ESCOP/ACOP Leadership Development Program

1. ESCOP/ACOP Leadership Development Program Class 11 Phase II Reports

2. Sandra Ristow Washington State University

5. P. Gregory Smith USDA - CSREES

6. 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

7. Links FY 2002 RFA Forms Previous Awards CSREES Home Page SAMPLE FAQ Categories: 1.     Eligibility2.     Funding3.     Budget4.     Proposal Preparation • 1.   Eligibility • Q: Who’s 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)…

8. Leland Pierson, III University of Arizona

9. 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

10. Jeff Silvertooth (SWES) Hans VanEtten (Pl Path) Rob Leonard (Pl Sci) Soyeon Shim (FCS) Jim Collins (Vet Sci) 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

11. Mary Duryea University of Florida

12. Mary Duryea (Univ. of FL) worked as: Interim Assistant Dean for Research Her responsibilities included: Her mentor was: Richard Jones, Dean for Research Tenure and Promotion Program Reviews Grant Programs With Industry Interviews For Faculty Searches Intern Programs Part-Time Appointments Outside Consulting

13. Leadership Qualities That She Learned About Were: Managing Time Effectively Delegating Active Listening Planning Maintaining A Sense of Humor Accepting Input Understanding Conflict

14. Gerard E. D’Souza West Virginia University

15. Gerard D’Souza, 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)

16. 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…)

17. Michael A. Schuett West Virginia University

18. Michael A. SchuettWest Virginia University ESCOP/ACOP Project: Reviewed College Recruitment Policies, Programs, and Materials

19. 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

20. Michael W. DuPonte University of Hawaii Manoa

21. 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 University of Hawaii at Manoa

22. 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

23. 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

24. Jesse Thompson, Jr. University of Illinois

27. John Harrington New Mexico State University

28. 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.”

29. 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.”

30. Irwin L. Goldman University of Wisconsin

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

32. 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

33. 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

34. 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

35. Pitfalls • Programs and Departments may feel coordinated recruiting will increase competition for good students • Coordinated recruiting will require more effort • Things don’t 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

36. 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

37. C. Michael Deom University of Georgia

38. 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

39. 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

40. Susan Cuppett University of Nebraska

41. 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

42. 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

43. Shirley Hymon-Parker University of Maryland Eastern Shore

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

45. 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.

46. John Beasley University of Georgia

47. 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

48. 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 Georgia’s 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

49. Ross Miller University of Guam

50. 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 UOG’s 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 • All CALS faculty workloads include, and UOG faculty promotion guidelines require, research, teaching, community/university service