Project Summary:

Authorized Organizational Representative:

Principal Investigator/Project Director #1:

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.
  
  Background and Justification

  Students attending colleges and universities offering seed science programs in a traditional resident student format have declined over the years. There is a growing need to understand seed science in the expanded biotechnology based seed industry. Donald F. Miles Jr., Production Manager with Pioneer wrote, "People with an understanding of seed science and technology will be essential to the seed industry to:
  1. provide seed that meets the quality standards that the new technological advances will bring;
  2. improve the speed of introducing new technologies for companies to be competitive;
  3. meet the needs of developing and developed international markets that pose unique seed storage, production environments, and seed quality concerns."

  Bill Ebner with Seminis stated that, "Employees are needed that understand the basic principles of seed science. Companies that meet the demand for high quality seed in a timely manner will be successful. Our company is applying the latest technologies to meet their needs."

  The seed industry also needs trained seed technologists. The percentage of students passing the exams to become Registered Seed Technologists or Certified Seed Analysts have declined.

  A survey was conducted in 1995/96 of the members of the Society of Commercial Seed Technologists (SCST) and the Association of Official Seed Analysts (AOSA) to determine the demand and type of courses desired to meet the needs of the seed industry for improving the seed analyst training program. Eighty-two companies and organizations that currently employ seed analysts responded and 60 indicated they had employees that would benefit from taking the proposed distance education courses. Seventy of the companies said that either they would pay or they would share in the cost of the courses.

  Representatives from the Colorado Seed Industry, National Seed Storage Laboratory, Colorado Seed Laboratory (State Laboratory), faculty from the Department of Soil and Crop Sciences at Colorado State University (CSU) and staff from the Division of Educational Outreach at CSU met to consider the results of the survey and identify the critical needs of the seed industry.

  Curriculum materials were developed for four courses that were offered through a traditional distance learning format that included a course syllabus, textbook readings, photographs of seeds, video clips and seed samples. The four courses are: (1) Seed Anatomy and Identification (1 credit), (2) Seed Development and Metabolism (1 credit), (3) Purity Analysis (2 credits) and, (4) Germination and Viability (2 credits). In addition, summer workshops will be conducted for intensive hands-on learning.

  The first student enrolled in February, 1998 and there are now 72 students progressing through the sequence of courses. These are a diverse group of students representing 23 states and 6 other countries.

  A meeting of interested scientists at the American Society of Agronomy (ASA) meeting was held in Baltimore, MD in October, 1998 to discuss the Seed Science and Technology distance education program developed at CSU. There was strong support and encouragement to continue this project and move this to a web-based learning environment.

  In October 1999 at the ASA meetings a symposium will be held entitled - National Seed Science and Technology Distance Education Program. The committee members developing this symposium are: Loren Wiesner, Chairman, National Seed Storage Laboratory; Susana Goggi, Iowa State University; Greg Welbaum, Virginia Poly Technical Institute; Jack Fenwick, Colorado State University, and Al Powell, Colorado State University. The purpose of the symposium will be to discuss the need for an integrated national seed science and technology distance education program. This national committee is building partnerships that will integrate course offerings in seed science and technology. Because of the national concern for the decline in courses being offered in seed science, delivering these courses through distance education is a high priority. This symposium will provide a forum to share the information developed and the resources available among all interested institutions.

  Objectives
  A web based learning project is proposed to enhance the delivery of the seed science courses and to reach the audience in a more stimulating learning environment. Our objectives are to: 1) increase the efficiency and effectiveness of delivering seed science courses to students; 2) assist in training students for careers in the seed industry; 3) prepare students to become seed analysts; 4) provide educational material to students on campuses not offering seed science courses; and (5) share knowledge and resources on a national level to coordinate delivery of seed science information. A partnership between Alabama A & M and CSU has been established to pilot this project to students interested in seed science.
  

  
  
  


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

Online instruction has specific advantages for teaching the subject matter of this proposal. These center around the ability to provide asynchronous access to materials and precise control over the images used in study materials.
Online instruction allows students to study and review material at their individual pace and knowledge level, permitting individualized learning. Asynchronous access to course materials allows employed professionals to access and study course materials at times and places most convenient to them; this creates a new level of access to education that does not currently exist for many students.
Online technology allows the input of the CD-ROM photographs to be composed and rendered with precise control over each image. This assures that every student will be able to see the important elements of each image, and can review materials as often as needed to achieve complete understanding. The CD-ROM will greatly improve the efficiency and band utilization of the online technology as well as increase the learning potential of each student. Because of the large number of high resolution images created for these courses, download times over a modem would be excessive. Creation of a CD-ROM eliminates download time and access problems by making the high resolution images resident at the users computer. The CD-ROM will also be designed and indexed so that students and other clients can use it for visual reinforcement independent of the web course, including taking a notebook computer with CD-ROM drive into the field to compare images with actual samples. The Field Seed Institute is a partner in this project to produce the CD-ROM.
Converting educational materials and graphics for online delivery requires careful instructional design, faculty time, and media production to assure that all materials are technically correct, visually complete, and organized in an instructionally effective manner. The Office of Instructional Services (OIS) will provide the technical design support for converting and producing the web-based learning materials.



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:


• Agronomy
  
  
  Describe the Programming and how it will contribute to achieving the Objective(s):
  
  Four seed science courses will be converted, produced, and delivered for web-based learning to online instruction:
  1. Seed Anatomy and Identification,1 credit
  Instructors: Larsen/Fenwick
  Description: Principles of seed anatomy including reproduction, identification and seed characteristics of plant families.
  2. Seed Development and Metabolism,1 credit
  Instructor: Wiesner
  Description: Basic processes controlling seed development, maturation, dormancy, storage, and germination and how these factors relate to seedling growth.
  3. Purity Analysis, 2 credits
  Instructor: Larsen
  Description: Fundamentals for determining physical purity of a seed lot using established rules and procedures.
  4. Germination and Viability, 2 credits
  Instructor: Bruce
  Description: Seed viability tests including standard germination and tetrazolium seed viability, dormancy, parameters of viability and evaluation.
  
  This on-line program allows students to study at their individual pace, thus maximizing the learning process at a distant location. A grant from the Field Seed Institute of North American for $18,000 has been received to develop a CD ROM of seed images. Students and seed professionals will be able to search for a particular seed by using descriptive key words, common name, or scientific name. Once located, an on-screen comparison may be made and images may be viewed in either thumbnail size or enlarged to full screen. In addition, areas of the seed can be magnified. Data accompanying the images will include shape, texture, color, length, width, thickness, specific gravity, resilience, and additional information of importance for the accurate identification of a species. This CD along with the online instructional materials will maximize the efficiency of delivering this educational material.
  The communication network to be used in these courses is the Internet; worldwide access is available. The courses will be integrated into offerings accessible through Colorado State Universitys distance education web site, http://www.CSUN.colostate.edu. Programming available through this network is expanding and is composed of a cross-section of subject matter courses relating to CSUs land-grant mission. The Office of Instructional Services (OIS) will provide the technical design support for converting and producing the web-based learning materials. Karen Kaminski from OIS is the coordinator of the internet instructional design team who will work with the faculty in developing these courses.


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

We will be using WebCT as the Web server host for the four courses. WebCT is a password protected environment which provides space for course content, electronic mail, chat rooms, threaded discussions, online assessment and testing, and online grade management.

For Web site development a team from the Office of Instructional Services, including an instructional designer, a multi media specialist and a graphic/animation specialist, will assist the faculty. Support will include best practices in Web course design, instruction and support on how to develop and place materials on the Web site, how to communicate with students in various ways, and options for using the online assessment and grade management features. Existing images created in OIS will be converted to appropriate files for online viewing. There will also be ongoing support once the courses are offered for evaluation of effectiveness, trouble shooting, and continued modifications.

Although instructor-student and student-student communication will be encouraged through electronic mail and use of the threaded discussion, electronic office hours will also be posted. This will be time scheduled during each week where the faculty priority is to respond to telephone calls from off-campus students and to their electronic mail. The purpose for this is to address the needs of immediacy for distance learners.

Currently, there are numerous photographic images that are available to the students in a printed document. In a coordinated effort with an ongoing project, a CDROM is being created which will hold these photographic images. Once the CD is complete, we will look at smoothly incorporating it into the instructional process and electronic delivery of this course.

All CSU distant students using internet access to CSU courses will have seven days a week, 24 hours a day EMBANPET software and technical support. In addition, on line advising, content support book ordering and library access will be available. CSU standards for online interactions state that no student questions shall go unanswered for more than 48 hours.



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

The courses will be available through the Division of Educational Outreach at CSU to any student. There are four main groups of students on a nation-wide basis that survey data indicate a need for these courses. The first group are employees in the seed industry who are either a) needing to improve their educational background in seed science while performing their current job or b) wanting to be registered or certified seed analysts; the second group is students in post-secondary educational programs such as Community Colleges who do not have access to seed science courses and; thirdly students at four year colleges and universities who do not have access to these courses.

To increase the awareness of seed science opportunities and these courses to under- represented groups, a pilot project is being proposed with this request that will enhance the seed science program at Alabama Agricultural and Mechanical University.

U.R. Bishnoi at Alabama A & M in the Department of Plant and Soil Sciences wants to broaden the current course offerings in crop production, seed production, and plant breeding related to seed science. The proposed course offerings delivered by web-based learning would not only strengthen that program, but would open additional career opportunities for these students in this specialized but ever expanding biotechnology based seed industry.

Peter Harrison of P.G. Harrison and Associates from Australia has contacted the seed science team at CSU after reviewing the initial teaching materials. He is interested in partnering with this team to assist in teaching the material and conducting workshops in Australia and Asia.




5. Collaborating Institutions and Other Partners:

1. Colorado State University

To be the lead institution in producing and delivering the four seed science and technology courses.

2. National Seed Storage Laboratory

Provide expertise in course development and share in developing the instructional materials

3. Colorado Seed Laboratory

Provide expertise in course development and share in developing the instructional materials

4. Alabama A & M

Pilot test seed science courses as well as broaden the current course offerings in seed science

5. American Society of Agronomy, Seed Physiology Production and Technology Division.

These meetings provide the opportunity to share information, ideas, and resources among seed scientists.

6. P.G. Harrison and Associates.

Peter Harrison from Australia has contacted CSU indicating an interest in becoming a partner in distributing these course materials in Australia and Asia.





6. Additional Rationale for Project

The biotechnology industry is rapidly improving the value of crop varieties by adding resistance to insects, diseases and herbicides, adding improved seed and fruit quality, and all of these improvements are being marketed through the seed. Seed analysts are needed to develop and utilize tests to determine if the stated attributes of a variety are present every time that seed is produced. These courses would help train individuals working for biotechnology companies and for state seed control departments.



7. Significant Impacts:

Since the number of universities and colleges offering seed science and technology courses (approximately 8) have declined, this proposal to deliver these courses via the internet will not only fill the void for these courses at academic institutions, but additional seed industry clientele may utilize these courses while remaining employed. This will directly meet the needs of the seed industry clientele that were identified in the surveys. This online instruction will expand the course offerings at Alabama A & M and permit these students to develop both expanded knowledge in seed science and become acquainted with additional career opportunities. In addition to Alabama A & M students, other students currently on campuses not offering seed science and technology courses will have access to these courses.

The bottom-line significant result is expected to be the availability of more highly qualified students prepared to accept positions in the more technically based seed industry.





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

The planned outcome from the proposal project follow the objectives. Survey data will be accumulated for students who have enrolled in the original distant education seed science courses and students in the same seed science courses taught via the internet. The following instrument has been developed to measure the quality of the distance learning experiences. Student demographic data will be used to measure the scope of the project.

Student perceptions of the seed science courses taught via distance education.
Questions related to:

A. Student-Teacher interactions

1. The instructor was accessible to ask questions
2. I felt comfortable in contacting the instructor
3. The instructor was responsive to my questions

B. Course structure

1. The course content was presented in a well-organized manner
2. The learning material was easily accessible
3. I felt comfortable with the learning process while taking the course

C. Overall course satisfaction

1. I had a sense of accomplishment after completing the course
2. The method of course presentations met my educational needs
3. I would recommend that other students take courses
4. As the result of taking this course, I have an increased interest in pursuing other courses in seed science

Questions will be rated using the Likert Scale from 1 = very poor ---> 5 = very good.

Specific additional questions for the internet students will be:

1. The online opportunity for discussions assisted in learning the material
2. The internet style of learning increased my interest in taking classes
3. I felt comfortable using the format to access and use the internet for the seed science courses

Student responses from Alabama A & M will be compared with the same interest of student responses from other distance learners. The results of the surveys will be presented and discussed at the ASA meetings in Minneapolis, MN in 2000. A final report will be submitted to ADEC. An article in the seed trade magazines will inform the seed industry about these courses.





9. Broader Impacts:

The development of this communication network with the seed industry will permit more rapid feedback of the needs of its industry to the colleges and universities. There will be long-term incentives to develop additional courses on specific topics that meet the needs of seed scientists since a larger audience of students can be reached. Structuring courses of one and two credits each will permit fully employed students greater opportunities to these educational materials.
All students including women, under represented minorities and persons with disabilities will not only have equal access to these educational materials but will become exposed to career opportunities in the seed science and technology areas.
By developing partnerships with the seed scientists of other universities and sharing the knowledge and resources generated with this proposal, students will more effectively meet the needs of the seed industry.
The partnerships with the seed industry of Australia and Asia through Harrison and Associates and with the C-4 Division of ASA will enhance the development of additional seed science courses as well as share in delivering seed science courses to the distance learner.




10. Proposed Timetable:

July 1, 1999 Start project Begin converting content material to Web-based learning

August,1999 Digitize all graphic and line drawing materials

September,1999 Assemble all material

October,1999 Test all materials including threaded discussion, assessment, testing and grade management. Begin marketing courses

November and December, 1999 Retest and make modifications if needed

January 1, 2000 Courses go online

May 1, 2000 Conduct survey of students enrolled in distance education seed science courses

June 1, 2000 Compare survey results with students who took the seed science courses through: a)existing distance learning system, b) web-based learning system

October, 2000 Report on results of assessing the effectiveness of the seed science distant education program at the American Society of Agronomy meetings.





11. Project Personnel and Time Commitment:



Jack R. Fenwick 33% FTE
Loren E. Wiesner 2%
Arnold Larsen 2%
James Bruce 3%
U.R. Bishnoi 3%
Karen Kaminski and staff 20%
Secretary 2%