PROPOSAL TO CREATE A SCHOOL OF INTEGRATED ......placed on designing, constructing, and managing...
Transcript of PROPOSAL TO CREATE A SCHOOL OF INTEGRATED ......placed on designing, constructing, and managing...
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PROPOSAL TO CREATE A SCHOOL OF INTEGRATED PLANT, SOIL, AND INSECT SCIENCE BY MERGING THE DEPARTMENTS OF CROPS AND SOIL SCIENCE AND HORTICULTURE
Oregon State University
College of Agricultural Sciences
CPS Tracking #: 81957
April 2011
1. Program Description
a. Proposed Classification of Instructional Programs (CIP) number: 011199
CIP # 011199 Title: Plant Sciences, Other Definition: Any instructional program in plant sciences not listed above. (Source: US Department of Education, National Center for Educational Statistics, CIP 2010 ed.)
b. Program Overview: brief overview (1-2 paragraphs) of the proposed program, including its disciplinary foundations and connections; program objectives; programmatic focus; degree, certificate, minor, and concentrations offered.
As part of the strategic reorganization of OSU, we propose to merge the Department of Crop and
Soil Science (CSS) and the Department of Horticulture (HORT) into a School of Integrated Plant, Soil,
and Insect Science (IPSI).
MERGE
Department of Crop and Soil Science (CIP # 011102) and the Department of Horticulture (CIP # 011103)
NEW
Academic Unit: School of Integrated Plant, Soil, and Insect Science (CIP #011199) in the College of Agricultural Sciences
Degree: BS in Integrated Plant, Soil and Insect Science (CIP # 011199)
Options: o Agronomy o Ecological Landscapes and Urban Forestry o General Horticulture (Ecampus) o Insect Biology and Management o Plant Breeding and Technology o Soil Science o Ecological and Sustainable Horticulture Production o Therapeutic Horticulture o Turf Management o Viticulture and Enology
Minors: o Integrated Plant, Soil, and Insect Science
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CONTINUE (Unchanged)
Graduate Degree Programs o MS, MAgr, PhD in Crop Science o MS, MAgr, PhD in Horticulture o MS, MAgr, PhD in Soil Science
o Graduate minors o Crop Science o Horticulture o Soil Science o Entomology
TERMINATE
Departments o Department of Crop and Soil Science (CIP # 011102) o Department of Horticulture (CIP # 011103)
Course Designators o CSS “Crop and Soil Science” o HORT “Horticulture”
Options o Crop Management o Soil Resource Management o Ecological and Sustainable Horticultural Production o Environmental Landscape o General Horticulture o Horticultural Communication o Horticultural Research o Therapeutic Horticulture o Turf Management o Viticulture and Enology
Undergraduate Minors o Crop Science o Soil Science
MOVE
All degree programs (undergraduate and graduate) and courses from the two departments to the proposed new school; including majors, options, minors (undergraduate and graduate), and areas of concentration
COURSE DESIGNATORS
IPSI is proposed as the new course designator
PROPOSED EFFECTIVE DATE
Winter Term 2012
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CSS and HORT are two of Oregon State University’s largest academic units (Appendix 1 a and
b). The CSS faculty is housed in four on-campus buildings, at Eastern Oregon University
(EOU), in thirteen counties, and at five OSU Experiment Stations across Oregon. The
Horticulture faculty has programs in 28 of the 36 Oregon counties, at four branch stations,
and on the Corvallis campus. Professorial and professional faculty, classified staff, and
graduate students conduct research, teaching, extension and service activities within
Oregon, across the United States, and around the world. Through statewide research,
extension, and teaching programs, CSS and HORT faculty are directly involved with nursery
and greenhouse, field, forage, fruit and nut, seed, and vegetable crops that account for 75%
of Oregon’s $4.1 billion agricultural industry. HORT faculty members also work with
Oregon’s landscape and turf industries, and Master and community gardeners. Emphasis is
placed on designing, constructing, and managing community and private landscapes with
appropriate ornamental, native and food plants that provide ecosystem services for homes,
cities, municipalities, watersheds, parks, golf courses, gardens and arboreta, streamside
gardens, restoration sites, green roofs and bioswales. Soils faculty do extensive work with
the Natural Resource Conservation Service, US Forest Service and other federal agencies.
Many other faculty members work with soil and water conservation groups across the state.
The two departments also house the majority of the small farms faculty who work with
commercial small farm entrepreneurs, as well as non-commercial small acreage landowners
in urban, peri-urban, and rural communities. In addition to land stewardship, the team
addresses alternative and specialty marketing through creation and enhancement of local
and regional food systems, and farm direct marketing channels.
Some may ask why two large departments should be merged. The answer is that while this
merger will create new challenges in management and require exploration of new modes of
faculty interaction in order to maintain a desired level of faculty governance, the merger will
combine the strengths of two strong, nationally recognized OSU programs to create a new
entity that can achieve national and international recognition. We will have unique
capability in cropping systems, plant breeding and genetics, ecological landscape design and
management, and high value horticultural crops research, extension and teaching. We will
have a statewide footprint in county-based extension and research activities involving
commercial growers, small farmers and the urban public. We will have state of the art
educational programs that combine traditional students with practitioners to give “hands-
on” experiences in every class. More detail on the outcomes of this merger is given in the
following paragraphs. The organization chart for IPSI can be found in figure 1.
OSU has the following mission statement: “As a Land Grant institution committed to
teaching, research, and outreach and engagement, Oregon State University promotes
economic, social, cultural, and environmental progress for the people of Oregon, the nation
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and the world. This mission is achieved by producing graduates competitive in the global
economy, supporting a continuous search for new knowledge and solutions, and maintaining
a rigorous focus on academic excellence, particularly in the three Signature Areas: Advancing
the Science of Sustainable Earth Ecosystems; Improving Human Health and Wellness; and
Promoting Economic Growth and Social Progress.” IPSI will support the missions of OSU and
the College of Agricultural Sciences through its commitment to acquire, synthesize, and
disseminate basic and applied knowledge, will serve as a model, and further enhance the
integration of research, extension, and teaching statewide in matters related to sustainable
field and horticultural cropping systems, ecological landscapes, crop and landscape-related
entomology, resilient farm and food systems, and soil resource management at local,
national and international scales. Current and future integrated programs span basic to
applied research with stakeholder engagement; span molecular to landscape level systems;
span research, Extension, and teaching missions; and span biological, ecological, social, and
economic disciplines. The IPSI brings together individuals from a broad set of disciplines in
the continuum of basic and integrative sciences. In addition to traditional agricultural
support programs such as production and plant breeding, we have expertise in integrated
pest management, biology and ecology; systems biology; reproductive biology; and ecology.
Multidisciplinary working groups are focused around cropping ecosystems such as field
crops, fruits, vegetables, nursery crops, and wine-grapes. Systems research is increasingly
critical to solving problems for Oregonians. IPSI will also serve as an example for trans-
disciplinary research that engages broad academic disciplines and works jointly with
practitioners to solve real-world problems. The creation of new knowledge in IPSI is
anchored directly to people’s lives and livelihoods and connected to practice. IPSI will create
a premier and nationally ranked program that will draw on the strengths of two very strong
nationally recognized OSU programs.
All activities in IPSI will be fully integrated across the three land grant missions – teaching,
research, and extension. There will be two full-time administrative School directors who will
have responsibility for overall School leadership and management (Figure 1). These
individuals will work on all issues cooperatively but each will take the lead for certain aspects
of IPSI. An Executive Council that represents all faculty and staff in IPSI will make major
policy and directional decisions. There will be a single curriculum, peer teaching, graduate
admissions, scholarship, promotion and tenure, and other operational committees. IPSI will
consist of Program Areas that reflect areas and possible Centers of Distinction for which we
wish to be recognized nationally and internationally. These program areas will provide for
work synergies and manageable governance units within IPSI but will also encourage
interdisciplinarity across the College and Division.
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IPSI will offer an undergraduate degree of Integrated Plant, Soil, and Insect Science with
options in Agronomy, General Horticulture (via Ecampus), Plant Breeding and Technology,
Ecological and Sustainable Horticulture Production, Viticulture and Enology, Ecological
Landscapes and Urban Forestry, Turf Management, Therapeutic Horticulture, Soil Science,
and Insect Biology and Management. Undergraduates will be offered a minor in Integrated
Plant, Soil, and Insect Science. IPSI will continue to offer graduate majors in Crop Science,
Horticulture, and Soil Science. Graduate minors will consist of Crop Science, Horticulture,
Soil Science, and Entomology.
Discussions are still underway about creating a larger Plant Science Program of some type.
Conversations to date have led to the conclusion that there are significant pedagogic
differences between IPSI and Botany and Plant Pathology (BPP). At this time, the majority of
IPSI undergraduates are going to non-academic career positions. Coursework and training of
these students is focused with these goals in mind. At this time, the majority of BPP
undergraduates are moving into academic settings with undergraduates curriculum aligned
with that objective.
c. Course of study: proposed curriculum, including course numbers, titles, and credit hours.
All CSS and Horticulture undergraduate degrees and options will be terminated. The
following cladogram lists the IPSI degrees that will be offered:
Figure 1. New School of Integrated Plant, Soil, and Insect Science organizational chart.
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In accordance with OSU policy, students will be able to complete the degrees under which
they began at OSU. While the specifics of course offerings will change, the same types of
classes as are now being offered will be available and our School advisor will be able to make
meaningful class substitutions. We believe that many students will opt to work toward one
of the new options.
Discussions are underway to explore the possibility of broader-scale degree offerings in Plant
Sciences at both the undergraduate and graduate level. IPSI curriculum has been designed
so that it could be wrapped into such a degree.
Proposed Curriculum
Undergraduate
The proposed Integrated Plant, Soil, and Insect Science curriculum is outlined in Appendix 2.
We have designed the new major around the wide range of courses already offered by other
departments in developing the initial curricular requirements. We are exploring two options
for class designators. Either a new class designator will be used for all courses - IPSI has
been proposed - or we may use IPSI for classes that cut across the curriculum in all degree
options and use existing (ENT, HORT) or new (CROPS, SOILS) designators for some classes to
give them easy name recognition for students and others doing quick scans of classes
available at OSU. Classes with new designation will be posted in the on-line catalog system
as soon as approval for transition is granted.
Graduate
Three distinctive graduate degree majors will continue to be offered in IPSI: Crop Science,
Horticulture, and Soil Science. The existing Entomology graduate program will become a
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stand-alone Entomology minor. Examples of coursework taken to attain each of the three
graduate degrees can be found in Appendix 3.
d. Manner in which the program will be delivered: including program location (if offered outside of the main campus), course scheduling, and the use of technology (for both on-campus and off-campus delivery).
The proposed merger will largely incorporate the existing modes of delivery:
Classroom lectures. This traditional approach is often enhanced through digital
projection and audiovisual devices.
Laboratories and recitations. These modes enable and facilitate hands-on and
experiential learning.
Blended audience courses. Undergraduate and/or graduate students and practitioners
will learn together in the same course.
On-line courses and curricula. Currently over 25 courses are available on-line. An
online option is General Horticulture is available.
Seminar- and team-based classes. Seminars featuring work by extension personnel,
research faculty, and graduate students from IPSI and invited guest speakers take place
weekly throughout the school year and are open to the public. Endowment funds are
available to sponsor outside speakers.
Extension related activities. These activities include the Master Gardener program,
the Small Farms program, the Oak Creek Center for Urban Horticulture, the Agricultural
Composting Resources and Education Series, and the Organic Agriculture program.
Outreach related activities. These activities include interactions with commercial and
industrial agriculture and the public by members of IPSI at local, regional, and national
levels. Also included are training sessions, farm fairs, community fairs, etc. Outreach is
provided via internet web pages that provide information and tools for both urban and
rural clients.
IPSI student clubs. IPSI will host the BugZoo, Crop Science Club, Soils Graduate Student
Club, Horticulture Club, Organic Growers’ Club, Landscape Club, Turfgrass Club, and Soil
Judging Club.
Workshops and field days. County extension and branch experiment station faculty
throughout the state hold many workshops and field days throughout the year. These
activities are open to the public. A number of workshops are conducted in Spanish.
Internships. All students in IPSI are required to complete an internship that allows
them to work with industry, community or other governmental partners. Internships
are completed under the 410 blanket and can be from six and twelve credit hours.
Service Learning. Experiential learning is merged with community service in a number
of classes and in club activities.
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The proposed curriculum will continue and enhance the long-standing focus in Plant, Soil,
and Insect Science-related curricula for field-based, experiential learning where students
are exposed to materials and problems in a real-world context. This approach promotes
active learning and provides a key context for material learned from other sources. It
includes field trips as integral components of courses at all levels, as well as designated field
experience and field courses.
e. Ways in which the program will seek to assure quality, access, and diversity.
IPSI faculty have taken active steps to assure program quality including the following:
Learning outcomes. Course work will address the following learning outcomes: 1) Identify
with career, 2) Recognize role of profession in society, 3) Embody concept of life-long
learning, 4) Develop basic academic success skills, 5) Communicate effectively, 6)
Preparation for career, 7) Develop discipline-specific knowledge and skills, 8) Develop
higher-order thinking skills, 9) Experience community service, and 10) Develop personally.
An example of learning outcomes can be found in Appendix 4.
Providing peer assessment of all those teaching (Appendix 5). Current CSS assessments
are performed every three years for non-tenured faculty and every five years for tenured
faculty. The goals of the assessment are 1) to evaluate the teaching program of individual
instructors including course design (e.g., course content, objectives, syllabus,
organization, methods and materials for delivering instruction), grading and examinations,
relationship to overall curriculum objectives (including themes and skills appropriate to
the courses), classroom presentation, and rapport with students, and 2) to provide insight
into, and context for, results from student evaluations. These processes will be adopted
by IPSI and adjusted accordingly.
Tracking student evaluations. Class student evaluations and the Student and Citizen
Evaluation of Teaching (SET/CET) forms are reviewed each term by the departmental
leadership. Feedback is provided to each instructor as to ways improvements might be
achieved.
Industry alignment and relevancy. The ties that IPSI has to the agricultural industry in the
state allows for constant feedback on the training of our students. All students are
required to have an internship experience, which also results in feedback on our students’
formal training. Most of the students graduating from the two units merging into IPSI find
well-paying jobs locally or regionally in their specific field of study. The synergistic
relationship between IPSI faculty and industry, NGOs and other governmental agencies
will allow the proposed School to align training of our students with the needs of these
groups.
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Access to the program is both wide and deep. More than $120,000 in scholarships will be
available to new and continuing students on an annual basis. These funds are derived from
endowments, long-time annual gifts, and annual contributions.
Because much of our work is hands-on activities in fields, greenhouses and laboratories,
there are many opportunities for employment within IPSI during both the school year and
summer. Over 50 students are employed during the school year and more than 125 typically
work on a full time basis for faculty during the summer.
IPSI has strong ties to community colleges offering programs in agriculture. Formal
matriculation agreements are in place. Students can attend local community colleges and
take course work toward an OSU College of Agricultural Sciences’ major. The community
colleges that offer such courses include Treasure Valley CC in Ontario; Blue Mountain CC in
Pendleton; Chemeketa CC in Salem and Dallas; Yamhill Valley, Woodburn, and Brooks;
Klamath CC in Klamath Falls; Lane CC in Eugene; Clackamas CC in Oregon City; Mt. Hood CC,
Gresham; Portland CC in Portland; and Linn-Benton CC in Corvallis and Albany.
Place bound students can take classes via the internet through the Extended Campus
program (Ecampus). More than 25 classes are available on an array of topics. An Ecampus
general B.S. in Horticulture is also now available.
The diversity of people within our program is consistent with other programs at OSU (Table
1).
Table 1. Distribution of students in IPSI, Fall 2010.
OSU-UG OSU-Grad IPSI-UG IPSI-Grad
International 4% 20% 6% 23%
Students of color 18% 12% 9% 33%
Women 47% 48% 40% 54%
Oregon residents 78% 40% 81% 41%
Source: http://oregonstate.edu/admin/aa/ir/sites/default/files/enroll-fall-2010.pdf
Programs and opportunities are available to students for international study. Programs in
which IPSI students have been involved in recent years include the following:
The E.R. Jackman Internship Support Program (provides financial assistance to
students in low-paying or volunteer internships).
Summer and Fall 2010: Nicaragua, Directed Study and Research
Guatemala, Long Way Home Organization Intern
Fall 2008: Christchurch, New Zealand, Crop Research Assistant
Summer 2008: AGRA for West Africa, Ghana
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The NAU 2 + 2 Program in cooperation with Nanjing Agricultural University in
China. Chinese students study their first two years in China and then finish their
last two years at OSU. OSU students will be sent to Nanjing Agricultural University
in their last two years. The first two Chinese students started at OSU in 2009.
Many of our ‘students’ include adult learners who are served by our extension and outreach
efforts. Examples of a few programs specifically targeted to diverse and ethnic audiences
include: League of Women Farmers in southern Oregon; Immigrant and Refugee Farmer
Training in the Portland Metropolitan Area; Willamette Valley and Mid-Columbia pesticide
applicator and/or tree fruit and nursery production and management training for Hispanics;
Spanish speaking sessions at the Hermiston Farm Fairs and the Far West Show in Portland,
and a cooperative Spanish-language pesticide users program with the University of Idaho in
the Treasure Valley.
IPSI will continue to pursue its’ diversity goals that include seeking to increase the diversity
of graduate and undergraduate student populations as well as faculty, and staff; developing
collaborative approaches to complex issues; broaden our interests to better serve a
changing society; and building a strong sense of community within the School. Diversity
means the inclusion of a wide spectrum of people who bring value to the School through
their variety of backgrounds, experiences, and views. This includes dimensions of race,
ethnicity, culture, gender, sexual orientation, socioeconomic status, age, physical abilities,
national origin, religious and political beliefs, scientific perspectives, and other
characteristics and ideologies. Diversity is about understanding and appreciating each
other, and moving beyond simple tolerance to embracing, respecting, and celebrating
diversity in each individual and the college as a whole.
IPSI will support OSU’s goal of creating an environment that mobilizes the community to prepare our students, staff, faculty and the state of Oregon for leadership, service,
exploration, and excellence in the 21st
century (http://oregonstate.edu/diversity/DAP/2007_OSU_CAMPUS_DIVERSITY_ACTION_PLAN.pdf).
Diversity and education within IPSI Diversity can enhance education by fostering multiple ways of understanding the curricula and by promoting understand in a global context the commonalities and divergences in social, political, and cultural experiences. Diversity provides tools to be culturally respectful, professionally competent, and civically responsible by exposing students to diverse perspectives, lifestyles and experiences. IPSI will use emerging technologies to play a key role in facilitating learning opportunities for all students including non-traditional learners. Students will be
provided the opportunity for authentic, meaningful, life affirming, community experiences;
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empowered to acquire new ways of viewing themselves and the world in which they live;
provided life transforming experiences that prepare them to think critically, understand their lives in a global context, test and verify assumptions about the world, and encounter realities different from their own;
have their creativity fostered by encouraging dynamic interaction among individuals with different perspectives, skills and values.
Diversity of staff and faculty IPSI aspires to an environment in which all members of the community feel safe, respected, and free at all times to participate in various undertakings of the college including learning, teaching, administration, and research. We value the strength in diversity of our faculty, staff, students, administrators, and ideas. We nurture the community through communication and mutual respect.
How will we further enhance diversity?
IPSI will provide a welcoming climate for all, increase the diversity of our community, and provide a proactive diversity curriculum and training in the following ways:
Ensure that diverse perspectives are brought forward when Department plans and decisions are made, by providing multiple means of communications such as suggestion boxes, group meetings, and facilitated meetings.
Ensure everyone recognizes harassment, knows what to do about it, and how to prevent it by publicizing, and enforcing OSU harassment policy. This will include subtle forms such as exclusion, which often go unnoticed by the majority. We will assure that training in recognizing all forms of harassment is available to students in their first year through new-student orientation and/or introductory classes, and to all employees in their first year of employment.
Provide appropriate physical access to buildings, classrooms, and all activities sponsored by or on behalf of the School.
Build community within and outside the School by holding open forums that include interactive discussion on scientific issues or shared interests.
IPSI will pursue an increase in diversity through the following means:
Increase racial/ethnic diversity of the student body to reflect diversity present in the region by seeking additional funds for minority scholarships and fellowships.
Retain and increase racial, ethnic, and gender diversity of faculty, staff, and administration to reflect diversity present in the region by examining P&T processes to ensure that all people, including those from underrepresented groups are fairly treated. IPSI will further develop a proactive approach for recruitment from underrepresented groups.
Increase international opportunities and experiences for students, RAs, staff, and faculty.
Increase knowledge and understanding of diversity issues
Actively cultivate understanding and appreciation of diversity through diversity training. Assure that diversity training is available to students in their first year
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through new-student orientation and/or introductory classes and to all current employees and new employees in their first year of employment.
Improve mentoring ability of all supervisors in the School, especially mentoring of diverse student and employee populations by providing mentorship training. The School will assure that mentorship training is available to all current supervisors and new supervisors in their first year of employment.
f. Anticipated fall term headcount and FTE enrollment over each of the next five years.
This proposal integrates the curricula of two current B.S. degrees; our estimate of future
enrollment is based on recent history (Table 2). The median numbers for undergraduates
and graduates over the past six years have been 166 and 55, respectively.
Table 2. Fall enrollment trends for CSS and Horticulture over the past six years.
Undergraduate Student Headcount Graduate Student Headcount
CSS HORT Total Majors Minors Crops Soils Hort Ent* Total
2010 35 125 160 51 18 13 25 11 67
2009 41 99 140 64 20 13 17 1 51
2008 31 100 131 35 16 10 23 1 50
2007 34 93 127 36 15 12 22 0 49
2006 40 99 139 26 13 19 26 1 59
2005 40 103 143 16 16 17 27 4 63
* Entomology Source: Departments of CSS and HORT.
The enrollment of undergraduate students in the proposed IPSI is expected to follow a linear
trend over the next five years (Table 3). Graduate enrollment is expected to increase slightly
over the present number of 57 students.
Table 3. Based on a linear trend, expected fall-term enrollment for undergraduates and
graduates for each of the next five years.
AY 2006-10 2011-12 2012-13 2013-14 2014-15 2015-16
Undergraduates 171 215 226 237 248 259
Graduates 57 57 58 59 61 62
Total 228 273 284 296 309 321
While the university established metrics for five graduates per year in MS programs and two
in PhD make sense in units where such programs have stand-alone curriculum and training
paths, in all of our graduate program areas, classes are blended. We have a predominance
of 500 level classes with a few 600 level classes offered as student numbers make sense to
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offer such classes. This structure exists as the primary difference between MS and PhD
programs is not the coursework, but the level of self-direction that is required of students in
their research work. We also have many more PhD students coming to us with degrees in
areas related to our programs but not specific training, i.e., physics degree to do soil physics
work, biology degree to weed ecology work, etc. These students have all the skills needed to
set off on a successful path of self-directed research but need the basic class work offered by
500 level classes. Our goal in all graduate program areas is to have a total of five graduating
students at the MAg, MS and/or PhD level each year.
g. Expected degrees/certificates produced over the next five years.
Over the next five years, it is expected that the number of undergraduates and graduates
completing a degree in IPSI will grow linearly, increasing to about 48 and 19, respectively
(Table 4).
Table 4. Expected degree completion for each of the next five years by
undergraduates and graduates, respectively.
AY 2006-10 2011-12 2012-13 2013-14 2014-15 2015-16
Undergraduates 32 40 42 44 46 48
Graduates 17 17 18 18 19 19
Total 49 57 60 62 65 67
h. Characteristics of students to be served: resident/nonresident/international; traditional/nontraditional; full-time/part-time; etc.
The B.S. in IPSI degree will serve students wishing to become agricultural and science
practitioners as well as educators, policy makers, and entrepreneurs. The degree program
will primarily serve resident students with an interest in local food systems, food security
and ecosystem service work. Many students will be from California due to the increasing
limited access to their state schools. Maintaining a visible farming, cropping, soil, and insect
systems program will enable the new School to attract more out-of-state students. It is
anticipated that there will be significant numbers of nonresident students who will access
coursework online. Many of the latter will be nontraditional students, including single
parents and students returning to school after an extended absence. Due to the mix of
course types and the number of courses available online, there is potential for development
of a hybrid curriculum. In such a program, students could access introductory coursework
through a dual enrollment program, or through E-Campus. They would then access the
upper division courses and internship/research opportunities while in residence.
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i. Adequacy and quality of faculty delivering the program.
A list of the proposed IPSI faculty, their highest degree, rank, focus area, and courses taught
can be found in Appendix 6 and 7.
Student evaluation of teaching (SET)
SET scores for the two merging units are in general at or above College levels. Scores are
available upon request.
Awards received by faculty
Faculty within in the two existing units have received numerous national and international
awards and recognition. A synthesizes of the types of awards received by faculty in 2009
and 2010 is shown in Table 5.
Table 5. Awards and recognition of faculty in merging units in 2009 and 2010.
Awarding Group
Awards
Alberta B. Johnston Award 1
American Pomological Society 3
American Society for Horticultural Science 2
American Society of Agronomy 5
American Society of Enology and Viticulture 1
Arnold and Gerry Appleby 1
City of Portland 1
College of Agricultural Sciences 9
CSREES 1
Entomological Society of America: Pacific Branch 2
Epsilon Sigma Phi 2
Extension Mid-Managers Conference 2
eXtension Review Committee 1
Forest Service 1
International Society for Horticultural Science 3
L.L. Stewart 1
Multi-state research group “Water Management and Quality for Ornamental Crop Production and Health”
1
National Association of County Agricultural Agent - Sustainable Agriculture USDA SARE/NACAA
8
National Golf Course Superintendents Association of America 1
Ontario Oregon Chamber of Commerce 1
Oregon Farm Bureau 1
Oregon Invasive Species Council for GardenSmart Oregon 1
Oregon Organic Coalition 2
Oregon State University 6
OSU College of Agricultural Sciences 7
OSU Division of Outreach and Engagement 1
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Awarding Group
Awards
OSU Extension Association 4
OSU University Continuing Education Association (UCEA) 1
Potato Association of America 6
SCRI eXtension Proposal Panel 1
USDAAPHIS 3
USDA-ARS 1
Western Apicultural Society 1
Western Region Land Grants 1
Total 88
j. Faculty resources.
Faculty head count number and FTE in IPSI are shown in Table 6. Vitas are available on
request. Ours will be a large unit. We have a diverse faculty with ranks of many types,
which adds strength to our unit.
Table 6. Faculty head count and FTE within IPSI for fall 2011, both on and off campus.
Category Number
On-campus Number
Off-campus Total
number FTE On-campus
FTE Off-campus
Full Professor 17 13 30 15.02 12.75 Assoc. Professor 13 20 33 12.24 19.55 Asst. Professor 18 12 30 14.65 11.75 Instructor 15 10 25 11.83 8.08 Sub total 63 55 118 53.74 52.13
Category Number
On-campus Number
Off-campus Total
number FTE
On-campus FTE
Off-campus
Senior Faculty Research Asst. 12 5 17 10.55 4.50
Faculty Research Asst. 20 7 27 18.20 6.00
Postdoc 10 10 10.00
Research Assoc. 6 6 3.60
Professional Faculty 19 19 17.98
Classified 31 31 30.50
Sub total 98 12 110 90.83 10.50
Emeritus 43
43
Adjunct 5
5
Affiliated 28
28
Courtesy 23
23
Sub total 99
99
Total 260 67 327 144.57 62.63
Source: Department of Crop and Soil Science and Department of Horticulture.
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k. Other staff
Support Staff
IPSI has a Head Undergraduate Advisor who coordinates the advising in each of the options.
The advisor also tracks and updates advising materials and student files; completes
graduation audits; interacts with off-campus partners in internship programs; communicates
with community college advisors about the completion and transfer of lower division
courses, coordinates advising and orientation activities in the summer; and coordinates
undergraduate activities (general advising meetings, awards ceremonies, coordination of
awards nominations, etc.). An additional half-time advisor provides advising and related
activities for the online B.S. in general Horticulture and back up for the head advisor. A
faculty advisor is often assigned to each undergraduate student to help them chart their
curricular course, to provide contacts for jobs and internships, and to provide advice on
employment and graduate school opportunities.
One professional faculty member (office manager and executive assistant) and four other
classified staff will provide office and human resource support for IPSI. We have six farm
staff (professional and classified positions) and a computing and web staff of six (three on
partial appointments). Finance and accounting support is provided through the Agriculture
and Marine Science Business Center with some centralized human resource support.
l. Facilities, library, and other resources.
Existing classrooms and laboratories available to the Department of Horticulture and the
Department of Crop and Soil Science and other CAS units on campus generally meet the
needs for course delivery. As the School offers more blended and distance learning
opportunities, additional technological improvements will have to be made to meet these
needs. However, like many OSU facilities, deferred maintenance is sorely needed. The
oldest of facilities in use is over 50 years old and the newest is over 20 years old.
In addition to regular classroom and laboratory facilities, IPSI has faculty at Extension offices
in 32 of Oregon’s 36 counties and at nine Experiment Stations across the state - Central
Oregon Agriculture Research Center, Columbia Basin Agricultural Research Center, Food
Innovation Center Experiment Station, Hermiston Agricultural Research and Extension
Center, Klamath Basin Research and Extension Center, Malheur Experiment Station, Mid-
Columbia Agricultural Research and Extension Center, North Willamette Research Extension
Center, and Southern Oregon Research and Extension Center. Students are often employed
at these off-campus facilities during the summer and graduates students can have
cooperative research projects with faculty on- and off- campus.
Four near-campus farms are part of IPSI - Hyslop Field Research Farm, East Farm Complex,
Lewis Brown Farm, and the Woodhall Vineyard. See section 7b for information about the
Oak Creek Center for Urban Horticulture and the proposed Center for Virtual Agriculture.
17
m. Anticipated start date.
Winter Term, 2012
2. Relationship to Mission and Goals
a. Manner in which the proposed program supports the institution’s mission and goals: for access; student learning; research; and/or scholarly work; and service.
IPSI reflects OSU’s mission of a comprehensive, fully integrated program. IPSI has very
strong collaborations with industry and state and federal agencies and colleagues across the
region and nation. IPSI promotes economic, social, cultural, and environmental progress for
the people of Oregon, and outside the state, through its commitment to a four ‘legged’
program: teaching, research, extension, and outreach and engagement.
See other sections of this document for information on access (1e), student learning (1d),
research/ scholarship (5d) and service (vitas available on request).
b. Manner in which the proposed program contributions to the Oregon University System goals: for access, quality learning; knowledge creation and innovation; and economic and cultural support of Oregon and its communities.
IPSI will contribute to the OUS goals in the following ways:
We will model blended learning opportunities with practitioners and students.
Statewide faculty members will collaborate with our university, community and industry
partners to provide educational opportunities about the importance and roles of food
and essential plant production and insect management to the people of Oregon.
We will model contemporary Web 2.0 technologies for authentic interactive outreach.
Faculty members in IPSI will work with OSU Agriculture in the Classroom, Science and
Math Education, Master Gardener, 4H, SNAP and other OSU, state and federal programs
in a coordinated effort to facilitate learning about food, fiber and ecosystem services.
We will work with our more than 20 affiliated commodity commissions and associations
to help coordinate and contribute to their outreach efforts and research agenda.
We will partner and collaborate with SWCD’s, NRCS, Portland Metro, NGO’s, and other
agencies to extend our reach into urban and rural communities.
We will provide “Food 101” workshops for state and federal legislators and their aides.
We will further expand our partnerships with K-12 schools across the state to provide
agricultural science and garden-based curricula and tools. We will offer this delivery
system as a readily available outreach mechanism for those writing NSF, NIH, NIFA and
other grants that require outreach.
IPSI’s research farms and CAS Branch Experiment Stations will experiment with and
showcase effective sustainable living technologies – green roofs, living walls, ecological
18
landscapes, insect harbors, biomass converters, solar power, etc. especially near urban
communities.
c. Manner in which the program meets broad statewide needs: and enhances the state’s capacity to respond effectively to social, economic, and environmental challenges and opportunities.
IPSI envisions that Oregonians and peers across the United States and internationally will
recognize the new School as a premier source of sustainable agronomic and horticultural
farm and food systems and ecological landscapes research; experiential and online learning;
and innovative and compelling outreach and engagement activities for urban, peri-urban
and rural citizenry. Activities within IPSI will result in healthy food production, improved
human health and livelihoods, ecosystem services, and protection of our environment. IPSI
has the “unfair” advantage over many of its peer institutions as our farming, forestry and
landscape sectors are in our back yard or accessible via our branch experiment stations. This
enables and provides the continued opportunity for distinction, and high quality trans-
disciplinary and in-field research, and experiential learning.
3. Accreditation
a. Accrediting body or professional society that has established standards in the area in which the program lies, if applicable.
Other than the Therapeutic Horticulture Certification, which is offered through Portland
Community College (http://www.pcc.edu/programs/gerontology/horticulture-careers.html),
no other certifications are awarded at this time in other program areas. Several of our core
classes are required for certification in Bureau of Land Management and Forest Service
National Association of Interpretation certification programs
(http://www.blm.gov/wo/st/en/prog/Recreation/recreation_national/interpretation.html ).
We are in on-going contact with our OSU colleagues who manage these programs to be sure
that our course offering meet their needs.
b. Ability of the program to meet professional accreditation standards.
N/A
c. Undergraduate program accreditation: if the proposed program is a graduate program in which the institution offers an undergraduate program, proposal should identify whether or not the undergraduate program is accredited and, if not, what would be required to qualify it for accreditation.
N/A
d. Steps taken to achieve accreditation: if accreditation is a goal, the proposal should identify the steps being taken to achieve accreditation. If the program is not seeking accreditation, the proposal should indicate why it is not.
19
N/A
4. Need
a. Evidence of market demand.
Nineteen percent of the civilian labor force of Oregon is farm employment. Roughly ten
percent of state’s revenue is agriculturally based. IPSI teaching, research, extension, and
outreach takes place on campus, at four established farms, four Experiment Stations, and
five Research and Extension Centers throughout the state to meet the need of the industry.
The College has stated that there shall be no daylight between research and Extension. IPSI
meets this provision and extends the principle to complete integration of undergraduate
education. The University has three Signature Areas of Distinction: Advancing the Science of
Sustainable Earth Ecosystems; Improving Human Health and Wellness; and Promoting
Economic Growth and Social Progress. IPSI clearly addresses all three areas with its
integrated teaching, research, extension, and outreach programs.
b. Shared location: if the program’s location is shared with another similar OUS program, proposal should provide externally validated evidence of need (e.g., surveys, focus groups, documented requests, occupational statistics and forecasts).
N/A
c. Improved educational attainment: manner in which the program would serve the need for improved educational attainment in the region and state.
Students across the nation and around the world will recognize IPSI as a leader in sustainable
cropping, soil and insect systems education. This will be achieved in the following ways:
The courses and curricula will be delivered on-campus and across the region via
electronic technologies.
IPSI will continue to work with employers to match graduating student skills with
employer needs so that we maintain our current, near 100% placement rate.
IPSI will continue to collaborate with employers to create dynamic experiential learning
opportunities and internships that also give employers an opportunity to “test drive”
students.
IPSI will offer upper-level and graduate classes for students, practitioners and the
curious, for university credit, continuing education credit and simple knowledge
enhancement.
Service learning will be a backbone of the program.
IPSI will continue to provide scholarship monies to those in need.
Articulation between community colleges and IPSI will continue.
20
d. Manner in which the program would address the civic and cultural demands of citizenship.
The Oak Creek Center for Urban Horticulture, which has programs and demonstrations
include the Green Roof, Green Tower, High Tunnels, Honey Bee Research, Living Fence,
OSU Student Organic Garden, and Permaculture.
Organic farming programs and demonstrations.
The experiment and extension stations distributed throughout the state provide for a
direct link to Oregon citizenship and allows for open and fruitful communications.
Service learning provides students with ‘hands-on’ education about the industry.
5. Outcomes and Quality Assessment
a. Expected learning outcomes of the program.
IPSI follows the University learning goals that consist of six categories identified as Academic
values; Basic academic success skills; Career preparation; Discipline-specific knowledge and
skills; Higher-order thinking skills; and Personal development. These learning goals are
generally applied to classroom course work. They can be extended equally well to extension
and outreach programs.
b. Methods by which the learning outcomes will be assessed and used to improve curriculum and instruction.
IPSI reviews its undergraduate curriculum yearly by inventorying the course learning
outcomes for each course, identifying core competencies, and recommending changes to
the catalog of courses, including removing existing courses, redesigning or merging existing
courses, and designing new courses.
c. Program performance indicator: including prospects for success of program graduates (employment or graduate school) and consideration of licensure, if appropriate.
Nearly all undergraduate students who seek employment after graduation have multiple job
offers and are able to obtain a job in their area of study. We have more jobs available than
we have graduates. Graduate student enrollment is limited by the number of assistantships
that we are able to generate through grants and contracts. We consistently have more high
quality applicants than available positions. Like our undergraduates, there are more jobs
available for graduate students in most program areas than available students.
d. Nature and level of research and/or scholarly work expected of program faculty: indicators of success in those areas.
Nearly all faculty in IPSI have appointments split among teaching, research and extension.
All professorial faculty, as well as some instructors, have a minimum 15% scholarship
requirement (30% maximum) in their position descriptions and are expected to do scholarly
work as appropriate for their position. For those with research appointments, the common
21
output is journal articles, book chapters, and other similar publications. For those with
predominant extension appointments, extension publications are the most common output.
Curricula, web sites, and electronic tools are other common outputs. As part of annual
review and promotion and tenure processes, faculty are expected to document the impact
of their activities. Tens of millions of dollars of on-the-ground impact are easily
documentable every year from faculty work. In recent National Research Council
assessment of PhD programs, our units ranked at or above national averages for criteria
related to scholarship.
Grant support: IPSI brought in 17.4% of the $55,243,472 awards received by the
College of Agricultural Sciences in 2010. For FY 2010-2011, combined grants and
contracts for the two departments, new awards make up 33% of the College of
Agricultural Sciences awards to date.
Plant patents: Clearfield wheat varieties have been the number one royalty income
source for OSU for at least the last three years. Royalty income is and will continue to
be generated from varieties of potatoes, strawberries, hazelnut, ornamentals, and
other crops bred by IPSI faculty.
6. Program integration and collaboration
a. Closely related programs in other OUS universities and Oregon private institutions.
As indicated in other document sections, we have direct ties with community college
programs across the state as well as with Eastern Oregon University. Many students who
come from community colleges take initial coursework and then transfer into our programs
at OSU. We have direct teaching program ties with Portland Community College for the
Therapeutic Horticulture Program. Our extension faculty in Umatilla County and Wasco
Counties are co-located at community colleges and conduct some combined educational
efforts.
b. Complements other programs: ways in which the program complements other similar programs in other Oregon institutions and other related programs at this institution. Proposal should identify the potential for collaboration.
No other OUS universities have programs related to horticulture, crop science, soil science or
applied entomology. As noted, we are actively engaged with community colleges. We are
developing active partnerships with WSU and UI to provide coursework in plant, soil and
insects sciences on a regional basis.
c. No collaboration: if applicable, proposal should state why this program might not be collaborating with existing similar program.
N/A
22
d. Potential impacts: on other programs in the areas of budget, enrollment, faculty workload, and facilities use.
If programs grow significantly, there will be increased need for timely offerings of basic to
upper level math and science classes that serve as the foundation for all of our curricular
options. As noted, our facilities are 20 or more years old and updates are needed to allow
newer educational and current research and extension technologies to be used.
7. Financial Sustainability (attach the completed Budget Outline)
a. Business plan: for the program that anticipates and provides for its long-term financial viability, addressing anticipated sources of funds, the ability to recruit and retain faculty, and the plans for assuring adequate library support over the long term.
As shown in Table 7 below, the two units that will become IPSI had a combined total
operational base of nearly $13 million on a three-year average basis in the period 2007-09.
Base support (state provided funding) for the new School exceeds 7 million in FY11 and total
ARF, OSUF and grant and contract spending parallels that amount. It is anticipated that E&G
funding will remain constant or increase in the FY11-13 biennium. Extension and AES bases
may decrease as much as 20% depending on legislative outcomes. ARF contracts, OSUF
current use funds and grant and contract spending is anticipated to increase in the coming
biennium.
Fiscal management in the two units has been sound and it is anticipated that such
management will continue.
Table 7. CSS and HORT combined operational base for 2007 through 2009.
Tenured/tenure-track faculty positions in the College of Agricultural Sciences revert to the
College when a position is vacated for any reason other than tenure denial at the unit level.
A priority staffing process within the College has historically been used to fill positions. Both
College and unit resources are used in recruiting well-qualified position candidates.
Retention is a combined effort of the unit, College and University based on faculty quality
and equity analyses. If AES and Extension funding decline dramatically due to state budget
U&G Base
Extension Base
Experiment Station Base
ARF Contracts
ARF Expenditures
OSU Foundation Current Use
Grant and Contract Awards
Grants and Contracts
Expenditures
CSS 430,775 695,462 3,615,288 1,284,697 1,450,369 680,217 4,867,390 3,014,583
HORT 231,214 640,936 2,029,494 906,576 812,456 768,965 4,700,615 2,551,014
Total 661,989 1,336,398 5,644,782 2,191,273 2,262,825 1,449,182 9,568,005 5,565,597
Base fund total 7,643,169 Expenditures total 9,277,604 Total expenditures 16,920,773
23
reductions, retention could become more of an issue especially if other states are in a better
position to hire faculty. OSU administration above the College level may need to become a
greater contributor in maintaining high-performing faculty.
b. Unique resources: plans for development and maintenance of unique resources (buildings, laboratories, technology) necessary to offer a quality program in this field.
It is essential that all of our existing facilities in four buildings on campus and at four farms in
the area be upgraded to meet current health, access, and performance standards.
Maintenance has been deferred in all facilities for decades. Emergency repairs have been
made as well as some energy efficiency and computing connectivity upgrades, but facilities
in general show their 20-50 year age.
Center for Virtual Agriculture
Given the distribution of our faculty across the state, to fully integrate faculty into a School
governance and to best utilize faculty time and talents in teaching and outreach activities,
we will need to create and maintain state-of-the-art videoconferencing and other distance
communication technologies. We have submitted a Technology Resource Fee (TRF) proposal
to build a Center for Virtual Agriculture that could serve as a technology hub for the
northwest corner of campus. While a TRF grant will provide the needed infrastructure, if the
Center receives broader university use, we will need on-going university resources to
“person” the facility. We also see this Center as the first step in creating a true technology
learning and educational outreach facility. We would like to create a room where seamless
Skype, Adobe Connect, or other distance communications can be done to facilitate the
participation of individuals from around the world on graduate student committees and in
educational activities. We would like to create a room from which seamless Webinars can
be broadcast. We would like to create a facility where the latest multimedia technologies
can be tested and demonstrated for faculty and student use. All of these activities will
require University funding for infrastructure development and staffing. The proposed School
can guarantee that audiences for our education and outreach products will exist across the
state, region, nation, and world. The estimated cost for this facility is $300,000. The
technology cost is estimated at $200,000, the remainder is associated costs of the remodel
and purchases of appropriate furniture.
Oak Creek Center for Urban Horticulture
The Oak Creek Center for Urban Horticulture (OCCUH) is a student and public learning center
just to the east of 35th Street, north of Western Boulevard, on the OSU campus. It is a
showcase for experimentation and demonstration of sustainable living technologies in an
urban environment – green roofs, living walls, ecological landscapes, insect harbors, biomass
converters, solar power, etc. Efforts are underway to enhance this one-of-a-kind resource.
Funding for building repair and maintenance will be needed. Work is underway to establish
24
an endowment fund to provide student internships and other student experience
opportunities. Some faculty members are already engaged with community and industrial
partners to more fully develop this site as a first-choice sustainable living learning center for
our community.
c. Targeted student/faculty ratio – assuming projected student enrollment and need for additional teaching FTE
A number of classes that have had limited enrollment are being dropped while classes with
the potential to meet the needs of a larger student audience are being added. In most cases,
course additions will be handled by teaching assignment shifts among existing faculty. That
said, as indicated elsewhere, in order to have key classes taught by long-term faculty
members, approximately two additional teaching FTE are needed in our School. A number
of classes are being taught through short-term hire of well-qualified instructors but longer-
term solutions area needed to add curricular stability.
In addition, we anticipate growing the tenure-track faculty teaching FTE to at least six from
the current level of just over four FTE (distributed over 40 plus individuals). There will be
approximately 250 undergraduate students, so our targeted student FTE to faculty is 40:1 in
the year 2015 as per Table 4 (graduation rate times 4.5 years).
Our combined current student credit hours in FY 09-10 was 7825, so our targeted student
credit hours to faculty FTE should exceed 1200:1.
d. Resources to be devoted to student recruitment.
As noted elsewhere, a significant number of scholarships will be available to students
studying in IPSI. These funds will be used and School faculty will continue to pursue
university and College level scholarship and fellowship funds to recruit a diverse group of
students to IPSI. The nearly 100% job placement of our students is an attraction and will
further developed as a recruitment tool.
8. External review (if the proposed program is a graduate level program, follow the guidelines provided in External Review of new Graduate Level Academic Programs in addition to completing all of the above information).
Three distinctive graduate degree majors will continue to be offered in IPSI: Crop Science,
Horticulture, and Soil Science. The existing Entomology graduate program will become a
stand-alone Entomology minor.
Unlike some graduate programs on campus, there is no set curriculum for degrees in any of
the IPSI program areas. The student and their graduate committee establish student
programs. Students studying in a particular area – plant breeding and genetics, agronomy,
applied entomology, horticulture, etc. – often take a typical set of classes but there are no
specific requirements other than participation in graduate student orientation courses,
25
presenting a School seminar as part of a seminar class, and serving in a teaching assistant
capacity for one term.
a. Support from departments and program liaisons.
As the merger of CSS and HORT was proposed administratively within the College of
Agricultural Sciences and OSU, we have not asked for input on the merger from the clientele
groups with which our units interact. These groups have been told that the merger is taking
place and what the likely benefits to them will be. Given the genesis of the merger proposal,
we have not sought outside letters for inclusion in this CAT I proposal.
b. Liaisons letter of support.
Liaison letters were sent to the following people:
Ciuffetti, Lynda Department Head, Botany and Plant Pathology
Edge, W. Daniel Department Head, Fisheries and Wildlife
Males, James Department Head, Animal Sciences
Borman, Mike Department Head, Rangeland Ecology and Management
Thompson, Greg Department Head, Agricultural Education and General Agriculture
Maness, Thomas Department Head, Forest Engineering, Resources, and Management
Doescher, Paul Department Head, Forest Ecosystems and Society
McGorrin, Robert Department Head, Food Science and Technology
Capalbo, Susan Department Head, Agricultural & Resource Economics
Herring, Peg Leader-Education Outreach, Extension and Experiment Station Communications
The liaison letter and responses to these letters can be found in Appendix 8 and 9,
respectively.
26
Appendix 1. Organizational charts for existing a) Crop and Soil Science, and b) Horticulture
Departments.
a)
b)
27
Appendix 2. Proposed Integrated Plant, Soil, and Insect Science curriculum.
New tag Credits New title Dual-List / Cross listed Comments
IPSI 100 1 Freshman Seminar (first-year only)
IPSI 111 2 Introduction to Horticultural Systems, Practices and Careers
IPSI 112 2 Introduction to Soils and Agronomic Systems, Practices and Careers
Online also
IPSI 113 1 Introduction to Entomology, Practices and Careers
New course
IPSI 199 1 Issues in Sustainable Agriculture
IPSI 200 3 Crop Ecology and Morphology
IPSI 211 3 Horticulture- Food, Farms and Landscape Ecosystems
Online only
IPSI 212 4 Sustainable Soil Ecosystems
Online also
IPSI 213 4 Insect Science and Pest Management
IPSI 226 4 Landscape Plants: Deciduous Trees and Conifers
Online also
IPSI 227 3 Landscape Plants: Herbaceous Ornamentals and Natives
Online also
IPSI 228 4 Landscape Plants: Spring Flowering Trees and Shrubs
Online also
IPSI 251 2 Edible Plants: Tree Fruits, Berries, and Nuts
IPSI 260 3 Organic Gardening and Farming
Online also
IPSI 270 2 Introduction to Therapeutic Horticulture
IPSI 271 2 Techniques and Adaptation Strategies in Therapeutic Horticulture
IPSI 272 2 Basic Therapeutic Skills I
PCC only
IPSI 273 2 Basic Therapeutic Skills II
PCC only
IPSI 274 2 Therapeutic Horticultural Programs for Older Adults/Children
PCC only
IPSI 275 2 Therapeutic Garden Design, Maintenance, and Programming
PCC only
IPSI 280 3 Introduction to Sustainable Landscape Design
IPSI 285 3 Permaculture Design and Theory
Online also
IPSI 286 1 Permaculture Certification
Online also
IPSI 299 1-16 Special Topics
IPSI 299H 1-16 Special Topics
IPSI 300 4 Introduction to Agroecosystems
IPSI 301 3 The Biology of Horticulture
Online also
IPSI 305 4 Principles of Soil Science
EOU only
IPSI 310 4 Forage Production
Online also
IPSI 311 4 Plant Propagation
IPSI 314 4 Turfgrass Science
Online also
28
New tag Credits New title Dual-List / Cross listed Comments
IPSI 315 4 Nutrient Management and Cycling
IPSI 316 3 Nutrient Cycling in Agroecosystems
Online also
IPSI 317 4 Plant Nutrition
IPSI 318 (WIC) 3 Ecology of Managed Ecosystems
Online also
IPSI 319 (WIC) 3 Agricultural and Environmental Predicaments
IPSI 320 3 Principles of Crop Production
New course
IPSI 327 3 World Weeds
Online also
IPSI 328 3 World Food
Online only
IPSI 329 3 World Soils
IPSI 330 3 Pests, Plagues and Politics
New course
IPSI 332 3 Identification of Economically Important Insects
IPSI 335 3 Introduction to Water Science and Policy GEO/IPSI 335 Online only
IPSI 340 3 Pens and Plows: Writings of Working the Land
IPSI 345 4 Sustainable Landscape Maintenance: Principles and Practices
Online only
IPSI 350 3 Urban Forestry
IPSI 351 4 Floriculture and Greenhouse Systems
IPSI 358 4 Sustainable Landscape Construction: Techniques
IPSI 360 4 Irrigation and Drainage for Horticultural Systems
IPSI 361 4 Plant Nursery Systems
IPSI 366 3 Soil Ecosystems of Wildlands
New course
IPSI 368 3 Practicum in Analytical Soil Chemistry
IPSI 380 3 Advanced Landscape Design Studio
IPSI 381 3 Ag, Power, Discrimination, & Survival
IPSI 385 3 Landscape Operation
IPSI 399 1-16 Special Topics
IPSI 401 1-16 Research
IPSI 403 1-16 Thesis
IPSI 405 1-16 Reading & Conference
IPSI 405t 3 Turfgrass Pest Management
IPSI 406 1 Projects: Data Presentations
IPSI 406 2 Horticultural Projects
IPSI 407 1 Senior Seminar
29
New tag Credits New title Dual-List / Cross listed Comments
IPSI 408 1-16 Workshop
IPSI 409 1-16 Practicum
IPSI 410 1-16 Internship
IPSI 411 1 Book Club
IPSI 412 1 Career Exploration
Online only
IPSI 415 3 Soil Fertility Management
IPSI 418 1 Toxic Plants in PNW Pastures
IPSI 430 3 Plant Genetics IPSI 430/530
IPSI 431 1 Plant Genetics Recitation
New course
IPSI 433 4 Systematics and Adaptation of Vegetable Crops IPSI 433/533
IPSI 435 4 Environmental Soil Physics
IPSI 438 2 Exploring World Agriculture
IPSI 440 4 Weed Management IPSI 440/540
IPSI 441 4 Plant Tissue Culture IPSI 441/541
IPSI 442 4 Principles of Integrated Pest Management: Systems Design IPSI 442/542
IPSI 443 3 Honey Bee Biology and Bee Keeping
Online also
IPSI 445 3 Fruit Quality
IPSI 447 4 Arboriculture and Tree Care in Managed Landscapes
IPSI 450 4 Plant Breeding IPSI 450/550
IPSI 451 4 Sustainable Tree Fruit and Nut Production
IPSI 452 4 Berry and Grape Physiology and Production Systems IPSI 452/552
IPSI 453 3 Grape Growth Physiology
IPSI 454 3 Principles and Practices of Vineyard Production
Online also
IPSI 455 4 Biology of Soil Ecosystems IPSI 455/555
IPSI 456 4 Urban Forest Planning, Policy, and Management
IPSI 460 3 Seed Production IPSI 460/560
IPSI 463 3 Seed Biology IPSI 463/563
IPSI 466 4 Soil Morphology and Classification IPSI 466/566
IPSI 468 3 Digital Mapping of Soilscapes
IPSI 475 3 Soil Resource Potentials
IPSI 478 4 Advanced Turfgrass Science
IPSI 480 4 Case Studies in Cropping Systems IPSI 480/580 Online also
30
New tag Credits New title Dual-List / Cross listed Comments
IPSI 495 3 Horticultural Management Plans
IPSI 499 1-16 Special Topics
IPSI 501 1-16 Research
IPSI 503 1-16 Thesis
IPSI 505 1-16 Reading & Conference
IPSI 506 1-16 Projects
IPSI 507 1-16 Seminar
IPSI 508 1-16 Workshop
IPSI 509 1-16 Practicum in Teaching
IPSI 511 2 Research and Educational Perspectives in Horticulture
IPSI 512 1 Discussions in Plant Science
IPSI 513 3 Plant Genetic Engineering
IPSI 514 3 Properties, Processes and Functions of Soils
IPSI 515 3 Soil Fertility Management
IPSI 516 4 Advance Plant Nutrition
IPSI 517 1 Diagnosis of Nutritional Disorders
IPSI 523 3 Principles of Stable Isotopes
IPSI 525 3 Mineral-Organic Matter Interactions
IPSI 530 3 Plant Genetics IPSI 430/530
IPSI 531 1 Plant Genetics Recitation
IPSI 533 4 Systematics and Adaptation of Vegetable Crops
IPSI 540 4 Weed Management IPSI 440/540
IPSI 541 4 Plant Tissue Culture IPSI 441/541
IPSI 542 4 Principles of IPM: Systems Design IPSI 442/542 New name
IPSI 543 3 Honey Bee Biology and Bee Keeping IPSI 443/543
IPSI 545 4 Soil Chemistry
IPSI 547 3 Nutrient Cycling in Soil Ecosystems IPSI/BPP/FS 547
IPSI 550 4 Plant Breeding IPSI 450/550
IPSI 552 4 Berry & Grape Physiology/Culture IPSI 452/552
IPSI 555 4 Biology of Soil Ecosystems IPSI 455/555
IPSI 560 3 Seed Production IPSI 460/560
IPSI 563 3 Seed Biology IPSI 463/563
31
New tag Credits New title Dual-List / Cross listed Comments
IPSI 566 4 Soil Morphology and Classification IPSI 466/566
IPSI 568 3 Soil Genesis and Geomorphology
IPSI 573 4 Cytogenetics
IPSI 580 4 Case Studies in Cropping Systems IPSI 480/580 Online also
IPSI 590 4 Experimental Design in Agriculture
IPSI 599 1-16 Special Topics
IPSI 601 1-16 Research
IPSI 603 1-16 Thesis
IPSI 605 1-16 Reading & Conference
IPSI 606 1-16 Projects
IPSI 607 1 Seminar
IPSI 608 1-16 Workshop
IPSI 620 1 DNA Fingerprinting
IPSI 621 1 Genetic Mapping
New course
IPSI 622 1 Mapping Quantitative Trait Loci
IPSI 635 4 Advanced Soil Physics
IPSI 645 3 Soil Microbial Ecology
IPSI 650 3 Advanced Plant Breeding & Quantitative Genetics
IPSI 655 3 Global Biogeochemical Cycles GEO/IPSI 655
IPSI 660 4 Herbicide Science
IPSI 670 3 Physiology of Crop Yield
IPSI 699 1-16 Special Topics
32
Appendix 3. Graduate coursework examples.
Masters of Science - Crop Science
Major Coursework Title Course
Number Credits
Thesis CSS503 12
Seminar CSS507 1
Practicum in Teaching CSS509 3
Methods of Data Analysis CSS511 4
Methods of Data Analysis CSS512 4
Properties, Processes and Function of Soil CSS513 4
Advanced Plant Nutrition CSS516 4
Weed Management CSS540 4
Ecological Restoration CSS545 4
Biology of Invasive Plants CSS548 3
Biology of Soil Ecosystems CSS555 4
Environmental Physiology Plants CSS588 3
Experimental Design in Ag CSS590 4
Rangeland Management Planning CSS590 4
Professional Development CSS599 1
Ecological Invasive Plant Management CSS670 2
Total
61
Masters of Science - Soils
Major Coursework Title Course
Number Credits
Properties, Processes, and Functions of Soils CSS513 4
Professional Development-writing CSS599 1
Nutrient Cycling FS547 3
Methods of Data Analysis ST511 4
Practicum in Teaching CSS509 3
Biology of Soil Ecosystems CSS555 4
Methods of Data Analysis ST512 4
Soil Morphology and Classification CSS566 4
Soil Landscape Analysis CSS568 4
Soil Physics CSS535 3
Thesis CSS503 11
Total
45
33
Masters of Science - Horticulture (Plant Breeding and Genetics)
Major Course Title
Course Number Credits
Minor Course Title
Course Number Credits
Research & Educational Perspectives in Horticulture HORT511 2
Anthropology of Food ANTH586 4
Discussions in Plant Science HORT512 2
Ethnographic Methods ANTH591 4
Plant Genetics HORT530 3
Advanced Plant Nutrition HORT516 4
Plant Breeding HORT550 4
Professional Development CSS699 1
Advanced Plant Breeding CSS650 3
Total
13
Methods of Data Analysis ST511 4 Experimental Design in Agriculture CSS590 4 General Biochemistry BB550 4 General Biochemistry BB551 3 Systematics and Adaptation of Vegetable Crops HORT533 4 Genes and Chemicals in Agriculture: Value and Risks BI535 3 Seminar HORT507 1 Thesis HORT503 12 Current Topics in Plant Breeding HORT630 3 Research HORT501 1 Total
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Appendix 4. Learning outcomes.
Oregon State University Department of Horticulture
Undergraduate Student Learning Outcomes
The Department of Horticulture’s Curriculum Committee has identified the following as core learning objectives for undergraduate students completing any of the department’s six options.
1. learn, comprehend and apply the language of Horticulture and Horticulture Science
2. understand and be able to manipulate plant growth and development through Horticulture practices
3. observe Horticulture systems, identify assets and liabilities of the systems, form hypotheses and make appropriate recommendations
4. communicate effectively verbally, orally and in writing
5. recognize, understand and be able to use the latest tools and technology relevant to Horticulture
6. identify plants, make appropriate plant recommendations and suggest novel plant uses in specific Horticulture systems
7. identify and explain the role of Horticulture in contemporary social, economic, political and environmental contexts
8. demonstrate proficiency in the basic sciences through applications in Horticulture
9. participate and contribute to society as a Horticulture professional
10. find, analyze and use relevant Horticulture information and resources
11. synthesize knowledge and experience from class, work experience and internships to solve Horticulture problems across many scales
12. analyze Horticulture entities as managed ecosystems
We recognize and expect that individual options will likely emphasize additional learning objectives that are relevant to the option’s specific goals. These objectives constitute a “living” document that should be visited often and revised if necessary. They serve as a guide in the development of individual courses, programs, options and a cohesive curriculum and are a valuable reference as the department faces critical retirement/replacement of core teaching faculty. In addition, they are the foundation of the department’s current learning assessment initiative (in compliance with OSU’s Office of Academic Programs).
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Appendix 5. IPSI peer assessment.
DEPARTMENT OF CROP AND SOIL SCIENCE FACULTY PEER TEACHING REVIEW PROGRAM
DRAFT RECOMMENDATION 11-12-01 The faculty of the Department view excellence in teaching as an integral component in our Department’s success. Accordingly, we believe that all of our faculty can benefit from periodic review and assessment of their teaching effort. The primary focus of the peer-review of teaching is to ensure that our courses compel higher-level learning for our students.
Goals and Intent
Peer teaching evaluation is intended to be a positive, constructive experience for the instructor and should be conducted fairly and with a spirit of collegiality.
Peer teaching evaluation has a role in both formative and summative teaching evaluation (Keig and Waggoner 1994).
Formative evaluation: evaluation intended to improve teaching. Summative evaluation: evaluation that functions in decision making relative to P&T and
compensation (required in OSU guidelines for P&T). Goals of peer teaching evaluation:
1. To evaluate the teaching program of individual instructors including course design (e.g., course content, objectives, syllabus, organization, methods and materials for delivering instruction), grading and examinations, relationship to overall curriculum objectives (including themes and skills appropriate to the courses), classroom presentation, and rapport with students.
2. To provide insight into and context for results from other forms of evaluation (e.g., student evaluations).
3. To foster interaction among faculty: 4. To recognize the efforts and dedication of departmental teaching faculty work
collaboratively to assess teaching and assist in improvement of teaching. faculty. Serving as peer evaluators may require a significant time commitment. Those who serve on peer evaluation committees should provide time for doing so and be rewarded for their efforts by the department head.
Frequency of Evaluation All faculty teaching regularly scheduled courses should experience peer-teaching evaluation.
This includes courtesy faculty. The entire teaching program (all courses that are taught by an instructor) should be evaluated. The teaching program of non-tenured faculty should undergo peer evaluation every three years.
Most non-tenured faculty would experience evaluation twice prior to P&T. A principal purpose of the first evaluation is to identify, well in advance of evaluation for P&T, areas of teaching that need improvement.
The teaching program of tenured faculty should undergo evaluation at least every 5 years. The Department Head will maintain and distribute an annual schedule to ensure that faculty can
adequately prepare for review.
Peer Evaluation Committee A Peer Evaluation Committee will be appointed by the Department Head. This standing
committee will consist of three to five faculty members, each of whom will serve staggered, three-year terms.
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Ad hoc peer review committees will be formed for each faculty member being evaluated. Each ad hoc committee will consist of two members of the Peer Evaluation Committee and one or two additional members as needed to ensure subject matter expertise. The additional members may come from other departments.
Procedure for Conducting Peer Teaching Evaluations The peer evaluation consists of two parts: examination of instructional materials and classroom
visitations. Examination of instructional materials:
1. The instructor provides to the committee a summary of the teaching program that includes: (i) an instructor's narrative consisting of the instructor's personal teaching philosophy, course descriptions, course objectives, relationship with other courses in the department (prerequisites, subsequent courses, etc.), description of methods and approach for delivering instructional materials, expected outcomes, recent changes in content and methods and recent efforts in teaching development, and comments and concerns relevant to evaluation, (ii) syllabi, (iii) reading list/text(s), (iv) examples of course handouts and/or website information, (v) a sample of exams and problem sets, and (vi) grade distributions. The Department provides a compilation of student evaluations for all courses taught in the last 5 years. Peer evaluation can provide insight into and context for results of student evaluations and suggest whether students and the instructor are "connecting." (Adapted from Seldin, 1985; University of Missouri, 1992).
2. Members of the committee review the teaching summary and meet as a group to discuss the instructor's teaching program. A list of possible questions for consideration by the committee is attached (Attachment I). The committee should identify the strengths of the program, areas for improvement, and formulate questions on aspects of the program that are unclear.
3. The committee meets with the instructor to discuss, clarify, and expand the materials summarizing the teaching program. Every effort should be made to keep the tone of the meeting positive and constructive. An oral summary of the committee's reaction to the teaching program should be presented to the instructor. Strengths of the program should be discussed and areas for improvement should be suggested. Suggestions for improvement are recommendations for the instructor's consideration. Questions that arose at the previous meeting of the review committee should be discussed with the instructor.
Classroom visitations: o Done properly, visitation by peers demands a good deal of time and can be very useful to
help improve teaching. In-class components must be part of peer evaluation within the OSU guidelines for Tenure and Promotion. Therefore, peer evaluation of untenured professors and those seeking promotion is essential. Classroom visitation can be helpful in resolving discrepancies between student evaluations and the perception of the peer evaluation.
o 1. The committee will meet with the instructor prior to coordinate classroom visits.
One or more of the instructor’s classes will be visited. Each class that is visited will be visited at least twice. All committee members will do at least one
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classroom evaluation. Guidelines for evaluation of classroom visitation are attached (Attachment II).
2. After the visitations, the committee and instructor meet to discuss strengths/weaknesses, etc. Videotapes of selected lectures may be made for use by the instructor and/or committee.
The Review Document The ad hoc committee will develop a written evaluation for consideration by the Peer Evaluation
Committee. Based on this draft the Peer Evaluation Committee will prepare a consensus review letter to be submitted to the Department Head.
A copy of the evaluation(s) will be provided to the instructor who may respond to it in writing. Both the peer evaluation and the instructor's responses must be considered in summative evaluation.
References Keig, L., and M.D. Waggoner. 1994. Collaborative Peer Review: The Role of Faculty in Improving College Teaching. ASHE-
ERIC Higher Education Reports. The George Washington University, Washington, DC.
The University of Missouri. 1992. Teaching Evaluation
Seldin, P. 1985. Changing Practices in Faculty Evaluation. Jossey-Bass Publishers, San Francisco.
Attachment I
Guidelines For Reviewing The Teaching Summary (Adapted from Seldin, 1985 & University Missouri, 1992) Course Content
Is it up-to-date? Is the treatment balanced and fair? If appropriate, are conflicting views presented? Are the breadth and depth of coverage appropriate? Has the instructor mastered the subject matter? Is the coverage responsive to the needs of students? Is it relevant to the discipline?
Course Objectives Are the objectives clearly communicated to the students? Are they consistent with overall curricular objectives? Does the course incorporate the appropriate themes and skills? Are in-class and out-of-class work appropriately balanced? Does the instructor encourage students to think for themselves?
Course Organization Is the syllabus current and relevant to the course objectives? Is the course outline logical? Are the lecture, laboratory, or other assignments integrated? Should they be? Is the time devoted to each topic appropriate?
Assignments Do assignments supplement lectures discussions, labs, and fieldwork? Do assignments reflect and support course objectives? Are they appropriate for the level of student? Is adequate time given to complete the assignments? Is it consistent with expected quality?
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Are the assignments challenging to the students? Grading and Examinations
Are exams suitable to content and course objectives? Are exams representative of course content? Are exams clearly written? Are exams fairly graded? Are grading standards made clear to the students?
Interest in Teaching Does the instructor discuss teaching with colleagues? Does the instructor seek advice from others and participate in teaching-related workshops and committees? Is the instructor sought out by others on teaching-related matters? Is the instructor knowledgeable about current developments in teaching?
Instructor Concerns Are the instructors concerns about evaluation well founded? Are the instructor's needs for course improvement well founded?
Attachment II
Faculty/Instructor Name ______________________________________ Class course and number ______________________________________ Class Topic ______________________________________ Date __________________
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Crop and Soil Science Dept., Oregon State University Teaching Evaluation Feedback Form
Please answer the following questions regarding instructor performance. No ability = O; Outstanding ability = 4. NA if the statement does not apply.
Relating the subject Ability
1. The teacher provided a learning objective for today’s class.
N/A 0 1 2 3 4
2. The teacher taught the material which he/she promised to teach.
N/A 0 1 2 3 4
3. The teacher used language appropriate for the student’s level.
N/A 0 1 2 3 4
4. The teacher presented information that is current and relevant
N/A 0 1 2 3 4
Comments:
Delivering the information
5. The teacher presented information in a logical manner.
N/A 0 1 2 3 4
6. Teaching aids - videos, overheads, the internet - were useful and relevant.
N/A 0 1 2 3 4
7. The teacher encouraged students to think of solutions to problems.
N/A 0 1 2 3 4
8. The teacher used appropriate pacing for different portions of the presentations
N/A 0 1 2 3 4
Comments:
Relating to the students
9. The teacher listened to class members. N/A 0 1 2 3 4
10. The teacher answered questions from class members N/A 0 1 2 3 4
11. The teacher checked for student understanding throughout the class.
N/A 0 1 2 3 4
12. The teacher provides opportunities for more extensive discussion of course material (either in and/or out of class).
N/A 0 1 2 3 4
Comments:
Overall teaching ability
13. Overall rating of teacher’s performance? N/A 0 1 2 3 4
Comments:
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Appendix 6. List of on-campus faculty; name, highest degree, rank, focus area, and courses taught.
Name Highest Degree Rank Focus Area Courses
Azarenko, Anita PhD Professor Administration and tree fruit physiology HORT 511
Bottomley, Peter PhD Professor Soil microbiology CSS413/513, MB 302
Chen, Tony PhD Professor Plant biotechnology and stress physiology HORT 513
Fisher, Glenn PhD Professor Field crops entomology
Hannaway, David PhD Professor Forages CSS310
Hart, John PhD Professor Soils fertility management
Hayes, Patrick PhD Professor Plant breeding and genetics - barley CSS430/530
Karow, Russell PhD Professor Administration CSS100
Kling, Jennifer PhD Professor Plant breeding and genetics - meadowfoam CSS590, 650
Mallory-Smith, Carol PhD Professor Weed science CSS440, 660
Mehlenbacher, Shawn PhD Professor Hazelnut breeding and genetics HORT 433/533;
Myers, Jim PhD Professor Vegetable breeding and genetics HORT 450/550
Myrold, David PhD Professor Soil microbiology CSS455, 523,645
Rao, Sujaya PhD Professor Entomology CSS310, 599
Stephenson, Garry PhD Professor Small farms extension
Strik, Bernadine PhD Professor Berry cropping systems HORT 251, 452/552
Young, William PhD Professor Seed crops production
Baham, John PhD Assoc. Prof. Soil chemistry CSS205E, 305E, 395E
Braunworth, Bill PhD Assoc. Prof. Admin
Chastain, Tom PhD Assoc. Prof. Crop/seed plant physiology CSS200, 460, 670
Dragila, Maria PhD Assoc. Prof. Soil physics CSS335,535
Elias, Sabry PhD Assoc. Prof. Seed science CSS420/520
Noller, Jay PhD Assoc. Prof. soil pedology and morphology CSS466,468
Nonogaki, Hiroyuki PhD Assoc. Prof. Seed biology HORT 463/563
Parke, Jennifer PhD Assoc. Prof. Plant pathology and soil interactions CSS325
Regan, Rich PhD Assoc. Prof. Nursery and greenhouse cropping systems HORT 311, 351,361
Ross, Andrew PhD Assoc. Prof. Cereal crops quality and food science FST 425/525,480,641
Schrumpf, Barry PhD Assoc. Prof. Seed certification
Stone, Alex PhD Assoc. Prof. Vegetable cropping systems
Sullivan, Dan PhD Assoc. Prof. Soils fertility and soil amendments CSS515
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Albert, Dennis PhD Assist. Prof. Landscape ecology
Contreras, Ryan PhD Assist. Prof. Ornamental plant breeding HORT 226 & 228, 301
Deluc, Laurent PhD Assist. Prof. Wine grape metabolomics
Flowers, Mike PhD Assist. Prof. Cereal crops management CSS321
Golembiewski, Rob PhD Assist. Prof. Turf grass management HORT 112, 314, 360, 418
Hulting, Andrew PhD Assist. Prof. Extension weed science CSS418, 407
Kleber, Markus PhD Assist. Prof. Soil biogeochemistry CSS375,525
Lambrinos, John PhD Assist. Prof. Landscape ecology HORT 318, 411
Langellotto-Rhodaback, Gail PhD Assist. Prof. Community and urban horticulture
Motazedian, Iraj PhD Assist. Prof. Seed certification
Naithani, Sushma PhD Assist. Prof. Plant genetics and genomics
Peachey, Ed PhD Assist. Prof. Weed ecology and management in horticultural crops
Pett-Ridge, Julie PhD Assist. Prof. Environmental soil science CSS305
Sagili, Ramesh PhD Assist. Prof. Apiculture
Skinkis, Patty PhD Assist. Prof. Viticulture HORT 453, 454
Townsend, M. Shaun PhD Assist. Prof. Plant breeding and genetics - hops
Walton, Vaughn PhD Assist. Prof. Integrated Pest Management HORT 442/542, 330
White, Linda MS Assist. Prof. Berry cropping systems
Burr, Terry MS Instructor Seed certification
Cassidy, James MS Instructor primary introductory soil class teacher CSS205,305,499
Donegan, Kelly MS Instructor Advisor HORT 112, 412
Hankins, Rachel MS Instructor Seed certification
Hannaway, Kimberly MS Instructor Lead CSS ecampus class instructor/coordinator CSS 499/599E SERIES
Knight, Randy MS Instructor Seed certification
McDonald, Sarah PhD Instructor Nutrition and general horticulture-online HORT 111, 316
McMorran, Jeffrey PhD Instructor Seed certification
Millison, Andrew MS Instructor Permaculture HORT 285, 286
Ries, Paul MS Instructor Urban forestry HORT 350, 447, 455
Seiter, Stefan PhD Instructor Ecological and sustainable agriculture HORT 260
Shafabakhsh, Farhad MS Instructor Seed certification
Shay, Al MAg Instructor Environmental landscape management HORT 315, 358
Smith, Sandy MBA Instructor Seed certification
Zielinski, John BS Instructor Seed certification
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Appendix 7. List of off-campus faculty; name, highest degree, rank, focus area, and courses taught.
Name Highest Degree Rank Focus area Couse taught
Ball, Daniel PhD Professor Weed science
Butler, Marvin MS Professor COARC Super., Ext. Staff Chair, field crops ext
Landgren, Chal MS Professor Christmas tree extension specialist
Long, Lynn MS Professor Tree fruit cropping systems
Macnab, Sandy MS Professor Sherman Co field crops extension
McGrath, Dan PhD Professor Vegetable IPM and cropping systems
Olsen, Jeff MS Professor Tree fruit cropping systems
Petrie, Steven PhD Professor CBARC superintendent and soil fertility
Shearer, Peter PhD Professor Tree fruit entomology
Shock, Clinton PhD Professor MES superintendent and crop physiology
Sugar, David PhD Professor Tree fruit pathology
Tuck, Brian MS Professor MCREC superintendent and field crops
VanBuskirk, Phil MS Professor Admin, tree fruit entomology
Bohle, Mylen MS Assoc. Prof. Central Oregon field crops extension
Bubl, Chip MS Assoc. Prof. Commercial and community horticulture, admin
Castagnoli, Steve MS Assoc. Prof. Tree fruit cropping systems
Clough, George PhD Assoc. Prof. Vegetable cropping systems
Corp, Mary MS Assoc. Prof. Umatilla Co field crops extension
Detweiler, Amy Jo MS Assoc. Prof. Community horticulture
Horneck, Donald PhD Assoc. Prof. Columbia Basin irrigated crops extension and soils
Huber, Andrew PhD Assoc. Prof. Plant science teaching CSS all UG plant
Kaufman, Diane MS Assoc. Prof. Berry cropping systems
Kiemnec, Gary PhD Assoc. Prof. Soil science teaching CSS all UG soils
Lutcher, Larry PhD Assoc. Prof. Morrow Co field crops extension
Machado, Stephen PhD Assoc. Prof. Crop management and soil quality
McMahan, Linda MS Assoc. Prof. Community horticulture, admin
Penhallegon, Ross MS Assoc. Prof. Community horticulture
Renquist, Steve MS Assoc. Prof. Commercial and community horticulture
Roseberg, Richard PhD Assoc. Prof. Crop management and soil fertility
Rosetta, Robin MS Assoc. Prof. Nursery and greenhouse IPM
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Name Highest Degree Rank Focus area Couse taught
Walenta, Darrin MS Assoc. Prof. Union/Wallowa/Baker Co field crops extension
Wysocki, Don PhD Assoc. Prof. Soil management and alternate crops
Yang, Wei PhD Assoc. Prof. Berry cropping systems
Anderson, Nicole MS Assist. Prof. North Willamette Valley field crops extension
Angima, Sam PhD Assist. Prof. Lincoln Co Staff Chair, small farms, master gardeners
Charlton, Brian MS Assist. Prof. Potatoes and specialty crops
Defrancesco, Joe MS Assist. Prof. Integrated Pest Management
Einhorn, Todd PhD Assist. Prof. Tree fruit cropping systems
Felix, Joel PhD Assist. Prof. Weed science
Kaiser, Clive PhD Assist. Prof. Tree fruit cropping systems
Miller, Weston MS Assist. Prof. Community and urban horticulture HORT 260
Norberg, Steven PhD Assist. Prof. Malheur Co field crops extension
Owen, Jim PhD Assist. Prof. Nursery and greenhouse production and management
Rondon, Silvia PhD Assist. Prof. Field crops entomology
Silberstein, Tom MS Assist. Prof. Mid-Willamette Valley - field crops extension
Affeldt, Richard
Instructor has resigned - being replaced
Andrews, Nick MS Instructor Small farms and vegetable cropping systems
Bell, Neil MS Instructor Community and urban horticulture
Buchanan, Marcus PhD Instructor Viticulture
Fery, Melissa MS Instructor Central Willamette Valley small farms - forages and water quality
Fick, Barbara MS Instructor Community and urban horticulture
Garrett, Amy MS Instructor
Maley, Jordan BS Instructor Gilliam Co field crops extension
Matthewson, Melissa MS Instructor Small farms
Powell, Maud MS Instructor Small farms
Reynolds, Robert MS Instructor Community and urban horticulture
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Appendix 8. Liaisons letter of support.
Dear Colleagues:
The attached Category I proposal (current draft) describes the creation of the School of Integrated
Plant, Soil, and Insect Science. It is the merger of two departments in the College of Agricultural
Sciences- the Departments of Crop and Soil Science, and Horticulture. Additionally, we have
proposed a new undergraduate major- Integrated Plant, Soil and Insect Science (IPSI) with a number
of options. Our new course compliment is provided in the attached Excel file.
In accordance with the liaison criteria in the Curricular Procedures Handbook, this memo serves as
notification to your department of our intent to create a new School within the College of
Agricultural Sciences and a new undergraduate major.
Please review the attached materials and send your comments, concerns, or statement of support
to Anita by 16 May, if at all possible. We apologize for the short turn around but are scrambling to
try to have our completed CAT I before the Faculty Senate by their June meeting. We sincerely
appreciate your assistance. Per custom these days, we will interpret lack of response as support.
We thank you for your time and input.
Sincerely,
Anita and Russ
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Appendix 9. Responses to liaisons letter of support.
From: Thompson, Greg [[email protected]]
Sent: Monday, May 09, 2011 8:20 AM
To: Anita Azarenko ([email protected])
Subject: FW: CAT I liaison
The Agricultural Education and General Agriculture Department supports the merger of the CSS and
HORT Departments into the School of Integrated Plant, Soil, and Insect Science. I commend you all
on your efforts to make the merger a success. The proposal is well written and very detailed. It is
evident that the writers and collaborators have put a lot of effort and detail into this merger and
School.
Best Wishes,
Greg
Greg Thompson, PhD
Professor & Department Head Agricultural Education and General Agriculture 112 Strand Hall Oregon State University Corvallis, OR 97331 (541) 737-1337 [email protected]
From: Borman, Mike
Sent: Monday, May 09, 2011 11:01 AM
To: Karow, Russell; Azarenko, Anita Nina
Subject: RE: CAT I liaison
Russ and Anita,
For what it is worth from a “lame Ranger”, you have my support. Good luck!
Mike Borman
Department Head and Extension Specialist Dept. of Rangeland Ecology & Management Tel: 541-737-1614 Fax: 541-737-0504 [email protected]
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