ESCOP/ACOP Leadership
Development Program
Class 11
Phase II Reports
Sandra Ristow
Washington State University
P. Gregory Smith
USDA - CSREES
Enhanced Grant Information
P. Gregory Smith USDA-CSREES
• Issue: Efficiently provide new grant program
information to novice applicant community
• Approach: Interview Agency Grant Specialists
and prospective applicants to determine most
frequently cited application problems and issues;
Develop responses via most effective delivery
method (Web Page)
• Product: FAQ Web page established on Agency
server; Interactive Q/A feature planned
http://www.reeusda.gov/1700/funding/spec_faq.htm
Links
FY 2002
RFA
Forms
Previous
Awards
CSREES
Home Page
FAQ Categories:
1. Eligibility
2. Funding
3. Budget
4. Proposal Preparation
1. Eligibility
Q: Who’s eligible to submit proposals for the Higher
Education Challenge (HEC) Grants Program?
A: Land-grant colleges and universities and other U.S. public
or private, nonprofit colleges and universities:
• Offering a baccalaureate degree or any other higher degree,
and
• Having a significant ongoing commitment to the teaching
of food and agricultural sciences generally and to the specific
need and/or subject area(s)…
Leland Pierson, III
University of Arizona
ESCOP/ACOP Leadership Course
Phase II Internship
Leland (Sandy) Pierson III
The University of Arizona
Goal: Understand the organization, hierarchy and decision-making
process in the College of Agriculture and Life Sciences (CALS) at
The University of Arizona, a land grant university
Approach: Participate in the weekly CALS executive council
Participate in Curriculum Committee
Observe Cooperative Extension activities
Interviews: Executive Council & Department Heads
Results: Have a much deeper understanding of the people, problems,
solutions, and the decision making process in CALS
Provost
Vice Provost & Dean
Academic
Programs
Cooperative
Extension
Teaching
Curriculum
Advising
Scholarships
Career Services
Experiment
Station
Administrative
Services
9 Expt. Stations
Academic Units
Research
Environ./Natural Resources
Family, Youth & Community
Nutrition & Health
Recruitment/Hiring
Compensation
Sponsored Projects
Employee Development
Dept. Heads
Native American Programs
AZ County Directors
Jeff Silvertooth (SWES)
Soyeon Shim (FCS)
Hans VanEtten (Pl Path)
Rob Leonard
(Pl Sci)
Jim Collins (Vet Sci)
Family finance
Marketing
4H
Dean Gene Sander
Vice Dean Colin Kaltenbach
Assoc. Dean Jim Christenson
Assoc. Dean Dave Cox
Assoc. Dean Gordon Johnson
Asst. Dean Alma Sperr
CALS Executive Council
Mary Duryea
University of Florida
Mary Duryea (Univ. of FL) worked as:
Interim Assistant Dean for Research
Her mentor was:
Richard Jones, Dean for Research
Her responsibilities included:
Part-Time
Appointments
Outside
Consulting
Leadership Qualities That
She Learned About Were:
Gerard E. D’Souza
West Virginia University
Gerard D’Souza, West Virginia University
[Mentor: Dr. Bill Vinson, Experiment Station Director]
Improve my understanding of the LGU system; the Expt. Station
research agenda; and the administrative decision-making process
(accomplished by attending administrative and research-related
meetings at various levels of the university; making presentations
at some of these meetings; and assuming committee-chair leadership
positions in the College)
Gain a better understanding of the role of farms and forests in a
LGU setting, including strategies that would justify their
continued use and support in an era of tight budgets
(accomplished by reviewing available literature, and informal
discussions or interviews with stakeholders inside and out of the
Experiment Station; an ongoing process…)
Michael A. Schuett
West Virginia University
Michael A. Schuett
West Virginia University
ESCOP/ACOP Project:
Reviewed College Recruitment
Policies, Programs, and Materials
PROJECT SUMMARY:
Examined current student enrollment data
Investigated possible funding sources for
recruitment activities
Assisted in securing temp. recruiter position
Suggested new promotional materials, i.e.,
CD, video, brochures, etc.
Attended recruitment functions
Michael W. DuPonte
University of Hawaii
Manoa
4-H
MORE THAN YOU EVER IMAGINED
A REORGANIZATION, RESTRUCTURING, AND
OVERVIEW OF THE CURRENT HAWAII 4-H LIVESTOCK
PROGRAM
Prepared by
Michael W. DuPonte
Livestock Agent
Cooperative Extension Service
College of Tropical Agriculture and Human Resources
University of Hawaii at Manoa
4-H More Than You Ever Imagined
1. Stakeholders’ Survey
2. Strengths and Weakness Assessment
3. Challenges and the Strategic Plan
4. Reporting Results with Accountability
5. Reorganization and Restructuring of
Leadership Roles
4-H More Than You Ever Imagined
6. Updating Bylaws, Rules, and Constitution
7. Revising Marketing and Recruitment
Program
8. Publication with Technical Support from
the Web Site to Workbooks
9. Thinking “Out of the Box”: New Ideas of
Using 4-H in an Everyday Environment
Jesse Thompson, Jr.
University of Illinois
THE ROLE OF THE AES IN PROMOTING DIVERSITY
Jesse Thompson, Jr., University of Illinois
New and innovative strategies are needed with in the AES to ensure the
effective and long term implementation of diversity programs and strategic
alliances that will create more linkages and interactions among 1862, 1890,
1994 and Hispanic-serving institutions.
Interviews with AES director and staff at the University of Illinois, review of
AES materials, budgeting, strategic initiatives, attending AES meetings
provided insight to examining the current and potential role of the AES in
supporting diversity programs. In addition, discussions were held with AES
directors, assistant directors, and faculty at other campuses, using visits and
phone interviews
Strategic plan for effective implementation:
Conduct a needs assessment of how the diversity plan will impact on the
culture of the departments and college as a whole.
Embed diversity as a part of the new college framework, in policies and
initiatives, making recruitment, institutional collaboration, and related
activities a part of the reward system.
Make diversity a part of the strategic planning process within the AES and
at the departmental level, with a funding strategy designed to implement
identified goals.
Use the importance of an effective diversity program as a means of
leveraging funding at the institutional, state, and national levels, and
within the public and private sectors.
Utilize external sources to develop an environment for diversity, and
educate stakeholders of the value of collaboration in furthering the goals
of the college.
John Harrington
New Mexico State University
Working with the Provost and Vice-Provost on
Developing an Faculty Alternative Salary Plan
“While not everyone may concur with an outcome,
it is essential to give everyone a chance to provide
their input before decisions are made.”
Work with College Committee on Reviewing In-house
Agricultural Experiment Station Publications
“Sometimes you find yourself facing the same
challenge other Universities are or have faced;
so it pays to ask for input instead of going it
alone.”
Irwin L. Goldman
University of Wisconsin
Coordinated Plant
Science Recruiting
ESCOP / ACOP Project, Academic Year 2001-2002
I.L. Goldman
University of Wisconsin-Madison
Need
• Graduate education is a primary emphasis in research
programs on campus
• Attracting outstanding students is of primary concern to
faculty and administration
• With few exceptions, graduate programs and departments
do not generally coordinate their recruiting efforts
• It is difficult for potential students to navigate through the
maze of opportunities, even within a field
Confusion
• For example, graduate education in plant biology could be
accomplished in more than 6 departments in two colleges
• Due to tradition, students must often commit to graduate
programs / advisors without the opportunity to rotate
Resolution
• Coordinating recruitment efforts in plant biology across
the campus could increase our ability to attract
outstanding students by
• Simplifying current complexity
• Providing a plant biology roadmap to potential students
• Focusing or expanding their applications
• Improving campus visits and recruitment efforts
• Allowing the opportunity for rotations
Pitfalls
• Programs and Departments may feel coordinated recruiting
will increase competition for good students
• Coordinated recruiting will require more effort
• Things don’t work well when there is no one person to take
charge of the entire effort
• Coordinated recruiting will require money for recruitment
visits, advertisement, and rotations
• Rotations are not traditional in many applied departments,
and their implementation may be challenging
Initial Approach
• Identify and list plant biology faculty, labs, and programs
• Identify coordinated recruiting efforts at other peer institutions and
attempt to ascertain whether they have been successful
• Meet individually with Department / Program Chairs, Faculty to
determine whether coordinated recruiting is desirable
• Meet with and secure funding from Administrators in the Graduate
School for establishment of program
• Form steering committee for coordinated program
• Develop web presence for incoming class of fall, 2003
C. Michael Deom
University of Georgia
Brazil-US Consortium In Agroecology
Universidade
Federal do Pará
Universidade Federal
Rural de Pernambuco
www.uga.edu/int-ag/Brazil-US.html
Brazil-US Consortium in Agroecology
• Department of Education-funded grant
– Provides funds for travel and living expenses to support programs with our
Brazilian partners
• Student exchange
– Semester or academic year
– Portuguese language requirement
– Agroecology curriculum
• Internships
– Credit toward Certificate in International Ag
• Maymester Study Abroad
– Tropical agroecosystem diversity
– Differences between tropical and temperate ecosystems
– No formal language requirement
Susan Cuppett
University of Nebraska
Project Overview
• Project focused on improving the transfer
process for international students
• Working with two programs in Malaysia
• Background
• Food Science has always had Malaysian transfer
students
• Not always able to use all their transfer credits
Project Overview
• Actions Taken
– Identified two additional programs
(Horticulture and Agribusiness) to which
students could transfer
– Developed Recommended Programs of Study
that will maximize transfer credits
Shirley Hymon-Parker
University of Maryland
Eastern Shore
Shirley Hymon-Parker
Department of Human Ecology
University of Maryland Eastern Shore
Internship Objectives
 To develop an interdisciplinary Ph.D. program in Food Science and Technology
between the Departments of Agriculture and Human Ecology at UMES
 To establish a Collaborative Agreement with Agricultural Research Service of
USDA to enhance and expand research opportunities in food science at UMES
•
•
OBJECTIVES
Objective 1: To developed an interdisciplinary Ph.D. program in Food Science and Technology
between the Departments of Agriculture and Human Ecology at UMES
–
–
–
•
Objective 2: To established a Collaborative Agreement with Agricultural Research Services
to enhance and expand research opportunities in food science at UMES
–
–
–
•
•
Wrote proposal to Maryland Higher Education Commission (MHEC) for approval to develop a Ph.D. degree in Food
Science and Technology. This degree would address the educational needs of businesses, industry, and farmers on the
Eastern Shore of Maryland and the region (Proposal was approved)
Wrote Title III (Department of Education) proposal to fund establishment of the new Food Science and Technology
degree program (Proposal funded for five years)
Currently advertising three faculty positions for the program to be filled by July 2002
Worked with Wyndmoor, PA ARS administrators (Dr. John Cherry and Wilda Martinez) to identify research niche / void
that would benefit both organizations if operationalized
Developed a Specific Cooperative Agreement (SCA)
Identified appropriate mechanisms (protocol) and legislative leaders to assist with securing funding for current and
future research initiatives
•
BENEFITS
Individual: This internship enabled me to grow professionally and enhance my knowledge of agricultural
sciences in general while fulfilling the objectives of my internship. I also became familiar with the School
of Agricultural and Natural Sciences industry constituents, legislative liaisons, and established a network of
resources that can be utilized when addressing programmatic needs in the future. I am a stronger and more
knowledgeable leader because of this ESCOP/ACOP Leadership experience.
Institutional: The University now has an individual within its ranks that is more attuned and
knowledgeable of the operation and needs of the School of Agricultural and Natural Sciences, and who is
prepared for additional leadership responsibility within the Unit/University should the need arise.
John Beasley
University of Georgia
ESCOP/ACOP Phase II Project
John Beasley, University of Georgia
Project #1
Southeast Agriclimatology and Meteorological Center
1) Identify scientists with expertise/interest in working with center
 University of Georgia scientists in Crop and Soil Sciences and
Biological and Agricultural Engineering Departments
2) Identify other institutions or agencies with interest
3) Determine objectives of center
4) Identify funding sources
5) Determine conflicts of interest
6) Determine “base” of operations, primary contact
Progress
1) Identified 5 scientists, (4 UGA, 1 USDA) for initiation of project
2) Obtained $40,000 grant for initiation of center development
3) Recruited visiting scientist with expertise in atmospheric sciences and
crop sciences to help set up tests and collect data
ESCOP/ACOP Phase II Project
John Beasley, University of Georgia
Project #2
University of Georgia Tifton Campus Research & Education Conference
1) Objective – conduct a 1 ½ day conference for faculty, staff, and USDA
cooperators that are based at the University of Georgia’s Tifton Campus
for the purpose of presenting and discussing research and education
programs that focus on interdisciplinary “teams”.
2) Procedures in Development of Program
Form organizational committee; set time-frame for conference; identify
funding sources for breaks, breakfast, and awards; set theme for
conference (“Accomplishing Success through “Team” Tifton); develop
tentative schedule for presentations; and develop criteria for poster
presentations
Other Phase II activities
1) Spent week “shadowing” Dean of UGA – CAES
2) Attended numerous CAES administrative meetings with Asst. Deans,
Assoc. Deans, Dean, and Department Heads
Ross Miller
University of Guam
Phase II – ESCOP/ACOP Leadership Development
Ross Miller – University of Guam (UOG)
Objective – Evaluate College of Agriculture and Life
Sciences’ (CALS)
Implementation and Integration of Land Grant
Mission
Current situation
•CALS and UOG’s mission statement consistent with 1862 landgrant universities
- emphasizing research, extension, instruction
•CALS faculty on 12 month federally funded appointments; other
UOG faculty on
Recommendations for Enhancing Land-Grant Mission at
UOG
•Merger of CALS (in progress) into two academic departments
(Consumer &
Family Sciences and Agricultural and
Environmental Sciences) with
2 department heads (to be selected)
•Revamp academic curriculum to reduce number of courses taught by
CALS
faculty (in progress); Rely on other colleges for supporting
courses to
avoid duplication of effort
•Work for inclusion of resident instruction funds for territories in
Farm Bill;
Work with Guam legislature to provide adequate local funds for
Ted Cable
Kansas State University
Ted Cable meeting with
Costa Rican university administrators
Although nobody has been slothful, things have
moved slowly with this project in Costa Rica
Douglas L. Vincent
University of Hawaii
Manoa
ESCOP/ACOP Leadership Development Class 11
Douglas L. Vincent, University of Hawaii at Manoa
Department of Human Nutrition, Food and Animal Sciences
• Reorganization of
College of Tropical
Agriculture and
Human Resources
(from 11 to 6
Departments)
• FSHN and ANSC
Departments merged
in 2000
• Extension Educators
brought into
academic
departments
ESCOP/ACOP Leadership Development Class 11
Douglas L. Vincent
Leadership Activities
• Lead a two-day strategic planning
retreat in September, 2001
• Developed Vision and Common Goals
for HNFAS
• Discovered new strengths about each
other
• Developed and implemented new
HNFAS infrastructure committees to
merge two academic programs and
integrate extension educators into
HNFAS
• Rewrote Promotion and Tenure and
Post-Tenure Review Guidelines
Carl J. Jones
University of Tennessee
Carl J. Jones
University of Tennessee
• The University of Tennessee Institute of
Agriculture is undergoing dynamic changes as it
adapts growth in modern agricultural technology
to the needs of both large modern farms and small,
often low income, operations. The problem which
I seek to “fix”, is that of clearly communicating
needs from the grower to Experiment Station
Scientists through appropriate channels.
Beginning to Find Solutions
• A one-day retreat bringing together
Department Heads, Extension Program
Leaders, and other administrators, was
accomplished in late fall, 2001. As a result
of this FIRST meeting, communications
have opened up and each group is striving
to understand and meet the needs of the
other. Both groups have implemented
changes, with more under study.
Catherine A. Solheim
University of Minnesota
Discovery, Engagement, Teaching:
Balance of Scholarship
• Define outreach/engagement scholarship
• Identify ways to measure, document, and
evaluate
• Create college-wide system for reporting
and communicating
• Revise workload principles to reflect
balance of scholarship philosophy
Extension Realignment
• Develop new position descriptions for
regional educators
• Reassign and orient educators for regional
scope of work
• Define Extension family development
competencies and engagement scholarship
• Create system for departmental affiliations
Dennis Fulbright
Michigan State University
Phase II — Dennis W. Fulbright, Michigan State University
The Goal—
Develop a School for Environmental Study and Policy
at Michigan State University
The Mission—
Provost calls on Michigan Agricultural Experiment Station
(MAES) to develop an organization where MSU environmental
studies can be showcased and where research will flourish.
MAES chosen because its research programs are broad and cut
across college lines, MAES is respected by researchers, MAES
plays neutral role on campus in terms of funding, MAES
directors are knowledgeable about current environmental
programs on campus.
The Philosophy—
Be inclusive of all scholars on campus, provide opportunities
for input, allow scholars to build and “buy into” the structure
The Process—
October, December and January task force meetings with
recognized MSU scholars in areas of environmental studies,
engineering, communication, economics and community
development. These scholars represent several departments,
existing environmental institutes, and at least five colleges.
Task force selected an organizational structure representing a
college with a non-academic dean. The dean would report to
the Provost, but all courses and degrees would be granted
through existing colleges and departments. Graduate courses
would track through departments.
The Outcome—
“It is all my fault” Robert E. Lee after Pickett’s charge and
Dennis W. Fulbright after meeting with Provost
Draft of guiding principles and structure sent to provost and
meeting held with MAES representatives. Structure is too
inclusive; need outside scholars to determine the specific
programmatic thrusts that should be emphasized. Excellence
needs to be recognized….We are still working on this project.
Thanks to all at MAES for a wonderful experience and especially Dr. Jan Bokemeier, my mentor.
Alan Gray
University of Wyoming
Visioning The Future With
Northwest Wyoming Shareholders
• Objective: Dean, College of Agriculture Is
Seeking Shareholder Input For College Of
Agriculture Strategic Plan
• Purpose: Shareholders To Help Define
College of Agriculture Academic, Research
& Extension Programs For Year 2010
Activity: Conduct Visioning Sessions With
College Dean In Big Horn/Wind River Basins
Determine Views On:
•
•
•
•
•
Systems Agriculture
Natural Resources
Environment
Rural Communities
Sustainability
Considerations:
• Water Rights/Quality
• Profitability
• Resource Mgmt
• Niche Markets
• Rural Urbanization
• Managing Change
• Globalization
Anita Nina Azarenko
Oregon State University
Tree Fruit Strategic Summit
• Co-organized strategic summit on the
future of the tree fruit industry in the
Mid-Columbia region of Oregon
• Created a white paper describing the
outcomes of the summit
• Presented summaries at appropriate
public forums
Shared leadership/management
models
• Evaluated different models of shared
leadership/management in medium to large
sized units of the College of Agricultural
Sciences at OSU and other land grant
institutions
• Considered diversity of missions, geographic
distribution of faculty, budgetary, and other
factors
• Led discussion on possible shared
leadership/management models for in the
Horticulture Dept.
Lloyd T. Walker
Alabama A&M University
Revitalization of Departmental Programs
by
Lloyd T. Walker
• Improved Visibility & Marketing of Programs

New Website, Brochures, Newsletter, Banners & Posters
• Strengthening Critical Faculty Mass

Faculty Positions Filled: Small Ruminant Nutrition, Food
Microbiology, Nutritional Biochemistry, Post-Harvest
Technology/Product Development, Animal Breeding/Genetics
(pending)
• Increased Student Enrollment

Increased Recruitment Activities
• Facelift for Departmental Public Areas

Wall Directory, New Cabinet Display & Poster Display Boards
• Increased Educational Outreach
Visits to Area Middle & High Schools
 Science Demonstration Projects & Speakers Bureau

• Increased External Collaborations/Partnerships
University: UGA, Purdue, Nebraska, Texas Tech
 Private Industries: McKee Foods, General Mills, Wayne’s
Farm, Dutch Quality House
 Others: Burritt's Museum

• Addition of New Research Equipment

New HPLC, Spiral Plater, Colorimeter, Spectrophometer &
Centrifuge
• Shared Governance in Leadership
More Input from Faculty, Staff & Students in Decision Making
 More Social Events

Tavita Elisara
American Samoa
Community College
ESCOP/ACOP LEADERSHIP DEVELOPMENT
TRAINING - RESULTS & ACCOMPLISHMENTS
• Served as Acting Director for to oversee Land Grant for two weeks
• Represented Land Grant Director at meetings with President & Deans
• Represented ASCC President & Land Grant Director at Arbor Week
Opening
• Assigned by ASCC President to Samoan Language & Culture Task
Force Committee
• Assigned by Mentor to ASCC Accreditation Self-Study committee
• Attended 4 Instructional Staff Meeting to Discuss Course Changes
• Served 3 times as Acting Extension Program Coordinator
• Appointed to Show & Sell Fair Organizing Committee
• Served Twice as Mediator to Resolve Personnel Conflicting issues
• Assigned to Meetings, with representatives of Western Association of
Accredited Schools to discuss ASCC Self-Study
• Attended Meetings of Deans with National University of Samoa to
discuss Articulation & future Collaboration
SOCIAL, ECONOMIC & ENVIRONMENTAL IMPACT
• Improved and Strengthened Communications with Students, Staff and
Faculty (memos, meetings, phone & e-mail messages etc.,)
• Improved Participation of Students, Staff & Faculty in Extracurricular
Activities (Show & Sell Fair, Career Days, Arbor Celebration, etc.,)
• As a result of improved collaboration among students, staff and
faculty, the Board of Higher Education challenged ASCC to host a
much bigger Food & Farm Fair in 2002
• Increased Understanding of the Land Grant Program and ASCC as a
Land Grant Institution by Students, Staff & Faculty
• Increased collaboration with farming community as shown by farmer
participation in workshops and special events
• Improved communication with off-island colleagues (e.g. publications,
announcements, etc.,
• Improved collaboration within ASCC Land Grant and Government
Agencies; and US counterparts (USEPA, UHCTA-CES, etc.,)
Mark Alley
Virginia Tech University
FACULTY PRODUCTIVITY
M. M. Alley
Virginia Tech
• Productivity defined:
– Output per unit of effort or,
– Effectiveness in utilizing resources (labor and
facilities) for production.
• Project Justification:
– Resources (faculty positions, labs, etc) must be
justified on the basis of being “productive.”
• Project objectives:
– Review measurement of faculty productivity
– Discuss factors known to influence (positive and
negative) faculty productivity.
Project Approach
• Review and summarize literature:
– measurement of faculty productivity
– factors influencing faculty productivity
• Discussion and conclusions:
– Management approaches that could enhance
faculty productivity
– Management approaches that have the
potential to reduce faculty productivity
Ronald Pearson
Virginia Tech University
Increasing the Efficiency of
Graduate Teaching in
Disciplines with Small Class
Size
Dr. Ron Pearson
Dairy Science Department
Virginia Tech
Blacksburg, VA 24061-0315
APPROACH:
• Find ways to offer and make attractive graduate
courses to students from other Universities
–
–
–
–
Common Market Agreements for graduate Courses
Distance Ed Enterprise Program
Virtual Campus
Intensive summer Institutes (Continuing Ed)
• Will any of these work???
Mary E. Collins
University of Florida
Under-enrolled Undergraduate Majors in
The Colleges of Agriculture
Mary E. Collins
Mentored by
Jimmy Cheek, Dean
Jane Luzar, Associate Dean
College of Agricultural and Life Sciences
•How do we administrately define “under-enrolled
• majors”?
•What are the majors that have a low number of
•undergraduates? Why are they low?
•What has been the history (past 10 years) of
• enrollment in those majors?
•What will the future be for the “under-enrolled majors”?
IFAS
CALS - IFAS
Under-enrolled Undergraduate Majors
in Colleges of Agriculture
Mary E. Collins
• Under-enrolled majors were defined as “low
enrollment”, or lower than expected enrollment
in a specific major.
• Thirty Land Grant Universities were identified
for study. The LGU chosen represent AAU and
a geographic range. The under-enrolled majors
were identified by the home institution.
• In order to increase the numbers, some
“marketing strategies” of these under-enrolled
majors has included key curricula changes, more
practical and lower-level courses being created,
and proactive recruitment.
CALS - IFAS
Thomas Patterson, Jr.
University of Vermont
PHASE II PROJECT
Thomas F. Patterson, Jr.
College of Agriculture and Life Sciences, University of
Vermont
My phase II project consisted of shadowing my mentor,
the Dean of the College of Agriculture and Life Sciences,
Rachel Johnson.
I attended many meetings, both as a participant and as an observer,
where I focused on her leadership style,. I also had several one-onone meetings with her to discuss the Phase II Core Curriculum
Objectives, her experiences as Dean, and her ideas on leadership.
In addition, I familiarized myself with the literature on leadership,
especially, the differences between women and men in leadership
roles.
Ways Women Lead: Interactive,
Transformational Leadership
•
•
•
•
Encourage Participation
Share Power and Information
Enhance the Self-Worth of Others
Energize Others
» Rosener, Judy, B., “Ways Women Lead,” Harvard
Business Review, 68:119-125, 1990.
Steven A. Sargent
University of Florida
The Challenge:
Respond to a growing organicagriculture community
in Florida
Steve Sargent
University of Florida
Proud Member of Blue Group
NEEDS:
Science-based research on
organic principles &
practices for humid
sub-tropics
Extend information to county
agents and growers
 Incorporate into existing and
new courses
The Response:
• Survey statewide faculty for research,
teaching, extension interests
• Collate responses into a resource
database
• Participate in the planning & formation
of a Center for Organic Agriculture
• Build consensus between growers &
university community
Mark Rieger
University of Georgia
Curriculum Development – Off-campus major in
Agricultural Science and Emerging Technology
Mark Rieger – University of Georgia
•New major; cross-disciplinary,
cutting edge, hands-on emphasis
•Located on UGA’s Tifton Campus in
the heart of Georgia agriculture
•Partnership with 2-year college
•First off-campus teaching program
for College of Agric & Environ Sci
Tifton Campus +
= ASET
Curriculum Development – Off-campus major in
Agricultural Science and Emerging Technology
Mark Rieger- University of Georgia
•Mentor: David Knauft; Assoc. Dean for
Instruction
•Objectives: Extend teaching off-campus;
tap Tifton faculty expertise; UGA presence
in south Georgia; increase undergrad
enrollment
•Tasks: Curriculum development, chair
committee, write new major proposal &
usher through approval process, resource
requirements
•Status: Curriculum developed, new major
proposal approved, some new courses
approved, on-track for Fall, 2003
Evie Engle Liss
Oregon State University
Evaluating and Designing a Publishing System
for the Agricultural Experiment Station
at Oregon State University
Evie Engel Liss
Publishing Specialist and Professor
Department of Extension and Experiment Station Communications
• Investigate perceptions of current AES publishing system
-- Conversations with on-campus department heads
-- Discussions with off-campus branch station superintendents
-- On-site visits with off-campus faculty and staff
• Survey on- and off-campus faculty with AES responsibilities
-- Have they published with existing system
-- Do they use the journal reprint payment option
-- Review proposed publishing system
-- Identify expectations for editorial/production support
• Examine AES publishing at other Land Grant universities
-- Web search for online documents
-- E-mail survey of ESCOP/ACOP interns
Evaluating and Designing a Publishing System
for the Agricultural Experiment Station
at Oregon State University (continued)
Evie Engel Liss
• Synthesize information
-- Discuss faculty perceptions with AES Administration
-- Evaluate communications strategies, options
-- Develop proposal for new publishing system (and/or)
-- Recommend discontinuing publishing system
• Propose streamlined publishing system
-- Reduce number of series in which to publish
-- Introduce formal peer-review process
-- Emphasize electronic delivery mechanisms
-- Upgrade quality of published documents
• Implement system, evaluate, and refine as needed
• Identify alternatives if publishing discontinued
Joan Fulton
Purdue University
Phase II – Joan Fulton
• Discussed roles of roles of different
organizational units and different
philosophies of leadership with:
–
–
–
–
–
Dept. Head/Ag Communications
Director of Purdue Ag Centers
Dean and Assoc Deans in Agriculture
Vice President Research, Purdue University
Provost, Purdue University
Phase II -- Joan Fulton
• Built on experiences from Fulton’s 2 years
chairing the college’s Curriculum Committee
• Worked Closely with mentor – Dr. Karl Brandt
(Assoc. Dean for Academic Programs) to assist
departments in implementing recent changes to
core curriculum (e.g. Capstone Course)
• In-service for faculty on developing Capstone
Courses
– Seminar in November 2001
– Workshop is being developed for Spring 2002
Steve Nameth
Ohio State University
THE PAUL ECKE, Jr.
EXCELLENCE in FLORICULTURE
ENDOWMENT
in the
College of Food, Agricultural, and
Environmental Sciences
at
The Ohio State University
By
Stephen G.P. Nameth, Ph.D.
$1.5 Million Endowment
Objectives:
• Strengthen and improve OSU Floriculture Program.
• Discover, synthesize and communicate knowledge about
floriculture plants and their uses for the benefit of the people
of Ohio, the nation, and the world.
• Help advance research in floriculture at The Ohio State
University and partnering universities.
• Help support distinguished, nationally recognized visitors
from the floriculture industry.
• Help support students interested in a career in floriculture.
• Help fund special programs in floriculture at OSU.
Kristina Boone
Kansas State University
Image of the College of Agriculture
Kristina M. Boone
Mentor: Marc Johnson, Dean
What Happened:
Committee formed in August
Subcommittees formed and work
a. defining accurate image
b. identifying perceptions among
•high school students
•students on campus
•faculty and administrators
•other influencers (parents, alumni, etc.)
Steps to be completed by June:
•Presentations at dept. and other meetings
•Committee retreat for recommendations
•Draft of report presented for comment
•Final report submitted to dean
End Results Expected:
•Significant changes to college name (“the College
of What?”), recruitment, etc.
•Group to determine future directions of college
•Publications on process
and results
Thank you, Marc, for your help!
Karen Mancl
Ohio State University
Mentoring for Faculty Success
Karen Mancl
Professor Food, Agric. & Biological Engineering
The Ohio State University
Faculty Professional
Development
• Mentoring is becoming the preferred faculty
development tool
• Senior faculty know little about how to
mentor effectively
• Poor mentoring can result in
– Lack of tenure success
– Low productivity of mid-career faculty
Mentoring Research
• Developed a new faculty mentoring model
• Research needed
– Women mentoring men
– Americans mentoring Asians
Paul Brown
Iowa State University
John Deere Institute
• Content: Agriculture awareness
• Audience: 5,000 Waterloo employees
• Features:
–
–
–
–
ISU Extension instructors (20)
25 students per class
Results from Rural Life Poll
Videos - PowerPoint - Interactivity
John Deere Institute
• Three levels
– 101 now being taught
– 201 and 301 to be developed
• Possible leverage to employees in other
John Deere plants
• 91% of participants said JD 101 was
beneficial
Michael Moody
Louisiana State University
Maximizing University/Food
Processing Industry Support
• Convene a food processing industry forum
(Nov 01)
• Implement an industry based nominal group
process
– (1) identify challenges for the university
– (2) identify challenges for the industry
– (3) identify solutions for addressing with those
challenges
• Establish an industry food processing steering
committee (quarterly meetings)
Challenges identify by nominal
group process (top four listed
by priority)
• Industry
– Food safety education
– Regulatory
compliance
– Research and
development
– Marketing products
• University
– Communication to
industry
– Industry driven
research programs
– Continuing education
for industry
– Increased funding
Brad Joern
Purdue University
Project Objectives
 Develop software that crop and livestock producers
in multiple states can use to write comprehensive
nutrient management plans.
 Make software flexible enough to meet Natural
Resource Conservation Service (NRCS) and state
regulatory agency requirements while following Land
Grant University recommendations.
Approach
 Conducted face to face meetings with Extension,
NRCS, and regulatory agency personnel to determine
state-specific nutrient management requirements.
 Developed state-specific nutrient management
software based on a common program platform.
Project Outcomes
 Manure Management Planner (MMP) software was
developed with funding from Purdue University, the
Indiana Department of Environmental Management,
and USDA-NRCS.
 MMP is now the USDA-NRCS endorsed and
supported tool for writing and implementing nutrient
management plans.
 MMP currently supports 14 states (IA, IL, IN, KS, MI,
MN, MO, NE, ND, OH, OK, PA, SD and WI), with an
additional 10-12 states to be added in 2002.
 MMP can be downloaded for free from the following
Website:
www.agry.purdue.edu/mmp
Daniel Edge
Oregon State University
Advisory Boards and Councils
A Survey of OSU Units
• Most common purposes are strategic
planning, budget support and outreach to
policy makers
• Most effective at budget support and
staffing priorities
• Least effective at development and outreach
• Special efforts by director or a few
individuals is most common reason boards
are effective
Advisory Board Success Stories
• Guided development of new curriculum
• New positions created through legislative
enhancement packages
• New building
• Creation of Extension Service Districts
Reginal Harrell
University of Maryland
Reginal M. Harrell
University of Maryland, MCE, AES
Phase II Projects
•Co-Chair – Revision of MCE Strategic Plan Committee
•Co-Chair – New MCE Plan of Work Committee
•Develop Concept Paper on Improving AES-MCE
Cooperation for Field Faculty
•Shadow Dean – College of Agriculture and Natural
Resources
Challenges and Opportunities
•
Consensus building challenges leadership skills

Diplomacy, tact, patience, vision, listening

Quality always takes longer than expected
•
Work Group size should be manageable but representative
•
Partnerships require:

•
Keeping up with Dean is like hitting a moving target

•
Homework, clarity of purpose, honesty, buy-in
“Management by wandering”
Leadership and Management are not the same thing
Max Pfeffer
Cornell University
Leadership in Successful
Interdisciplinary Research Teams
Max J. Pfeffer
Cornell University
What to encourage:
• Development of relationships that build bridges
across academic structures though friendship and
collegiality
• Assertive leaders who have the interpersonal
skills, stature, and respect to motivate others
• Intellectual leaders who anchor the group and help
build team interest in a common objective
What to encourage:
• Investment in leaders so they have time to spend
on interdisciplinary research projects
• Creation of a common pool of resources to
encourage team interaction
• Involvement in cutting-edge, intellectually
stimulating opportunities
Richard Harper
Clemson University
What is the Model for Forestry
Extension/Outreach in the
Changing Global Economy?
Richard A. Harper, Clemson University
Mentor, job-shadow, and collaborate with a
variety of forestry community leaders to:
1. identify problems and issues (first
hand) facing the forestry
community
2. determine how extension/outreach
can more effectively align with
constituents problem solving and
continuing education needs
What is the Model for Forestry
Extension/Outreach in the
Changing Global Economy?
Richard A. Harper, Clemson University
Mentor, job-shadow, and collaborate with a
variety of forestry community leaders to:
3. produce a gap analysis of academia's
scholarship and develop a path for
closing the gap through a strategy of
collaborative partnerships, virtual
teams, and continual improvement
4. compare administrative styles and
efficiencies, summarize information,
and share with the university
leadership
What is the Model for Forestry
Extension/Outreach in the
Changing Global Economy?
Richard A. Harper, Clemson University
Collaborators:
Forest Landowner
Select Industry Leaders
Timber Harvesting Professional
Consultant (forestry and technical forestry)
SC Department of Health and Environmental
Control
SC Department of Natural Resources
SC Senator/Representative
SC Forestry Commission
SC Dept. of Commerce
Michael Morrissey
Oregon State University
Tree Fruit Strategic Summit
• Co-organized strategic summit on the
future of the tree fruit industry in the
Mid-Columbia region of Oregon
• Created a white paper describing the
outcomes of the summit
• Presented summaries at appropriate
public forums
Shared leadership/management
models
• Evaluated different models of shared
leadership/management in medium to large
sized units of the College of Agricultural
Sciences at OSU and other land grant
institutions
• Considered diversity of missions, geographic
distribution of faculty, budgetary, and other
factors
• Led discussion on possible shared
leadership/management models for in the
Horticulture Dept.
Mark Risse
University of Georgia
Mark Risse: Environmental
Training for County
Extension Staff
• Goal: Land Grant University
faculty are recognized as the source
of information on agricultural
issues. We would like them to be
recognized as the source for
environmental information as well.
• Question: How must we prepare
and equip county staff to enable
them in this task?
Process:
– Review land grant mission
– Interview University, community, &
environmental leaders
– Review other State and National
Programs
– Develop recommendation for 5 year
training plan for county based staff
Outcome:
To be determined
Roger Leonard
Louisiana State University
Northeast
Research/Extension
Center Model LSU AgCenter
Main Campus
Center Director
Programmatic
Parish Offices
(Chair)
Staff
Research Stations
(Coordinator)
Faculty
FCS/4-H
Administration
Staff
Extension/Education
Programs
Extension
Specialists
Staff
Staff
Agents
Issues Limiting Implementation of LSU
Model for a Research/Extension Center
88
 1 Complaint
35
 1 Benefit
69
Funding Allocation
63
Annual Evaluation
57
Chain of Command
40
Prom./Tenure Qual.
31
25
Prog./Proj. Planning
Split Appointments
21
Job Assignments
0
20
40
60
% of Respondents Surveyed
80
100
Xiusheng (Harrison)
Yang
University of Connecticut
Phase II Activities – What I did
Harrison Yang
• Shadowing the Dean (mentor) for two semesters
• Attending meetings of the College Executive Council
• Participating in meetings on college budget preparation
and allocation
• Participating in regional meetings representing the College
• Developing Guidelines for Research Activities at Storrs
Agricultural Experiment Station
• Meeting weekly with the Dean on leadership issues
• Reading literature on academic leadership
Phase II Activities – What I learned
Harrison Yang
• Land-grant university administrative and supporting
structures
• Roles of academic deans and department heads
• Relationships with federal and state governments
• Pros and cons of being an academic administrator
• My strengths and weaknesses relating to serving as an
administrator
Jinglu Tan
University of Missouri
Leading a Multidisciplinary Unit
-Jinglu Tan, University of Missouri
• Departments and Programs in Unit
–
–
–
–
–
Biological Engineering
Ag Systems Management
Food Science
Hotel and Restaurant Management
Ag Engineering Extension
• Challenges
– Lack of academic uniformity
– Limited resources
Leading a Multidisciplinary Unit
-Jinglu Tan, University of Missouri
• Approaches
– Priority setting for each program
– Team building
•
•
•
•
Leadership team
Coordinated teaching
Research teams
Staff teams and involvement
– Resource sharing
• Expected Results
– Focused, efficient and competitive programs
Ann Kier
Texas A&M University
Phase II Project
Ann B. Kier
• Accomplished:
– Five-year Unit Plan for Pathobiology, Texas
Agricultural Experiment Station (agricultural
and biomedical research)
– Ph.D. external reviews for Microbiology and
Pathology graduate programs
– AVMA five year review
– Vision 2020, Texas A&M University five year
plan for Pathobiology: teaching, service, and
research
Phase II Project
Ann B. Kier
• Shadowing: attending weekly TAES
Associates meetings, Dr. Charles Scifres,
Associate Vice Chancellor, Deputy Director,
Texas Agricultural Experiment Station
• Shadowing: attending Executive Committee
meetings of the College of Education,
meeting with Dean Jane Conoley
Michael Mazzocco
University of Illinois
A Balanced Scorecard Approach
to Strategy Development &
Implementation: Application at
the College and Extension Program
Levels
Michael A. Mazzocco
University of Illinois
Targets:
• College of ACES, Academic Programs International Objectives
• College of ACES, Academic Programs Leadership Objectives
• University of Illinois Extension, Program Planning Process
• College of ACES, Academic Programs International Objectives
Goal:
Engage faculty staff, and students in international
dimensions; create related opportunities in Teaching,
Research and Outreach.
Current
Establish Partnerships; Coordinate International Study
Strategy: Programs
Future:
Processes for relationship management with partners;
Customer awareness mechanisms; Make it look easy.
• College of ACES, Academic Programs Leadership Objectives
Goal: Create broad, diverse opportunities for ACES students
to develop personal and corporate leadership skills.
Current
Propose Leadership Minor; Provide faculty
Strategy: development programs; Provide incentive funding
Future:
Customer Measures of leadership training effectiveness;
Learning & Growth objectives for infusing leadership;
• University of Illinois Extension, Program Planning Process
Goal:
Establish 4-year Work Plan for Comm. & Econ. Dev.
Strategy: Learning & Growth/Process development in Balanced
Scorecard approach.
Customer Measures in Programs and Effectiveness
Michael O’Neill
USDA-CSREES
Leading Change “From the Middle”
Before ESCOP/ACOP
After ESCOP/ACOP
“Trust me… I’m a Leader!”
“Let’s kick butt !!!”
Strategic Planning: Making things Happen
Within the NRE Unit
•NPL Job Functions
•Strategic Imperatives
•Individual Operational
Plans
Unit Management Plan
{
- Leadership
- Scholarship
- Partnership
- Representation
- Administration - Service
{
- Annual Report
- “Looking Over the Horizon”
- Sharing Program Leadership
- Increasing Accountability
- Communicating w/ Private Sector
- Improving Administrative Efficiency
{
{
- Map Functions and Imperatives
(Job Matrix)
- Prioritize Functions / Imperatives
-“Sum” Individual Operational Plans
-Identify Gaps for the NRE Unit
Strategic Planning: Making things Happen
With State Partners
•Shared Program
Leadership
{
-Joint Priority Setting
-Reporting/Accountability
-Representation (by States)
-Focus on Effectiveness,
Efficiency, and Relevancy
-“Adding Value” to the
Program
Ellen Danus
USDA-CSREES
ESCOP/ACOP Phase II Project
Ellen Danus
Policy Specialist
Office of Extramural Programs
CSREES-USDA
Mentor:
David R. MacKenzie
Executive Director
Northeastern Regional
Association of State Agricultural
Experiment Station Directors
Observed Farm Bill Task Force, Board of
Agriculture, Meetings.
Gained Insight into the Issues and Concerns
of the Land-Grant Institutions for the Next
Farm Bill.
Gregory Ziegler
Pennsylvania State University
Fostering Interdisciplinary
Research
• Working out of the Office of the Vice President for
Research and Dean of the Graduate School
• Assisted faculty explore the potential for an NSF
Engineering Research Center in Chemical and
Biological Sensing
• Currently working to bring a team together to
respond to the PA Dept. of Health RFA for
Collaborative Research Projects
PA DOH Collaborative Research
• Non-formula, competitive funds from
Tobacco settlement
• Bioinformatics as related to cancer or
infectious disease
• Tight timeline RFA 1/29, Due 3/13
• Integrated Surveillance and Emergency
Response Network
• Multidisciplinary and multi-institutional,
but who and how?
Mary Marchant
University of Kentucky
Phase II Project
• Chair, Ag. College “Diversity Task Force”
• Attended weekly Ag. college administrative
meetings
• Attended Administrative Heads Section
meeting--Southern Assoc. of Ag. Scientists
(SAAS) with Dean Scott Smith,
Orlando, Fl., Feb. 4, 2002
Phase II Project
• Will attend “Southern Assoc. of Ag. Experiment
Station Directors” meeting with Associate Dean
Nancy Cox, Savannah, GA, March 24-27, 2002
• Shadowed college administrators
• Thank you to my ESCOP/ACOP mentor,
Associate Dean Linus Walton and
• Thank you to Dean Scott Smith, Associate Deans
Nancy Cox, Joe Davis, Larry Turner, and to
ESCOP/ACOP advisory committee & instructors
Joel Caton
North Dakota State University
Multidisciplinary Graduate Training
• Regional, federal, national, and
international partners
• Collaborative research projects and
distance graduate instruction
• Increased competitive grant writing
• Enhanced doctoral programs through
multi-institutional cross-training
Shadowing the Director
• Examples in leadership and problem
solving at the Experiment Station
Director level
• Participation in decision processes
• Obtaining a broader view of the
Experiment Station
• In depth discussion regarding
leadership/faculty interface
Andrew Paterson
University of Georgia
Annual US farm-gate value ($billio
60
24
22
20
18
16
14
12
10
8
6
4
2
Plants
Animals
US genomics research
investments have been
only loosely-related to economic
opportunity.
Chicken
Cotton
Peanut
10
100
1,000
# reads in Entrez-nucleotide
10,000
100,000
Transformation of basic discovery
research such as genomics, into
public benefit requires:
(a) Public-sector science as a virtual
R&D resource, linked to …
(b) a ‘value capture’ mechanism to
foster the investments needed to
translate discoveries into economic
growth.
(Andrew Paterson, ESCOP class 11. Blue Group!)
GENES for GEORGIA
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A wake-up call for (Georgia) agriculture
in the 21st century.
How will crop gene sequences translate into jobs and economic growth?
•Establish pre-eminent position in basic knowledge of economically important crops ahead of
international competitors.
•Empower complex new goals that add value to crops and diversify agricultural revenues through
gene discovery and utilization.
•Train and employ young people in use of bio-technologies to address needs of rural America and
preserve linkages to agriculture
COST : ca. $2.5 million for a web-accessible ‘gene encyclopedia’
for each plant or animal targeted.
(Andrew Paterson, ESCOP class 11. Blue Group!)
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Robin S. Shimabuku
University of Hawaii
Manoa
Evaluation of Vegetable and Fruits Programs in Hawaii
Robin S. Shimabuku
Hawaii Cooperative Extension Service
VEGETABLE INDUSTRY
State vegetables and melon production ranked 2nd in diversified agriculture with a value of $56.438
million. (source: 1999 Statistics of Hawaiian Agriculture)
Industry consist of wide diversity of crops such as tomatoes, sweet onion, head cabbage; chinese
cabbage (won bok), semi-head & leaf lettuce; romaine; cucumbers; eggplant; daikon; corn; snap
beans; summer squash; and specialty crops (baby greens).
–
Strengths
•
•
•
–
Weaknesses
•
•
•
Industry
– Strong statewide support for CTAHR.
CTAHR (College of Tropical Agriculture and Human Resources)
– Good internal communication.
– Fair to good collaboration among faculty.
Resources
– Resources available to address clientele needs.
Industry
– No commodity specific statewide program focus.
CTAHR
– Lacks statewide focus on addressing bottlenecks facing industry as a whole.
– Lack of commitment by researchers to address clientele/industry needs.
– Needs to focus on addressing marketing needs of the industry.
Recommendations
•
•
•
Improve collaboration among researchers/specialists/agents.
Prioritize and focus CTAHR resources on commodities with economic potential.
Increase CTAHR involvement in the development of alternative crops to help revitalizing diversified
agriculture in Hawaii.
FRUIT INDUSTRY
State fruit production ranked 5nd in diversified agriculture with a value of $28.216 million (excluding
pineapple). (source: 1999 Statistics of Hawaiian Agriculture)
The fruit industry consist of papaya, banana, avocado, guava, and tropical specialty fruits (cherimoya,
lychee, mango, rambutan, specialty pineapple, carambola, other).
–
–
Strengths
•
Industry
– Fairly organized – strength of industry drives research.
•
CTAHR (College of Tropical Agriculture and Human Resources)
– Statewide focus to address industry needs.
– Research are being conducted on specific commodities.
Weaknesses
•
–
CTAHR
– Poor internal communication.
– Lack of faculty accountability.
– Limited faculty to address industry needs – due to budget cuts.
– Poor collaboration among researchers/specialists/agents.
– Inadequate funds available by CTAHR to solve industry needs.
Recommendations
•
•
Improve internal communication of faculty to allow application and adoption of technology or
knowledge by clientele.
Define role of faculty to address clientele needs, so performance can be evaluated.
•
Crop assignments to faculty to help move basic research to field application.
•
Rewrite job description of faculty based on current industry needs.
David Jackson
University of Nebraska
Phase II Project
• Development and implementation of an on-line
(Web-based) “Accountability Database” for
HATCH projects and USDA competitive grants.
– Database allows the public to easily search for all
Nebraska projects in their fields of interest.
• Searches can also be conducted for activities by Department,
Investigator, Crop/Issue, funding source, etc.
• Search results include contact information so that the public
can obtain further details.
– Its purpose is to facilitate ready access to work being
conducted by scientists in the Agricultural Research
Division of the Institute of Agriculture and Natural
Resources at the University of Nebraska.
Pioneering the Future
Search Form:
Accountability Database
• Other Phase II
Activities:
Results:
– Development of
criteria for
student travel
award.
– Development of
improved website content that
automatically
rotates.
– Conducted
reviews of new
HATCH project
proposals.
Peter Dotray
Texas Tech University
Phase II – Peter Dotray
• Participated in weekly meetings with
College of Agricultural Sciences and
Natural Resources (CASNR) Dean and
Associate Deans.
• Participated in bi-weekly meetings with
CASNR Dean, Associate Deans, and
Department Chairs.
Phase II (cont.) – Peter Dotray
• Surveying Colleges of Agricultural across the U.S.
regarding joint faculty positions: how they are
structured, why they are successful/unsuccessful,
etc.
• Developing a Memorandum of Agreement among
local agencies (Texas Tech University, Texas
Cooperative Extension Service, and the Texas
Agricultural Experiment Station) to establish
policies that encourage the development of joint
faculty positions to provide high quality teaching,
research, and service to the taxpayers of Texas.
Peter Brayton
USDA-CSREES
ESCOP/ACOP Leadership
Project (P.R. Brayton)
• Work with Regional
Project NE-186
Aquaculture Species
Genome
• Univ. New Hampshire
• Univ. Delaware
• Auburn University
• Tufts University
• Washington State Univ.
• Assess existing
aquaculture genome
resources
• Develop priorities for
future aquaculture
species genome
research
Resources & Priorities
• 4 BAC libraries for
rainbow trout
• 1 BAC library for
tilapia
• Need oyster and
shrimp BAC libraries
• Need to sequence
ESTs
• 1. QTL scanning
• 2. Gene marker
isolation
• 3. Identify candidate
genes for sub-cloning
• 4. Analysis of
candidate genes
Wayne Gipp
Montana State University
Gipp Phase II-Objective 1
Become Familiar with Structure,.Function, and Success Determinant
Factors of the College and Department
Most Components of Core Objectives 1-12 have been completed
over the years. ACOP/ESCOP training led to closer observation of
interactions and processes in the conduct of normal assigned
activities. Specific new assignments were completed that had
application to leadership training such as:
• Interviewed for Interim Department Head
• Serve as Departmental undergraduate curriculum
certifying officer
• Served on work group charged with evaluation of
structure and function of Extension middle management
• Observed and discussed with PI process and interactions
leading to three major grants for our department
Gipp Phase II-Objective 2 (In Progress)
Special Project with Dean of Agriculture as a means of developing an
understanding of College Functions
Review of Departmental Role and Scope; Standards and Criteria
Documents and their application in the Promotion-Tenure Process
• Serve on the University Promotion & Tenure Committee
• Facilitate a process that will:
– Review Role and Scope documents for compliance with Faculty
Handbook
– Review Role and Scope documents for consistency with faculty
desires for standards and criteria of effectiveness and excellence
– Increase accessibility of Role and Scope documents via
electronic and printed form
– Review review process to assure consistent and correct
application of Role & Scope Documents at all levels of review
Keh-Shin Lii
University of California
Riverside
Overview of Phase II Project
General:
• Met several times and continue to work closely with the
Mentor
• Gained understanding of AES/CE, DANR
–Organization, function, and mission
• Met with various administrators of DANR, AES and CE
• Reviewed the history of AES of the University of California
• Gained insight of AES mission by participating in the
“Mission Statement” revision meetings of AES
Departments at UC Riverside
• Participated in the DANR Leadership Conference
–Gained a broader view of DANR of UC System
Special Goal: Closer Collaboration of Statistics
Department with AES Departments
• Met with various AES Department Chairs and the AES Dean
• Convened a discussion meeting with AES Dean, Department Chairs
and representatives to identify areas where new statistical approaches,
or increased collaborations, are needed
Results:
• Center for Biological Statistics
• Working group to foster collaboration among life scientists and
statisticians
• Committees to design curriculum for bioinformatics and other
biological areas
• Strategies and collaboration in faculty/student recruitment
• Greater mutual understanding and appreciation
Jeffrey Englin
University of Nevada
Phase II Project: Three Models of
Leadership in Economics and
Agricultural Economics
Jeffrey Englin
University of Nevada, Reno
Joint Leadership Models for Economics
and Agricultural Economics
• Multiple models exist in the Land Grant
System
• Evolution of funding has called
“traditional” models into question
• Develop an understanding of the criteria
that lead to success in each model
Three Models of Leadership
• Traditional Model – two completely
separate departments and programs
• Combined Model - single department
• Cooperative Model – Two administrative
units that share joint programs
Traditional Model
• Works well if both have large numbers of
undergraduate majors
• If there is a large constituent base for the
Agricultural Economics Department
• If the Experiment Station funds large parts
of appointments
Combined Model
• Works well if the Experiment Station and
Extension functions are separate from the
College housing the joint department
• Works well if Experiment Station and
Extension do not routinely fund a large
share of faculty academic appointments
Cooperative Model
• Works well if graduate programs in each
department are likely to be small
• Works well if the Experiment Station
provides funding for (joint) graduate
students
• Works well if Agricultural Economics
Department has good job placements
Summary
• Criteria are relatively easy to apply
• Provides guidance towards successful
models for institutions during times of
change
Carmela Bailey
USDA-CSREES
EXCHANGE PROGRAM
• PURPOSE – TO ENHANCE
COLLABORATION BETWEEN CSREES
AND LAND GRANT PARTNERS
• NATIONAL PROGRAM LEADERS AND
COUNTERPARTS IN THE LAND
GRANT SYSTEM PARTICIPATE IN ONE
WEEK EXCHANGE PROGRAM
EXCHANGE PROGRAM
•
CSREES NPL VISITING UNIVERSITY
– ORIENTATION TO UNIVERSITY ORGANIZATIONAL STRUCTURE
– NPL SELECTS SPECIFIC PROGRAM AREA(S) OF INTEREST
VALUE-ADDED PROCESSING AND PRODUCTS
•
UNIVERSITY PROGRAM LEADER VISITING CSREES
ORIENTATION TO AGENCY STRUCTURE
MEET CSREES STAFF IN AREA OF INTEREST
VALUE-ADDED PROCESSING AND PRODUCTS
ATTEND CSREES EXECUTIVE COUNCIL STAFF MEETING
ATTEND INTERAGENCY MEETINGS
VISIT OTHER Federal agencies
WHEN AND WHERE?
CARMELA BAILEY WILL VISIT MICHIGAN STATE UNIVERSTIY IN
JUNE
GALE ARENT WILL VISIT CSREES IN JULY
Sylvie Brouder
Purdue University
Phase II Project
Institutional Policy Issue ~
• Database “mining” viable & growing component of
scientific endeavor at research institutions.
• Traditional research culture and lack of
administrative policy does not foster sharing.
Objectives ~ Identify
• Real & perceived barriers to sharing/mining
databases.
• Institutional strategies to
– Encourage database accessibility while retaining database
integrity/institutional identity
– Recognize scientific contributions of database creation.
Phase II Project
Approach
• Internal review of school & university academic / legal
policy with institutional representatives
– Grant & contract obligations
– Institutional policy on release and / or
commercialization of scientific research products
– Institution policy on recognition of achievement for
P&T and professional advancement
• Assess needs of database developers Vs users.
• External review of successful admin. approaches
implemented elsewhere.
Rebecca Van Beneden
University of Maine
I.
ESCOP/ACOP Projects
Rebecca J.Van Beneden
Assoc. Director, School of Marine Sciences
University of Maine, Orono, ME
Proposed Center for Environmental Toxicology
Goal: to increase biomedical research infrastructure and training of
junior faculty in areas of environmental toxicology/human health
- Integrated faculty research interests in four departments
- Established consortium of UMaine, Eastern Maine Medical Center
and Mt. Desert Is. Biological Laboratory (MDIBL)
- COBRE Funds to Leverage Recruitment and Development of FIVE
New Junior Scientists:
UMaine - developmental neurobiologist
UMaine - comparative physiologist
UMaine - veterinary pathologist
UMaine - molecular biologist/functional genomics
DIBL - a membrane biochemist
Outcome: Preproposal unsuccessful; continuing monthly meetings,
resource development
II. Redesign of Marine Sciences undergraduate
curriculum
- integrative four-yr laboratory series “salty science”
hands-on learning & data analysis
- focus on student development
writing skills
creative thinking
speaking skills
strong background in basic sciences
Outcome: still in development