally with very good attendance and enthusiastic participation). In the interest of continuous improvement, a summary of this student input and the Purdue ASM faculty response is included in Table 7. Table 7. Summary of senior exit survey suggestions for Purdue ASM improvement. Graduating senior input Purdue ASM faculty response/plan Capstone project course was too unstructured, planning the prior semester may be needed; feedback on projects is needed

The senior seminar course, taken in the fall, now includes project management and gets students to the proposal stage prior to their last semester.

In ASM, students need help to better understand minors

The new Excel workbook for advising and a specific “ASM student handbook” as in the Appendix should help.

Advice on electives is needed earlier

The new-to-Purdue online registration will require students to take more ownership of their own curriculum. The advising manual

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and regular advisor meetings should help clarify elective choices.

ASM is a good broad curriculum; students appreciate the flexibility to obtain minors.

The flexibility and breadth will be maintained.

Figure 3. Assessment of the Purdue ASM program’s ability to meet educational outcome

statements of alumni capabilities and skills (from graduating senior surveys, n=70).

0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00 4.50 5.00

An understanding of agricultural systems management profession and practice.

The ability to understand and apply knowledge of mathematics, agricultural

sciences, economics and management

An understanding of, and the ability to, identify, formulate, layout and solve

problems for agricultural systems.

The ability to plan a system or process to meet desired goal subject to constraints.

The ability to plan and/or conduct field studies and analyze and interpret data.

Effective use of appropriate techniques, skills, and state-of-the-art computer tools

necessary to operate, manage, or support agricultural systems.

An understanding of the global and societal impact of decisions made when

developing or supporting agricultural systems.

A knowledge of contemporary issues.

Appropriate and effective writing, speaking, and listening skills.

The ability to contribute effectively to a multi-disciplinary team.

The ability to practice ethical responsibility in personal and professional life.

An appreciation for the value of life-long learning.

Anticipated Importance Program Assessment

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Figure 4. Assessment of general education and agricultural and basic sciences instruction in

Purdue’s ASM program (from graduating senior surveys, n=70).

Figure 5. Assessment of Agricultural Systems Management instruction in Purdue’s ASM program (from graduating senior surveys, n=70).

0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00 4.50 5.00

Mathematics

Physics

Chemistry

Biological Sciences

Economics

Animal Sciences

Soil Sciences

Crop Sciences

Speaking Ability

Writing Ability

Management/Supervision

International Understanding

Liberal Arts (Humanitites)

Quality of Instruction Level of Competency

0.00 0.50 1.00 1.50 2.00 2.50 3.00 3.50 4.00 4.50 5.00

Technical Graphics

Computer Applications in Agriculture

Equipment Operation, Selection, and Management

Crop Production Systems

Material Handling and Processing

Facilities Planning and Mangement

Power Units

Fluid Power and Transmission/Hydraulics

Agricultural Safety

Environmental Issues and Waste Managemnet

Farm Management

Agribusiness Management

Marketing Agricultural Products

Electric Power and Controls

Soil and Water Conservation Management

Precision Agriculture Applications

Grain Handling, Drying, and Storage

Agricultural Structures

Quality of Instruction Level of Competency

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ADMINISTRATIVE AND RESOURCE SUPPORT Teaching Allotments (FTE) Personnel Trends

1. Faculty Positions The number of Agricultural and Biological Engineering faculty members has increased by 29 percent since 2001. The Department currently has 27.3 FTE faculty members including two department Heads, ABE and Engineering Education, two Associate Deans of Engineering, and one Associate Dean of Agriculture. The department is currently seeking to fill two additional positions, one in biological engineering, the other in ASM. The current faculty, as distributed by mission, is 11.4 FTE teaching (academic), 3.9 FTE extension, and 12 FTE research.

2. Post-doctoral and Other Professional Staff

The department currently employs two visiting professors, three research faculty, 20 post-doctoral, and 21 administrative/professional staff. Of that group, 4.0 FTE are budgeted to appropriated monies; others are supported by competitive project funding. These appointments are reviewed annually by the Head and the faculty member whose project supports them.

3. Clerical/Service Staff

There are currently 9.5 FTEs in clerical staff and 1.0 FTE in service (machine shop personnel) positions. 1.5 of the clerical positions are assigned to the Department’s Business Office; .75 FTEs are budgeted to externally funded projects. All of these appointments are reviewed annually by the Head and the faculty members whom they support.

4. Graduate Staff

At the present time, including graduate students directed (and employed) by adjunct and courtesy faculty and students directed by ABE faculty with courtesy appointments in other departments, there are 85 graduate students. Of that group, seven FTEs are on teaching assistantship appointments; all others are on research assistantships or fellowships.

Faculty Vitae (see Appendix D for those faculty teaching ASM courses) Table 8. Faculty and areas of specialization

Faculty

Office

Campus Phone (49-___)

Email ([email protected])

Area of Specialization

Vincent F. Bralts (Assoc. Dean of Engineering)

ENAD 111

45349 bralts Irrigation design and management; Hydraulic network analysis using Finite Element Method; Water quality modeling; International development.

Dennis Buckmaster ABE 217 69512 dbuckmas Machine systems: forage and biomass harvest, storage and delivery

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Osvaldo Campanella FS 2151 66330 campa Food process engineering. Food Rheology. Food Extrusion, evaporation. Food processes simulation.

Natalie J. Carroll AGAD 216

48433 carroll Soil and water engineering; Finite Element Models; Youth environmental programs.

Indrajeet Chaubey ABE 216 45013 ichaubey Ecohydrology, solute and sediment transport, best management practices to minimize nonpoint source pollution, spatial variability of natural processes, land use terrestrial and aquatic processes, integrated watershed/water quality management technology, mathematical modeling, and application of geographic information systems and remote sensing

Keith A. Cherkauer ABE 312 67982 cherkaue Remote sensing, hydrology models, environmental change, land-atmosphere interactions, the hydrologic cycle, the impact of snow and soil frost on the surface water, energy balance in the upper Mississippi River basin, applicability of aircraft- and satellite-based thermal remote sensing to monitoring stream temperatures.

Heidi Diefes-Dux ENAD 206

43887 hdiefes Educational methods research as it pertains to the development of engineering courses and curricula. Food process engr - unit operations, process, and plant modeling and optimization through experimentation and theory.

Bernard A. Engel (Dept. Head)

ABE 218 41162 engelb Artificial intelligence; Expert systems; Simulation; Soil and water engineering; Natural resource conservation and management; Geographical information systems.

Daniel R. Ess ABE 311 63977 ess Development and analysis of information intensive agricultural production systems.

William E. Field ABE 308B 41191 field Agricultural safety and health; Breaking New Ground Resource Center.

Dennis C. Flanagan (Adjunct)

SOIL 107 47748 flanagan Soil and water resources; Erosion mechanics, prediction, and control; Sediment deposition; Water quality

Jane Frankenberger ABE 208A

41194 frankenb Water quality; Watershed protection; Soil and water engineering; Geographical information systems; Hydrologic simulation modeling

Kamyar Haghighi (Head, Engineering Education)

ENAD 203

43884 haghighi Finite element modeling and analysis; Computational techniques; Design and automation; Knowledge-aided mechanical design; Machine systems Engineering.

Albert J. Heber ABE 215 41214 heber Building ventilation; Indoor air quality; Air pollution; Wood coatings.

Klein E. Ileleji ABE 309 41198 ileleji Grain quality , post-harvest engineering, sensors and Process Controls, biomass production and

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handling, production of energy crops, new technology development, biomass characterization, and production, densification and post-harvest technologies for biomass utilization.

Joseph Irudayaraj NA 41162 josephi Sensor device fabrication and study of individual molecules using confocal spectroscopy and microscopy to better understand their mobility and interaction. Applications include health and food.

Monika Ivantysynova ABE 314 66578 mivantys Modeling of pumps, motors, actuators, and complex fluid power systems, advanced CVT transmission concepts, energy saving actuator technology

Don D. Jones ABE 208B 41178 jonesd Structures and environment; Home and agricultural waste management.

Gary W. Krutz ABE 213 41179 krutz Power and machinery; Fluid power electronic control for machinery applications; Agricultural sensor development.

Michael R. Ladisch POTR 216 47022 ladisch Biotechnology and bioprocess engineering; Bioseparations; Chemical reactor design and kinetics; Biomass conversion.

Chang Lu ABE 217 41188 changlu Microfluidics and Nanobiotechnology. Microfabricated biosensors for food safety. Drug delivery using microfluidic devices. Single molecule biophysics using fluorescence spectroscopy.

John Lumkes ABE 216 41173 lumkes Electrohydraulics; on- and off-road vehicle design; drive-by-wire control systems; and diagnostics and prognostics for hydraulic and pneumatic systems

Rabi H. Mohtar ABE 321 41791 mohtar Environmental resources engineering; Numerical methods; Simulation models to improve utilization of natural resources; Hydrological systems interaction with the environment; Irrigation systems.

Mark T. Morgan FS 1161 41180 mmorgan Electronic sensing of food properties; Design of food processing control systems.

Nathan S. Mosier ABE 211 62044 mosiern Bioprocessing Rrenewable resources to fuels, chemicals, & pharmaceuticals. Biocatalysis.

Ganesan Narsimhan FS 2247 41199 narsimha Food engineering; Bioseparations; Food emulsions and foams; Functional properties of proteins.

Martin R. Okos FS 1171 41211 okos Food process engineering; Computer aided design of food processes; Heat and mass transfer in foods; Fermentation and biological reactor design; Properties of food; Biological products.

Marshall Porterfield ABE 319 41195 porterf Biological engineering, sensor technology and

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instrumentation, BioMEMS, eukaryotic cell signaling, space and gravitational biology

Jenna L. Rickus ABE 214 41197 rickus Biosensors; Bio-nanotechnology; Mathematical Modeling.

Richard L. Stroshine ABE 308 41192 strosh Physical properties of agricultural materials; Sensing food quality; Grain quality; Grain drying; Handling storage; Grain Harvesting.

Bernard Y. Tao FS 3239 41183 tao Biocatalysis; Biomaterials utilization; Recombinant genetic engineering; Carbohydrate enzyme technology.

Financial resources devoted to program Historical Funding Pattern by Sources Over the past six years we have averaged a steady growth in the Department’s budget. The annual expenditures have grown by approximately 105%, having an annual growth rate of approximately 17.5% percent, for an estimated total of $10.9 million estimated for the 2007-08 fiscal year (Figure 6). Much of this growth is due to the increase in appropriated funds to support new faculty positions and salary increases.

Figure 6. Expenditures by source of funds.

Role and Emphasis on Outside Funding All program areas in the Department are required to seek funding to augment state and federal appropriations. Excellence and innovation cannot be sustained without success in this arena. Funding by program mission is shown in Figure 7.

$0

$1,000,000

$2,000,000

$3,000,000

$4,000,000

$5,000,000

$6,000,000

$7,000,000

$8,000,000

$9,000,000

Hard Funds

Soft Funds

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Figure 7. 2000-2008 Expenditures by mission.

Figure 7 illustrates that the return on investment of each research dollar in 2001-2008 was over 130% and extension showed a return of over 250%. This return on investment of state and federal research dollars is funded primarily by competitive institutional sources such as the USDA, EPA, NRCS, NSF, IDEM, ISDH and IDNR as well as industrial companies such as Caterpillar, Ford, Deere, Kraft, Parker Hannifin, Sauer Danfoss, Frito Lay, Indiana Soybean Board, and General Mills. However, if factors such as student tuition, gifts of equipment, and endowed scholarships from external funds were considered, the return on investment would be equally impressive. State and federal sources provide the appropriated funding (historically, though inaccurately, referred to as “Hard funds”) and external (competitive or “Soft funds”) come from both private and public sources. Because the largest share of competitive public funding originates from federal agencies, it is apparent that federal dollars support nearly half of the department’s research budget (Figures 8 and 9). However, external industrial support has risen significantly over the course of the past 6 years and we anticipate that trend will continue.

Figure 8. 2002-2007 income source trends.

-

500,000

1,000,000

1,500,000

2,000,000

2,500,000

Extension

Research

Teaching

$0

$1,000,000

$2,000,000

$3,000,000

$4,000,000

$5,000,000

$6,000,000

Ext Industry

Ext Public

Federal

State

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The Role of Development Historically state institutions have relied heavily on state and grant support for funding. More recently, the role of alumni and friends, as well as industrial corporations in the support of University laboratory equipment, scholarships and facility renovations, has become increasingly important. During the last five years, the Department has made a concerted effort to enhance the ties with our alumni and friends through the establishment of the ABE Development Committee in 1997. This committee has met biannually to discuss and identify issues for departmental action and consideration. Communications with our alumni and friends has also been improved through the publication of our biannual newsletter. This publication, with a circulation of about 3000 copies per issue, typically includes information regarding department improvements, latest research trends, student activities, alumni news, scholarship recipients, donor gifts, and social activities. Our improved communication and relations with alumni and industry has resulted in consistent overall giving to the Department both in cash donations as well as "in kind" gifts (Figure 9).

Figure 9. Gifts to ABE from individuals and corporations. In many cases, development funds allow us to leverage university and industrial grants. We consider these funds necessary for the margin of excellence required to maintain ASM and ABE programs which are among the best in the U.S. How the Monies are Spent A university is, by definition, a “people intensive business.” Approximately half of yearly expenditures are for salaries and wages (S & W). Capital equipment and supplies and expenses (S & E) make up the other half of expenditures (Figure 10).

$0

$100,000

$200,000

$300,000

$400,000

$500,000

$600,000

$700,000

Total Individual gifts

Total Corporation Gifts

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Figure 10. Expenditure distribution by category.

Figure 11. Expenditures of appropriated dollars by departmental mission.

Figure 11 is included to show the breakdown of hard funded expenses as they relate to the three major missions of the department: extension, research, and teaching. Extension expenditures have remained steady; teaching expenditures have fluctuated with no clear trend; research expenditures, however, have shown a steady increase in most years covered by this report.

47%

36%

17%

2006-07

S&W

S&E

Capital Equipment

$0.00

$500,000.00

$1,000,000.00

$1,500,000.00

$2,000,000.00

$2,500,000.00

Extension

Research

Teaching

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Physical Facilities Devoted to Program Facilities and Equipment This section describes current Department facilities, summarizes recent renovations and enhancements, and presents plans for continued enhancements of existing facilities. The final section presents possibilities for meeting long-term facilities needs. The Department staff and laboratories are located largely in the Agricultural and Biological Engineering Building (Figures 14 and 15). In 1998 four food process engineering faculty moved their offices and laboratories to the newly constructed Food Science Building. The MAHA Fluid Power laboratory (approximately 20,000 ft2 is located off campus. Department faculty are actively involved in cross-disciplinary efforts, especially within the College of Agriculture and the College of Engineering. These partnerships allow access to a range and quality of facilities that would otherwise not be available. The shared facilities contribute to the quality of the research program and are also valuable for extension and teaching efforts. Department personnel cooperate with, and utilize laboratories and/or offices at, the following locations: Site Specific Management Center (SSMC), USDA/ARS National Soil Erosion Research Laboratory (NSERL), the Laboratory of Renewable Resources Engineering (LORRE), and the Purdue Agricultural Centers (PAC’s). A significant portion of the biosensor research conducted by ABE faculty is done in Discovery Park facilities. Much of the biofuel research is conducted in the LORRE facilities. Although the primary resource of our Department is its motivated and capable faculty and staff, good facilities can enhance productivity and help the Department more effectively fulfill its mission. The Agricultural and Biological Engineering Building itself provides 40,300 assignable square feet (ASF) with a gross area of 60,380 square feet. Facilities in the Food Science Building include four new research laboratories (3,962 ASF) and 13 offices (1,570 ASF) serving six staff (four of whom are faculty) and 21 graduate assistants or postdoctoral researchers. In addition, the Department has a post-frame building near the Purdue Airport that is suitable for storage of equipment and supplies (5,740 ASF). Although a Coating Application Research Laboratory (CARL) with 1,373 ASF is assigned to the Department, it is presently being used by Engineering Interdisciplinary Programs under the direction of the Dean of Engineering. The guiding philosophy used in allocating space in the ABE Building is to locate classrooms, offices, and computer laboratories in the north portion of the building. The two primary classrooms (204 and 205) are located in the middle of the second floor. At the present time, the University schedules several classes from outside the Department in rooms 204. The teaching laboratories are located on the first floor in the east and west ends and near the middle of the building, adjacent to the computer laboratories. The southernmost portion of the building is used primarily for research. This arrangement confines the majority of the “traffic” to the front of the building, thereby improving security and limiting the disruption of research activities.

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Figure 12. ABE Building Layout (first floor)

29

Figure 13. ABE Building Layout (2nd and 3rd floors)

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This section describes current Department facilities, summarizes recent renovations and presents plans for continued enhancements of existing facilities. The final portion of this section presents possibilities for meeting long-term facilities needs. The Department staff and laboratories are located primarily within the Agricultural and Biological Engineering Building (Figures 12 and 13). At present, ABE faculty, staff and graduate students are housed in five buildings: ABE, Food Science, Potter, Bindley and INOK. All buildings are located on the Purdue campus except for INOK which is approximately 1 ½ miles north of campus. Most ABE faculty are actively involved in cross-disciplinary efforts, especially within the Colleges of Agriculture and Engineering. These partnerships allow access to a range and quality of facilities and expertise that would otherwise not be available. The shared facilities contribute to the quality of ABE’s research, extension and teaching efforts. Department personnel cooperate with, and utilize laboratories and/or offices at, the following locations: USDA/ARS National Soil Erosion Research Laboratory (NSERL), the Laboratory of Renewable Resources Engineering (LORRE), Bindley nanotechnology and the Purdue Agricultural Centers (PAC’s). Although the primary resource of our Department is its motivated and capable faculty, staff and students, excellent facilities increase productivity and enhance the Department’s ability to more effectively fulfill its mission. The Agricultural and Biological Engineering Building itself provides 40,300 assignable square feet (ASF) with a gross area of 60,380 square feet. Facilities in the Food Science Building include four research laboratories (3,962 ASF) and 13 offices (1,570 ASF) serving six staff (four of whom are faculty) and 21 graduate assistants or postdoctoral researchers. ABE Building Within the ABE Building, classrooms, offices, and computer laboratories are located in the main (north) portion. This part of the building consists of three levels plus a full attic (used for long-term storage and to house the Department’s central computer servers and disk storage as well as general storage.) There are two primary classrooms (204 and 205) located near the middle of the second floor. At the present time, classes from other departments are scheduled in Rom 204 by the University. Within the ABE building, lectures are also held in 301 and 212, which also double as Departmental conference rooms. Teaching/research laboratories are located on the first floor at both ends of the main corridor and in the central and west southern wings of the building. A metal and wood fabrication shop is located in the east wing. Two computer laboratories (15 workstations each) are located off the main corridor in the main section of the first floor. The southernmost wings of the building (Figure 15) are used primarily for research and applied teaching activities. The central wing is used by upper class students for their capstone design project during the spring semester, and houses very large equipment used for teaching activities. This arrangement confines the majority of student traffic to the front (north) portion of the building, thereby improving security and limiting the disruption of research activities. Recent Building Improvements 316 converted from grad computer lab to faculty office space 301 converted from obsolete drafting lab to large conference room that can hold entire faculty, and which can be split into two smaller conference rooms 306 and 307 converted from graduate housing to AP staff

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304 and 305 renovated to more modern graduate office space with computer connections 113 converted from a food processing laboratory to olfactometry laboratory In 2005, renovation of classroom 301 into conference room/classroom space was completed. ABE 316 was renovated from computer lab space to an 8-station grad student office. The Environmental Quality Laboratory (EQL) in 101 was modified to accommodate the biosensors lab. The spaces now occupied by the EQL is 102C and 106E. The air quality space in 102A was repainted and set up to accommodate a multimillion dollar air quality project (NAEMS). ABE Computer Facilities The Department has maintained a superior computational environment for two decades via a highly networked workstation/server environment; today implemented with state-of-the-art Microsoft and Sun engineering workstations and servers. Computers are such vital, pervasive tools for engineers and managers that virtually every Department program benefits from the strength of these facilities. However, several are critically dependent upon this environment:

• Mathematical Modeling and Simulation - Systems analysis and integration with decision support systems and process design evaluation.

• Digital Multi-Media - Development of more effective learning paradigms using new technologies and the global information warehouse.

• County Connectivity - On-line access to most county extension offices in the state. • Geographic Information Systems (GIS) - Allows storage, analysis and visualization of spatial

data for planning and visualization. • Visualization and Computer Aided Engineering (CAE) - Development of new engineering

design tools and teaching support, using state-of-the-art workstations and software. The ABE department is a member of the Engineering Computer Network (ECN) which provides computing support to the department owned computer equipment. ABE has over 290 desktop and laptop PCs running the Microsoft Windows XP Professional operating system. ECN provides software tools to install, update and manage the computing environment so students, staff and faculty have access to the latest in engineering software. All computing data available to the PCs is stored on two ABE owned Sun V440 fileservers running the Solaris OS. ECN also provided back up services for all active data stored on the ABE system. High speed local area network links up to Gigabit speeds and secure wireless networking are provided thoughout the ABE building by the Information Technology at Purdue (ITap) department. ITap also provides networking service across the entire campus and to the rest of the world. With this support service, the ABE computing system is able to provide world-wide access to unique modeling services. Three instructional computer labs are available:

• ABE 105 – 14 Windows XP workstations for departmental teaching • ABE 106A – 16 specialized Windows XP workstations instrumented for real-time data

acquisition and control, including three custom-built instrumentation benches. • ABE 116 – 16 Windows XP workstations for departmental teaching.

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• Some of the extensive software packages available on ABE computers include: • Office productivity tools – MS OFFICE, ENDNOTE, MATHTYPE, MACROMEDIA

STUDIO, INTERNET EXPLORE, MOZILLA FIREFOX and THUNDERBIRD • Engineering modeling tools – ANSYS, COMSOL, EASY5, FLUENT, GAMBIT,

HYPERWORKS, MATHCAD, MATLAB, MULTISPEC, MS VISUAL STUDIO, SUPERPRO, WEPP

• Computer Aided Engineering – AUTOCAD, PROENGINEER, SURFER7 • Data acquisition and controls – LABVIEW, SAS • Geographic Information Systems – ARCINFO, ARCVIEW, ARCGIS, SSTOOLBOX

Microcomputers perform real-time laboratory control of experiments through data acquisition and dynamic control functions. Field research utilizes battery-powered data loggers and microcomputers to internally store data for transmission to the department via telephone interrogation. The department also benefits from access to labs and classroom computers and projectors (ABE 105, 106a, 116, 204 and 205,212 and 301) managed by the Information Technology at Purdue (ITaP) organization as well as two portable projectors used in extension and, on occasion, for teaching and other presentations.. Our faculty, staff and students use ITaP labs in other buildings across campus for instructional purposes. The organization is responsible for planning, coordination and maintenance of the central computing and telecommunications systems on the West Lafayette campus, along with media production and distance-learning services. ITaP was formed in 2001 (previously known as PUCC – Purdue University Computing Center), bringing together several related areas of computing and telecommunications as a result of Purdue's vision for seamlessly integrating information technology with learning, discovery, engagement, and business enterprise of the University. In the years since, ITaP has formed partnerships with distributed IT groups within the University, led development of the IT strategic plan to support University decisions, and launched numerous new projects.

Laboratories Associated with ABE:

Biomaterials Properties Laboratory (ABE Room 110) (Richard) The Biomaterials Properties Laboratory is used for teaching and research related to the engineering properties of biological materials. An MTS/Sintech Servo-mechanical Universal Testing Machine (maximum capacity 10,000 lbs) is located in the laboratory. It has a dedicated micro-computer and interactive controls allowing automatic control of crosshead speed and movement, data collection, and real-time data analysis. In March of 2000 the PC was upgraded and Testworks 4.0 software was installed. The new software accesses the Department’s computer network. This permits files to be saved to the user’s account and the printing of files and reports on network printers. The laboratory also has magnetic resonance sensing equipment that is used for research on magnetic resonance sensing of food composition and quality, and for detection of internal damage of fruits and vegetables. In 1998, rheological measurement and pilot scale extrusion equipment, which were previously located in this laboratory, were relocated to the Food Science building.

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Sensors and Instrumentation Laboratory (ABE Room 106A) The Sensors and Instrumentation Laboratory is used primarily for teaching. The laboratory has three instrumentation benches equipped with various transducers, including flowmeters, thermocouples, pressure transmitters, control valves, pumps, and heaters. The benches are equipped with PC’s containing data acquisition cards. Students program most data acquisition operations with site-licensed LABVIEW and NI-DAQ software purchased from National Instruments. Other equipment available in the laboratory includes three oscilloscopes with function generators, six multi-channel power supplies, and six National Instruments accessory boxes capable of generating periodic waves, temperature signals, digital inputs and outputs, and shaft encoder outputs. Students also build their own signal conditioning circuits using electronic components and an array of modern sensors, including thermocouple, RTD and thermistor temperature probes, LVDTs, load cells and strain gauges. All the data acquisition systems are internet compatible and can be accessed worldwide. The sensors and instrumentation lab is also used for teaching “technologies for precision agriculture”. The computers are equipped with ActiveSync, which enables the transfer of site-specific, field data collected with any of the 11 iPAQ pocket PCs which have FarmWorks SiteMate and ESRI’s Arcpad installed. The GPS devices include 12 Trine GPS with WAAS differential correction, and 6 Trimble AG132 DGPS receivers. One of the Trimble GPS units is able to receive real-time satellite differential correction (annual subscription fee paid). The others are limited to receiving the Coast Guard Beacon differential correction signal. A donation from AgLeader and funds from Agrowknowledge enabled a team of senior students in Agricultural Systems Management to construct a fully functioning Gain Yield Monitor Simulator (GYMS) based on an Insight monitor. Another lab simulator is available for the Green Star Yield Monitor (John Deere). A Variable-Rate Seeding Simulator (VRSS) is based on an AgLeader PF3000 monitor and a Rawson controller. Raven Industries has provided a SmarTrax system which is installed on a CNH3415 tractor. A Trimble (AgLeader) EZ-Steer has been installed on a Kubota RTV. A tractor equipped with AutoTrac (and GreenStar 2 system) is provided on annual lease from the John Deere Foundation. These three vehicles enable students to gain hands-on experiences with automatic, controlled steering. In addition, there are 3 light bar systems (SatLoc, Trimble, and Raven) for teaching students about guidance technologies. Students also gain hands-on experiences processing data with software such as SSToolbox (ArcView based), and SMS Advanced which are installed in ABE 116/118. Students in the technologies for precision agriculture course see demonstrations and have limited access to other mapping software such as APEX. Dynamometer and Large Engines Laboratory and Small Engines Laboratory (ABE Room 102) A donation from John Deere combined with departmental funds were used to purchase six 12 hp Kubota engines in November of 1995 and six 60 hp John Deere engines in January of 1996. The six 12 hp Kubota engines are used in the Small Engines Laboratory for agricultural systems management classes (ASM 104 and ASM 201). The 60 hp engines are used in Purdue’s Fluid Power and Large Engines Teaching Laboratory for dynamometer tests conducted in laboratories for ABE 545 and ASM 345. In December of 2000, John Deere contributed eight 22 hp diesel engines to the Department. They are also being used in ASM 104 and ASM 201.

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In December of 1999, the Department received a Dyne systems dynamometer to replace an aging dynamometer also located in the laboratory (ABE Room 102). The unit uses a 400 amp, 460-volt electrical connection. The dynamometer is equipped with a data acquisition system and controls that permit testing similar to that routinely conducted by engine manufacturers. Engine speed or torque may be controlled, and data collection in ASM and ABE courses includes speed, torque, power, fuel consumption, exhaust gas temperature, and throttle setting. There is capability for other measurements as well. Air Quality Laboratory (ABE Room 113, 102, 102D) (Heber) The Purdue Agricultural Air Quality Laboratory (PAAQL) specializes in odor assessment using olfactometry, chemical analyses using GC-MS-O and FTIR Spectroscopy, and continuous emissions monitoring of ammonia, hydrogen sulfide greenhouse gases, and particulate matter. Its capabilities include state of the art analytical equipment for sample analysis on the premises. Quality research can be performed under specific controlled settings in an environmentally controlled laboratory. A buoyant and convective flux chamber (BCFC) can be used for estimating lagoon emissions, and mobile laboratories allows continuous emissions monitoring on site. PAAQL personnel have been working on the science and research of agricultural air quality and air emissions since January of 1994. They are leading the National Air Emissions Monitoring Study involving all major aspects of the lab’s capabilities, including VOC analysis and olfactometry. In 2002, Room 102D a partition wall was extended to create an additional lab which was designated 102E - Air Quality Lab. Room 113 Purdue Agricultural Air Quality Lab (PAAQL) was renovated. Bioprocess Engineering Laboratory (ABE Room 102D) The Bioprocess Engineering Laboratory has facilities for conducting chemical analyses of plant biomass samples, including moisture content, ash content, carbohydrate profile, and lignin content. Major equipment include natural and forced convection ovens, an ashing furnace, Soxhlet extraction apparatus, UV/Vis spectrophotometer, halogen moisture balance, Wiley mill, balances, and a small autoclave with steam generator. It is available for use by students in the School of Agriculture as well as other schools on campus for conducting these analyses. It is expected that this laboratory will ultimately improve recruitment, retention, and placement of the Department’s engineering students with interest in biological processing, especially biofuels production. Improvements to this lab to allow for more biomass sample analyses, including ASTM and ASABE standard procedures for bulk density, and forage nutritional analysis will be needed in the next five years to add to the analytical capabilities in ABE related to biofuels research. Set-up and operation of the laboratory is being coordinated by Nathan Mosier, an Assistant Professor who arrived on campus in April of 2003. Water Quality Laboratory (New) (Indrajeet, Rabi and Jane) Water Quality Laboratory (New) (Indrajeet, Rabi Jane and Keith) The Environmental and Natural Resources Engineering group uses parts of three laboratories for water quality research and teaching.

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• The Environmental Field Preparation Lab, in ABE 106E, is used for preparation and testing of field equipment and initial processing of samples. It provides critical support for water quality field research that takes place on Purdue research farms, private farms, and in streams and ditches around the state. Research projects that use this lab total more than $600,000. This lab is approximately 400 square feet, and is used for research, testing, and field preparation using equipment that tolerates uneven temperatures and dust.

• The Water Quality Analytical Lab is currently located in a small portion of ABE 101, but is in need of a larger space to accommodate research being conducted by several graduate students. This lab is used for water quality and soil analyses using modern electronic equipment that requires clean and climate-controlled conditions. Current equipment includes full soil medium characterization set up to measure simultaneously shrinkage/swelling moisture content, volume change and stresses, and and an Ion Chromatograph. In addition, Dr. Chaubey has extensive resource commitments that are being held up for lack of space, and additional equipment will be purchased as space becomes available. Research funding that requires this lab totals more than $100,000.

• The Environmental Teaching Lab, located in 106E. It will be used for a number of soil and water lab exercises primarily for ABE 325, Soil and Water Conservation Engineering. This lab space is shared with ASM 201 and various other courses. Equipment includes soil aggregate analysis, soil moisture measurements and state of the art surveying equipment.

*(Number of grad students using labs: Chaubey 3, Frankenberger 2, Cherkauer ___, Mohtar 2)

Research activities can be divided into two categories based on the nature of the laboratory work: clean room for sensor development and sample analysis (nutrient content, pH, DO, etc.); and wet-lab space for soil and water sample processing. The Environmental and Natural Resources Group shares ABE 101 as a clean room with the Biosensors group to perform soil and water sample analyses. An area of approximately 400 ft2 is currently under development to support wet-lab activities in ABE 106. This space will be shared by four current ABE faculty members (Chaubey, Cherkauer, Frankenberger, Mohtar) and a number of graduate students working with these faculty. This space will have storage capability to house various field equipments when not in use for field data collection. The wet-laboratory in ABE 106 will have the following:

1. Bench space for many constantly changing experiments, that could also be used for the course labs. It will have capacity to accommodate 20 students, as well as provide space for at least four graduate students working on very different experiments.

2. Source of water, for testing equipment that measures water and soil. “Wet” equipment and experiments would be focused at one end of the lab.

3. A clean area for testing sensors and other computer-related equipment. The sensors will be built on some of the flexible bench space listed in (1), but needs to be relatively clean and dry.

4. Flexible (open) space for equipment that will be used from time to time, such as soil refractometer, air sparging, soil bin, sieving, grinding, filtering.

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5. Drying oven and refrigerator. 6. Storage for soil and water measurement equipment 7. Storage space for surveying equipment 8. Internet access 9. Telephone connection 10. White board to support teaching/research that will take place in the lab.

Critical additions needed for the ENRE research group are: (1) adequate laboratory space to accommodate both wet and clean room activities and to accommodate various laboratory classes taught in ENRE; (2) a hard funded laboratory manager to maintain all equipment and to provide technical support on various data analysis and to train undergraduate and graduate students; and (3) analytical equipment to analyze water samples from teaching and research projects. Room 101 (Joseph) Bioprocess Engineering Laboratory (ABE Room 102D) The Bioprocess Engineering Laboratory has facilities for conducting chemical analyses of plant biomass samples, including moisture content, ash content, carbohydrate profile, and lignin content. Major equipment include natural and forced convection ovens, an ashing furnace, Soxhlet extraction apparatus, UV/Vis spectrophotometer, halogen moisture balance, Wiley mill, balances, and a small autoclave with steam generator. It is available for use by students in the School of Agriculture as well as other schools on campus for conducting these analyses. It is expected that this laboratory will ultimately improve recruitment, retention, and placement of the Department’s engineering students with interest in biological processing, especially biofuels production. Improvements to this lab to allow for more biomass sample analyses, including ASTM and ASABE standard procedures for bulk density, and forage nutritional analysis will be needed in the next five years to add to the analytical capabilities in ABE related to biofuels research. Grain Quality Research Laboratory (ABE Room 106D The Post-Harvest Education and Research Center (PHERC) at Purdue University serves crop and food producers, handlers and processors and their allied manufacturing and service industries in Indiana and the Midwestern United States. PHERC involves researchers and educators from biological and agricultural engineering, entomology, plant pathology, food science, agronomy, economics and other disciplines. PHERC includes a fully functional grain handling center (built in 1984) and a new 16-bin state-of-the-art pilot facility (built in 1997) located at the Purdue University Agronomy Research Center near the main campus. Additionally, a second fully functional PHERC grain handling facility dedicated to the segregation and handling of value-adding grains and oilseeds is available at the Animal Sciences Education and Research Center (ASREC). In October 1999 that facility was upgraded with two new wet grain receiving bins, an 800 bph automatic column grain dryer, and a pneumatic transfer system. On campus, PHERC facilities include the Grain Quality Laboratory and the Biomaterials Laboratory (located in ABE) and the Stored Product Pest Laboratory (located in the Entomology Building). In addition, the Stored-Product Pest Laboratory in the Entomology Dept. is available to those working in the grain quality area.

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The Grain Quality Laboratory at the Ag. & Biological Engineering Building contains: • Environmental chambers: 3 units (Aminco-aire and Percival scientific 36 series systems) • Grain analyzers: • 1 Infractec 1229 Grain Analyzer, Tecator, Inc. • 1 GAC 2100 Grain Analysis Computer, Dickey-John, Co. • Two Boerner sample dividers • Grain analysis sieves, Seedburo, Co. • Stress-crack sampling table • Walk-in cold room and freezer • Portable data acquisition systems (Fluke and Hobo loggers) • Temperature sensors (wire sensors) • 2 Air-ovens Biofeedstock and Particulate Technology Lab (housed in ABE Room 106D and ABE 111) The Biofeedstock and Particulate Technology Lab was established in 2004 to meet the needs research needs in biofeedstock processing and particulate technology for biofuels and biobased product industries. It is equipped with equipment/instruments for feedstock communition, particle and bulk characterization of feedstock (physical and chemical) for quality and handling studies. Some of the notable equipment acquisitions in this lab recently are a bench-scale rotary dryer for wet granular feedstock drying and granulation studies (own design), an automatic Karl Fischer titrator, Metrohm 795 KF Titrino for true water content measurement, a SpectraStar 2400 NIR Analyzer and DICKEY-john Corporation Instalab®600 Series NIR Analyzer for determining the composition of biofeedstocks such as grains, oilseeds, co-products like distillers grains, and lignocellulosic feedstocks such as corn stover, switchgrass, etc., and a powder shear tester used for determining the flow properties of powders and bulk granular feedstocks. Most of the instruments are used in research work on lignocellulosic biomass processing and handling for direct combustion/sugar conversion and quality, storage and handling of distillers dried grains with solubless (DDGS). They are also used in the materials properties lab of some classes (e.g. ABE 305). There are three full-time PhD students, one full-time technician and one undergraduate student currently working in the lab on various research projects. Below is an inventory of equipment and instruments in the lab.

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Equipment Inventory in Biofeedstock and Particulate Technology Lab EQUIPMENT MODEL BRAND/MAKE LOCATION Water Activity Meter

3 TE Aqualab,Decagon Room 111

Karl Fischer 795 KFT Titrino Metrohm Room 111 pH Meter 744 Metrohm Room 111 NIR Analyzer SpectraStar 2400 Unity Scientific Room 111 NIR Analyzer Instalab®600

Series DICKEY-john Room 111

Powder Shear Scan

TS-12 Sci-Tec Inc. Room 111

Ro-Tap Shaker RS-29 W.S Tyler Room 106 D Hammer Mill 1200 Glen Mills Room 106D Air Oven 21-250 Quincy Lab/ Gilson

Comp. Inc Room 106D

Scale Adventurer Ohaus Corp Room 106D Desiccator Secador Room 106D Bench-scale rotary dryer

Own design Own design Room 106D

Portable biomass compactor

Own design Own design Room 106D

In addition, the Department owns a post-frame building (5,740 ASF) near the Purdue Airport located on land owned by the Purdue Research Foundation (PRF). This building is used for storage of equipment and supplies. ABE also owns a Coating Application Research Laboratory building (CARL) at this site, however, both are in the path of a proposed relocation of a state highway, expected to happen within the next five years and the Department likely will need to make alternative plans for its future storage needs. ABE has been told by PRF to expect replacement funds for only about two thirds of the current storage and no replacement for the CARL lab if this construction does proceed. A tentative replacement site for the post-frame storage has been located at the Purdue Agronomy farm (ACRE). Food Science Facilities in the Food Science Building include four new research laboratories (3,962 ASF) and 13 offices (1,570 ASF) serving six staff (five of whom are faculty) and 8 graduate assistants or postdoctoral researchers. Potter – LORRE (Karla) Department faculty are actively involved in cross-disciplinary efforts, especially within the College of Agriculture and the College of Engineering. These partnerships allow access to a range and quality of facilities that would otherwise not be available. The shared facilities contribute to the quality of the research program and are also valuable for extension and teaching efforts. Department personnel cooperate with, and utilize laboratories and/or offices at, the following locations: USDA/ARS National Soil Erosion Research Laboratory (NSERL), the Laboratory of Renewable Resources Engineering (LORRE), Bindley Biosciences Building in Discovery Park, and the Purdue Agricultural Centers (PACs).

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Bindley - Marshall This section describes current Department facilities, summarizes recent renovations and enhancements, and presents plans for the continued improvement of existing facilities. The final section presents future plans for meeting long-term facilities needs. The Department staff and laboratories are located primarily in the Agricultural and Biological Engineering Building (see Appendix I.J.). We currently have five faculty members housed in the Food Science building and one faculty member in the new Biomedical Engineering Building. In addition, new research space has been acquired in the Discovery Park Bindley Bioscience Center. The following renovations have been done to the ABE building since 2001. INOK – Monika - ABET During the summer of 2004, space was leased at the INOK building in Lafayette for establishment of the Maha Fluid Power Laboratory. Undergraduate students working on projects associated with the laboratory benefit from its use. During the fall of 2004, the Environmental Quality Laboratory was relocated to room 102C and a Biosensors Laboratory was established in room 101. It is available to undergraduate students taking special problems courses focusing on biosensing and biotechnology. In 2005, several faculty who are conducting biotechnology research established a laboratory in the Bindley Biosciences Center. Although this laboratory is used primarily for research, it is also utilized by several undergraduates who are taking special problems courses from the professors. ABE Machinery Storage Building The Department has a post-frame building near the Purdue Airport that is suitable for storage of equipment and supplies (5,740 ASF). Although a Coating Application Research Laboratory (CARL) with 1,373 ASF is assigned to the Department, it is presently being used, without remuneration, by Engineering Interdisciplinary Programs under the direction of the Dean of Engineering. The post-frame building and CARL will be lost to a road relocation in 2007. The post-frame building will be replaced with a new post-frame building at the Agronomy Center for Research and Education. Purdue Research Farms Often, agricultural research requires the availability of carefully controlled field studies. The School of Agriculture operates three large experimental farms in the immediate vicinity of Lafayette. These include the Agronomy Farm, the Animal Science Farm, and the Throckmorton PAC. There are also seven major Ag Centers located across the state in substantially different soil associations, which offer support for a wide range of field-based research and extension programs (Figure 14). Department faculty have used almost all of these farms in the past. The two most frequently used are the Agronomy Farm (ACRE) and Animal Science Farm (ASREC) in West Lafayette.

Figure 14. Locations of Purdue A

Continuation of Work on the Department Master Plan To date, only Phase Ia of the Master Plan has been completed. Remaining to be completed in Phase Ib are relatively minor improvements to the graduate computand renovation of several public areas (restrooms and hallways). Intense competition for graduate students and the need to provide better access to computational facilities, along with a recent request for improvements from the gmaking improvements to the third floor graduate offices (rooms 304 and 305). The Department would like to incorporate renovation of the graduate offices into the completion of phase I (phase Ib) of the Master Plan. Phase I was initiated for the purpose of upgrading computer facilities and a major goal of this renovation is better computer access for our graduate students. Computer ports will be provided at each graduate student desk and replacement of partitthe furniture will enhance the students’ work environment. The computer ports will allow students to connect laptop computers or PC’s (either personal or made available by major professors) to the system. During implementation of Phase Ireceive much needed improvements (including replacement of outdated equipment) and construction of a Precision Agriculture Laboratory and Electronics Facility. Improvements would also be made to the Flexible Teaching and Research Lab (room 106) and additional improvements would be made to the Sensors and Instrumentation Lab (room 106A). Phase III of the Master Plan involves renovation of what is presently the Environmental Research Laboratory (room 102A,D), the Crop Processing Laboratory (room 106D), and the Air Quality Laboratory (room 113). The final step in the Master Plan, Phase IV would involve renovations to faculty and staff offices.

Figure 14. Locations of Purdue Agricultural Centers (PAC’s) and Reseach Farms.

Continuation of Work on the Department Master Plan

To date, only Phase Ia of the Master Plan has been completed. Remaining to be completed in Phase Ib are relatively minor improvements to the graduate computing laboratory (room 316), and renovation of several public areas (restrooms and hallways). Intense competition for graduate students and the need to provide better access to computational facilities, along with a recent request for improvements from the graduate students, have increased the priority of making improvements to the third floor graduate offices (rooms 304 and 305). The Department would like to incorporate renovation of the graduate offices into the completion of phase I (phase

er Plan. Phase I was initiated for the purpose of upgrading computer facilities and a major goal of this renovation is better computer access for our graduate students. Computer ports will be provided at each graduate student desk and replacement of partitions and some of the furniture will enhance the students’ work environment. The computer ports will allow students to connect laptop computers or PC’s (either personal or made available by major

During implementation of Phase II of the Master Plan, the department Machine shop would receive much needed improvements (including replacement of outdated equipment) and construction of a Precision Agriculture Laboratory and Electronics Facility. Improvements

lexible Teaching and Research Lab (room 106) and additional improvements would be made to the Sensors and Instrumentation Lab (room 106A).

Phase III of the Master Plan involves renovation of what is presently the Environmental 2A,D), the Crop Processing Laboratory (room 106D), and the Air

Quality Laboratory (room 113). The final step in the Master Plan, Phase IV would involve renovations to faculty and staff offices.

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(PAC’s) and Reseach Farms.

To date, only Phase Ia of the Master Plan has been completed. Remaining to be completed in ing laboratory (room 316),

and renovation of several public areas (restrooms and hallways). Intense competition for graduate students and the need to provide better access to computational facilities, along with a

raduate students, have increased the priority of making improvements to the third floor graduate offices (rooms 304 and 305). The Department would like to incorporate renovation of the graduate offices into the completion of phase I (phase

er Plan. Phase I was initiated for the purpose of upgrading computer facilities and a major goal of this renovation is better computer access for our graduate students. Computer

ions and some of the furniture will enhance the students’ work environment. The computer ports will allow students to connect laptop computers or PC’s (either personal or made available by major

I of the Master Plan, the department Machine shop would receive much needed improvements (including replacement of outdated equipment) and construction of a Precision Agriculture Laboratory and Electronics Facility. Improvements

lexible Teaching and Research Lab (room 106) and additional improvements would be made to the Sensors and Instrumentation Lab (room 106A).

Phase III of the Master Plan involves renovation of what is presently the Environmental 2A,D), the Crop Processing Laboratory (room 106D), and the Air

Quality Laboratory (room 113). The final step in the Master Plan, Phase IV would involve

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Needs for Laboratory Equipment (Teaching and Research) During the past several years, the department has invested significant amounts of money for the purchase of equipment for teaching laboratories. Acquisitions include PC’s, sensors and data acquisition stations for the Instrumentation Laboratory (106A), replacement of load cells and a software upgrade for the MTS/Sintech universal testing machine in the Biomaterial Properties Laboratory. The Department also purchased a Brookfield rheometer, a water bath, a colloid osmometer, and electronic balances for use in teaching laboratories. These purchases have been funded using money received from engineering fees, money made available by the Dean of Instruction for the School of Agriculture, and Departmental funds. The Department has significant needs for equipment that could be used for either or both teaching and research. Locating money for updating computer facilities is a continual challenge. Classrooms and meeting rooms could be modernized by the addition of permanent, networked Audio Visual equipment. Major research equipment items for which there is a need in the Machinery Systems area include a scanning laser vibrometer for non-contact velocity sensing and a100 Newton force-displacement sensor that can be used for high frequency (10 to 80 Hz) deflections in the range of 0.5 to 2 mm. In the Food Process Engineering area, equipment needs include a twin-screw extruder, a programmable humidity controlled dryer, a laser light scattering particle size analyzer, a freeze drier, a spectrophotometer, and a chromatography (HPLC and GC) equipment. Long Term Facilities Upgrades Although the Master Plan enumerated some of the needs of the Department and prioritized planned improvements, it is only a short-term solution. Long range plans are being developed. In September of 1999, representatives from the faculty met with Purdue’s Director of Facilities Planning and Construction and several of his staff. This brainstorming session was designed to elicit ideas about long-term trends that would impact the mission and effectiveness of the Department. A major conclusion was that the one-story section on the south end of the building was best suited for applied research that requires space for modifying and testing larger machines and equipment. University Planning feels that it is not cost effective to make improvements such as addition of air conditioning, sinks and laboratory tables to rooms 106, 106D, and 102A. These improvements are needed before these spaces can be effectively utilized throughout the entire year. The Director proposed that environmental quality, grain quality, bioprocess engineering, and similar laboratories be located in other buildings on campus that have space better suited for such laboratories. At the present time, the Department is pursuing two options that could be implemented simultaneously or consecutively. The first is the addition of a building to the west of the ABE building that could be used for additional environmental quality laboratories, the grain quality laboratory, research presently being conducted in LORRE, and bioengineering research. The second is a complete rebuilding of the southern (one-story) portion of the building to accommodate additional research on hydraulics, electro-mechanics, sensor development, and research related to site-specific farming. The Department is presently working closely with the School of Agriculture’s Development office in seeking financial support for these projects from department alumni and friends.

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Although there have been promising developments, there are also inherent uncertainties as to whether and when sufficient funding can be assembled.

Library resources The collections and services of the Purdue University Libraries are an important resource for each student's educational experience. The University Libraries system on the West Lafayette Campus, including 14 school and departmental libraries and the Hicks Undergraduate Library, provides a print collection of more than 2,200,000 volumes. The libraries have over 2,200,000 microfilms of older scholarly materials and many current scientific and technical reports. Approximately 20,000 serial titles are received. They include journals, and serial publications of societies, institutions, and the federal and state governments. Federal government publications and U.S. patents are received on a depository basis. The libraries also offer a wide variety of electronic information sources including electronic access to 1800 periodicals These include journals published by Elsevier Scientific, Wiley, Springer, Cambridge University Press, Oxford University Press, ASCE and the American Society of Mechanical Engineers. The John W. Hicks Undergraduate Library The John W. Hicks Undergraduate Library serves many students' library needs, particularly during the first two years at Purdue. Here, students will find assistance in locating information needed for papers and projects as well as an extensive collection of reserve books for course assignments. In the Independent Study Center, one can use recordings, motions pictures, videotapes, and other aids related to class assignments. Orientation and instruction services are available as part of the Libraries information literacy curriculum. Life Sciences Library The Life Sciences Library, located at Lilly Hall of Life Sciences, holds the collections most closely related to the programs of the School of Agriculture and the Department of Biological Sciences. The library has about 70,000 bound volumes and more than 1,200 current subscriptions, specifically on the topics of agriculture, biology, agricultural and biological engineering, agronomy, animal sciences, biochemistry, botany and plant pathology, entomology, food science and technology, forestry and natural resources, meteorology, environment, and international agriculture. Access to specialized electronic resources also is provided. Librarians and reference staff assist users in retrieving information. As explained above, THOR also allows access to a variety of databases.

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STUDENT ORGANIZATIONS Agricultural Systems Management Club The Purdue University Agricultural Systems Management Club was established in 1968, and formally recognized by ASAE in 1969. the purpose of the club is to promote the Agricultural Systems Management Option, its members, and to establish a social and personal atmosphere between students and faculty. Activities of the club include picnics, banquets, guest speakers, alumni relations, plant trips, service projects and various other activities. The Purdue University ASM Club strongly supports the national Student Club Branches of ASAE, with many of the club members (approximately 55) being members of the local ASAE Student Club and student members of ASAE. Alpha Mu Honorary The Indiana Alpha chapter of the Alpha Mu Honor Society was established at Purdue University in 1977, with thirteen charter members (approximately 25 current members). The purpose of the Alpha Mu Honor Society is to promote the high ideals of the applied engineering and systems management profession and to give recognition to those in the ASM program who manifest worthy qualities of character, scholarship, and professional attainment.

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APPENDICES

A – Purdue University Undergraduate Admissions Application

B – Purdue ASM Student Handbook

C – Purdue ASM Resume Book for 2007-2008

D – Faculty Vitae – those who teach ASM courses

E – Recruitment Material

F – One-page Detailed Descriptions of Prescribed Courses

G – Surveys given to students and faculty

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Appendix A Purdue Admissions Application

Fill out all items accurately and clearly; missing or incorrect items will delay processing of the application. Print in ink or type. Legal Name _ ___________________________________________________________________________ Last First Middle *See disclosure policy below

S. S. No. ______________________________ Sex ______ Date of Birth _ ___ _ ____ ______ F / M Month Day Year

Home Address _______________________________________________________________________ Number and street ____________________________________________________________________________________________________ City State Zip (______ ) __________________________ Home phone

Residence ______________________ ___________________________ __________________________________ _ _____________________________ Country of citizenship Permanent resident alien number (if not a U.S. citizen) State in which you claim residence County (if an Indiana resident) ________________________________________________________________________________________________________________________________ Address at which you have resided for past 12 months E-mail address (optional) ________________________________________________________________________________________________________________________________ Employer, length of employment, and average hours worked per week (if employed during past 12 months)

Veteran Status ________ Veteran _ _______ Non-Veteran Ethnic Data ________ A = Native American/Alaskan Native ________ D = Asian American/Pacific Islander _______ C = African American, Non-Hispanic ________ S = Hispanic American ________ B = Caucasian American, Non-Hispanic _______ E = Other Check the appropriate line(s). State and federal laws pertaining to civil rights require the University to report ethnic data.

Father/Guardian ________________________________________________________________________________________________________________________________ First Middle Last

Mother/Guardian ________________________________________________________________________________________________________________________________ First Middle Last ________________________________________________________________________________________________________________________________ Street address City State Zip

Parents’ Education Did either of your parents receive a four-year college degree? ____ Yes ____ No Native Language Indicate your native language. ____ English ____Another language; please specify:____________________________________ Indicate any other language(s) spoken in your home. _ ________________________________________________________________________ Alumni Affiliation Indicate family member(s) who have attended Purdue University. _______ Father _______ Mother _______ Brother _______ Sister Entry Date Indicate session for which you are applying for admission. _____ January 2008 (Spring semester) _____ June 2008 (Summer session) _____ August 2008 (Fall semester) College/ School Select a college/school and area of study from the list on the application guide. Students applying to the Undergraduate Studies or Program Program may identify an area of potential interest by placing a college, school, or program code on the line for “Area of study.” Example: _ _______ _______ _ ________ _ _____________________ ______ ________ _______ ___________________________ College, school, or program code Area of study College, school, or program code Major

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Alternate College, School, or Program Indicate a different college/school and area of study if desired. ________ ________ _______ ___________________________ College, school, or program code Major _______ Check here if you are interested in premedicine. Educational Status Indicate educational status upon entrance to Purdue University._______________________ B = will enter college for first time or will have completed courses at another college/university prior to high school graduation. T = will transfer from another college/university. S = will have completed courses at West Lafayette or a Purdue regional campus in a nondegree-seeking program. High School Indicate high school graduation date. Month_ ________________________ Year _ ______________ Indicate high school from which you did or will graduate. Homeschooled ______ _ _________________________________________________________________________________________ __________ Name of high school ________________________________________________________________________________________________________________________________ Street address City State Zip

SAT/ACT Indicate all date(s) you took or will take the SAT and/or ACT. ___________________________________________________________ SAT date(s) ACT date(s)

ROTC Indicate desired information. _________ A = Army ROTC F = Air Force ROTC N = Navy or Marine ROTC M = More than one preference Musical Activities Indicate desired information. __________ B = Band/Orchestra C = Vocal D = Both Housing Indicate order of housing preference(s). _______ 1 = University residence halls 2 = Family housing 3 = Cooperative housing 4 = Greek housing (First-year women are not eligible to live in sororities.) 5 = Off-campus housing * Social Security Number Disclosure Policy – Although your Social Security Number (SSN) is not required, it is requested to accurately process your application with other records, such as SAT or ACT scores and transcripts, and to administer financial aid. Disclosure of your SSN will be restricted to University business processes, such as those required for federal and state reporting as well as institutional purposes. By providing your SSN, you authorize the University to disclose it to third parties as necessary for these purposes.

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Financial Aid Program Information Did your parent, grandparent, or great-grandparent serve in World War I? _ _______ Yes ________ No (Visit www.purdue.edu/dfa/WWI.htm for more information.) Have you completed two or more years of 4-H membership in Indiana? _ _______ Yes ________ No (For more information, visit www.four-h.purdue.edu and do a search for scholarships.) Did your parent (as an Indiana resident) receive a military Purple Heart, service-connected wound, disability, death, or classification as a prisoner of war or missing in action? _ _______ Yes ________ No (Visit www.in.gov/veteran/forms for more information.) Did you (as an Indiana high school student) become eligible for the State Student Assistance Commission of Indiana (SSACI) 21st Century Scholars Program? _ _______ Yes ________ No (Visit www.in.gov/ssaci/programs/21st/index.html for more information.) Information Regarding the Child of Veteran and Public Safety Officer Supplemental Grant Program (CVO) The Indiana General Assembly has provided an educational benefit for the children of Purple Heart Recipients, veterans disabled or killed in the line of duty during wartime, and serviceconnected graduates of the Indiana Soldier’s and Sailor’s Children’s Home commonly called the Child of Disabled Veteran Fee Remission or “CDV.” The benefit covers tuition costs at state supported institutions of higher education if the veteran and student meet specific Indiana residency criteria. This eligibility criteria and the CDV application can be found on the Indiana Department of Veteran’s Affairs Web site at www.in.gov/veteran/sso/brochure/remission.html. Further benefits have been provided for certain spouses and children of Indiana public safety officers killed in the line of duty. For additional information on these benefits and an application, please visit www.state.in.us/ssaci/programs/cvo.html. If approved, the original certified CDV or CVO application must be mailed to the Purdue University Division of Financial Aid (DFA) at the following address: Schleman Hall of Student Services, Room 305, 475 Stadium Mall Dr., West Lafayette, IN 47907-2050. CDV and CVO benefits are credited to a student’s tuition after DFA receives the original certified CDV application, the year-specific FAFSA application, and any verification documents that DFA requests.

Higher Education Transfer applicants must provide an official high school transcript if they do not have a bachelor’s degree. List the full name of all colleges, universities, or technical schools attended or currently attending. Failure to indicate all institutions attended may result in denial of admission or termination of enrollment. dates of currently INSTITUTION CITY AND STATE ATTENDANCE ATTENDING _____________________________________________________________________________________________________________________________________________________

_________ Yes ________ No _____________________________________________________________________________________________________________________________________________________

_________ Yes ________ No _____________________________________________________________________________________________________________________________________________________

_________ Yes ________ No High school students: List senior courses for the entire year. Transfer students: List courses in progress and those in which you plan to enroll prior to attending Purdue. course title term (s) taken course number Examples: English All year (transfer students only) Government Fall or spring semester ______________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________

Former Name______________________________________________________________________________________________ Indicate any former name(s) under which educational records are listed.

Signature I certify that the information provided on this application is accurate and true. I understand that falsified information may result in denial of admission and/or termination of enrollment at Purdue University. I authorize Purdue to report my admission status and academic program to my high school counselor for the purpose of curriculum development and improvement of instruction. I authorize Purdue University’s Division of Financial Aid to release, as it deems appropriate, information on my academic program (including grades) and the amount of any award I may receive to agencies, institutions, and others involved in providing funds for my education. I understand that my academic record may be shared with the Purdue Statewide System and that all records submitted by and on behalf of me become the property of Purdue University. _ ___ I waive _ ____ I do not waive my right to review my high school counselor’s comments. Signature of applicant Date of signature________________________________________________________________________________________________

Additional Information Is there anything you would like to tell the admissions committee that you haven’t been able to address elsewhere on the application? Your response may be related to academic

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commitment, extracurricular activities, individual honors or certificates, family circumstances, or opportunities/experiences. If necessary, attach a separate sheet with your response. (This question is optional.) ______________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________ ______________________________________________________________________________________________________________________________________________________

Application Checklist _____ Did you respond to all questions? _____ Did you provide your Social Security number? _____ Did you select an alternate choice of college, school, or program different from your first choice? _____ Did you select the correct entry date? _____ Did you list all of your senior year courses (if you are in high school)? _____ Did you sign your application? _____ Have you enclosed or requested all required transcripts? _____ Did you complete the Preliminary Financial Aid Estimate application and seal it in its corresponding envelope? Beginner Applicants Submit your application and $30 application fee to your high school guidance counselor. Your counselor will send us your complete application, which includes your high school transcript.

Student’s Name________________________________________________________ Date of Birth____________________ My first-choice area of study: ____________________________________________________________________________ High School Counselor Page All beginning applicants should have the section below completed by their high school guidance counselor. Transfer applicants must provide an official high school transcript if they do not have a bachelor’s degree. High School Name _________________________________________________________________________________________ High School CEEB Code ____ ____ ____ ____ ____ ____ Rank in Class _______ /______ after ______ six _______ seven _ _____ eight semesters. _ ______ School does not rank students. Grade Point Average ______________________ _ ______________________ GPA Scale

Test Scores Purdue strongly encourages students to have testing agencies send their scores. Comments Information relevant to an admissions decision. ________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________ ________________________________________________________________________________________________________________________________

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________________________________________________________________________________________________________________________________

Signature ________________________________________________________________________________________________________________________________ Printed name and signature of counselor Date of signature (_________ )_ _____________________________________ _________________________________________________ High school telephone Counselor e-mail

Final High School Transcripts After May 1, we will provide a list of students from your high school who have accepted offers of admission to Purdue. We will ask you to send final high school transcripts for these students. An Equal Access/Equal Opportunity University

High School Profile Please include a high school profile with this student’s application. Your school’s profile will help us understand the opportunities and challenges your students experience. It also will give us a clearer picture of the community in which your students live.

Mailing Address Send all correspondence to the Office of Admissions at the address below. If you have questions, please contact us by phone or e-mail. Office of Admissions Purdue University Schleman Hall 475 Stadium Mall Drive West Lafayette, IN 47907-2050 (765) 494-1776 Fax: (765) 494-0544 TTY: (765) 496-1373 E-mail: [email protected] www.purdue.edu/futureboilermaker

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Appendix B

Student Handbook

Student Services Coordinator 765-494-1172 Fax 765-496-1115 [email protected] www.purdue.edu/abe

Spring 2008

Purdue University Agricultural & Biological Engineering ABE Building Student Academic Center, Room 201 225 S. University Street West Lafayette, IN 47907-2093

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Table of Contents

Introduction ................................................................................................................................... 55

What is Agricultural Systems Management? ................................................................................ 56

Educational Objectives and Program Outcomes........................................................................... 57

Student Academic Center ............................................................................................................. 58

Student Clubs ................................................................................................................................ 59

Professional Experience Programs ............................................................................................... 59

Honors Program ............................................................................................................................ 60

International Studies ..................................................................................................................... 61

International Studies Minor .......................................................................................................... 61

Scholarships .................................................................................................................................. 62

Academic Minors Available to Agriculture Students ................................................................... 63

Transfer Credit .............................................................................................................................. 64

ASM Plan of Study ....................................................................................................................... 64

Agricultural Systems Management Plan of Study ........................................................................ 65

Agricultural Selectives .................................................................................................................. 67

ASM 400+ Selectives ................................................................................................................... 68

Biology Selectives ........................................................................................................................ 68

Communications Selective ............................................................................................................ 69

Math or Science Selective ............................................................................................................. 70

Statistics Selective ........................................................................................................................ 70

Humanities Selectives ................................................................................................................... 71

Social Science Selectives .............................................................................................................. 73

Additional Courses to Consider .................................................................................................... 75

Farm Management Minor ............................................................................................................. 75

Food and Agribusiness Management Minor ................................................................................. 76

A.S. Degree in Agronomy ............................................................................................................ 76

Agricultural Systems Management Course Descriptions ............................................................. 77

Special Problems Courses ............................................................................................................. 85

Admission to Graduate School ..................................................................................................... 86

ABE Faculty.................................................................................................................................. 89

Useful Websites ............................................................................................................................ 91

If you do not find an answer in this document, contact Yvonne Hardebeck, 494-1172, [email protected] or Dan Taylor, 494-1181, [email protected].

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Introduction Welcome to Purdue University and the Department of Agricultural and Biological Engineering! The Agricultural and Biological Engineering Department is dedicated to providing a stimulating, educational environment for all students. The faculty and staff in the Department are committed to assisting students toward enriching, rewarding, and professional experiences at Purdue. This handbook has been prepared to help students understand the requirements for Agricultural Systems Management major, give guidance for selecting various elective courses in order to achieve success in their academic careers at Purdue University, and also provide useful information about the academic aspects of the department. The Department of Agricultural and Biological Engineering (ABE) at Purdue University applies engineering and management principles to agriculture, food, and biological systems. A college education in one of the programs of the Agricultural and Biological Engineering Department will prepare students for many exciting career opportunities in the diverse areas of production of food and other biological materials, processing systems, and conservation management of land and water resources. A student can select from these programs: Agricultural Systems Management (ASM), Agricultural and Natural Resources Engineering (ANRE) [specializing in either Machine Systems Engineering (MSE) or Environmental and Natural Resources Engineering (ENRE)], or Biological and Food Process Engineering (BFPE). Both the ANRE and BFPE programs lead to a BS in Agricultural and Biological Engineering, while the ASM program leads to a BS in Agriculture. The Biological and Food Process Engineering program offers dual degrees with either Pharmaceutical Sciences or Biochemistry. ABE also offers a BS/MS program. This handbook regards the ASM program. Information on the others is available at https://engineering.purdue.edu/ABE. Employment opportunities for ASM students will undoubtedly continue to increase as the world populations demand more abundant supplies of nutritious, high quality food and biologically based fuel, feed, and fiber products at affordable prices. Increased opportunities will also result from greater recognition of the needs for an abundant supply of clean water and preservation of natural resources. ASM students are uniquely qualified to cope with the various technical and management aspects of production and processing of food and other biological materials within the constraints of environmental protection and natural resources conservation. The mission of the ABE department is:

“To prepare students, citizens, and industry for the future through innovative education and extension/outreach programs and the discovery of knowledge.”

www.purdue.edu/abe

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What is Agricultural Systems Management?

Agricultural Systems Management prepares individuals to organize and manage environmentally sound technology-based businesses. The emphasis is on planning and directing an industry or business project with responsibility for results. National and international job opportunities include:

• manufacturing and processing operations • advice and trouble-shooting help on technical equipment (or projects) • planning buildings and equipment to fit and work together, working with the

handling and flow of materials such as grain, feeds, chemicals, vegetables, fruits, etc. and products made from them

using technical training in selling or demonstrating products and equipment • teaching people about product use and value • managing and operating a farm or agri-business • applying technology for precision agriculture

Agricultural Systems Management is based on an understanding of how equipment and buildings are used with plants and animals and their products. These processes require an understanding of biological sciences to produce and maintain top product quality.

Computer skills are taught and used throughout the curriculum. Computers are used to collect and analyze data, and then using that information, to control machines and processes. Other uses involve planning layouts of equipment and buildings, creating graphics for reports, etc. While traditional computer programming is not taught, ASM students graduate with more computer application experience than other students in Agriculture.

Agricultural Systems Management students also take a series of courses in communications, business management and biological sciences, in addition to their specialty courses based in the Agricultural and Biological Engineering Department. The program provides an in-depth technical knowledge for selecting and applying advanced technologies in the food system. Graduates are prepared to solve a wide variety of business and technical problems in a job field that continues to grow.

CAREER OPPORTUNITIES

• Product Education - Use and Value • Technical Assistance and Troubleshooting • Technical Product Development, Testing, Application and Sales • Farm & Agribusiness Management • Coordinating, Directing and Supervising Manufacturing and Processing Operations • Building and Equipment Layout, Use (Materials Handling, Flow, Processing)

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Educational Objectives and Program Outcomes

With input from various constituency groups and students, the Department of Agricultural and Biological

Engineering has established education goals and objectives for its various programs.

Educational Goal

Provide students with learning opportunities that prepare them for future challenges in food, agricultural and

biological engineering through the application and discovery of knowledge.

ASM Program Outcomes

Program outcomes are important capabilities and skills that students should possess as a graduate of one of the

undergraduate programs in the department. Outcomes for Agricultural Systems Management (ASM), are listed

below.

ASM students will have the ability to:

1. understand and apply the basic principles of mathematics, science, technology, management, and

economics to agricultural systems.

2. identify agricultural systems problems, locate relevant information, develop and analyze possible

alternatives, and formulate and implement solutions.

3. effectively use economic principles, scientific technologies, techniques, and skills necessary to manage

agricultural systems.

4. recognize and define agricultural systems problems and the impact of their proposed technological

solutions in an international and societal context.

5. understand and participate in performance evaluations, collect, analyze and interpret the data, and

communicate the results.

6. demonstrate appropriate listening, speaking, writing, presentation, and interpersonal skills needed to

interact and communicate effectively.

7. function with, and contribute effectively to, multi-disciplinary teams.

8. understand professional and ethical responsibilities and put them into practice.

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Student Academic Center

In response to the department’s strategic goal to: “Provide students with effective educational opportunities to learn and grow as individuals, contribute to society, and attain maximum potential through life-long learning,” the Student Academic Center was established. The Center is located in room 201 of the ABE building. Some of the services provided by the Center are:

• Assist students with course selection and registration information

• Maintain an up-to-date copy of each student’s academic record

• Collect and disseminate information relative to all undergraduate activities such as registration

procedures, changes in regulations, and new course offerings

• Serve as a distribution center for information related to internships, employment, and scholarships

• Arrange for interviews with potential employers

• Direct students to the correct resource on specific problems that cannot be resolved at the Center.

• Coordinate a senior resume booklet*

• Announce College and University level career fairs*

Advising

In addition to the advising services offered by the Center, each student in the Department meet with faculty advisors

who have expertise in the student’s area of interest. The advisor will counsel on the academic requirements of the

major and serve as a resource to answer other academic concerns, and will assist the students to develop their career

goals and objectives. The advisor will become a friend, listener, and source of information concerning non-

academic matters if the need arises.

Student Responsibilities

Specific interests or concerns regarding the Agricultural and Biological Engineering Department should be

discussed with your advisor and/or the Student Services Coordinator. Students have the responsibility of initiating and maintaining contact with their advisor for guidance. It is important to

remember that it is the student who is ultimately responsible for making sure course requirements are complete.

The student record sheet (page 12) in this handbook should be kept up-to-date and checked periodically against the

one in the advisor’s file kept in the Center.

Employment Support

Qualified students often find jobs prior to graduation. Notices of available positions received in the department are

posted on the job placement bulletin board located in the hallway of the second floor between rooms 213 and 214.

These notices include full- and part-time positions, summer and internship opportunities. Interview schedules are

arranged by the Placement Coordinator. Many students find full-time employment with organizations that have

employed them during previous summers/internships. *For more career advice, see the Center for Career Opportunities (www.cco.purdue.edu)

University Regulations

Purdue has policies regarding discrimination, scholastic deficiency (probation or being dropped), harassment, honor

code, fees, grade appeals, hazing, insurance, computer copyrights, and many other student concerns. Please take

time to look over the University Regulations Handbook (www.purdue.edu/univregs/index.html).

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Student Clubs Many ASM students belong to professionally related clubs and societies. There are also college-wide opportunities such as Ag Council or Purdue Engineering Student Council. In addition,

Purdue is host to many different student organizations - from Alpha Phi Omega (a service organization) to the

Recreational Fishing Club - there is something for everyone!

The following Student Organizations are based in ABE. A faculty member assumes advisory responsibility for each

club and ABE provides the student clubs with secretarial and administrative services that help encourage student

participation.

Agricultural Systems Management (ASM) - The Purdue University Agricultural Systems Management Club was

established in 1968. The purpose of the club is to promote the Agricultural Systems Management program, its

members, and to establish a social and personal atmosphere between students and faculty. Activities of the club

include picnics, banquets, guest speakers, alumni relations, plant trips, service projects and various other activities.

Club Advisors: Prof. D. Ess, ABE 311, 496-3977, [email protected] and Prof. D. Buckmaster, ABE 217, 496-

9512, [email protected].

Alpha Mu Honorary - Alpha Mu is the honor society for the Agricultural Systems Management program. Students are elected to membership based primarily on their academic standing. The club seeks to promote scholarship and excellence in all areas of Agricultural Systems Management.Club. Advisor: Prof. D. Jones, ABE 208B, 494-1178, [email protected].

Professional Experience Programs

The Professional Experience Program includes internships (single periods of supervised work experience) and the Professional Practice program (a comprehensive program, formerly known as Co-Op) and combines education on campus with practical, career-oriented experience on the job.

Students must have completed the freshman year (30 semester credits) and be in good standing to be eligible (most

employers expect at least a 3.0 GPA, however, some will accept a 2.8). Interested students are not guaranteed entry

to the program since employers select students based upon normal interview procedures and approval of the position

must be done by the departmental coordinator. A satisfactory summary report for each period of supervised work

experience must be submitted by the student to the departmental coordinator.

Students who successfully complete an internship (minimum 10 weeks of supervised work experience) will be

awarded an appropriate certificate by the School of Agriculture upon graduation.

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Honors Program The College of Agriculture Honors Program can help you pursue an individually designed curriculum by working with a faculty mentor to do research or pursue other creative activities. In the Honors Program you'll find challenges and rewards.

Honors programs let you work with a faculty mentor to design your curriculum and set up additional research and learning activities.

Honors Program Operating Policies

• Students must have completed a minimum of 32 semester credits and have attained a minimum graduation index of 3.25 at the time of admission. Transfer students must complete a minimum of 16 credits at Purdue University before applying for admission. Individual departmental honors programs may establish higher criteria for admission.

• Students will apply for admission to the Honors Program through their departmental honors committee. Before applying for admission, the student is expected to identify an Honors Program adviser who has agreed to serve as a mentor and to determine a mutually acceptable honors project. Admission is contingent upon the approval of the departmental honors committee and the College of Agriculture Director of Academic Programs.

• Within the first semester after admission to the Honors Program, the student is expected to develop a plan of study in cooperation with his or her mentor. Plans of study are to be submitted to the departmental honors committee for approval. While in the Honors Program, students must achieve minimum 3.0 semester grade indexes. Participants who fail to meet the semester index requirement may continue in the Honors Program upon recommendation of the departmental honors committee and with the approval of the College of Agriculture Director of Academic Programs.

• Students in the Honors Program must complete a minimum of 30 credits in residence at the Purdue University West Lafayette Campus.

• Under the direction of his or her Honors Program mentor, the student must complete an honors project of scholarly activity associated with research, teaching, extension, or another area acceptable to the departmental honors committee. A written summary report of the honors project must be submitted to the departmental honors committee for approval. At the discretion of the departmental honors committee, the student may also be required to conduct a seminar regarding his or her honors project.

• To achieve certification as a College of Agriculture Honors Program graduate, the student must successfully complete the approved plan of study and submit a written honors project report which is approved by the departmental honors committee.

Honors Program graduates will receive an appropriate certificate upon graduation, and the academic transcript will indicate successful completion of the Honors Program in the student's major program of study.

For more information, visit www.purdue.edu/provost/honors/

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International Studies

Purdue University offers students within all fields of study the opportunity to participate in international study programs in more than 30 countries. There are approximately 20 programs in 13 countries which focus on various aspects of agriculture. Choices are as diverse as Russia, Honduras, Japan, and France. In most programs, students earn Purdue credit for courses completed. Although the academic experience is rigorous, programs allow extensive contact with the local culture.

Every effort is made to keep program costs as close as possible to the cost of study on the West Lafayette Campus.

Students eligible for financial aid may use most forms of aid on approved programs. Students are responsible for

their own airfare, board, room, books, and other personal expenses. There are a few selected programs where all

expenses are paid. Certain College of Agriculture study abroad programs offer special scholarships to cover some

costs.

Students may spend a year, a semester, or a summer abroad. Foreign language requirements vary from none to the

advanced level. The language of instruction is English in more than 50 programs. Some programs are designed for

students in specific areas of study; others are open to all Purdue students regardless of major.

For more information, contact: International Programs in Agriculture, Agricultural Administration Building, Room

26, (494-6876), Programs for Study Abroad, International Programs, Young Graduate House, Room 120 (494-

2383), or visit www.agriculture.purdue.edu/ipiastudyabroad/index.shtml.

International Studies Minor

The International Studies minor provides the opportunity for students to incorporate a special international component into their undergraduate program of study. Except for the overseas experiential component of the program, students usually are able to use the elective structure within their major program of study to earn the minor.

Students from any College of Agriculture major may earn the international studies minor. The Office of

International Programs in Agriculture will provide special counsel to students regarding program operations

including the identification and coordination or out-of-country experiences. To qualify for this minor, students

normally will be expected to focus on a specific geographical region and complete the following requirements:

• Individuals must demonstrate proficiency in a second language • Students must complete a minimum of 15 semester credits of courses with a principal international

focus in the areas of culture, political science, history, or economics. A minimum of 6 credits of this

coursework must be focused on the geographic region of choice. • Individuals must participate in a cooperative work, internship, study abroad, or cultural exchange

experience of eight weeks or more in the selected geographic region. • Students must submit a summary paper and make an oral presentation.

For more information, see the College of Agriculture catalog at

www.agriculture.purdue.edu/ipia/minor.html.

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Scholarships

Agricultural and Biological Engineering students are eligible for scholarships awarded through both the College of Agriculture and College of Engineering. Available scholarships will be announced at various times during the academic year. Students should watch the bulletin boards and read their email for notices.

To apply for scholarships administered by ABE, a student must complete and submit a scholarship application form

online. You can apply online at www.agriculture.purdue.edu/oap/scholarshipsFellowships.asp.

From time to time scholarships will be made available from sources outside the department that will require a

different application form. Those forms will be made available in the Academic Center.

Scholarships administered by ABE have included, but are not limited to: Caterpillar, Deere, Fluid Power

Educational Foundation, General Mills, John Greiner, Food Engineering Scholarship, G.W. Krutz, Nelson Irrigation,

and Parker Hannifin.

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Academic Minors Available to Agriculture Students

Name Code #

Aerospace Studies 315 African American Studies 370

Agr Systems Management 120 Animal Sciences 148 Anthropology 371

Art and Design 349 Art History 351

Asian Studies 352 Astrophysics 762 Biological Sciences 710

Biotechnology 880 Chemistry 720

Child Dev & Family Studies 501 Chinese 334 Classical Studies 348

Communication 340 Computer Science 730

Creative Writing 354 Crop Science 130 Dance 355

Earth and Atm Science 740 Economics 602

Electrical & Computer Engr 050 English 373 Entomology 118

Envrmtl Politics and Policy 372 Family Business 502

Farm Management 115 Film/Video Studies 356 Food & Agribusiness Mgmt 116

Food Science 117 Foods and Nutrition 330

Forensic Science 088 French 374

German 375 Health Promotion 364 History 376

Horticulture 190

Name Code# International Studies 78A Italian 336

Japanese 353 Jewish Studies 399

Latin 333 Law and Society 337 Linguistics 339

Management 670

Mathematics 750 Mechanical Engineering 280

Medieval Studies 380 Military Sci & Leadership 314 Music History and Theory 350

Natl Res & Envrmtl Science 106 Naval Science 400

Nuclear Engineering 290 Nutrition 329 Occupational Health 092

Org Leadership & Supervision 807 Peace Studies 312

Philosophy 382 Physics 760 Plant Biology 127

Plant Pathology 128 Political Science 384

Portuguese 338 Psychology 379 Radiological Health 091

Religious Studies 387 Russian 388

Sociology 389 Soil Science 134 Spanish 390

Statistics 770 Theatre 391

Weed Science 129 Wildlife Science 119 Women's Studies 398

Wood Products Manufac Tech 176

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Transfer Credit

Purdue University will accept transfer credit only for work done at those institutions fully approved by a regional accrediting association of secondary schools and colleges.

Students participating in college-credit courses taught concurrently for high school and college credit during the

regular school day by local high school teachers must validate the credit through the subject department.

A CTR Form 5, Transfer Credit Evaluation Form, is to be used by Purdue degree seeking students who wish to

take courses from another accredited college or university and have them approved for credit at Purdue prior to

enrolling in the course(s). Students can do this in summer, while on Professional Practice, or intern jobs. CTR

Forms are available from the Credit Evaluation Office in Schleman Hall.

Transfer Students -- New students transferring to Purdue from another school will have credits evaluated by the

Credit Evaluation Office. Approved credits will be checked by the academic advisor to see if they meet

graduation requirements for the ASM degree.

ASM Plan of Study

The next several pages contain excerpts from a single Excel workbook which you should use as you select

courses in consultation with your advisor. The checklist should be kept up-to-date because it helps you map

your semesters out to graduation and keep prerequisite courses in the proper order; the completed checklist is

also the first checkpoint for the degree audit (required prior to graduation). You can get an electronic copy of

this workbook from your advisor; the electronic copy has comments in the cells with course descriptions as well

as hyperlinks from selection labels to the accepted courses for each list.

In the plan of study, electives are unrestricted; selectives are selected from defined lists (these are list-restricted

electives).

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Agricultural Systems Management Plan of Study

Credits Course Description Sem. Course Credits Course Description Sem. Coursetaken Grade taken Grade

FIRST SEMESTER (17 credits) SECOND SEMESTER (16 or 17 credits)1 AGR 101 Intro to College of Ag and Purdue Univ. 3 ASM 231 Computer Applications in Agriculture3 ASM 104 Intro to Agricultural Systems 3 CHM 112 General Chemistry

3 CHM 111 General Chemistry 3 COM 114Fundamentals of Speech Communication

4 ENGL 106 English Composition 3 or 4 PHYS ____214 The Nature of Physics (3) OR 220 General Physics (4)

3 MA 220 Introduction to Calculus 4 Biological Science Selective3 Humanities Selective*

THIRD SEMESTER (17 credits) FOURTH SEMESTER (15 or 14 credits)

3 AGEC 203Introductory Microeconomics For Food And Agribusiness 3 AGEC 220 Marketing Farm Products

3 ASM 211 Technical Graphic Communication 3 AGRY 255 Soil Science

1 ASM 221 Career Opportunities Seminar 3 ASM 245 Materials Handling and Processing3 ASM 222 Crop Production Equipment 1 ASM 350 Safety in Agriculture4 Biological Science Selective 3 Statistics Selective3 Agricultural Selective 2 or 1 Math or Science Selective

FIFTH SEMESTER (18 credits) SIXTH SEMESTER (17 credits)

3 ASM 336 Environmental Systems Management 3 AGEC 331Principles of Selling in Agricultural Business

3 ASM 345 Power Units and Power Trains 3 AGEC ____

310 Farm Organization OR 330 Management Methods for Agricultural Business

3

AGEC 311 Accounting for Farm Business Planning OR MGMT 200 Introductory Accounting 3 ASM 333 Facilities Planning and Management

3 OLS ____

252 Human Relations in Organizations or 274 Applied Leadership 2 Agricultural Selective

3 Communications Selective 3 Social Science Selective*3 Elective -- Unrestricted 3 Elective -- INTL UND+

SEVENTH SEMESTER (16 credits) EIGHTH SEMESTER (15 credits)3 ASM 420 Electric Power and Controls 3 ASM 495 Agricultural Systems Management1 ASM 421 Senior Seminar 3 ASM 400+ Selective

3AGEC 455 Agricultural Law or MGMT 455 Legal Background for Business I 3 Agricultural Selective

3 Agricultural Selective 3 Humanities Selective*Humanities -- INTL UND OR Humanities -- INTL UND ORSocial Science Slective -- INTL UND* Social Science Slective -- INTL UND*

3 Elective -- Unrestricted

HumanitiesSocial Sciencesor other courses

Indicate which course (3 credits) meets the Multicultural Awareness requirement:

Agricultural Systems Management Plan of Study (& checklist for the 131 credits required) Name:_____________________

* At least 3 credits of “other social sciences” or “humanities” must be at the 300+ level and 12 of the credits must be outside the College of Agriculture.

+ If the International Understanding requirement is met through Hum/SS selections, this elective may be more broadly chosen.

Courses to meet International Understanding and Multicultural Awareness requirements may come from:

List three courses (9 credits) which meet the International Understanding requirement:

3 3

Farm Management Minor

Food and Agribusiness Management Minor

A.S. Degree in Agronomy

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Requirement Substitution or Rationale Approval Dateapplication of transfer credit

Advisor Notes and Approvals

Degree Audit Target Date:

Degree Audit Completed:

Miscellaneous notes

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Agricultural Selectives

Course Credits Description or notes

AGEC 321 3 Futures and Options Market ApplicationsAGEC 411 4 Farm ManagementAGEC 420 1 Grain and Grain Products MarketingAGEC 424 4 Financial Management of Ag BusinessAGEC 426 3 Marketing Management of Agricultural BusinessAGRY 105 3 Crop ProductionAGRY 365 3 Soil FertilityAGRY 375 3 Crop Production SystemsANSC 102 3 Introduction to Animal AgricultureANSC 221 3 Principles of Animal NutritionANSC 440-445 3 Horse/Beef/Sheep/Swine/Dairy/Poultry ManagementASM 201 3 Construction and MaintenanceASM 215 3 SurveyingASM 322 3 Technology for Precision AgricultureASM 477 3 Rural Environmental Waste ManagementASM 530 3 Power and Machinery ManagementASM 550 3 Grain Drying and StorageASM 570 3 Agricultural StructuresBTNY 304 3 Weed ScienceENTM 105 3 Insects: Friend & FoeFNR 103 3 Introduction to Environmental ConservationFNR 240 3 Wildlife in AmericaHORT 101 3 Fundamentals of Horticulture

Any course offered in the College of Agriculture

Agricultural Selectives (11 credits needed)

Typical course choices

Other allowable selections

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ASM 400+ Selectives

Biology Selectives

Course Credits Description or notes OfferedASM 501 3 Advanced Agricultural Mechanics Summer

ASM 510 3Agrosecurity -- Emergency Management for Agricultural Production Operations

Fall

ASM 521 3 Soil and Water Conservation ManagementFallASM 530 3 Power and Machinery Management Fall

ASM 540 3Geographical Information System Applications

Fall

ASM 545 3 Remote Sensing of Land Resources FallASM 550 3 Grain Drying and Storage Spring of even numbered yearsASM 570 3 Agricultural Structures Spring of even numbered years

ASM 400+ Selectives (3 credits needed)

Course Credits Description or notesBIOL 110 4 Fundamentals of Biology IBIOL 111 4 Fundamentals of Biology IIBTNY 210 4 Introduction to Plant ScienceHORT 301 4 Plant Physiology

Biology Selectives (8 credits needed)

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Communications Selective

International MulticulturalCourse Credits Description or notes Understanding Awareness

AGR 201 3 Communicating Across Cultures XCOM 256 3 Introduction to Advertising

COM 314 3Advanced Presentational Speaking (limited audience/appeal)

COM 318 3 Principles of PersuasionCOM 320 3 Small Group CommunicationCOM 325 3 Interviewing Principles and PracticesENGL 420 3 Business WritingENGL 421 3 Technical Writing

ASL

Any American Sign Language course may be a communications selection. If any are specifically listed here they may additionally satisfy International Understanding and/or Multicultural Awareness requirements.

COM 200+

Any Communications course numbered above 200 may be a communications selection. If any are specifically listed here they may additionally satisfy International Understanding and/or Multicultural Awareness requirements.

COM 376 3 Gender and Communication XCOM 381 3 Gender and Feminist Studies in Communication XCOM 224 3 Communicating in the Global Workplace XCOM 424 3 Communication in International Organizations X

ENGL 200+

Any English course numbered above 200 may be a communications selection. If any are specifically listed here they may additionally satisfy International Understanding and/or Multicultural Awareness requirements.

ENGL 257 3 Literature of Black America XENGL 358 3 Black Drama XENGL 360 3 Gender and Literature XYDAE 440 3 Methods of Teaching Agricultural Education

Communications Selective (3 credits needed)



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Math or Science Selective

Statistics Selective

Course Credits Description or notes

AGEC 3523

Quantitative Techniques for Firm Decision Making

AGEC 451 3 Applied EconometricsAGRY 270 3 Forest SoilsAGRY 320 3 GeneticsAGRY 321 1 Genetics LaboratoryAGRY 336 2 General MeteorologyANSC 221 3 Principles of Animal NutritionANSC 230 4 Physiology of Domestic AnimalsBTNY 210 4 Introduction to Plant ScienceBTNY 301 3 Introduction to Plant PathologyBTNY 305 3 Fundamentals of Plant ClassificationBTNY 316 4 Plant AnatomyENTM 206 2 General EntomologyENTM 207 1 General Entomology Laboratory

Refer to the College of Agriculture Bulletin

1 credit is required if PHYS 220 was taken; 2 credits are required if PHYS 214 was taken.

Math or Science Selective



Course Credits Description or notesSTAT 301 3 Elementary Statistics MethodsSTAT 501 3 Experimental Statistics ISTAT 503 3 Statistic Methods for Biology

Statistics Selective (3 credits required)

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Humanities Selectives

International MulticulturalCourse Credits Description or notes Understanding AwarenessAGR 201 3 Communicating Across Cultures X

BandA maximum of three credits of band may be used to fulfill humanities requirements.

EDST 200 3 History of Philosphy of EducationENGL 227 3 Elements of LinguisticsENGL 230 3 Great Narrative WorksENGL 232A 3 Arthurian Literature

ENGL 232F3 Contemporary Foreign Women Writers in Translation

ENGL 232T 3 Religions of the WestENGL 323M 3 The Medieval WorldENGL 232R 3 Coming of Age in AmericaENGL 235 3 Introduction to DramaENGL 237 3 Introduction to PoetryENGL 238 3 Introduction to Fiction

ENGL 2403

Survey of the British Literature: From the Beginnings Through the Neoclassical Period

ENGL 2413

Survey of the British Literature: From the Rise of Romanticism to the Modern Period

ENGL 250 3 Great American BooksENGL 257 3 Literature of Black America XENGL 262 3 Greek and Roman Classics in TranslationENGL 264 3 The Bible as LiteratureENGL 266 3 World Literature: From the Beginnings to 1700 A.D. XENGL 267 3 World Literature: From 1700 A.D. to the Present XENGL 276 3 Shakespeare on FilmENGL 279 3 The American Short Story in Print and FilmENGL 331 3 Medieval English LiteratureENGL 337 3 Nineteenthe-Century English Literature

ENGL 3503

Survey of American Literature from its Beginnings to 1865

ENGL 3513

Survey of American Literature from 1865 to the Post-World War II Period

ENGL 356 3 no course listedENGL 360 3 Gender and Literature XENGL 377 3 Major Modern PoetryENGL 379 3 The Short StoryENGL 381 3 The British NovelENGL 382 3 The American NovelENGL 386 3 History of the Film to 1938ENGL 387 3 History of the Film from 1938 to the PresentENGL 396B 3 Black Women WritersENGL 411M 3 Miller and WilliamsENGL 412 3 no course listedENGL 413W 3 War on the HomefrontENGL 414A&H 3 World and Image - American Literature (fall)ENGL 414M 3 Modern Irish Literature (fall)ENGL 414C&H 3 Culture of Decadence (spring)ENGL 441 3 Chaucer's Canterbury TalesENGL 442 3 ShakespeareENGL 492 Literature in the Secondary Schools

Humanities Selectives (6 to 12 credits required)

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Foreign Languages and Literatures

A minimum of six credits of a foreign language must be earned to be included in a plan of study to meet Humanities and International Understanding requirements. If only three credits of a foreign language are earned, they may be used in a plan of study as an elective. X

SPAN 235 Mexican and Latino Culture X X

History

Any History course may be a humanities selection. If any are specifically listed here they may additionally satisfy International Understanding and/or Multicultural Awareness requirements.

HIST 240 3 East Asia and Its Historic Transition XHIST 241 3 East Asia in the Modern World XHIST 243 3 South Asian History and Civilizations XHIST 245 3 Middle East History and Culture XHIST 271 3 Latin American History to 1824 XHIST 272 3 Latin American History from 1824 XHIST 302 3 History of Horticulture XHIST 323 3 German History XHIST 324 3 Modern France XHIST 329 3 History of Women in Modern Europe XHIST 340 3 Modern China XHIST 341 3 History of Africa South of the Sahara XHIST 342 3 Africa and the West XHIST 343 3 Traditional Japan XHIST 344 3 History of Modern Japan XHIST 345 3 Modern Middle East XHIST 365 3 Women in America XHIST 366 3 Hispanic Heritage of the United States XHIST 377 3 History and Culture of Native America XHIST 396 3 Afro-American to 1865 XHIST 398 3 The Afro-American since 1865 XHIST 441 3 Africa in the Twentieth Century X

HIST 4503

In The English Landscape: Integrating History, Horticulture and Landscape Architecture X

HIST 472 3 History of Mexico X

Interdisciplinary Studies

Any Interdisciplinary Studies course may be a humanities selection. If any are specifically listed here they may additionally satisfy International Understanding and/or Multicultural Awareness requirements.

IDIS 271 3 Introduction to Afro-American Studies XIDIS 280 3 Women's Studies: An Introduction XIDIS 330 3 Introduction to Jewish Studies XIDIS 370 3 Black Women Rising XIDIS 375 3 Black Family XIDIS 376 3 African American Male X

IDIS 481

3 Women of Color in the United States X

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Social Science Selectives

PhilosophyAny Philosophy course may be a humanities selection. If any are specifically listed here they may additionally satisfy International Understanding and/or Multicultural Awareness requirements.

PHIL 225 3 Philosophy of Women X

PHIL 2423

Philosophy, Culture and the African American Experience X

PHIL 330 3 Religions of the East XPHIL 331 3 Religions of the West

Visual & Performing Arts

Any Visual and Performing Arts course may be a humanities selection. If any are specifically listed here they may additionally satisfy International Understanding and/or Multicultural Awareness requirements.


Agricultural EconomicsNo more than six credits can be taken from Agricultural Economics to fulfill other social sciences requirements.

AGEC 250 3 Economic Geography of World Food and Resources XAGEC 305 3 Agricultural PricesAGEC 340 3 International Economic Development XAGEC 406 3 Natural Resource and Environmental EconomicsAGEC 410 3 Agricultural PolicyAGEC 415 3 Community and Resource DevelopmentAGEC 450 3 International Agricultural Trade XAGR 201 3 Communicating Across Culture X

Anthropology

Any Anthropology course may be a Social Science selection. If any are specifically listed here they may additionally satisfy International Understanding and/or Multicultural Awareness requirements.

ANTH 100 3 Introduction to Anthropology XANTH 205 3 Human Cultural Diversity XANTH 578 3 Peoples of Middle America X

Economics

Any Economics course may be a Social Science selection. If any are specifically listed here they may additionally satisfy International Understanding and/or Multicultural Awareness requirements.

ECON 370 3 International Trade XECON 466 3 International Economics XFNR 375 3 Human Dimensions of Natural Resource Management

Social Science Selectives (3 to 9 credits required)

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Political ScienceAny Political Science course may be a Social Science selection. If any are specifically listed here they may additionally satisfy International Understanding and/or Multicultural Awareness requirements.

POL 130 3 Introduction to International Relations XPOL 141 3 Governments of the World XPOL 222 3 Women, Politics and Public Policy XPOL 232 3 Contemporary Crises in International Relations X

POL 2353 International Relations Among Rich and Poor Nations X

POL 237 3 Modern Weapons and International Relations XPOL 290 Russia: Yesterday, Today, and Tomorrow XPOL 304 3 Israel and World Politics XPOL 326 3 Black Political Participation in America XPOL 344 3 Introduction to the Politics of the Third World X

POL 3453 West European Democracies in the Post-Industrial Era X

POL 360 3 Women and the Law XPOL 443 3 International Organization X

POL 4343

United States Foreign Policy, Central America and the Caribbean X

POL 435 3 International Law XPOL 442 3 Government and Politics in Russia X

POL 4473

The British Political System and the Commonwealth of Nations) X

POL 456 3 African American Political Thought XEDPS 235 3 Learning and MotivationEDPS 265 3 The Inclusive Classroom

Psychological Sciences

Any Psychology course may be a Social Science selection. If any are specifically listed here they may additionally satisfy International Understanding and/or Multicultural Awareness requirements.

PSY 225 3 Stereotyping and Prejudice XPSY 239 3 The Psychology of Women X

PSY 3683 Children’s Development in Cross-Cultural Perspective X

Sociology

Any Sociology course may be a Social Science selection. If any are specifically listed here they may additionally satisfy International Understanding and/or Multicultural Awareness requirements.

SOC 220 3 Social Problems XSOC 310 3 Racial and Ethnic Diversity XSOC 450 3 Gender Roles in Modern Society X

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Additional Courses to Consider



AGR 493 1-3 Special Topics in International Agriculture X

AGR 4950

International Profession Experience in Agriculture, Food, or Natural Resources X

AGRY 285 3 World Crop Adaptation and Distribution XAGRY 350 1-3 Global Awareness XAGRY 399K 3 Exploring International Agriculture XAGRY 570 3 Agronomy in International Development XANSC 294 3 Exploring International Animal Agriculture XANSC 295 3 Exploring International Agriculture XANTH 303 3 Gender across Cultures XANTH 379 3 Indians of North America XBTNY 201 3 Plants and Civilization XEDCI 285 3 Multiculturalism and Education XFNR 230 3 The World's Forests and Society XFNR 460 3 International Natural Resources Summer Program XFNR 488 3 Global Environmental Issues XHORT 306 3 History of Horticulture XHORT 403 3 Tropical Horticulture X

HORT 4503


LA 166 3 History and Theory of Landscape Architecture X

LA 4503


HK 226 3 Contemporary Women's Health XYDAE 385 3 Urban Service Learning X

These courses may be used to satisfy International Understanding and/or Multicultural Awareness requirements in addition to many Humanities or Social Science Selections.

Additional Courses to Consider

Course for the Minor Credits Applies to ASM Major asAGEC 310 3 AGEC choice to take rather than AGEC 330, choose wiselyAGEC 311 or MGMT 200 3 Accounting choice, already prescribed for the majorAGEC 411 4 Agricultural selection, choose wiselyOLS 252 or OLS 274 3 Organization and Leadership choice, already prescribed for the majorAGEC 220 3 Already prescribed for the majorAGEC 455 or MGMT 455 3 Legal/Law choice, already prescribed for the major


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Course for the Minor Credits Applies to ASM Major asAGEC 220 3 Already prescribed for the majorAGEC 330 3 AGEC choice to take rather than AGEC 310, choose wiselyMGMT 200 or AGEC 311 3 Accounting choice, already prescribed for the majorAGEC 331 3 Already prescribed for the majorOLS 252 or OLS 274 3 Organization and Leadership choice, already prescribed for the majorAGEC 455 or MGMT 455 3 Already prescribed for the major


Course for the Degree Credits Applies to ASM Major asCHM 111 3 Already prescribed for the majorCOM 114 3 Already prescribed for the majorAgricultural Elective 3 Already prescribed for the majorBiology or Botany Elective 4 Already prescribed for the majorElective 3 Additional courses for the major could applyCHM 112 3 Already prescribed for the majorENGL 106 4 Already prescribed for the majorAgricultural Elective 3 ASM 104 prescribed for the major could applyAgronomy Elective 3 Agricultural Selection, choose wiselyStatistics or Calculus Elective 3 STAT 301 prescribed for the major could applyAGEC 217 or AGEC 203 3 Already prescribed for the majorAGRY 255 3 Already prescribed for the majorAGRY 398 1 Agricultural Selection, choose wiselyAgricultural Elective 3 Already prescribed for the majorMathematics or Science Elective 3 Already prescribed for the majorElective 2 Additional courses for the major could applyAgronomy Crops or Turf Elective 3 Agricultural Selection, choose wiselyAgronomy Soils Elective 3 Free elective, choose wiselyMathematics or Science Elective 3 Already prescribed for the majorSocial Science or Humanities Elective 3 Already prescribed for the majorElective 3 Additional courses for the major could applyElective 3 Additional courses for the major could apply


Bottom Line ... choose 3 agronomy courses as agricultural or unrestricted electives.

* One must be a soils elective (365 is a common choice).

* One must be a crops or turf elective (105 is a common choice).

* The third can be crops or soils (375 is a common choice).

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Agricultural Systems Management Course Descriptions

Required Courses (Catalog Descriptions)

AGEC 203 Introductory Microeconomics For Food And Agribusiness Sem. 1 and 2. Class 3, cr. 3. This course introduces the application of microeconomics as used by farms and agribusiness firms. The behavior of individual firms is evaluated as price and output are determined in various market structures (pure competition, pure monopoly, monopolistic competition, and oligopoly). Other topics include pricing and employment of resources, market failure and the social control of industry (government, economics policy, and regulation), cost and production theory.

AGEC 220 Marketing Farm Products. Sem. 1 and 2. Class 3, cr. 3. Prequisites: AGEC 203, or 204, or ECON 251. Types of markets; middlemen and their services; the relationship of production and consumption; price determining factors. Consideration given to major marketing issues, such as decentralization, integration, costs and margins, government regulations, marketing orders, promotion, grades and standards, and cooperatives.

AGEC 310 Farm Organization. Sem. 1 and 2. Class 2, lab. 1, cr. 3. Economic factors controlling success in farming; types of farming; business records and analysis; adjustment in organization to meet changing economic conditions; organization and management of successful farms. OR AGEC 330

AGEC 330 Management Methods for Agricultural Business. Sem. 1 and 2. Class 3, cr. 3. Management of nonfarm, agriculturally related businesses. Topics include tools for management decision making, legal forms of business organization, basics of accounting, and important financial management techniques. Case studies and computer simulation game. OR AGEC 310

AGEC 331 Principles of Selling in Agricultural Business. Sem. 1 and 2. Class 2, cr. 3. The principles of salesmanship and their application to the agricultural business. Topics include attitudes and value systems, basic behavioral patterns, the purchase decision process, relationship of sales to marketing, selling strategies, preparing for sales calls, making sales presentations, handling objections, and closing sales. Emphasis is placed on application of principles to real-world situations and on building selling skills through class projects.

AGEC 455 Agricultural Law. Sem. 1, Class 3, cr. 3. Prequisites: junior standing. Selected general legal topics (courts, contracts, torts, property and commercial law) with emphasis on farming problems (e.g., landowner-tenant, grain contracts, fences, and animal liability) and cases. OR MGMT 455

AGR 101 Introduction to the College of Agriculture and Purdue University. Sem. 1. Class 2, cr. 1. Course meets during weeks 1-8. Students are introduced to the College of Agriculture and Purdue University. Specific areas discussed include the diversity of career opportunities within agriculture, the relationships between different areas of agriculture, ethics, the impact of undergraduate coursework, including the core curriculum, on scholarship and career preparation, and the challenges facing the food, agricultural, and natural resource system. The use of guest lectures provides a networking opportunity for students.

AGRY 255 Soil Science. Sem. 1 and 2. Class 1, rec. 1, lab. 1, cr. 3. Prerequisite: CHM 112 or 116. Differences in soils; soils genesis; physical, chemical, and biological properties of soils; relation of soils to problems of land use and pollution; soil management relative to tillage, erosion, drainage, moisture supply, temperature, aeration, fertility, and plant nutrition. Introduction to fertilizer chemistry and use.

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ASM 104 Introduction to Agricultural Systems. Sem. 1 and 2. Class 2, lab. 1, cr. 3. Basic principles of selection and operation of agricultural production equipment, including farm tractors and machines and crop-processing equipment. Planning considerations for crop storage and animal production systems and devices for water conservation and erosion control.

ASM 211 Technical Graphics Communications. Sem. 1 and 2. Class 2, lab. 1, cr. 3. Prerequisite or corequisite: ASM 231. Introduction to graphic communication methods using traditional techniques and emphasizing modern computer based techniques. Topics covered include: free-hand sketching, lettering, and dimensioning; selection of data presentation methods; and plan interpretation and cost calculations. A majority of assignments will include use of commercially available computer-aided drawing packages.

ASM 221 Career Opportunities Seminar. Sem. 1, Class 1, cr. 1. Prerequisite: ASM 104. An introductory course to acquaint students with career and employment opportunities in the field of agricultural systems management. Guest speakers are invited to share their experiences and philosophies with the students. Special emphasis is given to improving communications skills.

ASM 222 Crop Production Equipment. Sem. 1, Class 2, lab. 1, cr. 3. Prerequisite: ASM 231 or (ASM 104 and AGEC 202). Principles of machine performance, capacity, machinery components and operations. Study of tractors, trucks, utility vehicles and combines. Equipment topics include chemical application, tillage tools, planters and seeders, hay and forage harvesters, electronic monitors and controllers. Computer-based analysis of equipment sizing and systems selection.

ASM 231 Computer Applications in Agriculture. Sem. 2. Class 3, cr. 3. Prerequisites or corequisites: ASM 104. A study of the use of computers to solve problems on the farm and in agribusiness. Topics covered include hardware and software selection and evaluation, operating systems, word processing, electronic communications, spreadsheets, report preparation, and data base managers.

ASM 245 Materials Handling And Processing. Sem. 2. Class 2, lab. 2, cr. 3. Prerequisite: ASM 231 or (ASM 104 and ACEC 202). Principles of materials handling and processing. Physical properties and characteristics of food, fiber and feed materials as related to harvesting, handling, processing and storage. Processing of agricultural materials including drying, preservations, size reduction (e.g. grinding, crushing, shredding), mixing and blending, refrigeration, extrusion, and pelleting. Conveying and transport systems with consideration of their effects on damage and quality. The course elements are tied together by a treatment of scheduling and coordination of biologically based systems which involve production, handling, quality control and processing.

ASM 333 Facilities Planning And Management. Sem. 2, Class 2, lab. 1, cr. 3. Prerequisite: ASM 231 or (ASM 104 and AGEC 202). Principles of facility (system) planning and management involving buildings, equipment and materials handling and flow. Student teams select a case firm (problem) with instructor approval. Principles learned week by week are applied to the development of an overall plan for the complex, over the course of the semester. Case examples can include firms handling supplies, seeds, grains, feeds, chemicals, wastes and farm produce, as well as farming operations producing grain, forage and/or livestock products. Students will learn to use AutoCAD to develop drawings, without prior computer drafting experience.

ASM 336 Environmental Systems Management. Sem. 1. Class 3, cr. 3. Prerequisites: ASM 231 or (ASM 104 and AGEC 202). Analysis of environmental systems with special emphasis on non-urban and agribusiness needs. Technological and sociological solutions to environmental problems. Computer-based tools are used to analyze global environmental issues, chemical use, waste disposal and management, water and air quality, soil and water conservation, sustainable agriculture, regulatory and policy issues.

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ASM 345 Power Units And Power Trains. Sem. 1. Class 2, lab. 1, cr. 3. Prerequisite: (ASM 231 or (ASM 104 and AGEC 202)) and (PHYS 214 or PHYS 220). An introduction to power generation and transfer in mechanical and fluid power systems. Internal combustion engines, fuels, and cycles are introduced. Clutches, mechanical transmissions, automatic transmissions, hydrostatic transmissions, and final drives are discussed. Principles of hydraulics, fluids, cylinders, pumps, motors, valves, hoses, filters, reservoirs, and accumulators are studied.

ASM 350 Safety in Agriculture. Sem. 2. Class 1, lab. 1, cr. 1. Course meets during weeks 1-8. An overview of the agricultural safety movement in the United States with consideration given to the specific human environmental and technological factors influencing farm-related accidents. Special emphasis is given to reduction of unnecessary risks in agricultural production.

ASM 420 Electric Power & Controls. Sem. 1. Class 2, lab. 1, cr. 3. Prerequisites: PHYS 214 or PHYS 220. Fundamentals and application of electric power for agricultural facilities; safe wiring principles; operation and performance characteristics of electric motors; applications of control systems that include monitors, sensors, relays and programmable logic controllers. ASM 421 Senior Seminar. Sem. 1. Class 2, cr. 1. Prerequisites: ASM 221. For seniors in

agricultural systems management program. Professional attitudes and ethics, technical report data presentation, interview procedures, resume preparation, and producer-consumer relationships.

ASM 495 Agricultural Systems Management. Sem. 2. Class 1, lab. 1, cr. 3. Prerequisites: ASM 421. Planning, organization and analysis of individual or team projects related to contemporary issues in Agricultural Systems Management.

CHM 111 General Chemistry. Sem. 1 and 2. Class 2, lab. 1, cr. 3. Prerequisite: Two years of high school algebra or consent of instructor. Not available for credit toward graduation in the School of Science. Required of all freshmen in the College of Agriculture who are not in CHM 115 and required of students in the School of Consumer and Family Sciences in retailing, textile, RHIT, and dietetics options who are not in CHM 115. Required of students in physical therapy who are not in CHM 115. Not available for credit toward graduation in the School of Science. Metric and S.I. Units; dimensional analysis; density; the atomic concept; elements, compounds, and mixtures; the mole concept; equations and stoichiometry; atomic structure, spectra; the periodic table; chemical bonding, gases; descriptive chemistry of the common elements.

CHM 112 General Chemistry. Sem. 2. Class 2, lab. 1, cr. 3. Prerequisite: CHM 111 or equivalent. Continuation of CHM 111. Liquids and solids; solutions; chemical kinetics; equilibrium; acids and bases; oxidation and reduction; electrochemistry; descriptive chemistry of the metals and nonmetals; introduction to organic chemistry; nuclear chemistry.

COM 114 Fundamentals of Speech Communication. Sem. 1, 2, and SS. Class 3, cr. 3. A study of communication theories as applied to speech; practical communicative experiences ranging from interpersonal communication and small group process through problem identification and solution in discussion to informative and persuasive speaking in standard speaker-audience situations.

ENGL 106 First-Year Composition. Sem. 1, 2, and SS. Class 3, Rec. 1, cr. 4. Prerequisite: 6 credit hours at the lower division undergraduate level in Education, General or consent of instructor. Extensive practice in writing clear and effective prose. Instruction in organization, audience, style, and research-based writing.

MA 220 Introduction to Calculus. Sem. 1 and 2. Class 3, cr. 3. Prerequisite: MA 153 or equivalent. A survey of differential and integral calculus. Applications to the agricultural, life, managerial, and social sciences.

MGMT 455 Legal Background For Business I. Sem. 1, 2, and SS. Class 2, cr. 3. The nature and place of law in our society, national and international, social and moral bases of law enactment, regulation of business, legal liability, and enforcement procedures. Special emphasis on torts, contracts, and agency. No credit to students in the School of Management. OR AGEC 455

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Selective Courses (Catalog Descriptions) AGEC 250 Economic Geography of World Food and Resources. Sem. 1 and 2. Class 3, cr. 3. A

study of the important issues and economic decisions about worldwide resource use for food and fiber production as influenced by geography, climate, history, social institutions, national self-interest, and the environment.

AGEC 311 Accounting for Farm Business Planning. Sem 1. Class 2, lab. 1, cr. 3. This course emphasizes the development of procedures for providing and using data in decision making. Methods will be addressed for finding and organizing both financial and physical data to provide the business information needed in planning and control. Topics discussed include budgeting, reporting unit costs of production, measuring profitability and wealth accumulation, estimating credit needs and income tax liability, and evaluating the strengths and weaknesses of the business as the basis for improving the business. A computerized commercial farm business accounting package will be thoroughly presented. OR MGMT 200

AGEC 340 International Economic Development. Sem. 1. Class 3, cr. 3. Prerequisite: AGEC 203 or 204 or 217 or ECON 251 or 252. This course is designed to introduce students to issues and problems related to international economic development. Topics covered include a description of the current situation in developing countries and the history of growth and development. The course is grounded in the body of theory associated with economic development, but concentrates on the many practical problems such as poverty, population growth, urbanization, education and the environment. The three areas with the greatest attention are agricultural development, international trade, and policy analysis for developing countries.

AGEC 352 Quantitive Techniques For Firm Decision Making. Sem. 1, Class 2, rec. 1, cr. 3. Prerequisite: STAT 225 or 301 or 501. Introduction to mathematical programming and computing as an aid to agricultural decision making by firms, linear programming, game theory and strategy, simulation, the waiting-line problem, the equipment replacement decision, and multiproduct scheduling methods.

AGEC 411 Farm Management. Sem. 1. Class 2, lab. 1, cr. 4. Prerequisite: AGEC 310 and (AGEC 311 or MGMT 200). Principles of farm organization and management, farmer interviews, and the application of computerized farm decision-making methods.

AGEC 420 Grain and Grain Products Marketing. Sem. 1. Class 2, cr. 1. Prerequisite: AGEC 220 and 321. Course meets during weeks 11-15. Fundamental and technical analysis of agricultural commodity prices. Role of supply and demand in determining market prices, futures markets in relation to cash markets, and analysis of alternative forward pricing methods. Interpretation of government crop and livestock reports, use and limitations of technical analysis in price forecasting. Requires class trips. Students will pay individual lodging or meal expenses when necessary.

AGEC 424 Financial Management of Agricultural Business. Sem. 1. Class 3, lab. 1, cr. 4. Prerequisite: MGMT 200 AGEC 311. A study of the major types of financial decisions made by agriculturally related firms, including investment in inventory, receivables and cash, property, plant, and equipment; sources and types of short-term, intermediate, and long-term capital; legal patterns of the business organization, emphasis on implementation involving agribusiness case problems.

AGEC 426 Marketing Management of Agricultural Business. Sem. 1 and 2. Class 3, cr. 3. Prerequisite: (AGEC 311 or MGMT 200) and (AGEC 330 or ENTR 200). A study of the major types of marketing strategy decisions that must be made by agribusiness firms, including target market selection; marketing research; sales forecasting; product policies; distribution channels; pricing, advertising, and personal selling; and marketing control.

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AGEC 450 International Agricultural Trade. Sem. 1. Class 3, cr. 3. Prerequisite: (AGEC 217 or ECON 252) and (AGEC 100 or AGEC 203 or AGEC 204 or ECON 251). Study of U.S. agricultural trade with emphasis on international trade theory, exchange rates and their determination, relationships between domestic agricultural policies and trade policies, and analysis of institutional arrangements for world trade in agricultural products.

AGEC 451 Applied Econometrics. Sem. 2. Class 3, cr. 3. Prerequisite: STAT 225 or 301 or 501. Application of strategies to economic problems. Simple and multiple regression, dummy variables, logit analysis, time series, and forecasting.

AGRY 105 Crop Production. Sem. 1 and 2. Class 2, lab. 2, cr. 3. Fundamental principles of crop production and distribution. Emphasis is places on applying technological advances in agronomy to active crop-production situations, including basic soils, agricultural meteorology, and crop physiology and breeding.

AGRY 270 Forest Soils. Sem. 2. Class 1, lab. 1, rec. 1, cr. 3. Prerequisite: CHM 112 or CHM 116. Development, distribution, and classification of soil profile; soil characteristics related to forest practices; nature and cause of soil differences; fertility and plant nutrition. Not available to students who have taken AGRY 255/NRES 255.

AGRY 285 World Crop Adaptation and Distribution . Sem. 2. Class 3, cr. 3. Examination of how environmental factors, including climate and soils, impact the global distribution of major food crops. Identification of the types of naturally occurring plant communities and comparison of these communities with those of environmentally and economically sound field cropping systems. Exploration of how man’s intervention has maintained or modified the productivity of food crops in agricultural communities and how his intervention has affected the environment. AGRY 320 Genetics. Sem. 2. Class 3, cr. 3. Prerequisite: (BIOL 110 and 111) or (BIOL 110 and

BTNY 210) or (BIOL 111 and BTNY 210) or (BIOL 121 and 131) or (BTNY 210 and HORT 301). The transmission of heritable traits; probability; genotypic-environmental interactions; chromosomal aberrations; polyploidy; gene mutations; genes in populations; the structure and function of nucleic acids; biochemical genetics; molecular genetics; coding.

AGRY 321 Genetics Laboratory. Sem. 1 and 2. Lab. 1, cr. 1. Prerequisite or corequisite: AGRY 320. Experiments with plants and microorganisms to elucidate the basic concepts of molecular and classical genetics as applied to genome analysis.

AGRY 350 Global Awareness. Sem. 2. Class 3, cr. 1-3. A seminar-type course about world geography, cultures, and agriculture. Speakers are selected from the many Purdue graduate students and visiting scholars from around the world. Extra credit may be earned through independent study of a global issue. Course may be repeated for up to a total of 4 credits.

AGRY 365 Soil Fertility. Sem. 2. Class 2, lab. 1, cr. 3. Prerequisite: AGRY 255 or 270. Principles of soil chemistry and physics influencing plant nutrition; emphasis on diagnosis and solution of problems on soil reaction and nutrient status; fertilizer chemistry and use; reaction of pesticides and growth regulators with soils.

AGRY 375 Crop Production Systems. Sem. 1 and 2. Class 3, cr. 3. Factors affecting management decisions in crop production systems. Development of small grain and row cropping systems. Interaction of factors affecting efficient production systems, including seed selection, tillage, planting management, pest management, and harvesting and storage considerations.

ANSC 102 Introduction to Animal Agriculture . Sem. 1 and 2. Class 2, lab. 1, cr. 3. A study of animal agriculture emphasizing the efficient production of animal food products from poultry, dairy and meat animals. Credit cannot be obtained for both ANSC 101 and 102. Of ANSC 101, 102 and 106, only one course can be used as an ANSC elective.

ANSC 221 Principles of Animal Nutrition. Sem. 1 and 2. SS. Class 3, cr. 3. Prerequisite: CHM 112. Classification and function of nutrients, deficiency symptoms, digestive processes, characterization of feedstuffs, and formulation of diets for domestic animals.

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ANSC 230 Physiology of Domestic Animals. Sem. 1 and 2. Class 4, cr. 4. Prerequisite: BIOL 110 or BIOL 111. A lecture course designed to present physiology of domestic farm animals. Function of tissues and organs, maintenance of internal steady-state conditions, and body responses to external environmental conditions will be presented. Physiological mechanisms involved in lactation, growth, and reproduction will be included.

ANSC 440 Horse Management. Sem. 1. Class 2, lab. 1, cr. 3. Prerequisite: ANSC 221. Current breeding, feeding, housing, selection, disease control, and other management practices essential for sound economic planning of horse operations in today’s horse industry. Laboratory farm visits provide students with real application examples and industry contacts.

ANSC 441 Beef Management. Sem. 1. Class 2, lab. 1, cr. 3. Prerequisite: ANSC 221. Breeding, feeding, and management practices essential for economical beef production, including performance testing.

ANSC 442 Sheep Management. Sem. 2. Class 2, lab. 1, cr. 3. Prerequisite: ANSC 221. Breeding, feeding, and management practices essential for economical sheep production and commercial lamb feeding, including performance testing.

ANSC 443 Swine Management. Sem. 2. Class 2, lab. 1, cr. 3. Prerequisite: ANSC 221. Breeding, feeding, and management practices essential for commercial swine production, including performance testing.

ANSC 444 Dairy Management. Sem. 2. Class 2, lab. 1, cr. 3. Prerequisite: ANSC 221. Current breeding, feeding, physiology, disease prevention, and management practices essential for economical milk production. ANSC 445 Commercial Poultry Management. Sem. 2. Class 2, lab. 1, cr. 3. Prerequisite: ANSC

221. Current developments and practices in the commercial production of eggs, broilers, and turkeys; principles of breeding, physiology, nutrition, management, and disease prevention.

ASM 201 Construction and Maintenance. Sem. 1 and 2. Class 2, lab. 1, cr. 3. Fundamental principles in the selection and use of tools for the construction and maintenance of agricultural and related facilities, equipment, and machines. Areas covered include small engines, concrete and masonry, wood, plumbing, electricity, and metal.

ASM 215 Surveying. Sem. 1 and 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.

ASM 322 Technology for Precision Agriculture. Sem. 1. Class 2, lab. 1, cr. 3. Prerequisite: ASM 222. Technology and applications of electronics for precision agriculture. Characteristics of personal computer hardware, electronic sensors, monitors, machine controllers, environmental monitors, and global positioning systems. Production management information systems; processing and marketing information systems; and yield mapping, geographic information system data handling, and software options.

ASM 570 Agricultural Structures. Sem. 2. Class 2, lab. 1, cr. 3. Prerequisite: ASM 333. Structural, environmental, and functional problems of farm buildings; planning, estimating, and evaluating materials; costs, construction procedures, and practices.

BIOL 110 Fundamentals of Biology I. Sem. 1 and SS. Lec. 2, rec. 1, lab. 1, cr. 4. Principles of biology, focusing on diversity, ecology, evolution, and the development, structure, and function of organisms.

BIOL 111 Fundamentals of Biology II. Sem. 2. Lec. 2, rec. 1, lab. 1, cr. 4. Continuation of BIOL 110. Principles of biology, focusing on cell structure and function, molecular biology, and genetics.

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BTNY 201 Plants and Civilization. Sem. 1. Class 3, cr. 3. This course, intended primarily for non-majors, covers the history of agriculture, with focus on the centers of origin of our major food, fiber, and medicinal plants, and their historical, cultural, and economic relevance. The course also surveys the biology of crop plants, with respect to taxonomy, anatomy, cell structure, physiology, development, and genetics. Discussion also center on the roles plant biotechnology may play in sustainable agriculture and in helping to alleviate problems caused by overpopulation and ecological stress.

BTNY 210 Introduction to Plant Science. Sem. 1 and 2. Class 3, lab. 1, cr. 4. An introduction to the major groups in the plant kingdom, their origin, classification, and economic importance. The areas of anatomy, morphology, cytology, physiology, biochemistry, molecular biology, genetics, and ecology will be explored as they relate to plant sciences and agriculture.

BNTY 301 Introduction Plant Pathology. Sem. 1 and 2. Class 2, lab. 1, cr. 3. Prerequisite: BTNY 210. Basic principles of plant pathology, including etiology, symptomatology, control, and epidemiology of representative diseases of plants.

BTNY 304 Introductory Weed Science. Sem. 2. Class 2, lab. 1, cr. 3. Prerequisite: BIOL 110 or BIOL 111 or BTNY 210. A survey of the scientific principles underlying weed control practices; emphasis is on the ecology of weeds and control in crop associations. It is recommended that this course be followed by BTNY 504.

BTNY 305 Fundamentals of Plant Classification. Sem. 2. Class 2, lab. 1, cr. 3. Prerequisite: BIOL 110 or BIOL 111 or BTNY 210. The principles of classification of seed plants, with emphasis on methods of identification in laboratory and field. Requires class trips. Students will pay individual lodging or meal expenses when necessary.

BTNY 316 Plant Anatomy. Sem. 2, Class 2, lab. 1, cr. 4. Prerequisite: BTNY 210 or consent of instructor. The internal structure of seed plants. Description and recognition of cell and tissue types, tissue systems, and their interrelations in vegetative and reproductive structures. Developmental changes of the plant body from embryo to mature plant and from meristems to mature tissues. Experimental approaches where relevant to structure-function relationships and to development will be introduced. Offered in odd-numbered years. ENTM 105 Insects: Friend and Foe. Sem. 1 and 2. Class 3, cr. 3. A one-semester course for

nonscience students who want to know more about insects - the most numerous organisms on earth. An introduction to insects and their relationship with humankind, including interesting aspects of insect biology; insects in music, decoration, history; use of insects in teaching at the elementary school level; their use in art, photography, and drawing; insects as human food.

FNR 103 Introduction to Environmental Conservation. Sem. 1 and 2. Class 3, cr. 3. Introduction to ecological principles, history of conservation, natural resource management, human impacts on the environment, and environmental ethics. For all students interested in an introductory natural resource or environmental science elective.

FNR 230 The World’s Forests and Society. Sem. 1. Class 3, cr. 3. Examination of structure, function, and environmental and cultural significance of forest ecosystems throughout the world.

FNR 240 Wildlife in America. Sem. 1. Class 3, cr. 3. History of the occurrence, exploitation, and management of North America’s wildlife resources. Life histories, habitat relationships, and human impacts on selected species. Current conservation practices and future prospects.

FNR 488 Global Environment Issues. Sem. 1. Class 3, cr. 3. Examination of the state of the world in terms of natural resource consumption, environmental quality, and global change. Techniques to analyze and evaluate information. Survey threats to soil productivity, the changing atmosphere, water quality and quantity, energy impacts, and biodiversity from an ecosystem perspective.

HORT 101 Fundamentals of Horticulture. Sem. 1 and 2. Class 2, lab. 1, cr. 3. Biology and technology involved in the production, storage, processing, and marketing of horticultural plants and products. Laboratories include experiments demonstrating both the theoretical and practical aspects of horticultural plant growth and development. Requires class trips. Students will pay individual lodging or meal expenses when necessary.

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HORT 301 Plant Physiology. Sem. 1. Class 3, lab. 1, cr. 4. Prerequisite: (BIOL 110 or (BIOL 131 and BIOL 132) or BTNY 210) and (CHM 255, or CHM 257, or CHM 262). Basic physiological processes of higher plants, particularly as related to the influence of environmental factors on growth, metabolism, and reproduction. Laboratory experiments involve hands-on experience with numerous aspects of plant physiology, including water relations, photosynthesis, growth, dormancy, hormones, and flowering.

HORT 306Y History of Horticulture. Sem. 1, 2, and SS. Cr. 3. Distance learning that meets once per week. The origins and development of agriculture, with specific emphasis on horticulture from prehistory to the present in relation to civilization and modern culture.

HORT 403Y Tropical Horticulture . Sem. 1. Cr. 3. Distance learning that meets once per week. Offered in even-numbered years. An introduction to the agriculture of the tropics and subtropics, emphasizing horticultural crops.

MGMT 200 Introductory Accounting . Sem. 1 and 2. SS. Class 3, cr. 3. The objectives of the course are to help students: (1) understand what is in financial statements and what the statements say about a business, (2) identify the business activities that caused the amounts that appear in the statements, and (3) understand how, when, and at what amount the effects of manager and employee actions will appear in the statements. OR AGEC 311

OLS 252 Human Behavior in Organizations. Sem. 1, 2, and SS. Class 3 or class 2, rec. 1, cr. 3. A survey of the concepts that provide a foundation for the understanding of individual and group behavior in organizations of work, with special emphasis on typical interpersonal and leadership relationships.

OLS 274 Applied Leadership. Sem. 1, 2, and SS. Class 3 or class 2, rec. 1, cr. 3. Introduction to, and overview of, the fundamental concepts of leadership and supervision.

STAT 301 Elementary Statistical Methods. Sem. 1, 2, and SS. Class 3, cr. 3. Prerequisite: MA 152. Introduction to statistical methods with applications to diverse fields. Emphasis on understanding and interpreting standard techniques. Data analysis for one and several variables, design of samples and experiments, basic probability, sampling distributions, confidence intervals and significance tests for means and proportions, correlation and regression. Software is used throughout. Not open to students in the Department of Mathematics and Schools of Engineering. Credit cannot be given for more than one of STAT 301, 305, 350, 433, 501, 503, and 511.

STAT 501 Experimental Statistics I. Sem. 1 and SS. Class 1, cr. 3. Prerequisite: Course work in algebra and number theory or consent of instructor. Concepts and methods of applied statistics. Exploratory analysis of data. Sample design and experimental design. Normal distributions. Sampling distributions. Confidence intervals and tests of hypotheses for one and two samples. Inference for contingency tables, regression and correlation, and one-way analysis of variance. Use of the SAS statistical software. Intended primarily for students who have not had calculus. Not open to students in mathematical sciences or engineering. Credit cannot be given for more than one of STAT 301, 305, 350, 433, 501, 503, or 511.

STAT 503 Statistical Methods for Biology. Sem. 1 and 2. Class 3, cr. 3. Prerequisite: Course work in calculus or consent of instructor. Introductory statistical methods, with emphasis on applications in biology. Topics include descriptive statistics, binomial and normal distributions, confidence interval estimation, hypothesis testing, analysis of variance, introduction to nonparametric testing, linear regression and correlation, goodness-of-fit tests, and contingency tables. Open only to majors related to the life sciences. Credit cannot be given for more than one of STAT 301, 305, 350, 433, 501, 503, or 511.

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Special Problems Courses

ASM 390 COOP, ASM 490 Special Problems, ASM 498 Directed Experience in Teaching Mechanized Agriculture, ASM 499H Honors Thesis, ASM 590 Special

Problems Due to the extensive time required to plan and complete a special topics course, instructor selection and

completion of the appropriate contract should take place in the semester prior to the one in which the course is

to be completed. Registration for a special topics course after two weeks into the semester will not be accepted.

Purpose of Special Problems Course Offerings Special Problems course offerings should be designed to provide capable students the opportunity to work on carefully selected special problems which are not covered in regular course offerings. The problems should be closely related to the students’ field of study and be of mutual interest to both the individual student and supervising faculty member. The selected problem should be such that it will require the student to perform a combination of laboratory, field, and/or library studies and result in a professionally written report of the activities relating to the project, findings if any, and other related documentation. Student Eligibility Students requesting enrollment in Special Problems courses should have a record of exhibiting a great deal of personal initiative and the ability to work toward a solution of problems with limited direct supervision from instructors. Registration for the Special Problem Due to the extensive time required to plan and complete a Special Problem course, instructor selection and completion of the contract should take place in the semester prior to the one in which the course is to be completed. Registration for a Special Problems course after two weeks into the semester is not accepted. Student/Faculty Contract for Special Problems To provide documentation of the problem to be addressed and to ensure a clear understanding between the student and supervising faculty member of their respective expectations, a formal course contract must be completed and a kept on file by the faculty member. An additional copy will be placed in the student’s permanent file, and a copy will be furnished to the student. Approval of the Special Problems Courses by the Department In order to ensure that proposed courses meet the expectations of the department with respect to content, level of effort and credit hour distribution, each Special Problems course must be approved by the Agricultural & Biological Engineering Academic Programs Committee (or, in the case of a graduate student, the Graduate Committee). Approval should be obtained by the end of the semester prior to the one during which the course will be completed or no later than the second week of the semester during which the course is to be completed. Enrollment in ASM 490/590 – In addition to the above, the student should fulfill the following requirements:

1. Be enrolled as an undergraduate or graduate student at Purdue. 2. Be classified as a “Junior 6” or higher at the time the course begins. 3. Have a minimum grade point average (GPA) of 3.00.

Exceptions to the above requirements will be considered by the ABE Academic Programs Committee/ Graduate Committee upon request of the instructor.

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Admission to Graduate School

Undergraduate students looking forward to graduation frequently consider graduate work as a possibility after graduation. The advisor should encourage students to go to graduate school provided the student is qualified and able to benefit from graduate study.

The basic requirements for admission to graduate study are:

• Graduation with a baccalaureate degree. • An applicant is generally expected to maintain a cumulative grade point average of at

least 3.0.

Most students enrolled in graduate study in the Agricultural and Biological Engineering Department receives graduate research assistantships. Current stipends for M.S. and Ph.D. assistantships are approximately $14,000 and $16,500 per year, respectively, plus full waiver of tuition and most fees. Fellowships are available in some instances with stipends of up to $22,000 per year. Therefore, the true value of an assistantship is approximately $17,000 per year for Indiana residents and $24,000 for non-Indiana residents.

In certain cases undergraduate students may subsequently apply credits they have earned in 500-series courses toward an advanced degree at Purdue. Upon admission to the Graduate School, and with the approval of the major field, a maximum of 6 credits relevant to the graduate program of study which were not used to satisfy undergraduate requirements may be applied toward an advanced degree. The form for this request is available in the Student Academic Center, ABE room 201.

Research Opportunities. Modern, well-equipped laboratories support all research specializations; exceptional computing facilities being a noteworthy example. Departmental computing is centered on server-based, advanced engineering workstations. Departmental networks have integrated global capabilities as part of the Engineering Computer Network, a system of more than 1,000 workstations/ servers with supercomputer and Internet connectivity through the Purdue University Computing Center.

Bioprocess engineering is rapidly becoming a critical forefront research area as advances in genetic engineering lead to new types of crops and new methods for processing them into value added products. As a consequence, the department has a strong biological and biochemical technology research program. Research topics include bioreactor design and modeling, enzyme kinetics and biocatalysis, site-directed mutagenesis, foam fractionation and liquid chromatography of proteins, and genetic engineering. Extensive laboratory facilities include liquid chromatographs, glucose analyzers, fermenters, centrifuge, spectrophotometers, and preparative scale protein purification systems.

Areas of machinery research include electro hydraulic systems and their control, microprocessor applications for control and monitoring, the development of robotic systems for agricultural production/ processing, the development of design expert systems, finite element analysis and optimization of mechanical systems, design automation, soil-vehicle interactions, and operator safety. Facilities include engine dynamometers and hydraulics, as well as machine vision laboratories.

Research in water resources planning and management includes studies of the mechanics of soil erosion, water quality control, mathematical simulation of agricultural watershed

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hydrology, geographical information systems (GIS) applications, and land drainage. The USDA/ARS National Soil Erosion Laboratory, located near the Agricultural & Biological Engineering Building, offers both facility and personnel support through cooperative projects.

Knowledge engineering, the art and science of automating the utilization of intelligence to manage and control tomorrow’s increasingly interdependent subsystems, is an area of rapid research growth. This field spans such diverse areas as developing pattern recognition technologies for machine vision to creation of expert systems for both strategic management decision support and advanced machine controls.

Designing advanced methods for producing and processing biological products requires knowledge of the physical properties of biological materials and of soils. Many challenging research opportunities may be found in studying the mechanical, electrical, optical, rheological or other properties of such materials and in the development of transducers for machine monitoring and control of product characteristics.

Areas of Study. The Department of Agricultural and Biological Engineering offers opportunity for creative endeavor in academic coursework and in fundamental and applied research. Both the Master of Science and Doctor of Philosophy programs are offered in a broad range of areas including: artificial intelligence applied to decision support systems and to intelligent machine control, biochemical and food process engineering, agricultural systems management, physical properties of biological materials, computer-aided agricultural machinery design, soil and water resource design and management, crop processing and storage, systems engineering, fluid power, agricultural structures, renewable resource utilization, vehicle mechanics, and environmental control.

Requirements for Graduate Study. Applications for graduate study in agricultural and biological engineering are accepted from qualified individuals who have a baccalaureate degree in engineering or agricultural systems management from a college or university of recognized standing. These students may work toward Master of Science in Agricultural and Biological Engineering (M.S.A.B.E.), Master of Science in Engineering (M.S.E.), Master of Science (M.S.), and Doctor of Philosophy (Ph.D.) degrees.

The doctoral degree candidate must have demonstrated superior scholastic and research ability either at Purdue or some other university. Research ability normally is assumed if the applicant has written an acceptable master’s thesis. Students who complete a nonthesis M.S. degree program normally will not be permitted to pursue a Ph.D. program.

Programs of Study. The master’s degree candidate may elect either a thesis or nonthesis option program. A thesis is required for the Ph.D. degree. Research assistantships generally are not available to individuals electing the nonthesis option.

A minimum of 24 semester hours for the master’s degree with a thesis, 30 semester hours for the master’s degree without a thesis, and 48 semester hours for the doctoral degree normally are required. Acceptable master’s degree coursework may be applied to the doctoral degree program. Outstanding students may petition to work directly toward the Ph.D. without the M.S. A minimum of six semester hours of departmental courses is required in the master’s degree program with a thesis and 12 semester hours for the nonthesis master’s degree and doctoral degree programs.

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Mathematical sciences must be pursued in depth. Normally, for the master’s degree a minimum of six credit hours of mathematical, statistical, or computer science courses beyond ordinary differential equations is required. For the doctoral degree, a minimum of 12 credit hours is required.

Programs of study must be established during the first full semester for the master’s, or full year for the doctoral degree, of residency at Purdue University. These programs are oriented toward the proposed thesis research work in one of the research areas in agricultural engineering.

There are no foreign language requirements for the M.S. and Ph.D. degrees.

Specific inquiries concerning the opportunities for graduate study in ABE should be addressed to the ABE Graduate Secretary (ABE room 201).

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ABE Faculty Faculty

Office

Campus Phone

(49-___)

Email ([email protected])

Area of Specialization

Vincent F. Bralts (Assoc. Dean of Engineering)

ENAD 111 45349 bralts Irrigation design and management; Hydraulic network analysis using Finite Element Method; Water quality modeling; International development.

Dennis Buckmaster ABE 217 69512 dbuckmas Machine systems: forage and biomass harvest, storage and delivery

Osvaldo Campanella FS 2151 66330 campa Food process engineering. Food Rheology. Food Extrusion, evaporation. Food processes simulation.

Natalie J. Carroll AGAD 216 48433 carroll Soil and water engineering; Finite Element Models; Youth environmental programs.

Indrajeet Chaubey ABE 216 45013 ichaubey Ecohydrology, solute and sediment transport, best management practices to minimize nonpoint source pollution, spatial variability of natural processes, land use terrestrial and aquatic processes, integrated watershed/water quality management technology, mathematical modeling, and application of geographic information systems and remote sensing

Keith A. Cherkauer ABE 312 67982 cherkaue Remote sensing, hydrology models, environmental change, land-atmosphere interactions, the hydrologic cycle, the impact of snow and soil frost on the surface water, energy balance in the upper Mississippi River basin, applicability of aircraft- and satellite-based thermal remote sensing to monitoring stream temperatures.

Heidi Diefes-Dux ENAD 206 43887 hdiefes Educational methods research as it pertains to the development of engineering courses and curricula. Food process engr - unit operations, process, and plant modeling and optimization through experimentation and theory.

Bernard A. Engel (Dept. Head)

ABE 218 41162 engelb Artificial intelligence; Expert systems; Simulation; Soil and water engineering; Natural resource conservation and management; Geographical information systems.

Daniel R. Ess ABE 311 63977 ess Development and analysis of information intensive agricultural production systems.

William E. Field ABE 308B 41191 field Agricultural safety and health; Breaking New Ground Resource Center.

Dennis C. Flanagan (Adjunct)

SOIL 107 47748 flanagan Soil and water resources; Erosion mechanics, prediction, and control; Sediment deposition; Water quality

Jane Frankenberger ABE 208A 41194 frankenb Water quality; Watershed protection; Soil and water engineering; Geographical information systems; Hydrologic simulation modeling

Kamyar Haghighi (Head, Engineering Education)

ENAD 203 43884 haghighi Finite element modeling and analysis; Computational techniques; Design and automation; Knowledge-aided mechanical design; Machine systems Engineering.

Albert J. Heber ABE 215 41214 heber Building ventilation; Indoor air quality; Air pollution; Wood coatings.

Klein E. Ileleji ABE 309 41198 ileleji Grain quality , post-harvest engineering, sensors and Process Controls, biomass production and handling, production of energy crops, new technology development, biomass characterization, and production, densification and post-harvest technologies for biomass utilization.

Joseph Irudayaraj NA 41162 josephi Sensor device fabrication and study of individual molecules using confocal spectroscopy and microscopy to better understand their mobility and interaction. Applications include health and food.

Monika Ivantysynova ABE 314 66578 mivantys Modeling of pumps, motors, actuators, and complex fluid power systems, advanced CVT transmission concepts, energy saving actuator technology

Don D. Jones ABE 208B 41178 jonesd Structures and environment; Home and agricultural waste management.

Gary W. Krutz ABE 213 41179 krutz Power and machinery; Fluid power electronic control for machinery applications; Agricultural sensor development.

Michael R. Ladisch POTR 216 47022 ladisch Biotechnology and bioprocess engineering; Bioseparations; Chemical reactor design and kinetics; Biomass conversion.

Chang Lu ABE 217 41188 changlu Microfluidics and Nanobiotechnology. Microfabricated biosensors for food safety. Drug delivery using microfluidic devices. Single molecule biophysics using fluorescence spectroscopy.

John Lumkes ABE 216 41173 lumkes Electrohydraulics; on- and off-road vehicle design; drive-by-wire control systems; and diagnostics and prognostics for hydraulic and pneumatic systems

Rabi H. Mohtar ABE 321 41791 mohtar Environmental resources engineering; Numerical methods; Simulation models to improve utilization of natural resources; Hydrological systems interaction with the environment; Irrigation systems.

Mark T. Morgan FS 1161 41180 mmorgan Electronic sensing of food properties; Design of food processing control systems.

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Nathan S. Mosier ABE 211 62044 mosiern Bioprocessing Rrenewable resources to fuels, chemicals, & pharmaceuticals. Biocatalysis.

Ganesan Narsimhan FS 2247 41199 narsimha Food engineering; Bioseparations; Food emulsions and foams; Functional properties of proteins.

Martin R. Okos FS 1171 41211 okos Food process engineering; Computer aided design of food processes; Heat and mass transfer in foods; Fermentation and biological reactor design; Properties of food; Biological products.

Marshall Porterfield ABE 319 41195 porterf Biological engineering, sensor technology and instrumentation, BioMEMS, eukaryotic cell signaling, space and gravitational biology

Jenna L. Rickus ABE 214 41197 rickus Biosensors; Bio-nanotechnology; Mathematical Modeling.

Richard L. Stroshine ABE 308 41192 strosh Physical properties of agricultural materials; Sensing food quality; Grain quality; Grain drying; Handling storage; Grain Harvesting.

Bernard Y. Tao FS 3239 41183 tao Biocatalysis; Biomaterials utilization; Recombinant genetic engineering; Carbohydrate enzyme technology.

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Useful Websites ABE Department - https://engineering.purdue.edu/ABE CCO - www.cco.purdue.edu Admissions - http://www.purdue.edu/Purdue/admissions/ Distance Learning - https://www.continuinged.purdue.edu/ College of Agriculture - http://www.agriculture.purdue.edu/ Purdue Directory - http://www.itap.purdue.edu/directory/ Purdue Maps - http://www.purdue.edu/campus_map/ myPurdue -coming soon Schedule of Classes - http://www.courses.purdue.edu/cgi-bin/relay.exe/query?qid=courseOfferingSubjectList Bursar - http://www.purdue.edu/Bursar/ Scholarships - www.agriculture.purdue.edu/oap/scholarshipsFellowships.asp Honors Program - www.purdue.edu/provost/honors/ International Studies -www.agriculture.purdue.edu/ipiastudyabroad/index.shtml ABE Department Career/Internship Postings - https://engineering.purdue.edu/ABE/ResourcesFor/Student/job_postings/job-descriptions/index.html Agriculture Degrees Bulletin – www.purdue.edu/Purdue/academics/bulletins/ag.pdf

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ASM Resume Book

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Appendix D Faculty Vitae – Those who teach ASM courses

DENNIS R. BUCKMASTER Associate Professor

Budget Distribution: 65% Teaching; 35% Extension Degrees:

Ph.D., Ag. Engineering, Michigan State University , 1989 MS, Agricultural Engineering, Michigan State University, 1986 BS, Agricultural Engineering, Purdue University, 1984

Purdue and Other Professional Experience: Associate Professor, Purdue University, West Lafayette, IN, 2006-current Associate Professor, Penn State University, 1994-2006 Assistant Professor, Penn State University, 1989-1994

Courses currently taught:

ASM 491 – Computing in Agriculture ASM 345 – Power Units and Power Trains ASM 421 – Senior Seminar ASM 495 – Agricultural Systems Management

Interest/Responsibilities:

Current work includes development and evaluation of forage and biomass machinery, evaluation of a new corn/soil insectide delivery system, storage and handling of biofuel co-products, and improvement of specialty crop machinery

Membership in Scientific and Professional Societies:

American Society of Agricultural and Biological Engineers Forage and Biomass Engineering, and Machinery Management Committees, PM Division Steering Committee, Agricultural Equipment Technology Conf. Planning American Forage and Grassland Council, Member Sigma Xi, Member Registered Professional Engineer (Commonwealth of Pennsylvania) Certified Fluid Power Specialist (Fluid Power Society)

PUBLICATIONS (from last 5 years): Buckmaster, D.R. 2007. An Off-Road Equipment Minor. Applied Engineering in Agriculture

23(5):691-694. Lawrence, M.J., D.R. Buckmaster, and W.J. Lamont. 2007. A pneumatic dibbling machine for plastic

mulch. Applied Engineering in Agriculture 23(4):419-424. Zimmerman, A.P., R.G. Johnson, T.S. Hoover, J.W. Hilton, P.H. Heinemann, and D.R. Buckmaster.

2006. Comparison of personality types and learning styles of engineering students, agricultural systems management students, and faculty in an agricultural and biological engineering department. Applied Engineering in Agriculture. 49(1):311-317

Buckmaster, D. R. 2006. Problem solving with Excel – CD ROM training video package. American Society of Agricultural and Biological Engineers.

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Srivastava, A.K., C.E.Goering, R.P. Rohrbach, and D.R. Buckmaster. 2006. Engineering Principles of Agricultural Machines, 2nd ed. American Society of Agricultural and Biological Engineers.

Thomas, R. S. and D. R. Buckmaster. 2005. Development of a Computer Controlled, Hydraulic, Power Take-Off (PTO) System. Transactions of the American Society of Agricultural Engineers. 48(5):1669-1675.

Buckmaster, D.R. and J.W. Hilton. 2005. Computerized cycle analysis of harvest, transport, and unload systems. Computers and Electronics in Agriculture. 47(1):137-147.

Rotz, C.A., D.R. Buckmaster, and J.W. Comerford. 2005. A beef herd model for simulating feed intake, animal performance, and manure excretion in farm systems. Journal of Animal Science. 83(1):231-242.

Zhang, M., M.L. Sword, D.R. Buckmaster, and G.R. Cauffman. 2003. Design and evaluation of a corn silage making system with shredding and flail cutting. Transactions of ASAE 46(6):1503-1511.

Long, J.P. and D.R. Buckmaster. 2003. Development of an automated system for sampling crop material from a forage harvester. Applied Engineering in Agriculture 19(2):30-37.

Buckmaster, D.R. 2003. Benchmarking tractor costs. Applied Engineering in Agriculture 19(2):168-171.

Kononoff, P.J., A.J. Heinrichs, and D.R. Buckmaster. 2003. Modification of the Penn State forage and TMR particle separator and the effects of moisture content on its measurements. Journal of Dairy Science 86(5):1858-1863.

Thomas, R.S., D.R. Buckmaster. 2003. Relative safety of traditional agricultural tractor power take off (PTO) drivelines compared to fluid power – a review. Journal of Agricultural Safety and Health 9(3):241-250.

Thomas, R.S. and D.R. Buckmaster. 2003. A programmable, multiple supplement cattle feeder for pasture use. Applied Engineering in Agriculture 19(4):511-520.

Rotz, C. A., S. A. Ford, D. R. Buckmaster. 2003. Silages in farming systems. Chapter 11, In: Silage, a monograph. American Society of Agronomy. pp. 505-546.

Buckmaster, D. R. 2003. Forage harvesting systems. In: Encyclopedia of Agricultural and Food Engineering. pp. 358-361. Marcel Dekker, Inc.

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NATALIE J. CARROLL Professor

Degrees:

Ph.D., Michigan State University , 1993 MS, Michigan State University, 1983 BS, Michigan State University, 1977

Purdue and Other Professional Experience: Professor, Youth Development and Ag Education (80%) and Ag. & Biological Engineering

(20%), Purdue University, West Lafayette, IN, 2006-current Associate Professor, Youth Development and Ag Education (80%) and Ag. & Biological

Engineering (20%), Purdue University, West Lafayette, IN, 2000-2006 Assistant Professor, 4-H Youth Development (1995-2000) and Ag. & Biological Engineering

(20% - 1998-2000), Purdue University, West Lafayette, IN Instructor, Agricultural Engineering, Michigan State University, Fall 1989 High School Teacher – Math, Science, GED preparation, 1977-1981


ASM 336 – Environmental Systems Management ABE 450 – Finite Element Method in Design and Optimization

Interest/Responsibilities: Soil & Water Resource Engineering. Computer modeling of water movement in porous media. Management of natural resources including water quality.


American Society of Agricultural and Biological Engineers (1982 – 1985, 1995-present) Purdue University Cooperative Extension Specialist Association (1995-present). Offices held:

Executive Board (1995-2002), Awards Chair (1997), Secretary (1998), President-elect (2000), President (2001), Past-president (2002)

Hoosier Association of Science Teachers (2003 – present). National Association of Science Teachers (2005) Alpha Epsilon, Agricultural Engineering Honor Society (1982-present) Gamma Sigma Delta, The Honor Society of Agriculture, Consumer and Family Sciences, and

Veterinary Medicine (2001-present) PUBLICATIONS (from last 5 years): Carroll, N. and Lovejoy, S., December, 2005. Using Technology to Survey New Audiences, Journal

of Extension electronic newsletter (www.joe.edu). Lovejoy S. and Carroll, N. December, 2005. Intensity Weighted Ranking: A Methodology for

Understanding What Clients Tell Us, Journal of Extension electronic newsletter (www.joe.edu).

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Carroll, N. 2007. Engaging Students in Environmental Systems Management. The American Society of Agricultural and Biological Engineers paper #078033, Minneapolis.

Carroll, N., Segerlind, L., Stroshine, R., and Nyquist, C., 2006. Introducing Undergraduate and Graduate Students to Finite Element Analysis. The American Society of Agricultural and Biological Engineers paper #068033, Portland.

Carroll., N., 2006. Introducing Middle School Students to Computer Modeling. The American Society of Agricultural and Biological Engineers paper #068040, Portland.

Carroll., N., 2006. Using Case Studies to Introduce Situations Requiring Ethical Decisions. The American Society of Agricultural and Biological Engineers paper #068018, Portland

Carroll, N and Jones, D, 2006. Living on Acreages, What You Need to Know. Midwest Plan Service (MWPS-50), 100 pp.

Daniels, B., Horton, R., Page, K., Wilkinson, R., Smith, S., Carroll, N., Johnson, R., 2004. Forestry Manuals: Follow the Path, Level 1 (4HCCS BKU 08038), Reach for the Canopy, Level 2 (4HCCS BKU 08039), Explore the Deep Woods, Level 3 (4HCCS BKU 08040), and Forestry Helper’s Guide (4HCCS BKU 08041). National 4-H Curriculum Collection, 36 pages each.

Carroll, N.J., G. Aldred, W. Aldred, W. Beck, J. Bliss, K. Eck, D. Fadely, S. Foster, 2007, 4-H Geology 1, 25pp.

Carroll, N.J., G. Aldred, W. Aldred, W. Beck, D. Fadely, C. Maddox, 2007, 4-H Geology 2, 33pp. Carroll, N.J., G. Aldred, W. Aldred, W. Beck, D. Fadely, C. Maddox, 2007, 4-H Geology 3, 25pp. Carroll, N.J. and Miller, B.K. 2006. Wildlife Habitat Evaluation, Food Flashcards (4-H 993-W,

27pp.) Miller, B.K. and Carroll, N.J., 2006. Developing a Wildlife Habitat Management Plan (4-H 991-W,

14pp.), Miller, B.K. and Carroll, N.J., 2006. Teaching Wildlife Habitat Evaluation (4-H 992-W, 10pp.) MacGowan, B., Kingsbury, B., Brown, J.W., Morrison, C., Katz, S. and Carroll, N., 2004. Snakes of

the Midwest CD-ROM.

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BERNARD A. ENGEL Professor/Department Head

Degrees:

Ph.D. Ag. Engineering, Purdue University, 1988

M.S. Ag. Engineering, University of Illinois, 1985

B.S. Ag. Engineering, University of Illinois, 1984

Purdue and Other Professional Experience:

Interim Director, Purdue University Discovery Park Center for the Environment (July 2005-September 2006)

Head of ABE, Purdue University (May 2005-present) Interim Head of ABE, Purdue University (August 2004-May 2005)

Professor, Purdue University (1996-present) Research Engineer, Sabbatical Leave at NASA Kennedy Space Center (KSC), KSC, FL

and US Army Construction Engineering Research Laboratory, Champaign, IL (1994-95)

Associate Professor, Purdue University (1992-1996) Assistant Professor, Purdue University (1988-1992)

Courses taught previously:

ASM 215 – Introduction to Surveying ASM 336 – Environmental Systems Management ABE 526 – Watershed Systems Design ABE 590 – GIS Project Design ABE 697 – Graduate Seminar

Interest/Responsibilities: Information Systems Soil & Water Resource Engineering. Hydrologic/water quality

modeling. GIS, expert systems, simulation. Management of natural resources including water quality.


American Society of Agricultural Engineers (ASAE), 1987-present. National Society of Professional Engineers (NSPE), 1987-present. Soil and Water Conservation Society (SWCS), 1988-present. American Society of Civil Engineers (ASCE), 1988-present. Sigma Xi (honor society, scientific research), 1986. Phi Kappa Phi (national scholastic honor society), 1986. Alpha Epsilon (honor society, agricultural engineering), 1987. Gamma Sigma Delta (honor society, agriculture), 1986. Alpha Mu (honor society, agricultural systems management), 2003

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PUBLICATIONS (from last 5 years): Frimpong, E.A., T. M. Sutton, K.J. Lim, P. J. Hrodey, B. A. Engel, T. P. Simon, J. G. Lee, and D.C. Le

Master. 2005. Determination of optimal riparian forest buffer dimensions for stream biota–landscape association models using multimetric and multivariate responses. Can. J. Fish. Aquat. Sci. 62: 1–6.

Vazquez-Amabile, G.G., and B.A. Engel. 2005. Use of SWAT to Compute Groundwater Table Depth and Streamflow in the Muscatatuck River Watershed. Trans. of the ASAE 48(3):991-1003.

Tang, Z., B.A. Engel, B.C. Pijanowski, K.J. Lim. 2005. Forecasting land use change and its environmental impact at a watershed scale. Journal of Environmental Management 76(1):35-45.

Saxton G. and B. Engel. 2005. A Survey of Soil Sample Handling Procedures of State Pesticide Regulatory Agencies. Journal of Environmental Forensics 6(2):105-108.

Mitchell Adeuya, R. K., K. J. Lim, B. A. Engel, M. A. Thomas. 2005. Modeling the average annual nutrient losses of two watersheds in Indiana using GLEAMS-NAPRA. Transactions of the ASAE Vol. 48(5): 1739−1749.

Saxton, G. and B. Engel. 2005. Permethrin Insecticide and Soil Sample Handling Techniques of State Regulatory Agencies. Environmental Forensics 6(4):327-333.

Frimpong, E., T. Sutton, B. Engel, T. Simon. 2005. Spatial-Scale Effects on Relative Importance of Physical Habitat Predictors of Stream Health. J. of Environmental Management 36(6):899-917.

Lim, K.J., B.A. Engel, Z. Tang, S. Muthukrishnan, J. Choi, K. Kim. 2005. Effects of calibration on L-THIA GIS runoff and pollutant estimation. Journal of Environmental Management.

Lim, K.J., M. Sagong, B.A. Engel, Z. Tang, J. Choi and K. Kim. 2005. GIS-based sediment assessment tool. CATENA 64(1):61-80. doi:10.1016/j.catena.2005.06.013

Tang, Z., B. A. Engel, K. J. Lim, B. C. Pijanowski, and J. Harbor. 2005. Minimizing the impact of urbanization on long term runoff. J. of the American Water Resources Assoc. 1347-1359.

Lim, K.J., B. A. Engel, Z. Tang, J. Choi, K.S. Kim, S. Muthukrishnan, and D. Tripathy. 2005. Automated web GIS based hydrograph analysis tool, WHAT. Journal of the American Water Resources Association 41(6):1407-1416.

Muthukrishnan, S., J. Harbor, K. J. Lim, and B. A. Engel. 2006. Calibration of a Simple Rainfall-runoff Model for Long-term Hydrological Impact Evaluation. Journal of Urban and Regional Information Systems Association 18(2):35-42.

Arabi, M., R. S. Govindaraju, M. M. Hantush, and B. A. Engel. 2006. Role of watershed subdivision on modeling the effectiveness of best management practices with SWAT. Journal of American Water Resources Assoc. 42(2):513-528.

Bracmort, K. S., M. Arabi, J. R. Frankenberger, B. A. Engel, and J. G. Arnold. 2006. Modeling long-term water quality impact of structural BMPs. Trans. of ASABE 49(2):367-374.

G. Vazquez-Amabile, B. A. Engel, D. C. Flanagan. 2006. Modeling and risk analysis of nonpoint-source pollution caused by atrazine using SWAT. Trans. of ASABE 49(3): 667−678

Mercuri, P., B. Engel, C. Johannsen. 2006. Evaluation and accuracy assessment of high-resolution IFSAR DEMs in low-relief areas. International Journal of Remote Sensing 27(13):2767-2786.

Larose, M., G. Heathman, L.D. Norton, B. Engel. 2007. Hydrologic and atrazine simulation of the Cedar Creek watershed using the SWAT model. Journal of Environmental Quality 36:521-531.

Pantaleoni, E., B.A. Engel, C.J. Johannsen. 2007. Identifying agricultural flood damage using Landsat imagery. Precision Agriculture 8:27-36.

Hamilton, R. M. , R. E. Foster, T. J. Gibb, C. S. Sadof, J. D. Holland, and B. A. Engel. 2007. Distribution and dynamics of Japanese beetles along the Indianapolis airport perimeter and the influence of land use on trap catch. Environ. Entomol. 36(2): 287-296.

Zhao, L., C. X. Song, V. Merwade, Y. M. Kim, R. Kalyanam, D. Ebert, B. Engel, R. Govindaraju, M. Huber, C. Jafvert, D. Niyogi and S. Prabhakar. 2007. Interweaving data and computation for end-to-end environmental exploration on the TeraGrid. Proceedings of the TeraGrid 2007 Conference, Madison, Wisconsin.

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Arabi, M., R. S. Govindaraju, B. Engel, and M. Hantush. 2007. Multiobjective sensitivity analysis of sediment and nitrogen processes with a watershed model, Water Resour. Res., 43, W06409, doi:10.1029/2006WR005463.

Engel, B., D. Storm, M. White, J. Arnold, M. Arabi. 2007. A Hydrologic/Water Quality Model Application Protocol. J. of American Water Resources Association 43(5), 1223-1236.

Thomas, M.A., B.A. Engel, M. Arabi, T. Zhai, R. Farnsworth, J.R. Frankenberger, 2007. Evaluation of nutrient management plans using an integrated modeling approach. Applied Engineering in Agriculture 23(6): 747-755.

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DANIEL R. ESS Associate Professor

Budget Distribution: 70% Teaching; 30% Research Degrees:

Ph.D., Ag. Engineering, Virginia Polytechnic Institute & State University, Blacksburg, VA , 1994

M.S., Ag. Engineering, Virginia Polytechnic Institute & State University, Blacksburg, VA, 1990

B.S., Agricultural Engineering, University of Missouri, Columbia, MO, 1984 B.S., Agricultural Mechanization, University of Missouri, Columbia, MO, 1984

Purdue and Other Professional Experience: Associate Professor, Agricultural and Biological Engineering, Purdue University, West

Lafayette, IN, August 2002 to present Assistant Professor, Agricultural and Biological Engineering, Purdue University, West

Lafayette, IN, 1994 to 1998; 2000 to 2002 Assistant Professor, Biological and Agricultural Engineering, University of Missouri,

Columbia, MO, 1998 to 2000 Courses currently taught:

AGR 101 – Introduction to the College of Agriculture and Purdue University (ABE portion)

ASM 104 – Introduction to Agricultural Systems ASM 221 – Career Opportunities Seminar ASM 530 – Power and Machinery Management

Courses taught previously: ASM 322 – Technology for Precision Agriculture

ASM 477 – Rural Environmental Waste Management ASM 495 – Agricultural Systems Management ASM 570 – Agricultural Structures


Analysis and development of agricultural technologies and management systems. Projects include: seed metering system evaluation; development of crop identity preservation techniques; and alternative uses for minimally processed biofuels.

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Alpha Epsilon, Honor Society of Agricultural Engineering (Eta Chapter President, 1991- 92, Vice-president, 1989-90, elected 1983)

Alpha Mu, Honor Society of Agricultural Mechanization (elected 1983) ASAE (The Society for Engineering in Agricultural, Food, and Biological Systems) P-205 Committee, Engineering Technology and Management Education (Chair, 2001-02, Vice-Chair, 2000-01; Secretary, 1999-2000; member since 1997) P-206 Committee, Agricultural Technology and Management Curriculum Review

and Program Recognition Committee (member since 2001) PM-42 Committee, Cultural Practices Equipment (Chair, 2000-01; Vice-Chair, 1999-2000; Sec., 1998-99; member since 1992) PM-43 Committee, Farm Machinery Management (member since 2001) Gamma Sigma Delta, Honor Society in Agriculture (since 1997) Phi Kappa Phi, National Scholastic Honor Society (elected 1992) Sigma Xi, Scientific Research Society (elected 1992)

PUBLICATIONS (from last 5 years): O’Neal, M.R., J.R. Frankenberger, D.R. Ess, and J.M. Lowenberg-DeBoer. 2004. Profitability of on-

farm precipitation data for nitrogen management based on crop simulation. Precision Agriculture 5:153-178.

Ess, D.R., S.E. Hawkins, J.C. Young, and E.P. Christmas. 2005. Evaluation of the performance of a belt metering system for soybeans planted with a grain drill. Applied Engineering in Agriculture 21(6):965-969.

Fountas, S., S. Blackmore, D. Ess, S. Hawkins, G. Blumhoff, J. Lowenberg-DeBoer, and C.G. Sorensen. 2005. Farmer experience with precision agriculture in Denmark and the U.S. eastern corn belt. Precision Agriculture 6(2):121-141.

Nanduri, V., G. Kim, M.T. Morgan, D. Ess, B-K Hahm, A. Kothapalli, A. Valadez, T. Geng, and A.K. Bhunia. 2006. Antibody immobilization on waveguides using a flow-through system shows improved Listeria monocytogenes detection in an automated fiber optic biosensor: RAPTOR™. Sensors 2006 6:808-822.

Kim, G., M.T. Morgan, D.R. Ess, B.K. Hahm, A. Kothapalli, A. Valadez, and A.K. Bhunia. 2006. Detection of Listeria monocytogenes using an automated fiber-optic biosensor: RAPTOR. Key Engineering Materials 321-323:1168-1171.

Morgan, M.T., G. Kim, D.R. Ess, A. Kothapalli, B-K Hahm, and A.K. Bhunia. 2006. Binding inhibition assay using fiber-optic based biosensor for the detection of foodborne pathogens. Key Engineering Materials 321-323:1145-1150.

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WILLIAM E. FIELD Professor

Academic Rank and Budget Distribution: 10% Teaching; 90% Extension Degrees:

Ed.D., Vocational Education, University of Minnesota, St. Paul, Minnesota, 1978 M.A., Agricultural Education, University of Minnesota, St. Paul, Minnesota, 1976 B.S., Industrial Arts Education, State University College at Buffalo, Buffalo, New York,

1971 A.A.S., Automotive Technology, State University Agricultural & Technical College,

Farmingdale, New York, 1969 Purdue and Other Professional Experience:

Professor and Extension Safety Specialist, Department of Agricultural & Biological Engineering, Purdue University, 1987 - present

Acting Head, Department of Agricultural & Biological Engineering, Purdue University, 7/1994 - 6/1995

Associate Professor and Extension Safety Specialist, Department of Agricultural & Biological Engineering, Purdue University, 1982-1987

Assistant Professor and Extension Safety Specialist, Dept. of Agricultural & Biological Engineering, Purdue University, 1977-1982

Teaching Assistant, Division of Agricultural Education, University of Minnesota, St. Paul, Minnesota, 1976-1977 part-time

Associate Instructor Mechanized Agriculture, University of Minnesota Technical College Waseca, Waseca, Minnesota, 1976-1977 part-time

General Agriculture Instructor, Worester Central High School, Worester, New York and Cherry Valley, New York, joint position, 1971-1972

Agricultural Mechanics Instructor, Otsego Area Occupational Center, Milford, New York, 1971-1975


ASM 350 Agricultural Safety and Health

Interest/Responsibilities: Agricultural Safety & Health. Rural Rehabilitation. Loss prevention in the agricultural workplace through injury prevention strategies, enhanced emergency first response & the application of assistive technology to agricultural workplaces. Membership in Scientific and Professional Societies:

National Institute for Farm Safety American Society of Agricultural Engineering Purdue University Specialist Association Agricultural Division of the National Safety Council

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Indiana Rural Safety and Health Council Hoosier Safety Council Rehabilitation Engineering Society of North America Indiana Rural Health Association

Alpha Mu ASM Honorary Society PUBLICATIONS (from last 5 years):

1. Jones, P.J. and W.E. Field. Farm Safety Issues in Old Order Anabaptist Communities: Unique Aspects and Innovative Intervention Strategies. Journal of Agricultural Safety and Health. 8(1):67-81, 2002.

2. Kingman, D.M., W.E. Field, and G. Deboy. Characterizing and Identifying Contributing Factors to Fatal and Non-fatal Engulfments in On-farm Grain Bins: 1980-2001. Journal of Agromedicine. 9(1):39-63, 2003.

3. Field, W.E. Breaking New Ground - Assisting Farmers with Disabilities Through the Application of Assistive Technology. Journal of Mine Action. 6(3). 2003.

4. Ortega, R.R., R.L. Tormoehlen, W.E. Field, M.A. Balschwied, and K.L. Machtmes. Determining Critical Subject Matter Content for a Safety Certification Program for Youth Employed in Agricultural Production. Journal of Agricultural Education. 44(4):67-78, 2003.

5. Ortega, R.R., R.L. Tormoehlen, and W.E. Field. Analysis and Evaluation of the Effectiveness of a Computer Assisted Instruction/Multimedia Safety Curriculum for Production Agriculture. Journal of Agricultural Safety and Health. (Accepted 2003).

6. Kingman, D.M., A. Spaulding, and W.E. Field. Predicting the Potential of Engulfment Utilizing an On-farm Grain Storage Hazard Assessment Tool. Journal of Agricultural Safety and Health. Vol. 10(4). 2004.

7. Beer, S.R. and W.E. Field. Analysis of 674 Agricultural Driveline-related Injuries and Fatalities Occurring Between 1970 and 2003. Journal of Agromedicine. 10(3). 2005.

8. Jones, P.J. and W.E. Field. Caregiving in the Heartland: Outreach through innovation and collaboration. The Journal of Extension. June, 2005.

9. Wilkinson, T.L., S.R. Beer, and W.E. Field. Measurement of Operator Exposure to Power Take-off Driven Augers. Journal of Agricultural Safety and Health. 11(3). 2005.

10. Kingman, D.M., A.M. Yoder, N.S. Hodge, R.R. Ortega and W.E. Field. Utilizing Expert Panels in Agricultural Safety and Health Research. Journal of Agricultural Safety and Health. 11(1). 2005.

11. Kingman, D.M. and W.E. Field. Using Fault Tree Analysis to Identify Contributing Factors to Engulfment in Flowing Grain in On-Farm Grain Bins. Journal of Agricultural Safety and Health. 11(4). 2005.

12. Beer, S.R., G.R. Deboy, and W.E. Field. Analysis of 151 Agricultural Driveline-related Incidents Resulting in Fatal and Non-fatal Injuries to U.S. Children and Adolescents Under Age 18 From 1970 Through 2004. Journal of Agricultural Safety and Health.

136

JANE R. FRANKENBERGER Professor

Budget Distribution: 15% Teaching; 40% Research; 45% Extension Degrees:

Ph.D. Cornell University, Department of Agricultural and Biological Engineering, 1996 M.S. University of Minnesota, Department of Agricultural Engineering, 1984 B.A. St. Olaf College, Northfield, Minnesota, magna cum laude, 1979

Purdue and Other Professional Experience:

Professor, Purdue University, Indiana, 2007-present Associate Professor, Purdue University, Indiana, 2001-2007 Assistant Professor, Purdue University, Indiana, 1996-2001 Graduate Research Assistant, Cornell University, New York, 1990-95 Agricultural Development Specialist, Senegal, Africa, 1984-90 Graduate Research Assistant, University of Minnesota, 1982-84 Physics and Mathematics Teacher, Democratic Republic of Congo, Africa, 1979-82


ASM 591F – GIS Applications Interest/Responsibilities:

Soil & Water Engineering. Hydrology & hydrologic modeling, GIS, watershed management & water quality


American Society of Agricultural and Biological Engineers (ASABE) Current or past member of the following ASABE Technical Committees: Hydrology Group, Nomenclature, Drainage Research, Extension, Rural/Urban Resource Management Chair of P208 Extension Committee 2002-2004. Proceedings Committee for ASAE Symposium "Drainage in the 21st Century”

North Central Region Research Committee NCR-195, Mississippi River Watershed Nutrient Sources and Control Research and Extension Committee. Chair, 2002.

National Academy of Sciences, National Research Council: Member of the Subcommittee on Environmental Quality and Natural Resources, Committee on Opportunities in Agriculture, 2001-2002. The study resulted in the publication Frontiers in Agricultural Research: Food, Health, Environment, and Communities. National Academies Press, 2003.

Southern Region Research Committee S-1004, Development and Evaluation of TMDL Planning and Assessment Tools and Processes. Chair, 2004-5.

USDA Agricultural Drainage Management Systems Task Force, CSREES Representative on Technical (Leadership) Committee, 2003-present.

North Central Region Research Committee NCR-207, 2004-present.

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PUBLICATIONS (from last 5 years): O’Neal, M., J.R. Frankenberger, D.R. Ess, and J.M. Lowenberg-DeBoer, 2004. Profitability of on-

farm precipitation data for nitrogen management based on crop simulation. Precision Agriculture 5(2):153-178.

Robertson, G. P. , J. C. Broome, E. A. Chornesky, J. R. Frankenberger, P. Johnson, M. Lipson, J. Miranowski, E.D. Owens, D. Pimentel and L.A. Thrupp. 2004. Rethinking the vision for environmental research in US agriculture. BioScience. 54:61-65.

Bracmort, K. S. , B. A. Engel and J. R. Frankenberger. 2004. Evaluation of the current condition of structural best management practices in the Black Creek Watershed. J. Soil and Water Conservation. 59(5): 191-196.

Kladivko, E. J. , J. R. Frankenberger, D. B. Jaynes, D. W. Meek, B.J. Jenkinson and N.R. Fausey. 2004. Nitrate leaching to subsurface drains as affected by drain spacing and changes in crop production system. J. Environ. Qual. 33:1803-1813

Wang, X., C. Mosley, J. Frankenberger and E. Kladivko, 2005. Subsurface Drain Flow and Crop Yield Predictions for Different Drain Spacings Using DRAINMOD. Agricultural Water Management. 79(2):113-136.

Wang, X., M. A. Youssef, R. W. Skaggs, J. D. Atwood, J. R. Frankenberger, 2005. Sensitivity analyses of the nitrogen simulation model, DRAINMOD-NII. Trans. Am. Soc. Agric. Eng. 48(6): 2205-2212.

Bracmort, K., M. Arabi, J. Frankenberger, B. Engel. 2006. Modeling the long-term water quality impact of structural BMPs in varying conditions. Trans. Am. Soc. Agric. Biol. Eng. 49(2): 367-374

Shirmohammadi, Al., I. Chaubey, R.D. Harmel, D.D. Bosch, R. Munoz-Carpena, C. Dharmasri, A. Sexton, M. Arabi, M.L. Woldfe, J. Frankenberger, C. Graff, and T.M. Sohrabi. 2006. Uncertainty in TMDL models. Trans. Am. Soc. Agric. Biol. Eng. 49(4): 1033-1049.

Wang, X., J. Frankenberger and E. Kladivko. 2007. “Uncertainties in DRAINMOD predictions of subsurface drain flow for an Indiana silt loam using GLUE methodology.” Hydrological Processes. 20(8).

Thomas, M.A., B.A. Engel, M. Arabi, T. Zhai, R. Farnsworth, J.R. Frankenberger, 2007. Evaluation of nutrient management plans using an integrated modeling approach. Applied Engineering in Agriculture 23(6): 747-755.

Arabi, M., J.R. Frankenberger, B.A. Engel, and J. G. Arnold. 2008. Representation of agricultural conservation practices with SWAT. Hydrological Processes. DOI: 10.1002/hyp.6890

138

ALBERT J. HEBER Professor

Degrees:

Ph.D., Engineering, University of Nebraska-Lincoln, 5/84 M.S., Agricultural Engineering, South Dakota State University, 12/79 B.S., Agricultural Engineering, South Dakota State University, 8/78

Purdue and Other Professional Experience: Professor, Ag. and Biological Engineering, Purdue University, West Lafayette, IN –

6/02-present President, Heber Consulting, LLC, Delphi, IN, 7/85-present Associate Professor, Agricultural Engineering, Purdue University, West Lafayette,

IN, 6/93-6/02 Visiting Scientist, Silsoe Research Institute, Silsoe, UK, 8/90-7/91; 6/93-9/93; 9/00-

3/01 Associate Professor, Agricultural Engg., Kansas State University, Manhattan, KS,

7/89-6/93 Assistant Professor, Agricultural Engg, Kansas State University, Manhattan, KS,

5/84-6/89 Research Engineer II, Agricultural Engineering, Univ. Nebraska, Lincoln, NE, 6/81-

5/84 Instructor, Agricultural Engineering, South Dakota State Univ., Brookings, SD, 1/80-

6/81 Graduate Research Assistant, Agricultural Engineering, SDSU, Brookings, SD, 7/78-

12/79

ABE 590 “Air Biofiltration”, 2003 ASM 570 “Agricultural Structures”, 1995-04 (one month on building environment) AGEN 556 “Food Plant Design”, 1994, 1995, 1996 (one week of ventilation)


Purdue University ABE 590 “Air Biofiltration”, 2003 ASM 570 “Agricultural Structures”, 1995-04 (one month on building environment) AGEN 556 “Food Plant Design”, 1994, 1995, 1996 (one week of ventilation) South Dakota State University Ag Eng 444 “Electric Power and Processing,” 1981 Mech Ag 342 “Electricity for the Farm and Home,” 1980-81 Mech Ag 443 “Processing of Agricultural Products,” 1981 University of Nebraska Ag Eng 460 “Agricultural Instrumentation and Controls” (50%), 1983 Kansas State University Ag Eng 500 “Physical Properties of Biological Materials”, 1990 Ag Eng 510 “Environmental Design of Agric. Buildings,” 1984-89,91-92 Ag Eng 566 “Design of Agricultural Structures,” 1985-93

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AgTechM 511 “Agricultural Building Systems,” 1985-88, 90(labs),92-93

Interest/Responsibilities: Air Quality & Building Environmental Control. Field & laboratory research of agricultural dust, gases & odors; measurement, emission rates & control. Odor evaluation. Biofiltration of air for advanced life support.


Alpha Epsilon Honorary Member, 1986 Air and Waste Management Association, 2002-present American Association of Aerosol Science, 1987-1988 American Society of Agricultural Engineers, 1980-present American Society of Engineering Education, 1985-1987 American Society of Heating, Refrigeration and Air Conditioning Engineers, 1992- present Gamma Sigma Delta, Honor Society of Agriculture, 1978 Phi Kappa Phi, Honor Society, 1978 Sigma Xi, Scientific Research Society, 1980 The Aerosol Society, 1990-1996, Tau Beta Pi, Engineering Honor Society, 1977

PUBLICATIONS (from last 5 years): Ni, J.-Q., A.J. Heber, T.-T. Lim, P.-C. Tao and A.M. Schmidt. 2008. Methane and carbon

dioxide emission from two pig finishing barns. Journal of Environmental Quality (in press). Ni, J.-Q. and A.J. Heber. 2008. Sampling and measurement of ammonia at animal facilities.

Adv. in Agronomy 98:(in press). Lim, T.T., H. Sun, J.-Q. Ni, L. Zhao, C. Diehl, A. Heber, and S. Hanni. 2007. Field tests of a

particulate impaction curtain on emissions from a high-rise layer barn. Trans. ASAE. 50(5):1795-1805.

Heber, A.J., T.-T. Lim; J.-Q. Ni; P.C. Tao, A.M. Schmidt, J.A. Koziel, S.J. Hoff, L.D. Jacobson, Y. Zhang, and G.B. Baughman. 2006.Quality assured measurements of animal building emissions: Particulate matter concentrations. AWMA Journal 56:1642-1648.

Heber, A.J., J.-Q. Ni, T.-T. Lim, A.M. Schmidt, J. A. Koziel, P.C. Tao, D.B. Beasley, S.J. Hoff, R.E. Nicolai, L.D. Jacobson, and Y. Zhang. 2006. Quality assured measurements of animal building emissions: Gas concentrations. AWMA Journal 56:1472-1483.

Heber, A.J., M.W. Peugh, K.R. Lutgring, N.J. Zimmerman and R.H. Linton. 2006. Poultry slaughter plants: Concentrations of microbial aerosols. ASHRAE Trans. 112(2):644-655.

Hoff, S.J., D.S. Bundy, M.A. Nelson, B.C. Zelle, L.D. Jacobson, A.J. Heber, J.-Q. Ni, Y. Zhang, J.A. Koziel, D.B. Beasley. 2006. Emissions of ammonia, hydrogen sulfide, and odor before, during and after slurry removal from a deep-pit swine finisher. AWMA Journal 56:581-590.

Jerez, S.B, Y. Zhang, J.W. McClure, L. Jacobson, A. Heber, S. Hoff, J. Koziel, and D.

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Beasley. 2006. Comparison of measured total suspended particulate matter concentration using tapered element oscillating microbalance and a TSP sampler. AWMA Journal 56(3):261-270.

Elenbaas-Thomas, A., L. Zhao, Y. Hyun, X. Wang, B. Anderson, G.Riskowski, M. Ellis, A. Heber. 2005. Effects of room ozonation on air quality and pig performance. Trans. ASAE 48(3):1167-1173.

Li, H., H. Xin, Y. Liang, R. Gates, E.F. Wheeler, A.J. Heber. 2005. Comparison of direct vs. indirect vent. rate determination in layer barns using manure belts. Trans. ASAE 48(1): 367-372.

Lim, T.-T., A.J. Heber, J.-Q. Ni, D. Kendall, and B.T. Richert. 2004. Effects of manure removal strategies on odor and gas emission from swine finishing. Trans. ASAE 47(6):2041-2050.

Huang, H., G.Y. Miller, M. Ellis, T. Funk, Y. Zhang, G. Hollis, A.J. Heber. 2004. Odor management in swine finishing operations: cost effectiveness. J. Food, Ag. Env.2(3&4):130-135.

Miller, G.Y., R.G. Maghirang, G.L. Riskowski, A.J. Heber, M.J. Robert and M.E.T. Muyot.2004. Influences on air quality and odor from mechanically ventilated swine finishing buildings in Illinois. J. Food, Agric. Env. 2(2):353-360.

Arogo, J., P.W. Westerman, and A.J. Heber. 2003. A review of ammonia emissions from confined swine feeding operations. Trans. ASAE 46(3):805-817.

Lim, T.-T., A.J. Heber, J.-Q. Ni, A.L. Sutton, and P. Shao. 2003. Odor and gas release from anaerobic treatment lagoons for swine manure. J. Environmental Quality 32(2):406-416.

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KLEIN ILELEJI Assistant Professor


Ph.D., Ag. Engineering, Slovak Agricultural Univesity in Nitra, Slovakia , 1998

MPS, Applied Economics and Business Management (Agriculture) Institute of Economic

Studies, Nitra, Slovakia, 1996

B.Eng., Agricultural Engineering with honors, University of Ilorin, Nigeria, 1992

Purdue and Other Professional Experience: Assistant Professor, Agricultural and Biological Engineering, Purdue University, West

Lafayette, IN, August 2004 to present Post-Doc, Agricultural and Biological Engineering, Purdue University, West Lafayette, IN, 2001-2004 Post-Doc, Biological and Agricultural Engineering, University of Minnesota, 1999-2001 Research Assistant, Machines & Production Systems Dept., Slovak Ag University, 1994-

1999 Part-time Instructor, Slovak Agricultural University in Nitra, 1997-1999


ASM 420 - Electric Power and Controls, 3 cr. ABE 591K - Biomass Feedstock Systems Engineering, 3 cr. GEAPS 590 - Fundamentals of Fuel Ethanol Production, 1 cr. CEU


My research focus and interest at Purdue University is in the area of biomass feedstock logistics, processing, particulate flows and handling, and biofeedstock engineering systems for food, feed, fuel and fiber production. Current research activities are related to the development of logistics analysis simulation and tools for biomass feedstock, investigation of flow behavior of biologically active particulates, determination of feedstock quality parameters, processing and handling for solid fuels utilization.


Member (14 years) of ASABE Member of CIGR - International Commission of Agricultural Engineering. Chair, IET-217 Finite Element & Numerical Analysis Committee, ASABE (2007/2008). Member, FPE-702 Crop & Feed Processing & Storage Committee, ASABE. Member, FPE-709 Biomass Energy & Industrial Products Committee, ASABE. Chair, X564 ASABE Standard Development - Methods for Determining Properties of Combustible Solid Fuels of Plant Origin (Biomass) BioTown Development Authority, Ex-officio Board Member (2007 to present).

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PUBLICATIONS (from last 5 years):

Brechbill, S., W. Tyner, and K.E. Ileleji. 2008. Economics of Biomass Collection and Transportation and Its Supply to Indiana Coal-Fired Power Plants. In review for Biomass and Bioenergy.

Clementson, C., K. E. Ileleji and R. L. Stroshine. 2008. Particle segregation in a pile of bulk distillers dried grains with soluble (DDGS) and its effect on chemical variability of the bulk. In review for Cereal Chemistry, Ref# cc-04-08-0069.

Jiru, T.*, B.G. Kaufman, H.G. Gibson, D.R. Ess, K.E. Ileleji and D.E. Maier. 2008. Testing the performance and compatibility of degummed soybean heating oil blends for use in residential furnaces. In review for Journal of Applied Engineering in Agriculture.

Zhou, B., Ileleji, K.E., and G. Ejeta. 2008. Physical properties relationship of bulk corn stover particles. Transactions of the ASABE 51 (2):581-590.

Ileleji, K.E. and B. Zhou. 2008. The angle of repose of bulk corn stover particles. Powder Technology xx (2008) xxx-xxx (In press).

Ileleji, K.E., K.S. Prakash, R.L. Stroshine and C.L. Clementson. 2007. An Investigation of Particle Segregation in Corn Processed Dried Distillers Grains with Solubles (DDGS) induced by Three Handling Scenarios. Bulk Solids & Powder - Science & Technology 2 (2007): 84 - 94.

Chayaprasert, W., D.E. Maier, K.E. Ileleji, and J.Y. Murthy. 2007. Development and validation of Computational Fluid Dynamics models for precision structural fumigation. Journal of Stored Products Research 44 (2008) 11-20.

Ileleji, K.E., D.E. Maier, and C.P. Woloshuk. 2007. Evaluation of different temperature management strategies for suppression of Sitophilus zeamais (Motschulsky) in stored maize. Journal of Stored Products Research. 43 (2007) 480-488.

Ileleji, K.E., D.E. Maier, C. Bhat and C.P. Woloshuk. 2006. Detection of a developing hot spot in stored corn with a CO2 sensor. Applied Eng. in Agriculture. 22(2): 275-289.

Ileleji, K.E., W.F. Wilcke, and R.V. Morey. 2003. Relative storability of high-oil and Bt corn hybrids compared to conventional hybrids. Trans. ASAE 46(2)407-414.

143

DON D. JONES Professor


Ph.D., Purdue University, 1976 M.S., University of Illinois, 1967 B.A., University of Illinois, 1966

Purdue and Other Professional Experience: Professor in Agricultural Engineering, Purdue University, 1986-present

Associate Professor in Agricultural Engineering, Purdue University, 1981-l986. Assistant Professor in Agricultural Engineering, Purdue University, 1976 to 1981.

Courses currently taught: ASM 333 – Facilities Planning and Management


AGEN 54 Farmstead Engineering (8 week short course) AGEN 591A/231 Computer Applications in Agriculture* AGEN 591M Microcomputer Applications in Agriculture AGEN 591S Expert Systems in Agriculture AGEN 591Z Expert System Development Using LISP Machines AGEN 321/ASM 333 Farmstead Facilities Planning** AGEN 477 Agricultural Waste Management


Computer applications (spreadsheets, multimedia, web-sites) in agriculture, water resources and water resources, especially as applied to agriculture production systems, and rural waste management. Conduct active outreach programs in areas of manure management and onsite wastewater. Have actively participated in the development of several expert systems and over 60 internet-based environmental education programs. Co-Director of the Center for Technology Transfer and Pollution Prevention and the USDA Water Quality Database with a budget of approximately $150,000/year in external funding.


American Society of Agricultural Engineers, Member Grade, since 1974. Elected Fellow in 2007.

Knowledge Engineering (KS-14), 1989-1994 Indiana ASAE Section - 1974 to present, chairman 1989-90. Alpha Epsilon, Agricultural Engineering, since 1965 Sigma Xi, Research, since 1968 Gamma Sigma Delta, Agriculture, since 1972 National Society of Professional Engineers, since 1981 Alpha Mu, ASM, since 1996 National Environmental Health Association, 1999. Epsilon Sigma Phi, CES Professionals’ Organization, 2007-present.

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PUBLICATIONS (from last 5 years): Lee, B. and Jones, D. 2004. Septic System Distribution Boxes: Importance of Equal Distribution

in Trenches. Purdue Extension Publication, HENV-4-W. Lee, B. and Jones, D. 2004. Septic Tanks: The Primary Treatment Device of Your Septic System.

Purdue Extension Publication. HENV-5-W Lee, B. and Jones, D., 2004. Grandfathered Septic Systems: Location and Replacement/Repair.

Purdue Extension Publication, HENV-6-W. Lee, B.D., D. Franzmeier, P. Owens and Jones, D. 2004. Indiana soils and septic systems

(HENV-7-W) Lee, B., Jones, D. and Bourke, C. 2004 Conventional trench soil absorption field components.

Purdue Publication. HENV-8-W. Wickard, J., Sutton, A., Jones, D., Lasiter, D., Russell, D., Bailey, T., McLoud, P. 2004. NPDES

Permit Program for Concentrated Animal Feeding Operations. Purdue Extension Publication. ID-322-W.

Wickard, J., Sutton, A., Jones, D., Lasiter, D., Russell, D., Bailey, T. and McLoud, P. 2004 NPDES Permit Program for Concentrated Animal Feeding Operations. Purdue Extension Publication. ID-322-W.

Lee, B., Jones, D and, D. 2004. Water Use and Septic System Performance. HENV-9-W. 4 p. Wickard, J., Jones, D., and Sutton, A. 2004. Environmental Management Systems. 102 pPeterson,

H., Lee, B. and Jones, D. 2005. Increasing the Longevity of Your Septic System. HENV-2-W.

Lee, B. and Jones, D. 2005. Septic systems in flooded and wet soil conditions. (HENV-10-W). Lee, B., D. Jones and Chapple, G.. 2005. Obtaining a septic system permit (HENV-11-W). Lee, B.D., D. Franzmeier, P. Owens and Jones, D. 2005. Seasonally high water tables and septic

systems (HENV-12-W) Lee, B., D. Jones and Turco, R. 2005. Septic system additives (HENV-13-W). Jones, D., Holmes, B and Funk, T. 2005. MWPS-2 Farmstead Planning Handbook. Second Ed.

177 pp. MWPS. Lee, B. and Jones, D., 2005. Septic Systems in Flooded and West Soil Conditions. HENV-10-W.

3 p. Lee, B., Jones, D., and Chapple, G. 2005. Obtaining a Septic System Permit. HENV-11-W. 4 p. Carroll, N. and D. Jones. 2006. Living on acreages: what you need to know. MWPS 50. 96 pp. Lee, B. D., Jones, D. D. and Turco, R. 2006. Wastewater Biological Oxygen Demand in Septic

Systems. HENV-14-W. 3 p. Stanton, K., Mickelbart, M., Lee, B., and Jones, D. 2006. Native Plant Selection Over Your

Septic System. HENV-15-W. 3 p. Hart, K., Lee, B., Franzmeier, D., Jones, D., Schoeneberger, P., Neely, T., McBurnett, S., and

Neilson, R., 2006. Soil Hydraulic Conductivity and Septic System Performance. RW-2-W. 5p.

Hart, K., Lee, B., Franzmeier, D., Jones, D., Schoeneberger, P., Neeley, T., McBurnett, S., and Neilson, R. 2006. Soil Hydraulic Conductivity and Septic System Performance. Purdue publication RW-2-W

Lee, B., D. Jones and Turco, R. 2006. Wastewater biological oxygen demand in septic systems. Purdue publication HENV-14-W.

Sutton, A., D. Jones and K. Darr. 2007. What is a CFO, CAFO? Purdue publication ID-350. Jones, D. and A. Sutton. 2007. Manure storage systems. ID-352. Jones, D. and Sutton, A. 2007. What is a CFO, CAFO? ID-350. 4 p. Jones, D. and Sutton, A. 2007. Manure Storage Systems. ID-352. 7 p. Jones, D. and Sutton, A. 2007. Indiana Commercial Animal Production State Regulations. ID-

360. 3p.

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Carroll, N., Frankenberger, J., Jones, D., Persyn, T., Powell, M., and Scherer, T. 2008. Private Water Systems Handbook. Accepted by publisher in 2/08. MWPS. Approximately 120 p.

Sutton, A., Joern, B., and Jones, D., 2008. Livestock Manure Can Reduce Fertilizer Costs. (FF-2). 2 p. Revision.

146

RABI H. MOHTAR Professor

Budget Distribution: 50% Teaching; 50% Research Degrees:

Diploma of Agricultural Engineering and B.S. in Agricultural Sciences Faculty of Agricultural and Food Science, American University of Beirut, Lebanon M.Sc., Irrigation Science, American University of Beirut, Lebanon, 1985 M.Sc., Civil and Environmental Engineering, Michigan State University, East Lansing, MI, 1992 Ph.D., Agricultural Technology and Systems Management, Michigan State University, East

Lansing, MI, 1994

Purdue and Other Professional Experience: Professor, Purdue University, Agricultural & Biological Engineering, 2006-present Associate Professor, Purdue University, Agricultural & Biological Engineering, 2002-2006 Assistant Professor, Purdue University, Agricultural & Biological Engineering, 1996-2002 Research Associate, Penn State, Agricultural & Biological Engineering, 1993-96 Research Assistant, Michigan State University, Civil and Environmental Engineering, 1987- 1991 Farm Manager, Al Gaith Farms, Lebanon, 1985-1987 Teaching Assistant, American University of Beirut, 1983-1985


ABE 325 Soil and Water Resource Engineering ABE 591R Remediation of Contaminated Soil and Groundwater (cross-listed with Civil

Engr. and Agronomy departments) ABE 527 Computer Models in Environmental and Natural Resources Engineering (http://pasture.ecn.purdue.edu/~abe527) ABE 628 Advances in Modeling Environmental and Natural Resources Systems (http://pasture.ecn.purdue.edu/~abe628) ASM 215 Introduction to Surveying Landscape Hydrology (Hydrologic Processes and Scaling) and Water Quality: a one-credit distance-learning course taught via AdobeConnect to three partner institutions in India

(December 2007).(http://cobweb.ecn.purdue.edu/~kamel/)

Courses taught previously: ABE 591X – Porous Media: Theory, Numerical Analysis and Applications

ABE/ASM 590M – Experience Tunisia Culture, History and Agriculture ASM 570 – Agricultural Structures


Environmental & Natural Resources Engineering. Hydrological processes modeling, water resources management, numerical methods applications to agricultural & biological engineering, simulation models to improve utilization of natural resources, soil & ground water remediation & multiphase flow modeling.

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Membership in Scientific and Professional Societies: Alpha Epsilon, Honor Society of Agricultural Engineering (Eta Chapter President, 1991-

92, Vice-president, 1989-90, elected 1983) PUBLICATIONS (from last 5 years):

Belhouchette, H., E. Braudeau, R. H. Mohtar, M. Donatelli, and Wery. 2007. The integration of a soil organization based GIS With a Regional Agricultural Management Simulation Model: a Case Study in Northern Tunisia. Transactions of the ASAE.

Braudeau, E. and R.H. Mohtar. 2007. Modeling the Soil System: Bridging the Gap Between Pedology and Soil-Water Physics. Global and Planetary Change. In press.

El-Awar, A., Faraj, R.H. Mohtar, W. Jabre, and T. Zhai. 2007. Modeling grazing in the semi-arid rangelands of Lebanon Using GRASIM. Applied Engr. in Ag. 2007:23(6):1-8.

Mohtar, R.H., T. Zhai, J.Y. Choi, B.A. Engel and J.J. Fast. 2007. Outcome-Based Evaluation of Environmental Modeling Tools for Classroom Learning. International Journal of Engineering Education 23(4):661-671.

Miller, P.S., R.H. Mohtar, and B.A. Engel. 2007. Analysis of common water quality monitoring schemes and their effects upon mass load calculation. Transactions of the ASAE 50(3):817.829.

Aguirre, C.G., A. Madani, R.H. Mohtar and K. Haghighi. 2007. Deterministic finite element solution of unsteady flow and transient transport through porous media: model verification. Canadian Biosystems Engineering. 49(1-9).

Cretenet, M., R.H. Mohtar, and A.A. Moussa. 2006. Le risque lié à l’aléa pluviométrique dans la prise de décisions en culture cotonnière pluviale. Cahiers Agricultures vol. 15(1): 1-6.

Rochon, G.L., L.F. Nies, C.T. Jafvert, J.A. Stuart, R.H. Mohtar, J. Quansah and A. Martin. 2006. Education in sustainable production in US universities. Clean Techn Environ Policy. DOI 10.1007/s10098-005-0027-2.

Braudeau, E., and R.H. Mohtar. 2006. Modeling the Swelling Curve for Packed Soil Aggregates Using the Pedostructure Concept. SSSAJ. 70:494-502. DOI: 10.2136/sssaj2004.0211; PII.

Rahbeh, M.E. and R.H. Mohtar. 2006. Application of Multiphase Transport Models to Field Remediation by Air Sparging and Soil Vapor Extraction. Journal of Hazardous Materials. doi:10.1016/j.jhazmat.2006.09.098.

Zhai, T., R.H. Mohtar, A.R. Gillespie, G.R. von Kiparski, K.D. Johnson, and M. Neary. 2006. Modeling forage growth in a Midwest USA silvopastoral System. AgroForestry Systems (2006) 67:243-257. DOI 10.1007/s10457-005-3823-0.

Rahbeh, M. and R.H. Mohtar. 2006. Modeling Multiphase Contaminant Transport in Porous Media using First Order Mass Transfer Kinetics. Trans. of the ASABE. 2006:49(6): 1935-1945.

Guentert, A.M., R.H. Mohtar, R.H. Linton, M. Tamplin, and J.B. Luchansky. 2005. Modeling the behavior of listeria monocytogenes in pH-modified chicken salad during cold storage and temperature abuse conditions. Journal of Food Process Engineering 29 (2006) 89-117.

Aguirre, C.G., A. Madani, R.H. Mohtar and K. Haghighi. 2005. Deterministic finite element solution of the unsteady water and transient transport through porous media: model development. Canadian Biosystems Engineering (47): 1.29-1.35.

Sammons, R.J., R.H. Mohtar and W.J. Northcott. 2005. Modeling Subsurface Drainage Flow of a Tile-Drained Small Watershed using DRAINMOD. Applied Engineering in Agriculture 21(5):815-834.

Braudeau, E., M. Sene, and R.H. Mohtar. 2004. Hydrostructural Characteristics of two African tropical soils. European J. of Soil Science DOI:10.1111/J.1365-2389.2004.00679.X

Braudeau, E., J.P. Frangi, and R.H. Mohtar. 2004. Characterizing non-rigid aggregated soil-water medium using its shrinkage curve. Soil Science Society of America Journal 68(359-370).

Braudeau, E. and R.H. Mohtar. 2004. Water potential in non-rigid unsaturated soil-water medium. Water Resources Research (40)W05108, doi:10.1029/2004WR003119.

148

Zhai, T., R.H. Mohtar, H. Karsten and M. Carlassare. 2004. Modeling growth and competition of a multi-species pasture system. Transactions of the ASAE 47(2):617-627.

Zhai, T., R.H. Mohtar, F. El-Awar, W. Jabre, and J.J. Volenec. 2004. Parameter Estimation for Process-Based Crop Growth Models. Transactions of the ASAE 47(6):2109-2119.

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Appendix E

Recruitment Materials

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151

Appendix F One-page Detailed Descriptions of Prescribed Courses

Prefix and Number: ASM 222 Title: Crop Production Machinery Credit: 3 Catalog Description: Principles of machine performance, capacity, machinery components, and operation. Study of tractors, trucks, utility vehicles, and combines. Equipment topics include chemical application, tillage tools, planters and seeders, hay and forage harvesters, electronic monitors and controllers. Computer-based analysis of equipment sizing and systems selection. Course Content: Field Systems Performance Field Efficiency Field Capacity Material Capacity Force, Torque, Power Moments Cost of Owning Machinery Cost of Operating Machinery Machine Components and Power Transmission Transmission components Gears Bearings Clutches Differentials Brakes Tractors Tractor Power 3-point Hitches PTO Shafts Steering Traction Harvesters Equipment and Systems Grain Harvesters Cotton Picker Hay/Forage Harvesters Applicators Sprayers Drift Deposition Injectors Dry Chemical Applicators Manure Applicators Tillage Equipment and Seeders

152

Prefix and Number: ASM 345 Title: Power Units and Power Trains Credits: 3 Catalog Description: An introduction to power generation and transfer in mechanical and fluid power systems. Internal combustion engines, fuels, and cycles are introduced. Clutches, mechanical transmissions, automatic transmissions, hydrostatic transmissions, and final drives are discussed. Principles of hydraulics, fluids, cylinders, pumps, motors, valves, hoses, filters, reservoirs, and accumulators are studied. Course Content: Hydraulics Schematics Hydraulic Circuits Hydraulic Pumps Pressure Compensated and Load Sensing Pumps Valves – Pressure and Directional Control Hydraulic Plumbing Electrohydraulics Pneumatics Engines Engine Performance Engine testing with Dynamometer Engine Thermodynamics Combustion and Fuel Ratings Intake and Exhaust Systems Cooling Systems Transmissions Tranmission types Speed Ratios Hydrostatic Tranmission Planetary Gear Sets Components, gears, clutches Power Shift Transmissions CVT & IVT Transmissions

153

Prefix and Number: ASM 336 Title: Environmental Systems Management Credits: 3 Catalog Description: Analysis of environmental systems with special emphasis on non-urban and agribusiness needs. Technological and sociological solutions to environmental problems. Computer-based tools are used to analyze global environmental issues, chemical use and management, waste disposal and management, water and air quality, soil and water conservation, sustainable agriculture, regulatory and policy issues. Course Content: Planning a Farm Throckmorton/Meigs Farms Storage and Handling Pesticides Wells & Onsite Disposal Systems Nutrient Management Planning Soil - Sorption and Transport Contaminants Hydrology and Erosion Storage and Handling of Pesticides Environmental Legislation and Regulation Land Use Planning Niche Markets Wetlands and Wildlands Biofuels Computer Programs Assessed NRCS Web Soil Survey Farmstead Assessment EPA – Surf Your Watershed L-THIA – Long Term Hydrologic Impact Analysis SedSpec Planning with Power NAPRA Manure Management Power

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Prefix and Number: ASM 211 Title: Technical Graphics Communication Credits: 3 Catalog Description: Introduction to graphic communication methods using traditional techniques and emphasizing modern computer-based techniques. Topics covered include: free-hand sketching, lettering, and dimensioning; selection of data presentation methods; and plan interpretation and cost calculations. A majority of assignments will include use of commercially available computer-aided drawing packages. Course Content: Basic Rules of Drafting Isometric and Oblique Sketches Orthographic View Drawings Scaling Sectional Views ANSCI Terms AutoCAD2007 Software Drawing Set-up Hatching Layers Viewports Dimensioning Polylines Tolerances Blocks and Attributes Filters 3D wireframe 3D surfaces Solid Modeling 3D Solids Rendering, Materials, Lights, Shadows, Background Geometric Tolerance Threads and Fasteners Welding Symbols Term Project

155

Prefix and Number: ASM 350 Title: Safety in Agriculture Credits: 1 Catalog Description: An overview of the agricultural safety movement in the United States with consideration given to the specific human environmental and technological factors influencing farm-related accidents. Special emphasis is given to reduction of unnecessary risks in agricultural production. Course meets during weeks 1-8. Course Content: General Safety Overview Tractor Basics Pre-Operation Procedures Tractor Operation Tractor Powered Implements Operating Tractors and Equipment on Public Roads Maintaining and Repairing Agriculture Equipment ATV/Utility Vehicle Safety General Farm and Ranch Hazards First Aid and Emergencies Agriculture Safety and Health Resources Conduct Farm and Ranch Inventory Conduct a Farm-related Injury Investigation

156

Prefix and Number: AGRY 255 Title: Soil Science Credits: 3 Catalog Description: (NRES 255) Differences in soils; soils genesis; physical, chemical, and biological properties of soils; relation of soils to problems of land use and pollution; soil management relative to tillage, erosion, drainage, moisture supply, temperature, aeration, fertility, and plant nutrition. Introduction to fertilizer chemistry and use. Not available to students who have taken AGRY 270. Course Content: Studying Soils Soil Difference Texture and Density Physical Properties Parent Materials/Glaciation Soil Formation Survey and Mapping Soil Classification Soil Erosion Erosion/Water Quality Water Movement Soil Water/Water Quality CEC/Clay Minerals Colloids/Ion Exchange Adjusting Soil pH Soil pH and Liming Bioremediation Organisms in the Soil Organic Soils Organic Soils/Organic Matter Soil Sampling Plant Nutrition and Soil Analyses Fertilizer Manufacturing Fertilizers Fertilizer Recommendations and Calculations Fertilizer Practices Soils and the Environment Environmental Soil Science

157

Prefix and Number: SOC 100 Title: Introduction to Sociology Credits: 3 Catalog Description: A survey course designed to introduce the student to the scene of human society. Fundamental concepts, description, and analysis of society, culture, the socialization process, social institutions, and social change. Students of junior or senior standing should take SOC 312. Course Content: Understanding Sociology Culture Socialization Social Interaction and Social Structure Groups and Organizations Deviance and Social Control Stratification in U.S. and Worldwide Racial and Ethnic Inequality Stratification by Gender and Age The Family and Intimate Relations Religion Social Movements, Social Change and Technology Sociological Research

158

Prefix and Number: BTNY 210 Title: Introduction to Plant Science Credits: 4 Catalog Description: An introduction to the major groups in the plant kingdom, their origin, classification, and economic importance. The areas of anatomy, morphology, cytology, physiology, biochemistry, molecular biology, genetics, and ecology will be explored as they relate to plant sciences and agriculture. Course may also be offered for dual credit with cooperating Indiana high schools upon documented approval by the Department of Botany and Plant Pathology. Course Content: The Plant Body and Chemistry of Life Energy Changes and Cellular Respiration Photosynthesis Plant Growth and Development Stems and Materials Transport Roots and Leaves Molecular Genetics Meiosis, Genetics, Inheritance Diversity and Evolution of Plants Protists and Seedless Plants Gymnosperms and Angiosperms Ecology Plants and Humans Genetic Engineering

159

Prefix and Number: AGEC 217 Title: National Economics Credits: 3 Catalog Description: National economic problems such as unemployment, recessions, inflation, taxation, bank interest rates, the growth of government, monetary systems, and a rising national debt are discussed along with the principles, policies, and institutions for solving these macroeconomic problems. Course Content: The US Economy Scarcity and Choice Supply and Demand Market Price Determination Market and Command Price Changes Macro Economics Inflation and Unemployment Income and Spending Welfare in the US Demand Side Equilibrium Fiscal Policy Monetary Policy Economic Policy and Values International Trade Comparative Advantage International Monetary System Balance of Payments Productivity and Growth

160

Prefix and Number: ASM 245 Title: Materials Handling and Processing Credits: 3 Catalog Description: Principles of materials handling and processing. Physical properties and characteristics of food, fiber, and feed materials as related to harvesting, handling, processing, and storage. Processing of agricultural materials including drying, preservation, size reduction (e.g. grinding, crushing, shredding), mixing and blending, refrigeration, extrusion, and pelleting. Conveying and transport systems with consideration of their effects on damage and quality. The course elements are tied together by a treatment of scheduling and coordination of biologically based systems, which involve production, handling, quality control, and processing. Course Content: Grain Moisture Content Measurement – particle diameter and volume Statistical Distributions Particle size, surface area Processing Grains and Seeds Friction Coefficient, Angle of Repose, Angle of Internal Friction Mills Hammer Mills Roller Mills Feed Pelleting Materials Handling Conveyors Elevators Pumps Psychrometric Chart Fans and Airflow Resistance Grain Dryers and drying systems Refrigeration Systems Quality Measurement

161

Prefix and Number: ASM 333 Title: Farmstead Planning Credits: 3 Catalog Description: Principles of facility (system) planning and management involving buildings, equipment, and materials handling and flow. Student teams select a case firm (problem) with instructor approval. Principles learned week by week are applied to the development of an overall plan for the complex, over the course of the semester. Case examples can include firms handling supplies, seeds, grains, feeds, chemicals, wastes, and farm produce, as well as farming operations producing grain, forage, and/or livestock products. Students will learn to use AutoCAD to develop drawings, without prior computer drafting experience. Course Content: Farmstead Planning Farmstead Layout Site Selection/Evaluation Site selection analysis Roads, Drives, Parking Geotextile Drainage Slopes Electrical Safety Electrical Safety Calculations Farm Water Systems Livestock Production Swine Production Scheduling Building layouts Arrangements Building Evaluation Building Environments Building Insulation Mechanical Ventilation Inlets Fans Design Natural Ventilation Septic Systems Rural Air quality Concerns & Solutions Rural Air Qu ality Regulations and Waste Characteristics Manure Collection and Transport

Manure Transport & Application Holding Ponds Open lots-solid manure & handling runoff Separation Runoff Infiltration Area Manure Storage and Agitation Manure Utilization Storage Calculations Treatment Options Manure Management Plant (MMP)

162

Prefix and Number: MGMT 200 Title: Introductory Financial Accounting Credits: 3 Catalog Description: The objectives of the course are to help students: (1) understand what is in financial statements and what the statements say about a business, (2) identify the business activities that caused the amounts that appear in the statements, and (3) understand how, when, and at what amount the effects of manager and employee actions will appear in the statements. Course Content: Financial Statements The Balance Sheet The Income Statement Adjustments Disclosure and Interpretation Revenue and Receivables Cost of Sales and Inventory Property, Plant, and Equipment Liabilities and Present Value Bond Accounting Stockholder’s equity Statement of Cash Flows Financial Statement Analysis

163

Prefix and Number: AGEC 310 Title: Farm Morganization Credits: 3 Catalog Description: Economic factors controlling success in farming; types of farming; business records and analysis; adjustment in organization to meet changing economic conditions; organization and management of successful farms. Course Content: Most profitable level of output? What combination of inputs? Input-Output combinations Opportunity Cost, Ownership Cost Budgeting; Farm Management Tool Farm Budgeting Financial Records: Balance sheet Income Statement Farm Profitability Cash Budget Income Tax Tax Depreciation Keys to farm profitability How to get a farm loan Farm Planning I

Cropping Systems Farm Planning II

Getting Started in farming Choosing your partner

Farm Planning III Working with your Partner Sharing Management

Farm Planning IV Sharing Income Farm Ownership forms Analyzing farm problems Farm incorporation, leasing Farm Leasing

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Prefix and Number: AGEC 330 Title: Agribusiness Management Credits: 3 Catalog Description: Management of nonfarm, agriculturally related businesses. Topics include tools for management decision making, legal forms of business organization, basics of accounting, and important financial management techniques. Case studies and computer simulation game. Course Content: The Business of Agribusiness Managing the Agribusiness The Organization of an Agribusiness Proprietorships Partnerships Regular Corporations Sub-S Corporations Limited Liability Companies Cooperatives Economics for Agribusiness Managers Marginal Cost Marginal Revenue Supply – Demand Elasticity Derived Demand Economic Profit Explorations in Management Strategic Market Planning The Ag. Marketing System Marketing Functions Managing Marketing Risk Marketing System Efficiency Marketing Mix Product Price Promotion Place Understanding Financial Statements The Balance Sheet Income Statement Accounting Principles Statement of Owner’s Equity Analyzing Financial Statements Financial Ratios Profitability Analysis Farm Supply Game Explorations in Management Cash Budgeting - Projected Cash Flow Financing the Agribusiness Actual Cash Flow Volume-Cost Analysis Breakeven Profitability Linkage Model Capital Budgeting Decisions Time Value of Money Present – Single and series Future – Single and series

165

Prefix and Number: AGEC 331 Title: Ag Sales and Marketing Credits: 3 Catalog Description: The principles of salesmanship and their application to the agricultural business. Topics include attitudes and value systems, basic behavioral patterns, the purchase decision process, relationship of sales to marketing, selling strategies, preparing for sales calls, making sales presentations, handling objections, and closing sales. Emphasis is placed on application of principles to real-world situations and on building selling skills through class projects. Requires class trips. Students will pay individual lodging or meal expenses when necessary. Course Content: Introduction to Ready Set Sell (RSS) project Marketing and Segmentation Strategy and Call Planning Prospecting Understanding Buyers Buying Situations Greeting and Rapport Building Opening Probing Listening Business Communications Selling Value and Presenting Features and Benefits Handling Objections Dealing with Objections Closing and Follow-up Other Responsibilities

166

Prefix and Number: AGEC 220 Title: Marketing Farm Products Credits: 3 Catalog Description: Types of markets; middlemen and their services; the relationship of production and consumption; price determining factors. Consideration given to major marketing issues, such as decentralization, integration, costs and margins, government regulations, marketing orders, promotion, grades and standards, and cooperatives. Course Content:

I. Overview of agricultural markets and marketing II. Demand, supply, and analysis of competitive agricultural markets III. Market structure and price discovery IV. Spatial dimensions of agricultural markets, and trade V. Storage, futures hedging, and options VI. Special topics: promotion, technological change, food safety VII. Public role in agricultural marketing

167

Prefix and Number: BIOL 110 Title: Fundamentals of Biology I Credits: 4 Catalog Description: This course is designed primarily to provide an introduction to the principles of biology for students in agriculture and health sciences. Principles of biology, focusing on diversity, ecology, evolution, and the development, structure, and function of organisms. Course Content: I. Chemistry

A. Atomic Structure B. Chemical Bonding C. Biochemistry: macromolecules

II. Cell Structure A. Prokaryotic Cells B. Eukaryotic Cells C. Membrane Structure D. Membrane Transport

III. Energy and Biosphere A. Thermodynamics B. Energy flow/Carbon flow C. Cycling Nutrients D. Photosynthesis E. Respiration

IV. Evolution A. Population growth B. Natural selection C. Macroevolution

V. Diversity of Life A. Classification Schemes B. Major animal phyla C. Major plant phyla

VI. DNA Structure A. DNA Structure B. DNA Replication C. Genomes

Laboratory Microscopy Electrophoresis Diversity of Life on Earth I Membrane Permeability Photosynthesis I, II, III Quantitative Changes in Populations Hardy-Weinberg Diversity of Life on Earth II

168

Prefix and Number: OLS 252 Title: Human Behavior in Organizations Credits: 3 Catalog Description: A survey of the concepts that provide a foundation for the understanding of individual and group behavior in organizations. Special emphasis on typical interpersonal and leadership relationships. Course Content: What is Organization Behavior? Personality, Ability, and Learning Perception Values and Attitudes Motivation Stress Turning People into Team Players Group Behavior Leadership Decision Making Communication Conflict Negotiation Typical Structures What do People in Different Jobs Do? Human Resources The Hiring Process Company Policies Organizational Culture Motivation in Organizations Organizational Change Power and Politics Effort and Ethics Succeeding in an Organization

169

Prefix and Number: CHM 111 Title: General Chemistry Credits: 3 Catalog Description: Not available for credit toward graduation in the School of Science. Required of all freshmen in the School of Agriculture who are not in CHM 115 and required of students in the School of Consumer and Family Sciences in retailing, textile, RHIT, and dietetics options who are not in CHM 115. Required of students in physical therapy who are not in CHM 115. Not available for credit toward graduation in the School of Science. Metric and S.I. Units; dimensional analysis; density; the atomic concept; elements, compounds, and mixtures; the mole concept; equations and stoichiometry; atomic structure, spectra; the periodic table; chemical bonding, gases; descriptive chemistry of the common elements. Prerequisite: two years of high school algebra. Course Content: Fundamental Measurements Matter and Energy Elements, Atoms, Periodic Table Molarity Atomic Structure: Atoms, Ions Names, Formulas Uses of Inorganic Compounds Periodic Properties of Elements Chemical Bonds Chemical Quantities Chemical Reactions Stoichiometry Thermochemistry Laboratory Measurement, Manipulation & Graphical Treatment of Exp. Data Significant Measurements Analysis of FD and C Dyes by Paper Chromatography Mass Ratio of a Chemical Compound for Law of Definite Proportions Determination of Calcium in Commercial Milk Powders Determination of Magnesium Salts in Hard Water Samples Standardization of Solutions Percentage of Acetic Acid in Vinegar Determination of Ascorbic Acid in Vitamin C Tablets VSPER Preparation of Aspirin, Oil of Wintergreen, and Fruit Flavoring Characterization of Compounds from Chemical Interactions

170

Prefix and Number: COM 114 Title: Fundamentals of Speech Communication Credits: 3 Catalog Description: A study of communication theories as applied to speech; practical communicative experiences ranging from interpersonal communication and small group process through problem identification and solution in discussion to informative and persuasive speaking in standard speaker-audience situations. Course Content: What is Presentational Speaking? Audience Analysis Purpose Statements & Thesis Statements Research Supporting Evidence Speech Organization Informational Presentation Explanatory Presentations What is Persuasion? Persuasive Speech Structures Argumentation and Reasoning Argumentation Fallacies Persuasive Speeches Group Communication Group Decision Making

171

Prefix and Number: AGR 101 Title: Introduction to Agriculture Credits: Catalog Description: Students are introduced to the College of Agriculture and Purdue University. Specific areas discussed include the diversity of career opportunities within agriculture, the relationships between different areas of agriculture, ethics, the impact of undergraduate coursework, including the core curriculum, on scholarship and career preparation, and the challenges facing the food, agricultural, and natural resource system. The use of guest lecturers provides a networking opportunity for students. Course meets weeks 1-8. Course Content: Departmental Introduction

Welcome to ABE Department Get Involved with ABE at Purdue Tour of the ABE MAHA Fluid Power Laboratory Tour of the National Soils Erosion Laboratory Tour of Discovery Park Biosensor Research Facilities Tour of the ABE Post Harvest Education and Research Center and Swince Environmental Research Building Introduction to Agricultural Systems

College of Agriculture Introduction

Expand academic experiences through study abroad Personal leadership and leadership development strategies Accessing Important Information at Purdue - The Purdue Library System Dean’s town hall meeting Scholarship and career services Diversity and its strengths Ethics, integrity, and choices

172

Prefix and Number: ASM 104 Title: Introduction to Agricultural Systems Credits: 3 Catalog Description: An introduction to the Agricultural Systems Management technical curriculum. Basic mathematical problem solving techniques; power generation, transfer, and utilization; basic principles of agricultural operations management, soil and water management, crop handling and conditioning, and heat transfer. Course Content: Current State of US Agriculture Introduction to the Agricultural and Biological Eng ineering Department

Computing System Problem Solving Mathematical Processes and Measurement Work, Torque, and Power Engines

Internal Combustion Engines Power Transmission Hydraulics/Fluid power Systems Tractor Performance Testing Fluid Power System Performance

Equipment Efficiency and Capacity Principles of Electricity Series and Parallel Circuits Analysis of Series and Parallel Circuits Farmstead Electrification Air Properties – Psychrometric Chart Handling Biological Products

Moisture Management and Storage of Biological Products Grain Quality and Conditioning

Basic Heat Transfer Insulation and Heat Flow Building Heat Loss Weather Water Management

Topographic and Soil Survey Map Interpretation Soil Management – Erosion and Erosion Control Water Quality Assessment Stream Assessment

Introduction to Modeling Analysis of Agricultural Systems Machine System Analysis Management of Agricultural Systems Agricultural Safety and Health Program

173

Prefix and Number: ASM 231 Title: Computer Applications in Agriculture Credits: Catalog Description: Course Content: Introduction to Operating Systems File transfer and email Files and Directories Windows Introduction to Excel Excel Commands and Functions Graphics and Introduction to Visual Basic Visual Basic Statements and Term Project Visual Basic Macros Visual Basic UserForms/Menus Introduction to Database and Functions and Automation with Visual Basic Macros Advanced Word Commands Advanced PowerPoint Commands Internet and Hardware/Software

174

Prefix and Number: CHM 112 Title: General Chemistry Credits: 3 Catalog Description: Continuation of CHM 111. Liquids and solids; solutions; chemical kinetics; equilibrium; acids and bases; oxidation and reduction; electrochemistry; descriptive chemistry of the metals and nonmetals; introduction to organic chemistry; nuclear chemistry. Not available for credit toward graduation in the School of Science. Course Content: Gases Liquids/Solids Solutions Rates and Equilibria Acids and Bases Oxidation Reduction Nuclear Chemistry Organic Chemistry Biochemistry Laboratory

Enthalpy of Reaction Magnesium with Hydrochloric Acid Synthesis and Chemiluminescence of Luminol Freezing Point Depression Iodine Clock Reaction LeChatelier’s Principle Evaluation of an Antacid Study of pH Titration of an Acid by pH Chemistry of Halogens Synthesis of Polymers Chromatography of Amino Acids

175

Prefix and Number: MATH 220 Title: Introduction to Calculus Credits: 3 Catalog Description: A survey of differential and integral calculus. Applications to the agricultural, life, managerial, and social sciences. Not available for credit toward graduation in the School of Science. Course Content: Polynomials and Special Products Factoring Polynomials Fractional Expressions Linear Equations Lines in Plane and Slope Functions Limits The Derivative and the slope of a graph Rules for Differentiation Product and Quotient Rules The chain rule Higher Order Derivatives Increasing/decreasing functions Extrema and first derivative test Concavity and Second Derivative Test Optimization Problems Business and Economics Applications Asymptotes Curve Sketching Natural and Exponential Functions Logarithmic Functions Derivatives of Logarithmic Functions Exponential Growth and Decay

176

Prefix and Number: ASM 221 Title: Career Opportunities Seminar Credits: 1 Catalog Description: An introductory course to acquaint students with career and employment opportunities in the field of agricultural systems management. Guest speakers are invited to share their experiences and philosophies with the students. Special emphasis is given to improving communication skills. Course Content: Building and Composing a Resume Resume Development Workshop Agricultural Systems Management Curriculum Options Alumni Guest Speaker International Opportunities – Academic and Professional Attend Agricultural Career Fair

177

Prefix and Number: ASM 420 Title: Electric Power and Controls Credits: 3 Catalog Description: Fundamentals and application of electric power for agricultural facilities; safe wiring principles; operation and performance characteristics of electric motors; applications of control systems that include monitors, sensors, relays, and programmable logic controllers. Course Content: Basic Electricity: Terms and Definitions Electrical Safety: Standards and Codes Resistive Networks Tools, measuring electricity, wires selection and connection Inductance, Capacitance & Phase Relations Resistive Networks – basic wiring Power Regeneration Power Transmission & Distribution Planning the Electrical Distribution Planning the Residential Electrical Distribution Systems Lightning and lightning protection Electric Motors Direct Electric Controls and Devices Sensors and relay-based control systems Introduction to Programmable Logic Controllers (PLC) PLC Programming Energy Management and Efficiency Energy Audit Experimental Learning Project

178

Prefix and Number: ASM 421 Title: Senior Seminar Credits: 1 Catalog Description: Professional attitudes and ethics, technical report data presentation, interview procedures and resume preparation, and producer-consumer relationships. Course Content: Resume Tips Review of summer, effect on career planning Providing and Accepting Constructive Criticism Completion Cover Letters and related Correspondence The 30 second commercial (Job Fairs), interviewing tips Attend Industrial Roundtable Ethical Theories Meetings: Leading and Participating How to market yourself Agricultural Career Fair ASM 495 project primer CCO on Typology Report on best career resources MTBI follow-up Organizing ASM 495 Projects Longer Term Career Planning “The Difference between getting the first and subsequent jobs”

179

Prefix and Number: ASM 495 Title: Senior Capstone Credits: 3 Catalog Description: Planning, organization, and analysis of individual or team projects related to contemporary issues in agricultural systems management. Course Content: Understanding ASM 495, project status Assessment Organizing the Project Details on the Project plan (procedures, deliverables) Timelines and Budgets 495 instructor and advisor meetings Executive Summary Peer review of proposals Technical advisor meetings, project work Oral Project Reports and Proposal Team tools SWOT Analysis Executing the Plan AETC Scope and Risk Progress Reports Writing the Final Large Report Poster Presentation Guidelines Poster Refinement Final Oral Presentations

180

Prefix and Number: AGEC 411 Title: Advanced Farm Management Credits: 4 Catalog Description: Principles of farm organization and management, farmer interviews, and the application of computerized farm decision-making methods. Course Content: Management is…

Strategic Management Vision, Mission, and Goals The External Business Environment Business Strengths and Weaknesses Strategy Development and Implenmentation Balance Sheet and Income Statement Statement of Cash Flows Statement of Owner’s Equity Cost Structure of Production Agriculture Profitability Analysis Organizing Financial Data Ag Lender Panel Liquidity, Solvency, and Financial efficiency Repayment Capacity Land Rental Professional Farm Management Resource Allocation Decisions Returns Under Alternative Leases

Alternatives to Explore for Bill Martin Case Understanding the B-21 Solution

Recommendations for Bill Martin Case Investment Analysis: Profitability Investment Analysis: Feasibility Evaluating Contracts Hay Contract Game Farming Together – A few People Issues Farming Together – Sharing the Risks and Rewards Returns Under Alternative Operating Agreements Farming Together – Selecting the Business Organization Making it Work Personnel Management – The Planning Process Personnel Management – Hiring Employees Contract Evaluation – Hog Contract Personnel Management – Training and Supervising Employees Term Project Personnel Management – Compensation, and Performance Reviews Risk Management

181

Prefix and Number: STAT 301 Title: Elementary Statistics Method Credits: 3 Catalog Description: Introduction to statistical methods with applications to diverse fields. Emphasis on understanding and interpreting standard techniques. Data analysis for one and several variables, design of samples and experiments, basic probability, sampling distributions, confidence intervals and significance tests for means and proportions, correlation and regression. Software is used throughout. Credit cannot be given for more than one of STAT 301, 305, 350, 433, 501, 503, and 511. Prerequisite: college algebra. Course Content: Experimental Design Types of Random Sampling Problems with Sampling Principles of Experimental Design Looking at Data – Distributions Displaying Distributions with Graphs Displaying Distributions with Numbers Normal Distribution Sampling Distribution for Proportions and of a Sample Mean Confidence Intervals and Hypothesis Testing Interference for the Mean of a Population Comparing two Means Interference for One-way ANOVA and Comparing the Means Two way Analysis of Variance Least Squares Regression Multiple Regression Interference for a Single Proportion Comparing 2 Proportions Data Analysis for Two-Way Tables Interference for Two-way tables

182

Prefix and Number: PHYS 214 Title: The Nature of Physics Credits: 3 Catalog Description: Development of basic concepts and theories in physics; a terminal survey course designed for non-science majors. Course Content: Introduction to Physics Motion Velocity Acceleration Falling Objects Falling Bodies Projectiles Newton’s Laws Newton’s First Law Newton’s Second Law Circular Motion Gravitation Energy and Oscillations Kinetic Energy Potential Energy Momentum and Impulse Momentum Collisions Torque Rotation of Solids Angular Momentum Fluids Temperature, Heat, 2-D Law of Thermo First Law of Thermodynamics Second Law of Thermodynamics Electrostatics Electric Circuits Electric Field Electric Current Series and Parallel Circuits Magnets Magnets and Magnetic Force Waves Light and Color Interference and Diffraction Structure of Atom Nucleus Nuclear Reactions Nuclear Energy Nuclear Fission

183

Prefix and Number: PHYS 220 Title: General Physics Credits: 4 Catalog Description: Mechanics, heat, and sound, for students not specializing in physics. Course Content: Newton’s Laws of Motion Newton’s 1st Law Newton’s 2nd Law Force Vector Non-Contact: Gravitation force Contact: Friction and Normal force Newton’s Third Law Equilibrium Kinematics Displacement Position Velocity and Acceleration Dynamics Free Fall and Apparent Weight Two Dimensional Dynamics Constant Acceleration and Relative Velocity Circular Motion Kinetic and Potential Energy Kepler’s Laws Non-Uniform Circular Motion Energy and Work Potential Energy and Energy Conservation Momentum and Impulse Collisions and Explosions Center of Mass Inelastic Collisions Rotational Kinetic Energy and Inertia Torque Rotation and Equilibrium Angular Momentum Fluids Mass and Volume Flow Rates

Continuity of Fluid Flow Bernoulli

Elasticity and Oscillations Waves Sounds Temperature and Ideal Gas Ideal Gas Law and Kinetic Theory Heat Thermodynamics 1st and 2nd Laws of Thermo Entropy

184

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Appendix G Surveys given to students and faculty

CAPABILITIES & SKILLS ACQUIRED in ASM ________

(Student Self-Assessment)

Your Major: ASM ______ Other (Please specify) ___________ Semester ______

As a student in this course:

Did you acquire or strengthen any of the capabilities and skills listed below?

If so, what aspects of the course helped contribute to this?

Use the following scale to check all boxes that apply for each item: Lec - Lecture helped. Rdg - Reading material (text or handouts) helped. Dis - Class discussions (Q & A) and/or interaction with the instructor helped. Hwk - Homework assignments (problems, papers, projects, team activities) helped. Lab - Lab demonstrations and/or exercises (individual, team) helped. N/A - Not applicable. Check All Boxes That Apply Basic ASM Skills Self-Assessment

Lec Rdg Dis Hwk Lab N/A

This course contributed to my ability to:

1. understand and apply the basic principles of mathematics, science, technology, management, and economics to agricultural systems,

� � � � � �

2. identify agricultural systems problems, locate relevant information, develop and analyze possible alternatives, and formulate and implement solutions,

� � � � � �

3. effectively use economic principles, scientific technologies, techniques, and skills necessary to manage agricultural systems, � � � � � �

4. recognize and define agricultural systems problems and the impact of their proposed technological solutions in an international and societal context,

� � � � � �

5. understand and participate in performance evaluations, collect, analyze and interpret the data, and communicate the results. � � � � � �

Professional and Personal Skills Self-Assessment Lec Rdg Dis Hwk Lab N/A

This course contributed to my ability to:

6. demonstrate appropriate listening, speaking, writing, presentation, and interpersonal skills needed to interact and communicate effectively,

� � � � � �

7. function with, and contribute effectively to, multi-disciplinary teams, � � � � � � 8. understand professional and ethical responsibilities and put them into

practice. � � � � � �

NOTE: The capabilities and skills listed are the ones individuals taking this course should possess when he/she graduates from the Purdue undergraduate program. Your self-assessment will help us evaluate the degree to which this goal is being met in this course. This is not an evaluation of the instructor or instruction, but rather an assessment of where you believe these goals were met for this course.

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OUTCOME - BASED FACULTY COURSE EVALUATION (Agricultural Systems Management)

FACULTY NAME ___________________________ Course # - ASM _________

The important capabilities and skills we should develop in our students as graduates of the Agricultural

Systems Management program are summarized below. We are seeking your assessment of the degree to which these goals have been met by the course that you teach. NOTE: This is not an evaluation of you as an instructor or your teaching technique/style, but rather how well you believe this course meets the ASM program goals.

Capabilities and Skills

Course Assessment = The level to which the course was successful in meeting the stated goals. If a capability or skill is not addressed at all in this course, you may check the "Not Applicable" (N/A) box.

1 = Capabilities & skills not directly addressed but gained through interaction with overall course (e.g.

instructor and supplemental materials) 3 = Capabilities & skills introduced primarily th rough lecture and readings

5 = Capabilities & skills reinforced through assi gnments (e.g. homework, projects,…) Please Circle Your Choice Below

Basic ASM Skills Course Assessment

N/A

1. Ability to understand and apply the basic principles of mathematics, science, technology, management, and economics to agricultural systems.

1 2 3 4 5

2. Ability to identify agricultural systems problems, locate relevant information, develop and analyze possible alternatives, and formulate and implement solutions

1 2 3 4 5

3. Ability to effectively use economic principles, scientific technologies, techniques, and skills necessary to manage agricultural systems.

1 2 3 4 5

4. Ability to recognize and define agricultural systems problems and the impact of their proposed technological solutions in an international and societal context

1 2 3 4 5

5. Ability to understand and participate in performance evaluations, collect, analyze and interpret the data, and communicate the results

1 2 3 4 5

Professional and Personal Skills Course Assessment

N/A

6. Ability to demonstrate appropriate listening, speaking, writing, presentation, and interpersonal skills needed to interact and communicate effectively.

1 2 3 4 5

7. Ability to function with, and contribute effectively to, multi-disciplinary teams. 1 2 3 4 5

8. Ability to understand professional and ethical responsibilities and put them into practice. 1 2 3 4 5

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ASM Senior Exit Survey The goal of this survey is to improve the academic, professional and leadership skills obtained while earning a degree in ASM. A. Personal Information

1. Name______________________________________________________________

(Last) (First) (M.I.) (Maiden)

2. Permanent Home Address ___________________________________________________________________

(Street) (Apt.,Box) ____________________________________________________________________ (City) (State) (Zip) Home Phone (______)________________

3. Expected Date of Graduation: Year: _______ ❏❏❏❏ May ❏❏❏❏ December ❏❏❏❏

August

4. ASM Degree Option Minor: (Please check one)

❏❏❏❏ Did not do a minor ❏❏❏❏ Agribusiness Management ❏❏❏❏ Farm Management

❏❏❏❏ Animal Science ❏❏❏❏ Forestry & Natural Resources ❏❏❏❏ Food Science

❏❏❏❏ Entomology ❏❏❏❏ Agricultural Communications ❏❏❏❏ Other_________________

5. ASM Club Membership

Years as a member of ASM: ____ Leadership Roles: _______________________

Attended meetings: ❏❏❏❏ Regularly ❏❏❏❏ Seldom

Years as a member of Alpha Mu: ___ Leadership Roles:_______________________

Attended meetings: ❏❏❏❏ Regularly ❏❏❏❏ Seldom

Years as a student member of ASABE: ____

Have you attended a National ASABE annual meeting: ❏❏❏❏ Yes ❏❏❏❏ No

If "yes", year ______, and where _____________________________________

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B. Career Plans

1. Please check the most appropriate category for y our career plans after graduation.

❏❏❏❏ Accepted Employment ❏❏❏❏ Considering Employment Offer ❏❏❏❏ Seeking

Employment

❏❏❏❏ Graduate School ❏❏❏❏ Military Duty _________________

❏❏❏❏ Other (Specify)___________________

2. If you marked “Accepted Employment”, please answ er the following, then go to page 3, Part C.

Employer

Name_______________________________________________________________

Address ________________________________________________________

Position Title_______________________________ Starting Salary__________________

What skill(s) do you feel enabled you to secure this position (personal skills, technical skills, previous experience, etc)?

__________________________________________________________________________

__________________________________________________________________________

3. If you marked “Considering Employment” please an swer the following, then answer number 4 below.

Number of Job Offers Being Considered_____

Please list the companies you are considering for permanent employment_______________

__________________________________________________________________________

4. If you interviewed, but did not receive an offer , what do you feel was the reason (lack of personal skills, lack of technical skills, lack of previous experience, etc.) , then go to page 3, Part C?

__________________________________________________________________________

__________________________________________________________________________

5. If you are “Seeking Employment” would you like f or ASM to mail your resume

to any employment opportunities which may arise in the near future?

❏❏❏❏ Yes ❏❏❏❏ No

6. If you marked “Graduate School” please answer th e following.

College/University __________________________ Department_____________________ Field of Study__________________________________________________________ Research Topic ________________________________________________________

Degree Objective: ❏❏❏❏ MS ❏❏❏❏ Ph.D. Other (Specify)____________________________

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C. Evaluation of Purdue Education

The important capabilities and skills you should possess as a graduate of the ASM program are summarized below. We are seeking your assessment of the degree to which these goals have been met.

1. Capabilities and Skills

Program Assessment = The level to which the program was successful in meeting the stated goals. Anticipated Importance = The anticipated importance of each of the goals in your initial permanent employment.

Please Circle Your Choice Below

Basic Skills

Program Assessment Hi Med Lo

Anticipated Importance Hi Med Lo

An understanding of agricultural systems management profession and practice. 5 4 3 2 1 5 4 3 2 1

The ability to understand and apply knowledge of mathematics, agricultural sciences, economics and management.

5 4 3 2 1 5 4 3 2 1

An understanding of, and the ability to, identify, formulate, layout and solve problems for agricultural systems. 5 4 3 2 1 5 4 3 2 1

The ability to plan a system or process to meet desired goal subject to constraints.

5 4 3 2 1 5 4 3 2 1

The ability to plan and/or conduct field studies and analyze and interpret data. 5 4 3 2 1 5 4 3 2 1

Effective use of appropriate techniques, skills, and state-of-the-art computer tools necessary to operate, manage, or support agricultural systems .

5 4 3 2 1 5 4 3 2 1

Professional and Personal Skills

Program Assessment Hi Med Lo

Anticipated Importance Hi Med Lo

An understanding of the global and societal impact of decisions made when developing or supporting agricultural systems.

5 4 3 2 1 5 4 3 2 1

A knowledge of contemporary issues. 5 4 3 2 1 5 4 3 2 1

Appropriate and effective writing, speaking, and listening skills. 5 4 3 2 1 5 4 3 2 1

The ability to contribute effectively to a multi-disciplinary team. 5 4 3 2 1 5 4 3 2 1

The ability to practice ethical responsibility in personal and professional life.

5 4 3 2 1 5 4 3 2 1

An appreciation for the value of life-long learning. 5 4 3 2 1 5 4 3 2 1

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2. Identify your level of competency and quality of instruction for each subject area. Please respond only for courses taken at Pur due University. If you took more than one course for a topic, please average yo ur response.

Basic &

Agricultural Sciences

i. Level of Competency Hi Med Lo

ii. Quality of Instruction Hi Med Lo

Mathematics 5 4 3 2 1 5 4 3 2 1

Physics 5 4 3 2 1 5 4 3 2 1

Chemistry 5 4 3 2 1 5 4 3 2 1 Biological Sciences

5 4 3 2 1 5 4 3 2 1

Economics 5 4 3 2 1 5 4 3 2 1 Animal Sciences

5 4 3 2 1 5 4 3 2 1

Soil Science 5 4 3 2 1 5 4 3 2 1 Crop Sciences

5 4 3 2 1 5 4 3 2 1

Topics

Agricultural Systems Management

iii. Level of Competency Hi Med Lo

iv. Quality of Instruction Hi Med Lo

Technical Graphics 5 4 3 2 1 5 4 3 2 1 Computer Applications in Agriculture

5 4 3 2 1 5 4 3 2 1

Equipment Operation, Selection, and Management

5 4 3 2 1 5 4 3 2 1

Crop Production Systems

5 4 3 2 1 5 4 3 2 1

Material Handling and Processing

5 4 3 2 1 5 4 3 2 1

Facilities Planning and Management 5 4 3 2 1 5 4 3 2 1

Power Units 5 4 3 2 1 5 4 3 2 1 Fluid Power and Transmissions/ Hydraulics

5 4 3 2 1 5 4 3 2 1

Agricultural Safety 5 4 3 2 1 5 4 3 2 1 Environmental Issues & Waste Management

5 4 3 2 1 5 4 3 2 1

Farm Management 5 4 3 2 1 5 4 3 2 1 Agribusiness Management

5 4 3 2 1 5 4 3 2 1

Marketing Agricultural Products

5 4 3 2 1 5 4 3 2 1

Electric Power and 5 4 3 2 1 5 4 3 2 1

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Controls Soil & Water Conservation Management

5 4 3 2 1 5 4 3 2 1

Precision Agriculture Applications

5 4 3 2 1 5 4 3 2 1

Grain Handling, Drying, and Storage

5 4 3 2 1 5 4 3 2 1

Agricultural Structures

5 4 3 2 1 5 4 3 2 1

General Education v. Level of

Competency Hi Med Lo

vi. Quality of Instruction

Hi Med Lo Speaking Ability 5 4 3 2 1 5 4 3 2 1

Writing Ability 5 4 3 2 1 5 4 3 2 1

Management/Supervision 5 4 3 2 1 5 4 3 2 1

International Understanding 5 4 3 2 1 5 4 3 2 1

Liberal Arts (Humanities) 5 4 3 2 1 5 4 3 2 1

Are there technical subject areas that you believe should be added to the required component of the ASM curriculum? Also, please be s pecific as to what existing technical subject areas should be eliminat ed, while still meeting the minimum graduation requirements. ___________________________________________________________________

___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

How helpful do you anticipate your collective labor atory experiences may be in

preparing you for your first job? ❏ Very helpful ❏ Somewhat helpful ❏ Minimally helpful ❏ No help

Are there laboratory experiences that you believe s hould be added to the required component of the ASM curriculum? Also, are there laboratory experiences that you believe should be dropped from the require d component of the ASM curriculum? (Be Specific)

___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

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Oral and written communication skills are an integr al part of the ASM curriculum. Indicate frequency and effectiveness of your exposu re to the following.

Written and Oral Communication Skills Frequency Hi Med Lo

Effectiveness Hi Med Lo

E-mail 5 4 3 2 1 5 4 3 2 1

Business/Professional Writing 5 4 3 2 1 5 4 3 2 1

Lab Reports, Data Collection 5 4 3 2 1 5 4 3 2 1

Report Writing 5 4 3 2 1 5 4 3 2 1

Oral Presentations 5 4 3 2 1 4 3 2 1

What curriculum modifications can you suggest that could improve the communication skills of ASM graduates? ___________________________________________________________________

___________________________________________________________________ ___________________________________________________________________

Indicate your level of competency with the followin g computer tools.

Computer Tools Effectiveness Hi Med Lo

Not Taken

Word Processing 5 4 3 2 1

Spreadsheets 5 4 3 2 1

Presentation Software (PowerPoint,….) 5 4 3 2 1

Graphics 5 4 3 2 1

GIS/Mapping Software (Arc View, SST,…) 5 4 3 2 1

PC Operating System 5 4 3 2 1

Unix Operating System 5 4 3 2 1

Windows 5 4 3 2 1

CAD (AutoCAD) Software 5 4 3 2 1

Internet /HTML /Web Page Design 5 4 3 2 1

Database Management 3 2

1

What other software tools do you believe students s hould be exposed to in the

undergraduate ASM curriculum? ___________________________________________________________________

___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

In which courses did you effectively learn to work in a team? ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

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D. Overall Educational Experience Please assess each of the following elements of your Purdue ASM experiences:

1. Courses / Instruction Hi Med Lo

Quality of Instruction 5 4 3 2 1

Availability of Technical Electives Offered in ASM

5 4 3 2 1

Availability of Non-Technical Electives 5 4 3 2 1

Availability of Faculty 5 4 3 2 1

2. Facilities Hi Med Lo

Quality of Laboratory Facilities in ABE 5 4 3 2 1

Accessibility of ABE Computer Facilities 5 4 3 2 1

Student Learning Resource Center in ABE 5 4 3 2 1

3. Counseling / Advising Hi Med Lo

Effectiveness of the Registration Process 5 4 3 2 1

Effectiveness of Academic Counseling/Advising in ASM

5 4 3 2 1

Assistance with Scheduling 5 4 3 2 1

Effectiveness of Career or Graduate Counseling 5 4 3 2 1

4. Career / Research Related Hi Med Lo

Effectiveness of Co-op Program Processing (if applicable)

5 4 3 2 1

Quality of ASM Assistance with Career Opportunities

5 4 3 2 1

Quality of Experience with "Center for Career Opportunities" (University Placement)

5 4 3 2 1

Availability of Undergraduate Work/Research Opportunities

5 4 3 2 1

5. Professional Development Hi Med Lo

Quality of ASM Student Club Experience 5 4 3 2 1

Quality of Alpha Mu Experience 5 4 3 2 1

Quality of ASAE Experience 5 4 3 2 1

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E. Undergraduate Industrial/Work Experience

1. Did you have an undergraduate work experience? ❏❏❏❏ Yes ❏❏❏❏ No

If yes, please answer all of the following. If no , please go to Section F - page 8. Co-op Employer______________________________________________________

Internship Employer(s)_________________________________________________

Non-internship Employer(s)_____________________________________________

2. Please check how co-op or internship(s) ONLY was (were) obtained: (Check all that apply.

❏ ASM Student Academic Center ❏ Industrial Roundtable ❏ ASM Placement Bulletin Board ❏ Agricultural Career Fair ❏ Center for Career Opportunities ❏ Speaker in Seminar/Club Meetings ❏ Academic Advisor ❏ Other ________________________

3. Indicate your level of competency and the import ance of the following skills during your co-op, internship or non-internship/co- op work experience.

SKILLS Level of

Competency Hi Med Lo

Importance Hi Med Lo

Analysis and Collection of Data 5 4 3 2 1 5 4 3 2 1

Measurements/Testing 5 4 3 2 1 5 4 3 2 1

Written Communications (reports, etc.) 5 4 3 2 1 5 4 3 2 1

Oral Communications (company presentations, etc.) 5 4 3 2 1 5 4 3 2 1

Computer-Aided Drafting 5 4 3 2 1 5 4 3 2 1

Product/Process Development 5 4 3 2 1 5 4 3 2 1

Teamwork Skills 5 4 3 2 1 5 4 3 2 1

Word Processing 5 4 3 2 1 5 4 3 2 1

Spreadsheets 5 4 3 2 1 5 4 3 2 1

Presentation Software (PowerPoint,….) 5 4 3 2 1 5 4 3 2 1

Graphics 5 4 3 2 1 5 4 3 2 1

GIS/Mapping Software (Arc View, SST,…) 5 4 3 2 1 5 4 3 2 1

PC Operating System 5 4 3 2 1 5 4 3 2 1

Unix Operating System 5 4 3 2 1 5 4 3 2 1

Internet /HTML /Web Page Design 5 4 3 2 1 5 4 3 2 1

Database Management 5 4 3 2 1 5 4 3 2 1

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F. Overall Recommendation What other suggestions would you offer to the ABE department that would help

us better prepare students for an Agricultural Syst ems Management career in the twenty-first century?

Documents

Submitted to the ASABE ED-206 Committee Program Recognition June 2008dbuckmas/teaching/ED 206... · 2008. 7. 16. · Year Fall Spring 2001-2002 98 103 2002-2003 94 106 2003-2004 109