2. Marsha C. Black
University of Georgia

3. Marsha C. Black University of Georgia
ACOP/ESCOP Phase II Project (Class 13)
Mentor: Dr. David Knauft, Associate Dean for Academic Affairs

4. Phase II – Marsha Black Goals
Plan and provide leadership for the 2004 Southern Regional Teaching Symposium
Learn more about functions of the Associate Dean for Academic Affairs
Attend Administrative Council meetings
Shadow the Dean and Assoc. Dean for Academic Affairs

5. Phase II – Marsha Black Deliverables
Assembled planning team for the symposium
Developed call for abstracts, preliminary program
Will lead team in abstract selection and finalizing program content (March 2004 )
Southeastern Regional Teaching Symposium to be held on May 20-22, 2004 at the University of GA

6. Rebecca L. Darnell
University of Florida

7. Graduate students in the Plant Sciences…
How are they recruited?
What are their areas of study?

8. 18 Graduate Programs in Plant Sciences Surveyed
Best Recruitment Tool: Web Site (65%)
Biggest Obstacle to Recruitment: Stipends (76%)
Average Stipend - Ph.D $17470
M.S. $16075
Major Areas of Study: Cell/Molecular Biology 27%
Genetics/Breeding 17%
Physiol/Biochemistry 13%
Cropping Systems 9%
Ecology 7%
Major Employment Opportunities: Cell/Mol Biol or Genetics 82%

9. Thomas R. Dobbins
Clemson University

10. Developing a Leadership Minor for Clemson University’s College of Agriculture, Forestry and Life Sciences
Thomas R. Dobbins

11. Determining the Need for Leadership
Formed steering committee
Met with department heads—CAFLS
Conducted 4 student focus groups in CAFLS
Interviewed 4 Leaders of Agriculture
Commissioner of Agriculture
President and CEO of AgFirst
Vice President of Monsanto
President of SC Farm Bureau

12. Course Approval Develop Courses
Send course approval forms to Curriculum Committee
Offer courses

13. Anthony P. Keinath
Clemson University

14. Clemson University Vegetable Team, A. P. Keinath, Assoc. Prof
Clemson University Vegetable Team, A.P. Keinath, Assoc. Prof. of Plant Path., Chair
As my Phase II project I am:
Chairing the Vegetable Team
Coordinating the development of EPA Crop Profiles for six vegetable crops
Cooperating to obtain funds to develop EPA Pest Management Strategic Plans

15. Carol H. Kim
University of Maine

16. ESCOP/ACOP Leadership Development Program Class 13, Phase II Report Carol Kim University of Maine
Mentors: Bruce Wiersma, Dean of NSFA Susan Hunter, Chair of Biological Sciences

17. CSREES REVIEW OF DEPARTMENT
Directed the assembly of the review document for the Department of Biochemistry, Microbiology & Molecular Biology
Objectives
Evaluation of departmental recommendations for future actions as stated in this Self Study document.
Identify major strengths and weaknesses in past performance and future plans.
Use panel evaluations to identify opportunities and priorities for improvement of the departmental recommendations for future actions.

18. outline the self-study
Worked with Chair
to write, compile,
and edit document
Arranged department
retreat to discuss and
outline the self-study
CSREES REVIEW
DOCUMENT
Organized the
review team visit
Assigned individual
tasks to the faculty

19. Dan Kluchinski
Rutgers University

20. ESCOP/ACOP Leadership Development Program: Class 13
Daniel Kluchinski
Rutgers University

21. ESCOP/ACOP Leadership Development Program: Class 13
Daniel Kluchinski
Assumed role as Assistant Director of Extension and Chair of Department of Agricultural and Resource Management Agents in July 2003
Dr. Karyn Malinowski
Director of Extension and Dean of Outreach
Served as mentor for Phase II project
Phase II Project
Acclimate to new positions and assist with implementation of College and Experiment Station strategic plans

22. ESCOP/ACOP Leadership Development Program: Class 13
Accomplishments
Developed relationships with the Executive Dean, Deans of Research and Academic Instruction, and Director, Associate Director and Assistant Directors of Extension
Increased knowledge of administration functions and procedures, and decision making protocols and pitfalls
Expanded interaction with academic department chairs, and institute and center directors through monthly meetings
Worked to increase interaction and integration of Extension, research and teaching faculty and programs

23. ESCOP/ACOP Leadership Development Program: Class 13
Accomplishments
Provided assistance and leadership in implementing various components of the College and ES Strategic Plans
Implemented a monthly reporting system to increase flow of information on activities and impacts of field staff and faculty to college and university administrators
Established contact and outreach efforts to county, state and federal decision makers
This was a terrific learning experience… thank you!

24. Anna-Mae Kobbe
USDA-Cooperative State Research, Education, & Extension Service

25. Phase II Project Anna-Mae Kobbe, CSREES
Objective: To gain a greater understanding of the integration of research and extension by increasing my knowledge of the Experiment Station research program at a major land-grant university.
Outcome: Exchange with University of Maryland faculty by March 2004.

26. Raina M. Maier
University of Arizona

27. Assignment: To take on the position of Associate Director of the
The University of Arizona Superfund Basic Research Program is a multidisciplinary approach to research that studies detecting, assessing and removing environmental contaminants from hazardous waste sites, as well as determining the impact of these contaminants on human health. Our program targets two main toxicants, chlorinated solvents and heavy metals.
Assignment: To take on the position of Associate Director of the
University of Arizona Superfund Basic Research
Program.
Goal: To learn how to manage a large multidisciplinary research
group and aid in leading this group through a grant renewal
due April 2004.

28. Activities accomplished
Attend weekly grant planning meetings to develop the main
themes of the grant research and core projects (administration,
training, outreach, research translation, hazard identification), as
well as the budget
Work with subgroups within the grant to organize and coordinate
planning efforts
Serve as liaison between project director and grant participants
Serve as director of the graduate training core
Served on planning committee for NIEHS Superfund Quad
Conference, October 8-10, 2003
Klondyke Mine Tailings Site

29. Charles Nelson
Michigan State University

30. Chuck Nelson, MSU: Reversing Declining CANR Undergraduate Enrollment
CANR Freshmen and external transfers
40% + decline in applications, admissions, enrollment
U applications, admissions increasing
11% increase in U enrollment
CANR Internal transfers
Data scanty but suggests ratio of internal transfer in is 5-7 times greater than transfer out

31. CANR Challenges to Reverse Declining UG Enrollment
Non-encompassing CANR name
CANR lacks clear ID with prospective students/parents
Lack faculty incentives for recruitment
Recruiting structure in CANR unclear
Rising standards for MSU admission
Decreasing relevance of Land Grant Mission to the University

32. Opportunities to Reverse CANR UG Enrollment Trends
Target internal transfers
No admit/enrollment hurdles
CANR has outstanding reputation for caring faculty, small class size, placement, “family” atmosphere
Position CANR on cross-cutting themes
Economic development, quality of life, healthy families, environmental integrity
Target freshmen through ISDs
83 Intermediate School Districts vs. 1,100 high schools
Experiential/mentoring focus links to CANR strength and alumnus across MI
Target 4-H participants/parents
Untapped CANR resource with foci on agriculture, natural resources, recreation and family
Link activities to CANR careers/educational programs

33. Rachel Novotny
University of Hawaii at Manoa   

34. ESCOP/ACOP Objective To improve departmental infrastructure
Rachel Novotny
Professor and Dept. Chair
Goal To improve departmental research, extension and instructional function
ESCOP/ACOP Objective  To improve departmental infrastructure
Actions Completed
      office structure modified
      staff duties clarified & performance evaluations implemented
      fiscal staff hired
     fiscal consultant visit & procedures recommended

35. SUMMARY OF RECOMMENDATIONS
·        Eliminate the “Fiscal Officer” personal accountability concept
·        Develop mandatory training programs for faculty & staff
·        Develop reference materials
·        Make all accounting systems available to operating departments
·        Utilize on-line tools available with existing accounting system
·        Eliminate manual duplication of on-line system
·        Eliminate manual approval processes
·        Develop regular cross campus events to broaden the understanding of departmental legitimate business purposes

36. Bonnie H. Ownley
University of Tennessee

37. Class 13 Phase II Project Bonnie H. Ownley
The University of Tennessee, Knoxville
Mentor: Mary Lewnes Albrecht
Associate Dean, College of Agricultural Sciences and Natural Resources

38. Develop an undergraduate academic program in Applied Biotechnology
Interdepartmental, multidisciplinary (animal, microbial, plant sciences)
Hands-on training in applied biotechnology
Student internships with biotechnology industries
Workshops focused on biotechnology for high school teachers
Summer programs for high school students
Goal is for the program to be available in Fall 2005

39. Deborah L. Sheely
USDA-Cooperative State Research, Education, & Extension Service

40. Developing and Implementing a Successful Integrated Project
Deborah Sheely
Integrated Programs Director
Cooperative State Research, Education and Extension Service (CSREES)
Mentor: Dr. Michael Tate, Dean and Director, Washington State University

41. Developing and Implementing a Successful Integrated Project
Goals:
A workshop for CSREES-funded scientists to share their insights into successful integrated projects (September, 2004)
A publication highlighting lessons learned and best practices of successful integrated projects

42. Developing and Implementing a Successful Integrated Project
Expected Impacts:
Improved administration of integrated programs by CSREES staff
Improved quality of integrated activities supported by CSREES programs

43. John A. Unruh
Kansas State University

44. Bi-lingual and bi-cultural training for undergraduates in Food Technology and Meat Science
Rational – Bi-lingual (Spanish/English) graduates with food/meat science training are needed to meet industry demands of a diverse employee base and globalization.
Objective – Develop a pilot program that links academia and the food/meat industry to provide international and language skills required for graduates entering the work force.

45. Phase I – Eight Kansas State University Food/Meat Science students and two faculty members will form an exchange group to travel to Monterrey, Mexico (Instituto Technologico y Estudios Superiores de Monterrey - ITESM) on March and host ITESM students and faculty, April Industry and University visits will occur at both sites.
Phase II - For academic years and , selected Tec students will spend one semester at KSU and a second semester in an applied industry training program. Selected KSU students will spend two semesters at Tec, the first focusing on Spanish acquisition and the second on language, practical training and course work in Monterrey, Mexico.

46. David B. Weaver
Auburn University

47. David Weaver-Auburn University
Mentor: Dr. John Jensen, Dean and Director, AAES
THE PROBLEM: The Alabama Experiment Station (AAES) faces an uncertain future: Declining resources, escalating costs, and a changing agricultural and rural stakeholder base.
THE SOLUTION: Development of a “living” Strategic Plan for the AAES, designed to carry us well into the 21st century, and help us as we seek alternate sources of funding.

48. Implementation
Working with Group Solutions (a consulting group that specializes in helping organizations connect with their stakeholder base and redefine their focus) we have solicited input from stakeholders and staff to determine the strengths and weakness of AAES, how best to meet our stakeholders’ needs and what we need to do to ensure that we will be around and relevant in the near and far future.

49. Progress
We have:
Held several meetings, in person and via the internet, designed to allow stakeholder and advisory team input.
Developed a rough draft of the strategic plan.
Developed a “Regional Focus” document designed to aid us in securing additional state funding by identifying our strengths in different regions of the state, thus giving legislators better points of reference as to what we do.

50. Greg Wiecko
University of Guam

51. ESCOP/ACOP Phase II Project Mentoring of Non-Tenured Faculty
Greg Wiecko University of Guam
College of Natural and Applied Sciences
Mentor: Dr. Lee S. Yudin

52. Mentoring of Non-Tenured Faculty
Rational: It is important to provide mentoring to non-tenured faculty members to help them through promotion and tenure processes.
Objective: To develop a comprehensive mentoring process for non-tenured faculty.
Outcome: Mentoring procedures for non-tenured faculty were developed and implemented by the Dean. Several mentoring committees have been formed and begun their work.

53. J. David Williams
Auburn University

54. ESCOP/ACOP Phase II Project
J. David Williams, Professor
Department of Horticulture
Auburn University
Mentor: William E. Hardy Jr., Associate Dean for Instruction
College of Agriculture, Auburn University

55. Assessment of Instructional Use of Alabama Agricultural Experiment Station Resources at Auburn University
Rationale
Use of AAES resources and facilities for teaching activities increases strain on already austere operating budgets. A systematic assessment of instructional demand on ES resources will provide tangible support for compensation from AU Division I instructional funds.
Objective
To evaluate the extent to which AAES infrastructure and resources are utilized for instructional purposes

56. Assessment of Instructional Use of Alabama Agricultural Experiment Station Resources at Auburn University
Process and Status
Consultation with Deans/Directors at other land grant universities
Development of specific steps to identify financial commitment of AAES to instructional activities
Working through department leadership and consulting with individual faculty
Consultation with CoAg fiscal officer
Project is not yet complete