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Agricultural Telecommunications 2002

Proposal 4.12 / 190180033

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Project Summary:

Title of Project:	Tri-State Aquaculture Outreach Using Technology
Project Director:	Gordon Mengel
Applicant Organization:	Kentucky State University

Summary:

A tri-state aquaculture outreach team (TROUT) 
will be organized to address the need of teacher 
training for the utilization of aquaculture in 
the classroom. The goal of the initiative is to 
provide a mechanism for university aquaculture 
specialists to provide the support and training 
to secondary teachers in remote locations. 
Curriculum will be developed and taught using 
distance technology to selected teachers 
incorporating aquaculture in their classrooms. 
Students will benefit from their exposure to 
aquaculture in the classroom by enhancing their 
knowledge of agriculture and the scientific 
method. This, in turn, will help students to 
identify career opportunities in the food and 
agriculture sector.

Authorized Organizational Representative:

Name:	Ken Miller
Email:	kmiller@gwmail.kysu.edu
Phone Number:	502.597.6520
FAX Number:	502.597.6995
Address:	Kentucky State University Hume Hall, Suite 102 Frankfort, KY 40601

IRS Number:	61-1099712
Congressional District Number:	6th
Period of Proposed Project Dates	2002/09/01 to 2003/08/31

Principal Investigator / Project Director #1:

Name:	Gordon Mengel
Email:	gmengel@dcr.net
Phone Number:	502- 597-8130
FAX Number:	502-597-8118
Address:	Aquaculture Research Center Kentucky State University Frankfort, KY 40601

Curriculum Vitae:

Gordon J. Mengel
 
Education:
M.Sc. 1997. Biological Sciences, State 
University of New York, Brockport, NY
Thesis: Potential and Success in Spring 1994 of 
Walleye Spawning in the Salmon River,
Tyendinaga Territory, Ontario, Canada
 
B.A. 1976. Biology. State University of New 
York, Oswego, NY.
 
New York State Provisional Teaching Certification 
for Middle and Secondary School Science.
 1977. Certified in Biology, Chemistry, Earth 
Science, and General Science.
 
Professional Experience:
 
2000-Present: State Aquaculture Educator, 
Kentucky State University. International
aquaculture development consultant (FAO and US 
Peace Corps).
 
1995-2000. Special Projects Director. 
Aquaculture Education. National Council for
 Agriculture Education, Alexandria, Virginia.
 
1992-1995. Graduate Research 
Assistant/Aquaculture Technician. Research 
Foundation. 
 State University of New York. Brockport, NY.
 
1983-1991. Project Manager/Technical Advisor, 
Government of Zaire/US Peace Corps/USAID 
Family Fish culture Project. Democratic Republic 
of Congo.
 
1979-1983. Peace Corps Volunteer/Extension 
Agent/Trainer/Technical Advisor, Government
 of Zaire/US Peace Corps/USAID Family Fish 
culture Project. US Peace Corps.
 Zaire. Democratic Republic of Congo.
 
1977-1979. High School General Science and 
Advanced Placement biology Teacher. 
Campbell County High School. Alexandria, KY.
 
Other Experience:
 
Mr. Mengel has served as Aquaculture Educator at 
both the national and state levels.
 
Mr. Mengel has over 20 years experience in 
aquaculture development, having worked and 
consulted extensively in Central Africa, Canada, 
and the U.S.
 
Mr. Mengel has over 20 years experience in 
project management, having managed over 
$3 million in grant funds from USAID and over $1 
million from USDA.

Principal Investigator / Project Director #2:

Name:	Kenneth J. Semmens
Email:	Ken.Semmens@mail.wvu.edu
Phone Number:	304 293-6131 x 4211
FAX Number:	304 293-6954
Address:	P.O. Box 6108 Morgantown, WV 26506-6108

Curriculum Vitae:

KENNETH J. SEMMENS
  
 
EDUCATION:
 
Auburn University, Ph. D. in Fisheries. 1982-
1986. 
Auburn University, M.S. in Fisheries. 1979 – 
1982. 
University of Washington, B.S. in Fisheries. 
1976- 1978.
Pennsylvania State University, Biology Major. 
1974-1976.
Warren Area High School, Graduate. Warren PA. 
1974
 
  
WORK EXPERIENCE:
 
 Extension Specialist – Aquaculture, West 
Virginia University. Morgantown, WV.
 2/99-Present.
Extension (70%) Research (30%) Principal 
Investigator of the Aquaculture Food and 
Marketing 
Development Project ($2 million project).
 
 Fish Farm Manager, Owen and Williams Fish Farm, 
Inc. Newton, Georgia . 6/95-7/98
 
Managed facility (42 ponds, 250 surface acres) 
for production of food fish and 
fingerling catfish, sunfish, bass, golden shiners,
goldfish, paddlefish, and grow-out of triploid
 grass carp. 
 
 Fish Farm Manager, Pineland Plantation, Newton, 
Georgia.2/87-6/95
Design, construct, and manage 250-acre fish farm 
complete with hatchery. Primary 
responsibility for administering annual 
operations budget of 800M. 
 
 Fish Culturist, Edgar Farmer and Sons, Inc. 
Dumas, AR. 1/84-1/86
Management of hatchery and ponds (100 ac.) to 
produce fingerling catfish,
 paddlefish, and Chinese carp. 
 
 Graduate Research Assistant, Department of 
Fisheries, Auburn University, AL 6/79-12/83
 
 Fisheries Biologist, Fisheries Res. Institute, 
Univ. of Washington, Seattle, WA.
 9/78-11/78
Sampled catch on first Korean-American joint 
venture in Alaska.
 
 Student Helper, Fisheries Res. Institute, 
University of Washington, Seattle, WA.
 12/77-8/78
Assist in baseline survey in bays of Kodiak 
Island, Alaska
 
 Fisheries Biologist, Fisheries Res. Institute, 
University of Washington, Seattle, WA.
 6/77-9/77
 Supervised sampling of catch on Japanese mother 
ship in Bering Sea. 
 
ORGANIZATIONS:
 Aquaculture Advisory Committee, Bluefield 
State College
 Advisor to MA & PA Cooperative Board of 
Directors
 Advisor to West Virginia Aquaculture 
Association. 
 Member NRAC Technical/Industry Advisory 
Council, 1/1/00 – 12/31/03
 SRAC Steering Committee on “Management of 
Phytoplankton” 1997 - 1999.
 SRAC Steering Committee on “Management 
of Aquaculture Effluents” 1997- 1999. 
 SRAC Steering Committee on Publications, 
Videos, and Computer Software 1994-1999. 
 SRAC Industry Advisory Board 1991-92, 
1995-1999.
 University of Georgia Agricultural 
Experiment Stations, Research Advisory Board 
1992-95.
 Board of Directors, Florida Aquaculture 
Processors Cooperative 1990-93.
 National Paddlefish and Sturgeon Steering 
Committee 1992.
 Aquaculture Development Commission for 
the State of Georgia 1988-96.
 Member, American Fisheries Society since 
1975.
 President, Georgia Aquaculture 
Association, 1990.
 President, American Fisheries Society, 
Auburn Student Chapter. 1979-80.
 President, Fisheries Club, University of 
Washington. 1977-1978.
 President, Penn. State Biological 
Society. PSU 1975-1976.
 
 
PUBLICATIONS:
 
Davalos, J, J. Robinson, V. Avinash, R. Viadero, 
K. Semmens, J. Plunkett 2001. Honeycomb 
Fiber Reinforced Polymer Sandwich Panels for Fish 
Culture Tanks. 
The 16th Annual Technical Conference by the 
American Society for Composites (ASC-16), 
Blacksburg, VA, September 9-12, 2001.
 
San, Nu Nu, Dan Miller, Gerard D’Souza, Dennis K. 
Smith, and Ken Semmens, 2001. 
West Virginia Trout Enterprise Budgets. Version 
2.0. West Virginia University Extension
 Service. Pub. # AQ01-1.
 
Miyazaki, T., W. A. Rogers and K. J. Semmens. 
1988. Gastro-intestinal histopathology
 of paddlefish, Polyodon spathula (Walbaum), 
infected with juvenile Hysterothylacium 
dollfusi Schmidt, Leiby, & Kritsky, 1974.
 J. Fish Diseases 11(3): 245-250.
 
Yeager, Bruce L. and Kenneth J. Semmens. 1987. 
Early Development of the Blue Sucker,
 Cycleptus elongatus. Copeia (2) 245-250.
 
Semmens, K. J. and W. L. Shelton. 1986. 
Opportunities in Paddlefish Aquaculture. 
in J. G. Dillard, L. K. Graham, and T. R. 
Russell, editors. The Paddlefish: Status, 
Management,
 and Propagation.
 North Central Division, American Fisheries 
Society, Special Publication No. 7
 
Semmens, K. J. 1985. Induced Spawning of the 
Blue Sucker. Progressive Fish Culturist,
 Vol. 47:2 (119-120). 
 
Shelton, William L., Frank H. Meriwether, Kenneth 
J. Semmens, and Wallace E. Calhoun.
 1983. Progeny Sex Ratios from Intraspecific 
Pair Spawnings of Tilapia aurea
 and T. nilotica. International Symposium on 
Tilapia in Aquaculture, Tel Aviv, Israel.

Principal Investigator / Project Director #3:

Name:	Laura G Tiu
Email:	tiu.2@osu.edu
Phone Number:	740-289-2071
FAX Number:	740-289-4591
Address:	Ohio State University South Centers at Piketon 1864 Shyville Rd. Piketon, OH 45690

Curriculum Vitae:

LAURA GOODGAME TIU
OHIO STATE UNIVERSITY SOUTH CENTERS AT PIKETON
1864 SHYVILLE ROAD
PIKETON, OH 45661-9749
740-289-2071 (phone)
tiu.2@osu.edu
 
EDUCATION
2000-present Ph.D. student, Human and 
Community Resource Development, Ohio State
 University 
1988 - 1990 M.S. Wildlife Ecology, 
Mississippi State University
1982 - 1986 B.S. Biology, Silliman 
University, Dumaguete City, Philippines
 
 
 
EMPLOYMENT AND PROFESSIONAL HISTORY
9/98 – Present Research and Extension Associate, 
Ohio State University
 
Responsibilities: Provide leadership and seek 
external funding for the development of
 Aquaculture in Ohio. Seek external funding to 
conduct applied research beneficial 
to the aquaculture industry.
 Work with producer associations to assess the 
current status and needs of Ohio’s 
aquaculture industry. 
Conduct extension/demonstration research projects 
at the Piketon Research and 
Extension Centers.
 Develop and conduct entry-level and advanced 
workshops, and provide education and 
training to people 
interested in exploring aquaculture. Engage 
State Extension Agents and Vocational
 Educational Teachers to help them 
understand aquaculture, disseminate information, 
and organize educational opportunities. 
 Develop partnerships with researchers and other 
state agencies having a stake in the
 development of aquaculture in Ohio. Serve as 
State Aquaculture Coordinator. Represent 
Ohio Aquaculture at local, 
regional and international conferences.
 
10/92 – 7/98 Co-Investigator for Aquaculture, 
Kentucky State University
 
Responsibilities: Assist Principal Investigator 
in all aspects of fish and crustacean
 nutrition research. Conduct research in 
recirculating indoor aquarium systems, cages, 
and ponds. Design, build, and maintain 
recirculating systems and cages. 
Preparation of experimental diets. Procure 
research animals and stock research units. 
 Daily feeding and maintenance of research 
animals. Have worked with many different species
 including channel catfish,
 blue catfish, hybrid catfish, hybrid striped 
bass, hybrid bluegill, freshwater shrimp,
 and red claw crayfish. 
 Perform water quality analysis with HACH kits. 
Collection, tabulation, and statistical
 analysis of data. 
Preparation and publication of research results. 
Design, create, and present slide 
shows of 
research results at local, national, and 
international scientific conferences. 
 
2/91 - 10/92 Research Assistant for 
Aquaculture, Kentucky State University
8/90 - 12/90  Technical Assistant, Mississippi 
State University
9/88 - 8/90 Graduate Research Assistant, 
Mississippi State University
11/87 - 9/88 Laboratory Technician, Mote 
Marine Laboratory, Sarasota, Florida
6/87 - 11/87 Tropical Fish Breeder, J & B 
Tropicals, Lakeland, Florida
 
MEMBERSHIP IN SCIENTIFIC AND PROFESSIONAL 
ORGANIZATIONS
Ohio Aquaculture Association
World Aquaculture Society, 
U.S. Chapter World Aquaculture Society
 
 
 
 
SELECTED PUBLICATIONS (PAST FIVE YEARS) 
 
TECHNICAL JOURNALS
Wallat, G.K., Tiu, L.G., Rapp, J.D., and R.A. 
Moore. (In press) Effect of stocking density 
on growth, yield and costs of producing rainbow 
trout in cages. Journal of Applied
 Aquaculture.
Webster, C.D., Tiu, L.G. and Morgan, A.M. 2000. 
Differences in Growth in Blue Catfish
 Ictalurus furcatus and Channel Catfish I. 
Punctatus fed low-protein diets with and without
 supplemental
 methionine and/or lysine. J. World Aquacult. 
Soc. 31:195-205.
Webster, C.D., Tiu, L.G. and Morgan, A. M. 1999. 
Effect of partial and total 
replacement of fishmeal on growth and body 
composition of Sunshine Bass fed practical diets. 
 J. World Aquacult. Soc. 30(4) 443-453.
Bett, K.L., Johnsen, P.B., Webster, C.D., Tiu, 
L.G., Xiong, X.L., and Decker, E.A. 1998. 
 Sensory and chemical evaluation of sunshine bass 
(Morone chrysops X M. saxatilis) fillets during
 frozen storage. J. Appl. Aquacult. 8(1):53-67.
 
 
NON TECHNICAL
Wallat G. K., Tiu, L.G. and Rapp, D. 2001. 
Comparison of Two Spawning Methods for the
 Production of 
Feed-Trained Yellow Perch Fingerlings and First 
Year Grow-out AQ(1).
Wallat, G.K. and Tiu, L.G. 1999. Production and 
Feed Training of Yellow Perch Fingerlings.
 Centers at Piketon  Publication AQ (1).
 
SELECTED PRESENTATIONS (PAST FIVE YEARS)
Tiu, L.G. 2002. Yellow Perch Research Overview, 
World Aquaculture Society Annual Meeting,
 San Diego, CA 
Tiu, L.G. 2001. Overview of Aquaculture in 
Ohio, Soil and Water District Director’s
 Meeting, Dayton, OH.
Tiu, L.G., 2001. Options for producing Perch in 
Ohio. Ohio Fish Farming Workshop, 
Mineral City, OH
July 20-21.
Tiu, L.G., 2001. So you want to grow fish: 
Available Resources, Ohio Fish Farming 
Workshop, Mineral City, OH
 July 20-21.
Tiu, L.G. 2001. Cage culture of fish, Ohio Fish 
Farming Workshop, Mineral City, OH July 20-21.
Tiu, L.G. 2001. Introduction to Aquaculture, 
Aquaculture 105, Piketon, OH January 6.
Tiu, L.G. 2000. Introduction to Aquaculture, 
Aquaculture 104, Piketon, OH July 29.
Tiu, L.G. 2000. Introduction to Aquaculture, 
Aquaculture 103, Lima, OH January 29.
Tiu, L.G. 2000. Feeds and Feeding, Aquaculture 
103, Lima, OH January, 29.
Tiu, L.G. 1999. Aquaculture Overview, 
Aquaculture 102, Wooster, OH July 24.
Tiu, L.G. 1999. Feeds and Feeding, Aquaculture 
102, Wooster, OH July 24.
Tiu, L.G. 1999. Basic Principles of 
Aquaculture, Aquaculture 101, Piketon, OH 
January 16.
Tiu, L.G. 1999. Water Quality and Aeration, 
Aquaculture 101, Piketon, OH January 16.
Tiu, L.G. 1999. Overview of Freshwater Shrimp 
Culture. North Central RegionalAquaculture 
Centers Annual Conference, Columbia, MO Feb. 24-28
Webster, C.D., Tiu, L.G., Morgan, A., and Gannam, 
A. 1998. Effects of low-protein diets, 
with and without amino acid supplementation, on 
the growth of blue catfish 
(Ictalurus furcatus). 26th Fish Feed and 
Nutrition Workshop, Pine Bluff, AR, Sept. 13-16.
 
Tiu, L.G. and Webster, C.D. 1998. Effects of 
protein level on growth and body composition
 of hybrid bluegill. Southern Division of the 
American Fisheries Society 1998 Midyear Meeting,
 Lexington, KY, Feb. 26 - Mar. 1.
 

Principal Investigator / Project Director #4:

Name:	Tod Porter
Email:	tporter@gwmail.kysu.edu
Phone Number:	502-597-5045
FAX Number:	502-597-8998
Address:	Kentucky State University Aquaculture Research Cen 103 Athletic Road Frankfort, KY 40601

Curriculum Vitae:

Tod Porter
 
EDUCATION: 
M.A. Film, San Francisco State University,
1970-72
B.A. Mass Media, Western Kentucky State
University, 1962-67
 
 
WORK EXPERIENCE:
7/1/01 to present: Electronic Media Coordinator,
Kentucky State University Aquaculture Research 
Center. Write, produce and direct videos; Desktop 
publishing of print materials; Design and 
maintain Web site; Assist faculty with distance 
learning courses.
 
 
8/1/96 - 6/30/01: Coordinator of 
Videoconferencing and Interactive Distance
Learning, Kentucky State University. Promote, 
manage, maintain, and schedule two 
compressed video 
 interactive classrooms; Recruit and train 
faculty in the use of two-way video equipment; 
Work with receive sites in getting their
rooms up to specifications; Taped American 
Literature series in SuperVHS and replayed on 
local cable system.
 
8/1/93 - 6/30/95 Coordinator of Satellite 
Distance Learning, Northwest State University, 
Natchitoches, Louisiana. Promote distance learning
 courses in northern and central 
Louisiana through the development of videos and 
brochures.
 Wrote, produced and directed videotapes and 
wrote and produced live videoconferences.
 
1/3/78 - Vice President for Programming and 
Network Operations, The Learning Channel. 
Oversee administrative, engineering and creative 
functions for the 24-hour national cable network.
 
7/1/72 - 3/31/77: Cinematographer (also wrote, 
directed and edited), Assistant to Executive 
Director,
 and director of statewide KET film festival.
 
VIDEOS, VIDEOCONFERENCES, and PUBLICATIONS: 
(Last 10 years)
 
Freshwater Shrimp: A New Crop for Kentucky (V)
 
Growout of Freshwater Prawns in Kentucky Ponds (P)
 
Interactive Distance Learning at KSU (V)
 
Five animated (with music) PowerPoint
presentations featuring Kentucky and national 
authors (V)
 
Two PSAs featuring Chef Justin Wilson for
Northwestern's Hospitality major (V)
 
Terrific Teaching with Technology (V)
 
TECHNOLOGY: Making It Work In Your School 
(Videoconference)
 
Smart Discipline: Pt.I What Works, What Doesn't
Smart Discipline: Pt.II Turning Around the
Difficult Student (Producer of two 
Professional Development workshops airing on PBS.)
 

Principal Investigator / Project Director #5:

Name:	Alan Escovitz
Email:	escovitz.1@osu.edu
Phone Number:	614-292-9148
FAX Number:	614-292-7081
Address:	The Ohio State Universitry Office of the CIO 1971 Neil Avenue Columbus, Oh 43210

Curriculum Vitae:

Alan Escovitz, Ph.D.
 
ADMINISTRATIVE RESPONSILITY
Director for External Affairs
The Ohio State University
Office of the CIO
 
EDUCATION
1978 The Ohio State University; 
Columbus, Ohio
 Ph.D., Adult Education
1973 The Ohio State University; 
Columbus, Ohio
 M.S., Educational Administration
1969 Ohio University; Athens, Ohio
 B.S. Ed., Social Studies 
(Comprehensive)
 
AWARDS
2002 Recipient of a finalist Telly Award 
(Medical Category) for the 2001 cable television 
series,
 "Recent Advances in Drug Therapy" (Treatment of 
Cutanious T-Cell Lymphoma
 
2002 Recipient of The Communicator Award of 
Distinction (Medical/External Category) for the 
2001 cable television series, "Recent Advances in 
Drug Therapy"
 
2001 Recipient of two Communicator Awards of 
Distinction (Medical/External Category) for the
 2000 cable television series, "Recent Advances 
in Drug Therapy"
2000 Recipient of The Communicator Award of 
Distinction and a Honorable Mention
 (Medical/External Category) for the 1999 cable 
television series,
 "Recent Advances in Drug Therapy"
1999 Recipient of The Communicator Award of 
Distinction and a Honorable Mention
 (Medical/External Category) for the 1998 cable 
television series,
 "Recent Advances in Drug Therapy"
1998 Recipient of The Communicator Award of 
Distinction (Medical/External Category) for the
 1997 cable television series, "Recent Advances 
in Drug Therapy"
1990 National University Continuing Education 
Association (N.U.C.E.A.) Individual Service Award
 for the Professions
 
PROFESSIONAL MEMBERSHIPS
Alliance for Continuing Medical Education
American Association for Adult and Continuing 
Education
American Association of Colleges of Pharmacy 
Section of Teachers of Continuing Education 
Ohio Association of Adult Educators
Phi Delta Kappa
Rho Chi Society
 
SELECTED PRESENTATIONS
Escovitz, A.: "Migrating a Course to an Online 
Environment", American Association of Colleges
 of Pharmacy 101st Annual Meeting, San Diego, CA, 
July 9, 2000.
Escovitz, A, Kier, K. Mauro, L., Green, 
C.: "Using Distance Education to Deliver a
 Drug Certificate Program: Administrative Issues, 
Teaching Experiences and Student Orientation",
 American Association of Colleges of Pharmacy 
100th Annual Meeting, Boston, MA, July 7, 1999.
Escovitz, A. and Green, C.: "Issues for 
Delivering a Web-based Curriculum", American 
Association 
of Colleges of Pharmacy 99th Annual Meeting, 
Snowmass Village, Colorado,
 July 18-22, 1998.
Escovitz, A.: "Consortia for the Development and 
Delivery of Pharmaceutical Education:
 The Council of Ohio Colleges of Pharmacy 
Initiative" American Association Colleges of 
Pharmacy 
Interim Meeting, Washington, DC, March 4, 1997.
 
POSTER SESSIONS
Escovitz, A. and Green, C.: "Student Orientation 
for Web-based Instruction" Poster presented at
 Educause 1999, Long Beach, CA, October 28, 1999.
Escovitz, A. and Green, G.: "Student Orientation 
for the Virtual University", Poster
 presented at Syllabus99 conference, Santa Clara, 
CA, July 27, 1999.
Mauro, L, Kier, K. Escovitz, A. and Green, 
G.: "Cooperative Faculty Development of a Web 
Based Drug
 Information Certificate Program for 
Pharmacists", Poster presented at the
 American Association of Colleges of Pharmacy 
100th Annual Meeting, Boston, MA, July 6, 1999.
Escovitz, A and Green, C.: "Using Distance 
Education to Deliver Nontraditional Pharm.D.
 Courseware: A Pilot Study", Poster presented at 
the Poster presented at the 
American Association of Colleges of Pharmacy
 99th Annual Meeting, Snowmass Village, Colorado, 
July 18-22, 1998.

Principal Investigator / Project Director #6:

Name:	Siddhartha Dasgupta
Email:	sdasgupta@dcr.net
Phone Number:	(502)597-5036
FAX Number:	(502)597-8118
Address:	Aquaculture Research Center, Kentucky State Univer Frankfort, KY, 40601,

Curriculum Vitae:

Education
Ph. D. Texas A&M Univ., Field areas: 
agricultural economics, mathematics 3.7/4.0
 Jan ‘94 to Dec ‘97
M. S.  Univ. of Texas, San Antonio; statistics
 4.0/4.0 Aug ‘93 to Dec ’93
M. S. Texas A&M Univ., mathematics 3.2/4.0
 Aug’90 to May ‘93
B. S.  Angelo State Univ., mathematics & 
computer science 3.8/4.0 Aug ‘88 to Aug ‘90
 
Courses Taught
Year Institution Course
‘01-present Kentucky St Univ
 Aquaculture Research Techniques 
(Biostatistics)
’88-‘00  Univ of AR, Pine Bluff Statistics in 
Research
’94-‘96 Texas A&M Univ Production Economics and 
Mathematical Economics labs
‘93 Univ of TX, San Antonio Mathematical 
Statistics
’90-‘92 Texas A&M Univ Engineering Calculus labs
 
 
Experience
Year Institution Employment
‘01 - Present Kentucky State University: 
Aquaculture Research Center Assistant 
Professor
‘98 – ‘00 Univ. of Arkansas at Pine Bluff: 
Aquaculture/Fisheries Center of Excellence
 Research Associate in aquaculture 
economics and marketing
‘97 Univ. of Idaho: Agricultural Economics
 Post Doctoral Research Associate
 
Refereed Publications
Schardein, M. J., S. Dasgupta and S. Mims. 
(2002) Growth, average weight, and survival
 of paddlefish, Polyodon spathula, stocked at two 
densities in channel catfish, Ictalurus punctatus,
 ponds: 
a preliminary field study. Transactions of the 
Kentucky Academy Science, in press.
 
Dasgupta, S. and J. H. Tidwell. (2002) A 
breakeven price analysis of four hypothetical
 freshwater prawn, Macrobrachium rosenbergii, 
farms using data from Kentucky.
 Journal of Applied Aquaculture, in press.
 
Coyle, S., S. Dasgupta, J. H. Tidwell, A. 
VanArnum and L. A. Bright. (2002) The effect of
 stocking density on nursery production and 
economics in juvenile freshwater prawn,
 Macrobrachium rosenbergii. Journal of Applied 
Aquaculture, in press.
 
Dasgupta, S., D. Monestime and C. R. Engle. 
(2002) Can Commercial Catfish Producers Always
 Feed Efficiently? Aquaculture Economics and 
Management, (6):55-64.
 
Webster, C. D., K. R. Thompson, A. M. Morgan, E. 
J. Grisby and S. Dasgupta. (2001) Feeding
 frequency Affects Growth, Not Fillet 
Composition, of Juvenile Sunshine Bass Morone 
chrysops
 × M. saxatilis 
Grown in Cages, Journal of the World Aquaculture 
Society, (32):79-88. 
 
Lochmann, R., H. Phillips, S. Dasgupta, D. 
Gatlin, and S. Rawles. (2001) Stable Carbon
 Isotope Ratios and Standard Production Data as 
Indices of Golden Shiner Performance in 
Pond Feeding Trials, Journal of Applied 
Aquaculture, (11):21-34.
 
Dasgupta, S., J. Foltz, and B. Jacobsen.  (2000) 
Trout Steaks: Consumer Perceptions of 
a New Food Item, Journal of Food Distribution 
Research, (November): 37-47.
 
Dasgupta, S. and C. R. Engle. (2000) 
Nonparametric Estimation of Returns to 
Investments 
in Honduras Shrimp Research, Aquaculture 
Economics and Management, (4):141-155.
 
Losinger, W., S. Dasgupta, C. R. Engle, and B. 
Wagner. (2000) Economic Interactions Between
 Feeding Rates and Stocking Densities in 
Intensive Catfish Production, 
Journal of the World Aquaculture Society, (31): 
491-502.
 
Dasgupta, S. (1999) Integration of Arkansas 
Broiler Markets with Other Regional
 U.S. Broiler Markets, Arkansas Agriculture and 
Rural Development, (1): 2-4.
 
Foltz, J., S. Dasgupta and S. Devadoss (1999) 
Consumer Perceptions of Trout as a Food Item,
 International Food and Agribusiness Management 
Review, (2): 83-101.
 
Dasgupta, S., T. O. Knight, and H. A. Love (1999) 
Evolution of Agricultural Land Leasing 
Models: A Survey of the Literature, Review of 
Agricultural Economics, (21): 148-176.
 
Other Publications
 
Tidwell J. H., S. D. Coyle, R. M. Durborow, S. 
Dasgupta, W. A. Wurts, F. Wynne,
 L. A. Bright and A. VanArnum. (2002) Growout of 
Freshwater Prawn in Kentucky Ponds.
 Prawn production manual.
  Kentucky State University Aquaculture Program, 
Frankfort, Kentucky.
 
Losinger, W., S. Dasgupta, C. R. Engle, B. Wagner 
and R. Sampath. (1999) Development
 of a Production Function to Investigate the 
Stochastic Nature of Catfish Production,
 p. 168-172, 1999 Proceedings of the American 
Statistical Association, Alexandria, Virginia.
 
Working Papers
 
Dasgupta, S. A Mathematical Model of a Small 
Scale Rabbit Farm.
 
Dasgupta, S. and C.R. Engle. A Mathematical 
Programming Analysis of Catfish Production:
 1-year versus a 2-year Model.
 
Dasgupta, S. and C. R. Engle. Impact of Low 
Catfish Prices on Economically Efficient
 Feeding and Optimal Stocking Densities Channel 
Catfish, Ictalurus punctatus, in the Multi-batch 
Production Systems of the U. S. South
 
Research Presentations in Professional Meetings
 
“Freshwater Prawn Macrobrachium rosenbergii 
Culture at Kentucky State University: 
An Economic Analysis.” Presented at the 2002 
Aquaculture America Meeting,
 San Diego, CA, January, 2002.
 
“Growth, Average Weight and Survival rate of 
Paddlefish, Polyodon spathula, Stocked at
 Two Densities in Channel Catfish, Ictalurus 
punctatus, Ponds.” Presented at the
 2002 Aquaculture America Meeting, San Diego, CA, 
January, 2002.
 
“Modeling Continuous Multi-batch Production of 
Channel Catfish: A 1-year versus a
 2-year Model.” Presented at the North American 
Fisheries Economics Forum,
 New Orleans, LA, April, 2001.
 
“Can Commercial Catfish Producers Always Operate 
Efficiently?” Presented at the 2001 
World Aquaculture Society Meeting, Orlando, FL, 
January, 2001.
 
“Non-parametric Returns to Investment in Shrimp 
Farming in Honduras.” Presented at the 
ARD Biennial Research Symposium, Washington, 
D.C., 2000.
 
“Technological Interactions in Stocking and 
Feeding Intensities in Intensive Catfish
 Production Operations.” Presented at the 2000 
U.S. Chapter of the 
World Aquaculture Society Meetings, 
New Orleans, LA, February, 2000.
 
“Non-Parametric Estimation of Returns to 
Investment in Honduras Shrimp Research.”
 Presented at the 5th Central American Symposium 
on Aquaculture, San Pedro Sula,
 Honduras, August, 1999.
 
“Consumer Perceptions of Trout as a Food Item.” 
Presented at the 1999 U.S. Chapter of the
 World Aquaculture Society Meetings, Tampa, FL, 
February, 1998.
 
“Testing for Cooperative Behavior: An Empirical 
Study of Land Tenure Contracts in Texas.” 
 Presented at the 1998 American Agricultural 
Economics Association Meetings, 
Salt Lake City, UT, August, 1998.
 
“Efficient Land Tenure Contract Under Asymmetric 
Information.” Presented at the 1997 
Western Agricultural Economics Association 
meetings, Reno, NV, July, 1997.
 
“Spatial Price Linkages in U. S. Regional Broiler 
Markets.” Presented at the 1997 
Western Agricultural Economics Association 
meetings, Reno, NV, July, 1997.
 
“ Efficient Land Tenure Contract Under Asymmetric 
Information and Effects of Two Sources 
of Uncertainty.” Presented at the thirty-first 
Pacific Northwest Regional Economic Conference.
 Spokane, Washington, April, 1997.

Principal Investigator / Project Director #7:

Name:	James J Connors
Email:	connors.49@osu.edu
Phone Number:	614.292-3386
FAX Number:	614.292.7007
Address:	216 Agricultural Administration Building 2120 Fyffe Road Columbus, OH 43210-1067

Curriculum Vitae:

EDUCATION:
 
PhD - Agricultural and Extension Education,
 Michigan State University, 1992
M.S. - Agricultural and Extension Education,
 Michigan State University, 1990
B.S. - Agribusiness and Natural Resources Ed,
 Michigan State University, 1984
 
WORK EXPERIENCE:
 
Assistant Professor, 2000-present, Department of 
Human and Community Resource Development,
 The Ohio State University. Teaching (75%), 
Research (25%)
 
Assistant Professor, 1996-2000, Department of 
Agricultural and Extension Education,
 University of Idaho. Teaching (75%), Research 
(25%)
 
Assistant Professor, 1992-1995, Department of 
Agricultural Education,
 University of Arizona.
 
Graduate Research Assistant, 1989-1992, 
Department of Agricultural and Extension 
Education,
 Michigan State University.
 
Vocational Agriculture Teacher, 1984-1989, Brown 
City Community Schools, Brown City, MI.
 
PUBLICATIONS:
 
Cano, J., Connors, J., Knobloch, N., & 
Whittington, S. (2002). Retooling preservice
 agricultural education. Poster presented at the 
2002 AAAE Central Region Agricultural Education
 Conference, St. Louis, MO.
 
Connors, J., Cano, J., Knobloch, N., & 
Whittington, S. (2002). Praxis assessments
 for beginning agricultural educators. Poster 
presented at the 2002 
AAAE Central Region Agricultural Education 
Conference, St. Louis, MO.
 
Radhakrishna, R., Connors, J., Elliot, J., & 
Verma, S. (2001). Journal of International
 Agricultural and Extension Education: From early 
beginnings to sound sustained future. 
 Journal of International Agricultural and 
Extension Education, 8(3), 31-39.
 
Knobloch, N.A., Cano, J., Connors, J. & 
Whittington, S. (2001). Framing a new model
 for preparing teachers of agriculture: A case 
study of teacher education reform.
 Proceedings of the Central States Agricultural 
Education Research Conference. 
 
Connors, J. & Mundt, J. (2001). Characteristics 
of Preservice Teacher Education Programs
 in Agricultural Education in the United States. 
Proceedings of the 2001 National Agricultural 
Education Research Meeting, XXVIII.
 
Connors, J. & Mundt, J. (2001). Characteristics 
of Preservice Teacher Education Programs
 in Agricultural Education in the United States. 
Proceedings of the Western Region Agricultural
 Education Research Meeting. 
 
Schultz, E. & Connors, J. (2000). Factors 
Influencing Curriculum Selection by Secondary
 Agricultural Science and Technology 
Instructors. Proceedings of the Western Region 
Agricultural
 Education Research Meeting, 19, 195-207.
 
Mundt, J. & Connors, J. (1999). Problems and 
Challenges Associated with the First Years
 of Teaching Agriculture: A Framework for 
Preservice and Inservice Education.
 Journal of Agricultural Education, 40(1), 38-48.
 
ORGANIZATIONS:
 
Alpha Tau Alpha, Phi Chapter, Univ of Arizona
American Association for Agricultural Education
Association for Career and Technical Education 
Assoc for International Ag and Extension Education
Gamma Sigma Delta, Ohio State University
National Association of Agricultural Educators 
National FFA Alumni Association, Life Member
National Association of Parliamentarians
National Assoc of College Teachers of Agriculture
Ohio Association of Parliamentarians
Ohio Extension Professionals Association (OEPA)
Ohio FFA Alumni Association
Wirenius Unit - Ohio Assoc of Parliamentarians - 
 Secretary (2002-2004)

Description of the Agricultural Communication Network Project:

1. Project Objectives:

o Make optimal use of available resources for agricultural extension, resident education, and research by sharing resources between participating institutions.

o Train learners 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 Projgect will contribute to achieving these over-all Program Objective(s).

K-12 Aquaculture Education and Extension issues 
are very similar for many states in the 
Appalachian region of the country. Many teachers 
who wish to utilize aquaculture in the 
classroom find it difficult to get the training 
they need to optimize the activity. Many schools 
are in remote locations, far from the 
universities that coordinate aquaculture research 
and extension activities in their respective 
states. In addition, aquaculture research and 
extension specialists in the state are limited in 
number and often have very little time to spend 
on K-12 activities. This combination of remote 
locations and limited staff available for 
training creates an opportunity in which distance 
education technology could be utilized to 
dissolve these barriers.
 
Aquaculture is the fastest growing segment of 
agriculture in the United States. The need for 
an educated and trained workforce is imperative 
to the continued growth of this industry. Many 
secondary schools use aquaculture in the 
classroom to begin preparing students for 
agriculture careers. Students exposed to 
aquaculture in secondary schools are prepared to 
further explore the career at a 2-year technical 
college or a 4-year college or University. Two 
years of high school level aquaculture gives 
students some knowledge and skills necessary to 
make informed decisions about careers in 
agriculture.
 
A tri-state network of aquaculture educators, the 
Tri-state Aquaculture Outreach Using 
Technology (TROUT) team, has been organized to 
address the challenge of enhancing 
delivery of aquaculture training to K-12 
educators using technology. Aquaculture 
specialists in three states, Kentucky, West 
Virginia and Ohio have been collaborating to 
develop a communications network to utilize the 
existing university quaculture programs, to 
strengthen aquaculture teacher training in the 
region. The teachers will then be able to 
develop classroom aquaculture programs designed 
to train students for careers in agriculture, 
science and the food industries. 
 
The TROUT team will use videoconferencing 
technology and Web site development to develop 
and implement a pilot project. The team would 
select two sites/teachers in each state to 
participate in the pilot. Participating teachers 
must have access to appropriate technology and 
have a recirculating aquaculture system in their 
classroom. Several teachers in each state, with 
the stated resources, have expressed interest in 
participating in the pilot. Additional teachers 
would be encouraged to attend the two-way video 
training sessions, but data collection would be 
limited to the study participants. 
 
The TROUT team will develop a semester-long 
aquaculture program using existing curriculum 
developed by the National Council on Agriculture 
Education. A coordinating Web site would be 
developed where teachers could download necessary 
curriculum, resources, have threaded discussions 
with other teachers, post questions to 
aquaculture professionals and display results. 
Students would also have access to the site where 
they could interact with other students at 
schools in other states and have email access to 
the university specialists. Each month, a 
different module would be taught to the teachers 
in an evening session via video technology. 
Training responsibilities would rotate between 
the lead institutions so that teachers benefit 
from a wide variety of experiences. 
Teachers will then take that information and 
teach it during the rest of the month. This 
constant virtual contact with aquaculture 
specialists through monthly videoconferencing and 
Web site access, should give teachers the support 
they need to utilize the curriculum. A sample 
training program follows. 
 
Month: November 2002
Session Title: Overview of Recirculating Tank 
Production. 
Trainer: Gordon Mengel, Kentucky State University
Activity: Teachers then spend the month of 
November teaching these concepts to their 
students, assembling their production tank and 
accessing the Web site for additional support 
or to post questions. 
 
Month: December 2002
Session Title: Species selection. 
Trainer: Laura Tiu, Ohio State University 
Activity: Teachers then spend the month of 
December teaching these concepts and breaking 
in their systems to receive fish after the 
holiday break.
 
Month: January 2003
Session Title: Water quality, feeds and feeding, 
best management practices 
Trainer: Dr. Ken Semmens, West Virginia University
Activity: Fish are stocked into the systems. 
 
Month: February 2003
Session Title: Economics and Business Planning
Trainer: Dr. Sid Dasgupta, Kentucky State 
University 
Activity: Completion of business plans
 
Month: March 2003
Session: Biotechnology in Aquaculture.
Trainer: Geoff Wallat, Ohio State University
Activity: Biotechnology experiment using in-class 
system
 
Month: April 2003
Session: Harvesting and Marketing
Trainer: Dr. Ken Semmens, West Virginia University
Activity: Develop a marketing plan, harvest system
 
By enhancing the training of teachers in the use 
of aquaculture as a tool in the classroom, there 
will be a parallel multiplying effect for the 
student population involved. In this pilot, the 
training is limited to six teachers, however, 
each teacher, in turn, will impact at least 30 
students. A minimum of 180 youth, typically 
isolated from university contact, will benefit 
from the technology, training and contact with 
University professionals. Using technology helps 
close the gap by providing students with valuable 
resources formerly accessed only in University 
curriculums. The linkages formed with other 
students and schools further enhance the 
training. 
 
Aquaculture curriculum is useful in teaching a 
myriad of skills that prepare learners for 
careers. Students can learn not only biology and 
agriculture form the in-class experience, but the 
hands-on nature of the activities develop skills 
in math, chemistry, environmental science, 
biotechnology, and industrial arts like plumbing 
and carpentry. In addition, students gain a 
better understanding of the research process.

2. Description of Agricultural Communication Network to be Developed or Utilized.

Many secondary schools now have access to 
distance technology and Internet access. Daily 
interaction among TROUT instructors and 
secondary teachers will occur through the 
Internet and a Web site to be established. 
 
An H.320 videoconferencing network has been 
selected for the delivery of content from the 
TROUT team to the teachers because all 
participating universities and high schools have 
this technology in place. That is not the case 
with H.323 Internet Protocol. Additionally, it is 
felt that videoconferencing classrooms must 
contain all electronic capabilities -- Web, 
video, CD-ROM/DVD, laptop, and document camera -- 
because aquaculture presentations will utilize 
all of these media. 
 
Further, there are advantages to having secondary 
teachers from several school districts gather in 
central locations. The camaraderie developed will 
be beneficial later to the individual teachers 
when they teach the content in their own 
classrooms, and having several teachers assembled 
in the videoconferencing classroom is helpful 
when the TROUT gives group assignments 
team.
 
All of the videoconferencing sites that are to 
makeup the ad hoc network will be tested prior to 
use to insure that each room has the required 
equipment, and that the classrooms can be 
networked, providing good audio and video 
signals. 
 
TROUT team members will spend two days at 
Kentucky State University (train-the-trainer) 
receiving instruction in the use of all 
videoconferencing equipment, and simultaneously 
adapting their tele-lessons to take full 
advantage of the technology. Another train-the-
trainer distance workshop will be conducted via 
videoconferencing to establish a connection 
between all the sites and test the curriculum 
delivery methods. 
 
Starting in November, the TROUT team members 
will teach from their individual universities to 
the linked secondary schools. Preparatory content 
materials will be placed on the Web site for 
secondary teachers to download prior to the 
delivery of the monthly two-way video sessions.
 
All sessions will be videotaped and the six-tape 
set will be available to teachers without the 
opportunity to get a live broadcast. This 
outreach component will further magnify the 
impact of this project.
 
A Web site will be developed with pages for both 
students and teachers. Teachers will be able to 
access resources in one coordinated site, as well 
as communicate with other teachers involved in 
the project. They also will be able to contact 
the university specialists via email when 
problems or questions arise. The Web site will 
also serve as a vehicle to any teachers wanting 
to access aquaculture education resources.
 
Students will be able to access resources, 
communicate with students in other states and 
post research results on the website. A threaded 
discussion area will be provided for electronic 
communications.

3. Agricultural Communication Network Programming:

o Agricultural Communications and Education

Describe the Programming and how it will contribute to achieving the Objective(s).

The Washington Post [SOURCE: The Washington Post, 
AUTHOR: John Raby, Associated Press
(http://www.washingtonpost.com/wp-
dyn/articles/A48434-2002Jul10.html)]recently 
reported on a study sponsored by the Appalachian 
Regional Commission that shows that Appalachia 
has been left out of the telecommunications 
revolution. The study, which incorporates data 
from the Federal Communications Commission, has 
revealed that there is a shortage of computers, 
Internet access and worker skills. Among the 
study's recommendations are the expansion of 
technical assistance to small- and mid-sized 
businesses, support of demonstration projects 
with alternative technology providers and the 
expansion of public institution roles in offering 
broadband access. By using this initiative to 
connect universities to public schools, we hope 
address some of these needs in the tri-state area.
 
Currently, aquaculture education and 
communication is hindered in Appalachian regions 
such as Kentucky, Ohio and West Virginia. 
Secondary schools are often geographically 
isolated from the universities that provide 
resources and support for aquaculture. The 
universities often have small aquaculture staff 
that don't have the time to address the needs of 
the secondary teachers. This need for enhanced 
aquaculture education and communication in the 
secondary schools can be addressed through a 
distance technology initiative.
 
While curriculum to teach aquaculture in the 
classroom is available, many teachers are 
hesitant to use it because they feel that they 
aren't properly trained in this area. The need 
for further training was identified (100% of 
respondents) in a teacher survey conducted by the 
TROUT team in early 2002. By providing monthly 
training and support to teachers who incorporate 
aquaculture into their classrooms, universities 
are providing the education teachers need to 
teach a myriad of skills to their students. In 
addition, an organized Web sie provides a 
convenient resource for teachers and a mechanism 
by which they can communicate with other teachers 
using the same curriculum.
 
 

Detailed description of methods to be used in producing and/or delivering the programming.

Aquaculture specialist from lead institutions in 
Kentucky, Ohio and West Virginia will collaborate 
to develop a training program for selected 
secondary teachers in the three states. The 
program, based on utilizing aquaculture as a 
teaching tool in the classroom, will be delivered 
to the teachers using videoconferencing 
technology. Teachers will also receive a CD-ROM 
with resource materials that can be utilized 
before, during and after training. A Web site 
will be developed for additional support and 
threaded discussions among the participants. 
Training responsibilities will be divided among 
the three institutions to take advantage of the 
variety of knowledge and resources available.  
Sessions will be videotaped for further 
dissemination to teachers not involved in the 
live broadcasts.

4. Population to be Served and Target Audience(s):

The target audience is secondary teachers. Many 
secondary teachers currently have aquaculture 
systems in their classrooms, but desire 
additional training on how to effectively 
use aquaculture curriculum to apply concepts. In 
addition, many teachers have access to video-
conferencing equipment and would welcome the 
opportunity to use this equipment to get 
support from professionals in the university 
system. 
 
Two teachers from each state will be selected, 
based on the following criteria. The teacher 
must have, or is willing to purchase or build in 
the allotted time period, a recirculating fish 
culture system. The teacher must have access to 
videoconferencing equipment for the monthly 
training sessions. The teacher must have 
Internet access in order to access the resources 
on the coordinating Web site. The selection 
process will be further defined giving preference 
to teachers having student populations comprised 
of women, under represented minorities, students 
with at-risk status or persons with disabilities.
 
The training program will be developed to meet 
Continuing Education Unit (CEU) 
requirements for participating teachers in order 
to provide professional development for the 
participants.
 
In addition, students will be impacted by the 
training program. By providing teachers with the 
resources and support that they need to use 
aquaculture in the classroom, students benefit 
from the new knowledge, skills and resources 
gained by exposure to new activities. These 
students, typically isolated from university 
contact, will be exposed to opportunities 
previously unavailable to them. Closer 
relationships between secondary schools and 
universities may promote more awareness of 
opportunities for further education in science 
and agriculture fields.

5. Collaborating Institutions and Other Partners:

The TROUT team is comprised of three lead 
institutions: 
 
Kentucky State University: As the lead 
institution, this 1890 Land Grant Institution has 
an impressive aquaculture history. Developed in 
1983, the Aquaculture Research 
Center (ARC) is a leader in aquaculture research, 
extension and education. The center is 
comprised of 5 research faculty and 10 staff 
members. The ARC is the center of major 
freshwater crustacean, paddlefish and bass 
aquaculture research in the area of 
production technology, economics and marketing. 
The ARC also is noted for developing and 
improving hatchery technology for tropical 
crustaceans in temperate climates and paddlefish 
gynogenesis. In addition, the ARC has facilities 
permitting genetic research in several fish 
species. Research results are disseminated 
worldwide through journal articles, published 
reports and videotapes. The center also promotes 
K-12 aquaculture education through Mr. 
Gordon Mengel's efforts by assisting aquaculture 
instructors in the management of recirculating 
systems.
 
Ohio State University: The aquaculture extension 
program in Ohio is based at the Ohio State 
University (OSU) Centers at Piketon. It is an 
active program, providing educational and 
technical information on aquaculture. The 
program handles hundreds of requests for 
information annually, conducts introductory and 
advanced workshops, consults with interested 
individuals, conducts applied research 
demonstrations, collaborates with farmers, 
teachers, extension agents, schools and colleges 
and works with the Ohio Aquaculture 
Association (OAA) to assist in the development of 
the aquaculture industry in Ohio. 
The Ohio State University Office of the Chief 
Information Officer will consult and provide the 
backup support for the technology and 
telecommunications solutions. Using state-of-the-
art compression and bridging equipment, OSU can 
accommodate multi-point conferences with 
all standards-based compression algorithms 
currently in use including: H.320 (switched 
ISDN), H.323 (IP-Video), and H.321 (ATM). 
 
West Virginia University: West Virginia 
University aquaculture research and extension is 
a multidisciplinary program drawing upon the 
following disciplines: Marketing, Engineering, 
Resource Economics, Recreation & Tourism, and 
Animal Science. The Extension Specialist - 
Aquaculture provides educational 
and technical support for the aquaculture 
industry in West Virginia. In cooperation with 
industry, WVU county extension agents, on 
governmental organizations, and other agencies, 
information, education, and research are provided 
to assist West Virginia aquaculture industry in 
continued growth, economic viability, and 
competitive development.

6. Rationale for Project:

Aquaculture is the fastest growing sector of U.S. 
agriculture. For more than a decade now, 
aquaculture has also provided innovative 
opportunities and had a positive impact on 
students and instructional programs in secondary 
schools scattered across the U.S. In 1998 it 
was estimated that nearly 2,600 out of 11,000 
high school programs teaching agriculture 
provided over 36,000 students with opportunities 
for hands on experiences in aquaculture 
(Conroy and Walker 1998). It is estimated that 
over 100,000 additional students (K-12) and 
young adults have been introduced to aquaculture 
through exposure to school aquaculture 
programs. 
 
A majority of the aquaculture education programs 
in U.S. secondary schools employ recirculating 
(closed) aquaculture systems with capacities of a 
few hundred to several thousand gallons. School 
aquaculture systems, located anywhere from a 
corner of the classroom to greenhouse annexes, 
are capable of growing around a pound of fish per 
4 or 5 gallons of water. The species of choice 
used in these systems is tilapia, a tropical 
freshwater fish that is easily grown from 
fingerlings to 1-pound adults during a school 
year in indoor tanks. Tilapia is gaining 
popularity in the U.S. as a food fish. 
With limited space and resources, this technology 
is very appropriate for school aquaculture 
programs. 
 
Agricultural education teachers, because of their 
unique training and experience in animal 
husbandry, have the basic skills needed to teach 
aquaculture. Aquaculture instructional 
materials are available that provide agriculture 
teachers up-to-date technical information 
allowing them opportunities to gain specific 
technical expertise that they may lack in 
providing proper instruction in aquaculture. 
Additionally, aquaculture instructional materials 
have been developed that focus on the use of 
aquaculture as an educational tool to directly 
involve students in learning specific concepts 
and skills. 
 
In some areas of the country, aquaculture is 
considered for infusion into a vocational 
education program because of its perceived 
employment, entrepreneurial or career potential. 
Most teachers and school administrators realize, 
industry or no, that aquaculture as an 
effective teaching tool. Aquaria, tanks, ponds, 
cages with living, swimming, crawling organisms 
provide opportunities for students to observe, 
handle and appreciate a part of the living world 
that they are often very unfamiliar with. When 
asked, students say that raising aquatic 
organisms as part of the school curriculum 
stimulates their curiosity and motivates them 
to learn better and more. Although most programs 
have only existed a few years and many are 
just getting started, it has been increasingly 
observed that students exposed to aquaculture in 
high school classes are expressing interest in 
post-secondary education programs in aquaculture, 
aquatic sciences, agricultural science, natural 
resource conservation and environmental science. 
 
Conroy and Walker (1998) noted that there is no 
one standard approach to infusing aquaculture 
into the agricultural education curriculum. Some 
agricultural education programs offer students 
specific courses in aquaculture. Some programs 
integrate aquaculture units or lessons into an 
existing agriscience curriculum. Still other 
programs have agriscience teachers team teaching 
aquaculture units or lessons with science staff 
as a part of an environmental science, natural 
resources or applied biology course. And in some 
schools, agriscience teachers have involved 
teachers of other subject areas (e.g., math, 
science, history. language arts, food and 
consumer science, business and management, 
computer technology, audio-visual technology) to 
present aquaculture as a truly “multi-
disciplinary” approach to education. 
 
Students enrolled in agricultural education 
programs infusing aquaculture follow a 
curriculum that gives them opportunities to learn 
and improve required academic skills as well 
as developing desirable occupational skills. 
Aquaculture allows students to improve basic 
science and math skills by application. As an 
example; planning, designing and assembling 
systems to grow aquatic organisms (e.g., 
recirculation systems. cages, ponds) demands that 
students use math (e.g., measurement of distances 
and volumes) and physics (e.g., flow rates) 
concepts. To culture living organisms students 
apply biology (e.g., knowledge of life history 
and culture requirements) and chemistry (e.g., 
water quality). During the culture period, 
students may be involved in many types of 
activities that allow them to develop good 
laboratory skills and techniques while being 
exposed to more advanced science concepts 
(e.g., anatomy and physiology, genetics, 
microbiology). Beyond the basics, students of 
aquaculture develop an understanding and have 
practical experiences in aquatic species 
identification and ecology, specific culture 
techniques, fisheries management, nutrition, 
disease recognition and control, water chemistry, 
economics, marketing, and business management. 
 
Aquaculture provides opportunities for students 
to develop marketable skills and helps them to 
understand and assimilate characteristics that 
potential employers look for. Occupational skills 
are developed in areas such as water quality 
analysis, animal husbandry, construction, 
plumbing and electricity. Learning to care for 
living organisms teaches students responsibility, 
develops problem-solving abilities and provides 
opportunities to develop functional skills like 
planning and managing and social skills like 
leadership and cooperation. Students tend to 
become very attached to the organisms, 
particularly fish, and work hard to provide all 
the necessary requirements for survival and 
growth. Peer pressure has been noted to be a 
strong, positive factor in getting even the most 
unruly of students involved in the learning 
process.
 
Schools have reported that aquaculture is 
promoting student interest in agriculture and an 
appreciation and understanding of food 
production. Some schools have seen an increase in 
agriculture enrollments in schools that have 
implemented an aquaculture curriculum and an 
increased interest in aquaculture and 
environmental sciences as a career objective. 
Agriculture teachers have reported that 
aquaculture brings new students into their 
classrooms and turns them on to the study and 
application of science. Some teachers have 
reported that a larger number of students go on 
to careers and further study in biology, wildlife 
management, environmental science and 
aquaculture. Some enterprising high school 
agriculture students have been known to operate 
fish projects on their parent's farm pond or 
raise fish in a tank in a vacant area of their 
barn. 
 
Schools in every state have reported 
collaborative efforts between high school 
agriculture programs and other vocational and 
academic programs, between primary and 
secondary school teachers, and between teachers 
and aquaculture extension personnel. 
There also is increased collaboration with the 
community where awareness and appreciation of 
aquaculture has increased significantly. Farmers 
and adult farmer groups interested in 
aquaculture and farm diversification take tours 
and hold meetings at school aquaculture 
facilities. State fish and game officials have 
also taken an interest in school aquaculture 
programs and have become involved. 
 
 

7. Describe the potential for significant impact on the Agricultural Communication Network development and/or integration:

By utilizing a regional approach and distance 
technology, the three states are able to provide 
training previously not available to secondary 
schools, the teachers and students. The direct 
dissemination of aquaculture's scientific base 
may improve economic capacity of educators and 
students. Aquaculture is a multidisciplinary 
approach to teaching that will lead to student 
integration of science, mathematics, business and 
real world opportunities. The information 
transfer from universities to secondary schools 
provides research information as well as the 
fundamentals necessary for students to engage in 
aquaculture as a career or entrapenureal 
activity. The Appalachian communities in the 
United States will particularly benefit from this 
project because of: 1) interactive television 
instruction and 2)new networking opportunities 
with teachers in other states and 3) developing 
new agricultural technologies, such as cage 
culture of fish in mountain lakes or indoor 
recirculating systems to produce fish/shellfish 
for food and pet (aquarium) industries. 
 
This project will have a multidisciplinary 
stance and offer potential employment 
opportunities in a new agriculture sector. 
Materials and information resulting from this 
project also will be made available nationwide. 
Aquaculture education will widen the prospects of 
farming communities and provide children and 
adults with a framework that would encourage 
applied studies of science, mathematics, 
economics and business. The schools 
themselves can culture fish and explore marketing 
opportunities within their own communities.
The opportunities for interaction between 
University Specialist, educators and students 
provide career models for students who wish to 
prepare themselves for advanced studies. 

8. Describe the plans for research, assessment, evaluation and dissemination as applicable to the project:

The evaluation component of the Tri-State 
Aquaculture Outreach Using Technology project 
will utilize both objectives-oriented and 
participant-oriented evaluation approaches. It 
will also follow the seven levels of Bennett’s 
Hierarchy of Evidence (1979), which include 
inputs, activities, people involvement, 
reactions, knowledge, attitude, skills, 
aspirations (KASA), behavior/practice change and 
finally end result or impacts of the project.
 
 The evaluation will record the inputs into the 
project including hours of preparation, 
curriculum development, presentation preparation, 
etc. The inputs will also look at the technology 
requirements for conducting the distance 
education program. The activities to be 
evaluated will include the six live, monthly 
videoconferencing sessions and the corresponding 
Web site for the project. 
 
The level of people involvement will be evaluated 
by keeping detailed records of the number of 
participants at each monthly videoconferencing 
session and number of secondary agricultural 
science students receiving aquaculture 
instruction from the agriculture teachers 
participating in the program. In addition, the 
number of “hits” on the project Web site from the 
various schools and states participating in the 
program will also be tracked for evaluation 
purposes.
 
 
Reactions will be obtained by interviewing the 
secondary agriculture teachers who have 
participated in the project to determine their 
level of satisfaction with the videoconferencing 
sessions, the curriculum, Web site and other 
support materials. A formative evaluation survey 
will be sent to all teachers participating in the 
project after each monthly session to determine 
their reactions to the instruction. Knowledge, 
attitudes, skills and aspirations (KASA) of both 
secondary agriculture teachers and their 
secondary agriculture education students will be 
determined using a pretest - posttest survey 
instrument. The instrument will be developed by 
the principal investigators (PIs) on the project, 
checked for content and face validity by a panel 
of experts familiar with aquaculture education 
and administered by mail questionnaire. Sections 
will include participants’ knowledge of 
aquaculture practices, attitudes about 
aquaculture, skills and future aspirations. The 
pretest instrument will be sent to all secondary 
agriculture teachers and their students prior to 
the first videoconferencing session. The 
posttest instrument will be sent to the same 
individuals after the last session. The pretest 
and posttest instruments will be compared to 
determine if there were any changes do to the 
project.
 
Behavior/practice change will be determined using 
the posttest instrument. Teachers will be asked 
if they will change the amount of nature of 
aquaculture instruction they deliver to their 
students as a result of the instruction they 
received in the program. Students will be asked 
about their interest in aquaculture as a result 
of their instruction. 
 
Finally, end results or impacts will be obtained 
by conducting interviews with both secondary 
agriculture teachers and students who have 
received the aquaculture instruction to determine 
the overall impact the project had on aquaculture 
instruction and production in the selected 
schools in Kentucky, Ohio and West Virginia. A 
final, summative evaluation will include all of 
the above components and be reported in a full 
written evaluation report, an executive summary, 
and a multimedia presentation including 
highlights of the project, results of the 
evaluation, video clips from the monthly 
sessions, and audio recordings from interviews 
with participants. 

9. Broader Impacts:

Aquaculture education can assist in the 
development of a larger, more productive industry 
in the Appalachian region. Aquaculture education 
can provide people with the necessary tools 
to decide if they want to start an aquaculture 
enterprise and educate a future workforce that 
will provide important support for the 
aquaculture industry. Aquaculture education in 
the schools enables teachers to provide a 
controlled laboratory setting to teach science, 
math, animal production, and food safety. 
Teachers infusing aquaculture in their classrooms 
are creating new and exciting opportunities for 
students to learn hands-on, practical 
applications of math and science principles. 
Aquaculture offers students an opportunity to 
take part in a living lab, incorporating 
aquatic species, and have a birth to market 
growing experience during the school year. 
 
One major benefit of this project is its wide 
reach to high schools nationwide. In the region 
that will be the immediate beneficiary of this 
project, i.e., Kentucky, Ohio and West Virginia, 
many school districts have students that are 
predominantly from minority and low-income 
social strata. For example, Jefferson County ISD 
(Louisville, KY) have high schools that have 
large percentage of African American students. 
The three states also have several 
Appalachian counties that have students from 
economically depressed, marginal farming 
communities. These schools can significantly 
benefit from a distance education project which 
encourages a new agricultural industry, such as 
aquaculture, that is flexible with respect to its 
scale of operation, market availability and level 
of technology. This is particularly relevant for 
low-budget schools that cannot afford extensive 
training facilities and equipment. Aquaculture 
education should not only open new opportunities 
for minorities and economically depressed 
communities, but also encourage critical thought 
and the joint use of physical sciences, 
economics and agribusiness in developing 
successful plans for future business /careers in 
agriculture.

10. Proposed Timetable:

September 2002: Curriculum selection, Web site 
development, selection of participating teachers, 
evaluation plan implemented.
 
October 2002: Technology Coordinator site 
visits, technology training (train-the-trainer)
for university partners conducted at Kentucky 
State University, continued Web site development, 
technology training (train-the-trainer, distance)
for teacher and trainer participants, 
testing of all university and secondary school 
interactive classrooms.
 
November 2002: Session one implemented, Web site 
monitoring.
 
December 2002: Session two, teacher’s start 
in-class systems, Web site monitoring.
 
January 2003: Session three, fish stocking, 
Web site monitoring.
 
February 2003: Session four, Web site monitoring.
 
March 2003: Session five, Web site monitoring
 
April 2003: Session six, in-class projects ended, 
Web site monitoring, summative evaluation 
completed.
 
May 2003: Data analysis
 
June 2003: Publication of results

11. Project Personnel and Time Commitment:

Kentucky State University
Gorden Mengel 25%
Tod Porter 10%
Dr. Sid Dasgupta 10%
 
Ohio State University
Laura Tiu-Aquaculture Specialist 10%
James Connors-Evaluation Specialist 5%
Alan Escovitz-Director for External Affairs
 for Enhanced Learning and Research 10%
 
West Virginia University
Dr. Ken Semmens 5%