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;

http://oregonstate.edu/diversity/DAP/2007_OSU_CAMPUS_DIVERSITY_ACTION_PLAN.pdf

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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.

http://www.pcc.edu/programs/gerontology/horticulture-careers.html

http://www.blm.gov/wo/st/en/prog/Recreation/recreation_national/interpretation.html

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


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 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


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


IPSI 495 3 Horticultural Management Plans





IPSI 506 1-16 Projects

IPSI 507 1-16 Seminar


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


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 606 1-16 Projects

IPSI 607 1 Seminar


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


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

53

34

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]

mailto:[email protected]

mailto:[email protected]

proposal to create a school of integrated ......placed on designing, constructing, and managing...

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