Project Summary:

Principal Investigator/Project Director:

• Judith L Li, Oregon State University

Description of the Agricultural Communication Network Project:

1. Project Objectives:


• 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.
  
  a)Make optimal use of available resources for agricultural extension, resident education, and research by sharing resources between participating institutions.
  Modern conflicts over land and resource uses often stem from historical and cultural differences. Many environmental crises about biodiversity, air and water quality, and dwindling natural resources create an urgency in resolving these differences. The proposed program presents multiple perspectives about historical and contemporary resource uses; the approach is intended to enhance understanding and communication among people with a great range of views. The communication networks developed by OSU Statewide, the Tri-State Agricultural Distance Delivery Alliance, and access facilitated by ADEC optimizes delivery of this program to a wide range of audiences. Target audiences will include undergraduate students in 2 and 4 year colleges, students learning independently from home bases, practicing professionals and extension agents. Both the established communications network, contacts developed by our college and department, and professional networks will be essential in locating audiences.
  The multidisciplinary nature of this project will benefit from critique by colleagues in a range of disciplines. We will seek pedagogical advice from Dr. Jon Dorbolo (distributed learning developer, Department of Philosophy) and Dr. Vicki Collins (Director of Writing Intensive Curriculum in the English Department) at OSU. Critique of content will be requested from colleagues from various locations. For example; in western history advice from Dr. William Robbins and Dr. Charles Wilkinson will be sought. Segments about Native Americans will be developed in consultation with members of the Lakota Tribe and their tribal colleges, members of Columbia River tribes including the Confederated Tribes of Warm Springs and Confederated Tribes of the Umatilla, the Makah Tribal museum, and Dr. Courtland Smith (Anthropology, OSU). Southwest issues will be reviewed by Dr. Manuel Molles (Biology, University of New Mexico). Natural resource agency perspectives will be sought by Dr. DeWayne Mays (Natural Resources Conservation Service, Lincoln, Nebraska), Mr. Marion Page (U. S. Forest Service, Berkeley, CA), Dr. Ralph Crawford (U. S. Department of Agriculture, Delaware State), and Dr. Keith Miles (U. S. Fish and Wildlife Service, San Francisco); these African American colleagues, as well as other faculty noted above have assisted in reviewing the on-campus course or collaborated in workshops in which this program has been discussed, and are familiar with its content.
  b) Train students for careers in agriculture, natural resource management, environmental science, human sciences and the food industries.
  The 28-volumne video series proposed by this project will address broad issues of cultural and historical context important to all workers. Shortly after the year 2000 Hispanic, African and Asian Americans will become more numerous than Anglo Americans, exerting considerable political and economic influences over natural resources. As the millenium gets closer heightened societal angst over equal opportunities are a conspicuous response to these changing demographics. At present academia is not producing an educated work force in science and natural resources that in any way resembles current demographic diversity (Massey 1992; Sims 1992). To understand the context of current conditions, to resolve conflicts between divergent views, and create innovative solutions to resource dilemmas, the contributions of all the peoples of the west should be considered. We believe that both practicing professionals in agriculture and natural resources, as well as current undergraduates need these perspectives to be effective communicators.
  The programs will be based on a class Dr. Li has taught for five years at Oregon State University, Multicultural Perspectives in Natural Resources (Fisheries and Wildlife 240). They will expose students to cultural perspectives spanning several centuries and over the vast western landscape. The video format will provide easy access to a range of audiences, and will be complimented with web page activities to encourage interaction between students and with the instructor. The modular organization based on western regional landscapes will encourage independent learning paced with student time availability and interests. Optional modules reviewing relevant literature will maximize learning opportunities for the most motivated students. Interests of professionals, who also may be limited by time availability, will be accomodated by programming a subset of the full 28 video set.
  
  
  


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

The proposed course will included as part of the Oregon State University Statewide program (http://www.statewide.orst.edu) which delivers academic programs to the state, with capability of broadcasting nationally and internationally. OSU has developed partnerships with 12 community colleges, including one on the reservation of the Warm Springs Confederated Tribes (see list of collaborating institutions). An additional 6 receiving sites at institutions within Oregon Higher Education, totals 18 locations where OSU Statewide broadcasts to distant classrooms.
An extended network through the Tri-State Agricultural Distance Delivery Alliance (TADAA), will facilitate distribution throughout the Pacific Northwest (see list of collaborating institutions); their website is http://www.aee.ag.uidaho.edu/tadda. It is very difficult for a single institution in the Pacific Northwest to offer a viable distance degree program and this is why TADDA was established in 1997. In TADDA, the three land grant universities in the tri-state region - Oregon State University (OSU), University of Idaho (UI), and Washington State University (WSU) - share upper-division coursework to enable place-bound distant learners to complete their baccalaureate degree in agriculture. By partnering and sharing coursework among three institutions, TADDA is achieving economies of scale that make it possible for students in the tri-state region to access a degree-completion program in General Agriculture.
At present, TADDA has targeted delivery of coursework to community colleges and other community learning centers. Current membership in the Alliance includes OSU, UI, WSU, Eastern Oregon University, Blue Mountain Community College, Treasure Valley Community College, College of Southern Idaho, and Walla Walla Community College. TADDAs long-term goal is to deliver agricultural coursework leading to degree completion to place-bound and time-bound learners located anywhere.
The TADDA consortium has made several significant achievements during its first two years. For instance, TADDA has achieved mutual acceptance of the shared coursework among the degree-granting institutions (OSU and UI have approved the distance-delivered degree in General Agriculture while final approval is pending at WSU). Consortium agreements and Memorandums of Understanding have been established, and other arrangements are in place, which allow TADDA to serve students across the institutional boundaries.
TADDA has developed and evolved as a distributed, cooperative multi-state degree program. Procedures for advising and registering students, the process of applying for and monitoring financial aid, determining residency status, payment and allocation of tuition and fees, and the granting of and securing accreditation for a baccalaureate degree were, are, and will continue to be controlled by each institution in TADDA.
Students can earn baccalaureate degrees through OSU Statewide. Degrees most closely aligned to the proposed course are Bachelor of Science in General Agriculture, Environmental Science, Liberal Studies, and Natural Resources, though the course is intended for all majors. This course fulfills a university requirement for the baccalaureate core that is presently under-represented in the distance learning format.
Individuals also can receive programs through individualized direct learning format This arrangement allow students to pace their own learning. It is not a degree program, but supports both on- and off-campus students who have schedule conflicts or are interested in completing only particular courses. Course credit can be transferred to most accredited colleges.
In the video format this course can be offered via OSUs Internet schedule, and will be supported with interactive webpage activities. OSUs Communication Media Center instructional design and development group and the Central Web Works group assist faculty in Web development. Presently a simple webpage, providing class updates and announcements, is available in the terms when the course is being taught on campus at http://www.orst.edu/instruct/fw240.
OSU has extensive technical and pedagogical support for course development. Programs can be broadcast from TV classrooms on campus via satellite and land lines. These facilities are capable of transmitting by any device to broadcast nationally and internationally. Television producer/ directors and technicians will assist with video designing, and videotaping both in the studio and off-campus. Ms. Margaret Lang, who will be supported by this proposal, will film, produce and edit filed images, many at distant locations. Both digital and analog video editing equipment in numerous formats are available. The technical standard they use is of high quality and the master tape can be copied without much quality degradation. For trouble shooting television transmissions, the Communication Media Center has three technicians/engineers work in conjunction with broadcast engineers; they are competent with satellite, microwave, and terrestrial (telephone, ISDN, and fiber) based transmissions systems. Web instructional servers has been recently upgraded to the very latest technology.



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:


• Environmental and Natural Resources
  
  
  Describe the Programming and how it will contribute to achieving the Objective(s):
  
  Rationale:

  Multiple cultures have made significant but often unrecognized contributions to the development of natural resources in the West. Native American links to the environment are acknowledged in vague ways, but their diverse cultures are barely understood. The importance of the Spanish to agriculture and ranching, of the Chinese in exploiting fisheries, of the Japanese in agriculture, of Black cowboys in long cattle drives, of Scandinavians in farming the northern Great Plains, or of Basques in herding sheep in the Great Basin are generally unknown to most (Chen 1993). In this course students will learn about these diverse contributions and their relevance to contemporary issues. To achieve these ends the course includes a) an examination of physical and biological resources, b) an appreciation of multiple values placed on these resources, c) recognition of the many peoples who used, retrieved or exploited these resources, d) the societal benefits gained from these resources, and e) application of these values to modern conflicts.
  The on-campus course, FW240, is part of a campus-wide curriculum entitled Difference, Power and Discrimination (DPD). Courses that fulfill this baccalaureate core requirement "address a wide range of historical and contemporary examples of difference, power and discrimination across socio-political systems, and study the origins, operation and consequences of discrimination, including structural and institutional discrimination." Diverse media, literature, disciplines and opinions are encouraged. In recent student/faculty discussions about the program, the DPD requirement was lauded as a major attraction for students and faculty of color. Our video project will make possible extension of these values to the wider public as part of OSUs Natural Resource degree, as a DPD course available to distance learning students in any field, and as a class for interested non-degree students.



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

Program Structure and Pedagogy
Student learning will be based on viewing video presentations, reading essays and novels on multicultural experiences, participating in exercises over the class web site, writing journals, and responding to quizzes and cumulative examinations. The wide historical, geographical and ethnic scope is generally new for students; therefore early class sessions introduce general concepts about ecosystems, demographics and western geography. To maximize audience attention spans, student participation or input will be encouraged frequently. For example, students will contribute information about family geneology and immigration patterns to develop concepts about demographic patterns and diversity. Likewise, student familiarity with concepts of biology are reviewed before patterns of ecoregions and climate are discussed.
The course will be organized into modules according to large regions of the western United States: the Pacific Northwest and Alaska, California, the Great Plains, and the Southwest. Each was chosen for cultural differences in how resources have been used over time. The module structure will provide students the opportunity to choose the order of areas covered, and provide flexibility for future course additions. In each region we discuss Paleo-Indians, Native American prior to European contact, interactions with European settlers, effects of major federal legislation such as the Homestead Act, Reclamation Act, and Wilderness Act, and important environmental controversies in which divisions between cultures still occur. Emphasis is placed on changing patterns of resource use, human migrations, and political structures enhancing or preventing land use. As the series is marketed to diverse audiences beyond traditional undergraduates, the module format will increase our flexibility in tailoring the material to fit the needs of individual learners, professionals, extension personnel etc.
The rich historical, anthropological, and environmental basis of the class provides extraordinary opportunities for a visually-rich format. The proposed funding will be critical in developing visual images of interest on a national scale. Since September 1998 we have been searching archives and historical collections available regionally, and taken one trip to Washington D. C. to identify materials in the Smithsonian, National Archives and federal agencies. We will depend heavily on material in the public domain in combination with footage we film ourselves, but anticipate high costs for limited Smithsonian images and others that are copyrighted. We will video segments on locations of interest, such as the northwest coast of the Makah, the oak woodlands of California Indians, bison herds of modern Lakota Tribes in North Dakota, and ancient sites such as Fort Rock Oregon, home of Great Basin Indians. These will be combined with historical photographs, other available video footage, power point presentations, and personal interviews for the final video.
SuCheng Chans collection of essays in People of Color is an important reference for students in this class. Its relevant descriptions of many cultural experiences through North American history will come to life with images developed in our video. Assigned readings include studies of particular peoples and resources, but also incorporate appropriate non-fiction and fiction, such as Ivan Doigs Winter Brothers, Craig Lesleys River Song, John Nichols Milagro Beanfield War, and Tony Hillermans The Great Taos Train Robbery. The novels assigned each year may vary, and discussion of each can be provided in optional portions of the video. Controversies about traditional versus modern uses, farmers versus cattlemen, as well as appropriation of water and land, are considered using fictional, historical and modern accounts. The multi-media approach, emphasizing many voices, encourages many learning styles and hones critical thinking skills.
A small workbook, including key points for each lesson, historical timelines, assignments and expanded readings will be sent to each student to be used during their enrollment in the course. Each student will be encouraged to maintain a personal journal to track responses to readings in preparation for open-book examinations. The instructor will provide study questions about the readings to help structure their responses, but individual interpretation and discovery will be encouraged.
The production of the 28-video series will require the following steps:
1. Determine images needed.
2. Determine the best source of images.
a) If from other sources, obtain image and copyright clearance.
b) If image to be created, obtain video or still camera equipment, sound and recording equipment.
3. Determine appropriate location; consider studio or field locations, impact, aesthetics and lighting. Create images.
4. Record and catalog images.
5. Create edit decison list which organizes the order to be created.
6. Create computer graphics, including subtitles, headings exercises and illustrations.
7. Edit the images into a master copy; add credits.
8. Create copies from finished master.
9. Develop promotional materials through university and professional networks.
10. Distribute videos, communicate with students.
The course Website will be developed in collaboration with Dr. Jon Dorbolo, Department of Philosophy, Oregon State University. The purpose of the webpage will be to provide better communication between students with the instructor and among themselves. To enhance interactive learning, some class exercises will be developed for clusters of students to solve or discuss as a group. These exercises might include reviewing novels, solving hypothetical resource questions, or studying for class exams. Clusters will be structured somewhat like private chat rooms to which particular students and the instructor will have access. They will be patterned after a format Dr. Dorbolo has found successful in his philosophy classes. As with the current course webpage, general announcements and assignments will be provided. Answers to student questions of general interest also will be posted.
The Department of Fisheries and Wildlife now has four courses available for distance learning. In distance classroom locations instructors are available on site, and activities are coordinated with those individuals. Our department also has a doctoral student employed as a teaching assistant who will administer receipt of assignments, distribution of class syllabi, examinations and grades for this class along with others. This will free the instructor to respond to issues of content, upgrades, and grading.
A distance education coordinator also has been proposed for our department; the position only requires approval by the university. This individual will assist in promoting all the classes, and coordinate these programs with other aspects of the curriculum. Plans for the proposed class include a short promotional video that will be sent to potentially interested audiences described in the following sections, with emphasis on land grant institutions.

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

Many audiences will be targeted:
1. Students pursuing Baccalaureate degrees:
Undergraduates at 1862, 1890 and 1994 Land Grant Colleges. Networks already established by OSU, through TADAA and ADEC affiliations will be used to contact 1862 Land Grant institutions and other programs. Through Dr. Lis participation in MANRRS (Minorities in Agriculture and Natural Resources Related Sciences) we have access to faculty and programs who are either 1862 or 1890 Land Grant colleges. To further involve these programs, some of these colleagues will review the content of the proposed program. Dr. Lis interests in educating Native Americans, in addition to affiliation with MANRRS, has led to several connections with the recently recognized Tribal colleges (1994 Land Grants).

2. Two-year college students: Include most of the 1994 Land Grant colleges. Appeals will be made to community colleges, particularly those within the region. The course will be upgraded from a 200-level to 300-level to eliminate potential conflicts with community college programs.

3. Individuals at remote locations or place bound students unable to reach campus (including students employed full-time, parents taking classes from home); students with disabilities making access to classrooms difficult.

4. Individuals interested in broadening their education not necessarily earning a degree(e.g. alumni, post-baccalaureate students).

5. Potential employees in natural resources:
Particular interest and support has been expressed by the Confederated Tribes of Warm Springs, and the Confederated Tribe of the Nez Perce. We will be working with extension agents, particularly Mr. Clint Jacks, in responding to interests of the Columbia River tribes. Outreach also will be extended to other tribes. Controversies about renewed whaling by the Makah in northern Washington is an example of modern issues of great interest to everyone, particularly Native peoples. Recent conversations with several Lakota tribes has resulted in plans to study and film contemporary management of bison in the Great Plains. particularly in the Pacific Northwest.

5. Professional Natural Resource Managers and Extension Agents: we will target both federal and state agency employees. We will use existing networks and delivery systems such as the National Conservation Training Center sponsored by the U. S. Fish and Wildlife Service. Promotion at national meetings of professionals in agricultural, forestry, fisheries and wildlife organizations will maximize exposure to interested employees.



5. Collaborating Institutions and Other Partners:

OSU Statewide Community College Partners: Linn-Benton; Clatsop;Central Oregon; Southwestern Oregon; Columbia Gorge; Rogue; Oregon Coast; Treasure Valley; Blue Mountain Mt. Hood; Portland Community College, Sylvania; Chemeketa; Central Community College at Warm Springs.
OSU Statewide College Partners: Eastern Oregon University; Southern Oregon University; Portland State University, CAPITAL Center, Oregon Institute of Technology Metro, and Main Campus; Oregon Health Sciences University.
Tristate Agricultural Distance Delivery Alliance (TADDA) Collaborators: University of Idaho; Washington State University; Eastern Oregon University; Blue Mountain Community College; Treasure Valley Community College; Walla Walla Community College.
The College of Agriculture (OSU) also is assisting in developing a Tri-state Agicultural Degree Consortium with University of Idaho and Washington State University.
Northern Plains Bison Educator Network is being developed by 10 Great Plains Tribal Colleges, under the direction of Louie LaRose at United Tribes Technical College. We plan to visit field sites with Mr. Elroy Dubray, wildlife/range extension officer at Sitting Bull College, Fort Yates, North Dakota. We will collaborate with Mr. Dubray, Mr. LaRose and other Native American biologists in this consortium in developing information about historical, cultural and modern aspects of bison ecology among the tribes.
Confederated Tribes of Warm Springs, Confederated Tribes of the Umatilla: Dr. Li has been conducting research in cooperation with staff, and high school interns from these tribes for more than 10 years. Tribal leaders, biologists and educators will be helpful in reviewing material to be used in the video series, and in distributing the final product. Dr. Clint Jacks, OSU Extension Agent for the county in which the Warm Springs Reservation occurs, will be particularly helpful in developing modules appropriate for Native American learners living in isolated situations. (See letter of support provided in hard copy with budget forms).
We have approached several 1994 Tribal colleges about distance learning for their students, and they are eager to consider OSUs Fisheries and Wildlife distance learning classes. As the proposed course becomes available we will market this one as well.
Colleagues in natural resource disciplines associated with Dr. Lis established network within MANRRS (Minorities in Agriculture and Natural Resources Related Sciences) have and will be contacted for program enhancement, promotion, and distribution of the final video series. This network will be particularly helpful in reaching African American and Latino audiences, including many 1890 Land Grant Institutions.



6. Additional Rationale for Project

Dr. Li has participated in several national workshops (Conference on University Education in Natural Resources; Western Region Teaching Symposium, Workshop for National Association of Professional Forestry Schools and Colleges) in which this course has been enthusiatically received. Professors from many institutions have requested syllabi and reading lists, (e.g. Penn State, Texas A & M, Arizona State, University of California at Davis), but have expressed the concern that teaching such a course would be beyond their present expertise. A distance learning format will provide a very viable delivery system. Though there is widespread interest in the program content, the diversity of disciplines and cultures discussed creates many demands for potential instructors. The proposed funding will provide this diversity in a visually compelling form.
In addition to the traditional undergraduate audience, resource managers, particularly those recruiting and training employees, have expressed great interest in making this material available to their employees. As noted among audiences to be targeted, opportunities for providing programming through national networks for resource managers would facilitate approaching this audience.



7. Significant Impacts:

Development of this course in a video format will make possible presentation of these ideas to a much more diverse audience than is possible within traditional university campus walls. An interactive element provided as a webpage will encourage dialogue among students from various perspectives and will provide opportunities for interaction between instructor and students. Presentation and acknowledgement of diverse views serves to enhance participation by diverse peoples in contemporary agricultural enterprises. By reaching out to distant or remote locations through video we hope to attract more peoples of color as we include their histories and perspectives integral to the development of our environmental legacy. Native Americans on reservations, Latinos in small rural communities, and African and Asian Americans in large urban locales will have an opportunity to hear their stories blended with others. At the same time majority students become more appreciative of alternative views, and more cognizant of historical and contemporary injustices. The modular approach to content development will maximize opportunities develop flexible programs for a wide range of audiences, filling the needs for people with varying time constraints, educational experience, and learning objectives.



8. Describe the plans for evaluation, dissemination and assessment:

As narrative content for each module is completed, the script will be sent for appropriate scholarly and cultural review. (Note references in Project Objective section). The script will be edited in response to reviewer comments.
Many of the still and video images will be incorporated into the on-campus form of the class, and effectiveness in the classroom setting will be evaluated. When the preliminary master video is cut, copies will be sent to individuals experienced in video production, as well as to experts qualified to review the content. These colleagues will include Mr. Joseph Cone (OSU Sea Grant Communications), Dr. Manuel Molles (University of New Mexico, who is an extraordinary teacher), Dr. Vince Resh (University of California, Berkeley, also an excellent teacher). Faculty advice from Communications departments at University of Washington and Washington State University will also be sought. Final masters will be created based on these critiques.
Dissemination will follow promotional materials that will include a short video highlighting content and approach of the programs, and glossy information brochures patterned after similar ones produced for 4 other distant education courses in our department. These materials will be featured at national meetings and sent too target institutions or offices. Past experience from our department has shown that a similar mailing of 800 promotional tapes produced very successful recruitment and enrollment.
Dissemination of the video series is planned for the Summer and Fall Quarter, 2000 prior to anticipated formal offering of the course beginning Winter 2001.
Assessment of the video tapes and the course as a whole will be requested by all students and instructors at distant locations beginning in Winter 2001. Evaluation will based in part on surveys taken prior to students taking the class, followed by similar questions after completion. Other questions regarding most successful exercises, readings, and video materials will evaluate specific components. These evaluations will be submitted through the web page.



9. Broader Impacts:

Continuous learning at all levels of organization has been emphasized by leaders of natural resource agencies such as Jamie Clark, Director of U. S. Fish and Wildlife Service. By developing employee understanding of diverse ethnic values, and encouraging the inclusion of multiple perspectives in management of resources, the proposed program has the potential for changing attitudes and demographics of these agencies. These institutional changes are important long-term objectives, begun with exposure provided by the videos, possibly expanded through continued dialog and study. An appeal to both present undergraduates and practicing professionals will increase the exposure of these ideas to the widest possible audience, and potentially improve our ability to acheive objectives of inclusiveness.



10. Proposed Timetable:

April 1999 Submit ADEC proposal
Develop script, Identify images
Survey resources available in Washington D.C.
Initiate contacts with 1890 and 1994 land grant colleges
Begin cataloging images

May 1999 Video Northern CA sites; visit historical and tribal sites
Continue seasonal rounds:Western OR
Continue cataloging images
Establish sources of images (outside of OR)

June 1999 Complete script for CA and Pacific Northwest modules
Begin web page development
Continue cataloging images
Begin copyright negotiations

July 1999 Finalize plans for travel (pending ADEC grant)
Visit Washington: North coast, Burke museum
Complete script for Great Plains and Southwest
Receive reviews for CA and Pacific Northwest modules

August 1999 Visit Coastal, Central and Southern CA: Kroeber Museum, Tribal Museums,
Mono Lake, San Diego Museum
Receive reviews for Great Plains and Southwest modules
Visit North Dakota: Northern Plains Bison Project
Review copyright status of images
Visit Eastern OR, Idaho sites, museums

September 1999 Visit Denver, Southwest: Museums, archaeological sites
Complete Western OR seasonal rounds video
Complete web page development
Begin computer graphics
Begin music search and selections

October 1999 Develop edit decision lists
Revise images
Finalize copyright negotiations
Continue music selection and recording

November 1999 Edit early videos
Continue edit decision lists and revisions

December 1999 Continue editing
Establish distribution network with OSU Statewide

January 2000 Continue editing
Complete musical recording
Develop promotional video
View portions of early tapes in OSU classroom setting

February 2000 Complete editing
Duplication from master tapes
Create promotional video

March 2000 Evaluate reviews from classroom viewing
Show videos for professional review
Revise master tapes based on reviews

April 2000 Complete revisions of master tapes
Send out promotional videos

May 2000 Follow-up on promotional videos for future enrollments
Contact special groups for specialized formats (tribes, extension agents etc.)

June 2000 Create shortened formats for particular groups
Organize distribution of tapes





11. Project Personnel and Time Commitment:



Dr. Judith Li .38 FTE
Responsible for development of content, choices in images to be filmed and used in video, learning activities associated with the course (i.e. student journal, examinations, web activities, grading). Establishing professional network for dissemination of video, especially to 1890 and 1994 land grant colleges.

Ms. Margaret Lang .5 FTE
Responsible for archival research; filming and cataloging source materials. Major responsibility for production: i.e. edit decision lists, assembling and editing video. Following production she will assist with promotional activities: developing promotional video, contacting prospective audiences.

Dr. Lis Vita was submitted with the original pre-proposal. Enclosed below is Ms. Langs Vita.

Margaret Lang
3650 NW Jackson Ave.
Corvallis, OR 97330
541-754-6377

Education:
Bachelor of Fine Arts, emphasis in Graphic Design.
Oregon State University, June 1998, Summa Cum Laude
Bachelor of Science in Speech Communication, emphasis in Broadcast Media.
Oregon State University, June 1998, Summa Cum Laude
Bachelor of Science in Liberal Studies, emphasis in Music and Sculpture.
Oregon State University, June 1998, Summa Cum Laude

Relevant Courses:
Print and Electronic Media: Photography; Digital photography; Junior graphic design sequence; Senior graphic design sequence; Desktop publishing.
Video Media: Broadcasting workshop; Television production; Broadcast media writing; Video and television production projects.
Natural Sciences: Peoples of the World: North America, Africa, and China; Multicultural Perspectives in Natural Resources.
Music: Independent study (produced one hour program for ethnic music studies)
Computer Science: Computer applications.

Relevant Employment and Experience:
TV Station Student Manager, KBVR-TV Oregon State University
April 1993-April 1994

Newsletter Editor/Advertising Coordinator Church of the Good Samaritan
1993-present

Publications and Productions
Producer, "Felt Making" by Patricia Spark, Department of Art, Oregon State University

Producer for:
"Seemingly Different"; a 17 min video, interviews of teenagers

"Aerobics in Motion", 16 28 min videos, aerobic exercise programs

"Hitchcock Presents", 6 10 min videos; introductions to Alfred Hitchocock movies

"Of Community Interest", 5 10 min news programs of local issues

"Georgia Dome competition" a 15 min news video, OSUs SMILE (Science & Math Investigative Learning Experiences) program

"KBVR-TV News", 24 30min live daily news programs

"IFC Sing" a 90 min edited recording of Interfraternal Council Sing

"Welcome to KBVR-TV" a 3 min promotional comopilation program

"Steel Bands of Trinidad" a 70 min video; interviews and live recording of steel bands in Trinidad.







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