ag.purdue.edu · AGRICULTURAL FACULTY MEETING Wednesday, April 8, 2015 3:30 p.m. Deans of Agriculture Auditorium, Pfendler Hall 1. Call to Order - Dean Jay Akridge 2. Approval of

AGRICULTURAL FACULTY MEETING

Wednesday, April 8, 2015

3:30 p.m.

Deans of Agriculture Auditorium, Pfendler Hall

1. Call to Order - Dean Jay Akridge

2. Approval of Agenda

3. Overview of extension activities and initiatives in the College of Agriculture – Jason Henderson

4. Consent Agenda – Action Items

Approval of Minutes of December 1, 2014 Agricultural Faculty Meeting

Document XIV – Agricultural Economics

Document XV – Animal Sciences

Document XVI– Biochemistry

Document XVII - Entomology

Document XVIII – Forestry and Natural Resources

Document XIX – Horticulture and Landscape Architecture

Document XX – Curriculum and Student Relations Committee

Approval of 2015 May and August Degree Candidates

5. Memorial Resolutions

6. Report Items

Standing Committee Reports

Agenda and Policy – Michael Scharf

Area Promotions – Jay Akridge

Curriculum and Student Relations – J. Barny Dunning

Grade Appeals – Marcos Fernandez

University Senate Report – Jennifer Dennis

Dean’s Comments – Jay Akridge

7. Other Business

Agricultural Faculty

Document No. XIV, 2014-15

April 8, 2015

Department of Agricultural Economics

Proposed Course and Curricular Changes

A. COURSE TO BE DELETED

None

B. COURSES TO BE ADDED

AGEC 57100 Global Issues in International Agribusiness

First course in a required three-course sequence for students enrolled in the “Professional

Masters in International Agribusiness” concentration. Exposes students to a wide range of

global issues directly and indirectly related to the production, processing and marketing of

agricultural products (food, fuel and fiber). Fall Semester

AGEC 57200 International Agribusiness Market Opportunities

Second course in a required three-course sequence for students enrolled in the “Professional

Masters in International Agribusiness” concentration. Aids students in identifying and

exploring market opportunities in international agribusiness, including those related to the

production, processing and marketing of agricultural products, including food, fuel and fiber.

Spring Semester

AGEC 57300 International Business Analysis

Third course in a required three-course sequence for students enrolled in the “Professional

Masters in International Agribusiness” concentration. Provides students a structure for

conducting a professional business analysis focusing on either a market opportunity, financial

management, or other management issue in international agribusiness. The course is project

based and includes group activities and written and oral presentations.

C. COURSES TO BE CHANGED

Change prerequisites for AGEC 424 – Agribusiness Finance from:

Undergraduate level AGEC 31100 Minimum Grade of D- or Undergraduate level

MGMT 20000 Minimum Grade of D- or Undergraduate level MGMT 20010 Minimum

Grade of D- or Undergraduate level BUS A2010 Minimum Grade of D-

To:

Undergraduate level AGEC 31000 Minimum Grade of D- or Undergraduate level

AGEC 33000 Minimum Grade of D- or Undergraduate level MGMT 20000

Minimum Grade of D- or Undergraduate level MGMT 20010 Minimum Grade of

D- or Undergraduate level BUS A2010 Minimum Grade of D-

Justification/Rationale: Students need to have a better understating of financial statements

and business management before taking AGEC 42400.

D. CURRICULAR CHANGES

Identify AGEC 43100 – Advanced Agri-Sales and Marketing as a capstone course.

Justification/Rationale: The previous recommended capstone course for the Sales and

Marketing major has been AGEC 43000 – Agricultural and Food Business Strategy. The

Agricultural Economics faculty considers AGEC 43100, an advanced course in sales that

requires an actual sales experience, to be a better capstone course for students in the Sales

and Marketing major then AGEC 43000 a course in strategic management.

Identify AGEC 42700 – Advanced Agribusiness Marketing as a capstone course.

Justification/Rationale: AGEC 427000 provides more opportunity for students to

experience the process of market analysis, market segmentation, designing, evaluating,

and recommending alternative marketing strategies, and preparing and presenting a

written marketing plan than the current capstone class of AGEC 42900 – Agribusiness

Marketing Workshop

Make AGEC 427 the capstone experience for the Food Marketing concentration

Justification/Rationale: FS 44300 – Food Product Design has served as the capstone

experience for this concentration. Given the changes made by Food Science to FS 44300, this

class no longer is an appropriate cap stone experience for AGEC majors. AGEC 42700

provides students the needed marketing capstone experiences.

Remove the capstone designation from AGEC 42900.

Justification/Rationale: This course is no longer needed as a capstone experience.

Remove the requirement of AGRY 30500 – Grain Marketing/ ANSC 35100 – Meat Science

from Commodity Marketing concentration. Replace this with a requirement of any 3 credits

of AGRY/ANSC at the 20000+ level.

Justification/Rationale: AGRY 30500 is no longer being taught. This change provides

students more flexibility in selecting a commodity production class.

Change the seven credits of Food and Agribusiness selectives in the Agribusiness

concentration to six credits of Food and Agribusiness selectives and one credit of free

elective.

Justification/Rationale: There are no one credit Food and Agribusiness selectives. This

will provide students more flexibility in developing their class schedules.

Change the Farm and Business Management selectives in the Farm Management major by

removing MGMT45500 and replacing it with any MGMT course at the 20000+ level.

Justification/Rationale: Provides the student the option of including additional MGMT

classes in their course work.

Supporting Documents

AGEC 57100: Global Issues in International Agribusiness

Semesters Offered: Fall Semester,

Lecture/Lab Hours: 16 weeks, 50 minute Lecture

Credit(s): 1

Justification:

This course is intended to familiarize students with a range of global issues confronting the

agribusiness sector. It relies on lectures and readings from academic and popular press to initiate

the student to current concerns confronting international agribusiness professionals. This course

is essential to maintaining the “Professional Masters in International Agribusiness”

concentration, offered by Purdue’s Department of Agricultural Economics. The increasing

importance of global issues for the success of agribusiness and related firms makes this MS level

training opportunity a priority for the department. This course is primarily designed for students

enrolled in the Professional Masters in International Agribusiness, but it may also be appropriate

for other MS students or undergraduate students interested in pursuing a career in international

agribusiness.

Outcomes: Will the course be nominated for inclusion on a University Foundational Core or

COA Core course list? NO

Outcomes: Mapping of course outcomes to University Embedded or Departmental learning

outcomes. This course helps satisfy the following University Embedded and Departmental

learning outcomes: Oral and Written Communication.

Description:

This is the first course in a required three-course sequence designed for students in the

“Professional Masters in International Agribusiness” concentration in the Department of

Agricultural Economics. The course objective is to expose students to a wide range of global

issues directly and indirectly related to the production, processing and marketing of agricultural

products (food, fuel and fiber). Topics vary and may include food security, malnutrition, food

safety, biofuels, the environment, trade and agricultural policy, emerging agricultural

technologies, and climate change. Prerequisites: either (i) enrollment in Professional Masters in

International Agribusiness or (ii) permission of instructor.

COURSE CONTACT INFORMATION:

Name: Holly Wang

Phone Number: 765-494-4245

E-mail Address: [email protected]

Campus Address: 403 West State Street, 1145 KRAN

mailto:[email protected]

Name: Gerald Shively




Example Course Syllabus

AGEC 57100

Global Issues in International Agribusiness

Purdue University

Fall 2014, 1 credit

Instructor: Prof. Holly Wang

Office: Krannert 611

email: [email protected]

Office phone: (765) 494-4245

Secretary: Janet Pool, KRAN, 619, [email protected], 4-4310

The instructor generally maintains an open door policy, but the best approach for meeting to

discuss course matters is to establish contact by email to schedule an appointment.

Class Times and Locations

Wednesdays, noon-12:50 pm in RAWL 2077

I. Course Description

This is the first course in a required three-course sequence designed for students in the


Agricultural Economics. The course objective is to expose students to a wide range of global

issues directly and indirectly related to the production, processing and marketing of agricultural

products (food, fuel and fiber). Topics vary and may include food security, malnutrition, food

safety, biofuels, the environment, trade and agricultural policy, emerging agricultural

technologies, and climate change. Prerequisites: either (i) enrollment in Professional Masters in

International Agribusiness or (ii) permission of instructor.

II. Course Format

The class will meet once a week during the semester. Class time will be devoted to faculty and

guest speaker presentations and student discussion. One or two field trips are included.

III. Course Learning Objectives



Knowledge outcome—Understanding of key global issues affecting the business

environment for international agribusiness and the structure and function of international

agribusiness firms. Students will reinforce foundational learning of topics through study

and written assignments.

Knowledge and Communication outcomes— Students will be exposed to topics and

issues to facilitate their training as professionals. Course work will consist of class

discussions and written reflections on topics and issues raised in lecture.

IV. Reading Assignments

Required and optional readings will be assigned by presenters in advance of their presentations.

Readings will be linked on the course Blackboard site and will be referenced by the week and/or

day on which they will be discussed. There is no textbook for the course.

V. General Expectations

Respect for instructors, guest lecturers and fellow students

Academic honesty, consistent with Purdue’s policy on academic integrity (see below)

Preparation, participation, effort and self-reflection

Cooperation with fellow students during in-class activities and projects

Communication (keeping up with the course Blackboard site and regularly checking Purdue

email for any correspondence about the course)

VI. Grading

Standard grading scale including pluses and minuses. Semester grades will be calculated on the

following basis: 50% class attendance and participation in class discussions; 50% evaluation of

written assignments including a final paper.

VII. Communication

Please note that the primary out-of-class method of communication will be via email to your

Purdue email address. The instructor will not generally attempt to contact you at email addresses

other than your Purdue email address. It is your responsibility to check for mail on a regular

basis. It is recommended that you check your Purdue email account at least once every 24 hours.

VIII. Special Needs

If you have a disability that requires academic adjustments, please make an appointment to meet

with your instructor during the first week of classes to discuss your needs. Please note that

university policy requires all students with disabilities to be registered with the Disability

Resource Center in the Office of the Dean of Students before classroom accommodations can be

provided.

http://www.purdue.edu/odos/drc/


http://www.purdue.edu/ODOS/

IX. Academic Integrity

University policy on academic dishonesty is clear: academic dishonesty in any form is strictly

prohibited. Anyone found to be cheating or helping someone else cheat will be referred directly

to the Dean of Students for disciplinary action. Penalties are severe and may include dismissal

from the University. The risks associated with cheating far outweigh the perceived benefits.

Academic dishonesty includes citing someone else's work as your own, using "cheat sheets" or

sharing your answers with someone else. If you are unsure whether your planned action

constitutes academic dishonesty, seek clarification from your instructors. Other information

regarding your rights and responsibilities as a student is contained in the Purdue University Code

of Conduct. Writing assignments for this course will be checked for originality using the

iThenticate software.

X. Campus Emergencies

In the unusual event of a major campus emergency, course requirements, deadlines and grading

percentages are subject to changes that may be necessitated by a revised semester calendar or

other circumstances. To get information about changes in this course visit the course Blackboard

page, or contact the instructor by email or at the phone number provided.

XI. Class Schedule (subject to change)

Date Topic Speaker

27-Aug

U.S. Farming – An eight hour day field

trip visiting an ethanol plant, a grain

elevator, a farm, an extension station,

and an agricultural bank on 8/28,

counted as six contact hours

Instructor

3-Sep U.S. Agribusiness and Farm Sector Instructor

10-Sep Overview of Emerging Markets Instructor

17-Sep Nutrition and Global Food Security Guest speaker: Shively

24-Sep GMOs and Ag Biotechnology Guest speaker: Martin

1-Oct Global Environment Guest speaker: Shively

8-Oct Flexible

15-Oct Climate Change and Agriculture Guest speaker: Doering

22-Oct Biofuels and Global Agriculture Guest speaker: Taheripour

http://www.purdue.edu/purdue/about/integrity_statement.html


29-Oct Industrial speaker: International market

experience

Guest speaker: Mitchell

5-Nov Group discussion and reflection Instructor

AGEC 57200 International Agribusiness Market Opportunities

Semesters Offered: Spring Semester,

Lecture/Lab Hours: 16 weeks, 2 - 50 minute Lectures each week

Credit(s): 2

Justification:

This course is intended to allow students to explore and become familiar with international

business opportunities in the agribusiness sector. It relies on lectures, readings from business and

economics press, field visits to agribusiness firms, and discussion and analysis of case studies

from the agribusiness sector. This course is essential to maintaining the “Professional Masters in

International Agribusiness” concentration, offered by Purdue’s Department of Agricultural

Economics. This course is recommended for students in the Professional Masters in International

Agribusiness, but it may also be appropriate for other MS students or undergraduate students

interested in pursuing a career in international agribusiness.





learning outcomes: Oral and Written Communication.

Description:

This is the second course in a required three-course sequence designed for students in the


Agricultural Economics. The course objective is to assist students in identifying and exploring

market opportunities in international agribusiness, including those related to the production,

processing and marketing of agricultural products, including food, fuel and fiber. The course

combines lectures with discussion and project-based learning and group activities.

Prerequisites: either (i) AGEC 571 and enrollment in Professional Masters in International

Agribusiness or (ii) permission of instructor.


Name: Holly Wang




Name: Michael Langemeier






AGEC 57200

International Agribusiness Market Opportunities

Purdue University

Spring 2015, 2 credits

Instructor: Prof. Michael Langemeier



Office phone: (765) 494-9557





Wednesdays, 3:30 to 5:20pm, KRAN G2. The course involves several field visits. These may

extend beyond the scheduled class time. Students should not have additional class commitments

after 5:20 as these trips may return to campus later than 5:20pm.


This is the second course in a required three-course sequence designed for students in the


Agricultural Economics. The course objective is to assist students in identifying and exploring

market opportunities in international agribusiness, including those related to the production,

processing and marketing of agricultural products, including food, fuel and fiber. The course

combines lectures with discussion and project-based learning and group activities. Prerequisites:

either (i) AGEC 571 and enrollment in Professional Masters in International Agribusiness or (ii)

permission of instructor.

II. Course Format

The course will meet once a week during the semester for two hours. Class time will be devoted

to faculty presentations and group discussion. One or more field trips are included.




Knowledge outcome—Understanding of key business opportunities and issues for

international agribusiness firms. Students will reinforce foundational learning of topics

through case studies, written assignments and oral presentations and discussion.

Knowledge and Communication outcomes— Students will be exposed to materials and

methods to facilitate their training as professionals. Course work will consist of class

discussions and written reflections on topics and issues raised in lecture and field visits.


Required and optional readings will be assigned by presenters in advance of their presentations.

Readings will be linked on the course Blackboard site and will be referenced by the week and/or

day on which they will be discussed. There is no textbook for the course.








VI. Grading

Item Percent

Class and field study participation 25

Field study and guest lecture reflection assignments 50

Final paper 25

VII. Communication





VIII. Special Needs





provided.





















Date Topic Comment

1/14/15 Introduction to the Business of Agriculture Instructor

1/21/15 Indiana Farm Bureau Don Villwock, President

1/28/15 Agronomy, GROWMARK Jim Spradlin, Vice President,

2/4/15 Tom Farms Kip Tom

2/11/15 GeoSilos Matt Bechdol

2/18/15 Teays River Investments Richard Halderman

2/25/15 AgYield Chris Beavers

3/4/15 Huffman-Hawbaker Farms Levi Huffman

3/11/15 Visit to Dow AgroSciences, Indianapolis Hosted by Stan Howell, Vice

President, North America

Regional

3/18/15 No class spring break

3/25/15 Meadow Lane Farms Mike Beard



4/1/15 Farm Credit Mid-America Debbie Jennings

4/8/15 Becks Hybrids Bruce Kettler

4/15/15 Gunthorp Farms Greg Gunthorp

4/22/15 Final Class Instructor

AGEC 57300 International Business Analysis

Semesters Offered: Fall Semester,

Lecture/Lab Hours: 16 weeks, 150 minute, Lecture

Credit(s): 3

Justification:

This course is intended to focus student attention on conducting business analysis targeted at an

international business issue in the agribusiness sector. It builds on the outcomes and knowledge

from AGEC 57200 and orients learning from that course toward developing a practical business

plan. This course is essential to maintaining the “Professional Masters in International

Agribusiness” concentration, offered by Purdue’s Department of Agricultural Economics. This

course is primarily recommended for students in the Professional Masters in International

Agribusiness, but it may also be appropriate for undergraduate students interested in pursuing a

career in international agribusiness.





learning outcomes: Oral and Written Communication, and Critical Thinking

Description:

This is the third course in a required three-course sequence designed for students in the


Agricultural Economics. The course objective is to assist students in conducting a professional

business analysis focusing on either a market opportunity, financial management, or other

management issue in international agribusiness. The course is project based and includes group

activities and written and oral presentations.

Prerequisites: either (i) AGEC 572 and enrollment in Professional Masters in International

Agribusiness or (ii) permission of instructor.


Name: Holly Wang






AGEC 57300

International Business Analysis

Purdue University

Fall 2015, 3 credits

Instructor: Prof. Holly Wang



Office phone: (765) 494-4245





Mondays and Fridays, noon-1:15pm in RAWL 2077


This is the third course in a required three-course sequence designed for students in the


Agricultural Economics. The course objective is to assist students in conducting a professional

business analysis focusing on either a market opportunity, financial management, or other

management issue in international agribusiness. The course is project based and includes group

activities and written and oral presentations. Prerequisites: either (i) AGEC 572 and enrollment

in Professional Masters in International Agribusiness or (ii) permission of instructor.

II. Course Format

The course will meet twice a week during the semester. Class time will be devoted to faculty

presentations, group discussion, and student presentations. Individual advising time is arranged

between each student his/her project advisor.


Knowledge outcome—Capstone experience in which students will work on projects

focused on a comprehensive detailed analysis of an issue faced by a firm, or on a related

issue of general interest to the student. Students will develop hands on experience to

facilitate their training as professionals.


Communication outcomes—Professional business report writing and oral presentation

skills will be developed.


Readings will be drawn from business reports, popular press and media sources available online.

Some readings will be linked on the course Blackboard site and will be referenced by the week

and/or day on which they will be discussed. There is no textbook for the course.








VI. Grading

Standard grading scale including pluses and minuses. Semester grades will be calculated solely

based on the final written project (75%) and oral project presentation (25%).

VII. Communication





VIII. Special Needs





provided.





















Date Topic

Week 1 Introduction and definition of capstone experience

Week 2 Topic Identification

Week 3 Project planning

Week 4 Proposal writing

Week 5 Abstract writing

Week 6 Data collection

Week 7 Analytical tools: Part 1 (graphs)

Week 8 Analytical tools: Part 2 (analysis)

Week 9 Data Management

Week 10 Business report writing: Part 1

Week 11 Business report writing: Part 2

Week 12 Presentation tools: Part 1

Week 13 Presentation tools: Part 2

Week 14 Editing



Week 15 Oral project presentations

Week 16 Oral project presentations

Final project due Dec 11 at 5pm

Department of Agricultural Economics

Proposed New Certificate

CONTENTS

PROPOSAL FOR A NEW UNDERGRADUATE CERTIFICATE PROGRAM in

INDUSTRIAL SELLING

A. SUMMARY

B. RATIONALE

C. DESCRIPTION

D. ADMINISTRATION

E. LEARNING OUTCOMES

F. REFERENCES

PROPOSAL FOR A NEW UNDERGRADUATE CERTIFICATE PROGRAM in

INDUSTRIAL SELLING

A. SUMMARY

The Department of Agricultural Economics is proposing a new certificate program in

Industrial Selling. The certificate draws on the department’s more than 40 year history of

teaching students the basics of industrial selling, which has long been identified as distinct

from personal selling within the marketing literature (Webster, 1978). The industrial

character of selling in agriculture, food systems, and natural resources, also extends to

disciplines in other colleges whose graduates go to work in industrial enterprises.

The proposed Certificate will:

1. Educate students in the discipline of basic and advanced selling as applied to industrial

products, particularly those of a scientific and technical nature;

2. Encourage critical thinking and application of marketing concepts across disciplines;

3. Prepare graduates for positions in which sales and marketing skills augment their

technical knowledge; 4. Expand students’ post graduate career opportunities ;

5. Help students develop “soft skills” that include professional networking, interpersonal, and

communication skills essential for successful careers;

6. Further long-term partnerships with industry and their interactions with Purdue students.

B. RATIONALE

A 2015 article in the Wall Street Journal pointed out that technical and scientific sales

positions earn double the median wages of all other workers, yet frequently go unfilled

(Weber, 2015). The exchange of ideas and products is critical in a global economy that is

increasingly complex and connected. Skills in the exchange of goods and ideas are

particularly helpful in an economy that relies on relationships (Shelman and Connolly, 2012).

Purdue is an important player in the development of talent in science and engineering fields.

The university has also recognized the importance of “soft” skills, implementing a common

core that requires written and verbal communication. However, some students who are

earning technical degrees or who are bound for industry, wish to augment their technical

credentials by showing that they have taken steps beyond core requirements. Skills in

expressing and advocating ideas are commercialized in industry through the roles of

salespeople. Offering a certificate in industrial selling would help students in technical

majors be recognized not only for their academic and scientific ability, but for the

commercial value they potentially bring to their employers, and potentially helps fulfill a gap

in recruiting needs of employers.

Purdue has a long history of teaching and developing practical business skills to augment

technical expertise. In the 1950’s and 1960’s many graduates with degrees in agriculture

found that their performance was being measured by sales success and business outcomes,

and that skills in those areas were just as critical as their technical knowledge. In response,

Purdue University, through Purdue Agriculture, was one of the first universities in the

country to offer a course in the principles of selling. A degree in sales and marketing

followed about ten years later. The focus of the course and degree have always been centered

on industrial enterprises.

Purdue continues its leadership position in the sales area today. Research published in 2011

showed only 10 universities (of 209 colleges and universities surveyed) with bachelor’s

degrees offered in sales; Purdue has two: selling and sales management in the College of

Health and Human Sciences and sales and marketing in the College of Agriculture. While

few schools offer majors in selling, there are 37 schools that offer certificates, minors, or

specializations in the principles of selling. Another 30 schools were considering them at the

time that data was collected (Deeter-Schmelz and Kennedy, 2011).

Many of the universities who have recognized the importance of sales education have

developed Center’s to further their research and education efforts and to engage with

industry. Purdue’s Center for Professional Selling (CPS) was founded in 2007. CPS is led

by faculty from both colleges (Agriculture and HHS) that offer sales degrees. CPS provides

sales experiences for students and has developed partnerships with many of the firms who

hire graduates from Purdue’s sales programs. These partner companies have encouraged us

to extend sales education to other programs around campus.

The Center for Food and Agricultural Business (CAB), founded in 1986, began with a similar

premise. CAB’s mission is to help people in the food and agribusiness industries improve

their management competencies. Many of CAB’s initial non-degree executive educational

offerings centered on industrial selling, and these continue to be popular today.

The attention paid to preparing students for sales careers by Purdue and other universities is

with good reason. Sales positions are often among the top two or three placement positions

for students from a broad array of majors. In recent years more than two million business-to-

business sales jobs existed in the United States (Bristow, Gulati, and Amyx, 2006).

Consistent with Wall Street journal article cited earlier, these positions often go unfilled,

because the demand for sales people often exceeds the supply of applicants (Cummins,

Peltier, Erffmeyer, and Whalen, 2013). Even during times when new graduates find it

difficult to obtain a job, there is often growth in the number of sales jobs (Sherwood, Black,

Daughtery, and Duber-Smith, 2012).

In 2009, the opportunities for a recognized sales program for industry oriented students

became evident at Purdue. Many graduates with technical and engineering degrees were

unable to find jobs at the same time as recruiters from technical and engineering companies

couldn’t find enough sales people with technical and engineering degrees. This mismatch led

the Purdue Center for Career Opportunities to partner with sales and marketing program

faculty to create the Technical Sales Boot camp, which has been held at Purdue each fall

since 2010. Almost 200 students and a dozen companies have participated, with many

students finding lucrative employment offers that equal or exceed what they would be paid in

purely technical positions.

Although Purdue has led the way with two sales majors, a major in sales isn’t for everyone.

A certificate program will provide a strong accompaniment for students in technical majors

of agriculture science, technology or engineering. The certificate program will also provide a

foundation for future opportunities since commercial experience is often a requirement for

advancement to senior leadership in technical companies.

Universities play an important role in preparing students for sales roles, shaping both attitude

and skills (Bristow, Gulati, and Amyx, 2006). Education in this area is consistent with

desired educational outcomes. Sales executives identify questioning, listening, strategic

thinking, presentation, and time management skills as critical for sales roles (Luthy, 2007); it

should be noted that many of these skills are common to scientific inquiry as well. Purdue

pioneered many of the curriculum-based experiential learning approaches to sales education.

Offering learning opportunities and formal recognition to Purdue students that complete the

certificate program will serve students and industry alike.

C. DESCRIPTION

The Certificate in Industrial Selling will be open to students in any major who are interested

in industrial selling.

It has three required courses and a capstone course, totaling thirteen credit hours. Each

certificate earner must also complete a day long industry sales experience with a B2B sales

practitioner in their area of professional interest, and must participate in a sales or marketing

oriented experience on campus. It is expected that additional courses (sales management,

negotiations, etc.) will be developed over time as alternatives and complements to this set of

initial courses.

Required courses include:

AGEC 33100 – Principles of Selling in Agricultural Business

CSR 31500 – Relationship Selling

AGEC 32700 -- Principles of Marketing or MGMT 32300 Introduction to Market Analysis

One Capstone Course

AGEC 43100 – Advanced Professional Sales and Marketing (4 Credits)

D. ADMINISTRATION

Students will apply to the Certificate program in the first two weeks of the spring semester of

their sophomore year by providing a statement of interest and a resume. Applications will be

reviewed by faculty and staff in the department of agricultural economics.

In addition to required courses, students will participate in a qualifying sales activity on

campus through the Center for Professional Selling, which offers competitive sales activities

that are typically open to all students. Other clubs, like the Purdue Professional Sales and

Marketing Association and Pi Sigma Epsilon also offer sales activities which can be

approved as a qualifying sales activity. Some of these activities include case study and sales

competitions. Students may alternatively complete a service learning project with United

Way or a similar volunteer agency in which they are responsible for direct fundraising. Sales

activities at work or prior to admission to the Certificate program will not be adequate.

By the end of the junior year, each student will submit their plan for a day long industry field

selling experience. The sales experience can be completed in conjunction with an internship,

along with a class or extra-curricular event, or arranged separately. The plan for the

experience will be evaluated to assure that it aligns with the professional goals of the student,

that it provides students with an opportunity to see real world sales interactions in an

industrial selling environment, and that the interaction will be with a professional whose

primary career responsibilities are in the sales area. Following the field selling experience,

students will organize their observations into a report that will be evaluated by the English

department for the quality of writing and by faculty in the department of agricultural

economics for components of the sales process.

Beyond the administration of student activities and experiences, it is important to note that

the program formally brings together the two sales programs on campus. The department of

agricultural economics is the certificate granting department within the university, but the

experiential and activity components are expected to rely heavily on the Center for

Professional Selling. Faculty from both programs will serve as faculty to review admissions

to the certificate program and to approve plans for experiences and activities. As other

colleges choose to support the certificate program, they may add alternative courses that

support the learning outcomes of the certificate. For example, a sales management course in

development for the Krannert School of Management may be added as an alternative to the

marketing courses.

Students from Technology, Engineering, Pharmacy, and Liberal Arts are expected to benefit

directly from this program. Students from technical disciplines in Health and Human

Sciences or Agriculture may also wish to take advantage of the certificate.

It is difficult to estimate the number of students who will take advantage of the certificate.

We know that there are approximately 250 students in the selling and sales management

program in the College of Health and Human Sciences and about 90 in the sales and

marketing program in Agriculture. About 65 students from engineering and science, on

average, have taken advantage of the sales boot camp. Existing enrollment in the AGEC

33100 course (Principles of Selling in Agricultural Business) hovers around 300 students

each semester, but the AGEC 43100 (Advanced Sales and Marketing) capstone course

currently only draws one or two students above the 20 or so that are in the sales and

marketing curriculum each year.

Anecdotally, about 100 students each semester take both marketing (AGEC 32700,

Principles of Food and Agribusiness Marketing or MGMT 32300, Introduction to Marketing

Analysis) and sales courses (AGEC 33100, Principles of Selling in Agricultural Business) at

some point in their career. Of those, approximately 60 at any given time are in the selling

and sales management or retailing programs and wouldn’t be eligible for the certificate.

Presumably, the incentive of formal recognition would persuade students who are taking two

of the three required courses to complete the final course and other requirements. It seems

likely that the AGEC 43100 (Advanced Sales and Marketing) course enrollment could return

to the levels it was 15 years ago, with more than 60 students enrolled annually. If demand

were high enough, it could require the addition of a spring offering for AGEC 43100, and

possibly additional offerings of AGEC 32700. Similarly, enrollment in CSR 31500

(Relationship Selling) could exceed current capacity.

Administrative costs for teaching coordination and teaching assistants, budgets for hosting

and interacting with company executives, travel to learn about field experiences, and other

such expenses would grow proportionate to class enrollments. Coordinating applications and

monitoring fulfillment of certificate requirements would be new tasks for the department.

These activities could potential mean administrative costs of $50,000 per year above existing

administrative support costs today potentially moving to $100,000 per year in the future.

Beyond administrative support costs, it seems feasible that at some point additional teaching

resources for the department in the sales and marketing area would be required. The initial

expense that would most likely incurred would be for part-time teaching resources in the

marketing area. This could initially be covered with adjunct instructors, which would cost

around $50,000 per section. Eventually a full time clinical or tenure track faculty person in

the sales and marketing area may be needed, likely costing between $150,000 and $200,000.

Total costs, then would not be expected to exceed $150,000-$300,000 per year beyond

existing funding. This level of investment could potentially serve half of the existing

students in AGEC 33100 who are in majors that would potentially qualify for the certificate,

or 200 students. (If 200 of the 600 students in AGEC 33100 each year are not eligible for the

certificate, then half of the remaining 400 students could be accommodated within the

certificate program).

It is possible that this could be funded with donations from companies who hire students in

this area, or perhaps could be a shared expense with the Center for Food and Agricultural

Business as their teaching capacity in the sales area shrinks with reduction in availability of

Dr. David Downey, Professor Emeritus in Ag Econ, who teaches on a contract basis in many

of the Center’s sales programs.

Benefits for the university would potentially include higher levels of student placement,

student satisfaction, and an innovative offering that leverages a core strength of departments,

colleges, and university. The potential for service learning potentially aids the communities

served by the University. Technical students may be better prepared for executive leadership

roles that require experience in commercial aspects of business. Faculty research and

engagement activities may be augmented by increased multi-disciplinary interaction with

companies wishing to support the effort to develop these skills. The Certificate in Industrial

Selling would also help to accomplish learning outcomes of the College of Agriculture.

E. LEARNING OUTCOMES

The Certificate in Industrial Selling responds to the College of Agriculture learning outcomes

as follows:

1. Professional Preparation: Demonstrate proficiency in their chosen discipline that

incorporates knowledge skills, technology, and professional conduct. The certificate program

requires that students demonstrate proficiency within their course work in the Ready Set Sell

component of the introductory sales course, in the practical sales component of the capstone

course, as well as in the qualifying sales experience on campus.

2. Critical Thinking: Demonstrate critical thinking by using data and reasoning to develop sound

responses to complex problems. The course requirements in the advanced sales and marketing

course explicitly require critical thinking as an approach to solving a real world sales or

marketing problem in a company, testing their recommendations in presentations to company

executives on campus, and to executives at company headquarters during field visits.

3. Communication: Demonstrate the ability to write and speak with effectiveness while

considering audience and purpose. The verbal component of communication is addressed in all

of the required courses and the qualifying sales experience. Written communication is required in

the application process, and at the conclusion of the field selling experience, which will be

evaluated by the English Department.

4. Teamwork: Demonstrate the ability to work effectively as part of a problem-solving team. The

development of students in this area is a particular strength of the certificate program. In the

capstone course, students will spend significant time identifying, researching, analyzing, and

presenting problems in a team environment.

5. Cultural Understanding: Demonstrate knowledge of a range of cultures and an understanding

of human values and points of view of other than their own. Empathy and understanding others

are foundations of successful sales interactions. This program will create interactions between

students from different academic programs, and will encourage interactions between different age

groups at several points as students interact with professionals.

6. Social Science Principles: Demonstrate ability to apply social, economic, political, and

environmental principles to living in a global community. Sales interactions touch all areas of

commerce. More broadly, the exchange of ideas and advocacy, concepts that are at the heart of

selling, apply to social, economic, political and environmental discussions. Improving skills in

expressing oneself are aligned with these principles.

7. Civic Responsibility: Demonstrate awareness of civic responsibility to community and society

at large. The inclusion of a service learning project with the certificate is a direct reflection of

civic responsibility. The concept of salesperson as someone who helps customers accomplish

goals is consistent with this as well. Ethics has become an important aspect of research in the

sales area and is a discussion within the classroom. Finally, social responsibility as an important

component of marketing strategy.

8. Lifelong Learning: Demonstrate skills necessary for lifelong learning. Because the certificate

is skills based, its sets the foundation for further development. Interaction with professionals

reinforces the value of ongoing learning activities and continued involvement with education.

The Certificate in Industrial Selling will have the following learning outcomes. Students will

be able to:

1. Through learning and experiencing the fundamentals of industrial selling

a. Analyze a company from a structured marketing perspective

b. Connect concepts from psychology and communications to interpersonal business

communications, including:

i. Maslow’s Hierarchy of Needs

ii. DISC

iii. Adoption of Innovation

iv. Transactional Analysis

c. Identify five steps in prospecting

d. Utilize a decision prioritization tool to choose between alternative prospects

e. Implement a three step strategy process for planning business interactions

f. Understand the basic purpose of a sales meeting opening

g. Define professionalism in a business context

h. Discover the business beliefs, goals, and needs of a customer through purposeful

questioning

i. Tailor value propositions by connecting the customer’s goals to the relevant

features and benefits of an offer

j. Present evidence to support claims of value

k. Handle objections after listening, cushioning and restating them

l. Identify buying signals and utilize trial closes to secure agreement

m. Put the best practices of business professionals to work in a business networking

environment

2. Through learning and experiencing the fundamental decisions to be made in marketing.

a. Define marketing and outline the steps in the marketing process.

b. Explain the importance of understanding customers and the marketplace and

identify the five core marketplace concepts.

c. Discuss customer relationship management and identify strategies for creating

value for customers and capturing value from customers in return.

d. Discuss how to design business portfolios and develop growth strategies.

e. Describe the environmental forces that affect the company's ability to serve its

customers.

f. Discuss how companies can react to the marketing environment.

g. Explain the importance of information in gaining insights about the marketplace

and customers.

h. Define the marketing information system and discuss its parts.

i. Outline the steps in the marketing research process.

j. Explain how companies analyze and use marketing information.

k. Define the business market and identify the major factors that influence business

buyer behavior.

l. Define the major steps in designing a customer-driven marketing strategy: market

segmentation, targeting, differentiation, and positioning.

m. Explain how companies identify attractive market segments and choose a market-

targeting strategy.

n. Discuss how companies differentiate and position their products for maximum

competitive advantage.

o. Identify the four characteristics that affect the marketing of services and the

additional marketing considerations that services require.

p. Discuss branding strategy--the decisions companies make in building and

managing their brands.

q. Describe the stages of the product life cycle and how marketing strategies change

during a product's life cycle.

r. Describe the major strategies for pricing products.

s. Explain why companies use marketing channels and discuss the functions these

channels perform.

t. Discuss how channel members interact and how they organize to perform the

work of the channel.

u. Explain how companies select, motivate and evaluate channel members.

v. Discuss the nature and importance of marketing logistics and integrated supply

chain management.

w. Explain the major types of wholesalers and their marketing decisions.

x. Define the five promotion mix tools for communicating customer value.

y. Discuss the changing communications landscape and the need for integrated

marketing communications.

z. Describe and discuss the major decisions involved in developing and advertising

program.

3. Through learning advanced skills that relate industrial sales and marketing concepts in a

professional setting

a. Develop a plan forward when faced with uncertainty in a business environment

b. Clearly identify sales and marketing problems, as distinct from symptoms

c. Recognize the need to seek and obtain information relevant to a problem

d. Identify and apply learned concepts from business and social sciences to parallel

circumstances in an industrial selling setting

e. Be able to assess the quality of information used to make business decisions

f. Prioritize information based on its relevancy to an identified problem

g. Organize and present their views on a topic in a business environment

h. Consider the beliefs, goals, and needs of executives and peers in a business

environment

i. Persuade an audience to take action or adopt a viewpoint.

j. Balance team and individual efforts to achieve desired business outcomes

k. Host an executive

l. Develop comfort in a board room or executive setting.

m. Adapt to unexpected circumstances.

n. Manage a real world selling activity

i. Identify potential customers

ii. Set appointments

iii. Establish customer needs

iv. Select and present value

v. Ask for business

vi. Handle objections

vii. Manage service

4. Through and industrial field selling experience

a. Practice the identification of call objectives in an industrial selling environment

b. Develop a normative perspective on business calls in the industry of the student’s

interest

5. Through participating in a qualified selling activities

a. Apply learned sales concepts in a competitive environment

b. Practice adaptive behavior in an interactive exchange setting

F. REFERENCES

Bristow, D. G. (2006). A look at professional selling from the student's perspective: A

replication and extension. Marketing Management Journal, 16(1), 88-103.

Cummins, S., Peltier, J. W., Erffmeyer, R., & & Whalen, J. (2013). A critical review of the

literature for sales educators. Journal of Marketing Education, 35(1), 68-78.

Deeter-Schmelz, D. R. (2011). A global perspective on the current state of sales educaiton in

the college curriculum. Journal of Personal Selling & Sales Management, 31(1), 55-75.

Luthy, M. R. (2007). Service executives on preparing undergraduates for sales positions.

Academy of Educational Leadership Journal, 11(2), 73-80.

Shelman, M. &. (2012). The human capital issue: Ensuring the future of food and

agribusiness. International Food and Agribusiness Management Review, 15(A), 1-2.

Sherwood, S. G., Black, G. S., Daughtrey, C. L., & & Duber-Smith, D. C. (2012). State of

the economy and attitude toward sales careers. Alt Econ J, 40(3), 343-345.

Weber, L. (2015). Why it's so hard to fill sales jobs. The Wall Street Journal, February 6,

2015. Downloadable from http://www.wsj.com/articles/whyitssohardtofillsalesjobs1

423002730.

Webster, Jr., F. E. (1978). Management science in industrial marketing. Journal of

Marketing, 42(1), 21-27.


Document No. XV, 2014-15

April 8, 2015

Department of Animal Sciences



None


None

C. COURSES TO BE CHANGED:

ANSC 53700 (Adipocyte Biology)

- Change from 2 to 3 credits

- To be taught in the spring semester instead of fall semester

The department has offered Adipocyte Biology in its current configuration since fall

semester 2008. The course has received enrollment across campus, drawing students

from Animal Sciences, Biology, Food Science, Nutrition Science and Biomedical

Engineering. As the course continued to gain popularity among students interested in

advanced knowledge of nutrition, metabolism, obesity and animal growth and

development, the content of the course changed to meet the needs of the broad range

of student interests. Over the years, additional emphasis has been placed on the link

between obesity and cancer to address the needs of students in the Biology

department. Topics on the metabolic effects of nutriceuticals have been added to meet

the needs of students from the Food Science department. In addition, tissue imaging

and stem cell topics have been added to address the needs of Biomedical Engineering

students. Therefore, the content of the course can no longer be covered during two

lecture periods per week. This necessitates adding an extra hour of lecture to allow a

thorough coverage of the expanded list of topics in the course. In addition, it is being

proposed that the course be moved to the spring semester from its current listing in

the fall. Target students in this course are students in the first two years of graduate

school and senior level undergraduates. For the graduate students, there are several

other courses that are offered in the fall that could be in competition for the same set

of students. Courses such as ANSC 52200, ANSC 62000, ANSC 55600, ANSC

51400, NUTR 60500, and BCHM 56100 are typically offered in the fall semester.

Teaching ANSC 53700 as a 3 credit course in the fall will create more scheduling

conflicts and limit the number of potential enrollees than the same course being

taught in the spring.


None

2

Supporting document

ANSC53700

Course Name: Adipocyte Biology

A. Justification for the Course:

B. Recent progress in the field of adipose biology has led to the establishment of a new

paradigm for the adipocyte in which the adipocyte is no longer considered as an ordinary

store of excess energy, but as an active participant in the regulation of several metabolic

processes in the body. The discovery of several key adipose-derived hormones such as

leptin, adiponectin, resistin, adipsin and their strong linkages to metabolic and

immunological pathways, has helped redefine the concept of the physiological role of

adipocytes. These findings have opened up several novel areas of investigation and have

enriched our understanding of adipose tissue role in immune function, cancer, diabetes,

chronic inflammation and efficiency of animal growth. The centrality of the adipocyte in the

regulation of key metabolic processes such as immune response and reproduction is clearly

demonstrated in that lack of adequate amount of adipose tissue mass severely impacts these

processes, and excessive adiposity is equally detrimental. A classic example of an adipokine

with multiple regulatory roles is adiponectin. Adiponectin affects immune response by

regulating phagocytosis and cytokine production by macrophages and also leads to

increased energy expenditure in multiple tissues. Thus adequate adiponectin may be critical

for proper immune function and availability of energy for energy demanding processes such

as gestation, lactation and muscle accretion. Obesity which is characterized by reduced

immune and reproductive function is associated with reduced adiponectin expression.

Students need adequate information to expose them to current developments in the field of

adipose biology. Although this course will reinforce principles dealing with the

development of adipose tissue and its role in energy balance, considerable attention will be

given to endocrine and immune actions of the adipocyte.

B. Learning Outcomes and Method of Evaluation or Assessment

(Will the course be nominated for inclusion on a University Foundational Core or COA

Core course list? If so mapping the course outcomes to University Embedded or

Departmental learning outcomes. If so then address; this course helps satisfy the

following outcomes :)

This course will not be nominated for inclusion in the University Foundational Core or COA

Core course list. The course will provide better understanding of the role of

adipocytes/adipose tissue in regulation of metabolism and impact on obesity, diabetes and

efficiency of animal growth. The students will develop critical thinking skills and apply

scientific principles to emerging issues in adipose biology research. Lifetime learning habits

will be emphasized by seeking information to fill gaps in a dynamic field of study. At the end

of this course, students will be able to:

1. Discuss the developmental ontogeny of adipose tissue formation.

3

2. Discuss the role of adipose tissue in energy balance.

3. Discuss the role of adipose tissue in the regulation of immune function.

4. Understand the role of the extracellular matrix in adipose tissue in the regulation of

adipocyte development.

5. Have a better understanding of adipose tissue role in cancer susceptibility.

6. Have a better understanding of the impact of phytochemicals in the regulation of obesity

and adipocyte function.

Methods of evaluation:

1. Exams: Two hourly exams worth 100 points each (200 points total) and a final exam

worth 100 points. Total exam points = 300 points.

2. Quizzes: 5 quizzes =25 points.

3. Term paper: A term paper on a topic pertinent to adipocyte biology will be developed =

50 points.

4. Presentations = 25 points.

Total Points = 400

Grading: Approximate Grading scale:

% Grade

90+ A

80-89 B

70-79 C

60-69 D

≤ 59 F

C. Prerequisites: ANSC 23000 and BCHM 30700. There are no prerequisites for graduate

students.

D. Course Instructor(s): (Name, phone, email, campus address):

Name: Dr. Kolapo Ajuwon


E-mail address: [email protected]

Campus Address: 915 West State Street, 3-235 Lily

E. Course Outline:

4

1. Developmental paths - from the mesoderm to adipose tissue.

2. The adipocyte and energy storage and release in response to physiologic signals and

metabolic regulation.

3. The adipocyte as an adipostat in the control of energy balance (energy intake and heat

production).

4. Adipose tissue and muscle crosstalk: Emerging role of myokines in the regulation of adipose

tissue metabolism.

5. Novel control of lipogenesis and lipolysis. New aspects of the regulation of lipogenesis and

lipolysis will be covered.

6. Regulation of lipid droplet formation.

7. Physiologic stress, adiposity and reproduction.

8. The adipocyte expresses functional toll-like receptors.

9. The adipocyte as an endocrine organ.

10. Anti-inflammatory actions of adipocyte precursors.

11. Antigen presentation by adipocytes and precursors.

12. The adipocyte and the alternate compliment pathway.

13. Extracellular matrix and regulation of adipocyte function.

14. The role of ER stress in the causation of adipocyte dysfunction.

15. Regulation of peripheral tissue metabolism by adipocyte derived hormones.

16. The adipocyte insulin sensitivity and type 2 diabetes.

17. Obesity and cancer.

18. Nutriceuticals and obesity.

19. Obesity and weight loss surgery.

20. Genomics, adiposity and body composition in humans and meat animals.

F. Reading List (including course text): Only assigned papers, no recommended text.

G. Library Resources: Assigned papers only.

H. Example Course syllabus

5

Week Outline topic After completion of this topic students should achieve the

following competencies:

1 Developmental paths - from the

mesoderm to adipose tissue.

Students will learn the molecular mechanisms that regulate

adipocyte differentiation during embryonic development and gain

knowledge on regulation of adipocyte differentiation using in vitro

models, adipose-derived stem cells: properties and potential

therapeutic uses.

2 The adipocyte and energy

storage and release in response

to physiologic signals and

metabolic regulation.

Students will learn about the regulation of lipogenic and lipolytic

functions of the adipocyte by hormones and the sympathetic

nervous system.

3 The adipocyte as an adipostat in

the control of energy balance

(energy intake and heat

production).

Students will learn about the mechanisms by which adipocytes

regulate energy balance in the brain and in peripheral tissues.

4 Adipose tissue and muscle

crosstalk: Emerging role of

myokines in the regulation of

adipose tissue metabolism

Students will learn the role of emerging myokines in in the

regulation of peripheral metabolism.

Exam 1

5 Novel control of lipogenesis

and lipolysis. New aspects of

the regulation of lipogenesis

and lipolysis will be covered.

Students will learn new aspects of the regulation of lipogenesis

and lipolysis.

6 Regulation of lipid droplet

formation.

Students will learn about the role of key proteins involved in lipid

droplet formation.

7 Physiologic stress, adiposity

and reproduction.

Students will explore the connection between adiposity and

reproductive function, especially the role of adipokines on

reproductive function.

8 Spring Break

Spring Break

9 The adipocyte expresses

functional toll-like receptors

The adipocyte as an endocrine

organ.

Students will learn the role of pattern recognition receptors such as

toll-like receptors in immunity and metabolism and the role of

adipocyte in immune response.

Students will also learn about the role of adipocytes as sources of

proteins with endocrine functions.

10 Anti-inflammatory actions of

adipocyte precursors.

Students will gain insight into the macrophage-like function of

adipocytes and preadipocytes and the role of inflammatory

cytokines in this function.

11 Antigen presentation by

adipocytes and precursors.

The adipocyte and the

Exam 2

6

alternate compliment

pathway.

12 Extracellular matrix and

regulation of adipocyte

function.

Students will learn about the role of extracellular matrix

proteins in adipocyte function such as differentiation and

proliferation and obesity.

13 The role of ER stress in the

causation of adipocyte

dysfunction.

Insight will be given into the factors involved in the

causation of ER stress, e.g., fatty acids, toxins, osmotic

stress, protein damage.

14 Regulation of peripheral

tissue metabolism by

adipocyte derived hormones.

The adipocyte insulin

sensitivity and type 2

diabetes.

Obesity and cancer.

Nutriceuticals and obesity.

Obesity and weight loss

surgery.

Genomics, adiposity and

body composition in humans

and meat animals.

Students will learn more about type 1 and 2 diabetes and

gestational diabetes from an epidemiological perspective.

The connection between obesity and adipokines in the

causation of cancer will be discussed.

We will address the anti-obesity or anti-inflammatory effects

of natural phytochemical found in human and animal foods.

We will also address breeding efforts to reduce livestock

body fat composition and its impact on efficiency of growth.

15 Final Term paper

presentation

Final Term paper presentations will allow students to present

results of individual review of current literature on their

assigned topics. Students will learn how to conduct critical

review in the field and present review results.


Document No. XVI, 2014-15

April 8, 2015

Department of Biochemistry



None


1. Prefix and Course Number: BCHM 60300

Title: Introduction to Graduate Research in Biochemistry I – 6 cr

Course Description: This course is intended to provide the opportunity for in-depth, mentored

graduate research in two biochemistry laboratories. Students enrolled in this course will learn

how to devise hypothesis, design experiments that test their hypotheses, accurately record their

data in laboratory notebooks, critically analyze the results of their analyses and present their

findings to others in written and oral presentations. They will fully participate in laboratory

group meetings, the Biochemistry seminar series, and presentations by other students and

postdoctoral fellows. BCHM 601 is a co-requisite.


Title: Introduction to Graduate Research in Biochemistry II – 3 cr

Course Description: This course is intended to provide the opportunity for in-depth,

mentored graduate research in one biochemistry laboratory. Students enrolled in this course

will learn how to devise hypothesis, design experiments that test their hypotheses, accurately

record their data in laboratory notebooks, critically analyze the results of their analyses and

present their findings to others in written and oral presentations. They will fully participate in

laboratory group meetings, the Biochemistry seminar series, and presentations by other

students and postdoctoral fellows. BCHM 602 is a co-requisite and BCHM 60500 is a pre-

requisite.


Title: Pathways – 3 cr

Course Description: An advanced level cell biology course offered to 1st or 2nd year

graduate students. Students will learn the major intracellular signaling pathways and cell cycle

regulation of eukaryotes. Readings will be from the primary literature.


None

2


Biochemistry – Non-Thesis MS

We would like to develop a non-thesis MS option for our students who decide not to complete

their PhD program. Students exit our program for a wide variety of reasons including change in

family situation, change of career goals, or disinterest in laboratory research. Currently, the only

mechanism by which our students can exit the program early is by leaving without a degree or by

completing a thesis MS, the latter often requiring an investment of up to 4 years. In order to

shorten the timeline to a degree and increase the graduation rate of our students, we would like to

create a non-thesis MS option for these students. In addition, this program would give us the

option of admitting tuition-paying students directly to a non-thesis MS program. Such a program

would serve students interested in scientific sales or technical staff.

BCHM 60300 Introduction to Graduate Research in Biochemistry I

Supporting Document

Semesters Offered: Fall

Lecture/Lab Hours: 5 lab, 1 independent study

Credit(s): 6

Justification: We are revising our graduate curriculum to address four key core competencies:

scientific research skills, scientific oral communication skills, scientific written communication

skills, and scientific proposal writing skills. This course addresses the first three of these. The

latter is addressed in BCHM 60100, a required course and the co-requisite for this course.

All students registered for this course will be first year graduate students and, thus, we propose a

600-level course number. We anticipate that there will be between 2 and 15 students registered

for this course at any given time. Students are expected to be engaged in graduate level research.

They are expected to consult the primary literature in sufficient depth to become familiar with

their research project and to provide references for their written and oral projects. Rubrics for

evaluation of these core competencies are attached.


COA Core course list? No


outcomes. This course helps satisfy the following departmental learning outcomes:

3

BCHM 60300 students will understand the scientific method. They will be able to develop

hypotheses, design experiments, and critically analyze results to create new knowledge.

BCHM 60300 students will communicate scientific knowledge, experiments and conclusions

effectively as speakers and writers.

BCHM 60300 students will use scientific instrumentation to evaluate the activity or function of

biological macromolecules.

BCHM 60300 students will demonstrate knowledge of analytical and preparative methods that

can be applied to biochemistry.

BCHM 60300 students will demonstrate knowledge of accepted safe laboratory practices.

BCHM 60300 students will demonstrate laboratory experience working with a diverse group of

individuals as part of a research team.

BCHM 60300 students will demonstrate the ability to organize and document laboratory

procedures and results.

BCHM 60300 students will describe research projects in an oral presentation that can be readily

understood by a general scientific audience.

BCHM 60300 students will appreciate the ethical issues facing professionals in the life sciences.

Description: How will this course accomplish the previous outcomes?

The learning outcomes will be accomplished by student participation in a transformational

laboratory experience, public presentations, written assignments, laboratory group meetings and

weekly departmental seminars.

Course Contact Information:

Name: Barbara Golden

Phone Number: 6-6165


Campus Address: BCHM

Example of a Course Syllabus: Should include reading list/textbook, course learning

objectives, course topic outline, grade calculation, and statements on cheating, safety, emergency

and diversity.

See Below


4

BCHM 60400 Introduction to Graduate Research in Biochemistry II

Supporting Document

Semesters Offered: Spring

Lecture/Lab Hours: 2.5 lab, 0.5 independent study

Credit(s): 3

Justification: We are revising our graduate curriculum to address four key core competencies:

scientific research skills, scientific oral communication skills, scientific written communication

skills, and scientific proposal writing skills. This course addresses the first three of these. The

latter is addressed in BCHM 60200 and BCHM 61000, required courses in our curriculum and

the co-requisite for this course.

All students registered for this course will be first year graduate students and, thus, we propose a

600-level course number. We anticipate that there will be between 2 and 15 students registered

for this course at any given time. Students are expected to be engaged in graduate level research.

They are expected to consult the primary literature in sufficient depth to become familiar with

their research project and to provide references for their written and oral projects. Rubrics for

evaluation of these core competencies are attached.




outcomes. This course helps satisfy the following departmental learning outcomes:

BCHM 60400 students will understand the scientific method. They will be able to develop

hypotheses, design experiments, and critically analyze results to create new knowledge.

BCHM 60400 students will communicate scientific knowledge, experiments and conclusions

effectively as speakers and writers.

BCHM 60400 students will use scientific instrumentation to evaluate the activity or function of

biological macromolecules.

BCHM 60400 students will demonstrate knowledge of analytical and preparative methods that

can be applied to biochemistry.


5

BCHM 60400 students will demonstrate laboratory experience working with a diverse group of

individuals as part of a research team.

BCHM 60400 students will demonstrate the ability to organize and document laboratory

procedures and results.

BCHM 60400 students will describe research projects in an oral presentation that can be readily

understood by a general scientific audience.



The learning outcomes will be accomplished by student participation in a transformational

laboratory experience, public presentations, written assignments, laboratory group meetings and

weekly departmental seminars.


Name: Barbara Golden






and diversity.

See Below


6

BCHM 61500 Pathways

Supporting Document

Semesters Offered: Fall

Lecture/Lab Hours: 3 lecture

Credit(s): 3

Justification: The Biochemistry Department once offered two graduate level courses: Signal

transduction (BCHM 69300) last taught by Dr. Sandra Rossie in 2013 and Cell Cycle Regulation

last taught by Dr. Joseph Ogas over a decade ago. BCHM 69300 was a required course for the

PULSe Cancer Biology and Molecular Signaling training group. The newly proposed course

BCHM 61500 will cover both signal transduction and cell cycle and replace BCHM 69300 as the

required for students in the Cancer Biology and Molecular Signaling training group. In addition,

BCHM 61500 satisfies the need for an advanced cell biology course on the Purdue campus.




outcomes. This course helps satisfy the following outcomes:

Basic knowledge of the molecular mechanisms in signal transduction and cell cycle.

An appreciation for how protein modules within signaling molecules impart selective responses,

how protein-protein interactions are used to build signaling pathways, and the methods

commonly used to analyze signal transduction processes.

An appreciation for cell cycle is carefully regulated to maintain genomic stability. Enhancement

of oral and written communication skills.

Mastery of reading and interpreting scientific literature in signal transduction and cell cycle

fields.

Development of critical thinking and creativity in signal transduction and cell cycle

research.


7

Learning outcomes will be accomplished by student participation in classes, presentations, take

home writings and a grant proposal. There will be multiple opportunities for students to present

during the semester. Class participation will be expected in engaged discussions, contribution to

student presentations, asking questions, etc. Students are responsible for reading material prior to

class. Dr. Liu will provide guidance regarding objectives for each reading assignment and key

'take home' messages or concepts.


Name: Xiaoqi Liu


E- mail Address: [email protected]




and diversity.

See Below


A non-thesis MS option for BCHM students

Proposal – Create a non-thesis master’s degree option for students who have been advised to discontinue their PhD program and, perhaps, as an option for tuition-paying students who wish to pursue advanced coursework. Right now, the only option for these students is a thesis MS degree. In many cases, this pathway requires students to be at Purdue for as long as 4 years before a degree is awarded. This is a costly investment for both the student and advisor and it does not necessarily benefit the student.

Requirements - A non-thesis MS in Biochemistry requires 30 credits of 500-600 level coursework, at least a 3.0 GPA on the Plan of Study courses, and no grade less than a C.

Non-thesis MS committees. Non-thesis MS students who enter the non-thesis MS program directly must have at least two members on their MS committee. One of these members should be the first year graduate student chair or the preliminary exam chair. Non-thesis MS students for which the MS will serve as an exit strategy from a PhD program may choose to keep 2-3 members of their PhD thesis committee as their MS committee. Selection of committee members will be based on continuing scientific efforts and a formal commitment by the committee members to continue.

The non-thesis masters requires 14-15 credit hours of core coursework that provides foundational knowledge in scientific written and oral communication, critical thinking, scientific ethics, and biochemical principles.

Required coursework

BCHM 60100 – Critical Analysis of Biochemical Research Literature I – 2 credit hours BCHM 60200 – Critical Analysis of Biochemical Research Literature II – 2 credit hours BCHM 60500 – Macromolecules – 3 credit hours BCHM 61000 – Regulation of Eukaryotic Gene Expression – 3 credit hours BCHM 69000 – Seminar in Biochemistry – 1 credit hour GRAD 61200 – Responsible Conduct of Research – 1 credit hour Quantitative Elective – 2-3 credit hours

STAT 50300, STAT 51100, STAT 51200 or alternate course approved by the first year chair to meet this learning outcome.

In addition, non-thesis MS students should complete 15-16 credit hours of elective coursework. Elective coursework should be chosen in consultation with the student’s major professor or committee, and should build upon the core coursework to provide the student with expertise in specific aspects of biochemistry. Course approval for electives will be determined by the student’s committee.

Suggested electives

BCHM 60300 – Introduction to Graduate Research in Biochemistry I – 6 credit hours BCHM 60400 – Introduction to Graduate Research in Biochemistry II – 3 credit hours BCHM 61100 – Regulation of Gene Expression in Eukaryotes II – 2 credit hours BCHM 61500 – Pathways – 3 credit hours BCHM 62000 – Protein Mass Spectrometry and Proteomics – 2 credit hours BCHM 69500 – Introduction to R and Bioconductor – 2 credit hours CHEM 69600 – Optical Probes for Biological Microscopy – 3 credit hours

BCHM 60300 Syllabus

DEPARTMENT OF BIOCHEMISTRY

BCHM 60300 Syllabus

Fall 20XX

Introduction to Graduate Research in Biochemistry I

INSTRUCTOR

First year graduate student chair

COREQUISITES

BCHM 60100 and BCHM 60500 or consent of instructor

COURSE OBJECTIVES

BCHM 60300 is intended to provide the opportunity for in-depth, independent, graduate research in two laboratories. The students enrolled in this course will learn how to devise hypotheses, design experiments that test their hypotheses, record their data in laboratory notebooks, critically analyze the results of their analyses, and present their findings to others in written form. Students enrolled in this course will demonstrate deep understanding of their research projects and scientific communication skills through written and oral presentations. Students enrolled in this course will be exposed to a wide variety of research areas through participation in laboratory group meetings, peer presentations, and the Biochemistry seminar series.

DEPARTMENTAL LEARNING OUTCOMES ADDRESSED BY THIS COURSE

BCHM 60300 students will understand the scientific method. They will be able to develop hypotheses, design experiments, and critically analyze results to create new knowledge.

BCHM 60300 students will communicate scientific knowledge, experiments and conclusions effectively as speakers and writers.

BCHM 60300 students will use scientific instrumentation to evaluate the activity or function of biological macromolecules.

BCHM 60300 students will demonstrate knowledge of analytical and preparative methods that can be applied to biochemistry.


BCHM 60300 students will demonstrate laboratory experience working with a diverse group of individuals as part of a research team.

BCHM 60300 students will demonstrate the ability to organize and document laboratory procedures and results.

BCHM 60300 students will describe research projects in an oral presentation that can be readily understood by a general scientific audience.

Page 1 of 6

BCHM 60300 Syllabus

Page 2 of 6


TEXTBOOK

There is no assigned textbook for this course. Background information will be largely derived from reviews and the primary scientific literature provided by the rotation supervisor. In addition, students are expected to independently research background literature relevant to their rotation projects.

LABORATORY TIME AND PLACE

To be arranged with rotation supervisors.

COURSE REQUIREMENTS

BCHM 60300 students are expected to spend a minimum of 20 hours per week in the laboratories of their assigned rotation supervisors.

o Rotation supervisors will provide feedback to the first year chair through the rotation evaluations.

o Specific hours in the lab should be worked out between the rotation supervisors, lab members and the student.

o Advance notice of change of schedule should be given to the rotation supervisor and where applicable, the graduate student, post-doctoral research associate, technician, or research associate who directly supervises the student as a matter of common courtesy.

o BCHM 60300 students are expected to participate in the laboratory meetings of their rotation supervisors.

BCHM 60300 students are expected to attend Friday student/postdoc talks.

BCHM 60300 students are expected to attend Tuesday Biochemistry seminars.

BCHM 60300 students students will submit a 2-5 page paper describing each rotation project.

o This paper should be in JBC format. o It should describe the hypothesis being tested, how the experiments

performed addressed their hypothesis, the results of the experiments, whether the results supported or disproved the hypothesis, and future experiments that would further their research project.

o Written assignments will be evaluated by the rotation supervisor in consultation with the first year chair.

BCHM 60300 students will present a 10 minute oral presentation of their rotation project at the conclusion of each rotation.

o BCHM 60300 students should demonstrate a clear understanding of their project and the importance of the described research.

o BCHM 60300 students should be able to answer audience questions on their presentations.

o Content of the presentation should be similar to that of the written assignment.

o Oral presentations will be evaluated by a panel of faculty members in consultation with the first year graduate chair.

IDENTIFICATION OF SUPERVISING FACULTY MEMBERS

Students will identify rotation supervisors in consultation with the first year graduate chair. BCHM 60300 should interview a minimum of three faculty members in the first week of the semester to identify laboratories where they might pursue MS or PhD research. Students should provide the first year chair with the names of three potential rotation supervisors, preferably rank-ordered. The first year chair will assign students to rotation supervisors in

BCHM 60300 Syllabus

Page 3 of 6

consultation with the faculty.

SPECIAL NEEDS

If you will require special accommodations in BCHM 60300 because of diagnosed disabilities, you are expected to notify the course instructor prior to initiating project so that appropriate arrangements may be made.

GRADING

The assigned grade for BCHM 60300 will necessarily reflect the priorities and expectations of the supervising faculty members. Expectations used for assigning grades are provided below.

A: Student assumes responsibility for directing project. Demonstrates clear understanding of hypothesis tested and of experimental approaches used to test hypothesis. Student keeps an accurate record of experiments neatly written in a laboratory notebook. Student has no issues with attendance, rotation presentations or written assignments.

B: Student has modest understanding of hypothesis tested and of experimental approaches used to test hypothesis. Student keeps an accurate record of experiments neatly written in a laboratory notebook. Student has no issues with attendance, rotation presentations or written assignments.

C: Student has modest understanding of hypothesis tested and of experimental approaches used to test hypothesis. Student is not reliable regarding hours in lab or is not reliable in maintaining an accurate lab notebook or has failed to perform acceptably on the written assignments and rotation presentations.

D: Student has poor understanding of research project. Student is not reliable regarding hours in lab or is not reliable in maintaining an accurate lab notebook or has failed to perform acceptably on the written assignments and oral presentations.

F: Student fails to grasp basic concepts driving research project. Student has substantial issues regarding hours in lab or in maintaining an accurate lab notebook or has failed to perform acceptably on the written assignments.

BCHM 60300 Syllabus

Page 4 of 6

ACADEMIC MISCONDUCT

Academic misconduct of any kind will not be tolerated in BCHM 60300. Information on Purdue’s policies can be found at http://www.purdue.edu/ODOS/osrr/integrity.htm.

To provide you with an unambiguous definition of academic misconduct, the following text has been excerpted from "Academic Integrity: A Guide for Students", written by Stephen Akers, Ph.D., Executive Associate Dean of Students (1995, Revised 1999, 2003), and published by the Office of the Dean of Students in cooperation with Purdue Student Government, Schleman Hall of Student Services, Room 207, 475 Stadium Mall Drive West Lafayette, IN 47907-2050.

“Purdue prohibits "dishonesty in connection with any University activity. Cheating, plagiarism, or knowingly furnishing false information to the University are examples of dishonesty." [Part 5, Section III-B-2-a, University Regulations] Furthermore, the University Senate has stipulated that "the commitment of acts of cheating, lying, and deceit in any of their diverse forms (such as the use of substitutes for taking examinations, the use of illegal cribs, plagiarism, and copying during examinations) is dishonest and must not be tolerated. Moreover, knowingly to aid and abet, directly or indirectly, other parties in committing dishonest acts is in itself dishonest." [University Senate Document 72-18, December 15, 1972]

More specifically, the following are a few examples of academic dishonesty which have been discovered at Purdue University.

substituting on an exam for another student

substituting in a course for another student

paying someone else to write a paper and submitting it as one's own work

giving or receiving answers by use of signals during an exam

copying with or without the other person's knowledge during an exam

doing class assignments for someone else

plagiarizing published material, class assignments, or lab reports

turning in a paper that has been purchased from a commercial research firm or obtained from the internet

padding items of a bibliography

obtaining an unauthorized copy of a test in advance of its scheduled administration

http://www.purdue.edu/ODOS/osrr/integrity.htm

http://www.purdue.edu/univregs/

BCHM 60300 Syllabus

Page 5 of 6

using unauthorized notes during an exam

collaborating with other students on assignments when it is not allowed

obtaining a test from the exam site, completing and submitting it later

altering answers on a scored test and submitting it for a regrade

accessing and altering grade records

stealing class assignments from other students and submitting them as one's own

fabricating data

destroying or stealing the work of other students

Plagiarism is a special kind of academic dishonesty in which one person steals another person's ideas or words and falsely presents them as the plagiarist's own product. This is most likely to occur in the following ways:

using the exact language of someone else without the use of quotation marks

and without giving proper credit to the author

presenting the sequence of ideas or arranging the material of someone else even though such is expressed in one's own words, without giving appropriate acknowledgment

submitting a document written by someone else but representing it as one's own”

EMERGENCY PREPAREDNESS

In the event of a major campus emergency, course requirements, deadlines and grading percentages are subject to changes that may be necessitated by a revised semester calendar or other circumstances. To get information about changes in this course consult the class Blackboard site or e-mail or phone the instructor.

NON-DISCRIMINATION POLICY STATEMENT

Purdue University’s non-discrimination policy will be upheld in this course. Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.

Purdue University views, evaluates, and treats all persons in any University related activity or circumstance in which they may be involved, solely as individuals on the basis of their own personal abilities, qualifications, and other relevant characteristics.

For more information, see http://www.purdue.edu/policies/pages/human_resources/nondisc_pol.html

SAFETY TRAINING

http://www.purdue.edu/policies/pages/human_resources/nondisc_pol.html

BCHM 60300 Syllabus

Page 6 of 6

If students have not already done so, they must complete safety training before they can enroll in BCHM 60300. Review the University’s Chemical Hygiene Plan manual and complete the Online Personal Protective Equipment Training:

https://www.purdue.edu/rem/home/booklets/chp2014.pdf -- web version of Chemical Hygiene Plan manual - Print out the form under Appendix A and sign after reading the manual.

http://www.chem.purdue.edu/chemsafety/Training/PPETrain/ppetonline.htm -- Online Personal Protective Equipment Training

Students are required to go to this website and read items 2, 3, 5, 8, 10 & 13. The student must click the terms (e.g. "chem/bio gloves") and read the training (and repeat for each item listed above). Once the student has read the item, s/he should check the box. After they have read each one, they must fill out the bottom section of the form, identifying the course instructor as supervisor with first and last name. They should then press "submit", and print the certification that shows up and sign it. This form must be provided to the course instructor who must sign it. The student must deliver the two completed certificates to the BCHM Main Office (120).

https://www.purdue.edu/rem/home/booklets/chp2014.pdf

http://www.chem.purdue.edu/chemsafety/Training/PPETrain/ppetonline.htm

BCHM 60300 Syllabus

Page 1 of 6


BCHM 60400 Syllabus

Spring 20XX

Introduction to Graduate Research in Biochemistry II INSTRUCTOR

First year graduate student chair

PRE- and COREQUISITES

BCHM 60200 (co-requisite) and BCHM 60500 (pre-requisite) or consent of instructor

COURSE OBJECTIVES

BCHM 60400 is intended to provide the opportunity for in-depth, independent, graduate research in one laboratory. The students enrolled in this course will learn how to devise hypotheses, design experiments that test their hypotheses, record their data in laboratory notebooks, critically analyze the results of their analyses, and present their findings to others in written form. Students enrolled in this course will demonstrate deep understanding of their research projects and scientific communication skills through written and oral presentations. Students enrolled in this course will be exposed to a wide variety of research areas through participation in laboratory group meetings, peer presentations, and the Biochemistry seminar series.

DEPARTMENTAL LEARNING OUTCOMES ADDRESSED BY THIS COURSE

BCHM 60400 students will understand the scientific method. They will be able to develop hypotheses, design experiments, and critically analyze results to create new knowledge.

BCHM 60400 students will communicate scientific knowledge, experiments and conclusions effectively as speakers and writers.

BCHM 60400 students will use scientific instrumentation to evaluate the activity or function of biological macromolecules.

BCHM 60400 students will demonstrate knowledge of analytical and preparative methods that can be applied to biochemistry.


BCHM 60400 students will demonstrate laboratory experience working with a diverse group of individuals as part of a research team.

BCHM 60400 students will demonstrate the ability to organize and document laboratory procedures and results.

BCHM 60400 students will describe research projects in an oral presentation that can be readily understood by a general scientific audience.

BCHM 60300 Syllabus

Page 2 of 6


TEXTBOOK

There is no assigned textbook for this course. Background information will be largely derived from reviews and the primary scientific literature provided by the rotation supervisor. In addition, students are expected to independently research background literature relevant to their rotation projects.

LABORATORY TIME AND PLACE

To be arranged with rotation supervisors.

COURSE REQUIREMENTS

BCHM 60400 students are expected to spend a minimum of 20 hours per week in the laboratories of their assigned rotation supervisor.

o Rotation supervisor will provide feedback to the first year chair through the rotation evaluation.

o Specific hours in the lab should be worked out between the rotation supervisors, lab members and the student.

o Advance notice of change of schedule should be given to the rotation supervisor and where applicable, the graduate student, post-doctoral research associate, technician, or research associate who directly supervises the student as a matter of common courtesy.

o BCHM 60400 students are expected to participate in the laboratory meetings of their rotation supervisor.

BCHM 60400 students are expected to attend Friday student/postdoc talks.

BCHM 60400 students are expected to attend Tuesday Biochemistry seminars.

BCHM 60400 students students will submit a 2-5 page paper describing their rotation project.

o This paper should be in JBC format. o It should describe the hypothesis being tested, how the experiments

performed addressed their hypothesis, the results of the experiments, whether the results supported or disproved the hypothesis, and future experiments that would further their research project.

o The written assignment will be evaluated by the rotation supervisor in consultation with the first year chair.

BCHM 60400 students will present a 10 minute oral presentation of their rotation project at the conclusion of the rotation.

o BCHM 60400 students should demonstrate a clear understanding of their project and the importance of the described research.

o BCHM 60400 students should be able to answer audience questions on their presentation.

o Content of the presentation should be similar to that of the written assignment.

o The oral presentation will be evaluated by a panel of faculty members in consultation with the first year graduate chair.

IDENTIFICATION OF SUPERVISING FACULTY MEMBERS

Students will identify their rotation supervisor in consultation with the first year graduate chair. BCHM 60400 should interview a minimum of three faculty members in the first week of the fall semester to identify laboratories where they might pursue MS or PhD research. Students should provide the first year chair with the names of three potential rotation supervisors, preferably rank-ordered. The first year chair will assign students to rotation supervisors in

BCHM 60300 Syllabus

Page 3 of 6

consultation with the faculty.

SPECIAL NEEDS

If you will require special accommodations in BCHM 60400 because of diagnosed disabilities, you are expected to notify the course instructor prior to initiating project so that appropriate arrangements may be made.

GRADING

The assigned grade for BCHM 60400 will necessarily reflect the priorities and expectations of the supervising faculty members. Expectations used for assigning grades are provided below.

A: Student assumes responsibility for directing project. Demonstrates clear understanding of hypothesis tested and of experimental approaches used to test hypothesis. Student keeps an accurate record of experiments neatly written in a laboratory notebook. Student has no issues with attendance, rotation presentations or written assignments.

B: Student has modest understanding of hypothesis tested and of experimental approaches used to test hypothesis. Student keeps an accurate record of experiments neatly written in a laboratory notebook. Student has no issues with attendance, rotation presentations or written assignments.

C: Student has modest understanding of hypothesis tested and of experimental approaches used to test hypothesis. Student is not reliable regarding hours in lab or is not reliable in maintaining an accurate lab notebook or has failed to perform acceptably on the written assignments and rotation presentations.

D: Student has poor understanding of research project. Student is not reliable regarding hours in lab or is not reliable in maintaining an accurate lab notebook or has failed to perform acceptably on the written assignments and oral presentations.

F: Student fails to grasp basic concepts driving research project. Student has substantial issues regarding hours in lab or in maintaining an accurate lab notebook or has failed to perform acceptably on the written assignments.

BCHM 60300 Syllabus

Page 4 of 6

ACADEMIC MISCONDUCT

Academic misconduct of any kind will not be tolerated in BCHM 60400. Information on Purdue’s policies can be found at http://www.purdue.edu/ODOS/osrr/integrity.htm.



More specifically, the following are a few examples of academic dishonesty which have been discovered at Purdue University.













BCHM 60300 Syllabus

Page 5 of 6







fabricating data













SAFETY TRAINING


BCHM 60300 Syllabus

Page 6 of 6

If students have not already done so, they must complete safety training before they can enroll in BCHM 60400. Review the University’s Chemical Hygiene Plan manual and complete the Online Personal Protective Equipment Training:

https://www.purdue.edu/rem/home/booklets/chp2014.pdf -- web version of Chemical Hygiene Plan manual - Print out the form under Appendix A and sign after reading the manual.

http://www.chem.purdue.edu/chemsafety/Training/PPETrain/ppetonline.htm -- Online Personal Protective Equipment Training

Students are required to go to this website and read items 2, 3, 5, 8, 10 & 13. The student must click the terms (e.g. "chem/bio gloves") and read the training (and repeat for each item listed above). Once the student has read the item, s/he should check the box. After they have read each one, they must fill out the bottom section of the form, identifying the course instructor as supervisor with first and last name. They should then press "submit", and print the certification that shows up and sign it. This form must be provided to the course instructor who must sign it. The student must deliver the two completed certificates to the BCHM Main Office (120).

https://www.purdue.edu/rem/home/booklets/chp2014.pdf

http://www.chem.purdue.edu/chemsafety/Training/PPETrain/ppetonline.htm


BCHM 61500 Pathways

Fall 2014 Syllabus

INSTRUCTOR: Dr. Xiaoqi Liu Office: Hansen 233C Phone: 496-3764

e-mail: [email protected]

Office hours: Immediately following class or by appointment.

LECTURE TA: Yueping Zhang

Office: BCHM B10 TEL: 494-3722 e-mail: [email protected] Office hours: By appointment only. Please see the TA if you need assistance

with assignments or have questions about your grades.

COURSE OBJECTIVES

This is a 3-credit course designed for 1st

or 2nd

year graduate students. With a specific focus on newly emerging topics, the molecular basis for the major intracellular signaling pathways of eukaryotes will be covered. This course will be taught from current primary literature, using a textbook as a background resource. The following topics will be included: protein kinases and phosphatases, G protein coupled receptors, receptor tyrosine kinases, PI3K pathway, mTOR pathway, PTEN, Wnt/β- catenin pathway, the Notch pathway, the Hedgehog/Gli pathway, cell cycle control, the p53 pathway, DNA damage checkpoint, regulated proteolysis, programmed cell death and cancer metabolism. Students will learn how to read and interpret scientific literature through class presentations, discussions and take home assignments. Additionally, students will gain experience in developing and testing hypotheses within the class topic areas.

LEARNING OUTCOMES

Basic knowledge of the molecular mechanisms in signal transduction and cell cycle

An appreciation for how protein modules within signaling molecules impart selective responses, how protein-protein interactions are used to build signaling pathways, and the methods commonly used to analyze signal transduction processes. An appreciation for cell cycle is carefully regulated to maintain genomic stability. Enhancement of oral and written communication skills Mastery of reading and interpreting scientific literature in signal transduction and cell cycle fields Development of critical thinking and creativity in signal transduction and cell cycle research

TEXTBOOKS Textbook

Molecular Biology of the Cell, 4th edition

Bruce Alberts, Alexander Johnson, Julian Lewis, Martin Raff, Keith Roberts, and Peter Walter. New York: Garland Science; 2002. ISBN-10: 0-8153-3218-1

The textbook is suggested for this course. This textbook is free on line at



http://www.ncbi.nlm.nih.gov/books/NBK21054/. Type the topic of interest, and you can read the basic knowledge about that particular topic. It contains necessary

background information for reading and interpreting primary literature. Students should read the appropriate chapters in this book prior to reading assigned papers.

A significant portion of the material from this course will be covered by reviews from the scientific literature. These are accessible free of charge and electronically through the Purdue Library. Links to these sources and the PDF files can be downloaded from Blackboard.

LECTURE TIME AND PLACE

Tuesdays and Thursdays 9:00-10:15 am Lilly Room G401

BLACKBOARD

The syllabus for the course, lecture notes, and all other teaching materials will be available via the Purdue University Blackboard site at: https://blackboard.purdue.edu/webct/logonDisplay.dowebct

ASSESSMENT

IN CLASS ASSESSMENT/ASSIGNMENTS Grades will be assessed based on class participation, presentations, take home writings and a grant proposal. There are a total of 200 points available in this course. There will be multiple opportunities for students to present during this semester. Class participation points will be determined through engaged discussions, contribution to student presentations, asking questions, etc. Students are responsible for reading material prior to class. Dr. Liu will provide guidance regarding objectives for each reading assignment and key 'take home' messages or concepts.

HOMEWORK/MINI-PROPOSAL During this course, students will learn to read and critically review publications in the signal transduction and cell cycle field. For details, see the attached file.

Class Participation and Attendance

To obtain participation points, students must ask or answer a question during class. Attendance will be taken after the first week. 100% attendance is necessary for all attendance points after the first week.

Absence from class will count against your class participation grade unless the absence is excused by the instructor. Missing your class presentation will result in 0 points unless the absence is excused with reasonable justification. Any request to be excused from class must include official documentation (doctor’s note, request from academic advisor, etc). Students are welcome to inform the instructor if they will be absent, but it will not be excused without a written note.

Late Work Policy

There is no late work accepted in this class. Final written documents are due by the end of class on the specified due date. Late papers will receive a zero.

https://owa.purdue.edu/owa/redir.aspx?C=lbl_5qS91EaCVDFJmuUVm_mbT2RYg9AI6v7W6giKVdv7VB2MmtDhyioInCUz3Cpk1YRIuyCNACI.&amp%3BURL=http%3a%2f%2fwww.ncbi.nlm.nih.gov%2fbooks%2fNBK21054%2f

EXTRA CREDIT

There will be opportunity for extra credit by attending the following seminars: Sep 9, BCHM, Dr. Wenyi Wei; Oct 6, PULSe, Dr. Yong Wan; and Dec 4, PCCR, Dr. Andrew Thorburn. Sign your names after the seminars to get 5 points each time.

OBTAINING EXTRA HELP

Dr. Liu will be available to answer your questions immediately after class or by appointment (by e-mail). You are highly encouraged to submit questions by e-mail that will be promptly answered by return e-mail.

The lecture TA will hold office hours for at least 1 hour per week, and will be able to answer additional questions by appointment.

ACADEMIC MISCONDUCT

Academic misconduct of any kind will not be tolerated in any course offered by the Department of Biochemistry. Information on Purdue’s policies with regard to academic misconduct can be found at http://www.purdue.edu/ODOS/osrr/integrity.htm.



More specifically, the following are a few examples of academic dishonesty, which have been discovered at Purdue University.


















fabricating data









If you are ill with flu-like symptoms, please do not attend class. Course materials will be provided to you.






Grading policy of the course:

Part 1: Review comments of the papers discussed (130 points) We will discuss 13 selected papers in class. Students are expected to write their review

comments on the paper discussed.

Length: 1 page; single space; words: ~800; characters with space: ~ 5000. Suggested

typeface: Arial; suggested font: 11; suggested margin: 0.5 inch

Please include the following components in your review:

--Brief background of the field, clearly state the important questions need to addressed.

--A central hypothesis to be tested in the paper.

--Approaches/methods to be used in the paper.

--Major findings/results based on the experiments presented.

--Major conclusions.

--Significance of the findings.

--Any potential problems? If yes, please propose alternative or additional experiments?

Writing is due next Tuesday in class.

10 points per paper, total possible points: 130.

Grading: 1) TA will give an initial score with his brief justification.

2) Dr. Liu will decide the final score each time.

Part 2: Presentation and discussion of papers (30 points).

1) The class will be divided into several small groups based on last names 2) One group (Authors) will present the paper each time 3) Everyone’s performance will be judged by TA and Dr. Liu with a maximum score of 5.

The final score is the average of TA and Dr. Liu

4) Every group is expected to present three times, so the total possible presentation points:

15

5) At the same time, another group of students (Reviewers) will be randomly picked to

challenge the presenters. Each Reviewer will be expected to ask one Author very critical

questions related to one or two figures the author just presented. The author is expected to

defend him/herself. In this way, we will achieve the goal how to carefully design an

experiment to draw a solid conclusion. This also helps us to initiate classroom discussion.

Reviewers will also be judged by TA and Dr. Liu, 5 points each time. Total possible

points as a reviewer: 15 points

Note 1: if your group is picked to present or as reviewers but you are absent, you will lose 5

points automatically.

Note 2: This is a literature-based Advanced Cell Biology course! You are expected to read

a lot, learn how to teach yourself something new, thus preparing to become an independent

scientist in the future. As indicated in the later section of the syllabus, usually 2 papers will

be given for every Thursday, but very likely we only have time to discuss one. You are

expected to read both papers for the class.

Part 3: Grant proposal (40 points)

1) Each group will work on one topic covered by the course (decided by draw). 2) Grant format:

Length: 5 pages; single space; words: ~4000; characters with space: ~ 250000.

Suggested typeface: Arial; suggested font: 11; suggested margin: 0.5 inch

3) Please include the following components in your grant:

Short abstract

Background of the field, clearly state the important questions need to be addressed.

Significance and Innovation of the proposed research.

A central hypothesis to be tested and rational of the hypothesis.

Specific aims, including novel approaches/methods to be used.

Expected results of each proposed experiment and explanation of data.

Potential pitfalls and alternative approaches.

4) You will be asked to defend the grant in the last week of the semester.

5) The score will be based on both writing and oral defense.

6) Everyone within the same group will be given the same score. So, make sure to proof

read the entire grant, not just the section you are assigned by your teammates.

7) Both TA and Dr. Liu will give a score, and final score is the average of two scores.

Part 4: Final score of the course (200 points total)

The cutoff values for letter grades are as follows:

Points Grades

180-200 A 160-179 B 140-159 C

120-139 D

<119 F

BCHM 69500-Pathways course schedule for Fall 2014

Week 1 Topic

1 8/26 Tu Lecture 1 Class organization, Receptor tyrosine kinases and Ras

Review: Lemmon and Schlessinger, Cell signaling by receptor tyrosine kinases, Cell 2010, 141, 1117-1134.

2 8/28 Th Literature Discussion 1

Research papers: Huang S et al MED12 controls the response to multiple cancer drugs through regulation of TGF-β receptor signaling. Cell 2012, 151, 937-950.

Sun T et al Activation of multiple proto-oncogenic tyrosine kinases in breast cancer via loss of the PTPN12 phosphatase. Cell 2011, 144, 703-718.

Week 2

3 9/2 Tu Lecture 2 G protein coupled receptors

Review: Audet and Bouvier, Restructuring G-protein-coupled receptor activation, Cell 2012, 151, 14-23.


Research papers: Yu F et al Regulation of the Hippo-YAP pathway by G-protein-coupled receptor signaling, Cell 2012, 150, 780-791. Dbouk HA et al G protein-coupled receptor-mediated activation of p110β by Gβγ is required for cellular transformation and invasiveness. Science Signaling 2012, 5, ra89.

Week 3

5 9/9 Tu Lecture 3 The PTEN pathway

Review: Song MS et al. The functions and regulation of the PTEN tumor suppressor, Nature Reviews Molecular Cell Biology, 2012, 13, 283-96.

9/9 3:30PM BCHM seminar by Dr. Wenyi Wei, Harvard Medical School, WSLR 116


Research papers: Papa A et al. Cancer-associated PTEN mutants act in a dominant-negative manner to suppress PTEN protein function. Cell 2014, 157, 595-610. Garcia-Cao et al., Systemic elevation of PTEN induces a tumor-suppressive metabolic state. Cell 2012, 149, 49-62.

Week 4

7 9/16 Tu Lecture 4 mTOR pathway Review: Laplante M, Sabatini DM., mTOR signaling in growth control and disease. Cell. 2012, 149, 274-93.


Research papers: Menon D et al. Spatial control of the TSC complex integrates insulin and nutrient regulation of mTORC1 at the lysosome. Cell. 2014, 156, 771-85. Csibi A et al The mTORC1 pathway stimulates glutamine metabolism and cell proliferation by repressing SIRT4. Cell

2013, 153, 840-854.

http://www.ncbi.nlm.nih.gov/pubmed/23178117







http://www.ncbi.nlm.nih.gov/pubmed/?term=manning%2Band%2BTSC%2Band%2B2014


Week 5

9 9/23 Tu Lecture 5 The Wnt and Notch pathways

Review: Clevers and Nusse, Wnt/β-catenin signaling and disease. Cell, 2012, 149, 1192-1205.

Guruharsha KG et al., The Notch signaling system: Recent insights into the complexity of a conserved pathway, Nature reviews Genetics, 2012, 13, 654-666.


Research papers: Li V et al Wnt signaling through inhibition of β-catenin degradation in an intact Axin1 complex. Cell 2012, 149, 1245- 1256. Rosenbluh J et al b-Catenin-Driven Cancers Require a YAP1 Transcriptional Complex for Survival and Tumorigenesis. Cell, 2012, 151, 1457-1473.

Week 6

11 9/30 Tu Lecture 6 Mammalian cell cycle

Review: Jia L et al., Tracking spindle checkpoint signals from kinetochores to APC/C. Trends Biochem Sci. 2013, 38,

302-11


Research papers:

Heller RC et al., Eukaryotic Origin-Dependent DNA Replication In Vitro Reveals Sequential Action of DDK and S-CDK Kinases, Cell 2011, 146, 80-91. Bui M et al., Cell-cycle-dependent structural transitions in the human CENP-A nucleosome in vivo. Cell 2012, 150,

317-26.

Week 7

10/6 3:30PM PULSe seminar by Dr. Yong Wan, University of Pittsburgh,

13 10/7 Lecture 7 The p53 pathway

Review: Ak & Levine, p53 and NF-κB: different strategies for responding to stress lead to a functional antagonism. FASEB J,

2010, 24, 3643-3652. Feng & Levine, The regulation of energy metabolism and the IGF-1/mTOR pathways by the p53 protein. Trend in Cell Biology, 2010, 20, 427-434.

14 10/9 Literature Discussion 7 Research papers:

Weissmueller S et al Mutant p53 drives pancreatic cancer metastasis through cell-autonomous PDGFreceptor signaling, Cell, 2014, 157, 382-394. Liu J et al., Beclin1 Controls the Levels of p53 by Regulating the Deubiquitination Activity of USP10 and USP13. Cell 2012, 147, 223-234. Li T et al Tumor Suppression in the Absence of p53-Mediated Cell-Cycle Arrest, Apoptosis, and Senescence. Cell

2012, 149, 1269-1283.

Week 8

10/14 No class, Fall break

15 10/16 Th Lecture 8 (Dr. Sandy Rossie) Phosphatases








Week 9

16 10/21 Tu Lecture 9 DNA damage checkpoint

Review: Reinhardt & Yaffe, Phospho-Ser/Thr-binding domains: navigating the cell cycle and DNA damage response. Nature Reviews/Molecular Cell Biology, 2013, 14, 563-580.


Research papers:

Lammens K et al The Mre11:Rad50 Structure Shows an ATP-Dependent Molecular Clamp in DNA Double-Strand Break Repair. Cell 2011, 145, 54-66.

Schlacher K et al Double-Strand Break Repair-Independent Role for BRCA2 in Blocking Stalled Replication Fork Degradation by MRE11. Cell 2011, 145, 529-542.

Week 10

18 10/28 Tu Lecture 10 Regulated proteolysis and Hallmarks of cancer

Review:

Bassermann F et al The ubiquitin proteasome system — Implications for cell cycle control and the targeted treatment of cancer. Biochimica et Biophysica Acta, 2014, 1843, 150-162. Mocciaro & Rape Emerging regulatory mechanisms in ubiquitindependent cell cycle control. J Cell Sci. 2012, 125, 255-

263. Hanahan and Weinberg, Hallmarks of cancer: the next generation, Cell, 2011, 144, 646-674.

19 10/30 Th Literature discussion 9

Research papers: Inuzuka H et al Acetylation-Dependent Regulation of Skp2 Function Cell 2012, 150, 179-193. Gao D et al mTOR Drives Its Own Activation via SCFbTrCP-Dependent Degradation of the mTOR Inhibitor DEPTOR Mol Cell, 2011, 44, 290-303.

Week 11

20 11/4 Tu Lecture 11 Programmed cell death

Review: Johnstone RW et al Apoptosis: A Link Review between Cancer Genetics and Chemotherapy Cell 2002, 108, 153-164. Wong R. Apoptosis in cancer: from pathogenesis to Treatment J Exp. Clin & Cancer Res. 2011, 30, 87.


Research papers: Yi C et al Metabolic Regulation of Protein N-Alpha-Acetylation by Bcl-xL Promotes Cell Survival Cell 2011, 146, 607- 620. Lee M et al Sequential Application of Anticancer Drugs Enhances Cell Death by Rewiring Apoptotic Signaling Networks Cell, 2012, 149, 780-794.

Week 12

22 11/11 Tu Lecture 12 (Dr. Mark Hall) Cell cycle in yeast


Research papers: Rock JM et al. Activation of the Yeast Hippo pathway by phosphorylation-dependent assembly of signaling complexes Science 2013, 340, 871. Holt LJ e al. Positive feedback sharpens the anaphase switch. Nature 2008, 454, 353

Week 13

24 11/18 Tu Lecture 13 (Dr. Jer-Yen Yang) The Hedgehog/Gli pathway

Review: Brechbiel J. Crosstalk between hedgehog and other signaling pathways as a basis for combination therapies

in cancer. Cancer Treatment Reviews, 2014, 40, 750-759

25 11/20 Th Literature Discussion 12 Research papers:

Mukhopadhyay S, The ciliary G-protein-coupled receptor Gpr161 negatively regulates the Sonic hedgehog pathway via cAMP signaling. Cell. 2013,152, 210-23. Teperino R, Hedgehog partial agonism drives Warburg-like metabolism in muscle and brown fat. Cell. 2012, 151, 414-26.

Week 14

26 11/25 Tu Lecture 14 (Dr. Vikki Weake) Transcription coactivators in signaling pathways

11/27 Th No class, Happy Thanksgiving!

Week 15

27 12/2 Tu Lecture 15 Cancer metabolism Review: DeBerardinis and Thompson, Cellular Metabolism and Disease: What Do Metabolic Outliers Teach Us? Cell,

2012, 148, 1132-1144

28 12/4 Th Literature Discussion 13 Research papers: Ying H et al Oncogenic Kras Maintains Pancreatic Tumors through Regulation of Anabolic Glucose Metabolism Cell 2012, 149, 656-670. Son J et al Glutamine supports pancreatic cancer growth through a KRAS-regulated metabolic pathway. Nature. 2013,

496, 101-5.

12/4 11:30AM PCCR seminar by Dr. Andrew Thorburn, University of Colorado, DDRF.

Week 16

29 12/9 Tu Final grant proposal defense I 30 12/11 Th Final grant proposal defense II





Scientific Oral Presentation Student Name: Date: Program/Year: _

Criterion

Dimension

Level

Aspect 1 Emerging 2 Developing 3 Proficient 4 Insightful

Content

Significance Justified

Reference to Others’ Work

Ideas or Synthesis Original

Represents Sophisticated

Knowledge

Relationship to

Task/Audience

□ Not justified

□ Fails

□ Not original

□ Much inaccurate

□ Inappropriate

□ Not fully justified

□ Inadequate

□ Somewhat original

□ Some inaccurate

□ Not entirely

appropriate

□ Justified

□ Satisfactory

□ Original

□ Accurate

□ Appropriate for the

task/audience

□ Justified in sophisticated manner

□ Fluently

□ Highly original

□ Accurate and highly

sophisticated □ Highly appropriate

Organization

Logical and Clear

Effective Slides

Clear Purpose and

Hypothesis

Effective Time

Management

Balance of Time Allocation

to Topic Areas

□ Not

□ Ineffective

□ Inaccurately stated

□ Poor overall— does

too much or too little □ Lacking

□ Somewhat

□ Some ineffective

□ Weakly stated

□ Somewhat effective

□ Not always balanced

□ Satisfactory

□ Effective

□ Clearly stated

□ Effective

□ Effective

□ Exceedingly

□ Extremely effective

□ Clearly and precisely

stated □ Highly effective

□ Highly effective

Delivery

Student Comfort

Engagement of Audience

Clear and Concise

Effective Response to

Questions

□ Uncomfortable

□ Lacking

□ Not

□ Ineffective

□ Somewhat poised, relaxed & comfortable

□ Somewhat

□ Somewhat

□ Somewhat effective

□ Poised, relaxed and comfortable

□ Effective

□ Effective

□ Effective

□ Extremely poised, relaxed & comfortable

□ Extremely well

□ Exceedingly

□ Extremely Effective

Scientific Research Skills Student Name:

Date: Program/Year:

Page 1 of 2

Criterion Level

Criterion Level

Dimension Aspect 1 Emerging 2 Developing 3 Proficient 4 Insightful

Overall

Research Design

Development of Research

Project

Methods/Approach

Optimal

Creative & Original

Research Project

Knowledge of Research

in the Field

□ Not identified

□ Lacks cohesiveness

□ Lacks creativity

□ Lacking

□ Developing something suitable

□ Some good

□ Somewhat creative

□ Some

□ Developed something suitable and well- considered

□ Appropriate

□ Shows creative and largely

independent thinking

□ Solid and integrated

□ Developed something outstanding and well- considered

□ Optimal

□ Shows highly creative and

independent thinking

□ Highly integrated and

related to other fields

Technical

Research Skills

Technical Skills

Accurate and

Reproducible Data

Collection Skills

□ Failed to master

□ Inadequate

□ Developing

□ Some of the time

□ Solid grasp

□ Accurate and reproducible

□ Highly developed

□ Efficient, accurate and

reproducible

Tactics & Data

Analysis

Experimental Strategies

Controls

Seeks Help from Others

Efficient Use of Tactics

Data Analysis and

Interpretation

Overcomes Emerging

Problems

□ Inappropriate

□ Lacking

□ Does not

□ Choice of tactics

lacks sophistication

□ Inadequate

□ Cannot

□ Inconsistent

□ Some are missing

□ Occasionally

□ Somewhat solid choice of

tactics

□ Limited

□ Occasionally

□ Satisfactory

□ Adequate

□ Usually

□ Solid choice of tactics

□ Adequate

□ Often

□ Highly relevant, productive

□ Insightful

□ Expertly initiates

appropriate collaborations

□ Sophisticated use of

tactics

□ Sophisticated

□ Consistently

Scientific Research Skills Student Name:

Date: Program/Year:

Page 2 of 2

Aspect 1 Emerging 2 Developing 3 Proficient 4 Insightful

Communication

Skills

Communication with

Research Team

(supervisors, peers,

technicians,

collaborators, etc.)

□ Ineffective

□ Inconsistent

□ Effective


Work Habits

Focus

Commitment

Efficient Use of Time

Diligence & Effort

□ Unfocused

□ Low and/or sporadic

□ Inefficient use of

time

□ Lacks diligence; low

degree of effort

□ Insufficiently focused and frequently sidetracked

□ Some commitment

□ Somewhat efficient use

of time

□ Somewhat diligent; effort

observed

□ Focused and rarely sidetracked

□ Consistent commitment

□ Efficient use of time

□ Diligent; effort clearly

observed

□ Highly and consistently focused

□ High commitment and

consistency

□ Highly efficient use of

time

□ Highly diligent with high

degree of effort

Scientific Writing Student Name:

Date: Program/Year:

Page 1 of 2

Criterion Level


Organization

Overall Logical

Organization

Ideas Connected

Transitions Clear

Introductions &

Conclusions Related

Title & Abstract

Represent Work

□ Lacks logic

□ Disjointed

□ Not clear

□ Unrelated to the whole

□ Do not reflect the

main points of the

paper

□ Frequently not logical

□ Not consistently

linked

□ Some unclear and

ineffective

□ Vaguely related to the

whole

□ Do not represent all of

the work appropriately

□ Generally logical

□ Linked

□ Clear and effective

□ Well related to the

whole

□ Represent the work

appropriately

□ Highly logical

□ Tightly linked

□ Smooth and highly

effective transitions

□ Highly Effective in

relating to the whole

□ Highly representative

of the work

Scholarship

Research Problem &

Hypothesis Connected

Assertions Supported

Interpretation of Findings

Objective

Incorporates Relevant

Literature

□ Not placed in context of the state of the field

□ Lacking evidence

□ Subjective and

unscientific

□ Ignored and/or

misinterpreted

□ Some connection to the state of the field

□ Some lacking

evidence

□ Somewhat subjective

and scientific

□ Only part is

recognized

□ Linked to the state of the field

□ Supported by evidence

□ Objective and

scientific

□ All is acknowledged

□ Insightfully linked to the state of the field

□ Insightfully supported

by evidence

□ Highly objective and

scientific

□ Fully acknowledged ,

insightfully & integrated with results

Data

Presentation

(tables &

figures)

Data Selection Effective

Data Format Effective

Data Presentation Clear

□ Misrepresents findings

□ Inappropriate choices

□ Impossible to follow

□ Partially represents findings

□ Appropriate but

inconsistent choices

□ Somewhat clear

□ Generally represents findings

□ Generally acceptable

choices

□ Clear

□ Effectively represents findings


choices

□ Extremely clear and

self-explanatory

Scientific Writing Student Name:

Date: Program/Year:

Page 2 of 2

Criterion Level


Style and

Mechanics

Sentence Structure

Effective

Punctuation, Spelling,

Grammar and

Capitalization

Paragraphs Logical &

Connected

Journal Style Guidelines

Consistent

Overall Writing Concise

(Title, Abstract, Text)

□ Most are ineffective

□ Filled with errors

□ Ideas and statements

disorganized within

and between

paragraphs

□ Inconsistent

□ Verbose

□ Some are ineffective

□ Several errors

□ Some well-organized

thoughts; some

paragraphs follow

each other in a logical

order

□ Somewhat consistent

□ Somewhat concise

□ Effective

□ Minimal errors

□ Effectively functions as a unit of thought; one major idea per

paragraph; and paragraphs connected in a logical fashion

□ Consistent

□ Concise


□ Free of errors

□ Highly effective:

never too long or too

short, and always

organized in a crisp

and logical fashion

□ Highly consistent

□ Highly concise

Ethics

Accurate Primary Data

Citations of Others’ Ideas

and Methods

□ Not accurately represented

□ Lacking

□ Somewhat inaccurate

□ Somewhat clear

□ Accurate representation

□ Appropriate

□ Accurate representation

□ Appropriate

1


Document No. XVII, 2014-15

April 8, 2015

Department of Entomology


A. COURSE TO BE DELETED:

None

B. COURSE TO BE ADDED:

ENTM 22830: Forensic Testimony and Ethics Sem. 1, cr. 3. Two lectures (50 min.

each) and one lab (110 minutes) per week. Preq. ENTM 31800 or (ENTM 22820 and

(22810 or 21801))

Course Description. Designed as the final course in the forensic science program core,

“Forensic Testimony & Ethics” will focus on the myriad of legal ramifications that arise when

forensic science is applied at the crime scene, in the crime lab and in the courtroom. Students

will be introduced to the ethical issues that form the basis of all scientific investigations and the

role scientists as expert witnesses play in maintaining the moral integrity of our justice system.

C. COURSE TO BE CHANGED:

ENTM 42890: Forensic Science Teaching

Change from 1.0 credit hour to 3.0 credit hours to bring in line with similar courses

in biology and chemistry.

D. CURRICULAR CHANGES:

Forensic Sciences Minor

Remove YDAE 371: as a forensic science core curriculum course.

Add ENTM 22830: as forensic science core curriculum course.

Major Name Change

From: Entomology

To: Insect Biology

(Name change only)

Supporting Documents

ENTM 22830: Forensic Testimony and Ethics

Course designation: ENTM 22830: Forensic Testimony and Ethics Sem. 1, cr. 3. Two

lectures (50 min. each) and one lab (110 minutes) per week. Preq. ENTM 31800 or (ENTM

22820 and (22810 or 21801))

2

Justification: This course is being taught because it provides the necessary ethical training

required by Forensic Science Education Programs Accreditation Commission (FEPAC)

standards and because it provides an environment for those who take the minor to

practice healthy skepticism.

UCC: ENTM 22830 will be submitted for UCC designation under Science, Technology, &

Society.

Description. Designed as the final course in the forensic science program core, “Forensic

Testimony & Ethics” will focus on the myriad of legal ramifications that arise when forensic

science is applied at the crime scene, in the crime lab and in the courtroom. Students will be

introduced to the ethical issues that form the basis of all scientific investigations and the role

scientists as expert witnesses play in maintaining the moral integrity of our justice system. Preq.

ENTM 31800 or (ENTM 22820 and (22810 or 21801))

Learning Outcomes: The primary objective of this course is to expose students to the various

ways professional ethics interweaves between science and the law. Of focus is the goal of

helping students increase their ability to identify, correct and avoid biased compromised

situations at the crime scene, in the crime lab, and during courtroom testimony.

Purdue University Embedded Learning Outcomes Met with ENTM 22830

Creative Thinking + Quantitative Reasoning +

Critical Thinking + Integrative Knowledge +

Ethical Reasoning + Written Communication (levels 2 & 3) +

Global Citizenship & Social Awareness + Information Literacy (levels 2 & 3) +

Intercultural Knowledge + Oral Communication (levels 2 & 3) +

Leadership and Teamwork +

College of Agriculture & Department of Entomology Embedded Learning Outcomes Met

with ENTM 22830 Professional Preparation + Teamwork +

Scientific Principles + Cultural Understanding +

Critical Thinking + Social Science Principles +

Communication + Civic Responsibility +

Lifelong Learning + +

Contact Information: Dr. Evelyn M. Buday Dr. Trevor M. Stamper Office: SMTH 152 Office: SMTH B9 Phone: 765-494-1079 Phone 765-494-1261 Email: [email protected] Email: [email protected]

Course Syllabus

Instructor: Dr. Evelyn M. Buday

https://exchange.purdue.edu/owa/redir.aspx?C=Yo3PnblL00eumVdePQ1AIjrmNKlgH9IIY3Q45fMwCnPaNo4uLDIaxFv99NCfFszF66IGsmuP3kY.&URL=mailto%3aebuday%40purdue.edu


3

Office: Smith 152 Phone: 765-494-1079 Email: [email protected] Required Textbooks and other materials: PowerPoint lecture packets and articles for discussion will be available each week on

Blackboard

_______________________________________________________________________

Learning Outcomes for Forensic Testimony & Ethics

The primary objective of this course is to expose students to the various ways professional ethics

interweaves between science and the law.

Outcome A: Students will recognize how science and the legal system interact throughout a case

life history, and the role forensic scientists play in presenting scientific conclusions accurately

and honestly at trial.

Specific Learning Outcomes: The student will:

· A-1 Recognize the basic procedures of law from the beginning of a case investigation

through a courtroom trial.

Assessment method: Lab assignments, mock trial

· A-2 Identify the basic rules of ethical conduct governing the professional activities of

scientists and legal practitioners.

Assessment method: Exams, quizzes, lab assignments

· A-3 Recognize the difference between scientific errors that are the result of intentional

fraud, unintentional bias, or mistakes and the consequences for different types of

ethical misconduct.

Assessment method: Exams, quizzes, lab assignments, mock trials

Outcome B: Students will identify the ethical issues associated with scientific investigations

from the time the scene is discovered until the end of scene investigation, including the ability to

avoid bias and correct for problems before a case is compromised.


· B-1 Summarize the procedures associated with data collection at a crime scene.


· B-2 Identify the procedures used to maintain the scientific integrity of the physical

evidence collected at the crime scene.


· B-3 Identify the procedures used to maintain the scientific integrity of evidence

collected related to eyewitnesses and victims at the crime scene.


· B-4 Recognize the difference between scientific errors at the crime scene that are the

result of intentional fraud, unintentional bias, or mistakes.


Outcome C: Students will identify the ethical issues associated with scientific investigations

from the moment evidence leaves a scene until it is presented in court as testimony, including the

ability to avoid bias and correct for problems before a case is compromised.

https://exchange.purdue.edu/owa/redir.aspx?C=Yo3PnblL00eumVdePQ1AIjrmNKlgH9IIY3Q45fMwCnPaNo4uLDIaxFv99NCfFszF66IGsmuP3kY.&URL=mailto%3aebuday%40purdue.edu

4


· C-1 Summarize the procedures associated with data collection at a crime lab.


· C-2 Identify the procedures used to maintain the scientific integrity of the physical

evidence analyzed at the crime lab.


· C-3 Identify the procedures used to maintain the scientific integrity of evidence

analyzed in the crime lab related to eyewitnesses and victims.


· C-4 Recognize the difference between scientific errors in the crime lab that are the

result of intentional fraud, unintentional bias, or mistakes.


Outcome D: Students will identify the ethical issues associated with providing testimony as an

expert scientific witness, including the ability to avoid bias and correct for problems before the

case goes to trial.


· D-1 Summarize the procedures used in preparing evidence for testimony and the rule of

law governing the presentation of that evidence.


· D-2 Identify the procedures used to maintain the scientific integrity of how physical

evidence is summarized and presented in court.


· D-3 Identify the procedures used to maintain the scientific integrity of how eyewitness

and victim testimony is validated in court.


· D-4 Recognize the difference between errors in testimony that are the result of

intentional fraud, unintentional bias or mistakes.


University, College, Department & Course Outcomes, Strategies & Assessment Methods*

Creative Thinking + Quantitative Reasoning +

Critical Thinking + Integrative Knowledge +

Ethical Reasoning + Written Communication (levels 2 & 3) +

Global Citizenship & Social Awareness + Information Literacy (levels 2 & 3) +

Intercultural Knowledge + Oral Communication (levels 2 & 3) +

Leadership and Teamwork +

*All criteria met with ENTM 22830 are denoted by +

College of Agriculture & Department of Entomology Embedded Learning Outcomes*

Professional Preparation + Teamwork +

Scientific Principles + Cultural Understanding +

Critical Thinking + Social Science Principles +

Communication + Civic Responsibility +

Lifelong Learning + +

5


Instructional Strategies*

Case Analysis + Library and Internet Research +

Debate + Practice/drill +

Discovery/Independent Research + Problem solving +

Discussion/Questioning/Interviewing + Reading assignments +

Experiential Learning + Role playing/simulation games

Field Experience Service Learning

Group Presentation + Video/Audio Review and Critique +

Laboratory Experiences + Other

Lecture +


Methods of Assessment*

Abstracts Participation +

Attendance Peer Evaluation +

Final Project + Portfolio

Case Study + Portfolio Lab Performance

Exams + Presentations +

Group Projects + Professional Evaluation

Homework Assignments Quizzes +

Internet Research Research project +

Journaling Other

Lab Performance +

Oral/written review of literature +


Forensic Testimony & Ethics Assignments & Grading

The student will be evaluated on the following basis:

400 pts Examinations (4 @ 100 points each)

140 pts Quizzes (7 @ 20 points each)

660 pts Lab Reports (12 @ 60 points each, 11 graded)

600 pts Mock Trial Projects (3 @ 200 points each)

-----------

1800 pts total

Grading Scale/Distribution:

A = 90+%, B = 80-89%, C = 70-79%, D = 60-69%, F = 59% or less

Examinations: Four EXAMS worth 100 points each. Each exam will involve definitional and

applied concepts from lecture, labs and readings.

6

Quizzes: Seven QUIZZES worth 20 points each. Each quiz will consist of 20 multiple choice

questions from the assigned chapters in the text as well as articles for discussion.

Lab Reports: Twelve LAB REPORTS worth 60 points each. Of the 12 assignments, only 11 are

graded, allowing you to miss any single lab session in the semester for no reason and still get full

credit for the course. If you complete all 12 labs, the last one is considered extra credit towards

the lab assignment portion of your grade. NO OTHER EXTRA CREDIT WILL BE GIVEN. If

you miss 4 labs for this course, you will automatically fail the course and there will be no

exception to this policy. See the attached lab policies section for additional details about lab

reports.

Labs are based on actual criminal cases where the forensic science presented at trial was either

faulty or solid. Students will be required to make assessments regarding evidence, procedures or

testimony and compose a report.

Mock Trials: Three MOCK TRIALS worth 200 points each. Three times during the semester,

one week’s lab time will be devoted to a mock trial related to three criminal cases.

ATTENDANCE IN LAB DURING MOCK TRIAL WEEKS IS MANDATORY. Each of the

cases will involve problems associated with the quality of scientific work completed at either the

crime scene, the crime lab or conveyed during testimony. Prior to each trail date, each lab will be

divided into 3 different teams (1) forensic scientists expert witnesses who will be drafted by

either the prosecution or the defense teams (2) the prosecution, and (3) the defense. Members of

the forensic science club will serve as the jury and any additional witnesses. Your professor will

preside as judge. With three mock trials, each student will have a chance to play a different role

during each trial. Each group will receive a trial packet during lab that will have specific

assignments to be completed prior to the trial. Your grade for the Mock Trials will be based on

two parts:

· TRIAL REPORT (worth 100 points to each member): Your Trial Report grade is an

individual evaluation and will be based on how well you were able to address the

specific tasks that you and your team agreed upon in your trial packet. Each individual

task is designed to help the team prepare for trial.

· TRIAL PERFORMANCE (worth 100 points to each member): Your trial performance

grade is a group grade based upon how well your team performs during the mock trial.

Performance will be based upon how well your team followed courtroom procedures,

the quality of opening statements and closing arguments, the expert witness testimony,

and the questioning of the expert witnesses. Extra credit (10pts) will be given to the

team who the jury decides presented the most solid case.

General Policies

_____________________________________________________________________

Student e-mail Etiquette: All email correspondence to the instructor will be conducted in a

professional manner. When utilizing email for this class, students should:

1. Include the course code, number, and section in the email subject heading (ENTM318

for example)

2. Address the recipient appropriately, using proper spelling, grammar, and punctuation,

7

3. Close with your full name, day of week and time of class you meet (Example: Bob

Smith, Tue & Thur 12:20pm to 1:45pm)

4. Name file attachments by including the course and number, student last name, and

assignment/document title (for example, ENTM318_smith_case2p132).

Violent Behavior Policy: Purdue University is committed to providing a safe and secure campus

environment for members of the university community. Purdue strives to create an educational

environment for students and a work environment for employees that promote educational and

career goals. Violent Behavior impedes such goals. Therefore, Violent Behavior is prohibited in

or on any University Facility or while participating in any university activity.

Special Services: If you are a student with a disability, it is your responsibility to inform your

instructor and register with the Disability Resource Center (http://www.purdue.edu/drc or (765)

494-1247) so reasonable accommodations can be made.

If you have a disability that requires special academic accommodation, please make an

appointment to speak with me within the first three (3) weeks of the semester in order to discuss

any adjustments. It is important that we talk about this at the beginning of the semester. It is the

student's responsibility to notify the Disability Resource Center (http://www.purdue.edu/drc) of

an impairment/condition that may require accommodations and/or classroom modifications.

Academic Honesty:

“To foster a climate of trust and high standards of academic achievement, Purdue University is

committed to cultivating academic integrity and expects students to exhibit the highest standards

of honor in their scholastic endeavors. Academic integrity is essential to the success of Purdue

University’s mission. As members of the academic community, our foremost interest is toward

achieving noble educational goals and our foremost responsibility is to ensure that academic

honesty prevails”

–Purdue University Regulations, Part 5, Section II

Any instance of plagiarism, cheating, dishonesty or the facilitation thereof will result in a grade

of 0 (zero points) for the assignment. Second offenses will be reported to the Dean of Studies and

students will fail the course (grade of F). Please refer to the Purdue student guide for academic

integrity:

http://www.purdue.edu/odos/autodos/academicintegrity.php

Use of Copyrighted Materials:

Among the materials that may be protected by copyright law are the lectures, notes, and other

material presented in class or as part of the course. Always assume the materials presented by an

instructor are protected by copyright unless the instructor has stated otherwise. Students enrolled

in, and authorized visitors to, Purdue University courses are permitted to take notes, which they

may use for individual/group study or for other non-commercial purposes reasonably arising

from enrollment in the course or the University generally.

Notes taken in class are, however, generally considered to be “derivative works” of the

instructor’s presentations and materials, and they are thus subject to the instructor’s copyright in

such presentations and materials. No individual is permitted to sell or otherwise barter notes,

either to other students or to any commercial concern, for a course without the express written

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8

permission of the course instructor. To obtain permission to sell or barter notes, the individual

wishing to sell or barter the notes must be registered in the course or must be an approved visitor

to the class. Course instructors may choose to grant or not grant such permission at their own

discretion, and may require a review of the notes prior to their being sold or bartered. If they do

grant such permission, they may revoke it at any time, if they so choose.

Attendance:

Students are expected to be present for every meeting of the classes in which they are enrolled.

Only the instructor can excuse a student from a course requirement or responsibility. When

conflicts or absences can be anticipated, such as for many University sponsored activities and

religious observations, the student should inform the instructor of the situation as far in advance

as possible. For unanticipated or emergency absences when advance notification to an instructor

is not possible, the student should contact the instructor as soon as possible by email, or by

contacting the main office that offers the course. When the student is unable to make direct

contact with the instructor and is unable to leave word with the instructor’s department because

of circumstances beyond the student’s control, and in cases of bereavement, the student or the

student’s representative should contact the Office of the Dean of Students.

The link to the complete policy for attendance can be found at:

http://www.purdue.edu/odos/services/classabsence.php

Grief Absence Policy for Students:

Purdue University recognizes that a time of bereavement is very difficult for a student. The

University therefore provides the following rights to students facing the loss of a family member

through the Grief Absence Policy for Students (GAPS). GAPS Policy: Students will be excused

for funeral leave and given the opportunity to earn equivalent credit and to demonstrate evidence

of meeting the learning outcomes for misses assignments or assessments in the event of the death

of a member of the student’s family.

There is a specific policy that MUST be followed in the event of a family death. The link to the

complete policy can be found at:

http://www.purdue.edu/odos/services/griefabsencepolicyforstudents.php

Emergencies:

In the event of a major campus emergency, course requirements, deadlines and grading


other circumstances beyond the instructor’s control. Relevant changes to this course will be

posted onto the course website or can be obtained by contacting the instructors or TAs via email

or phone.

You are expected to read your @purdue.edu email on a frequent basis.

Emergency preparedness is your personal responsibility. Purdue University is actively preparing

for natural disasters or human-caused incidents with the ultimate goal of maintaining a safe and

secure campus. You should be familiar with the following procedures for your safety and the

safety of those around you:

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9

· FOR ANY EMERGENCY CALL 911

· To obtain updates regarding an ongoing emergency, and to sign up for Purdue Alert

text messages, view www.purdue.edu/ea

· There are nearly 300 Emergency Telephone Systems throughout campus that connect

directly to the Purdue Police Department (PUPD). If you feel threatened or need help,

push the button and you will be connected to the PUPD.

· If we hear a fire alarm we will immediately evacuate the building and proceed to the

grass mall or Ag Mall Drive. In case of inclement weather, proceed to the Food

Science Building. Do not use the elevator.

· If we are notified of a Shelter in Place requirement for a tornado warning we will

shelter in the lowest level of this building away from windows and doors.

· If we are notified of a Shelter in Place requirement for a hazardous materials release we

will shelter in our classroom shutting any open doors and windows.

· If we are notified of a Shelter in Place requirement for a hazardous materials release, or

a civil disturbance, including a shooting or other use of weapons, we will suspend

class and shelter in our classroom, shutting any open doors or windows, locking or

securing the door, and turning off the lights.

Nondiscrimination:

Purdue University is committed to maintaining a community which recognizes and values the

inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and

mutual respect among its members; and encourages each individual to strive to reach his or her

own potential. In pursuit of its goal of academic excellence, the University seeks to develop and

nurture diversity. The University believes that diversity among its many members strengthens

the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.

Purdue University prohibits discrimination against any member of the University community on

the basis of race, religion, color, sex, age, national origin or ancestry, genetic information,

marital status, parental status, sexual orientation, gender identity and expression, disability, or

status as a veteran. The University will conduct its programs, services and activities consistent

with applicable federal, state and local laws, regulations and orders and in conformance with the

procedures and limitations as set forth in Executive Memorandum No. D-1, which provides

specific contractual rights and remedies. Any student who believes they have been discriminated

against may visit www.purdue.edu/report-hate to submit a complaint to the Office of Institutional

Equity. Information may be reported anonymously.

WARNING: Class contents are graphic in nature. Those who might exhibit a problem with the

more explicit material presented in class should exercise caution. Direct concerns to the

instructors for guidance.

Federal copyright laws and Indiana State statues relevant to deceased individuals prohibit the

copying or duplication or videotaping of any material presented as a part of this class.

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10

Forensic Testimony & Ethics Course Schedule Week Date Theme Lecture Topic Quiz Reading Lab

1

Introduction to Ethics

Syllabus Orientation

(Courtroom physical layout, procedures & participants)

Science & the Legal System

101

2

The Role of Ethics in Science

Quiz #1

Ethical Misconduct & the Law

The Role of Ethics in Law

3

Ethics in Crime Scene

Investigations

EXAM I Case Introduction &

Expert Witness Draft

Crime Scene Basics

4

Pattern Evidence Quiz #2 Objective Assessments & Avoiding Bias

Document & Digital Evidence

5

Toxicology & Chemistry Evidence

Crime Scene

Procedural Assessment Biological & Death Evidence Quiz #3

6

Eyewitness & Victims Crime Scene Evidence

Assessment

EXAM II

7 Mock Trial #1 Prep

MOCK TRIAL #1 Mock Trial #1 Debriefing

8

Ethics in Forensic Analysis

Crime Lab Basics Case Introduction &


Pattern Analyses Quiz #4

9

Document & Digital Analyses

Crime Lab Procedural

Assessment Toxicology & Chemistry

Analyses

10

Biological & Death Evidence Analyses

Crime Lab Evidence

Assessment Forensic Psychology

Reports Quiz #5



12

Ethics in Forensic

Testimony

EXAM III Case Introduction &


Expert Witness Basics

13

The Pattern Evidence Expert Quiz #6 Physical Evidence Testimony

Assessment The Document & Digital

Expert

14

The Toxicology & Chemistry Expert

The Behavioral

Science Expert & Evidence Testimony

Assessment

The Biological & Death

Evidence Expert Quiz #7



16

OPEN WEEK

FINALS WEEK EXAM IV


Document No. XVIII, 2014-15

April 8, 2015

Department of Forestry and Natural Resources


A. COURSES TO BE DELETED

FNR 24100 Ecology and Systematics of Fish and Mammals

FNR 24200 Laboratory In Ecology and Systematics of Fishes and Mammals

FNR 25100 Ecology and Systematics of Amphibians, Reptiles and Birds

FNR 25200 Laboratory In Ecology and Systematics of Amphibians, Reptiles and Birds


FNR 24150 Ecology and Systematics of Fish, Amphibians and Reptiles

FNR 24250 Laboratory In Ecology and Systematics of Fishes, Amphibians and Reptiles

FNR 25150 Ecology and Systematics of Mammals and Birds

FNR 25250 Laboratory In Ecology and Systematics of Mammals and Birds

Historically, the Wildlife program has covered the biology, taxonomy and conservation of North

American vertebrates in a series of lecture and laboratory courses that spanned the sophomore

year. In the fall, the lecture course (FNR 24100) and its corresponding lab (FNR 24200) focused on

wild species of fish and mammals. In the spring semester, the lecture (FNR 25100) and

corresponding lab (FNR 25200) covered wild species of amphibians, reptiles and birds. These four

classes comprise an important component of the Wildlife, Forestry, and Fisheries and Aquatic

Sciences curricula for teaching our students about vertebrate zoology. However, discussions

among the wildlife faculty led to the conclusion that student learning would be enhanced if these

taxa were presented in a more phylogenetically meaningful sequence. In the fall semester the

lecture and lab courses will now teach students about fish, amphibians and reptiles while the spring

semester courses will cover birds and mammals. Because the titles and content of the semester

courses will change (even though the content over the whole of the sequence will not change), we

propose four new courses to replace the old sequence.

FNR 65000 Individual-based Ecology and Modeling

This course will provide graduate students with the opportunity to learn about the techniques and

approaches used for individual-based modeling in ecological studies. Some version of this course

has now been taught three times as a graduate level FNR 691 class. Each time there have been at

least 10 students enrolled in the course and enrollees have included wildlife, fisheries and forestry

graduate students as well as graduate students from the math and biology departments. Given the

prominent role that individual-based modeling plays in several FNR research labs (Zollner, Hook

and Atallah) there is clearly established demand for this class to be taught once every other year.

The purpose of this document is to formalize this class with an official, permanent course number.


Prerequisite changes:

For the following courses, we propose to change the existing prerequisite lists to reflect the

new course numbers for the courses proposed in this document. No change in course

content is expected for these courses. One prerequisite change is necessary due to the new

proposed Forest Ecosystems minor. This proposed change is listed at the end of this

section.

From:

FNR 34800 Wildlife Invest Tecniq

Undergraduate level FNR 24200 Minimum Grade of C- and (Undergraduate level MA

22300 Minimum Grade of C- or Undergraduate level MA 23100 Minimum Grade of C- or

Undergraduate level MA 16010 Minimum Grade of C-) and (Undergraduate level STAT

30100 Minimum Grade of C- or Undergraduate level of STAT 50300 Minimum Grade of

C-) and Undergraduate level FNR 25200 Minimum Grade of C- [may be taken

concurrently]

To:

FNR 34800 Wildlife Invest Tecniq






concurrently]

From:

FNR 35100 Aquatic Sampling Tech






concurrently]

To:

FNR 35100 Aquatic Sampling Tech






concurrently]

From:

FNR 37050 Forest Habitats & Comm Pract

Undergraduate level FNR 22500 Minimum Grade of D- and (Undergraduate level FNR

24200 Minimum Grade of D- or Undergraduate level FNR 25200 Minimum Grade of D-)

and Undergraduate level FNR 37010 Minimum Grade of D- [may be taken concurrently]

To:

FNR 37050 Forest Habitats & Comm Pract

Undergraduate level FNR 22500 Minimum Grade of D- and (Undergraduate level FNR

24250 Minimum Grade of D- or Undergraduate level FNR 25250 Minimum Grade of D-)

and Undergraduate level FNR 37010 Minimum Grade of D- [may be taken concurrently]

From:

FNR 37100 Fish&Aquatic Practicum

Undergraduate level FNR 24200 Minimum Grade of D- and Undergraduate level FNR

35100 Minimum Grade of D-) and Undergraduate level FNR 37010 Minimum Grade of D-

[may be taken concurrently]

To:





From:





To:





From:

FNR 45200 Aquaculture

(Undergraduate level FNR 20100 Minimum Grade of C- or Undergraduate level FNR

20300 Minimum Grade of C-) and (Undergraduate level FNR 24100 Minimum Grade of

C- and Undergraduate level FNR 24200 Minimum Grade of C-)

To:

FNR 45200 Aquaculture

(Undergraduate level FNR 20100 Minimum Grade of C- or Undergraduate level FNR


C- and Undergraduate level FNR 24250 Minimum Grade of C-)

From:

FNR 45300 Fish Physiology

Undergraduate level COM 11400 Minimum Grade of C- and Undergraduate level FNR

24100 Minimum Grade of C- and Undergraduate level FNR 24200 Minimum Grade of C-

To:

FNR 45300 Fish Physiology

Undergraduate level COM 11400 Minimum Grade of C- and Undergraduate level FNR

24150 Minimum Grade of C- and Undergraduate level FNR 24250 Minimum Grade of C-

From:

FNR 45500 Fish Ecology

Undergraduate level BIOL 28600 Minimum Grade of C- or Undergraduate level BIOL


C- or Undergraduate level FNR 20300 Minimum Grade of C-) and Undergraduate level

FNR 24100 Minimum Grade of C- and Undergraduate level FNR 24200 Minimum Grade

of C-

To:

FNR 45500 Fish Ecology

Undergraduate level BIOL 28600 Minimum Grade of C- or Undergraduate level BIOL


C- or Undergraduate level FNR 20300 Minimum Grade of C-) and Undergraduate level

FNR 24150 Minimum Grade of C- and Undergraduate level FNR 24250 Minimum Grade

of C-

From:

FNR 55100 Advanced Ichthyology

Prerequisites:

GR-FNR 55100 Requisites

General Requirements:

(Student Attribute: GR

May not be taken concurrently.)

or

(Course or Test: BIOL 28600

https://selfservice.mypurdue.purdue.edu/prod/bwckctlg.p_display_courses?term_in=201420&one_subj=BIOL&sel_subj=&sel_crse_strt=28600&sel_crse_end=28600&sel_levl=&sel_schd=&sel_coll=&sel_divs=&sel_dept=&sel_attr=

Minimum Grade of D-

May not be taken concurrently.

and

Course or Test: FNR 24100

Minimum Grade of D-


and


Minimum Grade of D-


To:

FNR 55100 Advanced Ichthyology

Prerequisites:





or


Minimum Grade of D-


and


Minimum Grade of D-


and


Minimum Grade of D-


From:

FNR 55200 Advanced Freshwater Ecology

Prerequisites:





or


https://selfservice.mypurdue.purdue.edu/prod/bwckctlg.p_display_courses?term_in=201420&one_subj=FNR&sel_subj=&sel_crse_strt=24100&sel_crse_end=24100&sel_levl=&sel_schd=&sel_coll=&sel_divs=&sel_dept=&sel_attr=






Minimum Grade of D-


and


Minimum Grade of D-


and


Minimum Grade of D-


To:

FNR 55200 Advanced Freshwater Ecology

Prerequisites:





or


Minimum Grade of D-


and


Minimum Grade of D-


and


Minimum Grade of D-


From:

FNR 56700 Advanced Mammalogy

Prerequisites:










or

(Course or Test: FNR 24100

Minimum Grade of D-


and


Minimum Grade of D-


and


Minimum Grade of D-


To:

FNR 56700 Advanced Mammalogy

Prerequisites:





or


Minimum Grade of D-


and


Minimum Grade of D-


and


Minimum Grade of D-


From:

FNR 57100 Advanced Ornithology

Prerequisites:











or


Minimum Grade of D-


and


Minimum Grade of D-


To:

FNR 57100 Advanced Ornithology

Prerequisites:





or


Minimum Grade of D-


and


Minimum Grade of D-


Change required by new Forest Ecosystems minor:

From:

FNR 33900 Principles of Silviculture

Undergraduate level FNR 22500 Minimum Grade pf D- and (Undergraduate level FNR 37200

Minimum Grade of D- or FNR 34100 Minimum Grade of D-) and FNR 35300 Minimum Grade of

D- and Undergraduate level FNR 33100 Minimum Grade of D- [may be taken concurrently]

To:

FNR 33900 Principles of Silviculture

Prerequisites:

Undergraduate level FNR 33100 Minimum Grade of D- [may be taken concurrently]

Rationale: The original prerequisites would have prevented non-FNR students from enrolling in

the Forest Ecosystems minor (i.e., the former would require attendance of FNR summer camp).

Therefore, the FNR 37200 or FNR 34100 was dropped. FNR 22500 and FNR 35300 remain

prerequisites for FNR 33100, so only FNR 33100 is now listed.






The changes proposed in sections A and B of this document will require associated changes in the

Wildlife, Forestry, and Fisheries and Aquatic Sciences (FAS) curricula. In Wildlife and FAS, each

of the courses being deleted are required, while in the Forestry curriculum, students are required to

take either FNR 24200 or FNR 25200. We propose to delete these course numbers where they

appear in the three curricula, and replace them with the corresponding new courses proposed in

section B. The proposed modifications will align the three majors with the current courses being

taught.

The deleted courses also appear in the Wildlife and Fisheries & Aquatic Sciences minors. The

proposed changes will align those two minors with the current courses.

In addition, FNR is proposing a new minor in Forest Ecosystems. The details of the proposed

minor follow the changes in the Wildlife, Fisheries and Aquatic Science, and Forestry curricula.

In the Wildlife curriculum and the Fisheries and Aquatic Science curriculum:

Delete:

FNR 24100 Ecology and Systematics of Fish and Mammals (3 credits)

FNR 24200 Laboratory In Ecology and Systematics of Fishes and Mammals (1 credits)

FNR 25100 Ecology and Systematics of Amphibians, Reptiles and Birds (3 credits)

FNR 25200 Laboratory In Ecology and Systematics of Amphibians, Reptiles and Birds (1

credit)

Add:

FNR 24150 Ecology and Systematics of Fish, Amphibians and Reptiles (3 credits)

FNR 24250 Laboratory In Ecology and Systematics of Fishes, Amphibians and Reptiles (1

credits)

FNR 25150 Ecology and Systematics of Mammals and Birds (3 credits)

FNR 25250 Laboratory In Ecology and Systematics of Mammals and Birds (1 credit)

In the B.S.-Forestry curriculum:

Delete from the selective lists for Ecology & Systematics and Lab in Ecology & Systematics:


FNR 24200 Laboratory In Ecology and Systematics of Fishes and Mammals (1 credit)



credit)

Add to the selective lists for Ecology & Systematics and Lab in Ecology & Systematics:



credit)



In the Wildlife Science minor:

Delete:





credit)

Add:



credit)



In the Fisheries and Aquatic Science minor:

Delete:



Add:



credit)

New Proposed Forest Ecosystems Minor

Need:

There has been a persistent call by students in other Forestry and Natural Resource (FNR) majors

for more training in measuring and managing forest ecosystems. This minor will provide that core

training (i.e., the required courses below), and allow further specialization in remote sensing and

GIS, forest production and economics, human dimensions, and natural disturbance ecology as it

relates to forests around the globe.

We expect this minor to be widely popular with Wildlife majors in FNR. We expect to also draw

students from Biology who seek more knowledge of forest ecosystems. The minor is constructed

such that students outside of FNR meet selective requirements either through prerequisites for the

required classes (FNR 21000 and BIOL 28600) or as an international understanding elective (FNR

23000).

Coursework (18 credits):

Required (12 credits):

FNR 22500 Dendrology 3

FNR 35300 Natural Resources Measurement 3

FNR 33100 Forest Ecosystems 3

FNR 33900 Principles of Silviculture 3

Selectives (6 credits)1,2:

AGRY 27000 Forest Soils 3

BIOL 28600 Introduction to Ecology 3

FNR 23000 World’s Forests & Society 3

FNR 21000 Natural Resource Information Management 3

FNR 30110 Sustainable Forest Products Manufacturing 3

FNR 33300 Fire Effects in Forest Ecosystems 1

FNR 35700 Fundamentals of Remote Sensing 3

FNR 37500 Human Dimensions of Natural Resource Management 3

FNR 40700 Forest Economics 3

FNR 43400 Tree Physiology 3

FNR 44100 Forest Entomology 3

FNR 53600 Ecology of Disturbance 2

FNR 53601 Ecology of Disturbance – Practicum 1

1Other FNR 49800 or FNR 59800 courses can be used, with FNR approval. 2For students in other FNR majors, courses required in the student’s major cannot be used to meet

selective requirements.

Supporting document

FNR 24150: Ecology and Systematics of Fish, Amphibians and Reptiles

Fall, 16 weeks. 3-hour lecture course, 3 credit.

JUSTIFICATION: This course will to introduce students to the ecology and systematics of fish,

amphibians and reptiles. Students will be presented with information on the evolutionary history

and special adaptations of these taxa within the context of their ecological roles as individuals or

populations in a biological community. In this course students will also be provided insights into

the phylogenetic relationships and discuss contemporary conservation issues related to fish,

amphibians and reptiles. The presented content consists of critical foundational knowledge for

future fisheries and wildlife biologists as well as other future natural resource professionals.

OUTCOMES: Will the course be nominated for inclusion on a University Foundational Core or

COA Core course list? No.

OUTCOMES: Mapping of course outcomes to University Embedded or Departmental learning

outcomes. This course helps satisfy the following outcomes: The College of Agriculture’s

learning objective three of “Professional Preparation: Demonstrate proficiency in their chosen

discipline that incorporates knowledge, skills, technology, and ethics”. In terms of departmental

learning objectives this course directly addresses the departmental objective of instilling ecological

knowledge in our students.

DESCRIPTION: Course materials will be presented via lectures three days per week and also

through Blackboard for materials like supplementary readings or videos. Grades will be

determined based upon student’s scores on quizzes and tests that cover material presented in

lectures and in supplementary materials.


Name: Mark Christie



Campus Address: 915 W. State Street

Name: Rod Williams



Campus Address: 195 Marstellar St., 101 FORS


Example of a Course Syllabus

Syllabus - Ecology and Systematics of Fish FNR 24150

Weeks 1-8

Instructors: Dr. Mark Christie Office: Lilly G-337

Telephone: 765-494-2070

Email: [email protected]

Office Hours By appointment

Lecture: MWF 10:30 – 11:20

Location: Smith Hall 108

Text: None. Required and supplemental readings will be posted to Blackboard.

Suggested texts*:

Helfman, G. S., B. B. Collette, D. E. Facey & B.W. Bowen. 2009. The Diversity of

Fishes,Wiley-Blackwell Science.

*NOTE: a copy of each of this book is on reserve in the Life Sciences Library in Lilly Hall.

Goal: The goal of this course is to introduce you to the ecology and systematics of fish. You will

be presented with information on the evolutionary history and special adaptations of fish within the

context of their ecological roles as individuals or populations in a biological community. In this

course we also will provide insights into the phylogenetic relationships and discuss contemporary

conservation issues related to fish.

Course Objectives: Upon completion of the fish part of this course, a student should:

1) Know about the evolutionary history of fishes;

2) Know the major taxa of fishes and the special anatomical, morphological,

behavioral, and ecological features that characterize each group;

3) Be familiar with many of the techniques used to study the behavior and ecology of

fishes;

4) Be familiar with major threats facing wild fish populations.

Tests and Quizzes There will be 2 tests per quarter and 2 quizzes per quarter. The second test will be cumulative. All

testing will be done on SCANTRON sheets for automated grading and will not be returned to

students. If a student wishes to see their exam an appointment should be made with the instructor.

On quiz and exam days students are expected to bring their own number two pencil to class and

know their Purdue ID number. Grades will be posted on Blackboard. ****Students will NOT be

allowed to retain copies of quizzes or exams****

Makeup Exam Policy: There will be a strictly enforced MAKE-UP policy for all exams and

quizzes. To be allowed a make-up test a student must submit a valid excuse in writing prior to the

test date. Emergencies will be handled on a case by case basis but students are strongly

encouraged to contact the professor, the department, or the Ag School ASAP. Make-ups based

upon emergency circumstances will require documented proof of the emergency (e.g. receipt for

towing of broken vehicle or doctor’s note confirming illness) for a make-up to be allowed so plan

accordingly.

Policy on Cheating: The first occurrence of cheating will result in a zero on the assignment

involved. A second occurrence will result in a zero for the course.

Expected Behavior: While attending class students are expected to behave in a professional

manner. If students are judged (by the instructor) to be behaving in a manner that is disruptive to

the lecturer (e.g. talking during lecture or reading a newspaper during lecture) or to their

classmates they will be asked to leave the lecture hall and not to return until they are prepared to

behave appropriately. Emails: Note all emails sent to Dr. Zischke and should start the subject line with FNR 241

followed by details describing the reason for the email.

Diversity Statement: In this course, each voice in the classroom has something of value to

contribute. Please take care to respect the different experiences, beliefs and values expressed by

students and staff involved in this course. We support Purdue's commitment to diversity, and

welcome individuals of all ages, backgrounds, citizenships, disability, sex, education, ethnicities,

family statuses, genders, gender identities, geographical locations, languages, military experience,

political views, races, religions, sexual orientations, socioeconomic statuses, and work experiences.

Students with disabilities: If you have a disability which requires some special accommodation,

please make an appointment within the first three weeks of the semester to discuss the

appropriateness of the instructional methods in this class, or any adjustments may be needed. We

have found it possible to make accommodations in the past, but it is important that we talk about

this at the beginning of the semester.

Major Campus Emergencies: In the event of a major campus emergency, course requirements,

deadlines and grading percentages are subject to changes that may be necessitated by a revised

semester calendar or other circumstances beyond the instructor’s control. Information about any

changes in this course will be explained in lecture and can be obtained via the course blackboard

page or by contacting one of the course instructors (see contact details {emails and phone

numbers} at beginning of syllabus).

Grading: GRADE SCALE

1000-970 = A+ Assignment Points 969-930 = A

First Exam Fish 360 points 929-900 = A-

Second Exam Fish 440 points 899-870 = B+ Quizzes Fish 200 points 869-830 = B

829-800 = B

TOTAL 1000 points 799-770 = C+ 769-730 = C

730-700 = C-

699-670 = D+

669-630 = D

629-600 = D-

599-000 = Fail

FISH Lecture Schedule

Date TOPIC Related

chapters in

suggested text

25-Aug Outline and scope of FNR241

27-Aug Overview: Ecology and evolution

29-Aug Overview: Systematics, taxonomy and classification Chapter 2

1-Sep LABOR DAY – NO CLASSES

3-Sep Origin and evolution of fishes Chapters 11

5-Sep Zoogeography of fishes Chapter 16

8-Sep Diversity of modern fishes Chapters 12-15

10-Sep Diversity of modern fishes (cont.) [QUIZ 1] Chapters 12-15

12-Sep External morphology: Fins, scales and color Chapter 3

15-Sep Aquatic respiration and circulation Chapters 4 & 5

17-Sep Temperature, osmoregulation and stress Chapter 7

19-Sep Buoyancy control Chapters 5 & 7

22-Sep Swimming mechanics Chapter 8

24-Sep TEST 1 – FISH

26-Sep Fish sensory systems Chapter 6

29-Sep Predator avoidance Chapters 20

1-Oct Food habits and feeding ecology Chapters 8 & 19

3-Oct Reproduction and life history strategies Chapter 9

6-Oct Energetics, age and growth [QUIZ 2] Chapter 10

8-Oct Individuals and populations Chapters 24

10-Oct Communities, ecosystems and food webs Chapters 25

13-Oct OCTOBER BREAK-NO CLASSES

15-Oct Conservation of fishes: Critical issues and recovery

strategies

Chapter 26

17-Oct Conservation of fishes: Critical issues and recovery

strategies (cont.)

Chapter 26

27-Oct Fish review class

29-Oct TEST 2 - FISH

Note dates are highlighted in grey because they are class sessions for fish that occur after

amphibian & reptile lectures have started.

FNR 24150 COURSE SYLLABUS (Herpetology)

Weeks 9-16

Dr. Williams

Office: FORS 101

Phone: 494-3568


Office hours: MWF: 10:30-11:20 (or by appointment)

COURSE DESCRIPTION:

This course is the second part of a four-part, two-semester sequence dealing with taxonomy and ecology of

vertebrates species. FNR 24150 is divided into two parts with the first half of the semester devoted to

learning about fish from Dr. Christie; now during the second you will be dealing with reptiles and

amphibians.

COURSE OBJECTIVES:

Upon completion of the herpetological part of this course, a student should:

1) Understand the evolutionary history of amphibians and reptiles;

2) Know the major taxa of amphibians and reptiles and the special anatomical, morphological,

behavioral, and ecological features that characterize each group;

3) Be familiar with many of the techniques used to study the behavior and ecology of

amphibians and reptiles;

4) Be familiar with major threats facing wild amphibian and reptilian populations.

COURSE POLICIES:

There are required texts for this portion of the course. Some assigned readings will be posted throughout

the course on Blackboard. For maximum benefit, you should complete the readings before you come to

class. Lecture outlines will be posted on Blackboard before material is covered. You should visit the site,

download the materials, and print them off prior to class. Important Note: Although most of the lecture

information will be available to you, there will be portions of each lecture that will not be posted. This

material WILL BE COVERED ON QUIZZES AND EXAMS so make sure to attend all lectures.

If you miss a quiz or test without an excused absence, you will receive a zero. To receive an excused

absence you must notify Dr. Williams and the TA in advance of the quiz/test and explain the reason for your

absence. In addition, you will be required to show documentation for not being able to attend exams or

quizzes (e.g. physician’s note in case of illness, etc.). In case of illness or accident, contact me (494-3568;

email: [email protected] prior to class if at all possible).

GRADING:

Your grade will be based on 2 quizzes, 2 exams, and 4 in-class assignments. Students will not be allowed to

retain copies of quizzes or exams. Scores for the first half (Amphibians and Reptiles) will be averaged with

your scores from the second half (Birds – Dr. Dunning) to obtain your final grade for the course. Dr.

Dunning will provide you with a point break-down for assigning grades. Herpetology scores will be

calculated as follows:

2 quizzes @ 50 pts each = 100pts January 28, February 23

1 midterm exam @ 100pts = 100pts February 9


1 final exam @ 160pts = 160pts March 6

4 in-class @ 10pts each = 40pts

Total 400pts

ASSIGNMENTS:

Students must be in attendance to receive the in-class assignments unless an excused absence is granted

beforehand. All assignments will be due 24 hours after they are assigned. Assignments must be e-mailed to

both the course TA and instructor. Late assignments will be deducted by 10% for each day they are late.

CAMPUS EMERGENCIES: In the event of a major campus emergency or any campus-wide circumstances that disrupt the normal

course schedule, the course requirements, deadlines and grading percentages are subject to changes that may

be necessitated by a revised semester calendar or other circumstances. Here are ways to get information

about changes in this course: Blackboard web page, my email address [email protected], and my office

phone: (765) 494-3568.

STUDENTS WITH DISABILITIES:

If you have a documented academic disability, please notify the instructor at the beginning of the semester

to ensure appropriate accommodation can be made during lectures and exams. All communication between

students and the instructor will be strictly confidential.

ACADEMIC HONESTY: Any student caught cheating will receive a “Zero” for the first offense. A

second offense will result in an “F” in the course. Cheating is a serious breach of intellectual integrity and

will not be tolerated in this course.

DIVERSITY:

In this course, each voice in the classroom has something of value to contribute. Please take care to respect

the different experiences, beliefs and values expressed by students and individuals of all ages, backgrounds,

citizenships, disability, sex, education, ethnicities, family statuses, genders, gender identities, geographical

location, languages, military experience, political views, races, religions, sexual orientations, socioeconomic

statuses, and work experiences.

COURSE SCHEDULE:

Date Tentative Lecture

1/12

1/14

Evolution of amphibians and reptiles

Taxonomy of extant amphibians

1/16 Evolution of reptiles

1/19 No Class; University Holiday

1/21 Taxonomy of extant reptiles I

1/23 Taxonomy of extant reptiles II

1/26 Energetics and metabolism: The exothermic life

1/28

1/30

2/2

(Quiz 1) Physiology and sensory systems

Amphibian reproduction I: mechanisms

Amphibian reproduction II: breeding systems

2/4 Reptilian reproduction I: mechanisms

2/6 Reptilian reproduction II: breeding systems

2/9 Exam I 2/11 Genetics, natural selection, and regional variation

2/13 Movements, home range, territory, and habitat selection

2/16 Feeding and food habits

2/18 Feeding and food habits II

2/20 Social systems and group behavior

2/23 (Quiz 2) Social systems and group behavior II

2/25 Parasites & Disease (Guest Lecturer)

2/27 Predation: defense and escape

3/2 Population processes and communities

3/4 Conservation of amphibians and reptiles

3/6 Final Exam

Supporting Document

FNR 24250: Laboratory in Ecology and Systematics of Fish, Amphibians and Reptiles

Fall, 16 weeks. 1-hour laboratory course, 1 credit.

JUSTIFICATION: This course will to introduce students to the ecology and systematics of fish,

amphibians and reptiles. Students will be presented with information on the evolutionary history

and special adaptations of these taxa within the context of their ecological roles as individuals or


the phylogenetic relationships and discuss contemporary conservation issues related to fish,

amphibians and reptiles. The presented content consists of critical foundational knowledge for

future fisheries and wildlife biologists as well as other future natural resource professionals.




outcomes. This course helps satisfy the following outcomes: The College of Agriculture’s learning

objective three of “Professional Preparation: Demonstrate proficiency in their chosen discipline

that incorporates knowledge, skills, technology, and ethics”. In terms of departmental learning

objectives this course directly addresses the departmental objective of instilling ecological

knowledge in our students. This course also addressed the College of Agricultures learning

objective two of “COA2. Critical Thinking: Demonstrate critical thinking by using evidence-based

information to develop sound responses to complex problems.”

DESCRIPTION: Students meet once per week in lab where they are presented with example

specimens relevant for the taxonomic group that week. Students are also presented with a brief

lecture on critical elements of identification and other characteristics for species that are new to

them that week. During these lab sessions students are quizzed on their ability recognize material

they were presented with during the previous week. Grades are based upon performance on

weekly quizzes as well as a cumulative practical exam.


Name: Steve Kimble




Sample syllabus:

FNR 24250, Laboratory In Ecology and Systematics of Fishes, Amphibians, and Reptiles

(1 credit)

Fall Semester 2014

Instructor:

Dr. Steve Kimble

PFEN G074

[email protected]

Teaching Assistants:

Allison Hrycik (fishes; [email protected])

Sara Andree (fishes; [email protected])

Ken Kellner (Amphibians and Reptiles ; [email protected])

Jacob Berl (Amphibians and Reptiles ; [email protected])

Course objectives: The Laboratory in Ecology and Systematics of Fishes, Amphibians and Reptiles gives

students an opportunity to learn to identify important North American species, with an emphasis on species

of the Midwestern U.S. Information regarding the ecology, natural history, and systematics of the

amphibians, reptiles, and fishes is presented. Through the use of a combination of preserved specimens,

photographic images, field guides, and taxonomic keys, students will have the opportunity to describe the

characteristic features of some of the important North American vertebrates.

Required texts:

Fishes: Page, L. M. and B. M. Burr. 1991. A field guide to freshwater fishes: North America north of

Mexico. Boston: Houghton Mifflin Co. 432 pp. [Peterson Field Guide]

Herps: All available the Purdue Education Store at:

https://mdc.itap.purdue.edu/newsearch.asp

1.) MacGowan et al. 2004. Turtles of Indiana. Purdue Extension. 64 pp.

2.) MacGowan 2009. Snakes of the Central and Northeastern United States.

Purdue Extension. 126 pp.

3.) MacGowan and Williams. 2009. Salamanders of Indiana. Purdue Extension.

94 pp.

Grading policy: You are expected to complete all assignments, including weekly quizzes, laboratory

worksheets, and two laboratory practical exams. You will not be permitted to keep exam materials.

Fish quizzes (5 x 20 points each) = 100 points

Fish practical exam = 200 points

Amphibians and Reptiles quizzes (5 x 20 points each) = 100 points

Amphibians and Reptiles practical exam = 200 points

TOTAL = 600 points

A+ 582.0 points

A = 558.0-581.9 points

A- = 540-557.9 points

B+ = 522.0-539.9 points

B = 498.0-521.9 points

B- = 480.0-497.9 points

C+ = 462.0-479.9 points

C = 438.0-461.9 points

C- = 420.0-437.9 points

D+ = 402.0-419.9 points

D = 378.0-401.9 points

D- = 360.0-377.9 points

F = < 360 points

Extra points: You can earn two extra points each week (excluding exam weeks) by showing your completed

notes and worksheet to your TA before leaving class that week. You can earn an additional two points on

each week’s quiz, and an additional 10 points on each practical exam. This totals 64 points over the course

of the semester and serves as your insurance in case you have an unexcused missed quiz, etc.

Point rounding: Final points will be rounded up or down according to standard practice. For example, a final

score of 539.94 would be rounded down to 539.9 (a B+ letter grade) while a final score of 539.95 would be

rounded up to 540.0 (an A- letter grade).

Missed assignment policy: No make-up lab quizzes or exams are available unless you 1.) have a

documented and legitimate excuse, and 2.) email both the TA and the instructor (Kimble) as soon as

possible, but no later than Thursday at six p.m. At the discretion of the TA and Instructor, you may be

allowed to make up the class later in the week.

Open labs: The course TAs will host optional open labs on Fridays, from 1:00 until 5:00 (29 August-3

October) or 11:30-3:30 (24 October-5 December). The specimens will be available for study and the TAs

available for questions. Be careful with the specimens, e.g., do not bring food or drink to the specimen

tables.

Academic dishonesty: Academic dishonesty, including cheating, will earn a zero for that assignment on the

first offense and a zero for the course on the second offense. Cheating includes the possession of any course

materials, crib sheets, non-medical electronic devices, etc.. Bring only a pen or pencil to quizzes and exams.

Know what constitutes academic dishonesty:

http://www.purdue.edu/studentregulations/student_conduct/regulations.html

Expectations: Students are expected to behave professionally at all times during class and open lab, and in

all interactions with the Teaching Assistants and Instructor.

Emails: Please include FNR 242 in the subject line of emails sent to the Teaching Assistants or Instructor.

Disabilities: If you require special accommodations due to a disability, please make an appointment with the

Instructor during the first two weeks of class so that we may arrange appropriate adjustments.

Diversity Statement: In this course, each voice in the classroom has something of value to contribute. Please

take care to respect the different experiences, beliefs and values expressed by students and staff involved in

this course. We support Purdue's commitment to diversity, and welcome individuals of all ages,

backgrounds, citizenships, disability, sex, education, ethnicities, family statuses, genders, gender identities,

geographical locations, languages, military experience, political views, races, religions, sexual orientations,

socioeconomic statuses, and work experiences.

Species names:

For all species and higher taxonomic names, spelling, capitalization and underlining matter and are

graded accordingly (-0.2 points for each incorrect instance).

Students are required to learn both common names and scientific (Latin) species names. For

example on a quiz students should write:

American gizzard shad, Dorosoma cepedianum

or

rainbow trout, Oncorhynchus mykiss

where common names are capitalized only if they are a proper noun (such as “American” but not

“rainbow”); where the Latin (scientific) name us underlined (it would be italicized if typed); where the genus

name only begins with a capital letter (such as Dorosoma or Oncorhynchus), and where the species name

begins with a lower-case letter. Note that when typed, scientific names should be italicized, not underlined.

Tips for learning spelling include the use of flashcards and repeated writing by hand. Looking up

the etymology can also make Latin names seem less nonsensical. For example, the scientific name

for the spotted turtle is Clemmys guttata, from the Greek klemmys (tortoise) and the Latin gutta

(spot).

Course Schedule: Fall 2014

Major Campus Emergencies: In the event of a major campus emergency, course requirements, deadlines

and grading percentages are subject to changes that may be necessitated by a revised semester calendar or

other circumstances beyond the instructor’s control. Here are ways to get information about changes in this

course.

Blackboard

Instructor’s emails ([email protected])

Instructor’s phone (765.494.9703)

To report an emergency, call 911. To obtain updates regarding an ongoing emergency, sign up for Purdue

Alert text messages, view www.purdue.edu/ea. There are nearly 300 Emergency Telephones outdoors

across campus and in parking garages that connect directly to the PUPD. If you feel threatened or need help,

push the button and you will be connected immediately.

Dates Week Exercise Lab Activities

Aug. 26, 27, 28 1

1 Fishes set 1

Sept. 2, 3, 4 2 2 Fishes set 2; fish quiz # 1




Sept. 30, Oct. 1, 2 6 6 Fishes set 6; fish quiz # 5

Oct. 7, 8, 9 7 none LAB PRACTICAL EXAM: FISHES

Oct. 14, 15, 16 8 none Fall break – no class

Oct. 21, 22, 23 9 1 Amphibians and Reptiles set 1

Oct 28, 29, 30 10 2

3

Amphibians and Reptiles set 2; Amphibians and

Reptiles quiz # 1 Nov. 4, 5, 6 11 3 Amphibians and Reptiles set 3; Amphibians and



Reptiles quiz # 4 Nov. 25, 26, 27 14 none Thanksgiving break – no class

Dec. 2, 3, 4 15 6 Amphibians and Reptiles set 6; Amphibians and

Reptiles quiz # 5 Dec. 9, 10, 11 16 none LAB PRACTICAL EXAM: AMPHIBIANS AND

REPTILES

http://www.purdue.edu/ea

If we hear a fire alarm during class we will immediately suspend class, evacuate the building, and

congregate next to (fair weather) or inside (inclement weather) Pao Hall across Marsteller Street.

Do not use the elevator.

If we are notified during class of a Shelter in Place requirement for a tornado warning, we will

suspend class and shelter in the first floor restrooms.

If we are notified during class of a Shelter in Place requirement for a hazardous materials release, or

a civil disturbance, including a shooting or other use of weapons, we will suspend class and shelter

in the classroom, shutting the door and turning off the lights.

Please review the Emergency Preparedness website for additional information.

http://www.purdue.edu/ehps/emergency_preparedness/index.html


Supporting document

FNR 25150: Ecology and Systematics of Mammals and Birds

Spring, 16 weeks. 3-hour lecture course, 3 credit.

JUSTIFICATION: This course will to introduce students to the ecology and systematics of

mammals and birds. Students will be presented with information on the evolutionary history and

special adaptations of these taxa within the context of their ecological roles as individuals or


the phylogenetic relationships and discuss contemporary conservation issues related to mammals

and birds. The content consists of critical foundational knowledge for future fisheries and wildlife

biologists as well as other future natural resource professionals.




outcomes. This course helps satisfy the following outcomes: The College of Agriculture’s

learning objective three of “Professional Preparation: Demonstrate proficiency in their chosen

discipline that incorporates knowledge, skills, technology, and ethics”. In terms of departmental

learning objectives this course directly addresses the departmental objective of instilling ecological

knowledge in our students. This class also address the College of Agricultures learning outcome

two of “COA4. Communication: Demonstrate the ability to write and speak with effectiveness

while considering audience and purpose.”

DESCRIPTION: Course materials will be presented via lectures three days per week and also

through Blackboard for materials like supplementary readings or videos. The mammal portion of

the class incorporates a single writing assignment using Purdue Gradient software that requires

students to search within the primary scientific literature. Grades will be determined based upon

students’ scores on quizzes and tests that cover material presented in lectures and in supplementary

materials as well as the writing assignment.


Name: Pat Zollner



Campus Address: 195 Marsteller Street 307 FORS

Name: Barny Dunning




Sample syllabus:

Syllabus – FNR 25150 Ecology and Systematics of Mammals

Weeks 1-8

Instructors: Dr. Patrick Zollner Office: FORS 307

Telephone: 496-9495


Office Hours By appointment

Lecture: MWF 10:30 – 11:20

Location: Smith Hall 108

Text: None. Required and supplemental readings will be posted to Blackboard.

Suggested texts*:

Mammalogy: Adaptation, Diversity and Ecology 3rd edition Feldhamer et al. 2007 The John

Hopkins University Press. *NOTE: a copy of each of these books is on reserve in the Life Sciences Library in Lilly Hall.

Goal: The goal of this course is to introduce you to the ecology and systematics of mammals. You

will be presented with information on the evolutionary history and special adaptations of mammals

within the context of their ecological roles as individuals or populations in a biological community.

In this course we also will provide insights into the phylogenetic relationships and discuss

contemporary conservation issues related to mammals.

Course Objectives: Upon completion of the mammalian part of this course, a student should:

1) Be familiar with the evolutionary origins of mammals

2) Know the major taxa of mammals

3) Be familiar with the behavioral and ecological characteristics of wild mammals

4) Be familiar with major threats facing wild mammal populations

5) Gain experience reading and summarizing primary literature on wild mammals

Tests and Quizzes There will be 2 tests and 2 quizzes. The second tests will be cumulative. All testing will be done

on SCANTRON sheets for automated grading and will not be returned to students. If a student

wishes to see their exam an appointment should be made with the relevant instructor. On quiz and

exam days students are expected to bring their own number two pencil to class and know their

Purdue ID number. Grades will be posted on Blackboard. ****Students will NOT be allowed to

retain copies of quizzes or exams****

Makeup Exam Policy: There will be a strictly enforced MAKE-UP policy for all exams and

quizzes. To be allowed a make-up test a student must submit a valid excuse in writing prior to the

test date. Emergencies will be handled on a case by case basis but students are strongly

encouraged to contact the professor, the department, or the Ag School ASAP. Make-ups based

upon emergency circumstances will require documented proof of the emergency (e.g. receipt for

towing of broken vehicle or doctor’s note confirming illness) for a make-up to be allowed so plan

accordingly.

Writing Assignment A writing assignment comprises an important portion of your grade in the mammal portion of this

course. The purpose of this writing assignment is to: 1) introduce you to reading scientific

literature relevant to topics in the class, 2) learn how to concisely and effectively summarize the

main points of scientific research presented in scientific research papers, 3) introduce you to online

database search tools for finding articles in peer-reviewed journals, and 4) to introduce you to

scientific peer review where you will learn to evaluate the work of other students in the class. The

writing assignment will be conducted using Purdue’s Gradient software and it will require the use

of additional library tools such as the Web of Science. The lecture on November 3rd will introduce

you to this assignment and the relevant software tools. If you are not familiar with the Gradient

software and that lecture does not answer your questions please contact Dr. Zollner so he can make

arrangements to help you with that software. Students who feel their writing assignment grade

based upon the Gradient software was inaccurate are required to fill out and submit a form (found

on blackboard) describing in detail their arguments for a change to their grade before we will

consider awarding compensatory points. See the writing assignment handouts when they are

distributed for more details.

Policy on Cheating: The first occurrence of cheating will result in a zero on the assignment


Expected Behavior: While attending class students are expected to behave in a professional

manner. If students are judged (by the instructor) to be behaving in a manner that is disruptive to

the lecturer (e.g. talking during lecture or reading a newspaper during lecture) or to their

classmates they will be asked to leave the lecture hall and not to return until they are prepared to

behave appropriately. Emails: Note all emails sent to Dr. Zollner should start the subject line with FNR 241 followed by

details describing the reason for the email.







Students with Disabilities: If you have a disability which requires some special accommodation,

please make an appointment within the first three weeks of the semester to discuss the

appropriateness of the instructional methods in this class, or any adjustments may be needed. We

have found it possible to make accommodations in the past, but it is important that we talk about

this at the beginning of the semester.


deadlines and grading percentages are subject to changes that may be necessitated by a revised

semester calendar or other circumstances beyond the instructor’s control. Information about any

changes in this course will be explained in lecture and can be obtained via the course blackboard

page or by contacting one of the course instructors (see contact details {emails and phone

numbers} at beginning of syllabus).

Grading: GRADE SCALE

1000-970 = A+

Assignment Points 969-930 = A

1st Exam Mammals 300 points 929-900 = A-

2nd Exam Mammals 400 points 899-870 = B+ Quizzes Mammals 100 points 869-830 = B

Mammals Writing Assignment 200 points 829-800 = B-

799-770 = C+ TOTAL 1000 points 769-730 = C

730-700 = C-

699-670 = D+

669-630 = D

629-600 = D-

599-000 = Fail

MAMMALS – Lecture Topics

Date TOPIC Related

Chapters in

Suggested Text

20-Oct Origin and evolution of mammals Chpts 4 & 5

22-Oct Dr. Zollner too sick to lecture

24-Oct An overview of modern mammals Pages 213 - 217

31-Oct Mammalian energetics Chapter 9

3-Nov Sensory systems: how mammals avoid going bump in the

night Introduction to writing assignment in

GRADIENT

Chapter 21

5-Nov Strategies to avoid being lunch Chapter 7

7-Nov Nutritional ecology: food processing systems Chapter 7

10-Nov (QUIZ 1) Foraging ecology: predators dining out Chapter 10

12-Nov Reproductive ecology: equipment and environmental

influences on sex

Chpts 10 & 8

14-Nov Reproductive ecology: life after sex GRADIENT Essays

submitted Calibration begins

Chapter 22 &

page 448 - 451

17-Nov Breeding systems and reproductive strategies of mammals Chpts 10 & 22

19-Nov TEST 1 – MAMMALS

21-Nov Costs of reproduction

24-Nov An introduction to population ecology GRADIENT

Calibration submitted Peer Evaluation begins

Chapter 25

26-Nov THANKSGIVING BREAK NO CLASS Chapter 25

28-Nov Biotic factors affecting mammal populations

1-Dec Population-level effects of predation Chpts 25 & 26

3-Dec Parasites and diseases of mammals Chapter 27

5-Dec Population cycles GRADIENT Peer Evaluation

submitted Self-Assessment Submitted

Chapter 25

8-Dec Community ecology. Chapter 26

10-Dec (QUIZ 2) Mammalian zoogeography Chapter 5

12-Dec Conservation of mammals GRADIENT Self-Assessment

Submitted

Chapter 29

TBD TEST 2 - MAMMALS

Sample syllabus:

FNR 25150 Ecology and Systematics of Birds

Weeks 9-16

Spring 2014

Instructor: Barny Dunning,

Office: 102 Forestry BuildingPhone 494-3565 Office Hours: Tues 1:30 & Weds 2:30-3:30

Email [email protected] (or use Mail tool in Blackboard)

Textbook: Elphick, C.S. et al. 2001. The Sibley Guide to Bird Life and Behavior. A.A. Knopf,

NY.

Learning objectives: In taking this course, students will:

learn basic facts about avian biology, taxonomy and ecology, develop an understanding of

how different groups of birds are related to each other and how they interact in the wild,

and learn about prominent conservation issues associated with specific avian groups.

Grading will follow the formats used in the other parts of FNR 241-251.

The grading scale follows the standard +/- system, e.g.:

97.0-100% = A+; 93.0-96.9% = A; 90.0-92.9% = A-, etc.

Grading system:

First exam: 100 points

Final exam: 100 points

Quizzes: 30 points (10 points per quiz)

Total: 230 points

Students with disabilities: If you have a disability that requires some special accommodation,

please make an appointment before the first exam to discuss the instructional methods in this class,

and any adjustments you may need. In general it has possible to make accommodations, but it is

important that we talk soon.


deadlines and grading are subject to change. You can learn about changes in this course by:

Blackboard web page, my email and office phone.

Academic Dishonesty: The first occurrence of cheating will result in a zero on the assignment









Course Schedule

Date Topic Readings

Mar 10 Introduction – evolution and taxonomy Pages 39-46

12 Unique avian features Pages 30-33

14 no class

17-21 SPRING BREAK

24 Feathers Pages 16-18

26 Molt & flight structures Pages 15-16, 18-23

28 Evolution & adaptations for flight Pages 40-42

31 Reproduction – breeding, mating systems QUIZ Pages 71-79

Apr 2 Reproduction – clutch size “

4 Brood parasitism Pages 74-77

7 Communication – song Pages 66-71

9 Nutritional ecology – foraging QUIZ Pages 24-27, 411-412

11 Nutritional ecology – flocking Pages 523-527

14 EXAM

16 Migration Pages 59-65

18 Navigation & orientation Pages 64-65

(Population demography – covered in handout)

21 Geographical variation, species concepts Pages 49-50

23 Dispersal and speciation QUIZ Pages 65-66, 42

25 Conservation: causes of extinction Pages 113-118

28 Species recovery: case studies Pages 183-186

30 Habitat loss, Neotropical migrants Pages 507-509

May 1 Economic impacts of birding; course wrap-up

The final exam is scheduled for Thursday May 8, 2014 at 1 pm.

FNR 25250: Laboratory in Ecology and Systematics of Mammals and Birds

Spring, 16 weeks. 1-hour laboratory course, 1 credit.

JUSTIFICATION: This course will to introduce students to the ecology and systematics of

mammals and birds. Students will be presented with information on the evolutionary history and

special adaptations of these taxa within the context of their ecological roles as individuals or


the phylogenetic relationships and discuss contemporary conservation issues related to mammals

and birds. The content consists of critical foundational knowledge for future fisheries and wildlife

biologists as well as other future natural resource professionals.




outcomes. This course helps satisfy the following outcomes: The College of Agriculture’s learning

objective three of “Professional Preparation: Demonstrate proficiency in their chosen discipline

that incorporates knowledge, skills, technology, and ethics.” In terms of departmental learning

objectives this course directly addresses the departmental objective of instilling ecological

knowledge in our students. This course also addressed the College of Agricultures learning

objective two of “COA2. Critical Thinking: Demonstrate critical thinking by using evidence-based

information to develop sound responses to complex problems.”

DESCRIPTION: Students meet once per week in lab where they are presented with example

specimens relevant for the taxonomic group that week. Students are also presented with a brief

lecture on critical elements of identification and other characteristics for species that are new to

them that week. During these lab sessions students are quizzed on their ability recognize material

they were presented with during the previous week. Grades are based upon performance on

weekly quizzes as well as a cumulative practical exam.


Name: Steve Kimble




Sample syllabus:

FNR 25250, Laboratory In Ecology and Systematics of Mammals and Birds

(Spring Semester 2015, 1 credit)

Instructor:

Dr. Steve Kimble

PFEN G074

[email protected]

Teaching Assistants:

Emily McCallen (mammals; [email protected])

Jesse Miles (mammals; [email protected])

Jenny Antonides (birds; [email protected])

Kate Pochini (birds; [email protected])

Course objectives: The Laboratory in Ecology and Systematics of Mammals and Birds gives students an

opportunity to learn to identify important North American species, with an emphasis on Midwestern U.S.

species. Information regarding the ecology, natural history, and systematics of mammals and birds is

presented. Through the use of a combination of preserved specimens, photographic images, field guides,

recorded calls, and taxonomic keys, students will have the opportunity to describe the characteristic features

of some of the important North American vertebrates.

Required texts:

Birds: David Sibley. 2014. The Sibley Guide to Birds, Second Edition. Knopf. 624 pp. ISBN-10:

030795790X; ISB-13: 978-0307957900.

Mammals : Burt, W. H. and R. P. Grossenheider. 1980. A field guide to the Mammals: North America

north of Mexico, third edition. Boston: Houghton Mifflin Co. 289 pp. [Peterson Field Guide]

Grading policy: You are expected to complete all assignments, including weekly quizzes, laboratory

worksheets, and two laboratory practical exams. You will not be permitted to keep exam materials.

Mammals quizzes (5 x 20 points each) = 100 points

Mammals practical exam = 200 points

Birds quizzes (5 x 20 points each) = 100 points

Birds practical exam = 200 points

TOTAL = 600 points

A+ 582.0 points

A = 558.0-581.9 points

A- = 540-557.9 points

B+ = 522.0-539.9 points

B = 498.0-521.9 points

B- = 480.0-497.9 points

C+ = 462.0-479.9 points

C = 438.0-461.9 points

C- = 420.0-437.9 points

D+ = 402.0-419.9 points

D = 378.0-401.9 points

D- = 360.0-377.9 points

F = < 360 points

Extra points: You can earn two extra points each week (excluding exam weeks) by showing your completed

notes and worksheet to your TA before leaving class that week. You can earn an additional two points on

each week’s quiz, and an additional 10 points on each practical exam. This totals 64 points over the course

of the semester and serves as your insurance in case you have an unexcused missed quiz etc.

Point rounding: Final points will be rounded up or down according to standard practice. For example, a final

score of 539.94 would be rounded down to 539.9 (a B+ letter grade) while a final score of 539.95 would be

rounded up to 540.0 (an A- letter grade).

Missed assignment policy: No make-up lab quizzes or exams are available unless you 1.) have a

documented and legitimate excuse, and 2.) email both the TA and the instructor (Kimble) as soon as

possible, but no later than Thursday at six p.m. At the discretion of the TA and Instructor, you may be

allowed to make up the class later in the week.

Open labs: The course TAs will host optional open labs on Fridays, from 1:30 until 5:30 (Mammals; 23

January – 20 February) and 12:00-4:00 (birds; 6 March – 17 April). The specimens will be available for

study and the TAs available for questions. Be careful with the specimens, e.g., do not bring food or drink to

the specimen tables.

Academic dishonesty: Academic dishonesty, including cheating, will earn a zero for that assignment on the

first offense and a zero for the course on the second offense. Cheating includes the possession of any course

materials, crib sheets, non-medical electronic devices, etc.. Bring only a pen or pencil to quizzes and exams.

Know what constitutes academic dishonesty:

http://www.purdue.edu/studentregulations/student_conduct/regulations.html

Expectations: Students are expected to behave professionally at all times during class and open lab, and in

all interactions with the Teaching Assistants and Instructor.

Emails: Include FNR 252 in the subject line of emails sent to the Teaching Assistants or Instructor. Emails

not labeled this way get filtered to spam and will not be answered.

Disabilities: If you require special accommodations due to a disability, it is your responsibility to make an

appointment with the Instructor and TA during the first two weeks of class so that we may arrange

appropriate adjustments.

Diversity Statement: In this course, each voice in the classroom has something of value to contribute. Please

take care to respect the different experiences, beliefs and values expressed by students and staff involved in

this course. We support Purdue's commitment to diversity, and welcome individuals of all ages,

backgrounds, citizenships, disability, sex, education, ethnicities, family statuses, genders, gender identities,

geographical locations, languages, military experience, political views, races, religions, sexual orientations,

socioeconomic statuses, and work experiences.

Species names:

For all species and higher taxonomic names, spelling, capitalization and underlining matter and are

graded accordingly (-0.2 points for each incorrect instance).

For the mammals half of the semester, students are required to learn both common names and

scientific (Latin) species names. For example on a quiz students should write:

eastern cottontail, Sylvilagus floridanus

or

American marten, Martes americana

where common names are capitalized only if they are a proper noun (such as “American” but not

“eastern”); where the Latin (scientific) name is underlined (it would be italicized if typed); where

the genus name only begins with a capital letter (such as Sylvilagus or Martes); and where the

species name begins with a lower-case letter (even if it is a proper noun (such as “americana”).

Note that when typed, scientific names should be italicized, not underlined.

For birds, students are required to know the common names, the genus name, and the calls of each

species. For example, on a quiz students should write:

Blue-headed Vireo, Vireo solitairus

or

Great Blue Heron, Ardea herodias

where each word of a common names is capitalized (such as “Great Blue Heron”) unless it

follows a hyphen (such as “headed” in “Blue-headed Vireo”).

Tips for learning spelling include the use of flashcards and repeated writing by hand. Looking up

the etymology can also make Latin names seem less nonsensical. For example, the genus name for

the eastern cottontail translates to “woodland rabbit”.

Course Schedule: Spring 2015

Major Campus Emergencies: In the event of a major campus emergency, course requirements, deadlines

and grading percentages are subject to changes that may be necessitated by a revised semester calendar or

other circumstances beyond the instructor’s control. Here are ways to get information about changes in this

course.

Blackboard

Instructor’s emails ([email protected])

Instructor’s phone (765.494.9703)

To report an emergency, call 911. To obtain updates regarding an ongoing emergency, sign up for Purdue

Alert text messages, view www.purdue.edu/ea. There are nearly 300 Emergency Telephones outdoors

Dates Week Exercise Lab Activities

Jan. 13, 14, 15 1

1 Mammals set 1

Jan. 20, 21, 22 2 2 Mammals set 2; Mammals quiz # 1

Jan. 27, 28, 29 3 3 Mammals set 3; Mammals quiz # 2

Feb. 3, 4, 5 4 4 Mammals set 4; Mammals quiz # 3

Feb. 10, 11, 12 5 5 Mammals set 5; Mammals quiz # 4

Feb.17, 18, 19 6 6 Mammals set 6; Mammals quiz # 5

Feb. 24, 25, 26 7 none LAB PRACTICAL EXAM: MAMMALS

Mar. 3, 4, 5 8 1 Birds set 1

Mar. 10, 11, 12 9 2 Birds set 2; birds quiz # 1

Mar. 17, 18, 19 - none none – SPRING BREAK

Mar. 24, 25, 26 10 3

4

3

Birds set 3; birds quiz # 2

Mar. 31, Apr. 1, 2 11 4 Birds set 4; birds quiz # 3

Apr. 7, 8, 9 13 5 Birds set 5; birds quiz # 4

Apr. 14, 15, 16 14 6 Birds set 6; birds quiz # 5

Apr. 21, 22, 23 15 none LAB PRACTICAL EXAM: BIRDS

http://www.purdue.edu/ea

across campus and in parking garages that connect directly to the PUPD. If you feel threatened or need help,

push the button and you will be connected immediately.

If we hear a fire alarm during class we will immediately suspend class, evacuate the building, and

congregate next to (fair weather) or inside (inclement weather) Pao Hall across Marsteller Street.

Do not use the elevator.

If we are notified during class of a Shelter in Place requirement for a tornado warning, we will

suspend class and shelter in the first floor restrooms.

If we are notified during class of a Shelter in Place requirement for a hazardous materials release, or

a civil disturbance, including a shooting or other use of weapons, we will suspend class and shelter

in the classroom, shutting the door and turning off the lights.

Please review the Emergency Preparedness website for additional information.



Supporting document

FNR 65000: Individual-Based Ecology and Modelling

Fall, 16 weeks. 2-hour lecture course, 1 credit.

JUSTIFICATION: This course will provide graduate students with the opportunity to learn about

the techniques and approaches used for individual-based modeling in ecological studies. Some

version of this course has now been taught three times as a graduate level FNR 691 class. Each

time there have been at least 10 students enrolled in the course and enrollees have included

wildlife, fisheries and forestry graduate students as well as graduate students from the math and

biology departments. Given the prominent role that individual based modeling plays in several

ecology, there is clearly established demand for this class to be taught once every other year.




outcomes. This course helps satisfy the following outcomes: oral communication, written

communication, professional preparation, critical thinking and scientific principles.

DESCRIPTION: Students will find relevant supplementary literature and lead class discussions on

those topics as well as chapters from the course text book. They will also present case study

examples of existing individual-based models (IBM) to the class. Students will complete weekly

worksheets relative to NetLogo programming skills they are developing in lab. They will develop

their own project in NetLogo related to a research topic of their choice. Students will prepare a

manuscript describing their model using the ODD (“overview – design concepts – details”)

protocol and make a presentation about their model to the class. Final grades will be based upon

all of the above as well as the code for the models the students develop in this course.


Name: Pat Zollner




Example of a Course Syllabus Below


FNR 65000: Individual-Based Ecology and Modelling

Instructor

Pat Zollner

Office: FORS

307

Office hours

by appointment

Phone: 496-9495


Class Sessions

Lecture/Discussion: Monday and Wednesday, 3:30-4:20 PM, FORS 208

Computer Lab: Friday, 2:30-3:20 PM, PFEN 202

Class Objectives

- Explore the role that individual-based models (IBMs) can play in ecological research.

- Develop a working knowledge of the nature of IBMs, their strengths, and weaknesses.

- Become familiar with IBM programming concepts and NetLogo software.

- Become able to incorporate individual-based modeling in the student's own research.

Book

Individual-based Modeling and Ecology. Volker Grimm and Steven F. Railsback. 2005. Princeton

University Press, Princeton, NJ. 480 pp. ISBN 9780691096667. Priced $60 and up at various

internet retailers, $75 from the publisher.

Class Overview

Classroom sessions will focus on chapters from the textbook and related supplemental papers.

Students are required to lead discussions and participate in all discussions. Lab sessions will use

NetLogo freeware to illustrate IBM programming concepts. Students will also complete a project

incorporating a written description of a novel IBM related to their research interests as well as

NetLogo code to demonstrate at minimum a portion of their model.

Classroom Scheduling and Format

The introductory lectures and book chapter discussions are not flexible, but the supplementary

sessions will depend on the assigned student leader(s). Leaders of supplemental discussions are

expected to read ahead and select supplemental material from the primary literature that

complements the corresponding book chapter, which they will distribute to the class (and

instructors) no later than the preceding class session. Student leaders will then lead a discussion

centered on the distributed supplemental material.

Topics for the supplemental discussions can cover a range of approaches. For example,

discussion may center on comparison of a full cited reference from the chapter with the brief in-

chapter description, or a reading totally outside of the chapter (e.g., a novel approach to analyze

IBM output). Whatever the topic or approach, supplemental readings should be chosen so that

they provide a suitable amount of material for an intelligent, lively 50-minute discussion. There


is no "right" way to select supplemental materials or approaches, but students should consult

with the instructor to discuss any questions. Please note that being a discussion leader entails

more than just selecting the readings. The leader is responsible for keeping the discussion on

topic and moving, including being prepared with engaging, thought- and discussion-provoking

questions.

The supplemental reading assignment scheme purposely leaves some days without leaders. These

days may be filled by the instructors, guests, or devoted to another topic if something of interest

emerges (e.g., developing a single IBM idea as a group, discussion of project work, NetLogo

code, etc.). If you have any ideas for these days, whether they are activities or specific

discussions/lectures, please notify your instructors.

Computer Lab Format

We have chosen to use NetLogo software in the practical component of the course. NetLogo is

free software designed specifically for individual-based modeling, designed to be user-friendly for

programming beginners but also powerful, and can be a valuable resource for both research and

teaching (e.g., lab exercises and in-class demonstrations). The main purpose of the lab segment is

to familiarize students with IBM programming concepts using readily-available software. Many, if

not all, of the concepts that we deal with in lab will be transferable to any software that the

students may use in the future. The focus in lab will be on learning concepts; we intend for the

programming portion to be a useful addition to the classroom sessions, rather than an exhaustive

coding exercise that becomes a source of frustration. Lab exercises are intended to be completed

during lab hours, but students are encouraged to explore NetLogo on their own and discuss any

questions with the instructors.

Class Project

Each student (or pair of students) will complete a project involving design of their own IBM,

consisting of three parts: 1) a manuscript that describes the model, application, and brief results,

2) a NetLogo program that illustrates at least a portion of the model, and 3) a class presentation on

the model, including a demonstration of the NetLogo program. There is specific time set aside

during class to discuss students' models, and the second half of the semester in the computer lab

will be used to develop the NetLogo program, but students are encouraged to think about their

model, discuss it with classmates and the instructors, and work on NetLogo coding outside of

class. As the instructors will demonstrate, there is more than enough time to develop, test, and

experiment with fairly complex models. More specific details will be provided.

Policy on Cheating

The first occurrence of cheating will result in a zero on the assignment involved. A second

occurrence will result in a zero for the course.

Expected Behavior

While attending class students are expected to behave in a professional manner. If students are

judged (by the instructor) to be behaving in a manner that is disruptive to the lecturer (e.g. talking

during lecture or reading a newspaper during lecture) or to their classmates they will be asked to

leave the lecture hall and not to return until they are prepared to behave appropriately.

Diversity Statement

In this course, each voice in the classroom has something of value to contribute. Please take care to

respect the different experiences, beliefs and values expressed by students and staff involved in this

course. We support Purdue's commitment to diversity, and welcome individuals of all ages,

backgrounds, citizenships, disability, sex, education, ethnicities, family statuses, genders, gender

identities, geographical locations, languages, military experience, political views, races, religions,

sexual orientations, socioeconomic statuses, and work experiences.

Students with Disabilities

If you have a disability which requires some special accommodation, please make an appointment

within the first three weeks of the semester to discuss the appropriateness of the instructional

methods in this class, or any adjustments may be needed. We have found it possible to make

accommodations in the past, but it is important that we talk about this at the beginning of the

semester.

Major Campus Emergencies

In the event of a major campus emergency, course requirements, deadlines and grading

percentages are subject to changes that may be necessitated by a revised semester calendar or other

circumstances beyond the instructor’s control. Information about any changes in this course will be

explained in lecture and can be obtained via the course blackboard page or by contacting one of the

course instructors (see contact details {emails and phone numbers} at beginning of syllabus).

Assessment

Student performance will be assessed according to their leadership of class discussions,

participation in discussions that others lead, computer lab exercises, and the project. Project

expectations will be relative to students' level of relevant experience (e.g., programming skills)

and will emphasize creative thinking and conceptual understanding. Grades will be based on a

1000-point scale, and final grades will follow the standard protocol of A: >90%, B 80-89.9%, C

70-79.9%, D 60-69.9%, F < 60%. The distribution of points is as follows:

Classroom Discussions (50%) 500

Participation in discussions led by others (23 @ 16 points each) 368

Leading of 2 discussions (44 points each) 88

Presentation of 1 example from Chapter 6 44

Lab (25%) 250

Weekly worksheets (~20 points each, 1st half of semester) 140

Weekly progress on NetLogo project component (2nd half of semester)

110

Project (25%) 250

Manuscript 100

Presentation 50

NetLogo program 100

*Grading scale is subject to change as necessary.

Tentative Class Schedule

Date Day Activity Leader

8/19/13 Monday Class Intro/IBM demonstration Zollner

8/21/13 Wednesday Discussion of Chapter 1

Introduction/Discussion leader signup Zollner

8/23/13 Friday Lab 1: NetLogo tutorials 1 and 2 Zollner

8/26/13 Monday Discussion of Chpt. 1 Supplement Zollner

8/28/13

Wednesday Discussion of Chapter 2 A Primer to

Modeling

8/30/13 Friday Lab 2: NetLogo tutorial 3 Zollner

9/2/13 Monday No class – Labor Day N/A

9/4/13 Wednesday Discussion of Chpt. 2 Supplement

9/6/13 Friday Lab 3: Butterfly model 1 Zollner

9/9/13 Monday Discussion of Chapter 3 Pattern

Oriented Modeling

9/11/13

Wednesday

Discussion of Chpt. 3 Supplement

9/13/13 Friday Lab 4: Butterfly model 2 Zollner

9/16/13 Monday Discussion of Chapter 4 Theory in

Individual-based Ecology


9/20/13 Friday Lab 5: Individual variation Zollner

9/23/13

Monday Discussion of Chapter 5 A Conceptual

framework for designing individual-

based models


9/27/13 Friday Lab 6: Debugging code Zollner

9/30/13 Monday Discussion of Chapter 6 Examples

10/2/13 Wednesday Discussion of Chpt. 6 Examples

Continued

10/4/13 Friday Lab 7: Individualized small project Zollner

10/7/13 Monday No class – October break N/A

10/9/13 Wednesday Discussion of Chapter 7 Formulating

Individual-based Models

10/11/19 Friday Work on simulation for final project Zollner

10/14/13 Monday Discussion of Chpt. 7 Supplement

10/16/13 Wednesday Discussion of Chapter 8 Software for



41

Date Day Activity Leader

10/21/13 Monday Project discussions

10/23/13

Wednesday Discussion of Chapter 9 Analyzing




10/30/13

Wednesday Discussion of Chapter 10 Communicating

Individual-based Models and Research



11/6/13

Wednesday Discussion of Chapter 11 Using

Analytical Models in Individual-based

Ecology



11/13/13

Wednesday Discussion of Chapter 12 Conclusions

and Outlook for Individual-based

Ecology


11/18/13

Monday

Discussion of Chpt. 12 Supplement

11/20/13 Wednesday Flex day (in case of snow day, etc.)

11/22/13 Friday Presentation of Projects to Class Student Sign up for time

slots

11/25/13 Monday Presentation of Projects to Class Student Sign up for time

slots

11/27/13 Wednesday No class – Thanksgiving N/A

11/29/13 Friday No class – Thanksgiving N/A

12/2/13 Monday Presentation of Projects to Class Student Sign up for time

slots

12/4/13 Wednesday Presentation of Projects to Class Student Sign up for time

slots

12/6/13 Friday Presentation of Projects to Class Student Sign up for time

slots

12/9/13 Monday Exam Week no final in this class N/A

12/11/13 Wednesday Exam Week no final in this class N/A

12/13/13 Friday Exam Week no final in this class N/A

*All scheduled dates and topics are subject to change.

FAQS (Fall 2014) Page 1 Oct. 9, 2014

Name ________________________

Fisheries and Aquatic Sciences Bachelor of Science in Agriculture (FAQS) 120± Credits

The fisheries and aquatic sciences program prepares students for professional careers in fisheries research and management,

information and education, and interdisciplinary investigations of environmental problems. Emphasis is on freshwater systems.

Graduates receive a Bachelor of Science in Agriculture degree and meet the academic certification requirements of the American

Fisheries Society. Sustainable management of natural resource systems in the real world is emphasized.

Freshman Year

First Semester Second Semester

(0.5) AGR 10100 Intro to College of Agriculture & Purdue* (4) BTNY 11000 Introduction to Plant Science*†

(0.5) AGR 11900 Intro to FNR Academic Programs* (3) CHM 11200 General Chemistry II*†

(4) BIOL 11000 Fundamentals of Biology I*† (3) COM 11400 Fundamentals of Speech Communication*†

(3) CHM 11100 General Chemistry I*† (3) FNR 10300 Intro to Environmental Conservation*†

(4) ENGL 10600 English Composition*† (3) MA 16020 Applied Calculus II*†

(3) MA 16010 Applied Calculus I*†

(15) (16)

Sophomore Year

Third Semester Fourth Semester

(3) Economics selective*† (3) AGRY 25500 Soil Science or AGRY 27000 Forest Soils

(3) FNR 20100 Marine Biology (2) BIOL 28600 Introduction to Ecology

(3) FNR 24150 Ecology & Systematics of Fish, (3) FNR 21000 Natural Resource Information

Amphibians, and Reptiles Management

(1) FNR 24250 Laboratory in Ecology & Systematics (3) FNR 25150 Ecology & Systematics of Mammals and Birds

of Fish, Amphibians, and Reptiles (3) STAT 30100 Elementary Statistical Methods*† (1) FNR 25250 Laboratory in Ecology & Systematics of

(3) Written or oral communication selective* Mammals and Birds

(3) FNR 35100 Aquatic Sampling Techniques

(16) (15)

Summer Session

(Courses in bold are prerequisites for FNR 37010 and 37100. Courses in italics are prerequisites for courses in bold.)

(1) FNR 37010 Natural Resources Practicum

(5) FNR 37100 Fisheries and Aquatic Sciences Practicum

(6)

Junior Year

Fifth Semester Sixth Semester

(3) FNR 23000 World’s Forests & Society (3) FNR 30500 Conservation Genetics

(3) FNR 45400 Fisheries Science and Management (3) FNR 37500 Human Dimensions of Natural Resource

(3) POL 22300 Introduction to Environment Policy or Management

FNR 22310 Introduction to Environmental Policy (3) FNR 45500 Fish Ecology or FNR 45300 Fish Physiology

(3) Humanities or social sciences selective* (3) Physical science selective

___ (3) Unrestricted elective

(12) (15)

Senior Year

Seventh Semester Eighth Semester

(1) FNR 47000 Fundamentals of Planning (3) FNR 40800 Natural Resources Planning

(3) FNR 52600 Aquatic Animal Health OR (3) FNR 45200 Aquaculture

FNR 52700 Ecotoxicology (3) Humanities or social sciences selective*

(3) Ethics selective*† (3) Unrestricted elective

(3) Physical science selective (1) Unrestricted elective

(3) Unrestricted elective ___

(13) (13)


Fisheries and Aquatic Sciences Curriculum (FAQS)

120± Credits

Courses: (*College of Agriculture Core; †University Common Core)

Selected courses

or substitutions

Credit

hours

Semester registered/

completed

AGR 10100* 0.5

AGR 11900* 0.5

BIOL 11000*† 4

BTNY 11000*† 4

CHM 11100*† 3

CHM 11200*† 3

COM 11400*† 3

ENGL 10600*† 4

Ethics selective*† 3

FNR 10300*† 3

FNR 37500* 3

FNR economics selective*† 3

MA 16010*† 3

MA 16020*† 3

Humanities or social sciences selective* 3


STAT 30100*† 3

Written or oral comm. selective* 3

AGRY 25500 or 27000 3

BIOL 28600 2

FNR 20100 3

FNR 21000 3

FNR 23000 3

FNR 24150 3

FNR 24250 1

FNR 25150 3

FNR 25250 1

FNR 30500 3

FNR 35100 3

FNR 37010 1

FNR 37100 5

FNR 40800 3

FNR 45200 3

FNR 45300 or 45500 3

FNR 45400 3

FNR 47000 1

FNR 52600 or 52700 2

FNR 22310 or POL 22300 3

Physical science selective 3

Physical science selective 3

Unrestricted elective 3




International Understanding

Requirements (9 credits)

1. _FNR 23000_____________

2. _______________________

3. _______________________

Multicultural Awareness

Requirement (3 credits)

1.________________________

9 of the 15 credits in humanities or

social sciences must come from

departments outside of the College

of Agriculture.

Extra Credits Hrs

No Credit Hrs

University Core Requirements:

Human Cultures Behavioral/Social Science: _________________

Human Cultures Humanities: _____________________________ Information Literacy: _______________________________

Oral Communication: ___________________________________ Written Communication: ____________________________

Science, Technology, and Society: _________________________ Science #1: _______________________________________

Quantitative Reasoning: _________________________________ Science #2: _______________________________________


Curriculum Planning and Course Projections:

Semester: FALL Semester: SPRING Semester: SUMMER

Hrs Courses Hrs Courses Hrs Courses

Total credit hours

Total credit hours Total credit hours



Total credit hours




Total credit hours




Total credit hours




Total credit hours



±You must complete 9 credits of coursework with an international focus and 3 credits in the area of multicultural awareness. These

may overlap with other required or selective coursework.

*The most current approved course list for College of Agriculture Core requirements, including humanities, social sciences, written or

oral communications, international understanding, and multicultural awareness, are available at

http://www.ag.purdue.edu/oap/Pages/core_requirements.aspx. †University Common Core requirements are explained at http://www.purdue.edu/provost/initiatives/curriculum/course.html.

FNR economics selective: AGEC 20300 Introductory Microeconomics for Food and Agribusiness; AGEC 20400 Introduction to

Resources Economics and Environmental Policy; ECON 25100 Microeconomics.

Ethics selective: PHIL 11100 Ethics; PHIL 28000 Ethics and Animals; PHIL 29000 Environmental Ethics.

Physical science selective: These courses are intended to meet the requirements for the American Fisheries Society’s (AFS) Certified

Fisheries Professional. Physical science courses, as defined by AFS, include chemistry (CHM), physics (PHYS), soils (AGRY),

geology (EAPS), earth science (EAPS), meteorology (AGRY, EAPS), and astronomy (ASTR).

Course prerequisites Courses (May change without notice.)

AGRY

27000 or

25500

CHM 11200 Minimum Grade of D- or CHM 11600 Minimum Grade of D- or CHM 12600 Minimum Grade of D- or

CHM 12400 Minimum Grade of D- or CHM 11000 Minimum Grade of D- or CHM 13600 Minimum Grade of D- or

(CHEM C1020 Minimum Grade of D- and CHEM C1220 Minimum Grade of D-) or (CHEM C1060 Minimum Grade

of D- and CHEM C1260 Minimum Grade of D-)

BIOL 28600 BIOL 11000 Minimum Grade of D- and (BIOL 11100 Minimum Grade of D- or BTNY 11000 Minimum Grade of D- or

BTNY 21000 Minimum Grade of D-) ) or BIOL 12100 Minimum Grade of D-

CHM 11200 CHM 11100 Minimum Grade of D- or CHM 11500 Minimum Grade of D- or (CHEM C1010 Minimum Grade of D-

and CHEM C1210 Minimum Grade of D-)

FNR 20100 BIOL 11000 Minimum Grade of C- or BTNY 11000 Minimum Grade of C- or BIOL 12100 Minimum Grade of C-


FNR 24250 BIOL 11000 Minimum Grade of D- or BTNY 11000 Minimum Grade of D- or BIOL 12100 Minimum Grade of D-



FNR 30500 BIOL 11000 Minimum Grade of D- and (BIOL 28600 Minimum Grade of D- or BIOL 58500 Minimum Grade of D-)

and (STAT 30100 Minimum Grade of D- or STAT 35000 Minimum Grade of D- or ECON E2700 Minimum Grade of

D- or STAT 50300 Minimum Grade of D- or STAT 50100 Minimum Grade of D- or STAT 26000 Minimum Grade of

D- or STAT 51100 Minimum Grade of D-)

FNR 35100 FNR 24250 Minimum Grade of C- and (MA 22300 Minimum Grade of C- or MA 23100 Minimum Grade of C- or MA

16010 Minimum Grade of C-) and (STAT 30100 Minimum Grade of C-or STAT 50300 Minimum Grade of C- ) or

ECON E2700 Minimum Grade of C- or STAT 50100 Minimum Grade of C-) and FNR 25250 Minimum Grade of C-


FNR 37010 FNR 21000 Min. Grade of D- and (FNR 34800 Min. Grade of D- or FNR 35100 Min. Grade of D- or FNR 35300 Min.

Grade of D-)

FNR 37100 FNR 24250 Minimum Grade of C- and FNR 25250 Minimum Grade of C- and FNR 37010 Minimum Grade of D- [may

be taken concurrently]

FNR 37500 FNR 36500 Minimum Grade of D- or AGEC 52500 Minimum Grade of D- or POL 22300 Minimum Grade of D- or

POLS Y3130 Minimum Grade of D- or POL 32300 Minimum Grade of D- or POL 42300 Minimum Grade of D- or

POL 52300 Minimum Grade of D-

FNR 40800 (FNR 40600 Minimum Grade of D- or AGEC 40600 Minimum Grade of D-) and (FNR 34100 Minimum Grade of D- or

FNR 40900 Minimum Grade of D- or FNR 54500 Minimum Grade of D- or FNR 54700 Minimum Grade of D-) and

FNR 37500 Minimum Grade of D-

FNR 45200 (FNR 20100 Minimum Grade of C- or FNR 20300 Minimum Grade of C-) and (FNR 24150 Minimum Grade of C- and

FNR 24250 Minimum Grade of C-)

FNR 45300 (ANSC 23000 Minimum Grade of C- or BMS 30000 Minimum Grade of C-) and FNR 24150 Minimum Grade of C- and

Undergraduate level FNR 24250 Minimum Grade of C- and COM 11400 Minimum Grade of C-

FNR 45400 (FNR 20100 Minimum Grade of C- or FNR 20300 Minimum Grade of C-) and (MA 22400 Minimum Grade of C- or

MA 23200 Minimum Grade of C-) and (STAT 30100 Minimum Grade of C- or STAT 50300 Minimum Grade of C-)

FNR 45500 (BIOL 28600 Minimum Grade of C- or BIOL 58500 Minimum Grade of C-) and (FNR 20100 Minimum Grade of C- or

FNR 20300 Minimum Grade of C-) and FNR 24150 Minimum Grade of C- and FNR 24250 Minimum Grade of C-

FNR 52600 BIOL 11000 Minimum Grade of C- and CHM 11100 Minimum Grade of C-

FNR 52700 BIOL 11000 Minimum Grade of C- and (CHM 11100 Minimum Grade of C- or CHM 11500 Minimum Grade of C-)

MA 16010 ALEKS Math Assessment 075 or MA 15400 Minimum Grade of C- or MA 15800 Minimum Grade of C-

MA 16020 MA 16010 Minimum Grade of C- or MA 16100 Minimum Grade of C- or MA 16300 Minimum Grade of C-

or MA 16500 Minimum Grade of C- or MA 16700 Minimum Grade of C- or MA 22300 Minimum Grade of

C- or MA 23100 Minimum Grade of C-

http://www.ag.purdue.edu/oap/Pages/core_requirements.aspx

http://www.purdue.edu/provost/initiatives/curriculum/course.html

FORS (Fall 2015) Page 1 March 25, 2015

Name ________________________

Forestry Bachelor of Science in Forestry (FORS) 124± credits

The forestry program prepares students for professional careers with organizations that manage forest and related lands. Students apply biological,

ecological, economic, and social knowledge to develop and administer forest management plans. Graduates receive a Bachelor of Science in Forestry

degree. The program is accredited by the Society of American Foresters. Sustainable management of natural resource systems in the real world is

emphasized.

Freshman Year


(0.5) AGR 10100 Intro to College Agriculture & Purdue* (4) BTNY 11000 Introduction to Plant Science*†



(3) CHM 11100 General Chemistry I*† (3) FNR 10300 Introduction to Environmental Conservation*†



(15) (16)

Sophomore Year


(3) Economics selective*† (3) AGRY 27000 Forest Soils

(3) FNR 22500 Dendrology (2) BIOL 28600 Introduction to Ecology

(3) FNR 23000 World’s Forests & Society (3) FNR 21000 Natural Resource Information Management

(3) Ecology & systematics selective (1) Laboratory in ecology & systematics selective

(3) STAT 30100 Elementary Statistical Methods*† (3) FNR 35300 Natural Resources Measurement†

(3) Written or oral communication selective*

(15) (15)

Summer Session

(Courses in bold are prerequisites for FNR 37010, 37050 and 37200. Courses in italics are prerequisites for courses in bold.)


(1) FNR 37050 Forest Habitats and Communities Practicum

(4) FNR 37200 Forestry Practicum

(6)

Junior Year


(3) FNR 33100 Forest Ecosystems (3) FNR 35500 Quantitative Methods for Resource Management

(3) POL 22300 Introduction to Environmental Policy or (3) FNR 37500 Human Dimensions of Natural Resource Management

FNR 22310 Introduction to Environmental Policy (3) FNR 40700 Forest Economics

(3) FNR 35700 Fundamental Remote Sensing (3) Humanities or social sciences selective*

(3) FNR 43400 Tree Physiology (3) Unrestricted elective

(3) Forest health selective ___

(15) (15)

Senior Year


(3) FNR 33900 Principles of Silviculture (3) FNR 30110 Sustainable Wood Products and Manufacturing

(1) FNR 47000 Fundamentals of Planning (3) Forestry selective

(3) Ethics selective (3) FNR 40900 Forest Resource Management

(3) Humanities or social sciences selective* (3) Humanities or social sciences selective*

(3) Unrestricted elective (2) Unrestricted elective

(13) (14)


Forestry Curriculum (FORS)

124± Credits

Courses: (*College of Agriculture Core; †University Common Core)

Selected course or

substitutions

Credit

Hours

Semester registered

/completed

AGR 10100* 0.5 AGR 11900* 0.5

BIOL 11000*† 4

BTNY 11000*† 4

CHM 11100*† 3

CHM 11200*† 3

COM 11400*† 3

ENGL 10600*† 4


FNR 10300*† 3


MA 16010*† 3

MA 16020*† 3




STAT 30100*† 3

Written or oral comm. selective* 3

AGRY 27000 3

BIOL 28600 2

FNR 21000 3

FNR 22500 3

FNR 23000 3

FNR 30100 3

FNR 33100 3

FNR 33900 3

FNR 35300 3

FNR 35500 3

FNR 35700 3

FNR 37010 1

FNR 37050 1

FNR 37200 4

FNR 37500 3

FNR 40700 3

FNR 40900 3

FNR 43400 3

FNR 47000 1

Ecology & systematics selective 3

Lab in ecology & systematics selective 1

Forestry selective 3

Forest health selective 3

FNR 22310 or POL 22300 3












1. _FNR 23000____________

2. ______________________

3. ______________________



1. _______________________




of Agriculture.

Extra Credits Hrs

No Credit Hrs





Total credit hours




Total credit hours




Total credit hours




Total credit hours




Total credit hours



±You must complete 9 credits of coursework with an international focus and 3 credits in the area of multicultural awareness. These may overlap with

other required or selective coursework.

*The most current approved course lists for College of Agriculture Core requirements, including humanities, social sciences, written or oral

communications, international understanding, and multicultural awareness, are available at

http://www.ag.purdue.edu/oap/Pages/core_requirements.aspx.

†University Common Core requirement are available at http://www.purdue.edu/provost/initiatives/curriculum/course.html.

Ecology & systematics selective: FNR 24150 Ecology & Systematics of Fish, Amphibians, and Reptiles or FNR 25150 Ecology & Systematics of

Mammals and Birds.

FNR economics selective: AGEC 20300 Introductory Microeconomics for Food and Agribusiness; AGEC 20400 Introduction to Resources

Economics and Environmental Policy; ECON 25100 Microeconomics.


Forestry selective: FNR 30500 Conservation Genetics; FNR 31110 Structure, Identification, & Properties of Woody Biomaterials; FNR 35900

Spatial Ecology and GIS.

Forest health selective: BTNY 30100 Introductory Plant Pathology; ENTM 44600 Integrated Plant Health Management for Ornamental Plants;

ENTM 10500 Insects: Friend and Foe; ENTM 20600 General Entomology; ENTM 20700 General Entomology Laboratory; FNR 33300 Fire

Effects in Forest Environments; ENTM/FNR 44100 Forest Entomology.

Laboratory in ecology & systematics selective: FNR 24250 Laboratory in Ecology & Systematics of Fish, Amphibians, and Reptiles or FNR 25250

Laboratory in Ecology & Systematics of Mammals and Birds.

Course prerequisites

Courses (May change without notice.)

AGRY 27000 CHM 11200 Min. Grade of D- or CHM 11600 Min. Grade of D- or CHM 12600 Min. Grade of D- or CHM 12400 Min.

Grade of D- or CHM 11000 Min. Grade of D- or CHM 13600 Min. Grade of D- or (CHEM C1020 Min. Grade of D-

and CHEM C1220 Min. Grade of D-) or (CHEM C1060 Min. Grade of D- and CHEM C1260 Min. Grade of D-)

BIOL 28600 BIOL 11000 Min. Grade of D- and (BIOL 11100 Min. Grade of D- or BTNY 11000 Min. Grade of D- or BTNY 21000

Min. Grade of D-) ) or BIOL 12100 Min. Grade of D-

CHM 11200 CHM 11100 Min. Grade of D- or CHM 11500 Min. Grade of D- or (CHEM C1010 Min. Grade of D- and CHEM

C1210 Min. Grade of D-)

FNR 22500 BIOL 11000 Min. Grade of D- or BTNY 11000 Min. Grade of D-

FNR 24150 BIOL 11000 Min. Grade of C- or BTNY 11000 Min. Grade of C- or BIOL 12100 Min. Grade of C-

FNR 24250 BIOL 11000 Min. Grade of D- or BTNY 11000 Min. Grade of D- or BIOL 12100 Min. Grade of D-

FNR 25150 BIOL 11000 Min. Grade of C- or BTNY 11000 Min. Grade of C- or BIOL 12100 Min. Grade of C-

FNR 25250 BIOL 11000 Min. Grade of D- or BTNY 11000 Min. Grade of D- or BIOL 12100 Min. Grade of D-

FNR 30500 BIOL 11000 Min. Grade of D- and (BIOL 28600 Min. Grade of D- or BIOL 58500 Min. Grade of D-) and (STAT

30100 Min. Grade of D- or STAT 35000 Min. Grade of D- or ECON E2700 Min. Grade of D- or STAT 50300 Min.

Grade of D- or STAT 50100 Min. Grade of D- or STAT 26000 Min. Grade of D- or STAT 51100 Min. Grade of D-)

FNR 33100 BIOL 28600 Min. Grade of D- or BIOL 58500 Min. Grade of D-) and FNR 22500 Min. Grade of D- and (FNR 34800

Min. Grade of D- or FNR 35100 Min. Grade of D- or FNR 35300 Min. Grade of D-) and (AGRY 25500 Min. Grade of

D- [may be taken concurrently] or NRES 25500 Min. Grade of D- [may be taken concurrently] or AGRY 27000 Min.

Grade of D- [may be taken concurrently])

FNR 33900 BIOL 28600 Min. Grade of D- FNR 22500 Min. Grade of D- and FNR 37200 Min. Grade of D-

FNR 35300 FNR 24200 Min. Grade of D- and (MA 22300 Min. Grade of C- or MA 23100 Min. Grade of C-) and (STAT 30100

Min. Grade of D-or STAT 50300 Min. Grade of D- ) and FNR 25200 Min. Grade of D- [may be taken concurrently] and

FNR 21000 Min. Grade of D- [may be taken concurrently]

FNR 35500 FNR 35300 Min. Grade of D- and MA 22400 Min. Grade of D-

FNR 35900 FNR 21000 Min. Grade of C- and (MA 22400 Min. Grade of C- or MA 23200 Min. Grade of C-)


Grade of D-)

FNR 37050 FNR 22500 Min. Grade of D- and (FNR 24250 Min. Grade of D- or FNR 25250 Min. Grade of D-) and FNR 37010

Min. Grade of D- [may be taken concurrently]

FNR 37200 FNR 37010 and FNR 37050 Minimum Grade of D- [may be taken concurrently]

FNR 37500 FNR 36500 Min. Grade of D- or AGEC 52500 Min. Grade of D- or POL 22300 Min. Grade of D- or POLS Y3130 Min.

Grade of D- or POL 32300 Min. Grade of D- or POL 42300 Min. Grade of D- or POL 52300 Min. Grade of D-

FNR 40700 AGEC 20300 Min. Grade of D- or AGEC 20400 Min. Grade of D- or ECON 25100 Min. Grade of D-

FNR 40900 FNR 33900 Min. Grade of D- and FNR 35500 Min. Grade of D- and FNR 40700 Min. Grade of D-

FNR 43400 (BIOL 28600 Min. Grade of D- or BIOL 58500 Min. Grade of D-) and (BIOL 11100 Min. Grade of D- or BTNY 21000

Min. Grade of D-)


MA 16020 MA 16010 Minimum Grade of C- or MA 16100 Minimum Grade of C- or MA 16300 Minimum Grade of C- or MA

16500 Minimum Grade of C- or MA 16700 Minimum Grade of C- or MA 22300 Minimum Grade of C- or MA 23100

Minimum Grade of C-



WLDL (Fall 2015) 1 March 25, 2015

Name ________________________

Wildlife Bachelor of Science in Agriculture (WLDL) 120± credits

The wildlife program prepares students for professional careers in wildlife research, management, and education. Students apply biological,

ecological, economic, and social knowledge to develop and administer wildlife management plans. Graduates receive a Bachelor of Science in

Agriculture degree and meet the academic certification requirements of The Wildlife Society. Sustainable management of natural resource systems in

the real world is emphasized.

Freshman Year


(0.5) AGR 10100 Intro to College Agriculture & Purdue* (4) BTNY 11000 Introduction to Plant Science*†



(3) CHM 11100 General Chemistry I*† (3) FNR 10300 Introduction to Environmental Conservation*†



(15) (16)

Sophomore Year


(3) Economics selective*† (2) BIOL 28600 Introduction to Ecology

(3) FNR 22500 Dendrology (3) FNR 21000 Natural Resource Information Management

(3) FNR 24150 Ecology & Systematics of Fish, Amphibians, (3) FNR 25150 Ecology & Systematics of Mammals and Birds

and Reptiles

(1) FNR 24250 Laboratory in Ecology & Systematics of (1) FNR 25250 Laboratory in Ecology & Systematics of

Fish, Amphibians, and Reptiles Mammals and Birds

(3) STAT 30100 Elementary Statistical Methods*† (3) FNR 34800 Wildlife Techniques

(3) Humanities or social sciences selectives*

(13) (15)

Summer Session (Courses in bold are prerequisites for FNR 37010, 37050, and 37300. Courses in italics are prerequisites for courses in bold.)


(1) FNR 37050 Forest Habitats and Communities Practicum

(4) FNR 37300 Wildlife Practicum

(6)

Junior Year


(3) FNR 33100 Forest Ecosystems (3) FNR 37500 Human Dimensions of Natural Resource

(3) POL 22300 Intro to Environmental Policy or Management*

FNR 22310 Intro to Environmental Policy (2) Botany selective

(3) FNR 34100 Wildlife Habitat Management (3) Unrestricted elective

(3) Humanities or social sciences selectives* (3) Unrestricted elective

(3) Written or oral communication selective (3) Wildlife selective

(15) (14)

Senior Year


(4) FNR 44700 Vertebrate Population Dynamics (3) FNR 30500 Conservation Genetics

(1) FNR 47000 Fundamentals of Planning (3) FNR 40800 Natural Resources Planning

(3) Ethics selective*† (3) Humanities or social sciences selectives*

(2) Wildlife disease selective (1) Unrestricted elective

(3) Unrestricted elective (3) Wildlife selective

(13) (13)

WLDL (Fall 2015) 2 March 25, 2015

Wildlife Curriculum (WLDL)

120 Credits± Courses: (*College of Agriculture Core; †University Common Core)

Selected courses

or substitutions

Credit

hours

Semester registered/

completed

AGR 10100* 0.5 AGR 11900* 0.5

BIOL 11000*† 4

BTNY 11000*† 4

CHM 11100*† 3

CHM 11200*† 3

COM 11400*† 3

ENGL 10600*† 4


FNR 10300*† 3


MA 16010*† 3

MA 16020*† 3




STAT 30100*† 3

Written or oral comm. selective 3

BTNY selective 2

BIOL 28600 2

FNR 21000 3

FNR 22500 3

FNR 24150 3

FNR 24250 1

FNR 25150 3

FNR 25250 1

FNR 30500 3

FNR 33100 3

FNR 34100 3

FNR 34800 3

FNR 37010 1

FNR 37050 1

FNR 37300 4

FNR 37500* 3

FNR 40800 3

FNR 44700 4

FNR 47000 1

FNR 22300 or POL 22310 3

Wildlife disease selective 2

Wildlife selective 3

Wildlife selective 3







1. _____________________

2. _____________________

3. _____________________



________________________




of Agriculture.

Extra Credits Hrs

No Credit Hrs







WLDL (Fall 2015) 3 March 25, 2015




Total credit hours




Total credit hours




Total credit hours




Total credit hours




Total credit hours


WLDL (Fall 2015) 4 March 25, 2015

±You must complete 9 credits of coursework with an international focus and 3 credits in the area of multicultural awareness. These

may overlap with other required or selective coursework. *The most current approved course lists for College of Agriculture Core requirements, including humanities, social sciences, written or

oral communications, international understanding, and multicultural awareness, are available at

http://www.ag.purdue.edu/oap/Pages/core_requirements.aspx. †University Common Core requirement are explained at http://www.purdue.edu/provost/initiatives/curriculum/course.html.

Botany selective: BTNY 20400 Crop and Weed Identification; BTNY 30100 Introductory Plant Pathology; BTNY 30200 Plant Ecology; BTNY

30400 Introductory Weed Science; BTNY 30500 Fundamentals of Plant Classification; BTNY 31600 Plant Anatomy; HORT 20100 Plant

Propagation; HORT 21800 Herbaceous Landscape Plants.

FNR economics selective: AGEC 20300 Introductory Microeconomics for Food and Agribusiness; AGEC 20400 Introduction to Resources

Economics and Environmental Policy; ECON 25100 Microeconomics.


Wildlife disease selective: FNR 52600 Aquatic Animal Health or FNR 52700 Ecotoxicology.

Wildlife selective: ABE, AGRY, ANSC, BIOL, BTNY, CHM, ENTM, FNR, HORT, STAT and other individually approved courses that contribute

to the student’s understanding of their major.

Courses prerequisites Courses (May change without notice.)

BIOL 28600 BIOL 11000 Minimum Grade of D- and (BIOL 11100 Minimum Grade of D- or BTNY 11000 Minimum Grade of D- or

BTNY 21000 Minimum Grade of D-) ) or BIOL 12100 Minimum Grade of D-

CHM 11200 CHM 11100 Minimum Grade of D- or CHM 11500 Minimum Grade of D- or (CHEM C1010 Minimum Grade of D-

and CHEM C1210 Minimum Grade of D-)

FNR 22500 BIOL 11000 Minimum Grade of D- or BTNY 11000 Minimum Grade of D-





FNR 30500 BIOL 11000 Minimum Grade of D- and (BIOL 28600 Minimum Grade of D- or BIOL 58500 Minimum Grade of D-)

and (STAT 30100 Minimum Grade of D- or STAT 35000 Minimum Grade of D- or ECON E2700 Minimum Grade of

D- or STAT 50300 Minimum Grade of D- or STAT 50100 Minimum Grade of D- or STAT 26000 Minimum Grade of

D- or STAT 51100 Minimum Grade of D-)

FNR 33100 BIOL 28600 Minimum Grade of D- or BIOL 58500 Minimum Grade of D-) and FNR 22500 Minimum Grade of D- and

(FNR 34800 Minimum Grade of D- or FNR 35100 Minimum Grade of D- or FNR 35300 Minimum Grade of D-) and

(AGRY 25500 Minimum Grade of D- [may be taken concurrently] or NRES 25500 Minimum Grade of D- [may be

taken concurrently] or AGRY 27000 Minimum Grade of D- [may be taken concurrently])

FNR 34100 FNR 22500 Minimum Grade of C- and FNR 37050 Minimum Grade of C-

FNR 34800 FNR 24250 Minimum Grade of C- and (MA 22300 Minimum Grade of C- or MA 23100 Minimum Grade of C-) and

(STAT 30100 Minimum Grade of C-or STAT 50300 Minimum Grade of C- ) and FNR 25250 Minimum Grade of C-



Grade of D-)

FNR 37050 FNR 22500 Min. Grade of D- and (FNR 24250 Min. Grade of D- or FNR 25250 Min. Grade of D-) and FNR 37010

Min. Grade of D-, may be taken concurrently

FNR 37300 FNR 37010 and FNR 37050 Minimum Grade of D- [may be taken concurrently]

FNR 37500 FNR 36500 Minimum Grade of D- or AGEC 52500 Minimum Grade of D- or POL 22300 Minimum Grade of D- or

POLS Y3130 Minimum Grade of D- or POL 32300 Minimum Grade of D- or POL 42300 Minimum Grade of D- or

POL 52300 Minimum Grade of D-

FNR 40800 (FNR 34100 Minimum Grade of D- or FNR 40900 Minimum Grade of D- or FNR 45400 Minimum Grade of D- or FNR

44700 Minimum Grade of D-) and FNR 37500 Minimum Grade of D- and FNR 47000 Minimum Grade of D-

FNR 44700 BIOL 28600 Minimum Grade of C- and MA 16020 Minimum Grade of C- and (STAT 30100 Minimum Grade of C- or

STAT 50300 Minimum Grade of C-)


MA 16020 MA 16010 Minimum Grade of C- or MA 16100 Minimum Grade of C- or MA 16300 Minimum Grade of C-

or MA 16500 Minimum Grade of C- or MA 16700 Minimum Grade of C- or MA 22300 Minimum Grade of

C- or MA 23100 Minimum Grade of C-




Document No. XIX, 2014-15

April 8, 2015

Department of Horticulture and Landscape Architecture



None.


HORT 42600 Landscape Contracting and Management Capstone Experience Sem. 1 and 2. Lec. 1, cr. 1.

Based on an approved, completed work experience in a landscape contracting/management company, students will

explore operations and management of the enterprise and then submit a comprehensive report. An oral presentation

based on specific aspects of the work experience will also be required. Instructor approval required.

All the following courses are part of the relocation of the Turf Science and Management major

from the Agronomy Department to the Horticulture and Landscape Architecture Department.

HORT 11100 Survey Of Turfgrass Culture Sem. 1. Lab. 2, cr. 1.

A survey of the challenges and opportunities available in the turfgrass industry. Students will visit a wide range of

turf sites to see turf problems and their solutions. Professional turf managers, upper-class undergraduate students,

and faculty will share their experiences with the class to provide a broad perspective of the turf industry to the

students.

Cross listed with Department of Agronomy (AGRY 11000). Department of Horticulture and Landscape

Architecture will be the home department.

Justification: HORT 11100 content is exactly the same course as AGRY 11000. The number 11000 is already in

use in HORT hence the new number 11100. No change to the course content and outcomes from AGRY 11000.

HORT 21000 Fundamentals Of Turfgrass Culture Sem. 2. Lec. 3, Dis. 3, cr. 3.

An introductory course in turfgrass management emphasizing turfgrass growth and development, species

characteristics, their adaptation and basic cultural requirements for ornamental and functional turfgrass areas. The

requirements and cultural inputs needed for proper establishment and maintenance of a high quality, low

maintenance lawn will be discussed.


Architecture will be the home department. No change in course content or outcomes from AGRY 21000.

HORT 21100 Fundamentals of Turfgrass Culture Laboratory Sem. 2. Lab. 2 or 3, cr. 1.

Companion lab to AGRY 21000. Laboratory exercises will focus on turfgrass and seed anatomy, morphology,

identification as well as the hands-on basic principles of turfgrass culture. Designed for the student who intends to

pursue a career in turfgrass management and plans to enroll in AGRY 51000. Enrollment preference will be given

to Turfgrass Science Majors.



HORT 31100 Turfgrass Diagnostics Sem. 2. Lec. 1, cr. 1-2.

An intermediate to advanced level course covering relevant applied problem solving skills required to be a

professional turfgrass manager.



Repeatable for Additional Credit: Yes - May be repeated up to 1 times.

Prerequisites:

Undergraduate level AGRY 21000 or HORT 21000 Minimum Grade of D-.

HORT 51000 Turfgrass Science Sem. 1. Lec. 2, Lab. 3, cr. 3.

An advanced course in turfgrass management which focuses on the management requirements of intensively

cultured turfgrass areas, with a specific emphasis on golf course and athletic fields. Interrelationships among soil,

plant and atmospheric environments, management practices and turfgrass quality will be stressed.



Restrictions:

May not be enrolled as the following Classifications:

Sophomore: 45 - 59 hours


Freshman: 0 - 14 hours


Prerequisites:

GR-AGRY 51000 Requisites


(Course or Test: AGRY 21000 or HORT 21000 Minimum Grade of D-. May not be taken concurrently.

and

Course or Test: AGRY 25500 Minimum Grade of D-. May not be taken concurrently.)

or

(Student Attribute: GR. May not be taken concurrently.)

HORT 51200 Integrated Turfgrass Systems Sem. 1. Lec. 2, Lab. 3, cr. 3.

Integration of agronomic principles for professionally managing golf courses, athletic complexes, lawn care

companies, and sod production facilities in an efficient and environmentally friendly manner. Emphasizes

independent thinking and team cooperation for understanding the social, ethical, and economical aspects underlying

the daily agronomic management decisions, including construction, establishment, cultural practices, fertilization,

and pest management. Course meets for weeks 1-10.



Restrictions:

May not be enrolled as the following Classifications:





Prerequisites:

GR-AGRY 51200 Requisites


(Course or Test: BTNY 44300. May not be taken concurrently.)

or

(Course or Test: ENTM 44300. May not be taken concurrently.)

and

(Course or Test: AGRY 51000 or HORT 51000. May not be taken concurrently.)

or

(Student Attribute: GR. May not be taken concurrently.)


From:

LA 31600 Landscape Architectural Design III Sem. 1. Class 2, Lab. 6, cr. 4.

To:

LA 31600 Landscape Architectural Design III Sem. 1 Class 1, Lab. 7, cr. 4.

Justification: The extra time in lab is a better use of instruction and will allow flexibility to add additional lab

sections if needed.

Impact on Learning Outcomes:

Learning outcomes do not need to be addressed since the course content is not being changed.

From:

LA 32600 Landscape Architectural Design IV Sem. 2. Class 2, lab 8, cr. 4.

To:

LA 32600 Landscape Architectural Design IV Sem. 2. Class 1, Lab. 7, cr. 4.

Justification: To replicate the same use of time as LA 31600 and will allow the flexibility to add additional lab

sections if needed.

Impact on Learning Outcomes:

Learning outcomes do not need to be addressed since the course content is not being changed.


Major Name Change

From: Horticulture Science

To: Horticulture

Justification: With just a single major name (is less more?) for all aspects of horticulture it is extremely important

that the name not be exclusionary. Discussions with beginning freshman indicated a distinct level of discomfort

with the current name (Horticulture Science) among those who planned to pursue more applied, practice-oriented

aspects of the field. Thus, the change will remove that concern. Going forward, for those more science and

technical research-oriented students, the Plant Science concentration within the Horticulture major will provide an

attractive focus.

Concentration Changes Under Horticulture

Drop: Landscape Horticulture And Design (LAHD)

Add: Landscape Contracting And Management (LACM)

Add: Landscape Enterprise Management (LAEM)

Justification: See supporting documents.

Modifying Public Horticulture Concentration Course Requirements

Drop: LA 11600 Graphic Communication For Landscape Architects, 3 credits

Add: LA 11000 Survey Of Landscape Architecture, 3 credits

Drop: Elective, 3 credits

Add: BTNY 30100 Plant Pathology, 3 credits

Justification: Two years ago, BTNY 30100 Introductory Plant Pathology was mistakenly thought to have been

removed as a prerequisite for BTNY/ENTM 44600 Integrated Plant Health Management for Ornamental Plants, which

is required in this curriculum. BTNY 30100 is now being added back as a requirement in place of an elective because

it is, in fact, still a prerequisite for BTNY/ENTM 44600. LA 10100 Survey of Landscape Architecture replaces LA

11600 Graphic Communication for Students of Landscape Architecture and Design in this curriculum because it will

provide a better overview and introduction to the discipline of landscape architecture for future public horticulturists

who interact with landscape architects than a skills course in drawing and graphic communication techniques.

Modifications to the Turf Science and Management Major

From: Turf Science And Management (TUSM)

To: Turf Science And Management (TMGT) starting Fall 2015.

Modifying Turf Science And Management Major Course Requirements

Drop: AGR 11300 Introduction to Agronomy, .5 credit

Add: AGR 12000 Introduction to Horticulture and Landscape Architecture, .5 credit

The following courses may be taken under Horticulture or Agronomy to fulfill Fundamental Turf-Related Requirements:

HORT 11100/AGRY 11000 Survey Of Turfgrass Culture, 1 credit.

HORT/AGRY 21000 Fundamentals Of Turfgrass Culture (Fund Turfgrass Culture), 3 credits

HORT/AGRY 21100 Fundamentals of Turfgrass Culture Laboratory (Turfgrass Culture Lab), 1 credit

HORT/AGRY 51000 Turfgrass Science (Turfgrass Science), 3 credits

HORT/AGRY 51200 Integrated Turfgrass Systems (Integr Turfgrass Syst), 3 credits

The following course may be taken under Horticulture or Agronomy to fulfill Additional Turf Selectives:

HORT/AGRY 31100 Turfgrass Diagnostics (Turfgrass Diagnostics). 1-2 credits

HORT 42600 Landscape Contracting & Management Capstone

Experience

Instructor: Michael Dana Course Information

Office: 205 HORT Offered Fall or Spring

Phone: 765-494-5923 Meeting times, days arranged

Email: [email protected] Class Location: TBA

Office Hours: Arranged

This syllabus is subject to change.

Course Description

This course is an analytical and reflective follow-on to an approved company- and job-shadowing of a working

landscape contracting and management industry company and individual professionals within the company. The

information gathering about the company and the roles of various professionals therein will occur during the work

experience required of all Landscape Contracting and Management students. The student is required to collect

information about the company being studied, submit a comprehensive written report describing and critiquing

overall operation and management at the company studied and deliver an oral presentation focused on the student’s

personal experience during the work experience or shadowing exercise.

In the case of a student meeting the work experience via their own company, the company- and job-shadowing will

take place with a different cooperating company on a minimum of five full days during the semester preceding when

the student registers for this capstone course.

Prerequisites

An enrollee must have completed an approved landscape contracting and management work experience (minimum

320 hours).

Course Goals & Objectives

1. Gain greater appreciation of the variation of operational methods and styles among businesses in the

landscape contracting and management discipline.

2. Think critically about the company’s business and landscape operations.

3. Improve their articulation of ideas verbally including supporting them with evidence.

4. Improve their thoughtful and critical writing.

Learning Outcomes

Students in this course will:

1. Describe the structure and operation of a landscape contracting/management company

2. Give examples of strengths and weaknesses in aspects of the operation of a landscape

contracting/management company

3. Apply principles learned in coursework to evaluation of the observed company in the areas of sales,

management and marketing.

4. Formulate proposals for ways in which the observed company might improve their operation.

Course Requirements

Conduct company- and job-shadowing of a working landscape contracting and management industry company and

individual professionals within the company. The aspects of the business and operations to be studied, at a

minimum, are:

Basic business operations

Sales

Project estimating

Project management

Human resources

Prepare a comprehensive written report about the company and the operational roles played by key professionals

therein.

A seminar series will be scheduled wherein each participating student will present their oral presentation related to

their capstone experience. The written report is to be completed by Friday of the last week of classes. All

Landscape Contracting and Management students, whether enrolled in HORT42600 or not, are strongly encouraged

to attend all oral presentations. In this way, students will learn about other companies besides those for which a

student may have worked.

Class Schedule

Week 1 Each student meets individually with instructor / faculty mentor

Week 5 Student and mentor review and discuss draft outline of paper

Weeks 6-10 Individual student mentor meetings for review of drafts (oral/paper)

Weeks 11-15 Oral presentations

Week 16 Written paper due

Required Texts

None required.

Course Policies

Grading

Final grades will be calculated as total points earned divided by total points

possible for the entire semester, with letter grades based on the scale at right:

Assignments with Points Possible:

• Term paper . . . . . . . . . . . . . . 200 points

•Oral presentation . . . . . . . . . . 100 points

•Total . . . . . . . . . . . . . . . . . . . 300 points

Academic Dishonesty

The University policy on academic dishonesty will prevail in this course (see below).

Purdue prohibits "dishonesty in connection with any University activity. Cheating, plagiarism, or knowingly

furnishing false information to the University are examples of dishonesty." [Part 5, Section III-B-2-a, University

Regulations] Furthermore, the University Senate has stipulated that "the commitment of acts of cheating, lying, and

deceit in any of their diverse forms (such as the use of substitutes for taking examinations, the use of illegal cribs,

plagiarism, and copying during examinations) is dishonest and must not be tolerated. Moreover, knowingly to aid

and abet, directly or indirectly, other parties in committing dishonest acts is in itself dishonest." [University Senate

Document 72-18, December 15, 1972]

Use of Copyrighted Materials

Among the materials that may be protected by copyright law are the lectures, notes, and other material presented in

class or as part of the course. Always assume the materials presented by an instructor are protected by copyright unless

the instructor has stated otherwise. Students enrolled in, and authorized visitors to, Purdue University courses are

permitted to take notes, which they may use for individual/group study or for other non-commercial purposes

reasonably arising from enrollment in the course or the University generally.

Notes taken in class are, however, generally considered to be “derivative works” of the instructor’s presentations and

materials, and they are thus subject to the instructor’s copyright in such presentations and materials. No individual is

permitted to sell or otherwise barter notes, either to other students or to any commercial concern, for a course without

the express written permission of the course instructor. To obtain permission to sell or barter notes, the individual

wishing to sell or barter the notes must be registered in the course or must be an approved visitor to the class. Course

instructors may choose to grant or not grant such permission at their own discretion, and may require a review of the

notes prior to their being sold or bartered. If they do grant such permission, they may revoke it at any time, if they so

choose.

Grade Percent Range GP

A+,A 93-100 4.0

A- 90.0 - 92.9 3.7

B+ 87.0 - 89.9 3.3

B 83.0 - 86.9 3.0

B- 80.0 - 82.9 2.7

C+ 77.0 - 79.9 2.3

C 73.0 – 76.9 2.0

C- 70.0 – 72.9 1.7

D+ 67.0 – 69.9 1.3

D 63.0 – 66.9 1.0

D- 60.0 – 62.9 0.7

F < 60.0 0.0



Attendance

Attendance is required of all students at all class meetings. See University policy below.

Students are expected to be present for every meeting of the classes in which they are enrolled. Only the instructor can

excuse a student from a course requirement or responsibility. When conflicts or absences can be anticipated, such as

for many University sponsored activities and religious observations, the student should inform the instructor of the

situation as far in advance as possible…For unanticipated or emergency absences when advance notification to an

instructor is not possible, the student should contact the instructor as soon as possible by email, or by contacting the

main office that offers the course. When the student is unable to make direct contact with the instructor and is unable to

leave word with the instructor’s department because of circumstances beyond the student’s control, and in cases of

bereavement, the student or the student’s representative should contact the Office of the Dean of Students.

Grief Absence Policy for Students

Purdue University recognizes that a time of bereavement is very difficult for a student. The University therefore

provides the following rights to students facing the loss of a family member through the Grief Absence Policy for

Students (GAPS). GAPS Policy: Students will be excused for funeral leave and given the opportunity to earn equivalent

credit and to demonstrate evidence of meeting the learning outcomes for missed assignments or assessments in the

event of the death of a member of the student’s family.

Missed or Late Work

Late work receives a deduction of 20% per weekday for five days, after which time it is not accepted.

Violent Behavior Policy

Purdue University is committed to providing a safe and secure campus environment for members of the university

community. Purdue strives to create an educational environment for students and a work environment for employees

that promote educational and career goals. Violent Behavior impedes such goals. Therefore, Violent Behavior is

prohibited in or on any University Facility or while participating in any university activity.

Students with Disabilities

Purdue University is required to respond to the needs of the students with disabilities as outlined in both the

Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 through the provision of auxiliary aids and

services that allow a student with a disability to fully access and participate in the programs, services, and activities at

Purdue University.

If you have a disability that requires special academic accommodation, please make an appointment to speak with me

within the first three (3) weeks of the semester in order to discuss any adjustments. It is important that we talk about

this at the beginning of the semester. It is the student's responsibility to notify the Disability Resource Center

(http://www.purdue.edu/drc) of an impairment/condition that may require accommodations and/or classroom

modifications.

Emergencies

In the event of a major campus emergency, course requirements, deadlines and grading percentages are subject to

changes that may be necessitated by a revised semester calendar or other circumstances beyond the instructor’s

control. Relevant changes to this course will be posted onto the course website or can be obtained by contacting the

instructors or TAs via email or phone. You are expected to read your @purdue.edu email on a frequent basis.

Nondiscrimination

Purdue University is committed to maintaining a community which recognizes and values the inherent worth and

dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and

encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the

University seeks to develop and nurture diversity. The University believes that diversity among its many members

strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.

Purdue University prohibits discrimination against any member of the University community on the basis of race,

religion, color, sex, age, national origin or ancestry, genetic information, marital status, parental status, sexual

orientation, gender identity and expression, disability, or status as a veteran. The University will conduct its programs,

services and activities consistent with applicable federal, state and local laws, regulations and orders and in

conformance with the procedures and limitations as set forth in Executive Memorandum No. D-1, which provides

specific contractual rights and remedies. Any student who believes they have been discriminated against may visit

www.purdue.edu/report-hate to submit a complaint to the Office of Institutional Equity. Information may be reported

anonymously.

http://www.purdue.edu/policies/pages/human_resources/d_1.html

http://www.purdue.edu/report-hate

PROPOSAL FOR NEW CONCENTRATIONS IN LANDSCAPE HORTICULTURE Existing Concentration Title Landscape Horticulture and Design

Proposed Concentration Titles: Landscape Contracting and Management (LACM)

Landscape Enterprise Management (LAEM)

SUMMARY & RATIONALE The discipline of Landscape Horticulture presents several different career emphasis opportunities. In the past, all

students have been required to take a common curriculum. This has led to dissatisfaction on the part of some students

and a less than optimal use of scarce credits in our 120 credit-for-degree world. Importantly, the opportunity to

utilize concentrations within a major now allows for fine tuning of the coursework a student can select. While similar

targeting might be achieved with a broad curriculum incorporating many selectives combined with excellent advising

to steer the student well, the identification of specific concentration tracks can be useful to students to help them

make registration decisions without as much assistance from an advisor. My Purdue Plan is geared to foster this self-

direction and precisely-targeted concentrations can help.

By creating two variations on the theme of landscape horticulture, these different plans of study will allow each

student to focus their efforts in the direction of their specific interests, either as 1) a landscape builder or manager

(Landscape Contracting and Management) or as 2) an entrepreneur or account manager in a larger firm (Landscape

Enterprise Management). Each concentration still provides a solid foundation of plant science-based horticulture and

related topics. In each case, a group of 6 – 10 credits is what provides the focus of the concentration.

This curricular revision is a follow-on to the alterations that were necessitated by the reduction to 120 credits a few

years ago. It should be considered a fine tuning of the programs after time for review of the adjusting that occurred at

that time. Besides the changes involved in targeting of these concentrations, these revisions also incorporate a few

other changes. Specifically, BTNY 30100 Introductory Plant Pathology is required. This was deleted during the

120 credit adjustment process when it was believed that it was no longer a prerequisite for BTNY/ENTM 44600

Integrated Plant Health Management for Ornamental Plants. That was a mistake and is corrected in this revision.

Also, LA 11600 Graphic Communication for Landscape Architects is replaced by LA 10100 Survey of

Landscape Architecture. This change will provide landscape horticulture students with a better broad overview of

the discipline of Landscape Architecture while also introducing the most basic graphic techniques needed for further

coursework.

Specific changes by proposed concentration are:

Landscape Contracting and Management

New requirements:

SPAN 10100 (3 cr.) as humanities selective

SPAN 10200 (3 cr.) as humanities selective

ASM 49100 Surveying (1 cr.) (will have permanent number eventually)

HORT 22300 AutoCAD Applications in Horticulture (1 cr.)

HORT/AGRY 21000 Fundamentals of Turfgrass Culture (3 cr.)

BTNY 30400 Weed Science (3 cr.)

Landscape Software Selective (1 cr.) from new list

HORT 42600 (1cr.) Landscape Contracting and Management Capstone Project - NEW COURSE

Landscape Enterprise Management

New requirements:

AGEC 20300 Introductory Microeconomics (3 cr.) as economics selective

MGMT 20010 Business Accounting (3 cr.)

Business/Personnel/Management Selective (3 cr.) from new list

Business Selective (3 cr.) from approved list for Food and Agribusiness Management Minor

HORT 44500 Strategic Analysis of Horticultural Production and Marketing (the Horticulture Production

and Marketing Concentration Capstone)

N.B.

Capstones are better targeted at skills relevant to the concentration.

Spanish language is required in the Landscape Contracting and Management as an honest reflection of

workplace realities.

Business/Supervision/Management Selective courses are maximized for those headed in the Enterprise

Management direction. Additionally, AGEC 20300 and an additional AGEC selective are incorporated to

result in completion of the Food and Agribusiness Management Minor.

Two existing planting design courses that are part of the Landscape Architecture curriculum will bolster

the design expertise in the Landscape Design Concentration.

Learning Outcomes by Concentration

Outcomes for Landscape Contracting and Management (LACM)

1. Core knowledge in landscape horticulture

a. Awareness of the history of the use of ornamental plants in the landscape

b. Demonstrate a knowledge of the nomenclature, recognition, identification, and cultural

requirements of woody and herbaceous ornamental landscape plants

2. Develop the skills necessary to construct the planted landscape

a. Develop cost estimates and documentation for project acquisition

b. Timely and horticulturally correct acquisition, handling and installation of planting stock

c. Awareness of the materials and methods of site systems

d. Efficient & economical methods of landscape project implementation

e. Awareness of the legal and regulatory constraints on landscape development

f. Awareness of issues related to landscape turfgrass installation

3. Develop the skills necessary to manage the planted landscape

a. Planning and scheduling landscape management activities

b. Recognition of opportunities for continued improvement of landscape sites

c. Landscape plant management methods (pruning, fertilizing, problem identification and response,

weed control)

d. Horticulturally accurate, legal and safe usage of agri-chemicals

e. Awareness of issues related to landscape turfgrass management

4. Develop the skills necessary to conduct business in the landscape industry

a. Sales & marketing of landscape horticultural services

b. Management of landscape business operations

c. Supervision of landscape industry personnel

Outcomes for Landscape Enterprise Management (LAEM)

1. Core knowledge in landscape horticulture

a. Awareness of the history of the use of ornamental plants in the landscape

b. Demonstrate a knowledge of the nomenclature, recognition, identification, and cultural

requirements of woody and herbaceous ornamental landscape plants

2. Develop the skills necessary to manage a company and the people involved in the design, construction

and management of the planted landscape

a. Understand landscape design as both functional and aesthetic enhancement

b. Develop budgets and cost estimates

c. Demonstrate skill in plant selection to meet site and functional requirements with cultural

compatibility and aesthetics

d. Understand the dynamic character of landscape plants and their predicted change over time

e. Awareness of issues related to landscape turfgrass selection and installation

f. Timely and horticulturally correct acquisition, handling and installation of planting stock

g. Awareness of the materials and methods of site systems

h. Efficient & economical methods of landscape project implementation

i. Awareness of the legal and regulatory constraints on landscape development

j. Planning and scheduling landscape management activities

k. Recognition of opportunities for continued improvement of landscape sites

Develop the skills necessary to conduct business in the landscape industry

l. Sales & marketing of landscape horticultural services

m. Maintain positive client relations

n. Management of landscape business operations

o. Supervision of landscape industry personnel

p. Ability to evaluate and understand profitability of a business or financial decisions within a

business

q. Identify and conduct specific management principles (hiring; coaching, training, and evaluation;

motivating employees;

r. leadership)

s. Ability to identify, understand, and analyze issues facing horticultural businesses (consolidation of

horticulture industry, industry dynamics, trade flow practices)

Selectives Lists Landscape Software Selectives – (LACM)

Credits Acronym/Number Title

1 HORT 22200 DynaScape Applications in Horticulture

1 HORT 22400 Photoshop Applications in Horticulture

Business/Personnel/Management Selectives – (LAEM)


3 AGEC 20300 Introductory Microeconomics for Food and Agribusiness

3 AGEC 21700 Economics

3 AGEC 31100 Accounting for Farm Business Planning

3 AGEC 33300 Food Distribution – A Retailing Perspective

3 AGEC 42400 Financial Management of Agricultural Business

3 AGEC 42500 Estate Planning and Property Transfer

3 AGEC 42600 Marketing Management of Agricultural Business

3 AGEC 42700 Advanced Agribusiness Marketing

2 AGEC 42900 Agribusiness Marketing Workshop

3 AGEC 45600 Federal Income Tax Law

3 COM 21200 Approaches to the Study of Interpersonal Communication

3 COM 22400 Communicating in the Global Workplace

3 COM 25000 Mass Communication and Society

3 COM 25300 Introduction to Public Relations

3 COM 25600 Introduction to Advertising

3 COM 30300 Intercultural Communication

3 COM 31800 Principles of Persuasion

3 COM 32000 Small Group Communication

3 COM 32400 Introduction to Organizational Communication

3 COM 32500 Interviewing: Principles and Practice

3 COM 32800 Diversity at Work: A Rhetorical Approach

3 COM 37400 Social Interaction Skills: Assessment and Development

3 COM 37600 Communication and Gender

3 COM 40600 Web Production

3 ENGL 23400 Ecological Literature

3 ENGL 30400 Advanced Composition

3 ENGL 42000 Business Writing

3 ENGL 42100 Technical Writing

3 ENGL 42000 Business Writing

3 ENTR 20000 Introduction to Entrepreneurship and Innovation

3 ENTR 31000 Marketing and Management for New Ventures

3 ENTR 47000 Women and Leadership

3 HTM 31200 Human Resources Management for the Service Industries

3 MGMT 20010 Introductory Accounting for Non-Management Majors

3 MGMT 20000 Introductory Accounting

3 MGMT 20100 Management Accounting I

3 MGMT 32300 Introduction to Market Analysis

3 OBHR 30000 Management of Human Resources

3 OLS 25200 Human Relations in Organizations

3 OLS 27400 Applied Leadership

3 OLS 28400 Leadership Principles

3 OLS 38600 Leadership for Organizational Change

3 OLS 38800 Leadership through Teams

Business Selective - from approved list for Food and Agribusiness Management Minor – (LAEM)


3 AGEC 22000 Economics of Agricultural Markets

3 AGEC 32100 Principles of Commodity Marketing

3 AGEC 32700 Principles of Food and Agribusiness Marketing

3 AGEC 33100 Principles of Selling in Agricultural Business

3 AGEC 33300 Food Distribution - A Retailing Perspective

3 AGEC 35200 Quantitative Techniques for Firm Decision Making

3 AGEC 42100 Advanced Commodity Marketing

4 AGEC 42400 Financial Management of Agricultural Business

3 AGEC 42500 Estate Planning and Property Transfer

3 AGEC 42700 Advanced Agribusiness Marketing

2 AGEC 42900 Agribusiness Marketing Workshop

3 AGEC 43000 Agricultural and Food Business Strategy

4 AGEC 43100 Advanced Agri-Sales and Marketing

3 AGEC 45100 Applied Econometrics

3 AGEC 45500 Agricultural Law

3 AGEC 45600 Federal Income Tax Law

1 AGEC 49600 Selected Topics in Agribusiness Management

3 AGEC 50600 Agricultural Marketing and Price Analysis

3 AGEC 52400 Agricultural Finance

3 AGEC 52500 Environmental Policy Analysis

3 AGEC 52600 International Food and Agribusiness Marketing Strategy

3 AGEC 53000 Strategic Agribusiness Management

3 AGEC 53300 Supply Chain Management for Food and Agribusiness

Turf Science and Management Plan of Study-Horticulture and Landscape Architecture

Department-Purdue University

(Effective Aug. 2015)

Overview: This major is for students interested in a career as a professional turf manager. A turf manager oversees

and implements cultural management programs for the maintenance, production, conditioning and performance of a

wide variety of turf areas like lawns, athletic fields, golf courses, parks, and sod farms. Managing a visually pleasing

and manicured turf that is subject to intense use requires a foundation of technical expertise, the ability to make

precise management decisions and a wealth of practical experience. The Turf Science and Management curriculum

is based in scientific principles, while also providing the technical information, business/management, written/oral

communication, and problem solving coursework and skills to promote managerial success. This Bachelor of

Science degree broadly prepares students to handle a wide array of potential career paths in the Turf Industry.

120 credit hours minimum Overall GPA > 2.0

College of Agriculture Requirements

Orientation (2 credits)

(0.5) AGR 10100 Intro to College of Ag.

(0.5) AGR 12000 Intro to Hort. & Land. Arch.

(1) HORT 11100 Survey of Turf Culture

Written and Oral Communications (10 credits)

(4) ENGL 10600 First-year Composition UCC Written Com. Info Literacy

(3) COM 11400 Fundamentals of Speech Communication or COM 21700 Science Writing and Presentation UCC

Oral Com.

(3) ENGL/COM > 20000+ level Written/Oral Comm Selective

Core Math and Sciences (28 credits minimum) (3) Calculus Selective – MA 15910 or 16010 = pref. UCC Quantitative Reasoning

(3) Statistics Selective – STAT 30100 = pref. UCC Info Literacy

(4) BIOL Selective – BTNY 11000 Intro. to Plant Sci.

(4) BIOL Selective – HORT 30100 = pref. or other BIOL

(3) CHM 11100 General Chemistry I UCC Science #1

(3) CHM 11200 General Chemistry II UCC Science #2

(4) CHM 25700 Organic Chemistry

(3-4) PHYS Selective - PHYS 21400 or PHYS 22000

(1+) UCC Sci., Tech and Soc. Selective

Social Sciences and Humanities (15 credits)

(3) Economics Selective AGEC 20300/20400/21700 or ECON 21000/25100/25200 UCC Behavioral/Social Sci.

(3) Humanities Selective UCC Humanities/Human Cultures

(3) Social Sci/Hum. Selective

(3) Social Sci/Hum. Selective

(3) Social Sci/Hum. Selective > 30000+ level

Additional CoA Requirements (12 credits minimum-courses from above Soc/Hum etc. can be used to satisfy these

requirements)

(3) Multicultural Awareness Selective

(9) International Understanding Selective

Turf Science and Management Requirements

Fundamental Turf-Related Requirements (23 credits minimum)

(3) HORT 10100 Fundamentals of Horticulture

(3) HORT 21000 Fundamentals of Turf Mgmt

(1) HORT 21100 Fundamentals of Turf Mgmt Lab

(3-4) Physiology Selective: HORT 30100 (This course also satisfies the CoA BIOL requirement) or AGRY 52500

(3) HORT 51000 Turf Science

(3) HORT 51200 Integrated Turf Systems

(3) AGRY 25500 Introduction to Soil Science (University “milestone” course)

(3) AGRY 36500 Soil Fertility

(1) Physiology-Nutrition Selective: AGRY 51400: Environmental Stress Management for Turfgrass or HORT

51300: Nutrition of Horticultural Crops

Turf-Landscape Pest Management Requirements (10 credits minimum)

(3) BTNY 30100 Introduction to Plant Pathology

(3) BTNY 30400 Introduction to Weed Sci.

(1-3) ENTM 20600 (2 credits) + ENTM 20700 (1 credit)

(3) Advanced Turf/Landscape Pest Management Selective: BTNY/ENTM 44300 or ENTM 44600

Fundamental Turf and Horticultural Business Mgmt/Operations Requirements – (15 credits minimum) (3) Accounting Selective: AGEC 31100 or MGMT 20010

In addition, choose four of the following five courses

(3) AGEC 33000 Mgmt Methods for Ag. Business

(3) AGEC 33100 Principles of Selling in Agricultural Business

(3) CSR 34200 Personal Finance

(3-4) Marketing Selective: HORT 43500, AGEC 32700 or MGMT 32300

(3) MGMT 45500 Legal Background for Business I

Turf Science and Management Concentration Selectives (15 credits minimum)

Students will earn an additional minimum of 15 credits of directed coursework related to the turf and landscape

industry, additional science or business related coursework from the prescribed selectives list. Examples of this

coursework would include courses related to plant materials, landscape design, construction and installation, and/or

progress in the courses required to earn the Purdue University Certificate in Entrepreneurship and Innovation, and/or

minors in Crop Science, Entomology, Farm Management, Food and Agribusiness, Organizational-Leadership

Supervision, Plant Pathology, Soil Science, Sustainable Environments, Weed Science, Urban Forestry.

The requirements for the Certificate in Entrepreneurship and Innovation is found

at: http://www.purdue.edu/discoverypark/entr/academics/requirements.php

The requirements for minors is found at: https://ag.purdue.edu/oap/Pages/Minors.aspx

Turf Science and Management Concentration Selective list:

(3) AGRY 33500 Weather and Climate

(3) AGRY 33700 Environmental Hydrology

(1) AGRY 33800 Environmental Hydrology Lab

(3) AGRY 34900 Soil Ecology

(4) AGRY 38500 Environmental Soil Chemistry

(3) AGRY 46500 Soil Physical Properties

(3) ASM 20100 Construction and Maintenance

(3) HORT 20100 Plant Propagation

(4) HORT 21700 Woody Landscape Plants

(3) HORT 21800 Herbaceous Landscape Plants

(1) HORT 31000 Planting Design Basics

(1) HORT 31100 Turfgrass Diagnostics

(3) HORT 31500 Landscape Design

(3) HORT 31600 Landscape Construction

(3) HORT 31700 Landscape Contracting and Management

(3) HORT 42000 Ornamental Plant Production

(1) HORT 44200 Sustainability in the Managed Landscape

http://www.purdue.edu/discoverypark/entr/academics/requirements.php

https://ag.purdue.edu/oap/Pages/Minors.aspx

(1-3) HORT 49100 Special Assignments in Horticulture

(3) LA 11600 Graphic Communication For Students Of Landscape Architects And Design

Unrestricted Electives (6 credits minimum)

Capstone Course or Experience (0-3 credits)

Baccalaureate degree plans of study must include a capstone course or experience. Capstone course credits also may

be used to fulfill core curriculum requirements or departmental requirements or electives.

In a capstone experience, students will be challenged to integrate their accumulated knowledge and technical and

social skills in order to identify and solve a problem relevant to issues encountered by professionals in their chosen

discipline, and to communicate the results of their efforts to their peers. In doing so, students will have the

opportunity to demonstrate their ability to adapt to professional situations. It is hoped that this experience will

stimulate students' appreciation of the need for lifelong learning and initiate professional and personal liaisons.

Additional degree requirements

-Minimum 320 hours of practical work experience in the turf industry

-Earn certified pesticide applicator license

Summary of Changes: This new plan of study provides students the opportunity to gain the essential foundation of

science-based coursework for a Bachelor of Science degree, technical information related to the turf/landscape

industry and an understanding of Agri-business necessary to become a successful manager of any turf related

business. It also allows flexibility for students to pursue specific paths of interest such as focusing on increased

science coursework (e.g. path toward graduate school), business related coursework or earning The Certificate in

Entrepreneurship and Innovation. This plan honors the traditions of the Department where it began, Agronomy,

while also integrating all new students into the new administrative home for the plan, Horticulture and Landscape

Architecture. Ultimately it provides the foundation for a student to be successful in the Turf Industry.

What is different from most recent AGRY Plan of Study?

No change to the College of Agriculture/UCC Core Curriculum Requirements

Two seminar courses, AGRY 398/498, required by the Agronomy Department have been removed

An entry-level HORT course, HORT 10100 was added

The required business and management credits have been modified and expanded from 12 to 15 with a list

of six selective courses. Students must take an accounting selective plus four of five additional selectives.

Fundamental Turf Coursework: A Plant Physiology Selective was added: HORT 30100 Plant Physiology or

AGRY 52500 Crop Physiology. An additional 1 credit Physiology-Nutrition Selective: AGRY 51400:

Environmental Stress Management for Turfgrass or HORT 51300: Nutrition of Horticultural Crops was

added.

In the old plan of study students took 12 credits of required business/management courses and were

required to take an additional 9 credits of business/management/supervision coursework. In listening to

alumni, industry professionals and the broader turf faculty this requirement has been dropped. This

category has been updated to requiring 15 additional credits of “Turf Science Concentration Selectives”.

Students taking these courses could choose to further their interests in courses related to plant materials

and/or progress toward completion of the Certificate in Entrepreneurship and Innovation or a College of

Agriculture minor, such as AgEcon, Soil Sci., OLS, ENTM, Urban Forestry, etc.

The capstone options were expanded: The old capstone was AGRY 51200 + AGRY 49800. This has been

broadened to adhere to the College of Ag. Requirements. For example, students may also pursue a

research-oriented capstone (HORT 49100+49200). This would be particularly helpful for students seeking

a degree beyond their B.S. degree.

Minimum 320 hours of practical work experience in the turf industry similar to other HORT plans of study.

Earn certified pesticide applicator license

Agricultural Faculty Document XX, 2014-15

April 8, 2015

Curriculum and Student Relations Committee



None


None


None


I. Proposal for a Revised Dean’s Scholars Program

Justification:

The Dean's Scholars Program provides incoming undergraduate students or current undergraduate

students who have achieved high academic status the honor of being designated a “Dean's

Scholar". Dean’s Scholars students are provided enriched, cross-disciplinary educational and

extracurricular activities while studying and training in their respective disciplines. The program

is designed to motivate students early in their academic programs to participate in rigorous and

stimulating academic courses, research, and enrichment activities focusing on the breadth of

agricultural, scientific, technological, environmental, and related disciplines housed in the College

of Agriculture. The program will help build a sense of community among participants and engage

them in the missions of the college and land-grant university (research, teaching, and extension)

by exposing them to and involving them in work and activities focused on broad global challenges.

Students will engage with stakeholders and distinguished alumni to gain a better understanding of

career paths, opportunities, and success skills.

Students admitted during and after Fall 2015 semester

Course Requirements: The Dean’s Scholars curriculum is designed to complement and

enhance a student’s major degree while encouraging students to participate in rigorous

and stimulating academic courses and interdisciplinary activities. As such, 12 credits of

selective coursework is required for successful program completion. These 12 credits are

comprised of:

o A specific honors 1 credit course: AGR 29000 H01

All Dean’s Scholars will enroll in AGR 29000 H01 (1 cr; until a

permanent number is found)

First semester freshman year

Focuses on the breadth of programs housed in the College of

Agriculture as shared with Dean’s Scholars caliber students

Bonding and team-building activities will be included

Students create a required Dean’s Scholars profile

o Tracks progress

Does not include typical AGR 10100 (0.5 cr) components

Will integrate with the Dean’s Scholars Learning Community

1 credit, 16 weeks

With the creation of the AGR 29000 H01 one-credit course, AGR 10100

H01 (0.5 cr) will no longer be offered

Dean’s Scholars will enroll in AGR 10100 (0.5 cr) and their

academic discipline orientation (0.5 cr)

Students will no longer have a ‘dangling’ 0.5 credits of an honors

class

o Selective courses

The following courses qualify as selective coursework:

HONR courses

Courses or course sections with an H designation

Courses taken with an H contract

Graduate-level [500- and 600-level] courses that are not required

for the student’s major(s)

Research courses (e.g., undergraduate research, directed study,

independent research) towards completion of the student’s thesis or

scholarly activity (e.g., 49800 and 49900 courses in departments)

o Study abroad

1 year of a study abroad experience = 6 credits towards Dean’s Scholars

selective course requirements;

1 semester of a study abroad experience = 3 credits towards Dean’s

Scholars selective course requirements

The requirement for a minimum of 15 course credits per semester will remain.

The requirement for a creative scholarly work will remain, although the description can

expand to encompass more than basic research at the discretion of the disciplinary

programs.

o A Dean’s Scholar must complete a creative scholarly work that leads to a

culminating bachelor’s thesis or comparable scholarly project (design project,

presentation, display, or performance)

In general this has been accomplished via 49800/49900H 3 credit classes

(the class number varies by department), although requirements vary by

department. Each department will provide a description of requirements

for completing a thesis or scholarly activity to the Office of Academic

Programs. This requirement is also in place for the Honors College.

Broadly defined, allowing students to tailor it to not only their individuals

needs and interests, but also their field of study.

Could be accomplished in research, teaching, or outreach at the discretion

of the disciplinary programs

The creative scholarly work should be presented in a public forum, such as by

participating in a poster symposium

o Purdue’s Undergraduate Research Poster Symposium or discipline specific event

(local, regional, state or international conference)

The requirement for participation in 8 co-curricular events will remain, although the

events themselves will be designed to be more meaningful. The purpose of these

activities is to provide community and networking opportunities to groups of Dean’s

Scholars students and engage them in the missions of the College. Dean’s Scholars must

participate in at least 8 co-curricular events to receive the Dean’s Scholars designation at

graduation. Criteria for the 8 co-curricular events will be outlined on the Dean’s Scholars

website.

o The co-curricular events will be organized by the Office of Academic Programs in

consultation with the Departmental Honors Coordinators, Dean and Associate

Deans in the College of Agriculture and will include:

Interactions with the Dean’s Scholars learning community students.

Upper-level student interactions with the 29000 H01 course outside the

classroom.

Student meetings with the Dean and Associate Deans in the College of

Agriculture on a one-on-one, small group basis or in presentation or panel

format.

An annual event at Spring Fest that is planned, organized, and

implemented by the Dean’s Scholars students.

o Students must write reflections on each co-curricular event to summarize key

points of what they learned, how this relates to the mission(s) of the College of

Agriculture, etc.

o Students who participate in at least 2 co-curricular events in any given year will

be invited to a Special Invitation-only Dean’s Scholars event with the Dean near

the end of that academic year.

The entrance requirements remain the same

o SAT/ACT (1800+/27+)

o 3.8+ GPA

o Students will be invited to apply and must complete an application (including

essay)

o Continuing students will also be allowed to apply

At least 60 hours remaining

3.5 GPA

Submit application

The GPA requirement to graduate with the Dean’s Scholars designation is 3.25.

o GPA will no longer be tracked each semester, and students will not be removed

from the program if their GPA drops below 3.25.

The process for continuing students to apply to the Dean’s Scholars program remains the

same:

o Second semester freshman, sophomores, and transfer students with 60 credits

remaining at Purdue may apply if they have a GPA equal to or greater than 3.5. A

written essay stating why the student is interested in being a Dean’s Scholar is

part of the formal application process. Review of applications will be

administered by the Office of Academic Programs and the Departmental Honors

Coordinator from the department in which the student is enrolled.

Students admitted before the Fall 2015 semester

Will follow existing (old) Dean’s Scholars requirements

o AGR 10100 H01 for .5 credit

o 12 Honors credits of coursework by graduation

o Take 15 hours per semester

o Maintain a 3.25 GPA

o Develop a Dean’s Scholars Profile by end of their first semester

o Creative scholarly work

o Participate in at least 8 Dean’s Scholars Events

o Participate in a poster symposium (encouraged to present their scholarly work)

Criteria and Requirements for Deans Scholars Program:

As approved in 2005 by the CSRC

Criteria:

All students who enter Purdue University College of Agriculture on an Awards of

Excellence Scholarship

o Usually top 10% of high school graduation class

o Usually SAT > 1200 or ACT >27

o Approximately 12% of students entering the College of Agriculture

First semester students will be asked to accept a Dean’s Scholar status by Day on

Campus registration and must accept the invitation prior to the Fall Retreat.

Second semester freshman, sophomores, and transfer students with 60 credits remaining

at Purdue may apply if they have a GPA equal to or greater than 3.5. A written essay

stating why the student is interested in being a Dean’s Scholar is part of the formal

application process. Review of applications will be administered by the Office of

Academic Programs and the Departmental Honors Coordinator from the department in

which the student is enrolled.

Requirements:

First semester students will enroll in an honors section of Agr 101 – 1 credit.

Each year a student is designated as a Dean’s Scholar, the student will take a minimum of

three credit hours of honors courses. At graduation each Dean’s Scholar will have a

minimum of 12 credits of honors courses. Honors courses can be courses or sections of

courses approved for honors credit by the College of Agriculture Curriculum and Student

Relations Committee, a University honors course, a course with honors designation

taught in another College (School) in the University, a 600-level course, or a regular

course or section of a course in which a special honors project is required in addition to

the regular course requirements. For a regular course or section of a regular course to

receive a temporary designation as an honors course, the Honors Coordinator from the

student’s home department, the course instructor, and a designee from the Office of

Academic Programs in the College of Agriculture must approve the additional

requirements to meet honors status.

Students must complete at least 15 credits during regular academic year semesters in

which they are resident at the West Lafayette campus.

Students must maintain a cumulative GPA equal to or greater than 3.25 at the end of each

semester as a Dean’s Scholar. If a student’s GPA drops below 3.25, the student has one

semester to re-establish the minimum GPA before losing the designation of Dean’s

Scholar. Students have only one opportunity to re-establish the minimum GPA.

A Scholar’s Contract must be developed by the end of the student’s first semester

sophomore year or by the end of the first semester a sophomore student or transfer

student becomes a Dean’s Scholar. An honors contract includes:

o A working plan for meeting the 12 credit hours of honors courses.

o A creative scholarly work such as a bachelor’s thesis, laboratory project, or design

project (3-6 credit hours); three credits of which may be used as part of the 12

credits of honors courses.

o Annual participation in the Dean’s Scholars’ Retreat.

o Participation (at least once) in the College of Agriculture Undergraduate Poster

Symposium. (Students would also be encouraged to present their project at a

regional or national meeting and to publish their results, if appropriate.)

Program Oversight

Program oversight will be the responsibility of the Office of Academic Programs in

consultation with the Departmental Honors Coordinators.

Certification of Successful Completion

The individual who certifies graduates on behalf of the Dean of Agriculture will also certify

students who successfully complete the Dean’s Scholars Program upon recommendation of

the departmental honors committee chairperson.

SYLLABUS

Purdue University College of Agriculture

AGR 29000

2015 Fall Semester Course Information Title: AGR 29000-XXXH – Dean’s Scholars Seminar, CRN XXXXX Credits: 1 credit (50 minutes lecture) Catalog: Students are introduced to the breadth and missions of the College of

Agriculture. Specific areas discussed include the diversity of career opportunities within agriculture, the relationships between different areas of agriculture, ethics, the impact of undergraduate coursework, and the challenges facing the food, agricultural, and natural resource system. Students will be exposed to a series of guest lecturers for networking opportunities and to gain an overview of various fields within the college. Course meets weeks 1-16.

Time: TBD Place: TBD Website: https://mycourses.purdue.edu/

Intended for: College of Agriculture students who are in the Dean’s Scholars Program Text: NO REQUIRED TEXT. Required materials will be available on the class

website or provided. You will be expected to access additional resource materials through the library and engage in personal contact with faculty and staff members.

https://mycourses.purdue.edu/

Instructor Information

Course Coordinator: Mary Helen Halsema Contact Info: Office: AGAD 121 – Hageman Center for Student Achievement & Leadership

Phone: (765) 494-8476 (Assistant: Kayla Abell) Email: [email protected] EDUCATION: Degree Institution Major/Field B.S. Purdue University Psychology M.S. Purdue University Higher Education Administration Availability: You are guaranteed to have my time and attention if you make an

appointment by contacting Kayla Abell ([email protected]). Feel free to stop by the Hageman Center at any time and chat; however, I will almost always be available to talk after class and respond to email within a day.

Course Coordinator: Marcos Fernandez Contact Info: Office: AGAD 121 – Hageman Center for Student Achievement & Leadership

Phone: (765) 494-8472 (Assistant: Penny Kelly) Email: [email protected] Availability: By appointment only. You are guaranteed to have my time and attention if

you make an appointment by contacting Penny Kelly ([email protected]). I will almost always be available to talk after class and respond to email within a day.

EDUCATION: Degree Institution Major/Field B.S. Illinois State University Agriculture M.S. University of Tennessee Animal Science Ph.D. North Carolina State University Animal Science



mailto:([email protected]

Learning Beliefs

1. You learn by discovery through your own initiative – question and explore. 2. You learn from your peers – network, team and collaborate. 3. You learn through many different modalities – doing, reading, hearing,

experimenting, practicing, etc. Try as many of these as possible in class. 4. Our job is to challenge you and help structure the environment so you can learn

best. Responsibilities of the Office of Academic Programs:

Student recruiting, retention and graduation Career Services in Agriculture Scholarships Dean’s Scholars Program Pre-professional program coordination Student Leadership Development (Leadership Development Certificate

Program) Support Multicultural Programs Academic Advising (Pre-vet, Interdisciplinary Agriculture) Student awards and recognition Transfer credit evaluation, degree audits and other academic services Curricular quality Faculty teaching/counseling development and coordination Support International Programs in Agriculture on Study Abroad Student Option Club coordination including Ag Council and Ag Ambassadors

Course Purpose, Goals and Objectives Course Rationale – Why AGR 290? AGR 290 is intended to stimulate you to think -- to think about issues facing your generation; to think about what agriculture really encompasses; to think about your role and why you are here in the College of Agriculture at Purdue. In AGR 290, you are surrounded by other disciplined, motivated, and creative students. Over the course of the semester, you will be exposed to what agriculture is and means to the world from a variety of fields in the hopes of forming interdisciplinary teams to begin the process of clarifying and articulating a passion that fundamentally drives you to learn. Personally, we hope that it is a passion to use your knowledge to make the world better by addressing a societal issue through agriculture.

Performance Objectives - After completing AGR 290, you should have: Developed an appreciation for the diversity of disciplines in Agriculture and the

contributions that a specific discipline can make to addressing human issues. Described a major societal issue that agricultural/food/natural resource disciplines

can impact positively – the focus for Fall 2015 will be the Grand Challenges of Agriculture—to produce enough food, fiber and fuel for more than 9.5 billion people by 2050, using less land, less water and less energy than is used today and to do it in a sustainable and socially responsible manner.

Experienced active/collaborative learning and have taken responsibility for your own learning.

Developed a relationship with a small group of Dean’s Scholars with a goal of enhancing your own experience and learning.

Course Requirements Attendance and Preparation: You are responsible for your own learning and also for those in your group. Because so many of the activities for this class will happen in the classroom, attendance is required. Because we only meet once a week, the preparation activities listed on the syllabus must be completed before the beginning of the class period for which they are listed. If a University-related absence is anticipated, you are required to notify Mary Helen Halsema at least 24 hours in advance. For unanticipated or emergency absences where advance notification to an instructor is not possible, you should contact Mary Helen Halsema as soon as possible by e-mail, phone, or by contacting the Office of Academic Programs at 494-8470. In either case, you are responsible for information covered while you were away. **Purdue coordinates with state and local officials to monitor and minimize the impact of a public health emergency. In the event of a pandemic or other crisis that requires access to the University to be severely limited, Mary Helen Halsema will contact you regarding AGR 290. If you experience any issues or have concerns, please contact Mary Helen Halsema.**

Course Calendar and Instructional Activities Chart

Date Topic Activity

August

Course Introduction: Syllabus, Projects, Teams, Peer Mentors & Dean’s Scholar’s Program

August/ September

Our College: Who We Are & How We Work – Our Mission Dean Jay Akridge & Dr. Marcos Fernandez

September

Team Building & Community Development

September Agricultural Student Organizations – Getting Involved

Assignment 1 Due

September International Programs in Agriculture

September/ October

Departmental Faculty Panel

October Dean’s Scholars Dinner – 5:15 p.m. Food & Networking @ Hillenbrand

October 6 College of Agriculture’s Career Fair PMU Ballrooms

October

Teaching Purdue University Teaching Academy

Assignment 2 Due

October Extension

October Multicultural Programs

October Departmental Faculty Panel

Assignment 3 Due

November

Agricultural Communication & Issues 360

November

Agricultural Research at Purdue

November

Team Presentations

Assignment 4 Due

November No Class Thanksgiving Break

December Departmental Faculty Panel

December Teamwork & Academic Success

Final Paper Due

Grading Procedures and Policies

Grading Scale

A+ (98%-100%) B+ (87%-89%) C+ (77%-79%) D+ (67%-69%) F (0%-59%) A (93%-97%) B (83%-86%) C (73%-76%) D (63%-66%) A- (90%-92%) B- (80%-82%) C- (70%-72%) D- (60%-62%)

Points

(15) Class Participation - (1) point for each of the sixteen classes (quiz or attendance)

(10) Assignment #1: Benefits to Dean’s Scholars Program

(15) Assignment #2: Societal Issues

(10) Assignment #3: Proposal

(20) Assignment #4: Team Paper

(30) Assignment #5: Semester paper

(100) TOTAL POINTS*

ACADEMIC INTEGRITY

It is your responsibility to be aware of the University Regulations. Academic dishonesty, which

can result in suspension or expulsion, is explained in the University’s Student Code of Conduct.

http://www.purdue.edu/univregs/studentconduct/regulations.html

ACCOMMODATIONS

If you are in need of academic accommodations, you should register with and have

documentation filed through the Disability Resource Center before classroom accommodations

can be provided. The DRC is located in Young Hall in room 830. If you have documentation on

file with the DRC, please schedule an appointment with Mary Helen Halsema to discuss your

classroom needs.

Note that your class assignments must be submitted on or before the due deadline (as indicated in this course syllabus) for full credit consideration. Class assignments submitted after the due deadline will be penalized accordingly:

1 minute to 24 hours late: a 25% deduction of assignment score 24 hours to 72 hours late: a 50% deduction of assignment score More than 72 hours late: not accepted; and will result in a score of zero

Excepting student absences for illness, bereavement, or participation in official

University/programmatic curricular activities (see official University policy below) there are no

excused late assignment submissions in AGR 29000. In cases of excused absence, it is the

http://www.purdue.edu/univregs/studentconduct/regulations.html

student’s responsibility to contact the instructor and come to an agreement on suitable and

fair class make-up and assignment due date.

Assignments

Assignment #1 – 10 points

Summary Paper – Benefits to the Dean’s Scholars Program

By DATE & TIME, you are expected to submit one copy of a 200 - 250 word typewritten or

word processed paper (double spaced) on the topic, "Benefits to the Dean’s Scholars Program."

As a continuation on your application this paper should address how the Dean’s Scholars

program will benefit from your involvement in the program and what you will gain from being in

the program. You can include both how your goals and personal contributions to the program

will not only help yourself, but also the overall program and other participants. Based on what

you know about the program describe the benefits you bring to the program. Please be specific.

Handwritten papers will not be accepted. Please do not use cover sheets, plastic covers, folders,

etc. Be sure that your name is on your paper.

You will earn (10) points for a satisfactory paper and (0) points for an unsatisfactory paper. If

your paper is unsatisfactory, you may attempt to raise your grade to satisfactory by submitting a

revised version within two weeks after your original paper is returned to you.

An ungraded photocopy of your paper will be forwarded to your academic program of study

coordinator and your departmental honors coordinator to be included in your records.


Societal Issue Paper


word processed paper (double spaced) on a topic that relates the Grand Challenge of Agriculture

to your major. The paper should address how you (using your major as a frame of reference)

would tackle the immediate and long-term issues of the challenges facing the food, agricultural,

and natural resources system. It is strongly suggested that you use the GRENNR database to

research background information to formulate your answer. You are expected to cite any

reference(s) used in articulating your response.


Proposal


word processed paper (double spaced) on your proposed topic. The paper should address how

you will accomplish this task, who you will interview, what sources you will likely use, what

topic you will cover, why you chose this specific topic/researcher, and how your outside view of

this topic might benefit future research. Make sure the faculty member is not from your home

department and is from the College of Agriculture at Purdue University - West Lafayette. Please

see the description of the semester paper below for more information.


Team Assignment

By DATE & TIME, you are expected to submit a 500 – 1000 word typewritten or word

processed paper (double spaced) on a topic that relates the Grand Challenge of Agriculture. Your

team will describe an interdisciplinary view of this topic and how your various majors view it

and would/will respond to it. You will be required to use at least 3 peer reviewed sources per

group. Each group should consist of 4 students. Each group will also be required to present a

brief overview (2-3 minutes) of their paper to the class.

Assignment #5 – 30 points Semester Paper By DATE & TIME, you are expected to submit a final paper describing the work of a Purdue faculty or staff member as it relates to the Grand Challenges. The person chosen cannot be from your department. Semester Paper Write a paper describing research or engagement focused on addressing a Grand Challenge being conducted by a professor at Purdue. Guidelines:

1. Required sources: a. At least two credible, published references (peer-reviewed journal papers

are automatically considered credible for this class). b. Notes from a personal interview with a professor or professional staff

member at Purdue. c. OPTIONAL: additional journal articles, web sites and popular press which

add to your final paper. 2. Interview Questions/Required Sections:

a. Problem Statement – What is the issue or societal problem that the work addresses?

b. Approach – What new knowledge/approaches are being investigated? c. Anticipated Results – What is expected to be the result if the research is

successful? d. Next Steps – What needs to be done next to advance understanding further?

3. Length – 500 +/- 50 edited words not including references cited, tables, figures, or graphs.

NOTE: When you contact the professor, let them know that you would like to interview them about their research and the larger problem or issue it addresses. You should have the interview scheduled by October X. You may not have actually had the interview yet. OPTIONAL: By November XX: Turn in a final draft of your report for informal feedback.

RESOURCES

Departmental Honors Coordinators

Name Department Email

Dr. Jenna L. Rickus Agricultural and Biological Engineering [email protected]

Dr. Michael Wetzstein Agricultural Economics [email protected]

Dr. Ronald F. Turco, Jr. Agronomy [email protected]

Dr. Zoltan Machaty Animal Sciences [email protected]

Dr. Harry Charbonneau Biochemistry [email protected]

Dr. Mary A. Webb Botany and Plant Pathology [email protected]

Dr. Christian Y. Oseto Entomology [email protected]

Dr. Lisa J. Mauer Food Science [email protected]

Dr. Patrick Zollner Forestry and Natural Resources [email protected]

Dr. Cary A. Mitchell Horticulture and Landscape Architecture [email protected]

Dr. John Graveel Natural Resources and Environmental Science

[email protected]

Dr. Roger L. Tormoehlen Youth Development and Agricultural Education

[email protected]

Mary Helen Halsema Academic Programs – Pre-veterinary medicine

[email protected]

It’s Your Responsibility (IYR)

Involvement in Student Organizations

Review "Information about Student Organizations". This listing indicates the current Student Organizations

within the College of Agriculture, and contact information for advisors who should be able to indicate when

and where the organization's next meeting will occur. Organizations marked with an (*) are honorary societies

that usually elect/select members from sophomores, juniors, or seniors.

http://www.agriculture.purdue.edu/oap/studentorganizations.asp

Dean’s Scholars Requirements

Go to URL below and create your profile as part of the Dean’s Scholars Program.

https://intranet.ag.purdue.edu/oap/coahonors/default.aspx

‐ Complete AGR 29000 ‐ Enroll in AGR 10100 and departmental orientation courses ‐ Participate in 8 Dean’s Scholars activities over 4 years ‐ Maintain 3.25 or greater GPA after enrollment ‐ Complete independent scholarly project - Complete at least 15 credits each semester

http://www.agriculture.purdue.edu/oap/studentorganizations.asp

https://intranet.ag.purdue.edu/oap/coahonors/default.aspx

SELECT PURDUE UNIVERSITY OFFICIAL POLICIES & GUIDELINES:

Student Conduct and the Purdue University Bill of Student Rights (WL Campus) -- “At an institution of higher learning, the pursuit of knowledge and the attainment of mature attitudes will be greatly facilitated by freedom of expression and decision making as enumerated in the following Bill of Rights. In exercising these rights, however, students must bear the responsibility to act in accordance with local, state, and national laws, and University rules. No right specified by this bill is meant to be construed as enabling students to infringe upon the individual rights of another member of the academic community. We, the students, thereby endorse the Purdue Honor Code and the following Bill of Rights, expecting in all instances to accept these documents with maturity and a level of responsibility that enables the University to retain its academic excellence and to foster an atmosphere conducive to thoughtful and productive individual and collaborative inquiry.” Student Bill of Rights: http://www.purdue.edu/studentregulations/student_conduct/studentrights.html

Academic Integrity & Dishonesty -- Strictly following and interpreting existing University Policy: Purdue prohibits "dishonesty in connection with any University activity. Cheating, plagiarism, or knowingly furnishing false information to the University are examples of dishonesty." [Part 5, Section III-B-2-a, University Regulations] Furthermore, the University Senate has stipulated that "the commitment of acts of cheating, lying, and deceit in any of their diverse forms (such as the use of substitutes for taking examinations, the use of illegal cribs, plagiarism, and copying during examinations) is dishonest and must not be tolerated. Moreover, knowingly to aid and abet, directly or indirectly, other parties in committing dishonest acts is in itself dishonest." [University Senate Document 72-18, December 15, 1972] “Academic Integrity: A Guide for Students” by Stephen Akers, 1995, Rev. 1999, 2003, 2009. http://www.purdue.edu/odos/aboutodos/academicintegrity.php

Emergencies -- Please remain in communication with your faculty (via e-mail or telephone). Strictly following and interpreting existing University Policy: In the event of a major campus emergency, course requirements, deadlines and grading percentages are subject to changes that may be necessitated by a revised semester calendar or other circumstances beyond the instructor’s control. Relevant changes to this course will be posted onto the course website or can be obtained by contacting the instructors via email. Please note that you are expected to read your @purdue.edu email on a frequent basis. Preparing for a Campus Emergency: http://www.itap.purdue.edu/tlt/faculty/ Sign up for Emergency Text Messages at http://www.purdue.edu/securepurdue/

Class Attendance -- Strictly following and interpreting existing University Policy: Students are expected to be present for every meeting of the classes in which they are enrolled. Only the instructor can excuse a student from a course requirement or responsibility. When conflicts or absences can be anticipated, such as for many University sponsored activities and religious observations, the student should inform the instructor of the situation as far in advance as possible…For unanticipated or emergency absences when advance notification to an instructor is not possible, the student should contact the instructor as soon as possible by email, or by contacting the main office that offers the course. When the student is unable to make direct contact with the instructor and is unable to leave word with the instructor’s department because of circumstances beyond the student’s control, and in cases of

http://www.purdue.edu/studentregulations/student_conduct/studentrights.html

http://www.purdue.edu/odos/aboutodos/academicintegrity.php

http://www.itap.purdue.edu/tlt/faculty/

http://www.purdue.edu/securepurdue/

bereavement, the student or the student’s representative should contact the Office of the Dean of Students. http://www.purdue.edu/odos/services/classabsence.php

Grief Absence Policy for Students -- The existing University Policy: Purdue University recognizes that a time of bereavement is very difficult for a student. The University therefore provides the following rights to students facing the loss of a family member through the Grief Absence Policy for Students (GAPS). GAPS Policy: Students will be excused for funeral leave and given the opportunity to earn equivalent credit and to demonstrate evidence of meeting the learning outcomes for missed assignments or assessments in the event of the death of a member of the student’s family. Call the Office of the Dean of Students at 765-494-1747 to speak with a counselor regarding an absence.


Students with Disabilities -- The existing University Policy: Purdue University is required to respond to the needs of the students with disabilities as outlined in both the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 through the provision of auxiliary aids and services that allow a student with a disability to fully access and participate in the programs, services, and activities at Purdue University.

If you have a disability that requires special academic accommodation, please make an appointment to speak with me within the first three (3) weeks of the semester in order to discuss any adjustments. It is important that we talk about this at the beginning of the semester. It is the student's responsibility to notify the Disability Resource Center (http://www.purdue.edu/odos/drc/welcome.php) of an impairment/condition that may require accommodations and/or classroom modifications.

Adverse Weather Conditions -- The existing University Policy will be followed: The University takes into consideration local and regional weather conditions, travel conditions and decisions by local school districts when deciding whether to delay, dismiss or cancel classes and/or routine operations for an entire campus due to Adverse Weather Conditions. When conditions warrant, a decision to delay, dismiss, or cancel classes and/or routine operations is coordinated with appropriate local city, county or state officials and communicated to faculty, staff and students of the affected campus. The decision to delay, dismiss or cancel classes and/or routine operations for the West Lafayette campus is made by the President and for each of the Regional Campuses it is made by the Chancellor. The President and the Chancellors will each assign a designee for such purposes to act in his or her absence.

Please check your e-mail regularly for any weather- and other-related emergency updates. Policy on Weather-Related Adverse Conditions: http://www.purdue.edu/policies/facilities-safety/iva6.html Campus Emergencies Preparedness: http://www.purdue.edu/emergency_preparedness/ Tippecanoe County Weather (NOAA): http://forecast.weather.gov/MapClick.php?zoneid=INZ029

Nondiscrimination -- The existing Purdue University Nondiscrimination Policy: Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The

http://www.purdue.edu/odos/services/classabsence.php


http://www.purdue.edu/odos/drc/welcome.php)

http://www.purdue.edu/policies/facilities-safety/iva6.html


http://www.purdue.edu/emergency_preparedness/

http://forecast.weather.gov/MapClick.php?zoneid=INZ029

University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.

Purdue University prohibits discrimination against any member of the University community on the basis of race, religion, color, sex, age, national origin or ancestry, marital status, parental status, sexual orientation, disability, or status as a veteran. The University will conduct its programs, services and activities consistent with applicable federal, state and local laws, regulations and orders and in conformance with the procedures and limitations as set forth in (http://www.purdue.edu/purdue/ea_eou_statement.html) which provides specific contractual rights and remedies.

Anti-Harrasment Policy -- Strictly following and interpreting existing University Policy: Purdue University is committed to maintaining an environment that recognizes the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding and mutual respect; and encourages its members to strive to reach their potential. The most effective way to work toward preventing Harassment is through education that emphasizes respect for every individual.

Harassment in the workplace or the educational environment is unacceptable conduct and will not be tolerated. Purdue University is committed to maintaining an educational and work climate for faculty, staff and students that is positive and free from all forms of Harassment. This policy addresses Harassment in all forms, including Harassment toward individuals with legally protected status for reasons of race, gender, religion, color, age, national origin or ancestry, genetic information or disability and Harassment toward individuals for otherreasons such as sexual orientation, gender identity, gender expression, marital status or parental status. The University will not tolerate Harassment of its faculty, staff or students by persons conducting business with or visiting the University, even though such persons are not directly affiliated with the University.

Purdue Anti-Harassment Policy (III.C.1): http://www.purdue.edu/policies/ethics/iiic1.html

Violent Behavior Policy -- Strictly following and interpreting existing University Policy: Purdue University is committed to providing a safe and secure campus environment for members of the university community. Purdue strives to create an educational environment for students and a work environment for employees that promote educational and career goals. Violent Behavior impedes such goals. Therefore, Violent Behavior is prohibited in or on any University Facility or while participating in any university activity. http://www.purdue.edu/policies/facilities-safety/iva3.html.

http://www.purdue.edu/purdue/ea_eou_statement.html)

http://www.purdue.edu/policies/ethics/iiic1.html


II. Update to Core Curriculum Lists (For Information Only)

Previously, the Agricultural Faculty authorized the Curriculum and Student Relations Committee to make

adjustments to the lists of courses that may fulfill core curriculum requirements in undergraduate plans of study and

to report changes to the total faculty. The Curriculum and Student Relations Committee has adopted the following

modifications to the core curriculum listings.

WRITTEN AND ORAL COMMUNICATION

Revision

Old:

(4) ENGL 10600 (First-Year Composition) or (3) ENGL 10800 (Accelerated First-Year Composition)

New:

(4) ENGL 10600 (First-Year Composition) or (3) ENGL 10800 (Accelerated First-Year Composition) or

(3) HONR 19903 (Interdisciplinary Approaches in Writing)

Students who earn an "A" or "B" in ENGL 10800 or HONR 19903 are exempt one credit of Written and Oral

Communication requirements and total graduation requirements. Those who do not earn an "A" or "B" in ENGL

10800 or HONR 19903 must complete six credits of American Sign Language (ASL), Communication (COM

20000+), English (ENGL 20000+), (3) AGR 20100 (Communicating Across Culture), or (3) YDAE

44000 (Methods of Teaching Agricultural Education)

College Name Degree Major Major 2 Minor 1 Minor 2 Minor 3 Conc 1A Abbott, Garrett M. BS AGBS AGMGA Abney, Angela N. BS AGBS FDAG CRPS AGMGA Aburto, Myles U. BSLA LARCA Adams, Brandon M. BS NREV EMECA Ahmad, Mian Ahad BS AGEC APAEA Alexander, Lester M. BS ASCI ANAGA Amos, Abbey N. BS AGBS INTA AGMGA Anderson, Dane L. BS BCHM BIOSA Andre, Carlee N. BS NREV ENPP EEE EMECA Andrus, Olivia F. BS WLDLA Aviles, Anaisa A. BSLA LARCA Aviles, Maricela BS WLDLA Ayers, Mitchell G. BS BCHM PSYA Baird, Jacob P. BS SUAS ABMKA Banerjee, Puja BS BCHMA Bannon, Jason BS ASMA Barbot, Devon A. BS FDSC CHEMA Bauer, Jaclyn T. BS AGBS ANSC AGMRA Beck, Stephanie R. BS FDSC OLSV FNNA Beck, Zachary T. BS BCHMA Beebe, Lauren E. BS ENTM FRSCA Bell, Jake W. BS LAHD ASMA Bender, Amanda J. BS LAHD FDAGA Bender, Jourdan L. BS AGEC CMRKA Benitez, Claudia T. BS NREV SOILA Benkert, Sara M. BS NREVA Berger, Sara G. BS SLMKA Bierhaus, Christopher T. BS INAG CRPSA Bird, Kyle E. BS AGBS CRPS AGMGA Bischoff, Sarah J. BS ANSC BIOS PRMDA Blackwell, Austin L. BS AGEC ANSC APAEA Boganwright, Tyler H. BS AGEDA Boganwright, Tyler H. BS AGECA Bohlander, Jacob R. BS AGBS AGMGA Bough, Graham M. BS SLMKA Bourne, Zachary A. BS SUAS FDAG ABMKA Boyer, Stephen C. BS FARM ASMA Bragg, Cody T. BS FAQS WLFS

College of Agriculture2015 May Graduation Candidate Roster

As of April 1, 2015

Subject to the approval of the Agricultural Faculty, the following graduation candidates who complete degree requirements during the current semester will be recommended to the Board of Trustees to receive their degrees as of May 15, 2015, and the candidates who complete degree requirements during the Summer Session will be recommended for degrees as of August 9, 2015. Also, the Dean of Agriculture, or his designee shall be authorized to act for the faculty regarding the certification of qualified candidates.

College Name Degree Major Major 2 Minor 1 Minor 2 Minor 3 Conc 1A Brammer, Evan J. BS SLMKA Bressani, Marcijo E. BS FDSC OLSVA Brittsan, Scottie L. BS ENTM PLBI HISTA Brizgys, Lauren A. BS ASCI PRMDA Brown, Jamie L. BS HOSC HPMKA Brown, Keith R. BS ASM FDAGA Brown, Taylor N. BS ASCI FDAG ANAGA Budreau, Brent J. BS AGBS CRPS AGMGA Bueckers, Christopher D. BS SUAS AMGTA Buening, Jessica A. BS ASCI FDAG ANAGA Bunchek, Jess M. BS EPLS GRMNA Bunchek, Jess M. CERT DSPGA Burgin, Janelle K. BS SUAS ABMKA Bush, Brock E. BS AGBS CRPS AGMGA Buss, Nicholas R. BS WLDLA Byerley, Sydney D. BS ANSC BIOS PRMDA Campbell, Benjamin A. BS WLDLA Carey, Jason D. BS AGBS ASM AGMGA Cashin, Kaitlyn L. BS ANSC MGMT BIOS PRMDA Castrale, Paul A. BS FDSCA Caudill, Joshua C. BS AGBS FMRKA Champion, Paul J. BS ANSC PRMDA Chan, Rae P. BS FDSC FNNA Chandler, Bridget L. BSLA LARC UFORA Chen, Junhong BS AGEC APAEA Chenoweth, Deidre M. BS AGEC CRPS APAEA Chikerema, Farirayi R. BS FDSC FDMOA Chough, Sandra BS FDSCA Christman, Levi BS ASM FARMA Clark, Aaron S. BS AGBS CRPS AGMGA Clark, Jessica L. BS SLMKA Cline, Kyle D. BS AGBS CMRKA Clinton, Alan G. BS NREV PLBI ENPEA Clouse, Jennifer M. BS ASCI FDAG ANAGA Coffman, Christopher J. BS SLMKA Colbert, Casey D. BS SUAS FDAG ABMKA Collins, Ridley L. BS WLDLA Conder, Morgan D. BS AGEDA Cook, Shelby L. BS ASCI ANAGA Cooke, William N. BS AGBS OLSV AGMGA Cooney, Jillian K. BS WLDL FAQSA Corl, Justin M. BS ASM FDAGA Cottrell, Colleen M. BS FDSC BIOSA Cover, Kathleen E. BS SLMKA Coy, Jeanee R. BS ASCI ANTR BEHVA Craig, Danielle N. BS ENTM FRSCA Cramer, Megan J. BS ANSC BEHVA Cramer, Traci A. BS ANSC WLFS BISCA Cramer, Traci A. CERT DSPGA Cripe, Courtney M. BS FAQSA Crowther, Megan E. BS ANSC PRMD

College Name Degree Major Major 2 Minor 1 Minor 2 Minor 3 Conc 1A Crum, Jade D. BS ASM FDAGA Culp, Allison B. BS ANSC FARM PRMDA Cummins, Kelsey J. BS FDSC ENGLA Cummins, Kelsey J. CERT DSPGA Cupp, Andrew M. BS ASM FDAGA Czapla, Anthony V. BS FDSCA Dahman, Deanna R. BS ASCI ENTM PRMDA D'Aloia, Mitchell R. BS BCHMA D'Aloia, Mitchell R. CERT DSPGA Dardini, Andrew W. BS AGED CRPSA Dawson, Morgan R. BS SLMK INTAA Dawson, Neil F. BS ANPR FDAGA Dean, Eric A. BS PLBI HORTA Decotis, Tyler A. BS FDSC BIOS FNNA DeGolyer, Mark S. BS AGBS AGMGA Dexter, Adam G. BS NREV SOIL LDRSA Diener, Jacob T. BS ASM FDAGA Dilk, Stephen E. BS BCHM PMEDA Doell, Christina L. BS SUAS AMGTA Dowell, Katherine M. BS ASCI PRMDA Dudley, Matthew J. BS TUSMA Duff, Marc D. BSLA LARC ARTSA Dunbar, Kelley A. BS SLMKA Durnal, Chesala W. BS ASCI BIOS PRMDA Durnell, Brooke N. BS AGBS CMRKA Edie, Calandra H. BS AGED CRPSA Egger, Michelle L. BS FDSC SPNSA Egyhazi, Connor A. BS ASCI FDAG ANAGA Eisinger, Joseph W. BS WLDLA Erickson, Emily C. BS BCHMA Erickson, Emily C. CERT DSPGA Evans, Jeffrey S. BS IAGR NREVA Every, Donna G. BS AGBS AGMGA Fandrei, Gavin B. BS TUSMA Farrer, Bailey E. BS ANAG FDAGA Farris, Katherine E. BS AGBS AGMGA Ferendo, Adam W. BSLA LARCA Ferling, Shelby L. BS AGBS ANSC AGMRA Fessenden, Adam M. BS BCHM FDAGA Fessenden, Adam M. CERT DSPGA Finley, Austin C. BS SUAS FDAG ABMKA Finley, Kevin M. BS AGBS AGMGA Fischer, Keith L. BS AGEC APAEA Fischer, Keith L. BS ASMA Fister, Ryan T. BS AGBS AGMGA Flack, Austin BS SLMK CRPSA Fleener, Maggie S. BS WLDLA Fonda, Hillary S. BS ANSC PRMDA Franz, Audra C. BS HRTS PLBIA Fredrickson, Kalli A. BS WLDL BIOSA Freel, Tarra A. BS ASCI BIOS PRMD

College Name Degree Major Major 2 Minor 1 Minor 2 Minor 3 Conc 1A Freiberg, Hannah L. BS FDSCA Friedland, Austin T. BS AGBS AGMRA Fritchley, Catherine E. BS ANSC PRMDA Fritz, Ashley D. BS AGEDA Fromme, Alexandra V. BS ANSC SPNS PRMDA Gabbard, Jessica N. BS BCHM ENGLA Gabbard, Jessica N. CERT DSPGA Galizio, Melissa P. BS FDSCA Gamble, Christian P. BS FARMA Gandy, Ryan C. BS BCHM BTCHA Gao, Menglu BS FDSC STAT MGMTA Gao, Yunjiao BS FDSC ARTSA Garvey, Kathleen R. BS NREV SPNS SUEV SOIL LDRSA Gauck, Hannah M. BS ASCI ANAGA Geiger, Brittany L. BS AGBS FMRKA Geis, Eric J. BS ASM FARM CRPSA Gellenbeck, Lauren L. BS ASCI BIOS PRMDA Glassburn, Carlee J. BS AGCMA Gloeckner, Andrew P. BSLA LARCA Goldsmith, Wesley J. BS FAQSA Goley, Susan E. BS AGCM FDAG OLSVA Gosser, Jeb S. BS AGBS AGMGA Gottschalk, Austin J. BS ASCI ANAGA Green, Ashley N. BS ANSC BIOS PRMDA Guckien, Austin M. BS ASM FARMA Gudas, Margaret S. BS AGCMA Gudas, Margaret S. BS AGCMA Gudeman, Philip J. BS AGEC CMRKA Guoli, Timothy A. BS AGCMA Guthrie, Allison M. BS FDSCA Haaning, Kyle P. BS TUSMA Hale, Sara K. BS WLDL BIOS ANSCA Halim, Vania C. BS FDSCA Hall, Megan K. BS ASCI PRMDA Hardebeck, Olivia A. BS ANSC PRMDA Harmon, Nyema M. BS BCHM BTCH CHEMA Harmon, Nyemade M. BS BCHMA Harness, Zackery L. BS SUAS AMGTA Harris, Cory D. BS AGEC APAEA Harrison, Katelyn N. BS AGBS AGFNA Harter, Seth J. BS INAG WLFSA Harvey, Colleen R. BS NREV EMECA Hayes, Hannah L. BS WLDLA Hegg, Charles W. BS ANSC PRMDA Hellwarth, Paul A. BS ASM FARMA Helming, Andrew L. BS AGED CRPS HORTA Helming, Andrew L. CERT DSPGA Helms, Alex R. BS AGECA Helms, Alex R. BS SUAS ABMKA Heo, Yoojung BS FDSC BIOSA Herber, Samantha J. BS WLDL

College Name Degree Major Major 2 Minor 1 Minor 2 Minor 3 Conc 1A Herr, Acacia M. BS ANSC PRMDA Hess, Olivia E. BS ASCI ANAGA Hession, Matthew J. BS TUSMA Hettinga, John A. BS CPSC FDAGA Hill, Evan P. BS WLDLA Hilligoss, Alyssa J. BS HRTS PLBIA Hoban, John C. BS TUSMA Hoeing, Laura M. BS AGBS AGMGA Hoene, Lydia M. BS ANSC SPNS BISCA Hogan, Lillian M. BS AGEC APAEA Horn, Fayella L. BS ASCI SPNS PRMDA Houser, Jonathan T. BS FAQSA Huang, Wanyu BS BCHMA Huffman, Andrew S. BS SLMKA Hunt, Dustin BS ANSC PRMDA Hutcheson, Andrew C. BS AGBS AGMGA Jackson, Joshua B. BS FDSC CHEMA Jackson, Joshua B. CERT DSPGA Jacobi, Halle M. BS AGBS AGMRA Jeffries, Kendall P. BS SUAS ABMKA Jernas, Lauren S. BS ASCI PRODA Johnson, Amanda N. BS SUAS AMGTA Johnson, Kimberly M. BS NREV EEE LDRSA Jones, Sabre N. BS NREV MGMT ENPP POL EMECA Jordan, Joan M. BS SLMKA Kaehler, Emma N. BS PGBBA Kamman, Kole M. BS SUAS FDAG ABMKA Karlin, Christopher A. BS SLMKA Karnatz, Camille E. BS NREV ENPP SOIL WQTYA Kelich, Michael E. BS AGEC APAEA Keller, Haley L. BS FDSC FDMOA Keller, Jarred D. BS WLDLA Kemper, John M. BS AGBS AGFNA Kennedy, Amanda M. BS ASCI FDAG ANAGA Kim, Peter D. BS FDSCA Kintzel, Erin K. BS AGBS FMRKA Kitchell, Sarah B. BS AGBS AGFNA Kittle, David A. BS SUAS ABMKA Kittle, David A. BS AGEC ASM APAEA Knapke, Julie L. BS AGBS CRPS AGMRA Kochell, Drew D. BS FDSC PTFDA Koester, Lukas D. BS AGBS ASM AGMGA Korty, Maryrose D. BS PGBBA Kramer, Kelsey E. BS ASCI ANAGA Kramer, Kelsey E. BS AGEC QUANA Kremer, Brent A. BS SUAS ABMKA Krieg, Tyler A. BS FAQSA Kroes, Christina E. BS WLDL THTHA Kucera, Ariel E. BS SHSCA Kuechle, Megan A. BS WLDLA Kuhn, Michael W. BS ASCI PRMD

College Name Degree Major Major 2 Minor 1 Minor 2 Minor 3 Conc 1A Kult, Aaron J. BS AGBS AGMGA Kurfess, Michael D. BS AGBS POL AGMGA Laidig, Nathan G. BS SLMKA Lambright, Kurt M. BS AGEC APAEA Laniado, Maria L. BS FDSC OLSV FDAGA Larkey, Nicole R. BS AGBS AGMGA Lawrence, Vanessa M. BS ASCI FDAG ANAGA Lawyer, Breanna L. BS AGBS AGMRA Lawyer, Justin L. BS AGEC CRPS APAEA Leach, Howard J. BS AGEC APAEA Lear, Clayton W. BS AGEC APAEA Lee, Derrick BS AGBS AGMGA Lee, Kang Won BSLA LARCA Lemna, Andrew S. BS AGBS AGMGA Lentz, Taylor M. BS AGBS AGMRA Lewis, Kaitlin M. BS SUAS ABMKA Lewis, Cody J. BS ASCI FDAG ANAGA Li, Yan-Ni BS FDSCA Lian, Xiuduan BS SLMKA Liechty, Luke E. BS AGEC ASM CRPS APAEA Lincoln, Joseph D. BS AGBS AGMRA Lippert, Anna A. BS NREV ENPPA Lira, Stephen M. BS NREV SOIL SPNSA Lira, Stephen M. CERT DSPGA Liu, Xiaodan BS NREV SOIL LDRSA Logsdon, Helen E. BS FDSCA Louer, Ryan BS BCHM FRNCA Louer, Ryan CERT DSPGA Lupfer, Aaron M. BS ASM FARM FDAGA Lv, Wen BS FDSCA Maier, Mckenna M. BS NREV WQTYA Marchino, Curtis L. BS PGBBA Marking, Andrew C. BS TUSMA Martin, Brian J. BS SLMKA Mast, Alan C. BS ASCI FDAG ANAGA Matlock, Micah M. BS AGBS POL AGMR

Matos, Alyssa M. ANSC PRMDA Maulden, Amanda C. BS ANSC BISCA May, Chelsea M. BS ASCI PRMDA McAdams, Brittany N. BS NREV SOIL LDRSA McCormick, Michael B. BSLA LARCA McCory, Bryce A. BS ANPRA McDermit, Katerina L. BS AGBS AGMGA McDonald, Joel T. BS AGBS CMRKA McKee, Matthew R. BS AGBS AGMGA McQueen, Hannah L. BS ASCI FDAG ANAGA Mears, Grace D. BS AGBS ANSC AGMGA Menkedick, Tyler J. BS AGEC APAEA Mercado-Reyes, Peter J. BS BCHMA Mersch, Isaak J. BS AGBS CMRKA Merzdorf, Matthew R. BS SLMK

College Name Degree Major Major 2 Minor 1 Minor 2 Minor 3 Conc 1A Meyer, Taylor N. BS ASCI ANAGA Michael, Danielle L. BS ANSC BIOS BISCA Miller, Brandalyn A. BS INAG HORTA Miller, Brittney M. BS ASCI PRMDA Miller, Joseph P. BS AGBS OLSV HIST AGMGA Miller, Zachary T. BS AGEC APAEA Milligan, Michael D. BS FARM ASMA Minich, Frank T. BS FARM ASMA Minix, Matthew R. BS ASM FARMA Mischler, Jessica BS ASCI PRMDA Miskowiec, Elena B. BS ASCI BEHVA Mitchell, Luke M. BS WLDL FAQSA Molinet, Laura E. BS ASCI BIOS PRMDA Molter, Nicholas P. BSLA LARCA Monroe, Bethany M. BS ASCI BISCA Morris, Carly R. BS ENTMA Moss, Angela C. BS ASCI BIOS PRMDA Mowery, Amanda R. BS AGBS AGMGA Muenz, Ellen E. BS FDSC FNNA Muenz, Ellen E. CERT DSPGA Muinzer, Alaina K. BS WLDLA Mullen, Mitchell D. BS AGBS AGMGA Munger, David M. BS AGBS COMU AGMRA Muntzinger, Laura N. BS SUAS HIST AMGTA Murphy, Megan K. BS HPMK FDAGA Murphy, Taylor M. BS NREV ENPEA Myers, Isaac C. BS AGEC ENTMA Myers, Nina R. BS ASCI BIOS SPNS PRMDA Na, Iva P. BS AGBS FMRKA Na, Iva P. BS FDSCA Nannet, Jonathan T. BS ASM FARM FDAGA Neff, Patrick J. BS ANPR FDAGA Neher, John H. BS INAGA Nelson, Gabrielle A. BS ANSC MGMT PRMDA Nelson, Timothy S. BS AGBS POL AGMGA Noe, Sara A. BSLA LARC CRTVA Nolting, Jennifer K. BS AGBS AGMGA North, Brennen M. BS AGBS AGMGA Norvil, Allison B. BS BCHM CRTVA Noyes, Clint T. BS ASM FDAGA O'Bannon, Dustin C. BS AGEC APAEA O'Connor, Jaclyn L. BS WLDLA O'Farrell, Nolan T. BS AGBS AGMGA Orlowski, Stacy N. BS FAQSA Orme, Courtney E. BS BCHMA Ostrom, Devan L. BS ASCI CRPS ANAGA Owen, Stephanie A. BS ASCI FDAG ANAGA Paarlberg, Jason D. BS FARM CRPS ASM FDAGA Packard, Robert M. BS WPMT FURNA Paschal, Samantha M. BS AGEDA Paschal, Samantha M. CERT DSPG

College Name Degree Major Major 2 Minor 1 Minor 2 Minor 3 Conc 1A Patz, Bryce A. BS PUHTA Pauli, Andrew T. BS HRTSA Pearson, Taylor L. BS WLDL FAQSA Peters, Molly R. BS AGBS ANSC AGMGA Peters, Seth B. BS WLDLA Pettigrew, Alexandria L. BS ASCI ARTS BEHVA Phelps, Krystal BS ASCI PTFD BIOS PRMDA Pinkowski, Michael F. BSLA LARC OLSVA Piper, Morgan L. BS NREV LDRSA Pittman, Riley A. BS SLMKA Poe, Savannah D. BS AGBS FMRKA Porter, Garrett P. BS ASCI FDAG ANAGA Powell, Katey E. BS NREV FRNC LDRSA Powlen, Jada S. BS TURFA Powlen, Jada S. BS LAHDA Pranoto, Christina V. BS FDSCA Pratt, Kyle D. BS AGBS OLSV AGMGA Price, Devon A. BS AGBS HIST AGMGA Price, Matthew R. BS AMCLA Purinton, Jamie M. BS ANSC GRMN BIOS PRMDA Quick, Kyle BS SUAS AMGTA Raghothama, Arvind BS FDSCA Reeder, Charles A. BS SLMKA Renicker, Tyler D. BS SLMKA Renner, Holly M. BS ASCI BIOS PRMDA Rice, Cameron J. BS TUSMA Richards, Hilary J. BS HOSC PLSCA Ricketts, Sarah R. BS WLDLA Riggers, Christopher M. BS AGBS CMRKA Rinehold, Timothy L. BS AGBS AGMRA Rivera, Jannet BS WLDLA Roberts, Victoria L. BS ASCI ANAGA Roberts, Victoria L. BS ASCI ANAGA Robinson, Kyle P. BS BCHMA Robinson, Kyle P. CERT DSPGA Robinson, Patrick A. BS AGMG OLSVA Roederer, Lawrence J. BS ASCI FDAG ASM ANAGA Romanyk, Stephen C. BS AGEC APAEA Rowe, Lauren E. BS AGCMA Rozzi, Roger W. BS LAHDA Rueff, Cheyenne M. BS AGCMA Ryan, Marissa M. BS ASCI ANAGA Sager, James D. BSLA LARCA Sajdera, Kelsey A. BS ASCI FDAG ANAGA Salazar, Obdulia N. BS WLDLA Sampson, Nolan A. BS FARMA Sandjaja, Stephanie BS FDSC FDAGA Sands, Kathryn L. BS ANSC PRMDA Sargent, Christopher A. BS FARMA Sauce, Hannah M. BS ANSC PSY BEHVA Schaffter, Samuel W. BS BCHM

College Name Degree Major Major 2 Minor 1 Minor 2 Minor 3 Conc 1A Scheibler, Jenna I. BS FDSC CULN GLLSA Schnur, Cody A. BS BCHM SPNS ANSCA Schnur, Cody A. CERT DSPGA Schrank, Weston E. BS WLDLA Schultz, Mackenzie L. BS BCHM PRMDA Schumacher, Lucas M. BSLA LARCA Schutter, Holly C. BS ANSC BEHVA Schwegman, Sarah L. BS SUAS FDAG ABMKA Schwieterman, Stephanie J. BS ASCI FARM CRPS PRODA Scott, Dion M. BS AGBS AGMGA Scott, Dion M. BS ASCI PRODA Shafer, Matthew E. BS SUAS AMGTA Shannon, Michael L. BSLA LARCA Shao, Yijing BS FDSC FNNA Shapiro, Jacob A. BS AGBS AGMRA Shaw, Craig T. BS AGBS FARM AGMGA Shaw, Kelsey J. BS AGED HORTA Shea, Robert M. BSLA LARC HORTA Sheldon, Amara C. BS ASCI FDAG ANAGA Sheldon, Joy K. BS AGCMA Shoue, Maggie E. BS SUAS ABMKA Shriver, Stephanie P. BS AGBS AGMGA Silvey, Matthew C. BS AGBS AGMGA Sime, Benjamin T. BS ASM OLSV FDAGA Simmons, Jarvis C. BS AGBS AGMGA Simpson, Nicholas T. BS FAQSA Sisk, Susanna E. BS ENTMA Slater, Mark S. BS NREVA Smith, Hannah E. BS WLDLA Smith, Samantha K. BS NREV SOILA Sobczak, Susan A. BS FDSC OLSV ARTSA Sparks, Karrisa R. BS ANSC PRMDA Stacy, Trevor R. BS TURFA Starzynski, Kay L. BS WLDL FAQSA Stawinski, Lea M. BS ANSC PRMDA Stevenson, Ethan E. BS AGBS FARM AGMGA Stoneburner, Stephany N. BS ANSC BIOS PRMDA Struck, Kurt C. BS AGBS AGMGA Sun, Tao BS ASCI BISCA Sweeney, Daniel W. BS PLGB FDAGA Sweeney, Daniel W. CERT DSPGA Sykora, Nicole M. BS ANSC BEHVA Tait, Alexander R. BS SLMKA Tan, Yani BS ASCI BISCA Thibeault, Abigail E. BS WLDL FAQSA Thomas, Hannah E. BSLA LARC OLSVA Thomasen, Joe K. BS AGEC CMRKA Thompson, Alexander E. BSLA LARCA Thyen, Anna K. BS ASCI BIOS PRMDA Tjung, Philip J. BS AGBS ECON MGMT FMRKA Trabert, Kyle A. BS ASM FDAG

College Name Degree Major Major 2 Minor 1 Minor 2 Minor 3 Conc 1A Turner, Allison J. BS NREV ENPEA Van Roessel, Hugo BS AGEC CMRKA Van Roessel, Hugo BS AGEC CMRKA VanSickle, Cassandra L. BS ASCI ANAGA Viduya, Jessica M. BS ASCI BEHVA Voigt, Elizabeth R. BS FDSCA Wan, Zifan BS FDSCA Wang, Lanxuan BS HRTSA Wang, Mengzi BSLA LARC ARTSA Wang, Yueting BSLA LARCA Wannemuehler, Seth D. BS PLSC HORTA Warstler, Matthew B. BS ASM FARM CRPSA Washburne, Anna L. BS ASCI BISCA Watzlavik, Daniel P. BS SLMK ENGLA Weber, Stephen M. BS AGECA Weiss, Logan A. BS ASM FARM CRPSA Wen, Xiaoyu BS ASCI BISCA Wheeler, Robert A. BS AGBS ASM AGMGA Whelchel, Chelbey A. BS INAG OLSV FDAGA Widick, Ivy V. BS WLDL BIOSA Widick, Ivy V. CERT DSPGA Wilkes, Katherine A. BS FDSC FNNA Wilkes, Katherine A. CERT DSPGA Williams, Philip J. BS AGBS HORT AGMGA Williams, Tyler D. BS AGBS AGMGA Willits, Joni G. BS WLDLA Wilson, Renea B. BS WLDL FAQSA Wint, Jonathon H. BS ASM FDAGA Woelfel, Timothy A. BS AGBS AGMGA Woelfer, Sarah J. BS WLDLA Wright, William M. BS WLDLA Writt, Haley N. BS ASCI CRTV BISCA Wuertemberger, Thomas R. BS LAHDA Xu, Zhicheng BSLA LARC ARTSA Xue, Yu BS BCHM PLBIA Xue, Yu BS PLSC PCMBA Yanos, Bridgette L. BS AGEDA Ye, Qianying BS FDSCA Ye, Xinyi BSLA LARCA Yeadon, Margaret C. BS ASCI ANAGA Yoder, Stephanie D. BS ASCI SPNS BEHVA Young, Aaron M. BS SUAS FDAG ABMKA Yuan, Xiayu BS ANAG MGMTA Yuan, Ziyan BS BCHMA Zaharis, Austin R. BS ASCI BISCA Zechiel, Katelynn E. BS ASCI ANAGA Zehner, Hannah R. BS HOSC ENTM FDAGA Zeigler, Rachel M. BS AGBS AGMGA Zhang, Yuhan BS AGBS AGMGA Zhang, Yuqing BS NREVA Zimomra, Rachel E. FDSC

College Name Degree Major Major 2 Minor 1 Minor 2 Minor 3 Conc 1A Zumwalt, Dillon C. BS AGBS AGMGA Zumwalt, Dillon C. BS ASM

Bachelor of Science in Agricultural Engineering

AB Blake, Eric W. BSAGE ENREAB Buckmaster, Nathan A. BSAGE XEAGAB Chen, Shang BSAGE ENREAB Coverdale, Kasandra K. BSAGE XEAGAB Croy, Michael D. BSAGE XEAGAB Downs, Gavin S. BSAGE ENREAB Gilbert, Justin W. BSAGE XEAGAB Haselhorst, Claire E. BSAGE ENREAB Johnson, Laura E. BSAGE ENREAB Kelemen, Caroline G. BSAGE ENREAB Lou, Yun BSAGE ENREAB Mandhle, Sacheev A. BSAGE ENREAB Miller, Isaac S. BSAGE ENREAB Naumaan, Nadya BSAGE ENREAB Pike, Jefferson K. BSAGE XEAGAB Root, Philip G. BSAGE XEAGAB Roush, Drew D. BSAGE XEAGAB Solitro, Nicole R. BSAGE ENREAB Tito, Christopher L. BSAGE ENRE NREVAB Werner, Rebecca E. BSAGE ENREAB Wood, Jacob J. BSAGE ENRE

Bachelor of Science in Biological Engineering

AB Andor, Zachary T. BSBE BFPEAB Banerjee, Puja BSBE BFPEAB Benczik, Ryan D. BSBE BFPE MGMTAB Benner, Elizabeth A. BSBE BFPEAB Bonner, Reid A. BSBE BFPEAB Bueno, Rossy L. BSBE BFPEAB Chakroun, Rami W. BSBE BFPEAB Chen, Zhiqi BSBE BFPEAB Dance, Jonathon D. BSBE BFPEAB Davies, Alexandra M. BSBE BFPEAB DiMeo, Lisa BSBE BFPEAB Egolf, Emily E. BSBE BFPEAB Emery, Laura E. BSBE BFPEAB Erickson, Jill O. BSBE BFPEAB Gadberry, Savannah N. BSBE BIEN BTCH CBOEAB Hayes, Taler A. BSBE BFPEAB Homburg, Ryan M. BSBE BFPEAB Jeffries, Klaire E. BSBE BFPEAB Kak, Atisheel BSBE BFPEAB Keimig, Margot L. BSBE BFPEAB Kumar, Kavya BSBE BFPEAB Kunnavakkam Vinjimoor, Swetha BSBE BFPE

College Name Degree Major Major 2 Minor 1 Minor 2 Minor 3 Conc 1AB Lu, Yuxuan BSBE BFPE CHEMAB Lyon, Joseph A. BSBE BFPE FDSCAB Massey, Rachel K. BSBE BFPEAB Meader, Matthew BSBE BFPEAB Menon, Nidhi N. BSBE BFPEAB Meyer, Alayne P. BSBE BFPEAB Newhouse, Lorrie R. BSBE BFPEAB Nolan, James K. BSBE BFPEAB Patel, Milind J. BSBE BFPEAB Riley, Coleen A. BSBE BFPEAB Schaffter, Samuel W. BSBE BFPEAB Schwartz, Katie S. BSBE BFPEAB Sharma, Alok BSBE BFPEAB Thompson, Maria C. BSBE BFPEAB Wagner, Ryan M. BSBE BFPEAB Wellman, Michelle R. BSBE BFPEAB Wu, Jiewei BSBE BIEN CBOEAB Ye, Hao BSBE BFPEAB Zaleski, Evelyn M. BSBE BFPEAB Zhao, Tianqi BSBE BFPE MGMT

Bacherlor of Science in Forestry

F Anderson, Sean F. BSFOR FORSF Dobbs, Carmen K. BSFOR FORSF Evans, Garrett J. BSFOR FORSF Hainje, Hannah N. BSFOR FORS WLFSF Houser, Christian M. BSFOR FORS WLFSF Keller, Jarred D. BSFOR FORS FAQSF Ralston, David A. BSFOR FORS