College of Agriculture and Life Sciences 2009 – 2010 ETF Expenditure Report
The College of Agriculture and Life Sciences offers degree programs in a unique combination of disciplines
incorporating the basic life sciences and applied agricultural sciences. The college offers 9 associate, 47 baccalaureate
and 31 graduate degree programs to 5,833 students. In addition, the College serves the university community by
offering general education science courses in biology, zoology, entomology, botany, biochemistry, microbiology, plant
pathology, toxicology, genetics, food science, nutrition, poultry science, soil science, animal science, and crop science.
With an emphasis on teaching about and with the latest technology, the Educational Technology Fund (ETF) is essential
to the successful delivery of laboratory intensive courses. ETF dollars are crucial for meeting student Information
Technology needs. CALS also provides ETF support for shared facilities in CHASS (Sociology & Anthropology) and
PAMS (Chemistry/Biochemistry and Statistics). The College’s 2009 – 2010 ETF base allocation was $1,815,244
(including $374,144.00 for Biotechnology). The College received an additional one-time allocation of $106,080 to
support replacement laboratory computers and new laboratory equipment for the Biological Sciences department.
Students from CALS and from across the campus benefitted from these acquisitions. CALS also used $9,076 one-time
monies from DUAP to support poster production for four NCSU Undergraduate Research Symposia. CALS coordinated
and printed 2,460 research symposium posters.
1.
Categorized ETF Expenditure Summary
Expenditures reported in the narrative represent the College of Agriculture and Life Sciences’ departmental
expenditures and do not include the Biotechnology ETF expenditures. An itemized list of expenditures by account code
including the Biotechnology funds managed through CALS follows in Section 3 of this report.
a. Personnel expenditures represented 16.7% of the CALS ETF allocation. ($258,416).
 $124,291 plus benefits were expended for professional support staff. At the College level a computer

consultant position and computer instructional technologist were dedicated to providing better computing
services to students.
$95,599 plus benefits were spent for student-workers/staff. These individuals include computer
lab proctors and “wet” laboratory student assistants.
b.
IT infrastructure, equipment and services (computing labs, networking, etc.)
 $359,569 or 23.1% was expended for IT infrastructure, equipment and services. This included replacing 53
Biology laboratory computers and purchasing an additional 110 computers integrated into 16 departmental and
College-wide initiatives. Additional IT equipment included scanners, DVD burners/player, Flip cameras, video
camera replacement and other digital equipment permitting students to integrate technology into their projects.
One time funds allocated from CALS base funding were used by Soil Science to upgrade the GIS laboratory
and by Horticultural Science for CAD. CAAT provided poster printing services for fall, spring and summer
research symposia sponsored by the university. For 2009-10, the college printed 2460 posters.
c.
Non-IT infrastructure, equipment (experimental labs, wet labs, etc.)
 $798,867 or 51.4% of the allocation was spent for non-IT or laboratory equipment. Life Sciences invested in
equipment teaching the latest technology. In addition, one-time funds allocated from the CALS base dollars
enhanced and expanded available capacity in laboratory experiences for Genetics.
d.
Facilities (repairs and renovations etc.)
 $62,220or 3.9% was expended for repairs and maintenance of equipment. Microscopes and other laboratory
equipment must be serviced in order to function properly in the laboratories. This cost ranges from $200 to
$6,000 per scope.
e.
Discipline/instructional related field trips, professional development/experiences, travel, conferences, services etc.
 $77,775 or 4.9% was expended for travel. Funds support field trips to business and industry but primarily are
used for transportation to off campus field facilities for hands-on laboratory experiences in biology,
horticulture, zoology, plant biology, poultry science, entomology, and animal science. Students must travel to
these sites in order to conduct laboratory work and view plant and animal specimens in their natural habitats.
The students also learn the appropriate management techniques and implement the latest technological
practices at the animal research facilities.
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2.
Justification/Purpose of Expenditures– strategic overview
a.
New and/or transformative initiatives undertaken with ETF
 Describe how your unit has used funds in progressive and innovative ways
The College converted the Ricks Hall computer lab from one with workstations to a more appropriate student
workspace meeting a variety of computing/technology user needs.
Ag Ed invested in new Flip cameras for the AEE 526 course. This is new technology that teachers can use with
their students and in the classroom. Entomology implemented Noldus Information Technology behavioral analysis
software for ENT 591/791 Insect Behavior.
Animal Science uses ETF funds to be able to allow students to gain hands-on experience at the Animal Educational
Units (horse, beef, dairy, swine, metabolism, and small ruminant). For example, milk test or blood test kits allow
students to learn real-life procedures for obtaining biological samples, to process the samples appropriately, and to
interpret the results in a manner that will allow the students to learn to make management decisions similar to what
would be encountered in an Animal Science career.
Crop Science purchased additional supplies needed to enhance the W. T. “Bill” Fike Agronomy Teaching Field Lab
and the Turfgrass Field Lab and to maintain an Agroecology Teaching Field Lab. These teaching facilities are
extremely essential educational tools and served students in numerous Turfgrass Science, Agronomy and Field
Crop Technology classes.
Food, Bioprocessing and Nutrition Sciences (FBNS) purchased several new pieces of equipment were purchased
which will allow us to train our students in current analytical laboratory techniques. These include micropipettes for
molecular work in microbiology and Minitab software for statistical quality control. Additional equipment to
compliment current facilities was purchased to accommodate our groiwng student numbers. These include a
demonstration mirror, spectrophotometers, pH meters, microscopes, rheometers, water baths, and culinary
equipment. FBNS introduced a new aspect of process engineering via the purchase of an evaporation system. This
equipment will be used at the undergraduate and graduate levels in both food and bioprocessing sciences.
The new undergraduate major in Genetics was approved by UNC-GA for implementation in fall 2010. A new
laboratory course required for Genetics majors, GN 425 (Advanced Genetics Laboratory), was offered for the first
time in spring 2010. The 1512 laboratory space is used to teach both GN 312 and GN 425 and some basic
equipment is shared between the two courses. The department’s 2008-2009 and 2009-2010 requests for one-time
ETF funds included laboratory up-fit items for both courses.
A new incubation system was installed in THM 1518 for the MB 352 Honors / Majors microbiology lab.
Microbiology ETF contributed to the success of the freshman research experience of MB 210 Phage Hunters and
MB 211 Phage Genomics. Microbiology enhanced content for MB(BCH) 101 Introduction to Microbiology and
Biochemistry, and MB(BEC) 180 Introduction to Applied Bioprocessing, the summer SCIBLS course s for High
School students taught in THM 1518 & 1522.
Plant Biology purchased lap-top computers for two teaching laboratories. One laboratory supports courses on
confocal microscopy and anatomy. The computers are used to capture images from microscope cameras and to
manipulate images. The second laboratory supports systematics, ecology, and biodiversity courses. The laptops
are used to run phylogenetic analyses and to access on-line systematics and herbarium resources. PB also purchased
a nanodrop spectrophotometer for quantifying DNA by students and a stereomicroscope to add to a set for the
confocal/anatomy lab.
In Plant Pathology, the installation of 2 IBM Blade Centers will serve as computational machines for SNAP
Workbench software portal for population genetic analyses. The blades are housed in the University High
Performance Computing platform and will be used as a teaching tool. The addition of a microscope-mounted digital
video camera has filled our projected image needs housed in 1406 & 1418 GA. Students can now view live video
and capture images of subjects from macro-to microscopic sizes in an extremely efficient operation. Images are
typically used in student and faculty presentations.
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Poultry Science utilized ETF for educational supplies and equipment purchases (less than $5,000) to enhance the
PO 011, 201, 405, 425, 435, and 495 (processing) laboratories necessary for student enrollment in these class
associated laboratories. Specific equipment items included additional microscopes to accommodate increased
student enrollment in PO 405 (Avian Physiology) laboratories.
Soil Science, responded to employer feedback that our graduates needed more skills in analytical techniques in the
field, so SSC expanded the available field instrumentation and training to measure a variety of properties and
utilize GPS technology to handle the data.

Describe how your unit continues to rethink and reassess use of funds to improve teaching/learning/business
models to maintain nimbleness, adaptability, etc.
In Biological Sciences, enrollment in introductory biology has doubled over the past 5 years. To provide the highest
return on ETF investments in these courses we have rearranged the laboratory settings and schedule to
accommodate as many students as possible within a physical laboratory. We also have moved instrumentation
among laboratories and courses to allow maximum use of the instrumentation. We have introduced new approaches
to teaching some of the labs to allow pairs and teams of students to use more expensive consumables and
instrumentation without sacrificing the hands-on experience of the individual student.
More CALS classrooms, laboratories and building open spaces are wireless. Thus students have opportunities for
real time activities in class, can work anytime via their computers and are not reliant on computer laboratories.
Laboratories are scheduled for classes from 5.3% to 30.7% of the time. However, Scott 105 is scheduled 25.4% of
the time and has been designated as the preferred lab for instructors to use who integrate computer instruction into
their classes. Other times are independent and group student project work.
The capacity of GN 312 was increased to 20 sections in 2008-2009 (452 students) from the level of 14 sections in
the previous year (329 students) resulting in more efficient use of the equipment and facilities. The 2008-2009 level
was maintained in 2009-201 (464 students), but we will increase capacity again in 2010-2011by going to 22
sections of GN 312. The increase in GN 312 sections is part of a long term plan to work through the backlog of
students who require this course so that it is possible for students to take it concurrently with Principles of Genetics
(GN 311) in the second half of the sophomore year. Additional sections require additional resources.
Poultry Science ETF committee conducted a student survey. Approximately 90% of the students indicated support
for continuing upgrades in the teaching laboratories with emphasis on equipment to support new poultry processing
initiatives and the poultry physiology laboratory (additional microscopes in particular for the latter).
b.
Actions taken to improve efficiency/return on ETF investments
 Describe your unit’s efforts to increase/maximize the value of ETF expenditures
The replacement computers had higher processor speeds and increased memory so students are able to process data,
design and manipulate graphics and multitask quicker and more efficiently. The college maintained the same
operating hours within our student labs this year, which totaled 4253 total operating hours. This was accomplished
by overlapping the Lab Assistant’s roaming schedules and the effort of the Multimedia Facilities Manager. These
labs continue to be used for both student computing use and classes. However, no lab was scheduled for classes
more than 25.4% of its available time. Overall, CALS labs were used more for classes this year than the previous
year.
When reasonable, purchases are made in bulk to reduce the unit cost. Annual scheduled maintenance is promoted
to extend the functional life of equipment purchased with ETF funds. ETF equipment and supplies are purchased
with ETF dollars and used in several different classes to get the most “life expectancy” from the high-end
equipment.
Entomology allocated a portion of the insect collections manager to focus on curation and improvement of teaching
insect collections for use in laboratory courses (ENT 305,ENT 425, ENT 502, and ENT 503, ENT 525, ENT 010,
ENT 032 and ENT 063). This effort was necessary to improve the quality of specimens available to students and to
ensure their continued availability in future years.
FBNS invests ETF funds in supplies, repair/replacement of required instrumentation and equipment, and new
technologies that allow our undergraduate students to be trained on leading, but widely used, technologies and
analytical methods. Cutting-edge, but less widely used, instrumentation is desirable especially with regard to
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graduate education but can not be acquired with limited funds. Thus "largest impact per dollar spent" most fits our
business model at this time. Although this year saw limited matching funds opportunities, we encourage this among
our faculty as seen with last year's purchase of a HPLC with 75% of funds coming from non-ETF funds.
Faculty research laboratories are not intended for teaching classes. The re-location of instructional labs to faculty
research laboratories results in wear and tear on equipment purchased for research, not teaching. When ETF can
match grant funds it helps with partial replacement of such equipment, or an equitable share of it in given labs for
UG student researcher’s use.
ETF funds continue to support an undergraduate computer facility in the horticulture student study lounge that was
moved into a larger room in the building. Horticulture students use this computer lab to prepare numerous
documents and projects in their horticulture classes. ETF funds have allowed for the continual improvement and
expansion of these facilities. Two new computer stations have been added and a larger more efficient printer has
been added to this facility. If not for the donations of plants, and additional supplies and materials made by private
horticultural companies for specific course laboratories (Production of Floricultural Crops for example), our
departmental ETF request would be that much greater. As a result, we have been able to maximize the value of the
ETF expenditures.
Full-time Microbiology SPA staff will now prepare all media and reagents for Microbiology instructional labs,
eliminating or substantially reducing, temporary wages paid from ETF funds. This should increase resources
available for direct ETF investments in the labs. Negotiated rates with Steris Corp. on autoclave and washer
maintenance contracts have remained at prior year rates, with substantial savings on ETF expenditures.
c.
Unmet ETF-eligible needs
 Describe funding shortfalls for needs that could be funded by ETF
The College’s 2009-2010 Base and One-time funds were approximately $427,000 short of the dollars requested by
departments. Even with the 6% Base increase and the $106,080 One-time allocation for Biology lab computers
numerous basic equipment, supplies and maintenance needs went un-met. CALS used its increase in Base
allocation to adjust personnel lines as required; distribute minimal dollars to the departments for essential
maintenance and repair; and funded 4 of 20 projects submitted by departments as priorities for 2009-2010.
Increasing numbers of students in CALS and to the university challenges the College in providing sufficient
numbers of well-equipped laboratories and field experiences. Funding challenges are not only in the introductory
science courses but also in expensive, lab intensive upper division courses.
An 11% increase of IT purchases over last year, resulted in a decrease of 9% for non-IT equipment. Most of these
acquisitions were delayed over the past few years. The increase indicates that there is a need for more sophisticated
IT equipment in “wet laboratories.” Sufficient funds are not available to meet needs in both IT and non-IT
categories.
Animal Educational Units (teaching farms) were transferred to the Animal Science Department at the end of the
2009/2010 academic year. The farms did not come with an operating budget, and it is anticipated that our ETF
dollars will be essential for keeping these valuable teaching farms open and available to our students.
Available funds were unable to meet replacement equipment and lab supply needs in Biological & Agricultural
Engineering.. This issue became especially evident as our enrollment continued to grow. Without expanded
funding in the future, basic supplies for popular lab courses (BAE 023, 033, 201 and 202) will not be available,
dramatically effecting course quality.
Crop Science needs microscopes for the new teaching resources lab and student library in Williams Hall.
Additional supplies and equipment are needed for the Fike Teaching field lab and Agro-ecology field lab.
Entomology continues to teach some classes in faculty research laboratories not intended for that purpose. This
causes wear and tear on equipment purchased for research, not teaching, and disrupts the on-going research activities in the laboratories. Some funds are needed to help with partial replacement of such equipment or an equitable
share of it in given labs. ETF funds have allowed us to purchase some up-to-date laboratory equipment and supplies
for use in laboratory sections involving molecular genetics and biochemistry techniques; however, we continue to
need additional equipment as well as high resolution microscopes with digital/video display capabilities for teaching graduate courses.
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FBNS had several needs that went unmet due to funding shortfalls. These include drying equipment used in the
meat, especially pork, industry; radio headsets for tours; access and use of a descriptive panel; spectrophotometers;
and a PCR machine (or thermal cycler).
Horticultural Science has increasing needs for transportation vehicles for travel to and from classroom to field
laboratory between Kilgore Hall and our new greenhouse facility and at the Horticultural Field Laboratory.
Students are able to learn how to operate this equipment during lab. The department envisions an increasing need
for computer aided design. That would require the development of a computer aided design lab. The teaching
committee and student representatives continue working to develop a plan and budget for this facility. Phase 1 was
funded this year.
The Department of Microbiology has unmet ETF needs to 1) enhance & maintain current laboratory courses; 2)
develop new undergraduate Microbiology laboratory courses in advanced topics relevant to the biotechnology and
public health interests of the state; and 3) develop new Masters of Microbial Biotechnology modules focusing on
innovative diagnostic and therapeutic reagents that MMB graduates can bring to jobs in the local biotechnology
sector. In all cases, new laboratory instrumentation and reagent supply resources are needed. Computing and
computer-controlled instrumentation resources in the educational laboratory are required.
In 07/08 academic year, Plant Biology purchased student microscopes and cameras to begin to establish a new
microscopy laboratory in 2206 Gardner, to replace a shared laboratory no longer available to us. The lab is
intended to be used for a graduate course in “Phycology”, as well as joint graduate/undergraduate courses on
confocal microscopy and plant anatomy. We requested one-time funds to purchase additional microscopes and
cameras in 08/09 and 09/10, but did not receive them. Lack of these items has prevented us from transitioning
away from old equipment and giving students access to current microscope and imaging technology.
The development of an international plant disease diagnostic facility continues to be hampered by the lack of funds
to equip such a facility with modern technological equipment and microscopy systems. This facility would utilize
state-of-the-art laboratory, visual and molecular apparati that would provide access to education and training in this
important aspect of Plant Pathology in laboratory classrooms, national and international workshops and distance
learning settings.
The Poultry Science Department continues its effort to develop a poultry processing teaching laboratory at the
Chicken Education Unit. This effort is in response to program assessment results noting the need for more trained
students in this area of the poultry industry in NC and nationally. Mandated safety requirements associated with
the development of such a laboratory are causing costs to exceed original projections. An estimated $ 5,000 would
be required to meet this need.
The Sociology & Anthropology allocation was about half of what was needed to replace aging laptop and desktop
computers and to provide for replacement of consumables (paper and printer cartridges). Almost half our ETF
machines are now at least four years old and we are taking one or two out of service each month
With completion of the renovation of Soil Science’s two main undergraduate teaching laboratories, the opportunity
exists to add new equipment to expand and improve the laboratory skills of students. One of these needs is a forced
air convection oven for the soil fertility lab with a cost estimated at $3500. The lack of staff support for the overall
teaching program often limits the intensity of some teaching activities, especially the field and laboratory
components. Preparation of materials for labs, collection of soil materials from across the State, etc. are often less
than desired. A staff person or instructor position would add needed continuity to the teaching program.
d.
Assessment of impact of ETF investments on student learning
 How and what does your unit measure to evaluate the effectiveness of ETF expenditures?
CALS uses a multiple approach including: freshmen computer survey to determine needs; course evaluation
questions relative to the laboratory experience are contained with each course evaluation; exit interviews of
graduating seniors by the department head also address the student’s perceptions of the quality of the laboratory
experience. A majority of students express a high degree of satisfaction with the laboratories that they participate
in. While these assessments indirectly measure the effectiveness of ETF expenditures, we believe that they
adequately reflect student perceptions.
Career Services employer surveys and feedback from professional and graduate schools indicated that students
generally are meeting expectations in the work place and in graduate and professional schools. Inadequacies are
also pointed out. ETF investments in equipment and improved processes address these learning deficiencies.
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 In brief, what is your unit’s assessment of the impact of ETF investments on student learning
CALS students are continuing to use large-format printers to create professional presentations for classes,
symposiums and conferences. Quality posters provided students with a professional means to disseminate their
research including posters for four undergraduate symposia, SCIBLS, graduate presentations and the undergraduate
teaching symposium. Several won awards. The poster and/or presentation represent the culmination of student
learning experiences as they demonstrate a thorough understanding of the science and its application.
The explosive development in information technology has provided a new dimension to training in toxicology
through the availability and use of bioinformatics tools. ETF funds have provided students the resources to learn
new approaches in bioinformatics, generate new information using bioinformatics and biotechnological
applications, and interact, both electronically and in person, with leaders in toxicological bioinformatics.
Bioinformatics is only one area of impact. Every department echoes similar outcomes when ETF resources are
invested in the learning process.
ETF investments were invaluable to student learning in a variety of settings including the laboratories where
computer workstations are used substantially to enhance learning. Additionally, ETF funding enabled students to
engage in experiential, hands-on learning with state of the art equipment at on-campus sites as well as during
laboratory-related off-campus field trips. Employers, graduate and professional schools indicate that graduates
tend to be better prepared from our institution because they are educated on state of the art equipment and learn
scientific procedures and process through hands-on experiences.
e.
Planning and review process
 Describe your internal review process and level of student participation
Each Department conducts its own planning and review process, often along with professional assessments such as
NIFA, NCATE, ABET and other accrediting agencies. The College uses a team approach for identifying,
prioritizing and assessing ETF needs. The College team includes: Dr. Barbara M. Kirby, Associate Director for
Academic Programs; Dr. Gerry Luginbuhl, Assistant Director of Academic Programs; Ms. Leigh Jay Hicks and
Ms. Katie Lynch, CAAT; Dr. Andy Hale, Biological and Agricultural Engineering; Dr. Stephanie Curtis, Genetics
Department; Dr. Jan Spears, Crop Science Department; and Ms. Kristen Baughman, President of AgriLife Council.
The Academic Programs office directors and manager meet with the CALS budget office to monitor ETF funding.
The administration discusses ETF issues with AgriLife Council members. Each of the 20 departmental committees
includes the undergraduate and graduate coordinators, faculty members and students. Departments submit ETF
requests to the CALS ETF web site. The site is open for review. The College committee reviews the requests and
recommends allocations to the Associate Dean for Academic Programs. Each Department reports its expenditures
annually to the College. Each year the need far exceeds the available funds by nearly $500,000. Every effort is
made to provide funds for courses, equipment maintenance and computing. A small amount is allocated for new
initiatives when possible.
 List the names of all students involved with your ETF committee:
Agricultural and Extension Education: Justin Harris, Lauren Mouton, Emma Sue Phelps, Kevin Curry;
Animal Science: Justin Fix and Kent Gray, Ph.D. Candidates, Tria M. Metzler, SAS Senior and Pre-Vet club
President, Martha Payne, SAS Senior and Animal Science Club President; Katherine R. “Katie” Pesta, IAS
Freshman; Agriculture Resource Economics: Catlin Lowe, Kerri Perez, James Cousar; Biological and
Agricultural Engineering: undergraduates Kevin Langdon and Amy Byrd; Biology/Zoology: Will Fields,
Lindsey Glass, Allison Lyrerly, Lauren Shute; Biochemistry: Volunteer students; Food, Bioprocessing, and
Nutritionals Sciences: Marjorie Griffiths (undergraduate), Suzanne Johanningsmeier (graduate); Genetics:
Alejandro Merchan and Juan Rosario; Horticultural Science: Christopher Hart Horticulture Club President,
Matt Swaim PLANET Team Captain, Hunter Casey, Horticulture Club Vice President, Katherine Pound
Horticulture Club, David Hoffman, Student at large; Entomology: (Club President and VP) Diane Silcox and
Rachel Katz; Micobiology: Graduate Student TAs; Poultry Science: Poultry Science Club officers April Lee,
Catherine Smith, Lauren Mabry, Ebony Harris, Jenna Shaw, Will Varner, Bayne Hinshaw, and Chason
Hancock.; Sociaology & Anthropology: Nicholas Solebello; Environmental and Molecular Toxicology:
GSA representatives John House, Paul Ray, and Edward Croom. Other Departments report including students
enrolled in courses in equipment/facilities assessments.
The College and Departmental ETF end-of-year expenditure reports for last fiscal year (2009-10) are available for
student review upon request. All ETF expenditure reports will be posted to the Provost’s website and will be
accessible by anyone who has a campus unity ID. In addition, the CALS ETF 2009-10 expenditure report may be
viewed by selecting the College Home page http://www.cals.ncsu.edu/ Select For Faculty and Staff then ETF. A
unity ID and login is required to access the ETF report. For questions, please contact Barbara_Kirby@ncsu.edu
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3.
Fiscal Report: Itemized List of Expenditures by Account Code
CALS Base Allocation:
CALS One-time Allocation:
DUAP UG Research Posters
Biotechnology Allocation:
TOTAL
Object Code and Expense
Category
511xx EPA Non-teaching
Salaries
$1, 441, 100
$ 106, 080
$
9, 076
$ 374, 144 (See Biotechnology Report)
$1, 930, 400
Descriptions
EPA non-teaching
Computing Consultant I
CALS
59,740.
2,933
62,673
12,953
77,504
0.00
187,098
187,098
99,599
12,182
111,781
34,526
25,072
59,598
258,416
240,238
498,654
1,527
0
1,527
978,801
114,1801
1,092,982
73,858
0
73,858
48,665
7,879
56,544
60,660
12,598
73,258
133,576
0
133,576
1,297,087
134,658
1,431,746
64,551
512xx SPA Employee Salaries
513xx EPA Teaching Salaries
EPA Academic
514xx Temporary Wages
Student Employees
Benefits for Permanent and
student Employees
518xx Staff Benefits
TOTAL PERSONNEL
519xx Contracted Services
52xxx Supplies and Materials
53xxx Current Services - travel
53xxx Current Services
Honorariums; Repair/service
personnel
Lab equipment; Educational
supplies; 42 replacement
computers; dept. computers;
Equip/software < $5000
Motor pool, Field trips;
Network charges and data
services; freight & express;
computer/micro services; lab
service agree
Total
Allocation
BIOTECH
Lab/course printing
54xxx Fixed Charges
Repair & maintenance
contracts for equipment &
scopes
Tech Support &
maintenance
SSC equipment, equip.
insurance
55xxx Capital Outlay
TOTAL NON-PERSONNEL
Hardware &
Software/systems;
Scientific laboratory
equipment
TOTAL EXPENDITURES*
1,555,504
374,896
1,930,400
*Due to end of year restriction BIT unable to JV from dept. account to correct post error. CALS ETF paid.
DUAP UG Research Posters costs of $9076 JV to CALS ETF.
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