Agricultural
Telecommunications 2001
Full Proposal 4.11 / 20383
Project Summary:
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Title of Project: |
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Weed Science Electronic Library Modules |
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Project Director: |
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Deana Namuth |
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Applicant Organization: |
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Summary:
Since 1980, the spread of herbicide resistant weeds has increased at an
alarming rate. Herbicide resistant weed management involves cultural control
and combining or rotating herbicide modes of action to reduce selection
pressure applied to weed populations. This requires an understanding of how
various herbicides work. The goal of this proposal is to build upon
Internet-based teaching modules developed in a previous ADEC grant. This new
effort will involve developing interactive learning modules that will target
applied as well as advanced biochemical information suitable for non-credit and
credit offerings. A lack of emphasis in herbicide physiology training during
the last two decades has resulted in inadequate resources to extend this
information to the audiences in need. We purpose to overcome these limitations
with the collaborative efforts of research and extension personnel from several
land grant universities. We envision providing valuable information on
herbicide mode of action, herbicide resistance weed management and basic weed
ecology to a wide audience that will include Spanish speaking farm workers.
Learners who complete the Internet modules will know how to make decisions to
delay the onset of herbicide resistance and how to use herbicides within the
context of an integrated pest management (IPM) system.
Authorized
Organizational Representative:
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Name: |
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Donald W Helmuth |
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Email: |
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dhelmuth1@unl.edu |
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Phone Number: |
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(402) 472-2851 |
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FAX Number: |
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(402) 472-3834 |
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Address: |
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307 Canfield Administration, UNL |
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IRS Number: |
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470491233 |
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Congressional District Number: |
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1 |
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Period of Proposed Project Dates: |
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Principal Investigator/Project Director #1:
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Name: |
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Deana M Namuth |
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Email: |
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dnamuth1@unl.edu |
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Phone Number: |
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(402) 472-1549 |
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FAX Number: |
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(402) 472-7904 |
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Address: |
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217 Keim Hall, Dept. of Agronomy and Horticulture |
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Curriculum Vitae:
Appointment
Responsibilities include working closely with UNL Agronomy and Horticulture
faculty to provide organizational direction in the prioritization, development
and maintenance of one-credit distance course modules which serve both academic
students and extension clientele. Co-teach Crop Genetic Engineering distance
module for non-credit, CEU credit and academic credit learners. Involved with
research on the effectiveness of distance education teaching methods.
Education
PhD 1998, Plant Molecular Genetics, Colorado State University, Fort Collins, CO
MS 1993, Plant Molecular Genetics, Colorado State University, Fort Collins, CO
BS (with honors): 1990, Ag Honors/Agronomy, University of Nebraska-Lincoln,
Lincoln, NE
Professional
Experience
Distance Education Lecturer, Dept of Agronomy & Horticulture, University of
Nebraska, 1999-present
Lecturer (Genetics resident course), Dept of Agronomy, University of Nebraska,
12/98-6/99
Post Doc Teaching Fellowship, Dept of Plant Production, University of Helsinki,
Helsinki, Finland 1/98-12/98
Graduate Research/Teaching Assistant, Dept of Soil and Crop Sciences, Colorado
State University, 8/90-6/92; 8/92-6/93; 8/93-8/96; 1/97-12/97
Graduate Student Research, Dept of Plant Production, University of Helsinki,
Helsinki, Finland 6/92-8/92
Genetics Instructor, Dept of Soil and Crop Sciences, Colorado State University,
6/93-8/93
Biology Instructor, Dept of Bioagricultural Sciences and Pest Management,
Colorado State University, 8/96-12/96
Awards
Gold Award for “Experience the Science Behind Genetic Engineering” education
project in the Agricultural Communicators in Education (ACE) Critique &
Awards Program, 2001.
Tak Tsuchiya Soil and Crop Sciences Graduate Student Award (CSU), 1995 and
1997.
GRADE-A (Graduate Diversity Education Assistantship), 8/90 to 5/94.
Best Graduate Student Poster, Sixth Annual
Colorado Institute for Research in Biotechnology Graduate Student Fellowship,
1992.
Charles N. Shepardson Graduate Student Teaching Award (CSU), 1992.
Grants
Expanding and enhancing plant breeding modules; Office of Extended education
and Outreach Course/Program Development Grants (UNL). 2001; $11,404
Meeting diverse educational needs in agricultural biotechnology; USDA CSREES,
IFAFS. 10/01/00-9/30/03; $568,520
Plant breeding principles and practices- enhancing its education value:
Teaching, Learning and Technology Roundtable proposals (UNL). 12/2000; $4,860
Creation of interactive computer learning modules for soil science education:
Teaching, Learning and Technology Roundtable proposals (UNL). 12/2000; $4,725.
Travel to American Society of Agronomy annual meeting;
Herbicide mode of action distance module; Office of Extended Education and
Outreach Course/Program Development Grants (UNL). 12/1999; $6,900
Travel to Telecoop Distance Learning Conference, CO; Office of Extended
Education and Outreach National/Regional Distance Education Conference Grant
(UNL); 1999; $541
Invited Presentations
(Select listed)
Have been invited to give 15 presentations (3/00-5/01) regarding Department of
Agronomy and Horticulture distance education programming projects at the local,
regional, and international level.
Namuth, Deana; Internet lessons for plant biotechnology
(3/01) All ADEC Meeting, Safety Harbor, FL
Coupling CEU and Academic Credit Offerings (11/00) International Certified Crop
Advisor Board and Advisory Council, Minneapolis, MN
Byrne, P., Namuth, D., Hain, P.; Meeting Diverse Educational Needs in
Agricultural Biotechnology (10/00) Engaged Institutions Role in Biotechnology
Education conference (Iowa State University)
Distance Education at the University of Nebraska, USA (8/00). VTT,
Other Selected
Presentations
Namuth, D., Hain, P., Lee, D., Engebretson, A.; Dual Role for Lesson Module in
Distance Learning (11/2000) American Society of Agronomy Annual Meeting,
Minneapolis, MN
Suchman, Erica and Namuth, Deana. 1997. The Nuts and Bolts of Running an
Effective Lab. Graduate Teaching Assistant Workshop, August 1997, Colorado
State University
Selected Publications (Refereed articles designated with *)
*Fritz, S., Ward, S., Byrne, P., Harms, K., & Namuth, D.
(in preparation). Agricultural Biotechnology Training for Extension Educators
Namuth, Deana (2000) E-learning-More than an electronic correspondence. In:
Learning Matters (an electronic publication of
Namuth, D (2000) Increasing HIV awareness in college stuents using multiple
teaching/learning styles. In: Practice Notes - Strategies in Health Education.
Health Education and Behavior 27(1):5
*Boyko, E.V., Gill, K.S., Mickelson-Young, L., Nasuda, S., Raupp, W.J., Ziegle,
J. N., Singh, S., Hassawi, D.S., Fritz, A. K., Namuth, D., Lapitan, N.L.V.,
Gill, B.S. (1999) A high-density genetic linkage map of Aegilops tauschii, the
D-genome progenitor of bread wheat. Theor. Appl. Genet. 99(1 / 2)16-26.
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*Namuth, D., Lapitan, N., Gill, K., and Gill, B. (1994) Comparative RFLP mapping
of Hordeum vulgare and Triticum tauschii. Theor. Appl. Genet. 89:865-872.
Published abstracts
Namuth D, Hain P, Lee D, and Engebretson A. (2000) Dual role for lesson modules
in distance learning. American Society of Agronomy (Minnesota)
Baenziger PS, Lee DJ, Namuth D, and Strauss C. (2000) Going the distance: Video
and web-based learning. American Society of Agronomy (
Nicolai D, Lee D, and Namuth D. (2000) Industry-university partnerships in
teaching crop genetic engineering. American Society of Agronomy (
Books
Namuth, D., Koivu, K., Kuvshinov, V., Arbatova, J., and Pehu, E. (1998)
Advanced Plant Molecular Biology Laboratory Manual. Yliopistopaino,
Principal Investigator/Project Director #2:
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Name: |
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Scott J Nissen |
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Email: |
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snissen@lamar.colostate.edu |
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Phone Number: |
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(970) 491-3489 |
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FAX Number: |
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(970) 491-2462 |
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Address: |
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115 Weed Research Lab, CSU |
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Curriculum Vitae:
EDUCATION
Ph.D. 1986, Crop Science/Biochemistry,
M.S. 1978, Agronomy/Soil Science,
B.S. 1975, Botany,
PROFESSIONAL
EXPERIENCE
1997 to present-Associate Professor, Weed Science, Bioagricultural Sciences
& Pest Management, Colorado State University, Fort Collins, CO.
1995-1997-Assistant Professor, Weed Science, Bioagricultural Sciences and Pest
Management, Colorado State University. Fort Collins, CO.
1989-1994-Assistant Professor, Weed Science, Agronomy Department,
1987-1989-Postdoctoral Researcher, Pomology Department,
POSITION DESCRIPTION
Responsibilities include integrated weed management in onions, potatoes, sugar
beets and dry beans. Field, laboratory and greenhouse research to understand
herbicide performance, weed biology and application technology in addition to
outreach programming and extension education. Teach a graduate level class in
herbicide mode of action.
PROFESSIONAL
SOCIETIES
Weed Science Society of
Western Society of Weed Science
American Society of Plant Physiologists
Plant Growth Regulator Society of
PUBLICATIONS
(past 5 years)
Thompson, W.M. and S. J. Nissen. 2000. Absorption and fate of
carfentrazone-ethyl in corn, soybean, and velvetleaf (Abutilon theophrasti).
Weed Sci. 48: 15-19Enloe, S. F., P. Westra, S. J. Nissen, S. D. Miller, and P
W. Stahlman. 1999. Use of quinclorac plus 2,4-D for controlling field bindweed
(Convolvulus arvensis) in fallow. Weed Tech 13:731-736.
Miller, P. A., P. Westra, and S. J. Nissen. 1999. The influence of surfactants
and nitrogen on foliar absorption of MON 37500. Weed Sci. 47:270-274.
Enloe, S. F., S. J. Nissen, and P. Westra. 1999. Absorption, fate and soil
activity of quinclorac in field bindweed (Convolvulus arvensis). Weed Sci.
47:136-142.
Thompson, W. M., S. J. Nissen, and R. A. Masters. 1998. AC 263,222 absorption
and fate in leafy spurge (Euphorbia esula). Weed Sci. 46:510-513.
Anderson, D. D., S. J. Nissen, A. R. Martin, and F. W. Roeth. 1998. Mechanism
of primisulfuron resistance in a shattercane (Sorghum bicolor) biotype. Weed
Sci. 46:158-162
Masters, R. A., and S. J. Nissen. 1998. Revegetating leafy spurge (Euphorbia
esula)-infested rangeland with native tallgrasses. Weed Tech. 12: 381-390.
Krishnan, G., D. L. Holshouser and S. J. Nissen. 1998. Weed control in soybean
with green manure crops. Weed Tech. 12:97-102
Rowe, M. L., D. J. Lee, S. J. Nissen, B. M. Bowditch, and R. A. Masters. 1997.
Genetic variation in North American leafy spurge (Euphorbia esula L.)
determined by genetic markers. Weed Sci. 45:446-454
Uludag, A., D. J. Lyon, and S. J. Nissen. 1997. Proso millet response to
metsulfuron, prosulfuron and triasulfuron. Weed Tech. 11:138-143
Lym, R.G., S. J. Nissen, M. L. Rowe, D. J. Lee, and R. A. Masters. 1996.
Influence of shoot morphology and genetic variation on establishment of the
leafy spurge gall midge, Spurgia esulae. Weed Sci. 44:629-633.
Masters, R. A., S. J. Nissen, R. E. Gaussion, D. D. Beran, and R. N. Stourgaard.
1996. Imidazolinones improve ecological restoration of Great Plains Grasslands.
Weed Sci. 392-403.
Thompson, W. M., S. J. Nissen, and R. A. Masters. 1996. Adjuvant effects on
imazethapyr, 2,4-D, and picloram absorption by leafy spurge (Euphorbia esula
L.) Weed Tech. 44:469-475.
Principal Investigator/Project Director #3:
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Name: |
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Susan M Fritz |
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Email: |
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smfritz@unlnotes.unl.edu |
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Phone Number: |
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(402) 472-9559 |
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FAX Number: |
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(402) 472-5863 |
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Address: |
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300 AgHall, ALEC Department |
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Lincoln, NE 68583-0709 |
Curriculum Vitae:
APPOINTMENT
Interim Department Head and Associate Professor, Department of Agricultural
Leadership, Education and Communication; University of Nebraska-Lincoln.
EDUCATION
B.S. Bus. Adm. 1979 University of Nebraska-Lincoln
M.Ed. Adult Ed/Ag. Ed 1989 University of Nebraska-Lincoln
Ph.D. Community & 1993 University of Nebraska-Lincoln
Human Resources
DISSERTATION AND
THESIS COMMITTEE CHAIRED
Dierberger, Betsy. (December, 1998). “Determination of Informed Choice and Pathways
to Selection of the Environmental Studies Major.” (Ph.D.) Co-Chair
Engiz, Mufit. (August, 1998). “The Impact of a Distance-delivered Agricultural
Program and Recommendations for Future Programs in the Isparta Region of
Turkey.” (M.S.)
Johnson, Zane. (December, 1998). “Incentives and Obstacles Influencing
Community
College Faculty and Administrators Receptivity Toward Distance Education.”
(M.S.)
Schauer, Jolene. (December, 1997). “Incentives and Obstacles Influencing
Faculty and Administrators Receptivity Toward Delivering Distance Education.”
(M.S.) Co-Chair
Honors and Awards
College of Agricultural Sciences and Natural Resources Distinguished Teaching
Award, April 14, 2000
National Association of College Teachers of Agriculture Teacher Fellow,
June 22, 1999.
Holling Family Award for Teaching Excellence – 1998 Junior Faculty Member,
March 13, 1998.
Refereed Journal
Articles (Last five years)
Fritz, S., Bek, T., & Hall, D. (In press). Comparison of campus and
distance undergraduate leadership students attitudes. Journal of Behavioral and
Applied Management.
Lane, K. & Fritz, S. (In press). Environmental science in rural and
elementary programs in Nebraska. Journal of Natural Resources and Life Science
Education.
Fritz, S., Burrow, S., Etling, A., Barbuto, J. (2000). Motivation and
recognition preferences of
4-H volunteers. Journal of Agricultural Education, 41, (3), 40-49.
Rockwell, S. K., Schauer, J., Fritz, S., & Marx, D. (2000). Faculty
education, assistance and support needed to deliver education via distance.
Online Journal of Distance Learning Administration. Available:
http://www.westga.edu/~distance/jmain11.html.
Barbuto, J., Fritz, S., Marx, D. (2000). A field study of two measures of work
motivation for predicting leaders transformational behaviors. Psychological
Reports, 86, 295-300.
Rockwell, S. K., Schauer, J., Fritz, S. M., & Marx, D. (1999). Incentives
and obstacles influencing higher education faculty and administrators to teach
via distance. Online Journal of Distance Learning Administration, 2(4).
Millard, M. & Fritz, S. M. (1999). Value intensity identification of
Environmental Studies/Natural Resources Majors. NACTA Journal, 43(3).
Fritz, S. M. & Brown. F. W. (1998). Leadership courses and programs in
departments of agricultural education. Journal of Agricultural Education, 39
(3) 57-62.
Fritz, S. M. & Myers, N. F. (1998). The impact of gender and status in a
university setting on importance of EAP services. Employee Assistance
Quarterly, 13(3) 59-68.
Fritz, S. M. & Moody, L. M. (1997). Assessment of junior high/middle school
agricultural programs in Nebraska. Journal of Agricultural Education, 38(1)
61-65.
Brown, F. W., & Fritz, S. M. (1996). The use of an incomplete sentences
test for employment screening and selection of Cooperative Extension Agents and
Educators. Journal of Extension,34(2).
Books (Last five
years)
Fritz, S. M., & Lunde, J. P. (2000). Instructors manual: Interpersonal
skills for leadership. Upper Saddle River, NJ: Prentice Hall.
Fritz, S.M., Brown, F.W., Lunde, J.P., & Banset, E.A. (Eds.). (1999).
Interpersonal skills for leadership. Upper Saddle River, NJ: Prentice Hall.
Fritz, S.M., Brown, F.W., Lunde, J.P., & Banset, E.A. (Eds.). (1997).
Interpersonal skills for leadership(2nd ed.). Needham Heights, MA: Simon & Schuster
Custom Publishing.
Fritz, S.M., Brown, F.W., Lunde, J.P., & Banset, E.A. (Eds.). (1996).
Interpersonal skills for leadership. Needham Heights, MA: Simon & Schuster
Custom Publishing.
RESEARCH GRANTS
(Last five years)
Changing How Rural Students Will Learn in the 21st Century–A Rural Agricultural
Science Magnet School Network. W. K. Kellogg. May 1, 2001-July 31, 2002.
$200,000.
Leadership and Issues Action Team Project. University of Nebraska Cooperative
Extension. January 1, 2001-June 30, 2001. $5,000.
LINC Phase II. W.K. Kellogg. July 1, 2000-June 30, 2002. $274,000.
Meeting Diverse Educational Needs in Agricultural Biotechnology. USDA CSREES,
IFAFS. September 15, 2000-September 30, 2003. $568,520.
University Neighborhood Community Development. Leadership for Institutional
Change. September 1, 2000-August 31, 2002. $16,000.
University Neighborhood Community Organizing Using Collaborative Leadership.
NN21. January 1, 2000-December 31, 2000. $5,000.
Multi-site Delivery of Interpersonal Skills for Leadership. Extended Education
Training Support and Course Development. July 1, 1999-May 15, 2000. $10,000.
Completing the Cycle: Student Evaluation of Service Projects. Nebraska
Consortium for Service-Learning in Higher Education. August 1, 1999-May, 15,
2000. $2,500.
Enhancing Student Ethnic and Gender Diversity Through Recruiting and Retention
in CASNR. UNL Faculty Liaison Task Force on Diversity. December 1, 1999-June
30, 2000. $4,694.
Strategies for Gender Equity in Agricultural Education. Carl D. Perkins Vocational
and Applied Technology Education Program. April 15-June 30, 1999. $6,493.
Redefining the Delivery of Leadership Education. ADEC Planning Grant. August
15-December 31, 1998. $6,000.
Focusing on Gender Equity in Agricultural Education. Carl D. Perkins Vocational
and Applied Technology Education Fund. April 1- September 1, 1998. $9,990.
Principal Investigator/Project Director #4:
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Name: |
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Tracy M Sterling |
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Email: |
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tsterlin@nmsu.edu |
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Phone Number: |
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(505) 646-6177 |
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FAX Number: |
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(505) 646-8087 |
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Address: |
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Department of Entomology, Plant Pathology, and Weed Science (EPPWS), NMSU, MSC 3BE, Box 30003 |
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Las Cruces, NM 88003 |
Curriculum Vitae:
EDUCATION
University of Wisconsin, Madison, WI, 1988
Ph.D., Agronomy/Botany - Thesis: Mechanisms of Herbicide Absorption and
Metabolism
Michigan State University, East Lansing, MI, 1985
M.S., Horticulture - Thesis: Phytotoxic Exudates from Glandular Trichomes of
Weeds as Allelopathic Chemicals.
University of Minnesota, St. Paul, MN, 1983
B.S., Agronomy and Horticulture
RESEARCH EXPERIENCE
Professor, New Mexico State
University 2001 to present
Department of Entomology, Plant Pathology and Weed Science.
Associate Professor,
New Mexico State University 1995 to 2001
Department of Entomology, Plant Pathology and Weed Science.
Assistant Professor,
New Mexico State University 1989 to 1995
Department of Entomology, Plant Pathology and Weed Science.
Graduate Research
Assistant, 1986 - 1988
University of Wisconsin, Department of Agronomy.
Graduate Research
Assistant, 1983 - 1985
Michigan State University, Department of Horticulture.
Assistant Agronomist,
Agri-growth Research Inc. 1983
Hollandale, MN
MEMBERSHIPS IN
PROFESSIONAL SOCIETIES
American Society of Plant Biologists
Gamma Sigma Delta
Sigma Xi
Weed Science Society of America
Western Society of Weed Science
COURSES TAUGHT
BIOL/EPWS 314 - Plant Physiology
EPWS 420/520 - Environmental Fate of Pesticides
AGRO/BIOL/EPWS/HORT 530 - Plant Physiology: Metabolism
AWARDS AND
SCHOLARSHIPS
1997 Sam Steel Society Induction
1994 El Paso Natural Gas Foundation Faculty Achievement Award
1992 National Assoc. of Colleges and Teachers of Agriculture Teaching Award of
Merit
1988 D.C. Smith Outstanding Agronomy Graduate Student Award, University of
Wisconsin-Madison
1988 Outstanding Weed Science Graduate Student Award, University of
Wisconsin-Madison
9/86 to 12/88 Graduate Professional Opportunities Program Fellow
REFEREED PUBLICATIONS
(last five years)
Valenzuela-Valenzuela, J. M., N. K. Lownds and T. M. Sterling. 2001. Clopyralid
uptake, translocation, metabolism and ethylene induction in picloram-resistant
yellow starthistle (Centaurea solstitialis L.). Pestic. Biochem. Physiol. 60
(in press).
Sterling, T. M., N. K. Lownds and L. W. Murray. 2001. Similar competitive
ability between Centaurea solstitialis accessions resistant or susceptible to
picloram. Weed Sci. 49:42-47.
Sterling, T. M., L. W. Murray and Y. Hou. 2000. Morphological variation among
broom snakeweed (Gutierrezia sarothrae) populations. Weed Sci. 48:356-365.
Sabba, R.P., T.M. Sterling and N.K. Lownds. 1998. Effect of picloram on
resistant and susceptible yellow starthistle: The role of ethylene. Weed Sci.
46:297-300.Sterling, T. M. and Y. Hou. 1997. Genetic diversity of broom
snakeweed (Gutierrezia sarothrae) and threadleaf snakeweed (G. microcephala)
populations. Weed Sci. 45:674-680.
Fuerst, E. P., T. M. Sterling, M. A. Norman, T. S. Prather, G. P. Irzyk, Y. Wu,
N. K. Lownds and R. H. Callihan. 1996. Physiological characterization of
picloram resistance in yellow starthistle. Pestic. Biochem. Physiol.
56:149-161.
Waldrop, M. P., T. M. Sterling, R. A. Khan and W. T. Molin. 1996. Fate of
prometryn in prometryn-tolerant and -susceptible cotton cultivars. Pestic.
Biochem. Physiol. 56:111-122.
Sterling, T. M., N. K. Lownds, and L. W. Murray. 1996. Picloram uptake and
picloram-induced ethylene production by broom snakeweed as influenced by
environment. J. Range Manage. 49:245-250.
BOOK CHAPTERS
Sterling, T. M. and J. C. Hall. 1997. Mechanism of action of natural auxins and
the auxinic herbicides. In R. M. Roe, J. D. Burton and R. J. Kuhr (editors),
Herbicide Activity: Toxicology, Biochemistry, and Molecular Biology, I. O. S.
Press, Inc., Amsterdam, pages 205-263.
Sterling, T. M., D.C. Thompson and K.C. McDaniel. 1999. Perennial Snakeweeds. In R. L. Sheley and J. K. Petroff , Eds., Biology and Management of Noxious Rangeland Weeds, Oregon State University Press, Corvallis, pages 323-335.
Description of the Agricultural Communication Network Project:
1. Project
Objectives:
· To improve agricultural research underlying
agricultural telecommunications.
· Make optimal use of available resources for
agricultural extension, resident education, and research by sharing resources
between participating institutions.
· Train students for careers in agriculture,
natural resource management, environmental science, human sciences and the food
industries.
Explain
how the project relates to the Program Objective(s) and how the Project will
contribute to achieving these.
Weed management is critical in agricultural production and natural resource management. Weeds compete with crop plants for light, water, and nutrients and effect the stability of natural communities. Integrated Pest Management (IPM) strategies are commonly used to deal with weed problems in agricultural and natural systems and herbicides are an important component of these integrated management strategies. Strategies must be developed to reduce the selection pressure being applied to weed populations if herbicides are to remain a viable IPM component. The proposed project seeks to inform learners of the management strategy currently available to reduce the selection pressure being applied to weed populations across the country. Lessons developed will provide learners of various levels with vital information about the action of herbicides so that management strategies can be developed that reduce the potential for resistant weed development. Learners will develop an understanding of weed management principles important to resistance management.
Learning modules will be developed at two levels because the needs of the agricultural and natural resource managers are diverse. At one level we propose to train learners that have a basic understanding of plant science and biochemistry. These learners would include crop consultants, extension educators, undergraduate and graduate students, state and federal land managers. Agricultural producers and workers would be able to access similar information at a level that would not require advanced education. At the second level, the less advanced lessons will be translated into Spanish to empower a much wider audience both in the US and Mexico. Planned topics for all lessons are detailed later in this proposal.
The proposed project would not be possible except for the combined efforts of agricultural faculty from several land-grant universities. In this way we can efficiently utilize the expertise necessary to accomplish the proposed objectives and develop better interactions between lesson developers. Lessons will be reviewed by several PIs or collaborators to insure informational accuracy and to determine if lessons are appropriate for the intended audience. Drs. Sterling, Nissen, and Mallory-Smith will have primarily responsible for the biochemistry based learning level, while Drs. Martin, Lyon, Dille, and Knezevic will work to adapt the same basic material for a less technical audience. The needs of a broad audience will be addressed with this strategy.
2. Description of Agricultural
Communication Network to be Developed or Utilized.
We propose to utilize and expand upon the web environment developed at the University of Nebraska Department of Agronomy and Horticulture and the DEAL lab (Distributive Environments for Active Learning) (http://croptechnology.unl.edu/ ). This Internet library of crop technology modules uses a multimedia approach combining text, images, a hyper-linked glossary, animations, and on-line quizzes to present educational learning in an interactive manner. The database environment was created with the intent of allowing expansion and growth from the original framework of crop genetics topics. Following an open source type of philosophy, materials can be accessed free of charge via the Internet using any browser. Only the quiz features require passwords, which learners enrolled in workshops and courses can access. The text, images and animations can now be saved on a CDROM format for those users with unreliable Internet connections.
The effectiveness of this learning environment is well documented. For example, it is currently linked on a transgenic plant web site at Colorado State University (http://www.colostate.edu/programs/lifesciences/TransgenicCrops/ ). Publications in which the Transgenic Crops web site has been mentioned or reviewed include Science magazine, the Chronicle of Higher Education, Genetic Engineering News, the Christian Science Monitor, the Rocky Mountain News (Linda Seebachs column), IPMnet News, CNN.com, the Internet Scout Project (an NSF-sponsored organization at the University of Wisconsin), and the Environmental Nutrition Newsletter. Also about 125 other web pages now link to the Transgenic Crops web site.
Various lesson module components have also been used extensively. At the University of Nebraska alone over 500 undergraduate, graduate and continuing education learners from a resident genetics course, two distance graduate courses and extension workshops have improved their knowledge of crop genetics and plant biochemistry through these lessons. Requests from students outside of Nebraska doing projects have been received from the University of Pittsburgh and the University of Connecticut. Teachers from the University of Kentucky, University of Illinois, South Dakota State University, South Africa and the African Biotechnology Stakeholders Forum have used the animations and/or database environment. Extension educators from Colorado, Pennsylvania, Washington and Australia have used the flash animations for workshop presentations to clientele. Journalists from Nebraska, Minnesota Public Radio, Brazil and Malaysia have also referred to the materials in their reports.
Four lessons in particular, (http://croptechnology.unl.edu/html/Newlesson.shtml?lesson=PlantBiochemistry ) which compose the plant biochemistry section of the learning environment, represent preliminary work from which the preproposal was based upon. These lessons (Herbicides That Act Through Photosynthesis, Inhibitors of Aromatic Amino Acid Biosynthesis, Plant Pigments and Photosynthesis, and The Interaction of Light with Biological Molecules) have been used in a distance course Herbicide Action in Plants taught by Dr. Alex Martin at the University of Nebraska. The audience for this course was 23 percent non-credit learners, 54 percent academic credit learners and 23 percent continuing education credit learners. Three of those lessons are currently in peer-review with The Journal of Natural Resources and Life Sciences Education.
Two PIs for this proposal, Drs. Deana Namuth and Scott Nissen have worked with the original croptechnology Internet library project. Dr. Nissen has developed content and animation guidelines for two lesson modules. Dr. Namuth has served as project manager with responsibilities including content development for several lesson modules and animations, coordination between graphic artists and content experts, directing the environments evolution and providing input for licensing and copyright issues. The third PI, Dr. Susan Fritz has conducted outcomes assessments from crop genetic engineering workshops utilizing the lessons. Fourth, PI, Dr. Tracy Sterling brings extensive collaborations with key Mexican weed scientists, as well as authorship in several weed science venues and multiple teaching responsibilities.
Describe
the Cost/Benefit Analysis for purchasing (or leasing) different types of
facilities, equipment, components, hardware and software, or other items.
(complete only if applicable to your project).
3. Agricultural Communication Network
Programming:
Agricultural Biochemistry
Agronomy
Biochemistry
Biotechnology
Environmental and Natural Resources
Plant Science
Other
Describe
the Programming and how it will contribute to achieving the Objective(s):
Educational Needs
Integrated Pest Management (IPM) has become a central theme in production
agriculture with pesticides remaining key components for successful pest
management. The problem is that since 1980, the spread of herbicide resistant
weeds has increased at an alarming rate. To manage herbicide resistance weeds
requires an understanding of how different herbicides function. The various
needs of learners we plan to target are discussed at length in the audience
section of this proposal.
A barrier to providing this type of training comes from a national trend in
recent years that has reduced the pool of weed science professionals with
expertise in herbicide mode of action. This has resulted in a reduction of
college courses available to train students in herbicide technology. Many
faculty who are teaching these courses feel ill-prepared due to a lack of
supporting resources. In neighboring Mexico, there are even greater limitations
in weed physiology expertise to address the resistance issue. Mexican extension
and academic audiences are in urgent need of educational materials, especially
in relation to avoiding the spread of resistant weeds.
Goals and Objectives
With this proposed project we intend to bring together faculty representing
five different states (CO, KS, NE, NM, OR) and two countries (US and Mexico).
These faculty have a variety of appointments (i.e. teaching, research and
extension) and expertise strengths to effectively assess and meet the weed
science educational needs with one network.
Education Venues
Some interesting observations were made regarding the sources extension
educators used to learn more about biotechnology. A study conducted during a
recent biotechnology workshop offered by faculty of the Soil and Crop Sciences
Department at Colorado State University found that of 55 participants (84
percent extension educators), newspapers (47), the Internet/World Wide Web
(28), and “popular” magazines (26) were the most widely reported media sources
utilized by respondents (Fritz et al. 2001). At the same time, a national study
by Vestal and Briers (1999) found that journalists' knowledge of biotechnology
was low, and, therefore, the heavy reliance by respondents on newspapers and
popular magazines as sources of information may be ill-advised, and lead to
further confusion about biotechnology for them and their clientele. These
studies suggest to us that the same targeted audience may likely be gaining
their knowledge regarding weed science topics from similar sources. Therefore,
we plan to collaborate with the ongoing work of the http://croptechnology.unl.edu/
learning environment, following the model established to develop content in the
format of lesson modules which can then be packaged to meet the specific needs
of educators.
Programming
Lesson content will be developed by individual faculty in their particular
expertise area. We are proposing to add 15 new lessons covering the various
herbicide mode of action classes and other weed science topics (listed in table
below). Along with the peer review process already underway with the American
Society of Agronomy, we plan to expand this peer review process with a second
professional society, The Weed Science Society of America. The peer review
aspect is critical for ensuring learners accurate and up-to-date information,
allowing content authors an avenue for providing professional contributions in
their field, and continuing a high-quality electronic library.
|
Proposed Lesson Title |
Author |
|
Weed Physiology Topics |
Extension Level |
|
Herbicide Application Technology |
Drew Lyon |
|
Practical Applications of Herbicide Physiology |
Alex Martin & Brady Kappler |
|
Weed Physiology Topics |
Academic Level |
|
General Herbicide Physiology (absorption, translocation & metabolism) |
Scott Nissen & Tracy Sterling |
|
Auxinic Herbicide Mechanism(s)of Action |
Tracy Sterling |
|
Herbicides That Inhibit Fatty Acid Biosynthesis |
Scott Nissen |
|
Inhibition of Secondary Pigments |
Tracy Sterling & Scott Nissen |
|
Inhibition of Microtubule Formation |
Scott Nissen |
|
Herbicide Resistance: Biochemical Mechanisms, Inheritance, and Molecular Genetics |
Carol Mallory-Smith |
|
General Weed Management Issues |
Extension Level |
|
Weed Management For Dryland Cropping Systems |
Drew Lyon |
|
Effects of Additives on Herbicide Performance |
Alex Martin & Brady Kappler |
|
Herbicide Classification by Mode of Action |
Alex Martin & Brady Kappler |
|
Diagnosing Herbicide Injury Symptoms |
Alex Martin & Brady Kappler |
|
General Weed Management Issues |
Academic Level |
|
Critical Period of Weed Control |
Stevan Knezevic & Sean Evans |
|
Weed Population Dynamics: Changes in plant numbers in time and space |
Anita Dille |
|
Appearance of Herbicide Resistance in a Weed Population |
Anita Dille |
Complimentary lessons to be completed from a collaborative
project (USDA-IFAFS) include: Genetic
Relationship between Crops and Weeds (Dr. Sarah Ward, Colorado State
University)
The Impact of Genetic Engineering on Weed
Populations (Dr. Sarah Ward, Colorado State University)
Lessons completed from previous funding:
(http://croptechnology.unl.edu/html/Newlesson.shtml?lesson=PlantBiochemistry)
Herbicides That Act Through
Photosynthesis (Dr. John Markwell, University of Nebraska) Inhibitors of Aromatic Amino Acid
Biosynthesis (Dr. Scott Nissen, Colorado State University)
Plant Pigments and Photosynthesis (Dr.
John Markwell, University of Nebraska)
The Interaction of Light with Biological
Molecules (Dr. John Markwell, University of Nebraska)
Expected Outcomes
We will continue with the open source philosophy, providing content materials
online free for anyone to use. Directly from this project we expect to test the
developed module materials in undergraduate and graduate level resident weed
science courses (CSU, KSU, NMSU, OSU, Mexico), distance credit and non-credit
courses (KSU, UNL) and extension level workshops throughout these geographic
regions. At the completion of the workshops and courses, learners will have
gained access to Internet modules, an understanding of the material, and
supporting materials to incorporate into their own careers. Utilizing the World
Wide Web will allow for rapid growth in audience and contributors beyond this
region. We are also now able to provide the lesson text and animation materials
on a CDROM format for those requiring a different media other than Internet
delivery.
Assessment
An important component of this project is conducting a comprehensive assessment
of the outcomes of the educational objectives proposed. Dr. Susan Fritz, in
conjunction with a parallel project utilizing the same Internet learning
environment (IFAFS funded) will establish a means of assessing the open-access
use of the on-line lessons. A report will be generated which details the number
of "hits" on the Web site as well as the path learners take through
the lesson components. These assessments will be valuable in the continued
effectiveness, expansion and enhancement of the crop technology Internet lesson
modules. We will also ask workshop and classroom learners to evaluate
applications of the lessons in terms of their usefulness and content. A final area
of assessment, which is explained later, will involve describing the
professional development and working partnerships of multi-institutional
personnel as a result of this project.
Fritz, S., Ward, S., Byrne, P., Harms, K., & Namuth, D. (in preparation). Agricultural Biotechnology Training for Extension Educators
Vestal, T. & Briers, G. (1999). Knowledge, attitudes and perceptions of journalists for newspapers in metropolitan markets in the United States regarding food biotechnology. Proceedings of the 26th Annual National Agricultural Education Research Conference, Orlando, FL, 405-419.
Detailed
description of methods to be used in producing and/or delivering the
programing.
Description
Experience with similar previous projects has shown us the difficulty in
coordinating multi-institutional developments purely via distance. Often times
other faculty responsibilities infringe on concentrated effort towards writing
lesson modules. The most successful situations were those in which a project
manager and graphic artist met face to face with the content author. Therefore,
to help facilitate efficient progression throughout the project we would like
to bring each content author to Lincoln for a 2 day work session. During this
time they will meet with Dr. Namuth, computer graphic artists and an extension
author to create their lesson material. In this manner key crop and weed
examples for each topic will be sure to include those plants relevant to the
different geographic regions. Each month will be dedicated towards the
development of one authors materials. Before coming to Lincoln authors will
have already completed a draft of lesson text and faxed an animation draft. We
feel this strategy will also give each author a workable deadline.
The lesson will then be reviewed by three other project authors, following a process much like that of proposal reviews. One person will take the lead in review, one person serve as secondary reviewer and a third as reader. Feedback will be given either through email or a conference call. The author will make modifications and then the lesson with accompanying illustrations can be tested in current workshops and/or courses taught within this project. The lessons will also be sent out to an industry partner for testing within their employee education programs. At this point the lesson can begin Spanish translation. Mr. Ismael Hernandez-Rios will translate the lesson and then send to Drs. Immer Aguilar Mariscal, Juan Valenzuela-Valenzuela, and Enrique Rosales Robles for final edits. While waiting for the new lessons in this proposal to be completed, Spanish translation will begin with the 4 lessons completed from previous funding.
At the completion of this Beta testing for all lessons, all project personnel involved (ie. PIs, content authors, and Spanish translator) will meet at a central location to discuss overall experiences and observations with the developed materials effectiveness. Final edits will be made and then the lessons submitted for peer-review. Continued communication among project personnel throughout the year will be maintained in part through a list-serv.
Lessons written for the extension audience will be peer-reviewed by The American Society of Agronomy (ASA) to evaluate the set of lessons for their appropriateness as on-line auto-tutorials for the agriculture professional. The review will be conducted by content experts familiar with the target audience. The reviewers will determine if the lesson objectives cover pertinent information, are written at the appropriate level and effectively teach the targeted concepts. This process is now underway for genetics lessons developed previously. Currently a $200 fee is charged for each module that goes through this review. Approved modules will be listed on the ASA web site and assigned CEU credits for the CCA (certified crop advisor) accreditation.
A more rigorous peer-review system is also available through the Journal of Natural Resources and Life Sciences Education. This review is similar to a review of a journal article. Each lesson is evaluated for content accuracy and unique contribution to the resources available to learners. The current system includes review from a distance education specialist, a teacher and a content expert. A lesson that meets recommended edits will be referenced as a peer reviewed on-line lesson in the journal. We will work closely with the Weed Science Society of America to pursue this same sort of peer review system within their journal series.
The Lessons
From use of preliminary lessons, we have observed that learners are best able
to increase their knowledge when each lesson can be completed in approximately
20 minutes, which translates to an average of eight to ten pages of text with
illustrations. Any longer period of time and learners find it difficult to
concentrate and read from the computer screen. Each lesson memory size
(counting text and graphics) is also kept low to provide ease of download with
a slow Internet connection.
We wish to build upon and expand the preliminary set of flash animations already developed. Besides creating new animations which cover critical weed science topics not yet initiated, we also want to make the existing animations much more interactive. We feel the learners will gain significantly greater knowledge with a more active learning environment. We envision animations in which learners click and drag various components, rather than simply reading a caption and clicking forward to the next.
Example lesson outlines are given in Section 6, Additional Rationale for Project, of this proposal.
4. Population to be Served and Target
Audience(s):
Extension
Feedback from Cooperative Extension clientele nationwide has been that there is
a critical need for universities to provide more rigorous programming than what
has been available to date. We plan to provide upper-level extension offerings
(on-line and through workshops) which would also fulfill clientele needs for
continuing education credit to maintain certification in their professions.
Academic Training
The modules would be targeted to academic students, both undergraduate and
graduate levels. By utilizing strengths of module developers from multiple
institutions the course material would be improved and enhanced beyond what any
one institution could provide.
Spanish-speaking
Audiences
With significant numbers of the U.S. Hispanic community working in the
agricultural sector, and Spanish now the second most widely spoken language in
the United States, there is a need for reliable factual information on agricultural
technology that is available to Spanish speakers. At least 6.9 million
Spanish-speaking US residents are Internet users, yet very little material on
the World Wide Web is available in Spanish. This is especially true of
technical and scientific literature. We therefore propose to develop a
Spanish-language version of the introductory lessons to make this information
available to an extended audience. This will not only benefit Spanish speakers
in the U.S., but it will also provide a viable and easily accessible resource
for agriculture research and extension professionals, farmers, the general
public and other countries.
Weed Science colleagues in and from Mexico will guarantee the successful translation of these technical materials to Spanish. A Ph.D. student in Dr. Sterlings program, Ismael Hernandez-Rios, will translate the lessons into Spanish. Mr. Hernandez-Rios will return next year to his sponsoring Institution in Mexico as an Associate Professor in Plant Physiology and would like to use these lessons in the courses he teaches there. He has translated Extension Bulletins into Spanish for New Mexico State University (see attached examples and letter from Dr. Joe Ellington) and is familiar with the scientific language used in herbicide mode of action. Therefore, he is fully capable of such an endeavor (see his attached letter). Three colleagues, Drs. Enrique Rosales Robles, Juan Valenzuela Valenzuela, and Immer Aguilar Mariscal, representing northeast, northwest and southwest Mexico, respectively, will edit, in sequence, the technical accuracy of the English to Spanish translations (see their attached letters of support). Each scientist earned a Ph.D. in Weed Science in the United States and understands the various modes of herbicide action. Their contribution is vital to the accurate translation of this technical material.
The goal of this proposal is to establish Internet-based teaching modules that meet needs through interactive learning at both an applied level and a more technical level. The module materials will be used by educators to assemble customized teaching programs for these major audiences:
Applied Level
(Extension)
Certified Crop Advisors - for continuing education units (14,000 CCAs
internationally)
Extension Clientele desiring advanced training
Pesticide Applicator Training (both private and commercial)
Spanish-speaking audiences (agricultural workers and international
universities)
Federal and state land managers
County weed supervisors
Horticulture and landscape professionals
Technical Level
(Academic Training)
Undergraduate and graduate students (distance, resident and Mexican students)
Researchers
Projected Expanded
Audience
A secondary audience of out-state extension personnel, introductory extension
clientele and consumers will also benefit from this programming effort. After
completion, educators will be able to disseminate information from these
modules to use with many audiences. Also these modules will be available for
subject matter development for out-state extension personnel. These personnel
will be able to utilize pieces of the modules for introductory extension
offerings, high school educators, and homeowners who will better understand the
basics of herbicide mode of action and weed management decisions.
5. Collaborating Institutions and Other
Partners:
In brief summary of our partnerships, we have joined together a group of weed science specialists with varying university appointments in the US and Mexico, along with education specialists and computer technologists to create this project. In some way each project personnel member is interconnected with one another. Focussing on Project PIs, Drs. Namuth and Fritz are working together on a USDA-IFAFS funded project developing and assessing the biotechnology lessons of the crop technology Web site; Dr. Namuth works with the other UNL faculty to develop distance delivered programming and has established peer-review processes with the American Society of Agronomy; Drs. Nissen and Sterling have worked together through the Western Society of Weed Science, along with Dr. Mallory-Smith; Dr. Sterling partners closely with our Mexican collaborators; and Dr. Nissen has met Dr. Dille through Weed Science Society of America meetings and worked closely with Dr. Namuth on a previous distance education project.
The industry partner, BASF, has granted us non-exclusive rights to utilize components from a training CDROM to enhance our on-line lessons. They are interested in making the materials available to a wider audience. They have also offered to test our lessons in their employee training programs.
Listed below are all individuals involved with this proposed project:
Colorado State University
Department of Bioagricultural Sciences
and Pest Management
Scott Nissen (Extension/Research/Teaching) - Weed Science Content Expert
Kansas State University
Department of Agronomy
Anita Dille (Research/Teaching) - Weed Ecology Content Expert
New Mexico State University
Department of Entomology, Plant Pathology
and Weed Science
Tracy Sterling (Research/Teaching) - Weed Physiology Content Expert
Oregon State University
Department of Crop and Soil Science
Carol Mallory-Smith (Research/Teaching) - Weed Biology and Control Content
Expert
University of Nebraska - Institute of Agriculture and Natural Resources
Panhandle Research and Extension Center -
Department of Agronomy & Horticulture
Drew Lyon (Extension/Research) - Dryland Cropping Systems Content Expert
Haskell Agricultural
Laboratory - Department of Agronomy & Horticulture
Stevan Knezevic (Extension/Research) - Integrated Weed Management Content
Expert
Lincoln Campus -
Department of Agronomy and Horticulture
Brady Kappler (Extension)- Weed Science Content Expert
Alex Martin (Extension/Research) - Integrated Weed Management Content Expert
Deana Namuth (Extension/Teaching) - Project Director
Lincoln Campus -
Department of Agricultural Leadership, Education and Communication
Susan Fritz (Research/Teaching) - Outcomes Assessment
Technology Services
Distributive Enivornments for Active
Learning (DEAL)
Ron Roeber - Web environment enhancementAshu Guru - Web environment enhancement
Nathan Wambaugh - Web layout design
Instructional
Technology Group
Todd Jensen - Image and animation development
Professional Societies
American Society of Agronomy - Annie Engebretson
La Asociacion Mexicana de la Ciencia de la Maleza (Mexican Association of Weed
Science) - Immer Aguilar Mariscal
Western Society of Weed Science - Jill Schroeder
International - Mexico
Representing Southwest Mexico:
Dr. Immer Aguilar Mariscal, Professor
(Research/Teaching; Weed Science)
CSAE, Fitotechnia
in Iguala, Guerrero, Mexico
Representing Central Mexico:
Colegio de Postgraduados,Crop Sciences,
in Salina de Hgo., SLP
Ismael Hernandez-Rios (Associate Professor)- Spanish translation
Ismael is currently finishing his PhD at NMSU and will return as Associate
Professor in 2002. He has previously done some translations for extension
publications.
Representing Northwestern Mexico:
INIFAP Institution (translation =
National Institute for Investigation of Forestry, Agriculture and Animal
Science) in Ciudad Obregon, Sonora
Dr. Juan Valenzuela-Valenzuela (also a former NMSU student)- Spanish
translation editor
Representing Northeastern Mexico:
Dr. Enrique Rosales Robles - Spanish translation editor
INIFAP; Research in Weed Science
in Rio Bravo, Tamaulipas, Mexico
Representing Mexican Society of Weed Science (ASOMECIMA)
Dr. Immer Aguilar Mariscal - Spanish translation editor
He is a Past President and now Current Coordinator of Universities for ASOMECIMA
CSAE, Fitotechnia in Iguala, Guerrero, Mexico
(see attached letter of support)
Industry
BASF partners:
David Davis, Technical Training Director
David will work with us on merging our two animation libraries.
Chandler Mazour, Project Manager....CLEARFIELD* Crops
Chandler will beta test our lesson materials.
6. Additional Rationale for Project
Example lesson summaries and learning objectives are shown below:
Auxinic Herbicide Mechanism(s) of Action - Sterling
This lesson will detail the many biochemical mechanisms which are involved in the action of auxinic herbicides and how these herbicides are related to the natural plant hormone, auxin (indole-3-acetic acid) structurally and physiologically. The selective control of broadleaf weeds in cereal grain crops by auxinic herbicides has made this group one of the most widespread and important herbicide families. The significance of injury symptoms and ethylene induction responses will be described as well as the role of receptors, signal transduction pathways and changes in gene expression in the activity of this herbicide group.
Objectives:
At the completion of this lesson, students will be able to:
1. Explain the importance of the plant hormone, auxin, in plant growth and development and how auxinic herbicides mimic auxin.
2. Recognize whole plant and tissue injury symptoms from auxinic herbicides.
3. Understand the species-specific role of ethylene in damage caused by auxinic herbicides.
4. Describe the probable sequence of receptor recognition, signal transduction and changes in gene expression involved in auxinic herbicide activity.
Herbicide Resistance: Biochemical
Mechanisms, Inheritance, and Molecular Genetics – Mallory-Smith
This lesson will detail biochemical mechanisms and genetics of herbicide resistance in weeds. Herbicide resistance is one of the major issues in weed science today; therefore, it is important for students to have a basic understanding of the process by which it occurred. Management and spread of herbicide-resistant weeds in relationship to biochemical mechanisms and inheritance of resistance will be explained. Resistance based on changes in target site versus resistance based on detoxification or other types of resistance will be described and examples presented.
Objectives:
After completing this lesson, students will be able to:
1. Understand the importance of herbicide resistance in weed management.
2. Describe how and why herbicide resistance occurs based on the genetics and biochemistry involved.
3. Explain the difference between target-site based resistance, detoxification-based resistance, and other types of resistance.
4. Understand how multiple-resistance occurs.
Weed Population Dynamics: Changes in
Plant Numbers in Time and Space - Dille
Overview: Weed population dynamics is the change in plant numbers found in a given location: a field, a pasture, or in a garden, over time and in space. In describing the life cycle of a given weed species, we can count the numbers of individuals in the population that pass through each of the life stages of seed, seedling, vegetative adult, and flowering adult, with new seeds being produced and returned to the seedbank. This lesson will highlight the transitions and rates of the weed population as it progresses from stage to stage. Understanding the population dynamics of a weed species can improve timing of weed control operations so that they are applied at critical life stages, anticipate reductions or increases in plant numbers caused by a given weed control application, and determine the change in proportions of herbicide resistance in a population.
Objectives: At the completion of this lesson, students will be able to:
1. Conceptualize a population dynamics model for any weed
species (diagrammatically and mathematically).
2. Describe the transitions and rates of each stage of a population dynamics
model.
3. Calculate the population number in future generations.
4. Determine the critical weed control stages for a given weed species.
References:
Gotelli, N.J. 1998. A Primer of Ecology, Second Edition. Sinauer Associates, Inc., Sunderland, MA.
Radosevich, S., J. Holt, and C. Ghersa. 1997. Weed Ecology, Implications for Management, Second Edition. John Wiley and Sons, Inc., New York, NY.
Zimdahl, R.L. 1999. Fundamentals of Weed Science, Second Edition. Academic Press, London, UK.
Appearance of herbicide resistance in a weed population - Dille
Overview: Through the repeated imposition of the same weed control practice, for example, application of a herbicide, susceptible weed biotypes are controlled and herbicide resistant biotypes are left behind to reproduce and return seed with the resistance characteristic back into the soil. This lesson will highlight the population dynamics of a mixed weed population (susceptible and resistant biotypes) and compare and contrast the rate of appearance of herbicide resistance in a population under a diversity of selection pressures.
Objectives: At the completion of this lesson, students will be able to:
1. Understand the rate of appearance of herbicide resistance
in a population diagrammatically and mathematically.
2. Describe the roles of selection pressure and fitness differences on the rate
of appearance of herbicide resistance population
3. Devise a weed control management plan with a diversity of selection
pressures to reduce the rate of appearance of herbicide resistance.
References:
Boerboom, C.M. 1999. Nonchemical options for delaying weed resistance to herbicides in Midwest cropping systems. Weed Technol. 13:636-642.
Franetovich, M. 1995. A growing concern: Herbicide resistance in weeds. J. Nat. Resour. Life Sci. Educ. 24:80-82.
Lee, C., F. Roeth, and A. Martin. 1999. Herbicide Resistant Weeds. Nebraska Cooperative Extension Publication G99-1399-A.
Peterson, D.E. 1999. The impact of herbicide-resistant weeds on Kansas agriculture. Weed Technol. 13:632-635.
7. Significant Impacts:
Agricultural has become a technology based enterprise in the US, with producers taking advantage of everything from the latest biotechnology research to satellite global positioning devices to improve production and intensify land management. The development of new herbicide technology has slowed due to the down turn in the agricultural economy and glyphosate (Roundup) tolerant crops. While this technology is highly effective, it has reduced research and development efforts of many companies who would traditionally bring new technologies to the market. Maintaining the effectiveness of current herbicide technology is critical for agricultural production and natural resource management. Agricultural educators working at the county or state level and the consultant committee have the challenge of being on the front line of producer education. Providing these individuals with updated training and a mechanism for them to provide training to producer clientele would be provided by the lessons planned for development. In other words, we would provide advanced training to individuals in a position to influence and educate producers and farm workers (Extension educators, crop consultants, high school vo-ag instructors, rural community college instructors) and then provide these individuals with the tools (grower oriented lessons) to become effective educators. Producers with Internet access would have the option of working through online lessons specific to their needs and situation.
Our desired impact would be to increase the awareness of the agricultural community about the importance of understanding how herbicides work and how they can use that information to make management decisions that will reduce the selection pressure that results in herbicide resistant weeds. These training efforts must be handled at the community level because resistant biotypes spread seed and pollen over a considerable distance, so management efforts will be felt at the community level.
8. Describe the plans for evaluation,
dissemination and assessment:
Dissemination
Lesson packages will be valuable components providing up-to-date weed science
education within existing resident and distance education programs that already
serve a wide clientele, such as the Master of Agriculture degree at the
University of Nebraska and Distance Master of Science degree in the Department
of Agronomy at Kansas State University. Further dissemination will be the development
of a CDROM containing lesson text and animation components. At extension
workshops and educator training sessions, materials will be given to
participants at no extra charge. These materials (ie. Powerpoints, animations,
CDROMs etc.) will enhance their effectiveness in meeting their own clientele
needs. The Western Society of Weed Science Web site will provide Web surfers
linked access to the lesson database. In addition, the crop technology database
has already become established for those in agriculture genetics interests. If
funded, this project will provide a greater ease of electronic dissemination
with animations downloadable directly from the Web site, as well as finished
computer programming needed to transfer the entire database to another server.
The Western Society of Weed Science has expressed interest in maintaining and
updating the weed science portion of the database with their own resources long
term once that programming is complete.
Entire lessons and individual components of lessons will be used in a total of 2 distance delivered college courses, several resident delivered college courses, one Mexican college course and several extension offerings. Learners will include non-credit, professional credit and academic credit earners. Planned initial courses and workshops to use materials are as follows:
1. Colorado State
University
Courses
Introduction to Weed Science - Undergraduate course; averages 50 students every
year. Anticipate using visual components of lessons.
Herbicide Selectivity and Mechanism of Action - Graduate level course; averages 12 students every other year. Anticipate using entire lesson packages.
Workshops -
Anticipate using animation materials.
Colorado Weed Management Association - 3 offerings/yr; averages 150 learners
each offering for non-credit and pesticide applicator credits.
WSWS Noxious Weed Short Course - 2 sessions per year, averages 35 learners each session.
2. Kansas State
University
Courses
Weed Management - Undergraduate course; averages 50 students every semester.
Anticipate using animations.
Weed Ecology - Graduate/senior undergraduate course; averages 25 students every other year. Anticipate using entire lesson components.
Integrated Weed Management Principles - A new combination distance/resident course to be offered in either spring2002 or spring 2003 semester as part of our new Distance Masters of Science degree in the Department of Agronomy. We anticipate enrollment of 5-10 distance MS students as well as 15-20 resident undergrad and grad students. Anticipate using entire lesson modules.
3. New Mexico State
University (NMSU is a minority serving institution with 39 percent hispanic
population)
Courses- Each with a differing
student audience.
Environmental Fate of Pesticides - Undergraduate/graduate course which looks at
pesticide fate in plants and soil, including herbicide action; averages 5
students every other year. Anticipate using lessons in the course.
Introduction to Weed Science - Undergraduate/graduate course which surveys principles of weed management; averages 25 students/year. Anticipate using introductory lessons in the course.
Plant Physiology - Undergraduate course; survey of plant physiology for the university; averages 50 students every year. Anticipate using animations for this course.
Plant Metabolism - Graduate course; averages 10 students every other year. Would use entire lessons.
Workshops, short
courses which will benefit from graphic components of lessons
NM Agricultural Chemical Association - 150 people annually; 25 percent hispanicNM
Vegetation Management Assoc. - 250 per year; 50 percent hispanic
Noxious Weed Short Course - 100 per year; 50 percent hispanic
Hay Association - 100 to 150 per year; 25 percent hispanic
Pesticide Applicator Training - Recertification/CEUs is heavily emphasized. The capability of these US-wide learners to get additional training and testing would help streamline their Continuing Education/Recertification.
4. Oregon State
University
Courses
Herbicide Mechanism of Action - Graduate level course; averages 10 students
every other year. Anticipate using entire lesson packages.
Weed Science - Undergraduate course; averages 60 students every year. Anticipate using visual components of lessons.
5. University of Nebraska
Courses
Herbicide Action in Plants - Graduate level, distance delivered course;
averages 15 students per year. Offered for noncredit, CEU credit and academic
credit learners. Anticipate using visual components of lessons for hands-on
workshop and entire lessons for credit earners.
Workshops
Integrated Weed Management workshop - averages 20 learners per year. Anticipate
using visual components of lessons.
Understanding How Herbicides Work - A new workshop series to be offered. Anticipate 25 learners at 3 different offerings (75 total). Will use animation components.
Evaluation and Assessment
There are two perspectives from which we plan to evaluate
and assess the outcomes and progress of this project, the learner and PI
perspectives. From the learner perspective, we are interested in assessing knowledge
gained from these materials, and learner attitudes toward lesson
enhancements (i.e. animations and images) and distance and traditional
classroom delivery. To evaluate and assess these perspectives, Dr. Susan Fritz
will collaborate with content authors to develop pre and post survey
instruments to be administered to learners at the beginning and conclusion of
workshops and courses. In an effort to establish an experimental design to test
these comparisons, one group of participants will be divided into two groups.
One group will taught in a traditional classroom environment and the second
group will be exposed to the same material in an on-line environment.
From the PI perspective, we are interested in what the PIs
learn (professional development) throughout the year. Specifically, we are
interested in the ways participation in this project impacts their distance
education skills and attitudes toward involvement in multi-disciplinary
projects. Evaluation and assessment will determine if PI project experiences
impacted: the way in which they plan to educate their various clientele; their
computer skills and if so, how were these obtained; and their strategies for
future multi-disciplinary and multi-institutional endeavors. In order to study
these PI issues, Dr. Fritz will conduct one-on-one phone interviews with each
PI at the beginning and end of the project.
9. Broader Impacts:
There are a number of broader impacts to the lessons proposed in this grant. Certified Crop Advisors are in need of continuing education credits (CEUs) to maintain their certification. Each year over 14,000 CCAs could utilize the proposed biochemistry based lessons to fulfill these educational requirements. The American Society of Agronomy will evaluate the lessons for CEU credit.
Any individual working with restricted use herbicides is required by EPA to have a Pesticide Applicators License. Traditionally, individuals have been required to attend workshops to receive the continuing education credits necessary to maintain their license. With the approval of the each State Department of Agriculture these lessons could provide credits under the categories of USE OF PESTICIDES and PESTICIDES AND THEIR FAMILIES.
The recent attention focused on invasive weed management in natural areas means that many state and federal land managers are being required to develop weed management plans that include the use of herbicides. The problem is that many of these land managers have limited experience with herbicides and are in need of reference and educational materials on herbicide mode of action and use. In addition, many state and federal managers have limited access to full-time employees and must achieve their management objectives with seasonal/temporary workers. This means that these workers will need to be trained or updated each season. The proposed lessons would be applicable to address the training needs of land managers because they will stress basic principles.
The Weed Science community maintains a number of websites and one of the more visible is the Western Society of Weed Science website hosted at the University of Idaho. Short term we will link our lessons to this Website to increase the number of individuals using this material. Eventually, the WSWS website will host our material and provide long term sustainability and oversight. This Website currently links to a Website supported by industry and the Weed Science Society of America which catalogs and tracks herbicide resistant weeds around the world, likely increasing international exposure to our educational materials.
10. Proposed Timetable:
|
Month |
Instructor |
Location |
Description |
|
09/01 |
Susan Fritz |
UNL |
Conduct initial PI interviews |
|
09/01 |
Ismael Hernandez-Rios* |
NMSU |
Begin
Spanish translation of Inhibitors of
Branched Chain Amino Acids Lesson |
|
09/01 |
Stevan Knezevic & Sean Evans |
UNL |
Meet with UNL staff to wrap up lesson |
|
10/01 |
Ismael Hernandez-Rios |
NMSU |
Begin
Spanish translation of Inhibitors of Aromatic Amino Acids Lesson |
|
10/01 |
Tracy Sterling |
UNL |
Meet with UNL staff to wrap up lesson |
|
11/01 |
Scott Nissen |
UNL |
Meet with UNL staff to wrap up lesson |
|
11/01 |
Ismael Hernandez-Rios |
NMSU |
Spanish translation of third lesson |
|
12/01 |
Alex Martin & Brady Kappler |
UNL |
Meet with UNL staff to wrap up lesson |
|
12/01 |
Ismael Hernandez-Rios |
NMSU |
Begin Spanish translation of fourth lesson |
|
01/02 |
Carol Mallory-Smith |
UNL |
Meet with UNL staff to wrap up lesson |
|
01/02 |
Susan Fritz & Deana Namuth |
UNL |
Develop workshop and course assessment instruments |
|
01/02 |
Ismael Hernandez-Rios |
NMSU |
Spanish translation of fifth lesson |
|
02/02 |
Drew Lyon |
UNL |
Meet with UNL staff to wrap up lesson |
|
02/02 |
Ismael Hernandez-Rios |
NMSU |
Begin Spanish translation of sixth lesson |
|
03/02 |
Anita Dille |
UNL |
Meet with UNL staff to wrap up lesson |
|
03/02 |
Ismael Hernandez-Rios |
NMSU |
Begin Spanish translation of seventh lesson |
|
04/02 |
Susan Fritz |
UNL |
Finish data analysis of workshop and course participants |
|
04/02 |
Ismael Hernandez-Rios |
NMSU |
Begin Spanish translation of eighth lesson |
|
05/02 |
Everyone |
Central location |
Review how well materials worked, make revision plans, plan next year's offerings |
|
05/02 |
Ismael Hernandez-Rios |
NMSU |
Begin Spanish translation of ninth lesson |
|
06/02 |
Deana Namuth |
UNL |
Oversee material edits |
|
06/02 |
Ismael Hernandez-Rios |
NMSU |
Begin Spanish translation of tenth lesson |
|
07/02 |
Deana Namuth |
|
Submit materials for CEU & peer-review |
|
08/02 |
Scott Nissen & Deana Namuth |
|
Transfer database to WSSA |
*After translation, each lesson will then be sent to Drs. Immer Aguilar Mariscal, Juan Valenzuela-Valenzuela, and Enrique Rosales Robles for final spanish edits.
11. Project Personnel and Time
Commitment:
|
Personnel |
Percent FTE |
Responsibility |
|
Dille, Anita (KSU) |
5 |
Write advanced lessons; test materials in courses |
|
Fritz, Susan (UNL) |
5 |
Collect & analyze assessment/evaluation data |
|
Hernandez-Rios, Ismael (NMSU/Mexico) |
32 |
Spanish translations |
|
Kappler, Brady (UNL) |
5 |
Write extension lessons; test materials in workshops |
|
Knezevic, Stevan (UNL) |
5 |
Write advanced lesson; test materials in workshop |
|
Lyon, Drew (UNL) |
5 |
Write extension lessons; test materials in workshops |
|
Mallory-Smith, Carol (OSU) |
5 |
Write advanced lessons; test materials in courses |
|
Martin, Alex (UNL) |
5 |
Write extension lessons; test materials in course/workshops |
|
Namuth, Deana (UNL) |
10 |
Coordinate overall project development |
|
Nissen, Scott (CSU) |
10 |
Write advanced lessons; test materials in courses/workshops |
|
Sterling, Tracy (NMSU) |
10 |
Write advanced lessons; test materials in courses |