Soil and Crop Science Self-Study Review

Transcription

1 Soil and Crop Science Self-Study Review Christopher A. Baxter Program Director, Soil and Crop Science Associate Professor, Soil and Crop Science UW-Extension State Nutrient Management Specialist April 2011

2 SOIL AND CROP SCIENCE SELF-STUDY REVIEW I. Program Mission, Goals, an Context a. Mission and Purpose Students completing this program will be prepared to pursue careers in agronomy or continue their education through advanced study. The Soil and Crop Science program supports the collective missions of the University of Wisconsin System, University of Wisconsin-Platteville, College of Business, Industry, Life Science and Agriculture and School of Agriculture of providing baccalaureate degree programs that meet primarily regional needs. We strive to prepared students for careers as resourceful, ethically responsible, and competent agronomists and soil scientist by combining liberal arts education with professional coursework and practical experience. The mission of the soil and crop science program relates to the fundamental mission of UW-Platteville and the entire UW System specifically by: Enabling students to broaden their perspective, become more literate and intellectually more astute, become more sensitive to ethics issues, and participate wisely in society as a competent professional and knowledgeable citizen; Providing baccalaureate degree programs and specialized programs in agriculture; Providing an environment to promote scholarly activity that supports the program and prepares students for their profession; Seeking to serve the needs of all students and in particular the needs of women, minority, disadvantaged and nontraditional students; and by Serving as an educational, cultural and economic development resource to southwestern Wisconsin. The College of Business, Industry, Life Science and Agriculture (BILSA) serves students and the public. The College is recognized for the quality of our undergraduate programs in Agriculture, Biology, Business and Accounting, Communication Technologies, and Industrial Studies, and our graduate program in Project Management; strives for professional engagement with external partners in agriculture, science, business, industry, education, government, civic organizations, and other areas; strives for innovation and entrepreneurship in keeping all BILSA activities current, relevant, and productive. The mission of the Soil and Crop Science program complements the goals of BILSA. The soil and cropsscience program complements the mission of the School of Agriculture by providing students: A theoretical base, practical knowledge and application of sustainable and profitable production and management of agricultural crops and the soils they depend on. Opportunities to improve their written and oral communication skills, critical-thinking, leadership and decision-making skills. Opportunities that prepare them for career placement and potential advancement.

3 b. Goals and Objectives of the Soil and Crop Science Program The soil and crop science program at the University of Wisconsin-Platteville strives to provide curricula and educational opportunities that enable graduates to: Conceptualize, understand, and apply chemical, physical, biological, and agronomic sciences to address practical agronomic problems. Apply scientific principles to gather, analyze, and interpret agronomic data Effectively and accurately communicate agronomic information in written and oral forms. Develop team work skills Use and become familiar with new technologies in agronomy and related sciences. Understand the professional, legal, and ethical responsibilities associated with professional careers in agronomy. c. Relation to Other Academic Programs in the UW System and Outside Wisconsin Within the state, baccalaureate degrees comparable to the Soil and Crop Science degree are offered at UW-Madison and UW-River Falls. UW-Madison offers broad-spectrum baccalaureate and graduate degrees in agronomy with specializations in natural science, natural resources, international agriculture and natural resources, agricultural business and industry, and agricultural production technology. UW-River Falls offers a degree in Crop and Soil Science with academic plans specializing in crops, soils, and sustainable agriculture. Our program differs from these programs in that we offer comprehensive emphasis which provides students in-depth training in both crop and soil science, and a plant-breeding and genetics emphasis designed to provide students a strong background in plant sciences and crop development. UW-Madison and UW-Stevens Point also offer degrees in Soil Science, but these programs do not emphasize plant science or crop production like the soil and crop science, crop science or agronomy programs. Comparable programs in agronomy can be found at Illinois State University, Iowa State, Michigan State, Purdue, the University of Illinois, and the University of Minnesota. Student enrollment at each of these campuses totals more than 20,000. In contrast, the UW-Platteville campus has about 7,000 students. II. Assessment of Educational Goals and Objectives The current assessment plan for Soil and Crop Science is included in Appendix 1. a. Changes in the Soil and Crop Science Assessment Plan since the Last APC review. This is the first review of Soil and Crop Science as a stand-alone program (previous APC review was for all programs within the School of Agriculture) and the first since the implementation of the assessment plan. Therefore, there are no changes in the assessment plan to report. b. Evidence of Assessment Activities Several tools are used to assess the soil and crop science program as seen in the assessment matrix (Appendix 1). Annual reviews are based on input received from employers (internship supervisors), comments gathered from student assessment surveys (e.g., senior exit surveys and interviews) and through in-class evaluations by instructors and student peers. Data from these assessments are reviewed by the Soil and Crop Science program

4 chair. Results of these assessments are reported to the soils, crops and ornamental horticulture committee, and the Director of the School of Agriculture. The aforementioned groups review assessment results and suggest proper actions to the Soil and Crop Science program chair, faculty and instructors. Input from Internship Supervisors We greatly value the input of professionals in the agronomy industry regarding our curricula, student performance, and our effectiveness at achieving program objectives, goals and student learning outcomes. We have asked industry professionals to assess our program by evaluating the performance of the student interns they supervise. Toward the end of a student s internship experience the intern s supervisor is mailed a survey designed to elicit their opinions as to the competence of each intern in student learning outcome areas (APPENDIX 2). The employer is asked to assess the student s competence at the beginning of the internship and measure how that student progressed during their term of employment. Since the questions used reflect the program goals, objectives and student learning outcomes, simultaneous evaluation of the program is performed. Intern supervisor surveys have been conducted regularly since Based on our surveys, industry professionals believe that our program is effectively achieving the outlined objectives, goals and student learning outcomes (Table 1). Employers rate most (72-100%) of our students as above average or excellent in all desired student learning outcome areas. However, it appears that some improvements could be made in the areas of written communication, diagnosing pest and disease problems, and leadership skills. Supervisors comment that most (%) students improve their skills in the desired student learning outcome areas during their internship (Table 2). Table 1. Opinions elicited from internship supervisor surveys designed to determine the relative effectiveness at which the curriculum in the ornamental horticulture major meets the desired student learning outcomes. Rate the student s effectiveness in the following categories. N Excellent Percentage of relative effectiveness Above average Average Below average Poor Oral communication skills Written communication skills Knowledge of agronomic plants Comprehension of agronomy and soil sciences Ability to think creatively Diagnostic and problem solving skills

5 Ability to recognize or identify plant insect, disease and physiological problems Ability to work with others Ability to act individually on projects Organizational skills Ability to manage himself/herself and/or others in the workplace Effectiveness as a leader Courteousness and cordiality to the supervisors Courteousness and cordiality to fellow employees Courteousness and cordiality to customers Rate the student s effectiveness in the following categories. N Excellent Percentage of relative effectiveness Above average Average Below average Poor Ability to accept directions Rate the student s dependability Interest level in his/her primary area of responsibility Interest level throughout the internship Rate the student s effectiveness in the following categories. Adaptability by learning from mistakes Adaptability by learning from other employees Professionalism in regards to his/her ability to dress appropriately and maintain

6 proper personal hygiene and language. NOTE: Surveys conducted since summer Table 2. Opinions elicited from internship supervisor surveys designed to assess student improvement in desired student learning outcomes during the internship experience. Please think about the intellectual and professional Percentage of relative effectiveness growth of the student intern when answering the following questions. The Neither intern s improved by Strongly agree or Strongly the end of the internship. N agree Agree disagree Disagree disagree Knowledge of agronomic plant material Understanding and comprehension of agronomy and soil science Ability to think creatively Please think about the intellectual and professional growth of the student intern when answering the following questions. The intern s improved by the end of the internship. N Strongly agree Percentage of relative effectiveness Agree Neither agree or disagree Disagree Strongly disagree Ability to recognize or identify plant insect, disease and physiological problems Ability to work with others Organizational skills Managerial skills Leadership skills Address the specific questions below regarding the leadership skills of the intern. Leadership skills enhanced the performance of other employees

7 Leadership skills improved production. Leadership skills acquired the confidence of others I would hire this student if the right employment opportunity was available NOTE: Surveys have been conducted since summer semester Senior Exit Surveys Exit surveys are distributed to graduating seniors about one month prior to graduation ceremonies in May and December. Students are surveyed using questions designed to elicit their opinions as to the effectiveness at which the Soil and Crop Science curricula addresses the desired goals, objectives and student learning outcomes (APPENDIX D). Senior exit surveys have been conducted regularly since Most (73-87%) graduating seniors in soil and crop science believe that our program effectively achieves the outlined objectives, goals and student learning outcomes (Table 3). Of concern is the 13-27% of graduates who were indifferent, neither agreed nor disagreed, as to whether the program effectively achieved the learning outcomes, and the one student that felt the program did not adequately provide practical knowledge of soil and crop science. This indicates that some students feel the coursework and curriculum is not adequately preparing them for careers in their chosen profession, and that there is room to room to improve both the existing courses and the curriculum. Comments provided on the senior exit survey support the fact that some students are dissatisfied with the curriculum, particularly in the area of applied agronomy. Table 3. Student opinions elicited from senior exit surveys designed to determine the relative effectiveness at which the curriculum in the soil and crop science major meets the desired student learning outcomes. Among the Soil and Crop Science courses that you participated in, state the degree to which you agree with the following statements: the courses within my major enabled me to - Strongly agree Percentage of relative effectiveness Agree Neither agree or disagree Disagree Strongly disagree N Improve my oral and written communication skills Improve my ability to identify, understand, and address practical agronomic problems Improve my ability to collect, analyze and interpret agronomic data using scientific principles Practically apply the knowledge that I gained as it relates to soil and crop science

8 Think creatively with the ability to recognize, analyze, diagnose and critically evaluate problems and practices Employ problem solving techniques by acting individually or using a team oriented approach Improve my ability to communicate agronomic information in oral and written forms Act in a courteous, ethical and responsible manner as professionals and place my in a direction to act as a leader in society and the field of agronomy NOTE: Surveys have been conducted since summer semester Students majoring in soil and crop science are required to complete a minimum of one, 3- credit internship during their time at UW-Platteville. Most (93-100%) of the students responding to our survey agreed or strongly agreed that internships assist in accomplishing the desired student learning outcomes for the soil and crop science program (Table 4). A small number of students (7%) were indifferent regarding improvement of their comprehension of of soil and crop science, application of knowledge, and development of leadership skills, but none felt that the intern experience was ineffective (disagreed or strongly disagreed). Table 4. Student opinions elicited from senior exit surveys designed to determine the relative effectiveness at which internships foster and support the soil and crop science major student learning outcomes. Among the Internships in which you participated, state the degree to which you agree with the following statements: my internship experiences enabled me to N Strongly agree Percentage of relative effectiveness Agree Neither agree or disagree Disagree Strongly disagree Improve my oral and written communication skills Improve my working knowledge of crop science, soil science, or agronomy Develop and demonstrate an in depth comprehension soil and crop science Apply the knowledge that I gained as it relates to soil and crop science

9 Think creatively with the ability to recognize, analyze, diagnose and critically evaluate problems and practices Employ problem solving techniques by acting individually or using a team oriented approach My ability to collect, analyze, and interpret agronomic data using scientific principles Act in a courteous, ethical and responsible manner as a professional and direct me to become a leader in society and the field of agronomy NOTE: Surveys have been conducted since summer semester 2007.

10 Table 5. Student opinions elicited from senior exit surveys designed to determine the relative effectiveness at which students satisfied with their advisor. How satisfied were you with - N Percentage of relative effectiveness Very satisfied Satisfied Dissatisfied Very dissatisfied Do not know/ Does not apply Help that you received from your advisor in setting your educational goals? Help from your advisor in understanding general education issues, such as required classes and prerequisites? Your advisor s knowledge about major requirements, such as application deadlines, required classes or graduation requirements? Interest your advisor took in you as a person? Help from your advisor in solving personal problems? Help from your advisor in planning the next term s schedule? Help that you received from your advisor in making an academic plan? Help from your advisor in understanding policies and procedures, such as registration and add/drop deadlines, withdrawal, etc? Help that your advisor gave you with academic problems? How easy it was to talk to your advisor? Availability of your advisor? Help from your advisor in finding campus resources? NOTE: Surveys conducted since summer semester

11 Placement Data Placement data obtained through senior exit surveys indicates excellent placement of seniors in career positions. Twelve of the fifteen respondents indicated obtaining a position before graduation, with annual salaries ranging from $25,000 (part-time employment) to $53,000, with a typical salary for a field agronomist positions ranging from $37,500-$53,000. Starting salaries for agronomists are typical for the national average agronomy industry that range from $39,650-56,395 ( Placement data are a strong indicator that the soil and crop science program is producing competent individuals that are filling an industry need. Independent Study Evaluations To date we have not surveyed students participating in independent study projects due to program director time constraints. Class Learning Evaluations There are several courses in the soil and crop science program in which specific student learning outcomes are assessed by instructors. While evaluation of student performance on quizzes and examinations are considered and used to continually update and improve courses, several courses employ a specific project or series of projects to primarily assess student learning outcomes. We have not been able to examine these assessments due to instructor and program director time constraints. III. Previous Summary of APC review Because this is the first APC review of soil and crop science as a stand-alone program and the first self-study since implementation of a formal assessment plan, a previous assessment summary was not considered. IV. Faculty The soil and crop science program has two designated faculty members, Chris Baxter and Kris Mahoney, but since the program relies heavily on contributions from ornamental horticulture and reclamation faculty, they are included in this review. Participating Faculty Baxter, Christopher A. (2003); Associate Professor and State Nutrient Management Specialist, School of Agriculture; B.S., Soil and Crop Science and Reclamation, University of Wisconsin-Platteville; M.S., Ph.D., Soil Chemistry, Purdue University (2003). Bryan, Donita (2009); Assistant Professor of Ornamental Horticulture. B.S. Stephen F. Austin State University, Nacogdoches, TX (1999), M.S. Texas A&M University, College Station, TX (2003), Ph.D. Texas A&M University, College Station, TX (2008) Compton, Michael E. (1995); Director and Professor, School of Agriculture, Program Director of Ornamental Horticulture, Agriculture Sciences, School of Agriculture; A.A.S, Danville Area Community College; B.S., M.S., Southern Illinois University Carbondale; Ph.D., Virginia Polytechnic Institute and State University. Hunt, Thomas C. (1998) Professor, Director of Reclamation, Environment & Conservation; Director of Social and Environmental Justice

12 Mahoney, Kris J. (2008) Assistant Professor of Soil and Crop Science; B.S. Agriculture, North Dakota State University (1999); M.S. Plant Science, North Dakota State University (2001), Ph.D. Weed Science, University of Guelph (2006). A. Efforts of Faculty to Improve Teaching Effectiveness and Professional Competence i. Curriculum Development Soil and Crop Science curriculum development is a continual process. All of the courses within soil and crop science have undergone major revision within the last 5-6 years, and the program underwent revision in to align curriculum with faculty teaching loads. Due to these teaching loads, there has been no opportunity to develop new courses, though assessment data indicates that there is need to do so. Below is a list of existing courses that have been revised in the last five years. AGSCI The Plant-Soil Environment (AGSCI 1240). AGSCI Soils AGSCI 3260 Grain, Seed and Breeding Techniques. (Now called Seed and Grain Crops) AGSCI 3330 Soil Morphology and Classification Nutrient Management AGSCI 3350 Soil Fertility and Fertilizers AGSCI 4320 Forage Crops AGSCI 4370 Soil Physics AGSCI 3230 Turfgrass Management AGSCI 3300 Fruit and Vegetable Production AGSCI 4240 Plant Breeding AGSCI 3360 Greenhouse Operation & Management AgSci 3310 Crops and Soil Seminar AgSci 3330 Soil Morphology and Classification AgSci 3450 Soil and Water Conservation Recl 1010 Introduction to Reclamation Recl 3020 Revegetation Recl 3940 GIS/GPS and Mapping AgSci Seed and Grain Crops AgSci Weed Science AgSci Plant Physiology Program Development and Revision Chris Baxter and Michael Compton revised the Soil and Crop Science major and minor in Further revisions are anticipated to account for increasing enrollment. Chris Baxter serves on Renewable Energy Council which developed curriculum for the Renewable Energy minor (approved in 2008) and Sustainable and Renewable Energy Systems major (anticipated approval 2011). ii. Teaching-Related Grants

13 Baxter, C.A. Pioneer Academic Center for Community Engagement (PACCE): Developing Nutrient Management Plans on Working Farms. Awarded September 2009 ($4000) Bryan, D.L. Ornamental Horticulture Course Development: Landscape Construction and Advanced Landscape Design. Curricular Improvement Fund, Office of Sponsored Programs. June August Requested $3000. (funded - $3000). Bryan, D.L. Landscape Design for the Mitchell-Rountree Stone Cottage Museum. Pioneer Engagement Scholars Program, Pioneer Academic Center for Community Engagement (PACCE). Community Partner - Arlene Siss - Grant County Historical Society; Student Partners - students in Landscape Design course (AGSCI 3270). Requested $5,200 (funded - $5050). ME Compton, Assessing Learning of Undergraduate Horticulture Students Participating in an Experiential Service Learning Project.,UW-Platteville Curricular Improvement Fund, $17,526, 7/03-6/04. ME Compton, Promoting Ornamental Horticulture at UW-Platteville by Hosting the 2008 National Collegiate Floral Crop Quality Evaluation and Design Competition., UW-Platteville Foundation Opportunity Grant, $4,470, ME Compton, A Proposal for the Assessment and Planning of a New Greenhouse Complex on the UW-P Campus, UW_Platteville Chancellors Office Special Funds, $9,187.00, 1998 ME Compton and PJ Nemmetz, Renovation of Pioneer Greenhouse. UW-System Grant, $150,000, Leonard, Katya/Tom Hunt UW-Platteville, UWP Greenway Nature Trail Re-design Project, UW-Platteville Foundation Opportunity Grant, 2008, $8,000.00, funded. iii. Teaching-Related Conferences, Workshops & Training Seminars Attended: American Association of Schools and Colleges of Agriculture and Natural Resources annual meeting, Illinois State University, Normal, Il, Teaching Excellence Center Faculty Gathering programming for non-tenured faculty. 12 November UW-Platteville. Center for Teaching Excellence Course Design Workshop Series - June Session 1: Setting Course Goals. Session II: Assessment. Session III: Classroom Activities. Session IV: Overall Course Concept Map. June 3, 10, 17, and 23, 2010, 9:00 a.m. - 12:00 p.m. Texas A&M University, College Station, TX. Wisconsin Women in Higher Education Leadership, Inc. (WWHEL) Southwest Spring Workshop: Dealing with Change in Turbulent Times. February 26, :00 a.m. - 3:30 p.m. University of Wisconsin - Platteville, Platteville, WI. American Association of Schools and Colleges of Agriculture and Natural Resources annual meeting, Illinois State University, Normal, Il, American Association of Schools and Colleges of Agriculture and Natural Resources annual meeting, Sul Ross Universtiy, Alpine, TX, American Association of Schools and Colleges of Agriculture and Natural Resources annual meeting, Murray State University, Murray, KY, UW-System Faculty College, Office of Professional and Instructional Development (OPID), University of Wisconsin-System, Richland Center, WI, UW-System Faculty College, Office of Professional and Instructional Development (OPID), University of Wisconsin-System, Richland Center, WI, 2006.

14 Attended the annual meeting of the American Society for Horticultural Science, New Orleans, LA, July, Summer Institute, Office of Professional and Instructional Development, UW-System, Madison, WI, June 30 July 2, UW-System Faculty College, May 30 June 2, 2006, Richland Center, WI, Making the Campus Accessible to Everyone (Universal Design), UWP PACCE Tier II, UWP Leadership Wisconsin National Meeting, Washington DC Disaster Preparedness, UWP Teaching Excellence Center presentation entitled "Discipline Expert Seeks Teaching Knowledge" on Feb 2009 to learn how to translate my knowledge into teaching. Teaching Excellence Center presentation entitled "Is My Teaching Resulting in Learning?" on Mar 2009 to learn how evaluate the impact of my teaching practices. Teaching Excellence Center presentation Scholarship of Engagement" on Jan 2010 to learn how to incorporate service learning into my teaching. Teaching Excellence Center presentation on "Deep Learning" Feb 2010 to learn about how undergraduate students think and how to effectively teach to their cognition level. Cultivating Sustainable Agriculture in Higher Education Programs in Wisconsin, sponsored by UW-Madison Extension on Oct 31 to Nov 1, 2008 in Madison. Organic Farming Workshop, sponsored by MOSES Organic on Nov 10, 2008 in Platteville. Sustainability and Comprehensive Planning, Jan 20, 2009 online webinar Leaf Area Index Basics: Theory, Measurement, and Application, Jan 27, 2009 online webinar Wisconsin Buy Local Food regional workshop, Feb 7, 2009 UWP Pioneer Farm Sustainable Business Practices and Strategies, Feb 17, 2009 online webinar Wisconsin Grazing Conference, Feb 19-21, 2009 Stevens Point, WI Measuring Stomatal Conductance of Leaves: Theory, Measurements and Applications, Feb 24, 2009 online webinar Local Food Networks: Food Localization as a Sustainability Strategy, Apr 21, 2009 online webinar NRCS Organic Agriculture Transition Planning, June 22, 2009 UWP Pioneer Farm Facilitating Sustainable Agriculture Education National Conference, July 15-17, 2009 Ames, IA GROWMARK Internship meeting, Aug 6-7, 2009 Bloomington, IL Midwest Bio-Ag Field Day, Aug 18, 2009 Blue Mounds, WI Organic Farming Conference, Feb 25-27, 2010 in La Crosse, WI REE-NET Giant Ragweed research grant meeting, Apr 6-9, 2010 (webinar) and Sept 13-15, 2010 in Wooster, OH Monsanto Mobile Technology training unit, Aug 30, 2010 at Trelay Seeds in Livingston, WI B. Professional Activities i. List of Publications (last 5 yrs) In addition to the professional publications within the last five years listed below, contributing faculty have published numerous book chapters, invention disclosures, extention publications, and abstracts for professional conferences.

15 N.L. Bohl Bormann, C.A. Baxter, T.W. Andraski, L.W. Good, and L.G. Bundy; Scale of measurement effects on phosphorus in runoff from cropland. Journal of Soil and Water Conservation. Bohl, N.L., C.A. Baxter, T.W. Andraski, L.W. Good, and L.G. Bundy, Source Water Effects on Runoff Amount and Phosphorus Concentration under Simulated Rainfall, Soil Science Society of America Journal, 74: Bryan, D.L., M.A. Arnold, A. Volder, W.T. Watson, L. Lombardini, J.J. Sloan, L.A. Valdez- Aguilar, and A.D. Cartmill. 20xx. Planting Depth and Soil Amendments Affect Growth of Quercus virginiana Mill. Urban Forestry & Urban Greening. (accepted). Bryan, D.L., M.A. Arnold, A. Volder, W.T. Watson, L. Lombardini, J.J. Sloan, L.A. Valdez- Aguilar, and A.D. Cartmill Planting depth during container production and landscape establishment affects growth of lacebark elm. HortScience 45: Bryan, D.L., M.A. Arnold, A. Volder, W.T. Watson, L. Lombardini, J.J. Sloan, L.A. Valdez- Aguilar, and A.D. Cartmill Transplant season, irrigation, and planting depth effects on landscape establishment of bald cypress and sycamore. Arboriculture & Urban Forestry 36: McDonald, G.V., G.C. Denny, M.A. Arnold, D.L. Bryan, and L. Barnes Comparative canopy damage among provenances of baldcypress associated with the presence of Cercosporidium sequoia (Ellis and Everth.) W.A. Baker and Partridge. HortScience 43: Cartmill, A.D., L.A. Valdez-Aguilar, D.L. Bryan, and A. Alarcón Arbuscular mycorrhizal fungi enhance tolerance of vinca to high alkalinity in irrigation water. Scientia Horticulturae 115: Arnold, M.A., G.V. McDonald, D.L. Bryan, G.C. Denny, W. Todd Watson, and L. Lombardini Below-grade planting adversely affects survival and growth of tree species from five different families. Arboriculture & Urban Forestry 33: Dhekney, S.A., Z. T. Li, M.E. Compton and D.J. Gray Optimizing initiation and maintenance of Vitis embryogenic cultures. HortScience 44: Hunt, Tom. December The Southwest Wisconsin Zinc Lead District: Reclamation of Shullsburg and Mineral Point. Segment in Field Trip Guide Book. Geological Society of America. Mahoney KJ & Swanton CJ (2008) Exploring Chenopodium album adaptive traits in response to light and temperature stresses. Weed Research 48, Liu JG, Mahoney KJ, Sikkema PH, and Swanton CJ (2009) The importance of light quality in crop-weed competition. Weed Research 49, C. List of Presentations All of the contributing faculty regularly present information to a cvariety of audiences outside the UW-Platteville classroom. These include professional conferences, producer meetings, and community organizations. The list below highlights a few examples of such presentations, but a comprehensive listing of all presentations given by faculty in the last five years is much more extensive. Baxter, C..A., Feburary, 2008 "Setting Your Sites on Nutrient Management" 2008 Accelerated Genetics Young Farmer Winter Getaway. Kalahari Resort, Wisconsin Dells.

16 Baxter, C..A., July, "Teaching Soil Science in the Agriculture Classroom" WAAE Conference, Madison, WI Baxter, C..A., August, 2009 "Manure Nutrient Crediting" Training for Nutrient Management Planners Workshop, Madison Baxter, C..A., October, 2009 "An Integrated Bioenergy System at Pioneer Farm" Chancellors Cabinet, UW-Platteville Baxter, C..A., February, "The Wisconsin Phosphorus Index: A Science-Based Risk Management Tool", Great Lakes Non-point Pollution Abatement Coalition - Statewide videoconference Baxter, C..A., June, "Manure and Nutrient Management" NRCS PIoneer Production Challenge, UW-Platteville Pioneer Farm Baxter, C..A., July, "Going Green with Renewable Energy" - UW-Platteville Mini- University Event, Platteville Baxter, C..A., August, 2010 "Radiometric Fingerprinting of Sediments in the Upper Fever River", 10-State Extension Manure Management Conference, UW-Platteville Pioneer Farm Baxter, C..A., August, 2010 "Silver Spring Creek Watershed Agricultural Lands Assessment", Meeting for producers in the Silver Spring Creek Watershed. Wiota, WI Bryan, D.L. Presented a poster at PACCE with the students in Landscape Design (AGSCI 3270) entitled "Landscape Design for the Mitchell - Rountree Stone Cottage" on 27 April 2010 at the University of Wisconsin - Platteville. Compton, M.E Plant Regeneration from Protocorm-derived Callus of Five Paphiopedilum Hybrids. Annual Meeting of the American Society for Horticultural Science. Compton, M.E. and T.H. Zauche Potential of Anaerobic Digestion-Derived Biosolids as an Organic Addendum in Horticultural Growing Media. Annual Meeting of the American Society for Horticultural Science. Compton, M.E. and T.H. Zauche Growth of Cypripedium Orchids in Soilless Media Containing Anaerobic Digestion-Derived Biosolids. Annual Meeting of the American Society for Horticultural Science. TH Zauche and ME Compton, Use of Manure Digester Solids as a Substitute for Sphagnum Moss Peat in Horticultural Growing Media, Special Reception for presentation of the WiSys Technology Foundation Innovation Scholar Award, University of Wisconsin-Platteville, January 30, Hunt, Tom. March 12, Introduction to Ecological Principles. TSP/CCA Orientation to Conservation Planning. Pioneer Farm, UW-Platteville. Mahoney, K.J., Weed Identification presentation, June 9, 2010 for new National Resource Conservation Service (NRCS) employees; a primer on identifying common weeds of Wisconsin held at Pioneer Farm. D. Honors and Awards Contributing faculty have received numerous awards for teaching, research, advising, and extracurricular activities. These include: 2011 Outstanding Advisor Award, School of Agriculture Collegiate Soils Team to qualifying placing in all regional contests since 2003, Place first in NACTA Nationals 4 times since 2004, and top-ten finishes in all American Society of Agronomy National Invitational contests since Distinguised Young Educator Award, American Association of State Colleges of Agriculture and Natural Resources

17 Outstanding School of Agriculture Faculty Award Honorary State FFA Degree, Wisconsin Association of FFA, 6/2010. Wisconsin Teaching Scholar, UW-System, Office of Professional and Instructional Development, Recipient of the Outstanding Advising Certificate of Merit, National Academic Advising Association (NACADA), Selected as UWP NACADA Advising Award Nominee, Recipient of the BILSA Outstanding Academic Advisor Award, Co-Recipient of the WiSys Innovation Scholar Award, Wisconsin Technology Foundation, University of Wisconsin-System, Recipient of the Abughalous Award for Excellence in Scholarly Research, University of Wisconsin-Platteville, Homecoming Parade Marshall LAE Team Award Recipient 2010 Crops Judging Team that placed 1st at the Regional Crops contest in SDSU ( ), placed 1st at the National Collegiate Crops Contests in Kansas City, MO (2008) and Chicago, IL (2008), placed 2nd at the National Crops Contests in Kansas City (2009) and Chicago (2009). E. Service Activities Contributing faculty serve on numerous councils and committees and hold leadership roles in both campus-based and off-campus organizations. Several faculty also serve as advisors to extracurricular organizations, coach teams for intercollegiate academic competitions, and supervise activities for high school students. A summary of service activities follows: Supervisory and Program leadership Program director, Soil and Crop Science UW-Extension Nutrient Management Team Co-leader Supervisor of Dottie Johns Pioneer Gardens Director School of Agriculture, 2008-present. Program Chair for Ornamental Horticulture, 5/00 - present. Program Chair for Soil and Crop Science, 6/05 7/2008. Supervisor of UW-P Pioneer Greenhouse and Gardens Complex, 8/95 1/2010. Reclamation Council - Chairman, Planning Commission - Chairman through spring semester 2008 Social and Environmental Justice Director, Councils and Committees Soils, Crops, and Ornamental Horticulture Committee School of Ag. Rank, Salary and Tenure Committee School of Ag. Scholarship Committee Renewable Energy Council Reclamation Council Graduate Committee School of Agriculture Library Committee representative Wisconsin Ag. Stewardship Initiative Applied Research Committee Pioneer Farm Projects and Research Committee

18 SUFAC Budget coordinator for Agricultural Judging Teams BILSA Equity & Diversity Committee Horticulture Club Advisor School of Agriculture Executive Council Graduate Review Committee Engineering Technology. Internship Committee Public Relations and Scholarship School of Agriculture Review Board (SRB), 10/00-5/02; chair 9/01-5/02. Campus Planning Committee BILSA College Council General Education Committee Graduate Council University Undergraduate Curriculum Commission Library Committee Ex officio member on the Tree Advisory Board in Platteville. Professional Service to Student Organizations: Advisor to CERES Fraternity ( ) Student Chapter Advisor for the American Society of Agronomy and Soil and Water Conservation Society School of Agriculture Student Council Advisor UW-P Ornamental Horticulture Club Advisor Advisor of Reclamation Club FarmHouse Fraternity, Faculty Advisor (2008 to present) Faculty Recruitment Ornamental Horticulture, Landscape Management Search and Screen, Chair, 7/05 12/05 and 7/08-4/09. Ornamental Horticulture, Landscape Management Search and Screen committee Soil and Crop Science, Crop Science Search and Screen Committee, Chair Animal Science, Animal Anatomy and Physiology Search and Screen Committee, Professional Service to Professional Organizations Contributing faculty regularly perform service to professional organizations, primarily as editors for professional manuscripts. They also serve in leadership roles on professional and regional boards. A listing of some professional contributions of contributing faculty follows: Chair of National Soil Judging Contest Committee of the Soil Science Society of America Review manuscripts for journals including: Communications in Soil Science and Plant Analysis; Soil Science Society of America Journal; Transactions of the ASABE; Hort Science, Weed Science, and Plant Species Biology Review books including: Plant Cell, Tissue, and Organ Culture; In Vitro Cellular & Developmental Biology-Plant; Propagation of Ornamental Plants Board Member: Wisconsin Agricultural Education and Workforce Development Council, 7/08 - present. Reviewed 20+ book projects for The Center for American Places at Columbia College Chicago

19 Membership in Professional Organizations American Society of Agronomy Crop Science Society of America Soil Science Society of America Soil and Water Conservation Society National Association of College Teachers In Agriculture Wisconsin Society of Professional Soil Scientists Wisconsin Nursery Association - Wisconsin Green Industry Federation International Society of Arboriculture American Society for Horticultural Science Pi Alpha Xi, Alpha Pi chapter American Association of Schools and Colleges of Agriculture and Renewable Resources American Orchid Society American Society for Horticultural Science Association of Education and Research Greenhouse Curators Florida State Horticultural Society International Association for Plant Tissue Culture & Biotechnology Society for In Vitro Biology North American Colleges and Teachers of Agriculture Invasive Plants Association of Wisconsin The Prairie Enthusiasts - Life Member American Society for Mining and Reclamation - Life Member 1000 Friends of Wisconsin - Charter Member Trout Unlimited The Nature Conservancy Wisconsin State Historical Society Judging Teams: Coach Collegiate Soils Team Coach Collegiate Crops team UW-P Floral Crop Quality Evaluation and Design Team, 1/96 6/2008. High School Contests UW-Platteville Land Judging competition, Superintendant, 2004-present World Forage Cup Contest FFA-Career Development Events, Agronomy, Floriculture, and Wildlife Community Service Prepared prescribed fire plans and conducted controlled burns for private landowners as Level III Planner w/ NRCS Conducted PACCE projects in AGSCI Nutrient Management and AGSCI Turfgrass Management

20 Horticulture Hotline: worked with county extension faculty student interns to provide advice and problem solving to horticulture hobbyist and businesses in Grant, Green, Iowa, Lafayette, Richland, and Vernon Counties., V. Students a. Trends in Enrollment and Possible Implications When looking at the historical enrollment in soil and crop science, one can see that between the late 1980 s through the late 1990 s enrollment was steady between 30 and 50 students (Figure 1.). Enrollment decreased sharply in 2002, hitting a low of 23 students, but has increased steadily since. The increasing enrollment trend observed by the soil and crop science program run somewhat contrary to trends observed at larger land-grant universities, where enrollment in soil and crop science programs have showed a significant downward trend in the past two decades. McCallister et al. (2005) reported in the NACTA Journal that B.S. degrees in agronomy or crop science fell from 764 graduates in to 523 in , and constituted a crisis for the agronomy major nationally. We do not know the reasons for the drop in enrollment observed here in 2002, but it seems it was short-lived. While historical enrollment in soil and crop science has fluctuated, our program has not observed a long-term steady decline observed at the larger institutions. This is likely because of the strong reputation of the program and the fact that our graduates fulfill a specific regional need.

21 Figure 1. Historical enrollment trend of soil and crop science majors. Enrollment of students majoring in soil and crop science has increased annually since Enrollment data indicate enrollment has increased 53% in the last five years, from 36 in 2006 to a historical high of 55 in We expect enrollment to steadily increase for the foreseeable future. Reasons to expect increased enrollment include continued growth of agronomic industries and the need for highly trained individuals to replace an aging workforce, growth of recruiting through the Tri-State initiative, and the relatively small number of institutions offering advanced degrees in soil and crop science/agronomy in the region. According to the Bureau of Labor Statistics, careers for Soil and Plant Scientists will increase 15% during the ten-year period from 2008 to 2018, which is faster than the average for other occupations reported. ( Increased recruiting in Illinois and Iowa should continue to increase the number of Soil and Crop Science majors. While the agriculture industry in Wisconsin places heavy emphasis on livestock management, agriculture in Illinois and Iowa puts more emphasis on crop production and management. While the exact percentages are unknown, it is expected that around 20% of the soil and crop science majors are from Illinois or Iowa. We expect that percentage to increase as recognition of the soil and crop science program grows in these areas and Tri-State Initiative becomes more popular. Regional and national farm statistics clearly show that the total number of farms is decreasing and farm size is increasing, meaning fewer family farms and fewer people to manage greater number of cropland acres. While one may first think this would reduce the demand for soil and crop science professionals, it is actually the contrary. Because farm managers have less on-farm labor per acre of cropland, they rely more on crop services companies to provide the expertise and some of the labor to ensure successful crop production in compliance with standards and regulations their particular operation. These companies are a primary employer of soil and crop science graduates. The changing agricultural landscape is also affecting the type of students enrolling in soil and crop science. Historically, the students enrolled in soil and crop science have traditionally been white, male, and grew up on farms or in rural areas. A relatively high percentage of our graduates went back to the family farm and did not seek other careers.

22 Today, while the majority of students are still white males from rural areas, more are coming from non-farm backgrounds and specifically seek to obtain careers with crop service or other companies. The changing trend in student demographics towards less farm backgrounds increases the need for more basic instruction in applied agronomy. A continued increase of enrollment in soil and crop science has implications on budget and staffing. Our budget allocations have not increased for several years and this has caused us to reduce laboratory activities in many courses and to consolidate or eliminate some courses to accommodate teaching loads. An increase in the budget for staff, supplies and student help will be necessary as student enrollment increases. These needs are discussed in detail in section V. Program needs. b. Program Requirements and Their Relation to Learning Outcomes Students majoring in soil and crop science are required to complete 12 credits of Agriculture Core requirements courses which consist of introductory courses in animal science, plant and soil science, agribusiness, and agricultural technology. Soil and crop Science majors must also complete 36-credits in soil and plant science courses plus either a 24-credit emphasis within the major or a minor (Appendix E.1) in another area such as agribusiness, biotechnology, environmental science, geology, etc. About 15% of the students chose this option. Students may select from three emphasis areas to receive a 60-credit Bachelor of Science degree in soil and crop science. The Comprehensive emphasis was created for students to provide a strong foundation in soil and crop science and biological or physical sciences. Students in this emphasis complete a minimum of 39 credits of soil and crop sciences courses plus 7-9 credits of upper level Biology or introductory-level physical sciences, and credits of electives in. agriculture (Appendix E.2). About 22% of our majors have selected this area of emphasis. An emphasis in Plant Breeding and Genetics was created to meet the needs of students interested in pursuing careers in crop development through plant breeding and molecular genetics research or advanced education in these areas. Students in this emphasis complete a of 39 credits of soil and crop science, 10 credits in genetics, biotechnology and chemistry, and an additional 11 credits of electives in upper-level biology or chemistry (Appendix E.3). Currently about 6% of our majors select this area of emphasis. The International emphasis was created for students interested in pursuing a career in international agronomy. Students in this emphasis complete a minimum of 36 credits of soil and crop science courses plus 24 credits of international education coursework (Appendix E.4). About 2% of the majors select this area of emphasis. Relation of coursework to cbjectives and student learning outcomes The following courses address student learning outcomes related to program obectives 1 and 2. Objective one states students will conceptualize, understand, and apply chemical, biological, and agronomic sciences to address practical agronomic problems. Objective 2 states students will apply scientific principles to gather, analyze, and interpret agronomic data. AGSCI 1240 The Plant-Soil Environment AGSCI 2230 Soil Science

23 AGSCI 3220 Plant Development and Biotechnology AGSCI 3200 Pest ID and Management AGSCI 3300 Fruit and Vegetable Production AGSCI 3330 Soil Morphology and Classification AGSCI 3340 Nutrient Management AGSCI 3350 Soil Fertility and Fertilizers AGSCI 4340 Plant Physiology AGSCI 4350 Soil and Water Conservation AGSCI 3260 Seed and Grain Crops AGSCI 4320 Forage Crops AGSCI 4250 Weed Science AGSCI 3230 Turfgrass Management AGSCI 4240 Plant Breeding Principles AGSCI 4360 Crop Pesticides/Growth Regulators AGSCI 4370 Soil Physics The following courses address student learning outcomes related to program Obective 3: Students will effectively and accurately communicate agronomic information in written and oral forms. AGSCI 3220 Plant Development and Biotechnology AGSCI 3300 Fruit and Vegetable Production AGSCI 3340 Nutrient Management AGSCI 3350 Soil Fertility and Fertilizers AGSCI 4340 Plant Physiology AGSCI 4350 Soil and Water Conservation AGSCI 3330 Soil Morphology and Classification AGSCI 3260 Seed and Grain Crops AGSCI 4320 Forage Crops AGSCI 4250 Weed Science AGSCI 3230 Turfgrass Management AGSCI 4240 Plant Breeding Principles AGSCI 4360 Crop Pesticides/Growth Regulators AGSCI 3310 Soils, Crops, and Ornamental Hort. Seminar The following courses address student learning outcomes related to program Obective 4: Students will develop team work skills: AGSCI 2230 Soil Science AGSCI 3220 Plant Development and Biotechnology AGSCI 4350 Soil and Water Conservation AGSCI 3330 Soil Morphology and Classification AGSCI 3230 Turfgrass Management The following courses address student learning outcomes related to program Obective 5: Students will become familiar with technologies in agronomy and related sciences: AGSCI 3220 Plant Development and Biotechnology AGSCI 3340 Nutrient Management AGSCI 3350 Soil Fertility and Fertilizers

24 AGSCI 4240 Plant Breeding Principles RECL 3940 GIS/GPS and Mapping AGSCI 3310 Soils, Crops, and Ornamental Hort. Seminar The following courses address student learning outcomes related to program Obective 6: Students will understand the professional, legal, and ethical responsibilities associated with careers in agronomy. AGSCI 2230 Soil Science AGSCI 3220 Plant Development and Biotechnology AGSCI 3340 Nutrient Management AGSCI 4350 Soil and Water Conservation AGSCI 4250 Weed Science AGSCI 4360 Crop Pesticides/Growth Regulators AGSCI 3200 Pest ID and Management We feel the student learning outcomes are being adequately addressed, with a few exceptions. Student learning outcome 5.b. states Students will use or identify tools used in precision agriculture, including global positioning systems, satellite imagery, yield monitors, and various environmental monitoring devices. The practical application of precision agriculture tools and techniques will be evaluated. While the tools of precision agriculture are discussed in several courses including AGSCI 3340 Nutrient Management, AGSCI 4250-Weed Science, and the RECL 3940 GIS/GPS and Mapping, students have little opportunity to use these tools in practical agronomic applications. Student evaluations have indicated a desire to gain more experience with these tools and this is a priority area for curriculum development. Further, precision agriculture technology is a current area of growth in the agronomy industry, and being behind the curve in training our students about the advantages and limitations of this technology could potentially limit career options for them. Other deficiencies are related to outcomes 6.a. and 6.b. which state, respectively, Students will have an appreciation of the social and ethical responsibilities that go along with agronomic decision-making through exposure to a wide range of social and environmental issues related to agriculture and Students will debate controversial issues in agronomic sciences, including the use of genetically improved crops, water quality regulations regulating the use of fertilizers and pesticides, and the loss of cropland through urbanization. A course in sustainable agriculture was planned for development with the intent of addressing these issues, but limited FTE to develop and teach the course due to existing teaching loads has stalled the process.. Students in other programs may select the soil and crop science minor. This is a 24-credit subprogram requiring 20 to 21 credits in soil and crop science courses. (Appendix E.5). Students select an additional course in biological or physical sciences to fulfill the credit need of the minor. c. Extracurricular Opportunities and Service Learning One of the primary strengths of the soil and crop science program are the extracurricular activities. In addition to the general UW-Platteville extracurricular activities and student organizations, students may get involved in the Soil and Water Conservation/ Agronomy Club, or participate in the Collegiate Soils or Collegiate Crops judging teams. The Soil and Water Conservation/ Agronomy Club has an average of 20 members per year and seeks to foster

25 student development in agronomy, soil science, crop development, and conservation. The club meets biweekly during the academic year and holds fundraising activities to support its awards and social and professional development activities. The club is a student chapter of both the Soil and Water Conservation Society (first student chapter recognized in Wisconsin), and the Students in Agronomy, Soils, and Environmental Sciences, an undergraduate student organization of the American Society of Agronomy, Crop Science Society of America, and Soil Science Society of America. The collegiate soils team and crops judging team have an annual memberships of students, and have a long and distinguished history of achievement. Both teams compete annually in regional and national contests, and regularly place among the top teams at national contests while often competing against much larger schools and programs. Participation in these teams provide participants valuable experience which employers regularly seek out, and have led several students into rewarding careers upon graduation. Further, the teams provide an alternative method of delivering education content that is of great appeal to some students, and also serve as a valuable recruiting tool due to the regional and national exposure for UW- Platteville that is gained through participation in contests. Service learning projects have been conducted in Turfgrass Management (AGSCI 3230) and Nutrient Management (AGSCI 3340). The Turfgrass Management project lawn establishment, management and renovation, at a public park, while the Nutrient Management project developed nutrient management plans for working farms in Grant county. These projects have provided learning activities for students as well as benefits to members of the community. Plans for additional service learning projects in future classes are also being developed. The Soil and Water Conservation/Agronomy club also participates in service projects designed to assist and educate individuals outside of our campus borders. The club helps organize and implement the World Forage Cup Contest, FFA Agronomy skills contest, and UW-Platteville Land Judging competition, which high school students participate in annually. These contests allow students to become familiar with the knowledge and education needed to pursue careers in agronomy. VI. Program Evaluation a. Program Needs Curriculum development, increases in staffing and budget along with upgrades in equipment and laboratories are the greatest needs at this time. Budget concerns are discussed specifically in section VI.c. Specific laboratory needs are discussed in section VI.b. Curriculum Development Student and employer feedback has indicated needs for curriculum development in the soil and crop science program. Based on this feedback, the most immediate needs in curriculum development are an introductory-level course in applied agronomy, additional coursework in precision agriculture, and advanced coursework in sustainable cropping systems. Several changes to the soil and crop science curriculum have occurred in the past 5 years, however these changes were done to accommodate reductions in FTE available to teach soil and crop science courses. The most significant curriculum change was the elimination of AGSCI-1260-

26 Crop Science, which provided soil and crop science students an overview of agronomic principles and cultural practices used in field crop production. This course, along with AGSCI 1320-Introduction to Ornamental Horticulture was replaced by AGSCI 1240-The Plant-Soil Environment, which focuses primarily on plant science as it relates to agronomy and ornamental horticulture. The development AGSCI-1240 allowed faculty time to teach the necessary upper-level courses for both the soil and crop science and ornamental horticulture programs, however it resulted in a loss in program-specific introductory material that provides students a base knowledge to advance further and faster in upper level courses. In addition, changes to BIOL 1350 Botany, the required natural science general education course for soil and crop science majors, have resulted in unnecessary duplication of material between this course and AGSCI-1240 The Plant-Soil Environment. An introductory-level course covering the basics of applied agronomy is the foundation the soil and crop science curriculum and reinstituting this into our program should be our first priority. Curriculum development in the area of precision agriculture technology is also needed. A 2009 survey conducted by the Center for Food and Agricultural Business at Purdue University indicated that a over 92% of Midwest agronomic services companies (the primary employer of soil and crop science graduates) use some form of precision agriculture technology in their business, and a high percentage of these companies offer precision services to their clients (Figure 2). The use of GPS guidance systems on equipment and the use of geographic databases for managing agronomic data have become nearly standard practice for most agronomic service companies, and the number of precision services offered by these companies is expected to grow in the future (Figure 3).

27 Figure 2. Use of Precision Agriculture Technology by Midwest Agronomic Services Companies. From 2009 Precision Agricultural Services: Dealership Survey Results Dr. Linda D. Whipker and Dr. Jay T. Akridge, Center for Food and Agricultural Business, Purdue University, West Lafayette, IN. Figure 2. Historical and Predicted Use of Key Precision Ag Services by Midwest Agronomic Service Companies. From 2009 Precision Agricultural Services: Dealership Survey Results Dr. Linda D. Whipker and Dr. Jay T. Akridge, Center for Food and Agricultural Business, Purdue University, West Lafayette, IN.

28 A typical comment from students in classroom discussions, and on intern and senior exit evaluations, is that our current curricula does much provide knowledge or experience with these technologies as they apply to agricultural systems. While UW-Platteville offers several courses in the general theory and applications of Global Positioning and Geographic Information Systems technologies, both in the geography program and within the school of agriculture, there is currently no class that instructs students in the application of these systems to agronomic practices such as soil sampling, field mapping, and crop protection planning. Curriculum development in the form of a new course or courses in precision agriculture will meet the current demand for curriculum in this area and allow the program achieve student learning outcome 5.b. as defined in the soil and crop science assessment plan (Appendix 1). Further development of an emphasis or minor focused on precision agriculture technology would also attract new students to this growing area of soil and crop science. Additional curriculum focused on sustainable agriculture is not only a need for soil and crop science and other agriculture majors, but would benefit the entire student body at UW- Platteville. Increased public awareness of food production and safety, along with development of strong local, organic and sustainable food markets have changed the landscape of the agronomy industry. Soil and crop science professionals must regularly field questions regarding the safety and sustainability of the products and practices they recommend to producers, and must be able to advise clients marketing their products to organic or other markets where compliance with established productions guidelines has become just as important as quality and yield of the product itself. While specific aspects of these emerging production systems are discussed in several currently-offered courses, there no one course where students thoroughly discuss and debate critical issues related to sustainable crop production like the use of genetically modified crops, feeding a growing world population, and food safety with and without the use of various conventional and sustainable systems. A class focused on sustainable crop production is necessary to meet student learning outcomes 6.a. and 6.b. as defined in the soil and crop science assessment plan (Appendix 1). When Dr. Kris Mahoney was hired in 2008, it was expected that he would develop a course in sustainable agriculture that would also serve as a university general educational requirement in Social Sciences. Unfortunately, due to his current full teaching load, he has not had the opportunity to develop or teach this course. Increased Staffing Our greatest need is in staffing. While the soil and crop science program has traditionally been staffed by 2 FTE and currently is at that level, the need to expand curriculum beyond its historic and current level is evident. In order for the program to meet the demand created by increasing enrollment and meet curriculum development needs mentioned above, additional faculty with expertise not currently on this campus will be required. Similar programs at other institutions which prepare students for careers in soil and crop science have much greater FTE devoted to instruction than is currently offered at our institution. For example, the most comparable program to the soil and crop science major at UW-Platteville is the crop and soil science program at UW-River Falls. This program has 67 majors currently enrolled and has 5.16 FTE devoted to instruction, resulting in a student:fte ratio of about 13:1. In comparison, the student:fte ratio for our program is 27.5:1, more than twice that of the program at River Falls. This disparity limits the curriculum with which we can offer current students and is a serious disadvantage when recruiting future students.

29 The ornamental horticulture, soil and crop science, and reclamation programs are closely related, with instructors in all areas teaching courses shared by their majors. Therefore, a deficiency in one area affects all programs, i.e., a deficiency in crop science results in the reallocation of resources from ornamental horticulture to teach soil and crop science courses. We currently have 1.5 FTE devoted exclusively to soil and crop science (Dr. Kris Mahoney and 0.5 of Dr. Chris Baxter) plus 0.5 of Dr. Tom Hunt has been reallocated to the soil and crop science area. While no official FTE is designated to Dr. Donita Bryan or Dr. Michael Compton, both teach courses in that are either required or regularly-offered electives for soil and crop science majors. Drs. Mahoney, Hunt, and Bryan team teach the school of agriculture core requirement AGSCI-1240 The Plant-Soil Environment, with assistance from Dawn Lee (LTE, ornamental hoticulture). This arrangement allows some of the FTE that would be otherwise used for teaching program-specific, introductory-level courses to be used for teaching upperlevel courses within each respective area of specialization. Thus, if additional FTE was provided to assist in the instruction of existing introductory-level courses and develop needed curriculum in precision agriculture technology, it would alleviate some of the burden of teaching introductory-level courses for faculty in reclamation and ornamental horticulture and allow Drs. Bryan, Mahoney, and Compton to offer more courses for their growing enrollments. Our needs in soil and crop science could be best met by hiring one, full-time tenure-track faculty position for the soil and crop science program. This position would be devoted to teaching current production-oriented courses in the crop science area including a introductorylevel crop science (introduction to agronomy), developing and teaching courses in precision agriculture technology, and one existing upper level soil and crop science course (Seed and Grain crops or Forage crops). This would meet all of our current curriculum needs by providing introductory-level instruction in applied agronomy, expertise in the area of precision agriculture, and freeing up time in Dr. Kris Mahoney s schedule to develop and teach the sustainable agriculture course. Additionaly, this position could significantly contribute to research efforts at Pioneer farm and elsewhere in the region. New Equipment and Supplies to Support our Laboratories New equipment and supplies are required to update the crops teaching laboratory. A minimum of $200,000 is needed to update the crops laboratory to provide vital equipment upgrades. Equipment upgrades include new germination and growth chambers, forage analysis equipment, light sensors, chlorophyll meters, and spraying equipment for teaching proper calibration and safety when using agricultural pesticides. The soils lab is better equipped, but has needs for equipment to investigate physical properties of soils and to replace aging soil grinders. If the development of precision-agriculture curriculum becomes possible through granting of additional FTE, it is expected that hardware and software upgrades will be needed to support this position. Additional computer lab space and precision agriculture equipment will be necessary. Fortunately, Pioneer Farm currently has some of the basic precision agriculture equipment (tractor-mounted GPS, yield monitors) and the current equipment leasing agreement with Ritchie Implement makes obtaining new precision-ag equipment very low cost. However, the current shortage of computers and lack of software necessary for processing data is a serious obstacle to development of curriculum in this area.

30 b. Facilities, Capital Equipment, Library Resources and Supplies Soils Lab The soil lab is used for instruction in introductory soils, soil fertility, and soil morphology and classification, and also serves as area for soils team practices and occasional undergraduate research projects. The laboratory contains a classroom and work area that holds up to 24 students. The laboratory is well-equipped with equipment for chemical analysis of soils, including ph meters, a total carbon-nitrogen analyzer, spectrophotometer, and flame photometer for specific ion analysis. The laboratory has facilities for drying, grinding, and performing particle size separation of soil materials. The soils lab and crops lab share a storage room with movable shelves that adequately meets storage needs for both labs. While the soils lab is well equipped for chemical analysis of soils, there is little equipment for physical analysis of soil materials and the soil grinding equipment is aging and will soon be in need of replacement. Crops Laboratory This laboratory is for instruction in pest identification and management, seed and grain crops, forage crops, weed science, and serves as an area for crops team practices. The laboratory has 16 student stations, three non-functioning growth chambers, a small germination chamber, and various equipment for seed analysis. A prep-room/herbarium is adjacent to the lab in which a library of plant mounts and seeds are located Several upgrades are needed for the crops laboratory including new growth and germination chambers which are essential for laboratory instruction on the environmental effects on plant germination and growth. Pioneer Greenhouse Pioneer Greenhouse was built during spring 2002 and is operated by the ornamental horticulture program, however soil and crop science students frequently use the it for their classes. The facility has approximately 4,000 sq ft of growing space under energy efficient acrylic covering and two, 900 sq ft polyethylene-covered Quonset greenhouses. There is also a 1,800 sq ft head house containing storage, an office and a thirty (30) station classroom. Approximately 200 students use the facility each academic year. Pioneer Greenhouse is well equipped. We have permanently mounted fertilizer injectors in both Quonset houses, a portable fertilizer injector, a heated germination chamber for seed priming, a portable soil mixer, hand equipment, computer, video and projection system for the classroom, drying oven, computer operated environmental control system and high pressure sodium lighting system. The supply budget at Pioneer Greenhouse is very tight. Currently money to support Pioneer Greenhouse and course supplies comes from the same budget. Unfortunately this periodically results in a sacrifice in supplies for some classes. A separate budget line for Pioneer Greenhouse is needed. Pioneer farm The UW-Platteville Pioneer farm is a 430 acre farm that has 330 acres of cropland and beef, dairy, and swine enterprises. The farm has with excellent classroom facilities, and provides a convenient location to demonstrate students basic agronomic skills such as soil sampling, planting, and harvesting. Further, the ongoing water quality research at Pioneer Farm provides data that is used in our classes to relate agricultural practices to environmental impacts. Use of

31 Pioneer farm is limited by the difficulty in getting students without transportation to and from the farm for laboratory activities, limited space and farm personnel for maintenance of test and demonstration plots, and the sometimes poor communication regarding practices occurring at the farm between farm and school of agriculture faculty. Use of the Pioneer farm facilities by the soil and crop science program would be improved by facilitating transportation for students to and from the farm, allocating areas for test and demonstration plots, allocating farm personnel for maintenance of plots, and improving communication regarding agronomic practices between farm staff and school of agriculture faculty. Library Resources The library contains adequate reference materials and books. We have efficiently utilized the resources allocated to the School of Agriculture to keep these materials up to date. The campus has access to only a very small number of periodicals dedicated to agronomy, soils, and crop science. An increase in periodicals and e-journals is warranted. Supplies The School of Agriculture allocates about $3,000 annually for the purchase of supplies for soil and crop science courses. While this amount has typically has covered consumables used in the laboratories, increasing enrollment has caused needs for more consumables and more frequent replacement of reusable items such as laboratory glassware. It is expected that the program will use its entire budget allocation for the year and will be seeking additional funds for laboratory supplies. c. Budget Given the needs and concerns regarding staffing, facilities, equipment, and supplies described above, it is not felt that the current operating budget is adequate to assure program quality. As enrollment continues to grow, stagnation of FTE and operating budgets dedicated to maintaining and developing the program will ultimately result in a decline in program quality and decreased student interest a program that produces highly sought-after graduates that are in demand. d. Program Strengths The strengths of the soil and crop science program are its experienced, committed and energetic faculty, facilities that have great potential to provide hands-on activities that foster student learning, and support of our administrative units and the UW-P administration. Experienced and Committed Faculty The core of faculty possesses excellent qualifications plant science, horticulture, weed science, soil science, and natural resource restoration and ecology. All are dedicated to teaching undergraduates and continually work to improve classroom and laboratory activities. Our faculty are respected teachers, researchers, and extension specialists, and have received numerous awards and recognitions in the areas of teaching, advising, and research. We have actively shared our research and teaching methods with peers at over 200 professional meetings and workshops. Academically we advise and mentor over 200 undergraduates annually. All of the faculty participate in extracurricular activities with students through club advising, fund-raising, and/or coaching of competitive judging teams. While these activities

32 provide no financial reward to the faculty members, they keenly understands the importance of these activities for the social and professional growth of students. While the existing faculty are clearly dedicated to improvement within their respective areas of instruction, it is clear that there is need to re-establish basic instruction in applied agronomy and develop coursework in precision and sustainable agriculture within the soil and crop science program. The existing curriculum in soil and crop science is still suffering from cutting of some courses and combining others to compensate for previous reductions in staffing. One additional FTE in soil and crop science would alleviate these problems and allow it to grow into a program that meets the needs of our current students and the growing industry that employs them after graduation. Excellent Facilities A majority of our laboratories are less than 12 years old and were outlined and discussed previously. Briefly, Russell Hall was remodeled and refurbished during , Pioneer Greenhouse was opened in 2002 and since the 2002, millions of dollars have been spent upgrading facilities at Pioneer Farm. Even with these encouraging events it is imperative that the Crops laboratory in Russell Hall is re-equipped and maintenance at Pioneer Greenhouse addressed. Hands-on Experiential Learning We are proud to offer a curriculum that focuses on hands-on learning. We firmly believe that most students learn best when they are engaged in the curriculum. With this in mind, over 90% of our courses have a laboratory component with activities that engage students. Outstanding Extra-Curricular Opportunities Most students in the soil and crop science program participate in some type of extracurricular activity, whether it be the soil and water conservation/agromomy club, soils team, crops team, or other school of agriculture or university organization. The clubs not only provide opportunities to interact with other students with similar interests in a social setting, but provide for professional development. The consistent success of the judging teams provides recognition of the program on a national scale and attracts students to the UW-Platteville from a wide region. It is not uncommon for incoming students to say their primary reason for attending UW-Platteville is to join the crops or soil judging teams. Potential for Future Growth Our program has the potential for further growth. Given the growth expected in the agronomy industy, it appears the demand for graduates will continue, spurring new enrollments. If current growth trends continue, it is likely that the soil and crop science program will reach 75 majors within the next five years. Meeting this demand with quality faculty and curricula designed to meet the needs of an agronomic industry that is advancing through technology and diverse markets will ensure the program s success and bring new opportunities for external support. e. Limitations and Recommendations The soil and crop science program is successful and primed for growth. However, we at or very near the critical point in which additional resources are needed. The factors that threaten our

33 program strengthens and require attention include the human resource and budget allocations, and curriculum development. Failure to address the threats will compromise growth and possibly result in a decrease in student numbers. Faculty are Stretched Extremely Thin Our faculty are stretched extremely thin. Student numbers have grown rapidly student:fte ratios are high compared to similar programs at similar institutions. The soil and crop science, ornamental horticulture, and reclamation programs are interdependent on each other, sharing instructors and facilities. Currently future success of the soil and crop science program is limited by FTE to provide needed instruction in applied agronomy and develop curricula in precision agriculture technology. Previous experience has shown that it is virtually impossible to hire adjunct qualified instructors in the soil and crop science or ornamental horticulture areas, resulting in less-than-desired personnel or cancellation of classes with satisfactory enrollment. Increased advising loads and other responsibilities limit faculty availability and interaction with students. In addition, several employers expressed their concern regarding curriculum offerings within the soil and crop science area, particularly in the area of precision agriculture. These problems could backlash and result in decreased interest in the programs and number of prospective students. We recommend that one, nine-month tenure-track FTE with a split appointment between soil and crop science and agricultural industries be hired within the next twelve (12) months. This would allow us to re-establish needed applied agronomy curriculum and develop advanced curriculum to meet industry demands. This would also allow faculty in ornamental horticulture and reclamation to increase offerings and develop curricula in their respective areas. This position would also help alleviate FTE deficit in the agricultural industries area. Potential for Future Growth Our shortage of courses in the area of applied agronomy and precision agriculture technology threatens to limit the program from realizing future growth and diversity goals. Fewer and fewer students coming into our program come from farm backgrounds, so basic instruction in the principles and practices of field crop production is essential for recruiting students with rural non-farm or urban backgrounds. Having a course that defines basic agronomic principles and practices allows students from non-farm backgrounds to become familiar with the terminology and technology referred to in upper-level soil and crop science courses. The applied agronomy course would also benefit those from farm backgrounds by discussing practices that are used in other regions and production systems. Having curricula in precision agriculture technology may attract students who might not otherwise consider careers in soil and crop science, including students with a strong interest in computer technology and agricultural machinery. VII. Future Plans a. Opportunities for the Future Future efforts to expand student numbers in soil and crop science should be focused on attracting students from rural non-farm and urban areas, and those with interest in applying science and technology to real-world problems. With continued growth in the agronomic industry, particularly in the area of precision agriculture expected nationwide, many prospective students will be interested in precision agriculture technology. Attracting these

34 students and providing them the skill-sets necessary to have successful careers will require the addition new courses. Develop an Applied Agronomy course This goal could be achieved if the current requirements of soil and crop science students taking both the AGSCI 1240 The Plant- Soil Environment and BIOL 1350 Botany was limited to taking only one or the other. Because the Botany course now includes significant content on plant ecology, there is considerable overlap between these two courses. Currently the most likely instructor on staff to teach this course would be Dr. Kris Mahoney, who currently teamteaches AGSCI with Drs. Bryan and Hunt. If he were to be assigned the applied agronomy course it could increase his teaching load and severely limit his ability to develop a course in Sustainable Agriculture, which was part of his original job description. It would also increase the teaching load of Drs. Bryan and Hunt. Therefore, the most favorable option is to have this course be taught by a new faculty member in soil and crop science. The course would be a requirement for all soil and crop science majors and minors, and would also serve as an elective for other agriculture majors. Develop Course and Emphasis in Precision Agriculture Technology Addition of a precision agriculture technology course would help increase student enrollment and serve the needs of industry collaborators. Adding an emphasis in this area would allow us to address a need within the agronomic industry because few 4-year institutions have the resources to support such a minor.. The addition of this emphasis would be possible by adding the precision agriculture technology course combined with an assortment of agricultural industries, industrial studies, and computer science courses. Develop a Course in Sustainable Agriculture The original goal was to develop a regularly-offered course in sustainable agriculture that would meet the student learning outcomes for soil and crop science majors, as well as serve as a general education social science requirement of other agriculture or non-ag majors. However, because of the teaching load of Kris Mahoney, it is not possible develop this course has into a regularly offered course. If additional faculty were hired to teach a course in an introductory level and one upper level course in applied agronomy (Seed and Grain Crops or Forage Crops), it would be possible for Dr. Mahoney to develop and teach the sustainable agriculture course. b. Impacts and Limitations to Future Plans All of the future plans for maintaining and developing the soil and crop science program are dependent on the availability of new staff. Without allocation of additional staff and support funding staff to the soil and crop science program, it is likely that instruction will fall farther behind the industry, ultimately leading to decreased interest in the program and and lower enrollment. VIII. Summary The soil and crop science program has a long and proud history within the UW-Platteville School of Agriculture. The program provides a baccalaureate degree with several emphases, as well as a minor for students who are interests in agronomy. The program strives to provide curricula and educational opportunities that provide a solid base for the professional

35 agronomist or soil scientist. The faculty work to keep pace with trends in the industry and to provide hands-on learning and service opportunities for their students. The program s strongest asset is its faculty. The faculty have been recognized by others with various awards for their strengths in teaching and advising. In addition, faculty are active in research and community service. The greatest obstacles for the program are the need for additional staffing and financial constraints. Continued program success and future program expansion cannot occur without the addition of a faculty position in the near future. It is recommended that the program be continued and expanded or augmented with additional resources. Specifically, it is recommended that the administration consider an additional FTE faculty position to be shared with Ag Industries.

36 Appendix A SOIL AND CROP SCIENCE ASSESSMENT REPORT Michael E. Compton Program Director for Ornamental Horticulture and Soil and Crop Science February 2008 IX. Program Mission, Goals, and Context Students completing this program will be prepared to pursue careers in agronomy or continue their education through advanced study. The Soil and Crop Science program supports the collective missions of the University of Wisconsin System, University of Wisconsin-Platteville, College of Business, Industry, Life Science and Agriculture and School of Agriculture of providing baccalaureate degree programs that meet primarily regional needs. We strive to prepared students for careers as resourceful, ethically responsible, and competent agronomists and soil scientist by combining liberal arts education with professional coursework and practical experience. a. Program Objectives and Student Learning Outcomes The soil and crop science program at the University of Wisconsin-Platteville strives to provide curricula and educational opportunities that enable graduates to: 1. Conceptualize, understand, and apply chemical, physical, biological, and agronomic sciences to address practical agronomic problems. a. Students will conceptualize the various factors influencing crop production including climate, tillage, seeding, soil fertility, plant nutrition, harvesting methods, and water availability. b. Students will identify common crops and weeds, and be able to diagnose crop diseases, pests, and nutrient deficiencies encountered in crop production. c. Students will apply the principles of nutrient and pest management in simulated and real-world scenarios to address the issue of excessive nutrient and pesticide usage. 2. Apply scientific principles to gather, analyze, and interpret agronomic data a. Students will conduct laboratory analyses to accurately determine physical, chemical, and biological properties of soils. b. Students will interpret soil test information and make management decisions based on state recommendations. c. Students will conduct analyses to determine grain and forage quality and rank the quality using industry-accepted systems. d. Students will evaluate crop performance in field trial data using basic knowledge of statistics. 3. Effectively and accurately communicate agronomic information in written and oral forms.

37 a. Students will write reports based on agronomic research data to be read by wide audience. b. Students will present the results of research and class projects in seminar format. 4. Develop team work skills a. Students will demonstrate the ability to work in teams on class projects. b. Students will be encouraged to participate in the Collegiate Crops Judging and Soils Judging teams. c. The ability of students to work in teams will be evaluated by internship employers and by student interns through self-evaluation surveys. 5. Use and become familiar with new technologies in agronomy and related sciences. a. Students will contrast crop improvement methods that use traditional breeding techniques with those using biotechnology. b. Students will use or identify tools used in precision agriculture, including global positioning systems, satellite imagery, yield monitors, and various environmental monitoring devices. The practical application of precision agriculture tools and techniques will be evaluated. 6. Understand the professional, legal, and ethical responsibilities associated with professional careers in agronomy. a. Students will have an appreciation of the social and ethical responsibilities that go along with agronomic decision-making through exposure to a wide range of social and environmental issues related to agriculture. b. Students will debate controversial issues in agronomic sciences, including the use of genetically improved crops, water quality regulations affecting the use of fertilizers and pesticides, and the loss of cropland through urbanization. c. Students will understand sustainable crop production by describing the principles of nutrient and pest management, and soil and water conservation. X. Assessment of Educational Goals and Objectives Several evaluators are used to assess the soil and crop science program as seen in the program assessment matrix (Table 1). Annual reviews are based on input received from employers (internship supervisors), comments gathered from student assessment surveys (e.g., student interns and senior exit surveys) and through in-class evaluations by instructors and student peers. Data from these assessments are reviewed by the ornamental horticulture and soil and crop science program chair. Results of these assessments are reported to the soils, crops and ornamental horticulture committee, and the Director of the School of Agriculture. These groups review assessment results and suggest proper actions to the program chair, faculty and instructors.

38 Table 1. Matrix of assessment evaluator used to assess the effectiveness of achieving the soil and crop science program objectives and student learning outcomes. Program Objective Survey of Intern Employers Selfevaluation survey of student interns Program Assessment Evaluators Senior exit surveys Independent study evaluation Class learning evaluations Placement data

39 APPENDIX B SOIL AND CROP SCIENCE INTERN EVALUATION SUPERVISOR S EVALUATION OF INTERNS

40 SOIL AND CROP SCIENCE SUPERVISOR S EVALUATION OF INTERNS Student Name: Supervisor s Name: Name of Employer: Location: Please evaluate the performance level of the student you supervised in all of the following categories comparing him/her to a typical first year employee. Rate the student s effectiveness in the following categories. Excellent Above average Average Below average Poor 1. Oral communication skills. 2. Written communication skills. 3. Knowledge of agronomic plants. 4. Comprehension of agronomy and soil sciences. 5. Ability to think creatively. 6. Diagnostic and problem solving skills. 7. Ability to recognize or identify plant insect, disease and physiological problems. 8. Ability to work with others. 9. Ability to act individually on projects. 10. Organizational skills. 11. Ability to manage himself/herself and others in the workplace. 12. Effectiveness as a leader. 13. Courteousness and cordiality to the supervisors. 14. Courteousness and cordiality to fellow employees. 15. Courteousness and cordiality to customers. 16. Ability to accept directions. 17. Rate the student s dependability. 18. Interest level in his/her primary area of responsibility.

41 Rate the student s effectiveness in the following categories. Excellent Above average Average Below average Poor 19. Interest level throughout the internship. 20. Adaptability by learning from mistakes. 21. Adaptability by learning from other employees. 22. Professionalism in regards to appropriateness of dress, proper personal hygiene and language. Please think about the intellectual and professional growth of the student that you supervised when answering the following questions. Neither The intern s. Strongly agree Agree agree or disagree Disagree Strongly disagree 1. Knowledge of agronomic plant material improved by the end of the internship. 2. Understanding and comprehension of agronomy and soil science improved during the course of the internship. 3. Ability to think creatively improved during the internship experience. 4. Diagnostic and problem solving skills improved during the internship. 5. Ability to recognize or identify plant insect, disease and physiological problems improved during the internship. 6. Ability to work with others improved during the internship. 7. Organizational skills improved during the internship. 8. Managerial skills improved during the internship. 9. Leadership skills improved during the internship. 10. Leadership skills enhanced the performance of other employees.

42 Strongly agree Agree Disagree Strongly disagree Neither agree or disagree 11. Leadership skills improved production. 12. Leadership skills acquired the confidence of others. 13. I would hire this student if the right employment opportunity was available. 14. How would you grade this student s overall performance as a first year employee Excellent (A) Above average (B) Average (C) Below average (D) Unacceptable (F) Please make comments regarding the following: 1. Describe the favorable characteristics of this individual as an employee. 2. Describe some of the undesirable characteristics, if any, of this student as an employee. 3. Since this student will be returning to college, are there any specific areas of study that you suggest that the student take to improve themselves as a future employee? 4. Other comments?

43 APPENDIX C SOIL AND CROP SCIENCE INTERNSHIP EVALUATION STUDENT S SURVEY

44 STUDENT SURVEY SOIL AND CROP SCIENCE INTERNSHIP EVALUATION Student Name: Supervisor s Name: Name of Employer: Location: Part A: Please write a description of your duties and responsibilities while on this internship.