ESCOPACOP Leadership Development Program

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ESCOP/ACOP Leadership Development Program

• Class 11
• Phase II Reports

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Sandra Ristow

• Washington State University

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P. Gregory Smith

• USDA - CSREES

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Enhanced Grant InformationP. Gregory Smith
USDA-CSREES

• Issue Efficiently provide new grant program
  information to novice applicant community
• Approach Interview Agency Grant Specialists and
  prospective applicants to determine most
  frequently cited application problems and issues
  Develop responses via most effective delivery
  method (Web Page)
• Product FAQ Web page established on Agency
  server Interactive Q/A feature planned
• http//www.reeusda.gov/1700/funding/spec_faq.htm

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SAMPLE
FAQ Categories 1.     Eligibility2.    
Funding3.     Budget4.     Proposal Preparation

• 1.   Eligibility
• Q Whos eligible to submit proposals for the
  Higher Education Challenge (HEC) Grants Program?
• A Land-grant colleges and universities and
  other U.S. public or private, nonprofit colleges
  and universities
• Offering a baccalaureate degree or any other
  higher degree, and
• Having a significant ongoing commitment to the
  teaching of food and agricultural sciences
  generally and to the specific need and/or subject
  area(s)

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Leland Pierson, III

• University of Arizona

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ESCOP/ACOP Leadership Course
Phase II Internship
Leland (Sandy) Pierson III
The University of Arizona
Goal Understand the organization, hierarchy and
decision-making process in the
College of Agriculture and Life Sciences (CALS)
at The University of Arizona, a land
grant university
Approach Participate in the weekly CALS
executive council
Participate in Curriculum Committee
Observe Cooperative Extension activities
Interviews Executive Council Department Heads
Results Have a much deeper understanding of the
people, problems, solutions, and
the decision making process in CALS
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Provost
Vice Provost Dean
Academic Programs
Experiment Station
Administrative Services
Cooperative Extension
Cooperative Extension
Teaching
Curriculum
9 Expt. Stations
Advising
AZ County Directors
Academic Units
Scholarships
Research
Career Services
Recruitment/Hiring
Compensation
Dept. Heads
Sponsored Projects
Native American Programs
Employee Development
Environ./Natural Resources
Family, Youth Community
Nutrition Health
Family finance
Marketing
4 H
Dean Gene Sander
Vice Dean Colin Kaltenbach
Assoc. Dean Jim Christenson
Assoc. Dean Dave Cox
Assoc. Dean Gordon Johnson
Asst. Dean Alma Sperr
CALS Executive Council
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Mary Duryea

• University of Florida

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Mary Duryea (Univ. of FL) worked as Interim
Assistant Dean for Research
Her mentor was Richard Jones, Dean for Research

• Her responsibilities included

Tenure and Promotion
Program Reviews
Grant Programs With Industry
Interviews For Faculty Searches
Intern Programs
Part-Time Appointments
Outside Consulting
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Leadership Qualities That She Learned About Were
Managing Time Effectively
Active Listening
Delegating
Planning
Maintaining A Sense of Humor
Accepting Input
Understanding Conflict
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Gerard E. DSouza

• West Virginia University

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Gerard DSouza, West Virginia University Mentor
Dr. Bill Vinson, Experiment Station Director
Improve my understanding of the LGU system the
Expt. Station research agenda and the
administrative decision-making process
(accomplished by attending administrative and
research-related meetings at various levels of
the university making presentations at some of
these meetings and assuming committee-chair
leadership positions in the College)
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Gain a better understanding of the role of farms
and forests in a LGU setting, including
strategies that would justify their continued
use and support in an era of tight budgets
(accomplished by reviewing available literature,
and informal discussions or interviews with
stakeholders inside and out of the Experiment
Station an ongoing process)
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Michael A. Schuett

• West Virginia University

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Michael A. SchuettWest Virginia University

• ESCOP/ACOP Project
• Reviewed College Recruitment Policies, Programs,
  and Materials

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PROJECT SUMMARY

• Examined current student enrollment data
• Investigated possible funding sources for
  recruitment activities
• Assisted in securing temp. recruiter position
• Suggested new promotional materials, i.e., CD,
  video, brochures, etc.
• Attended recruitment functions

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Michael W. DuPonte

• University of Hawaii
• Manoa

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4-H   MORE THAN YOU EVER IMAGINED
A REORGANIZATION, RESTRUCTURING, AND OVERVIEW OF
THE CURRENT HAWAII 4-H LIVESTOCK PROGRAM
Prepared by Michael W. DuPonte Livestock
Agent Cooperative Extension Service College of
Tropical Agriculture and Human Resources Universit
y of Hawaii at Manoa
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4-H More Than You Ever Imagined
1. Stakeholders Survey 2. Strengths and Weakness
Assessment 3. Challenges and the Strategic
Plan 4. Reporting Results with Accountability 5.
Reorganization and Restructuring of Leadership
Roles
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4-H More Than You Ever Imagined
6. Updating Bylaws, Rules, and Constitution 7.
Revising Marketing and Recruitment Program 8.
Publication with Technical Support from the Web
Site to Workbooks 9. Thinking Out of the Box
New Ideas of Using 4-H in an Everyday Environment
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Jesse Thompson, Jr.

• University of Illinois

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John Harrington

• New Mexico State University

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Working with the Provost and Vice-Provost on
Developing an Faculty Alternative Salary Plan
While not everyone may concur with an outcome,
it is essential to give everyone a chance to
provide their input before decisions are made.
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Work with College Committee on Reviewing
In-house Agricultural Experiment Station
Publications
Sometimes you find yourself facing the same
challenge other Universities are or have faced
so it pays to ask for input instead of going it
alone.
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Irwin L. Goldman

• University of Wisconsin

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Coordinated Plant Science Recruiting
ESCOP / ACOP Project, Academic Year
2001-2002 I.L. Goldman University of
Wisconsin-Madison
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Need

• Graduate education is a primary emphasis in
  research programs on campus
• Attracting outstanding students is of primary
  concern to faculty and administration
• With few exceptions, graduate programs and
  departments do not generally coordinate their
  recruiting efforts
• It is difficult for potential students to
  navigate through the maze of opportunities, even
  within a field

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Confusion

• For example, graduate education in plant biology
  could be accomplished in more than 6 departments
  in two colleges
• Due to tradition, students must often commit to
  graduate programs / advisors without the
  opportunity to rotate

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Resolution

• Coordinating recruitment efforts in plant biology
  across the campus could increase our ability to
  attract outstanding students by
• Simplifying current complexity
• Providing a plant biology roadmap to potential
  students
• Focusing or expanding their applications
• Improving campus visits and recruitment efforts
• Allowing the opportunity for rotations

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Pitfalls

• Programs and Departments may feel coordinated
  recruiting will increase competition for good
  students
• Coordinated recruiting will require more effort
• Things dont work well when there is no one
  person to take charge of the entire effort
• Coordinated recruiting will require money for
  recruitment visits, advertisement, and rotations
• Rotations are not traditional in many applied
  departments, and their implementation may be
  challenging

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Initial Approach

• Identify and list plant biology faculty, labs,
  and programs
• Identify coordinated recruiting efforts at other
  peer institutions and attempt to ascertain
  whether they have been successful
• Meet individually with Department / Program
  Chairs, Faculty to determine whether coordinated
  recruiting is desirable
• Meet with and secure funding from Administrators
  in the Graduate School for establishment of
  program
• Form steering committee for coordinated program
• Develop web presence for incoming class of fall,
  2003

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C. Michael Deom

• University of Georgia

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Brazil-US Consortium In Agroecology
Universidade Federal do Pará
Universidade Federal Rural de Pernambuco
University of Georgia
www.uga.edu/int-ag/Brazil-US.html
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Brazil-US Consortium in Agroecology

• Department of Education-funded grant
• Provides funds for travel and living expenses to
  support programs with our Brazilian partners
• Student exchange
• Semester or academic year
• Portuguese language requirement
• Agroecology curriculum
• Internships
• Credit toward Certificate in International Ag
• Maymester Study Abroad
• Tropical agroecosystem diversity
• Differences between tropical and temperate
  ecosystems
• No formal language requirement

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Susan Cuppett

• University of Nebraska

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Project Overview

• Project focused on improving the transfer process
  for international students
• Working with two programs in Malaysia
• Background
• Food Science has always had Malaysian transfer
  students
• Not always able to use all their transfer credits

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Project Overview

• Actions Taken
• Identified two additional programs (Horticulture
  and Agribusiness) to which students could
  transfer
• Developed Recommended Programs of Study that will
  maximize transfer credits

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Shirley Hymon-Parker

• University of Maryland
• Eastern Shore

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Shirley Hymon-ParkerDepartment of Human
EcologyUniversity of Maryland Eastern Shore
Enhancing Curricula in the School of Agricultural
and Natural Sciences

• Internship Objectives
• To develop an interdisciplinary Ph.D. program
  in Food Science and Technology between the
  Departments of Agriculture and Human Ecology at
  UMES
• To establish a Collaborative Agreement with
  Agricultural Research Service of USDA to enhance
  and expand research opportunities in food science
  at UMES

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• OBJECTIVES
• Objective 1 To developed an interdisciplinary
  Ph.D. program in Food Science and Technology
  between the Departments of
  Agriculture and Human Ecology at UMES
• Wrote proposal to Maryland Higher Education
  Commission (MHEC) for approval to develop a Ph.D.
  degree in Food Science and Technology. This
  degree would address the educational needs of
  businesses, industry, and farmers on the Eastern
  Shore of Maryland and the region (Proposal was
  approved)
• Wrote Title III (Department of Education)
  proposal to fund establishment of the new Food
  Science and Technology degree program (Proposal
  funded for five years)
• Currently advertising three faculty positions
  for the program to be filled by July 2002
• Objective 2 To established a Collaborative
  Agreement with Agricultural Research Services
  to enhance and expand research
  opportunities in food science at UMES
• Worked with Wyndmoor, PA ARS administrators (Dr.
  John Cherry and Wilda Martinez) to identify
  research niche / void that would benefit both
  organizations if operationalized
• Developed a Specific Cooperative Agreement (SCA)
• Identified appropriate mechanisms (protocol) and
  legislative leaders to assist with securing
  funding for current and future research
  initiatives
• BENEFITS
• Individual This internship enabled me to grow
  professionally and enhance my knowledge of
  agricultural sciences in general while fulfilling
  the objectives of my internship. I also became
  familiar with the School of Agricultural and
  Natural Sciences industry constituents,
  legislative liaisons, and established a network
  of resources that can be utilized when addressing
  programmatic needs in the future. I am a
  stronger and more knowledgeable leader because of
  this ESCOP/ACOP Leadership experience.
• Institutional The University now has an
  individual within its ranks that is more attuned
  and knowledgeable of the operation and needs of
  the School of Agricultural and Natural Sciences,
  and who is prepared for additional leadership
  responsibility within the Unit/University should
  the need arise.

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John Beasley

• University of Georgia

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ESCOP/ACOP Phase II Project John Beasley,
University of Georgia

• Project 1
• Southeast Agriclimatology and Meteorological
  Center
• Identify scientists with expertise/interest in
  working with center
• University of Georgia scientists in Crop and
  Soil Sciences and Biological and Agricultural
  Engineering Departments
• Identify other institutions or agencies with
  interest
• Determine objectives of center
• Identify funding sources
• Determine conflicts of interest
• Determine base of operations, primary contact

• Progress
• Identified 5 scientists, (4 UGA, 1 USDA) for
  initiation of project
• Obtained 40,000 grant for initiation of center
  development
• Recruited visiting scientist with expertise in
  atmospheric sciences and crop sciences to help
  set up tests and collect data

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ESCOP/ACOP Phase II Project John Beasley,
University of Georgia

• Project 2
• University of Georgia Tifton Campus Research
  Education Conference
• Objective conduct a 1 ½ day conference for
  faculty, staff, and USDA cooperators that are
  based at the University of Georgias Tifton
  Campus for the purpose of presenting and
  discussing research and education programs that
  focus on interdisciplinary teams.
• Procedures in Development of Program
• Form organizational committee set time-frame for
  conference identify
• funding sources for breaks, breakfast, and
  awards set theme for
• conference (Accomplishing Success through Team
  Tifton) develop
• tentative schedule for presentations and develop
  criteria for poster
• presentations

• Other Phase II activities
• Spent week shadowing Dean of UGA CAES
• Attended numerous CAES administrative meetings
  with Asst. Deans, Assoc. Deans, Dean, and
  Department Heads

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Ross Miller

• University of Guam

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• Phase II ESCOP/ACOP Leadership Development
• Ross Miller University of Guam (UOG)
• Objective Evaluate College of Agriculture and
  Life Sciences (CALS)
• Implementation and Integration of Land Grant
  Mission
• Current situation
• CALS and UOGs mission statement consistent with
  1862 land-grant universities
• - emphasizing research, extension, instruction
• CALS faculty on 12 month federally funded
  appointments other UOG faculty on
• 9 month locally-funded appointments
• Currently CALS research, extension, family
  science, community development
• and 4-H faculty housed in 5 different
  administrative units with funding from
• various federal sources, each with unit
  administrative head
• All CALS faculty appointments are 100 research
  or 100 extension based with a local match to
  federal funds no funds provided for instruction

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• Recommendations for Enhancing Land-Grant Mission
  at UOG
• Merger of CALS (in progress) into two academic
  departments (Consumer Family Sciences and
  Agricultural and Environmental Sciences) with
• 2 department heads (to be selected)
• Revamp academic curriculum to reduce number of
  courses taught by CALS
• faculty (in progress) Rely on other colleges
  for supporting courses to avoid duplication of
  effort
• Work for inclusion of resident instruction funds
  for territories in Farm Bill
• Work with Guam legislature to provide adequate
  local funds for resident instruction publicize
  CALS achievements and grant awards
• Create Office of Grants Research to encourage
  grant submissions by UOG
• faculty and coordinate CALS submissions with
  non-CALS faculty
• Other
• Protect CALS researchers and extension personnel
  from unreasonable university-related incursions
  into available time

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Ted Cable

• Kansas State University

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Ted Cable meeting with Costa Rican university
administrators
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Although nobody has been slothful, things have
moved slowly with this project in Costa Rica
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Douglas L. Vincent

• University of Hawaii
• Manoa

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ESCOP/ACOP Leadership Development Class
11Douglas L. Vincent, University of Hawaii at
ManoaDepartment of Human Nutrition, Food and
Animal Sciences

• Reorganization of College of Tropical Agriculture
  and Human Resources (from 11 to 6 Departments)
• FSHN and ANSC Departments merged in 2000
• Extension Educators brought into academic
  departments

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ESCOP/ACOP Leadership Development Class
11Douglas L. Vincent Leadership Activities

• Lead a two-day strategic planning retreat in
  September, 2001
• Developed Vision and Common Goals for HNFAS
• Discovered new strengths about each other
• Developed and implemented new HNFAS
  infrastructure committees to merge two academic
  programs and integrate extension educators into
  HNFAS
• Rewrote Promotion and Tenure and Post-Tenure
  Review Guidelines

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Carl J. Jones

• University of Tennessee

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Carl J. JonesUniversity of Tennessee

• The University of Tennessee Institute of
  Agriculture is undergoing dynamic changes as it
  adapts growth in modern agricultural technology
  to the needs of both large modern farms and
  small, often low income, operations. The problem
  which I seek to fix, is that of clearly
  communicating needs from the grower to Experiment
  Station Scientists through appropriate channels.

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Beginning to Find Solutions

• A one-day retreat bringing together Department
  Heads, Extension Program Leaders, and other
  administrators, was accomplished in late fall,
  2001. As a result of this FIRST meeting,
  communications have opened up and each group is
  striving to understand and meet the needs of the
  other. Both groups have implemented changes, with
  more under study.

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Catherine A. Solheim

• University of Minnesota

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Discovery, Engagement, TeachingBalance of
Scholarship

• Define outreach/engagement scholarship
• Identify ways to measure, document, and evaluate
• Create college-wide system for reporting and
  communicating
• Revise workload principles to reflect balance of
  scholarship philosophy

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Extension Realignment

• Develop new position descriptions for regional
  educators
• Reassign and orient educators for regional scope
  of work
• Define Extension family development competencies
  and engagement scholarship
• Create system for departmental affiliations

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Dennis Fulbright

• Michigan State University

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Phase II Dennis W. Fulbright, Michigan State
University
The Goal
Develop a School for Environmental Study and
Policy at Michigan State University
The Mission
Provost calls on Michigan Agricultural Experiment
Station (MAES) to develop an organization where
MSU environmental studies can be showcased and
where research will flourish.
MAES chosen because its research programs are
broad and cut across college lines, MAES is
respected by researchers, MAES plays neutral role
on campus in terms of funding, MAES directors are
knowledgeable about current environmental
programs on campus.
The Philosophy
Be inclusive of all scholars on campus, provide
opportunities for input, allow scholars to build
and buy into the structure
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The Process
October, December and January task force meetings
with recognized MSU scholars in areas of
environmental studies, engineering,
communication, economics and community
development. These scholars represent several
departments, existing environmental institutes,
and at least five colleges.
Task force selected an organizational structure
representing a college with a non-academic dean.
The dean would report to the Provost, but all
courses and degrees would be granted through
existing colleges and departments. Graduate
courses would track through departments.
It is all my fault Robert E. Lee after
Picketts charge and Dennis W. Fulbright after
meeting with Provost
The Outcome
Draft of guiding principles and structure sent to
provost and meeting held with MAES
representatives. Structure is too inclusive
need outside scholars to determine the specific
programmatic thrusts that should be emphasized.
Excellence needs to be recognized.We are still
working on this project.
Thanks to all at MAES for a wonderful experience
and especially Dr. Jan Bokemeier, my mentor.
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Alan Gray

• University of Wyoming

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Visioning The Future With Northwest Wyoming
Shareholders

• Objective Dean, College of Agriculture Is
  Seeking Shareholder Input For College Of
  Agriculture Strategic Plan
• Purpose Shareholders To Help Define College of
  Agriculture Academic, Research Extension
  Programs For Year 2010

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Activity Conduct Visioning Sessions With College
Dean In Big Horn/Wind River Basins

• Determine Views On
• Systems Agriculture
• Natural Resources
• Environment
• Rural Communities
• Sustainability

• Considerations
• Water Rights/Quality
• Profitability
• Resource Mgmt
• Niche Markets
• Rural Urbanization
• Managing Change
• Globalization

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Anita Nina Azarenko

• Oregon State University

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Tree Fruit Strategic Summit

• Co-organized strategic summit on the future of
  the tree fruit industry in the Mid-Columbia
  region of Oregon
• Created a white paper describing the outcomes of
  the summit
• Presented summaries at appropriate public forums

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Shared leadership/management models

• Evaluated different models of shared
  leadership/management in medium to large sized
  units of the College of Agricultural Sciences at
  OSU and other land grant institutions
• Considered diversity of missions, geographic
  distribution of faculty, budgetary, and other
  factors
• Led discussion on possible shared
  leadership/management models for in the
  Horticulture Dept.

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Lloyd T. Walker

• Alabama AM University

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Revitalization of Departmental ProgramsbyLloyd
T. Walker

• Improved Visibility Marketing of Programs
• New Website, Brochures, Newsletter, Banners
  Posters
• Strengthening Critical Faculty Mass
• Faculty Positions Filled Small Ruminant
  Nutrition, Food Microbiology, Nutritional
  Biochemistry, Post-Harvest Technology/Product
  Development, Animal Breeding/Genetics (pending)
• Increased Student Enrollment
• Increased Recruitment Activities
• Facelift for Departmental Public Areas
• Wall Directory, New Cabinet Display Poster
  Display Boards

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• Increased Educational Outreach
• Visits to Area Middle High Schools
• Science Demonstration Projects Speakers Bureau
• Increased External Collaborations/Partnerships
• University UGA, Purdue, Nebraska, Texas Tech
• Private Industries McKee Foods, General Mills,
  Waynes Farm, Dutch Quality House
• Others Burritt's Museum
• Addition of New Research Equipment
• New HPLC, Spiral Plater, Colorimeter,
  Spectrophometer Centrifuge
• Shared Governance in Leadership
• More Input from Faculty, Staff Students in
  Decision Making
• More Social Events

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Tavita Elisara

• American Samoa
• Community College

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ESCOP/ACOP LEADERSHIP DEVELOPMENT TRAINING -
RESULTS ACCOMPLISHMENTS

• Served as Acting Director for to oversee Land
  Grant for two weeks
• Represented Land Grant Director at meetings with
  President Deans
• Represented ASCC President Land Grant Director
  at Arbor Week Opening
• Assigned by ASCC President to Samoan Language
  Culture Task Force Committee
• Assigned by Mentor to ASCC Accreditation
  Self-Study committee
• Attended 4 Instructional Staff Meeting to Discuss
  Course Changes
• Served 3 times as Acting Extension Program
  Coordinator
• Appointed to Show Sell Fair Organizing
  Committee
• Served Twice as Mediator to Resolve Personnel
  Conflicting issues
• Assigned to Meetings, with representatives of
  Western Association of Accredited Schools to
  discuss ASCC Self-Study
• Attended Meetings of Deans with National
  University of Samoa to discuss Articulation
  future Collaboration

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SOCIAL, ECONOMIC ENVIRONMENTAL IMPACT

• Improved and Strengthened Communications with
  Students, Staff and Faculty (memos, meetings,
  phone e-mail messages etc.,)
• Improved Participation of Students, Staff
  Faculty in Extracurricular Activities (Show
  Sell Fair, Career Days, Arbor Celebration, etc.,)
• As a result of improved collaboration among
  students, staff and faculty, the Board of Higher
  Education challenged ASCC to host a much bigger
  Food Farm Fair in 2002
• Increased Understanding of the Land Grant Program
  and ASCC as a Land Grant Institution by Students,
  Staff Faculty
• Increased collaboration with farming community as
  shown by farmer participation in workshops and
  special events
• Improved communication with off-island colleagues
  (e.g. publications, announcements, etc.,
• Improved collaboration within ASCC Land Grant and
  Government Agencies and US counterparts (USEPA,
  UHCTA-CES, etc.,)

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Mark Alley

• Virginia Tech University

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FACULTY PRODUCTIVITYM. M. AlleyVirginia Tech

• Productivity defined
• Output per unit of effort or,
• Effectiveness in utilizing resources (labor and
  facilities) for production.
• Project Justification
• Resources (faculty positions, labs, etc) must be
  justified on the basis of being productive.
• Project objectives
• Review measurement of faculty productivity
• Discuss factors known to influence (positive and
  negative) faculty productivity.

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Project Approach

• Review and summarize literature
• measurement of faculty productivity
• factors influencing faculty productivity
• Discussion and conclusions
• Management approaches that could enhance faculty
  productivity
• Management approaches that have the potential to
  reduce faculty productivity

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Ronald Pearson

• Virginia Tech University

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Increasing the Efficiency of Graduate Teaching in
Disciplines with Small Class Size

• Dr. Ron Pearson
• Dairy Science Department
• Virginia Tech
• Blacksburg, VA 24061-0315

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APPROACH

• Find ways to offer and make attractive graduate
  courses to students from other Universities
• Common Market Agreements for graduate Courses
• Distance Ed Enterprise Program
• Virtual Campus
• Intensive summer Institutes (Continuing Ed)
• Will any of these work???

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Mary E. Collins

• University of Florida

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Under-enrolled Undergraduate Majors in The
Colleges of Agriculture Mary E. Collins Mentored
by Jimmy Cheek, Dean Jane Luzar, Associate
Dean College of Agricultural and Life Sciences

• How do we administrately define under-enrolled
• majors?
• What are the majors that have a low number of
• undergraduates? Why are they low?
• What has been the history (past 10 years) of
• enrollment in those majors?
• What will the future be for the under-enrolled
  majors?

IFAS
CALS - IFAS
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Under-enrolled Undergraduate Majors in Colleges
of Agriculture Mary E. Collins

• Under-enrolled majors were defined as low
  enrollment, or lower than expected enrollment in
  a specific major.
• Thirty Land Grant Universities were identified
  for study. The LGU chosen represent AAU and a
  geographic range. The under-enrolled majors were
  identified by the home institution.
• In order to increase the numbers, some marketing
  strategies of these under-enrolled majors has
  included key curricula changes, more practical
  and lower-level courses being created, and
  proactive recruitment.

CALS - IFAS
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Thomas Patterson, Jr.

• University of Vermont

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PHASE II PROJECT Thomas F. Patterson, Jr.
College of Agriculture and Life Sciences,
University of Vermont

• My phase II project consisted of shadowing my
  mentor,
• the Dean of the College of Agriculture and Life
  Sciences,
• Rachel Johnson.
• I attended many meetings, both as a participant
  and as an observer,
• where I focused on her leadership style,. I also
  had several one-on-
• one meetings with her to discuss the Phase II
  Core Curriculum
• Objectives, her experiences as Dean, and her
  ideas on leadership.
• In addition, I familiarized myself with the
  literature on leadership,
• especially, the differences between women and men
  in leadership
• roles.

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Ways Women Lead Interactive, Transformational
Leadership

• Encourage Participation
• Share Power and Information
• Enhance the Self-Worth of Others
• Energize Others
• Rosener, Judy, B., Ways Women Lead, Harvard
  Business Review, 68119-125, 1990.

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Steven A. Sargent

• University of Florida

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The Challenge
Respond to a growing organic-agriculture
community in Florida

• NEEDS
• Science-based research on
• organic principles practices for humid
• sub-tropics
• Extend information to county
• agents and growers
• Incorporate into existing and new courses

Steve Sargent University of Florida Proud Member
of Blue Group
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The Response

• Survey statewide faculty for research, teaching,
  extension interests
• Collate responses into a resource database
• Participate in the planning formation of a
  Center for Organic Agriculture
• Build consensus between growers university
  community

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Mark Rieger

• University of Georgia

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Curriculum Development Off-campus major in
Agricultural Science and Emerging TechnologyMark
Rieger University of Georgia

• New major cross-disciplinary,
• cutting edge, hands-on emphasis
• Located on UGAs Tifton Campus in
• the heart of Georgia agriculture
• Partnership with 2-year college
• First off-campus teaching program
• for College of Agric Environ Sci

Tifton Campus

ASET
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Curriculum Development Off-campus major in
Agricultural Science and Emerging TechnologyMark
Rieger- University of Georgia

• Mentor David Knauft Assoc. Dean for Instruction
• Objectives Extend teaching off-campus tap
  Tifton faculty expertise UGA presence in south
  Georgia increase undergrad enrollment
• Tasks Curriculum development, chair committee,
  write new major proposal usher through approval
  process, resource requirements
• Status Curriculum developed, new major proposal
  approved, some new courses approved, on-track for
  Fall, 2003

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Evie Engle Liss

• Oregon State University

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Evaluating and Designing a Publishing System for
the Agricultural Experiment Station at Oregon
State UniversityEvie Engel LissPublishing
Specialist and ProfessorDepartment of Extension
and Experiment Station Communications

• Investigate perceptions of current AES
  publishing system -- Conversations with
  on-campus department heads -- Discussions with
  off-campus branch station superintendents --
  On-site visits with off-campus faculty and staff
• Survey on- and off-campus faculty with AES
  responsibilities -- Have they published with
  existing system -- Do they use the journal
  reprint payment option -- Review proposed
  publishing system -- Identify expectations for
  editorial/production support
• Examine AES publishing at other Land Grant
  universities -- Web search for online
  documents -- E-mail survey of ESCOP/ACOP interns

99
Evaluating and Designing a Publishing System for
the Agricultural Experiment Station at Oregon
State University (continued)Evie Engel Liss

• Synthesize information -- Discuss faculty
  perceptions with AES Administration -- Evaluate
  communications strategies, options -- Develop
  proposal for new publishing system (and/or) --
  Recommend discontinuing publishing system
• Propose streamlined publishing system --
  Reduce number of series in which to publish --
  Introduce formal peer-review process --
  Emphasize electronic delivery mechanisms --
  Upgrade quality of published documents
• Implement system, evaluate, and refine as
  needed
• Identify alternatives if publishing
  discontinued

100
Joan Fulton

• Purdue University

101
Phase II Joan Fulton

• Discussed roles of roles of different
  organizational units and different philosophies
  of leadership with
• Dept. Head/Ag Communications
• Director of Purdue Ag Centers
• Dean and Assoc Deans in Agriculture
• Vice President Research, Purdue University
• Provost, Purdue University

102
Phase II -- Joan Fulton

• Built on experiences from Fultons 2 years
  chairing the colleges Curriculum Committee
• Worked Closely with mentor Dr. Karl Brandt
  (Assoc. Dean for Academic Programs) to assist
  departments in implementing recent changes to
  core curriculum (e.g. Capstone Course)
• In-service for faculty on developing Capstone
  Courses
• Seminar in November 2001
• Workshop is being developed for Spring 2002

103
Steve Nameth

• Ohio State University

104
THE PAUL ECKE, Jr.EXCELLENCE in FLORICULTURE
ENDOWMENTin theCollege of Food, Agricultural,
and Environmental Sciences atThe Ohio State
University

• By
• Stephen G.P. Nameth, Ph.D.

105
1.5 Million Endowment Objectives

• Strengthen and improve OSU Floriculture Program.
• Discover, synthesize and communicate knowledge
  about floriculture plants and their uses for the
  benefit of the people of Ohio, the nation, and
  the world.
• Help advance research in floriculture at The Ohio
  State University and partnering universities.
• Help support distinguished, nationally
  recognized visitors from the floriculture
  industry.
• Help support students interested in a career in
  floriculture.
• Help fund special programs in floriculture at
  OSU.

106
Kristina Boone

• Kansas State University

107
Image of the College of Agriculture Kristina M.
Boone Mentor Marc Johnson, Dean

• What Happened
• Committee formed in August
• Subcommittees formed and work
• a. defining accurate image
• b. identifying perceptions among
• high school students
• students on campus
• faculty and administrators
• other influencers (parents, alumni, etc.)

108

• Steps to be completed by June
• Presentations at dept. and other meetings
• Committee retreat for recommendations
• Draft of report presented for comment
• Final report submitted to dean
• End Results Expected
• Significant changes to college name (the College
  of What?), recruitment, etc.
• Group to determine future directions of college
• Publications on process
• and results
• Thank you, Marc, for your help!

109
Karen Mancl

• Ohio State University

110
Mentoring for Faculty Success

• Karen Mancl
• Professor Food, Agric. Biological Engineering
• The Ohio State University

111
Faculty Professional Development

• Mentoring is becoming the preferred faculty
  development tool
• Senior faculty know little about how to mentor
  effectively
• Poor mentoring can result in
• Lack of tenure success
• Low productivity of mid-career faculty

112
Mentoring Research

• Developed a new faculty mentoring model
• Research needed
• Women mentoring men
• Americans mentoring Asians

113
Paul Brown

• Iowa State University

114
John Deere Institute

• Content Agriculture awareness
• Audience 5,000 Waterloo employees
• Features
• ISU Extension instructors (20)
• 25 students per class
• Results from Rural Life Poll
• Videos - PowerPoint - Interactivity

115
John Deere Institute

• Three levels
• 101 now being taught
• 201 and 301 to be developed
• Possible leverage to employees in other John
  Deere plants
• 91 of participants said JD 101 was beneficial

116
Michael Moody

• Louisiana State University

117
Maximizing University/Food Processing Industry
Support

• Convene a food processing industry forum
• (Nov 01)
• Implement an industry based nominal group
  process
• (1) identify challenges for the university
• (2) identify challenges for the industry
• (3) identify solutions for addressing with those
  challenges
• Establish an industry food processing steering
  committee (quarterly meetings)

118
Challenges identify by nominal group process (top
four listed by priority)

• Industry
• Food safety education
• Regulatory compliance
• Research and development
• Marketing products

• University
• Communication to industry
• Industry driven research programs
• Continuing education for industry
• Increased funding

119
Brad Joern

• Purdue University

120
Project Objectives

• Develop software that crop and livestock
  producers in multiple states can use to write
  comprehensive nutrient management plans.
• Make software flexible enough to meet Natural
  Resource Conservation Service (NRCS) and state
  regulatory agency requirements while following
  Land Grant University recommendations.
• Approach
• Conducted face to face meetings with Extension,
  NRCS, and regulatory agency personnel to
  determine state-specific nutrient management
  requirements.
• Developed state-specific nutrient management
  software based on a common program platform.

121
Project Outcomes

• Manure Management Planner (MMP) software was
  developed with funding from Purdue University,
  the Indiana Department of Environmental
  Management, and USDA-NRCS.
• MMP is now the USDA-NRCS endorsed and supported
  tool for writing and implementing nutrient
  management plans.
• MMP currently supports 14 states (IA, IL, IN, KS,
  MI, MN, MO, NE, ND, OH, OK, PA, SD and WI), with
  an additional 10-12 states to be added in 2002.
• MMP can be downloaded for free from the following
  Website
• www.agry.purdue.edu/mmp

122
Daniel Edge

• Oregon State University

123
Advisory Boards and CouncilsA Survey of OSU Units

• Most common purposes are strategic planning,
  budget support and outreach to policy makers
• Most effective at budget support and staffing
  priorities
• Least effective at development and outreach
• Special efforts by director or a few individuals
  is most common reason boards are effective

124
Advisory Board Success Stories

• Guided development of new curriculum
• New positions created through legislative
  enhancement packages
• New building
• Creation of Extension Service Districts

125
Reginal Harrell

• University of Maryland

126

• Reginal M. Harrell
• University of Maryland, MCE, AES
• Phase II Projects
• Co-Chair Revision of MCE Strategic Plan
  Committee
• Co-Chair New MCE Plan of Work Committee
• Develop Concept Paper on Improving AES-MCE
  Cooperation for Field Faculty
• Shadow Dean College of Agriculture and Natural
  Resources

127

• Challenges and Opportunities
• Consensus building challenges leadership skills
• Diplomacy, tact, patience, vision, listening
• Quality always takes longer than expected
• Work Group size should be manageable but
  representative
• Partnerships require
• Homework, clarity of purpose, honesty, buy-in
• Keeping up with Dean is like hitting a moving
  target
• Management by wandering
• Leadership and Management are not the same thing

128
Max Pfeffer

• Cornell University

129
Leadership in Successful Interdisciplinary
Research TeamsMax J. PfefferCornell
UniversityWhat to encourage

• Development of relationships that build bridges
  across academic structures though friendship and
  collegiality
• Assertive leaders who have the interpersonal
  skills, stature, and respect to motivate others
• Intellectual leaders who anchor the group and
  help build team interest in a common objective

130
What to encourage

• Investment in leaders so they have time to spend
  on interdisciplinary research projects
• Creation of a common pool of resources to
  encourage team interaction
• Involvement in cutting-edge, intellectually
  stimulating opportunities

131
Richard Harper

• Clemson University

132
Richard A. Harper, Clemson University
Mentor, job-shadow, and collaborate with a
variety of forestry community leaders to

• identify problems and issues (first hand) facing
  the forestry community

• determine how extension/outreach can more
  effectively align with constituents problem
  solving and continuing education needs

133
Richard A. Harper, Clemson University
Mentor, job-shadow, and collaborate with a
variety of forestry community leaders to

• produce a gap analysis of academia's scholarship
  and develop a path for closing the gap through a
  strategy of collaborative partnerships, virtual
  teams, and continual improvement

• compare administrative styles and efficiencies,
  summarize information, and share with the
  university leadership

134
Richard A. Harper, Clemson University
Collaborators Forest Landowner Select Industry
Leaders Timber Harvesting Professional Consultant
(forestry and technical forestry) SC Department
of Health and Environmental Control SC Department
of Natural Resources SC Senator/Representative SC
Forestry Commission SC Dept. of Commerce
135
Michael Morrissey

• Oregon State University

136
Tree Fruit Strategic Summit

• Co-organized strategic summit on the future of
  the tree fruit industry in the Mid-Columbia
  region of Oregon
• Created a white paper describing the outcomes of
  the summit
• Presented summaries at appropriate public forums

137
Shared leadership/management models

• Evaluated different models of shared
  leadership/management in medium to large sized
  units of the College of Agricultural Sciences at
  OSU and other land grant institutions
• Considered diversity of missions, geographic
  distribution of faculty, budgetary, and other
  factors
• Led discussion on possible shared
  leadership/management models for in the
  Horticulture Dept.

138
Mark Risse

• University of Georgia

139
Mark Risse Environmental Training for County
Extension Staff

• Goal Land Grant University faculty are
  recognized as the source of information on
  agricultural issues. We would like them to be
  recognized as the source for environmental
  information as well.
• Question How must we prepare and equip county
  staff to enable them in this task?

140

• Process
• Review land grant mission
• Interview University, community, environmental
  leaders
• Review other State and National Programs
• Develop recommendation for 5 year training plan
  for county based staff

Outcome To be determined
141
Roger Leonard

• Louisiana State University

142
Northeast Research/Extension Center Model
LSU AgCenter Main Campus
Programmatic
FCS/4-H
Administration
Center Director
Parish Offices (Chair)
Staff
Staff
Agents
Research Stations (Coordinator)
Extension/Education Programs
Extension Specialists
Faculty
Staff
Staff
143
Issues Limiting Implementation of LSU Model for a
Research/Extension Center
³
³
144
Xiusheng (Harrison) Yang

• University of Connecticut

145
Phase II Activities What I didHarrison Yang

• Shadowing the Dean (mentor) for two semesters
• Attending meetings of the College Executive
  Council
• Participating in meetings on college budget
  preparation and allocation
• Participating in regional meetings representing
  the College
• Developing Guidelines for Research Activities at
  Storrs Agricultural Experiment Station
• Meeting weekly with the Dean on leadership issues
• Reading literature on academic leadership

146
Phase II Activities What I learnedHarrison
Yang

• Land-grant university administrative and
  supporting structures
• Roles of academic deans and department heads
• Relationships with federal and state governments
• Pros and cons of being an academic administrator
• My strengths and weaknesses relating to serving
  as an administrator

147
Jinglu Tan

• University of Missouri

148
Leading a Multidisciplinary Unit-Jinglu Tan,
University of Missouri

• Departments and Programs in Unit
• Biological Engineering
• Ag Systems Management
• Food Science
• Hotel and Restaurant Management
• Ag Engineering Extension
• Challenges
• Lack of academic uniformity
• Limited resources

149
Leading a Multidisciplinary Unit-Jinglu Tan,
University of Missouri

• Approaches
• Priority setting for each program
• Team building
• Leadership team
• Coordinated teaching
• Research teams
• Staff teams and involvement
• Resource sharing
• Expected Results
• Focused, efficient and competitive programs

150
Ann Kier

• Texas AM University

151
Phase II Project Ann B. Kier

• Accomplished
• Five-year Unit Plan for Pathobiology, Texas
  Agricultural Experiment Station (agricultural and
  biomedical research)
• Ph.D. external reviews for Microbiology and
  Pathology graduate programs
• AVMA five year review
• Vision 2020, Texas AM University five year plan
  for Pathobiology teaching, service, and research

152
Phase II Project Ann B. Kier

• Shadowing attending weekly TAES Associates
  meetings, Dr. Charles Scifres, Associate Vice
  Chancellor, Deputy Director, Texas Agricultural
  Experiment Station
• Shadowing attending Executive Committee meetings
  of the College of Education, meeting with Dean
  Jane Conoley

153
Michael Mazzocco

• University of Illinois

154
A Balanced Scorecard Approach to Strategy
Development Implementation Application at the
College and Extension Program Levels Michael A.
Mazzocco University of Illinois

• Targets
• College of ACES, Academic Programs International
  Objectives
• College of ACES, Academic Programs Leadership
  Objectives
• University of Illinois Extension, Program
  Planning Process

155

• College of ACES, Academic Programs
  International Objectives
• Goal Engage faculty staff, and students
  in international
• dimensions create related opportunities in
  Teaching,
• Research and Outreach.
• Current Establish Partnerships Coordinate
  International Study
• Strategy Programs
• Future Processes for relationship management
  with partners
• Customer awareness mechanisms Make it look
  easy.
• College of ACES, Academic Programs Leadership
  Objectives
• Goal Create broad, diverse opportunities
  for ACES students
• to develop personal and corporate leadership
  skills.
• Current Propose Leadership Minor Provide
  faculty
• Strategy development programs Provide
  incentive funding
• Future Customer Measures of leadership
  training effectiveness
• Learning Growth objectives for infusing
  leadership
• University of Illinois Extension, Program
  Planning Process
• Goal Establish 4-year Work Plan for
  Comm. Econ. Dev.
• Strategy Learning Growth/Process development
  in Balanced

156
Michael ONeill

• USDA-CSREES

157
Leading Change From the Middle
Before ESCOP/ACOP
After ESCOP/ACOP
Trust me Im a Leader!
Lets kick butt !!!
158
Strategic Planning Making things Happen
Within the NRE Unit

- Leadership - Scholarship - Partnership
- Representation - Administration - Service

• NPL Job Functions
• Strategic Imperatives
• Individual Operational
• Plans
• Unit Management Plan

- Annual Report - Looking Over the Horizon
- Sharing Program Leadership - Increasing
Accountability - Communicating w/ Private
Sector - Improving Administrative Efficiency

- Map Functions and Imperatives (Job Matrix) -
Prioritize Functions / Imperatives

• Sum Individual Operational Plans
• Identify Gaps for the NRE Unit

159
Strategic Planning Making things Happen
With State Partners

• Joint Priority Setting
• Reporting/Accountability
• Representation (by States)
• Focus on Effectiveness,
• Efficiency, and Relevancy
• Adding Value to the
• Program

• Shared Program
• Leadership

160
Ellen Danus

• USDA-CSREES

161
ESCOP/ACOP Phase II Project

• Ellen Danus
• Policy Specialist
• Office of Extramural Programs
• CSREES-USDA

162
Mentor David R.
MacKenzie Executive Director Northeastern
Regional Association of State
Agricultural Experiment Station
DirectorsObserved Farm Bill Task Force, Board
of Agriculture, Meetings. Gained Insight into
the Issues and Concerns of the Land-Grant
Institutions for the Next Farm Bill.
163
Gregory Ziegler

• Pennsylvania State University

164
Fostering Interdisciplinary Research

• Working out of the Office of the Vice President
  for Research and Dean of the Graduate School
• Assisted faculty explore the potential for an NSF
  Engineering Research Center in Chemical and
  Biological Sensing
• Currently working to bring a team together to
  respond to the PA Dept. of Health RFA for
  Collaborative Research Projects

165
PA DOH Collaborative Research

• Non-formula, competitive funds from Tobacco
  settlement
• Bioinformatics as related to cancer or infectious
  disease
• Tight timeline RFA 1/29, Due 3/13
• Integrated Surveillance and Emergency Response
  Network
• Multidisciplinary and multi-institutional, but
  who and how?

166
Mary Marchant

• University of Kentucky

167
Phase II Project

• Chair, Ag. College Diversity Task Force
• Attended weekly Ag. college administrative
  meetings
• Attended Administrative Heads Section
  meeting--Southern Assoc. of Ag. Scientists (SAAS)
  with Dean Scott Smith, Orlando, Fl., Feb.
  4, 2002

168
Phase II Project

• Will attend Southern Assoc. of Ag. Experiment
  Station Directors meeting with Associate Dean
  Nancy Cox, Savannah, GA, March 24-27, 2002
• Shadowed college administrators
• Thank you to my ESCOP/ACOP mentor, Associate Dean
  Linus Walton and
• Thank you to Dean Scott Smith, Associate Deans
  Nancy Cox, Joe Davis, Larry Turner, and to
  ESCOP/ACOP advisory committee instructors

169
Joel Caton

• North Dakota State University

170
Multidisciplinary Graduate Training

• Regional, federal, national, and international
  partners
• Collaborative research projects and distance
  graduate instruction
• Increased competitive grant writing
• Enhanced doctoral programs through
  multi-institutional cross-training

171
Shadowing the Director

• Examples in leadership and problem solving at the
  Experiment Station Director level
• Participation in decision processes
• Obtaining a broader view of the Experiment
  Station
• In depth discussion regarding leadership/faculty
  interface

172
Andrew Paterson

• University of Georgia

173
60
US genomics research investments have been only
loosely-related to economic opportunity. Transfor
mation of basic discovery research such as
genomics, into public benefit requires (a)
Public-sector science as a virtual RD resource,
linked to (b) a value capture mechanism
to foster the investments needed to translate
discoveries into economic growth.
24
22
Plants
20
Animals
Chicken
18
16
Annual US farm-gate value (billion)
14