AGRICULTURAL FACULTY MEETING
Wednesday, April 8, 2015
3:30 p.m.
Deans of Agriculture Auditorium, Pfendler Hall
1. Call to Order - Dean Jay Akridge
2. Approval of Agenda
3. Overview of extension activities and initiatives in the College of Agriculture – Jason Henderson
4. Consent Agenda – Action Items
Approval of Minutes of December 1, 2014 Agricultural Faculty Meeting
Document XIV – Agricultural Economics
Document XV – Animal Sciences
Document XVI– Biochemistry
Document XVII - Entomology
Document XVIII – Forestry and Natural Resources
Document XIX – Horticulture and Landscape Architecture
Document XX – Curriculum and Student Relations Committee
Approval of 2015 May and August Degree Candidates
5. Memorial Resolutions
6. Report Items
Standing Committee Reports
Agenda and Policy – Michael Scharf
Area Promotions – Jay Akridge
Curriculum and Student Relations – J. Barny Dunning
Grade Appeals – Marcos Fernandez
University Senate Report – Jennifer Dennis
Dean’s Comments – Jay Akridge
7. Other Business
Agricultural Faculty
Document No. XIV, 2014-15
April 8, 2015
Department of Agricultural Economics
Proposed Course and Curricular Changes
A. COURSE TO BE DELETED
None
B. COURSES TO BE ADDED
AGEC 57100 Global Issues in International Agribusiness
First course in a required three-course sequence for students enrolled in the “Professional
Masters in International Agribusiness” concentration. Exposes students to a wide range of
global issues directly and indirectly related to the production, processing and marketing of
agricultural products (food, fuel and fiber). Fall Semester
AGEC 57200 International Agribusiness Market Opportunities
Second course in a required three-course sequence for students enrolled in the “Professional
Masters in International Agribusiness” concentration. Aids students in identifying and
exploring market opportunities in international agribusiness, including those related to the
production, processing and marketing of agricultural products, including food, fuel and fiber.
Spring Semester
AGEC 57300 International Business Analysis
Third course in a required three-course sequence for students enrolled in the “Professional
Masters in International Agribusiness” concentration. Provides students a structure for
conducting a professional business analysis focusing on either a market opportunity, financial
management, or other management issue in international agribusiness. The course is project
based and includes group activities and written and oral presentations.
C. COURSES TO BE CHANGED
Change prerequisites for AGEC 424 – Agribusiness Finance from:
Undergraduate level AGEC 31100 Minimum Grade of D- or Undergraduate level
MGMT 20000 Minimum Grade of D- or Undergraduate level MGMT 20010 Minimum
Grade of D- or Undergraduate level BUS A2010 Minimum Grade of D-
To:
Undergraduate level AGEC 31000 Minimum Grade of D- or Undergraduate level
AGEC 33000 Minimum Grade of D- or Undergraduate level MGMT 20000
Minimum Grade of D- or Undergraduate level MGMT 20010 Minimum Grade of
D- or Undergraduate level BUS A2010 Minimum Grade of D-
Justification/Rationale: Students need to have a better understating of financial statements
and business management before taking AGEC 42400.
D. CURRICULAR CHANGES
Identify AGEC 43100 – Advanced Agri-Sales and Marketing as a capstone course.
Justification/Rationale: The previous recommended capstone course for the Sales and
Marketing major has been AGEC 43000 – Agricultural and Food Business Strategy. The
Agricultural Economics faculty considers AGEC 43100, an advanced course in sales that
requires an actual sales experience, to be a better capstone course for students in the Sales
and Marketing major then AGEC 43000 a course in strategic management.
Identify AGEC 42700 – Advanced Agribusiness Marketing as a capstone course.
Justification/Rationale: AGEC 427000 provides more opportunity for students to
experience the process of market analysis, market segmentation, designing, evaluating,
and recommending alternative marketing strategies, and preparing and presenting a
written marketing plan than the current capstone class of AGEC 42900 – Agribusiness
Marketing Workshop
Make AGEC 427 the capstone experience for the Food Marketing concentration
Justification/Rationale: FS 44300 – Food Product Design has served as the capstone
experience for this concentration. Given the changes made by Food Science to FS 44300, this
class no longer is an appropriate cap stone experience for AGEC majors. AGEC 42700
provides students the needed marketing capstone experiences.
Remove the capstone designation from AGEC 42900.
Justification/Rationale: This course is no longer needed as a capstone experience.
Remove the requirement of AGRY 30500 – Grain Marketing/ ANSC 35100 – Meat Science
from Commodity Marketing concentration. Replace this with a requirement of any 3 credits
of AGRY/ANSC at the 20000+ level.
Justification/Rationale: AGRY 30500 is no longer being taught. This change provides
students more flexibility in selecting a commodity production class.
Change the seven credits of Food and Agribusiness selectives in the Agribusiness
concentration to six credits of Food and Agribusiness selectives and one credit of free
elective.
Justification/Rationale: There are no one credit Food and Agribusiness selectives. This
will provide students more flexibility in developing their class schedules.
Change the Farm and Business Management selectives in the Farm Management major by
removing MGMT45500 and replacing it with any MGMT course at the 20000+ level.
Justification/Rationale: Provides the student the option of including additional MGMT
classes in their course work.
Supporting Documents
AGEC 57100: Global Issues in International Agribusiness
Semesters Offered: Fall Semester,
Lecture/Lab Hours: 16 weeks, 50 minute Lecture
Credit(s): 1
Justification:
This course is intended to familiarize students with a range of global issues confronting the
agribusiness sector. It relies on lectures and readings from academic and popular press to initiate
the student to current concerns confronting international agribusiness professionals. This course
is essential to maintaining the “Professional Masters in International Agribusiness”
concentration, offered by Purdue’s Department of Agricultural Economics. The increasing
importance of global issues for the success of agribusiness and related firms makes this MS level
training opportunity a priority for the department. This course is primarily designed for students
enrolled in the Professional Masters in International Agribusiness, but it may also be appropriate
for other MS students or undergraduate students interested in pursuing a career in international
agribusiness.
Outcomes: Will the course be nominated for inclusion on a University Foundational Core or
COA Core course list? NO
Outcomes: Mapping of course outcomes to University Embedded or Departmental learning
outcomes. This course helps satisfy the following University Embedded and Departmental
learning outcomes: Oral and Written Communication.
Description:
This is the first course in a required three-course sequence designed for students in the
“Professional Masters in International Agribusiness” concentration in the Department of
Agricultural Economics. The course objective is to expose students to a wide range of global
issues directly and indirectly related to the production, processing and marketing of agricultural
products (food, fuel and fiber). Topics vary and may include food security, malnutrition, food
safety, biofuels, the environment, trade and agricultural policy, emerging agricultural
technologies, and climate change. Prerequisites: either (i) enrollment in Professional Masters in
International Agribusiness or (ii) permission of instructor.
COURSE CONTACT INFORMATION:
Name: Holly Wang
Phone Number: 765-494-4245
E-mail Address: [email protected]
Campus Address: 403 West State Street, 1145 KRAN
Name: Gerald Shively
Phone Number: 765-494-4218
E-mail Address: [email protected]
Campus Address: 403 West State Street, 1145 KRAN
Example Course Syllabus
AGEC 57100
Global Issues in International Agribusiness
Purdue University
Fall 2014, 1 credit
Instructor: Prof. Holly Wang
Office: Krannert 611
email: [email protected]
Office phone: (765) 494-4245
Secretary: Janet Pool, KRAN, 619, [email protected], 4-4310
The instructor generally maintains an open door policy, but the best approach for meeting to
discuss course matters is to establish contact by email to schedule an appointment.
Class Times and Locations
Wednesdays, noon-12:50 pm in RAWL 2077
I. Course Description
This is the first course in a required three-course sequence designed for students in the
“Professional Masters in International Agribusiness” concentration in the Department of
Agricultural Economics. The course objective is to expose students to a wide range of global
issues directly and indirectly related to the production, processing and marketing of agricultural
products (food, fuel and fiber). Topics vary and may include food security, malnutrition, food
safety, biofuels, the environment, trade and agricultural policy, emerging agricultural
technologies, and climate change. Prerequisites: either (i) enrollment in Professional Masters in
International Agribusiness or (ii) permission of instructor.
II. Course Format
The class will meet once a week during the semester. Class time will be devoted to faculty and
guest speaker presentations and student discussion. One or two field trips are included.
III. Course Learning Objectives
Knowledge outcome—Understanding of key global issues affecting the business
environment for international agribusiness and the structure and function of international
agribusiness firms. Students will reinforce foundational learning of topics through study
and written assignments.
Knowledge and Communication outcomes— Students will be exposed to topics and
issues to facilitate their training as professionals. Course work will consist of class
discussions and written reflections on topics and issues raised in lecture.
IV. Reading Assignments
Required and optional readings will be assigned by presenters in advance of their presentations.
Readings will be linked on the course Blackboard site and will be referenced by the week and/or
day on which they will be discussed. There is no textbook for the course.
V. General Expectations
Respect for instructors, guest lecturers and fellow students
Academic honesty, consistent with Purdue’s policy on academic integrity (see below)
Preparation, participation, effort and self-reflection
Cooperation with fellow students during in-class activities and projects
Communication (keeping up with the course Blackboard site and regularly checking Purdue
email for any correspondence about the course)
VI. Grading
Standard grading scale including pluses and minuses. Semester grades will be calculated on the
following basis: 50% class attendance and participation in class discussions; 50% evaluation of
written assignments including a final paper.
VII. Communication
Please note that the primary out-of-class method of communication will be via email to your
Purdue email address. The instructor will not generally attempt to contact you at email addresses
other than your Purdue email address. It is your responsibility to check for mail on a regular
basis. It is recommended that you check your Purdue email account at least once every 24 hours.
VIII. Special Needs
If you have a disability that requires academic adjustments, please make an appointment to meet
with your instructor during the first week of classes to discuss your needs. Please note that
university policy requires all students with disabilities to be registered with the Disability
Resource Center in the Office of the Dean of Students before classroom accommodations can be
provided.
IX. Academic Integrity
University policy on academic dishonesty is clear: academic dishonesty in any form is strictly
prohibited. Anyone found to be cheating or helping someone else cheat will be referred directly
to the Dean of Students for disciplinary action. Penalties are severe and may include dismissal
from the University. The risks associated with cheating far outweigh the perceived benefits.
Academic dishonesty includes citing someone else's work as your own, using "cheat sheets" or
sharing your answers with someone else. If you are unsure whether your planned action
constitutes academic dishonesty, seek clarification from your instructors. Other information
regarding your rights and responsibilities as a student is contained in the Purdue University Code
of Conduct. Writing assignments for this course will be checked for originality using the
iThenticate software.
X. Campus Emergencies
In the unusual event of a major campus emergency, course requirements, deadlines and grading
percentages are subject to changes that may be necessitated by a revised semester calendar or
other circumstances. To get information about changes in this course visit the course Blackboard
page, or contact the instructor by email or at the phone number provided.
XI. Class Schedule (subject to change)
Date Topic Speaker
27-Aug
U.S. Farming – An eight hour day field
trip visiting an ethanol plant, a grain
elevator, a farm, an extension station,
and an agricultural bank on 8/28,
counted as six contact hours
Instructor
3-Sep U.S. Agribusiness and Farm Sector Instructor
10-Sep Overview of Emerging Markets Instructor
17-Sep Nutrition and Global Food Security Guest speaker: Shively
24-Sep GMOs and Ag Biotechnology Guest speaker: Martin
1-Oct Global Environment Guest speaker: Shively
8-Oct Flexible
15-Oct Climate Change and Agriculture Guest speaker: Doering
22-Oct Biofuels and Global Agriculture Guest speaker: Taheripour
29-Oct Industrial speaker: International market
experience
Guest speaker: Mitchell
5-Nov Group discussion and reflection Instructor
AGEC 57200 International Agribusiness Market Opportunities
Semesters Offered: Spring Semester,
Lecture/Lab Hours: 16 weeks, 2 - 50 minute Lectures each week
Credit(s): 2
Justification:
This course is intended to allow students to explore and become familiar with international
business opportunities in the agribusiness sector. It relies on lectures, readings from business and
economics press, field visits to agribusiness firms, and discussion and analysis of case studies
from the agribusiness sector. This course is essential to maintaining the “Professional Masters in
International Agribusiness” concentration, offered by Purdue’s Department of Agricultural
Economics. This course is recommended for students in the Professional Masters in International
Agribusiness, but it may also be appropriate for other MS students or undergraduate students
interested in pursuing a career in international agribusiness.
Outcomes: Will the course be nominated for inclusion on a University Foundational Core or
COA Core course list? NO
Outcomes: Mapping of course outcomes to University Embedded or Departmental learning
outcomes. This course helps satisfy the following University Embedded and Departmental
learning outcomes: Oral and Written Communication.
Description:
This is the second course in a required three-course sequence designed for students in the
“Professional Masters in International Agribusiness” concentration in the Department of
Agricultural Economics. The course objective is to assist students in identifying and exploring
market opportunities in international agribusiness, including those related to the production,
processing and marketing of agricultural products, including food, fuel and fiber. The course
combines lectures with discussion and project-based learning and group activities.
Prerequisites: either (i) AGEC 571 and enrollment in Professional Masters in International
Agribusiness or (ii) permission of instructor.
COURSE CONTACT INFORMATION:
Name: Holly Wang
Phone Number: 765-494-4245
E-mail Address: [email protected]
Campus Address: 403 West State Street, 1145 KRAN
Name: Michael Langemeier
Phone Number: 765-494-9557
E-mail Address: [email protected]
Campus Address: 403 West State Street, 1145 KRAN
Example Course Syllabus
AGEC 57200
International Agribusiness Market Opportunities
Purdue University
Spring 2015, 2 credits
Instructor: Prof. Michael Langemeier
Office: Krannert 606
email: [email protected]
Office phone: (765) 494-9557
Secretary: Janet Pool, KRAN, 619, [email protected], 4-4310
The instructor generally maintains an open door policy, but the best approach for meeting to
discuss course matters is to establish contact by email to schedule an appointment.
Class Times and Locations
Wednesdays, 3:30 to 5:20pm, KRAN G2. The course involves several field visits. These may
extend beyond the scheduled class time. Students should not have additional class commitments
after 5:20 as these trips may return to campus later than 5:20pm.
I. Course Description
This is the second course in a required three-course sequence designed for students in the
“Professional Masters in International Agribusiness” concentration in the Department of
Agricultural Economics. The course objective is to assist students in identifying and exploring
market opportunities in international agribusiness, including those related to the production,
processing and marketing of agricultural products, including food, fuel and fiber. The course
combines lectures with discussion and project-based learning and group activities. Prerequisites:
either (i) AGEC 571 and enrollment in Professional Masters in International Agribusiness or (ii)
permission of instructor.
II. Course Format
The course will meet once a week during the semester for two hours. Class time will be devoted
to faculty presentations and group discussion. One or more field trips are included.
III. Course Learning Objectives
Knowledge outcome—Understanding of key business opportunities and issues for
international agribusiness firms. Students will reinforce foundational learning of topics
through case studies, written assignments and oral presentations and discussion.
Knowledge and Communication outcomes— Students will be exposed to materials and
methods to facilitate their training as professionals. Course work will consist of class
discussions and written reflections on topics and issues raised in lecture and field visits.
IV. Reading Assignments
Required and optional readings will be assigned by presenters in advance of their presentations.
Readings will be linked on the course Blackboard site and will be referenced by the week and/or
day on which they will be discussed. There is no textbook for the course.
V. General Expectations
Respect for instructors, guest lecturers and fellow students
Academic honesty, consistent with Purdue’s policy on academic integrity (see below)
Preparation, participation, effort and self-reflection
Cooperation with fellow students during in-class activities and projects
Communication (keeping up with the course Blackboard site and regularly checking Purdue
email for any correspondence about the course)
VI. Grading
Item Percent
Class and field study participation 25
Field study and guest lecture reflection assignments 50
Final paper 25
VII. Communication
Please note that the primary out-of-class method of communication will be via email to your
Purdue email address. The instructor will not generally attempt to contact you at email addresses
other than your Purdue email address. It is your responsibility to check for mail on a regular
basis. It is recommended that you check your Purdue email account at least once every 24 hours.
VIII. Special Needs
If you have a disability that requires academic adjustments, please make an appointment to meet
with your instructor during the first week of classes to discuss your needs. Please note that
university policy requires all students with disabilities to be registered with the Disability
Resource Center in the Office of the Dean of Students before classroom accommodations can be
provided.
IX. Academic Integrity
University policy on academic dishonesty is clear: academic dishonesty in any form is strictly
prohibited. Anyone found to be cheating or helping someone else cheat will be referred directly
to the Dean of Students for disciplinary action. Penalties are severe and may include dismissal
from the University. The risks associated with cheating far outweigh the perceived benefits.
Academic dishonesty includes citing someone else's work as your own, using "cheat sheets" or
sharing your answers with someone else. If you are unsure whether your planned action
constitutes academic dishonesty, seek clarification from your instructors. Other information
regarding your rights and responsibilities as a student is contained in the Purdue University Code
of Conduct. Writing assignments for this course will be checked for originality using the
iThenticate software.
X. Campus Emergencies
In the unusual event of a major campus emergency, course requirements, deadlines and grading
percentages are subject to changes that may be necessitated by a revised semester calendar or
other circumstances. To get information about changes in this course visit the course Blackboard
page, or contact the instructor by email or at the phone number provided.
XI. Class Schedule (subject to change)
Date Topic Comment
1/14/15 Introduction to the Business of Agriculture Instructor
1/21/15 Indiana Farm Bureau Don Villwock, President
1/28/15 Agronomy, GROWMARK Jim Spradlin, Vice President,
2/4/15 Tom Farms Kip Tom
2/11/15 GeoSilos Matt Bechdol
2/18/15 Teays River Investments Richard Halderman
2/25/15 AgYield Chris Beavers
3/4/15 Huffman-Hawbaker Farms Levi Huffman
3/11/15 Visit to Dow AgroSciences, Indianapolis Hosted by Stan Howell, Vice
President, North America
Regional
3/18/15 No class spring break
3/25/15 Meadow Lane Farms Mike Beard
4/1/15 Farm Credit Mid-America Debbie Jennings
4/8/15 Becks Hybrids Bruce Kettler
4/15/15 Gunthorp Farms Greg Gunthorp
4/22/15 Final Class Instructor
AGEC 57300 International Business Analysis
Semesters Offered: Fall Semester,
Lecture/Lab Hours: 16 weeks, 150 minute, Lecture
Credit(s): 3
Justification:
This course is intended to focus student attention on conducting business analysis targeted at an
international business issue in the agribusiness sector. It builds on the outcomes and knowledge
from AGEC 57200 and orients learning from that course toward developing a practical business
plan. This course is essential to maintaining the “Professional Masters in International
Agribusiness” concentration, offered by Purdue’s Department of Agricultural Economics. This
course is primarily recommended for students in the Professional Masters in International
Agribusiness, but it may also be appropriate for undergraduate students interested in pursuing a
career in international agribusiness.
Outcomes: Will the course be nominated for inclusion on a University Foundational Core or
COA Core course list? NO
Outcomes: Mapping of course outcomes to University Embedded or Departmental learning
outcomes. This course helps satisfy the following University Embedded and Departmental
learning outcomes: Oral and Written Communication, and Critical Thinking
Description:
This is the third course in a required three-course sequence designed for students in the
“Professional Masters in International Agribusiness” concentration in the Department of
Agricultural Economics. The course objective is to assist students in conducting a professional
business analysis focusing on either a market opportunity, financial management, or other
management issue in international agribusiness. The course is project based and includes group
activities and written and oral presentations.
Prerequisites: either (i) AGEC 572 and enrollment in Professional Masters in International
Agribusiness or (ii) permission of instructor.
COURSE CONTACT INFORMATION:
Name: Holly Wang
Phone Number: 765-494-4245
E-mail Address: [email protected]
Campus Address: 403 West State Street, 1145 KRAN
Example Course Syllabus
AGEC 57300
International Business Analysis
Purdue University
Fall 2015, 3 credits
Instructor: Prof. Holly Wang
Office: Krannert 611
email: [email protected]
Office phone: (765) 494-4245
Secretary: Janet Pool, KRAN, 619, [email protected], 4-4310
The instructor generally maintains an open door policy, but the best approach for meeting to
discuss course matters is to establish contact by email to schedule an appointment.
Class Times and Locations
Mondays and Fridays, noon-1:15pm in RAWL 2077
I. Course Description
This is the third course in a required three-course sequence designed for students in the
“Professional Masters in International Agribusiness” concentration in the Department of
Agricultural Economics. The course objective is to assist students in conducting a professional
business analysis focusing on either a market opportunity, financial management, or other
management issue in international agribusiness. The course is project based and includes group
activities and written and oral presentations. Prerequisites: either (i) AGEC 572 and enrollment
in Professional Masters in International Agribusiness or (ii) permission of instructor.
II. Course Format
The course will meet twice a week during the semester. Class time will be devoted to faculty
presentations, group discussion, and student presentations. Individual advising time is arranged
between each student his/her project advisor.
III. Course Learning Objectives
Knowledge outcome—Capstone experience in which students will work on projects
focused on a comprehensive detailed analysis of an issue faced by a firm, or on a related
issue of general interest to the student. Students will develop hands on experience to
facilitate their training as professionals.
Communication outcomes—Professional business report writing and oral presentation
skills will be developed.
IV. Reading Assignments
Readings will be drawn from business reports, popular press and media sources available online.
Some readings will be linked on the course Blackboard site and will be referenced by the week
and/or day on which they will be discussed. There is no textbook for the course.
V. General Expectations
Respect for instructors, guest lecturers and fellow students
Academic honesty, consistent with Purdue’s policy on academic integrity (see below)
Preparation, participation, effort and self-reflection
Cooperation with fellow students during in-class activities and projects
Communication (keeping up with the course Blackboard site and regularly checking Purdue
email for any correspondence about the course)
VI. Grading
Standard grading scale including pluses and minuses. Semester grades will be calculated solely
based on the final written project (75%) and oral project presentation (25%).
VII. Communication
Please note that the primary out-of-class method of communication will be via email to your
Purdue email address. The instructor will not generally attempt to contact you at email addresses
other than your Purdue email address. It is your responsibility to check for mail on a regular
basis. It is recommended that you check your Purdue email account at least once every 24 hours.
VIII. Special Needs
If you have a disability that requires academic adjustments, please make an appointment to meet
with your instructor during the first week of classes to discuss your needs. Please note that
university policy requires all students with disabilities to be registered with the Disability
Resource Center in the Office of the Dean of Students before classroom accommodations can be
provided.
IX. Academic Integrity
University policy on academic dishonesty is clear: academic dishonesty in any form is strictly
prohibited. Anyone found to be cheating or helping someone else cheat will be referred directly
to the Dean of Students for disciplinary action. Penalties are severe and may include dismissal
from the University. The risks associated with cheating far outweigh the perceived benefits.
Academic dishonesty includes citing someone else's work as your own, using "cheat sheets" or
sharing your answers with someone else. If you are unsure whether your planned action
constitutes academic dishonesty, seek clarification from your instructors. Other information
regarding your rights and responsibilities as a student is contained in the Purdue University Code
of Conduct. Writing assignments for this course will be checked for originality using the
iThenticate software.
X. Campus Emergencies
In the unusual event of a major campus emergency, course requirements, deadlines and grading
percentages are subject to changes that may be necessitated by a revised semester calendar or
other circumstances. To get information about changes in this course visit the course Blackboard
page, or contact the instructor by email or at the phone number provided.
XI. Class Schedule (subject to change)
Date Topic
Week 1 Introduction and definition of capstone experience
Week 2 Topic Identification
Week 3 Project planning
Week 4 Proposal writing
Week 5 Abstract writing
Week 6 Data collection
Week 7 Analytical tools: Part 1 (graphs)
Week 8 Analytical tools: Part 2 (analysis)
Week 9 Data Management
Week 10 Business report writing: Part 1
Week 11 Business report writing: Part 2
Week 12 Presentation tools: Part 1
Week 13 Presentation tools: Part 2
Week 14 Editing
Week 15 Oral project presentations
Week 16 Oral project presentations
Final project due Dec 11 at 5pm
Department of Agricultural Economics
Proposed New Certificate
CONTENTS
PROPOSAL FOR A NEW UNDERGRADUATE CERTIFICATE PROGRAM in
INDUSTRIAL SELLING
A. SUMMARY
B. RATIONALE
C. DESCRIPTION
D. ADMINISTRATION
E. LEARNING OUTCOMES
F. REFERENCES
PROPOSAL FOR A NEW UNDERGRADUATE CERTIFICATE PROGRAM in
INDUSTRIAL SELLING
A. SUMMARY
The Department of Agricultural Economics is proposing a new certificate program in
Industrial Selling. The certificate draws on the department’s more than 40 year history of
teaching students the basics of industrial selling, which has long been identified as distinct
from personal selling within the marketing literature (Webster, 1978). The industrial
character of selling in agriculture, food systems, and natural resources, also extends to
disciplines in other colleges whose graduates go to work in industrial enterprises.
The proposed Certificate will:
1. Educate students in the discipline of basic and advanced selling as applied to industrial
products, particularly those of a scientific and technical nature;
2. Encourage critical thinking and application of marketing concepts across disciplines;
3. Prepare graduates for positions in which sales and marketing skills augment their
technical knowledge; 4. Expand students’ post graduate career opportunities ;
5. Help students develop “soft skills” that include professional networking, interpersonal, and
communication skills essential for successful careers;
6. Further long-term partnerships with industry and their interactions with Purdue students.
B. RATIONALE
A 2015 article in the Wall Street Journal pointed out that technical and scientific sales
positions earn double the median wages of all other workers, yet frequently go unfilled
(Weber, 2015). The exchange of ideas and products is critical in a global economy that is
increasingly complex and connected. Skills in the exchange of goods and ideas are
particularly helpful in an economy that relies on relationships (Shelman and Connolly, 2012).
Purdue is an important player in the development of talent in science and engineering fields.
The university has also recognized the importance of “soft” skills, implementing a common
core that requires written and verbal communication. However, some students who are
earning technical degrees or who are bound for industry, wish to augment their technical
credentials by showing that they have taken steps beyond core requirements. Skills in
expressing and advocating ideas are commercialized in industry through the roles of
salespeople. Offering a certificate in industrial selling would help students in technical
majors be recognized not only for their academic and scientific ability, but for the
commercial value they potentially bring to their employers, and potentially helps fulfill a gap
in recruiting needs of employers.
Purdue has a long history of teaching and developing practical business skills to augment
technical expertise. In the 1950’s and 1960’s many graduates with degrees in agriculture
found that their performance was being measured by sales success and business outcomes,
and that skills in those areas were just as critical as their technical knowledge. In response,
Purdue University, through Purdue Agriculture, was one of the first universities in the
country to offer a course in the principles of selling. A degree in sales and marketing
followed about ten years later. The focus of the course and degree have always been centered
on industrial enterprises.
Purdue continues its leadership position in the sales area today. Research published in 2011
showed only 10 universities (of 209 colleges and universities surveyed) with bachelor’s
degrees offered in sales; Purdue has two: selling and sales management in the College of
Health and Human Sciences and sales and marketing in the College of Agriculture. While
few schools offer majors in selling, there are 37 schools that offer certificates, minors, or
specializations in the principles of selling. Another 30 schools were considering them at the
time that data was collected (Deeter-Schmelz and Kennedy, 2011).
Many of the universities who have recognized the importance of sales education have
developed Center’s to further their research and education efforts and to engage with
industry. Purdue’s Center for Professional Selling (CPS) was founded in 2007. CPS is led
by faculty from both colleges (Agriculture and HHS) that offer sales degrees. CPS provides
sales experiences for students and has developed partnerships with many of the firms who
hire graduates from Purdue’s sales programs. These partner companies have encouraged us
to extend sales education to other programs around campus.
The Center for Food and Agricultural Business (CAB), founded in 1986, began with a similar
premise. CAB’s mission is to help people in the food and agribusiness industries improve
their management competencies. Many of CAB’s initial non-degree executive educational
offerings centered on industrial selling, and these continue to be popular today.
The attention paid to preparing students for sales careers by Purdue and other universities is
with good reason. Sales positions are often among the top two or three placement positions
for students from a broad array of majors. In recent years more than two million business-to-
business sales jobs existed in the United States (Bristow, Gulati, and Amyx, 2006).
Consistent with Wall Street journal article cited earlier, these positions often go unfilled,
because the demand for sales people often exceeds the supply of applicants (Cummins,
Peltier, Erffmeyer, and Whalen, 2013). Even during times when new graduates find it
difficult to obtain a job, there is often growth in the number of sales jobs (Sherwood, Black,
Daughtery, and Duber-Smith, 2012).
In 2009, the opportunities for a recognized sales program for industry oriented students
became evident at Purdue. Many graduates with technical and engineering degrees were
unable to find jobs at the same time as recruiters from technical and engineering companies
couldn’t find enough sales people with technical and engineering degrees. This mismatch led
the Purdue Center for Career Opportunities to partner with sales and marketing program
faculty to create the Technical Sales Boot camp, which has been held at Purdue each fall
since 2010. Almost 200 students and a dozen companies have participated, with many
students finding lucrative employment offers that equal or exceed what they would be paid in
purely technical positions.
Although Purdue has led the way with two sales majors, a major in sales isn’t for everyone.
A certificate program will provide a strong accompaniment for students in technical majors
of agriculture science, technology or engineering. The certificate program will also provide a
foundation for future opportunities since commercial experience is often a requirement for
advancement to senior leadership in technical companies.
Universities play an important role in preparing students for sales roles, shaping both attitude
and skills (Bristow, Gulati, and Amyx, 2006). Education in this area is consistent with
desired educational outcomes. Sales executives identify questioning, listening, strategic
thinking, presentation, and time management skills as critical for sales roles (Luthy, 2007); it
should be noted that many of these skills are common to scientific inquiry as well. Purdue
pioneered many of the curriculum-based experiential learning approaches to sales education.
Offering learning opportunities and formal recognition to Purdue students that complete the
certificate program will serve students and industry alike.
C. DESCRIPTION
The Certificate in Industrial Selling will be open to students in any major who are interested
in industrial selling.
It has three required courses and a capstone course, totaling thirteen credit hours. Each
certificate earner must also complete a day long industry sales experience with a B2B sales
practitioner in their area of professional interest, and must participate in a sales or marketing
oriented experience on campus. It is expected that additional courses (sales management,
negotiations, etc.) will be developed over time as alternatives and complements to this set of
initial courses.
Required courses include:
AGEC 33100 – Principles of Selling in Agricultural Business
CSR 31500 – Relationship Selling
AGEC 32700 -- Principles of Marketing or MGMT 32300 Introduction to Market Analysis
One Capstone Course
AGEC 43100 – Advanced Professional Sales and Marketing (4 Credits)
D. ADMINISTRATION
Students will apply to the Certificate program in the first two weeks of the spring semester of
their sophomore year by providing a statement of interest and a resume. Applications will be
reviewed by faculty and staff in the department of agricultural economics.
In addition to required courses, students will participate in a qualifying sales activity on
campus through the Center for Professional Selling, which offers competitive sales activities
that are typically open to all students. Other clubs, like the Purdue Professional Sales and
Marketing Association and Pi Sigma Epsilon also offer sales activities which can be
approved as a qualifying sales activity. Some of these activities include case study and sales
competitions. Students may alternatively complete a service learning project with United
Way or a similar volunteer agency in which they are responsible for direct fundraising. Sales
activities at work or prior to admission to the Certificate program will not be adequate.
By the end of the junior year, each student will submit their plan for a day long industry field
selling experience. The sales experience can be completed in conjunction with an internship,
along with a class or extra-curricular event, or arranged separately. The plan for the
experience will be evaluated to assure that it aligns with the professional goals of the student,
that it provides students with an opportunity to see real world sales interactions in an
industrial selling environment, and that the interaction will be with a professional whose
primary career responsibilities are in the sales area. Following the field selling experience,
students will organize their observations into a report that will be evaluated by the English
department for the quality of writing and by faculty in the department of agricultural
economics for components of the sales process.
Beyond the administration of student activities and experiences, it is important to note that
the program formally brings together the two sales programs on campus. The department of
agricultural economics is the certificate granting department within the university, but the
experiential and activity components are expected to rely heavily on the Center for
Professional Selling. Faculty from both programs will serve as faculty to review admissions
to the certificate program and to approve plans for experiences and activities. As other
colleges choose to support the certificate program, they may add alternative courses that
support the learning outcomes of the certificate. For example, a sales management course in
development for the Krannert School of Management may be added as an alternative to the
marketing courses.
Students from Technology, Engineering, Pharmacy, and Liberal Arts are expected to benefit
directly from this program. Students from technical disciplines in Health and Human
Sciences or Agriculture may also wish to take advantage of the certificate.
It is difficult to estimate the number of students who will take advantage of the certificate.
We know that there are approximately 250 students in the selling and sales management
program in the College of Health and Human Sciences and about 90 in the sales and
marketing program in Agriculture. About 65 students from engineering and science, on
average, have taken advantage of the sales boot camp. Existing enrollment in the AGEC
33100 course (Principles of Selling in Agricultural Business) hovers around 300 students
each semester, but the AGEC 43100 (Advanced Sales and Marketing) capstone course
currently only draws one or two students above the 20 or so that are in the sales and
marketing curriculum each year.
Anecdotally, about 100 students each semester take both marketing (AGEC 32700,
Principles of Food and Agribusiness Marketing or MGMT 32300, Introduction to Marketing
Analysis) and sales courses (AGEC 33100, Principles of Selling in Agricultural Business) at
some point in their career. Of those, approximately 60 at any given time are in the selling
and sales management or retailing programs and wouldn’t be eligible for the certificate.
Presumably, the incentive of formal recognition would persuade students who are taking two
of the three required courses to complete the final course and other requirements. It seems
likely that the AGEC 43100 (Advanced Sales and Marketing) course enrollment could return
to the levels it was 15 years ago, with more than 60 students enrolled annually. If demand
were high enough, it could require the addition of a spring offering for AGEC 43100, and
possibly additional offerings of AGEC 32700. Similarly, enrollment in CSR 31500
(Relationship Selling) could exceed current capacity.
Administrative costs for teaching coordination and teaching assistants, budgets for hosting
and interacting with company executives, travel to learn about field experiences, and other
such expenses would grow proportionate to class enrollments. Coordinating applications and
monitoring fulfillment of certificate requirements would be new tasks for the department.
These activities could potential mean administrative costs of $50,000 per year above existing
administrative support costs today potentially moving to $100,000 per year in the future.
Beyond administrative support costs, it seems feasible that at some point additional teaching
resources for the department in the sales and marketing area would be required. The initial
expense that would most likely incurred would be for part-time teaching resources in the
marketing area. This could initially be covered with adjunct instructors, which would cost
around $50,000 per section. Eventually a full time clinical or tenure track faculty person in
the sales and marketing area may be needed, likely costing between $150,000 and $200,000.
Total costs, then would not be expected to exceed $150,000-$300,000 per year beyond
existing funding. This level of investment could potentially serve half of the existing
students in AGEC 33100 who are in majors that would potentially qualify for the certificate,
or 200 students. (If 200 of the 600 students in AGEC 33100 each year are not eligible for the
certificate, then half of the remaining 400 students could be accommodated within the
certificate program).
It is possible that this could be funded with donations from companies who hire students in
this area, or perhaps could be a shared expense with the Center for Food and Agricultural
Business as their teaching capacity in the sales area shrinks with reduction in availability of
Dr. David Downey, Professor Emeritus in Ag Econ, who teaches on a contract basis in many
of the Center’s sales programs.
Benefits for the university would potentially include higher levels of student placement,
student satisfaction, and an innovative offering that leverages a core strength of departments,
colleges, and university. The potential for service learning potentially aids the communities
served by the University. Technical students may be better prepared for executive leadership
roles that require experience in commercial aspects of business. Faculty research and
engagement activities may be augmented by increased multi-disciplinary interaction with
companies wishing to support the effort to develop these skills. The Certificate in Industrial
Selling would also help to accomplish learning outcomes of the College of Agriculture.
E. LEARNING OUTCOMES
The Certificate in Industrial Selling responds to the College of Agriculture learning outcomes
as follows:
1. Professional Preparation: Demonstrate proficiency in their chosen discipline that
incorporates knowledge skills, technology, and professional conduct. The certificate program
requires that students demonstrate proficiency within their course work in the Ready Set Sell
component of the introductory sales course, in the practical sales component of the capstone
course, as well as in the qualifying sales experience on campus.
2. Critical Thinking: Demonstrate critical thinking by using data and reasoning to develop sound
responses to complex problems. The course requirements in the advanced sales and marketing
course explicitly require critical thinking as an approach to solving a real world sales or
marketing problem in a company, testing their recommendations in presentations to company
executives on campus, and to executives at company headquarters during field visits.
3. Communication: Demonstrate the ability to write and speak with effectiveness while
considering audience and purpose. The verbal component of communication is addressed in all
of the required courses and the qualifying sales experience. Written communication is required in
the application process, and at the conclusion of the field selling experience, which will be
evaluated by the English Department.
4. Teamwork: Demonstrate the ability to work effectively as part of a problem-solving team. The
development of students in this area is a particular strength of the certificate program. In the
capstone course, students will spend significant time identifying, researching, analyzing, and
presenting problems in a team environment.
5. Cultural Understanding: Demonstrate knowledge of a range of cultures and an understanding
of human values and points of view of other than their own. Empathy and understanding others
are foundations of successful sales interactions. This program will create interactions between
students from different academic programs, and will encourage interactions between different age
groups at several points as students interact with professionals.
6. Social Science Principles: Demonstrate ability to apply social, economic, political, and
environmental principles to living in a global community. Sales interactions touch all areas of
commerce. More broadly, the exchange of ideas and advocacy, concepts that are at the heart of
selling, apply to social, economic, political and environmental discussions. Improving skills in
expressing oneself are aligned with these principles.
7. Civic Responsibility: Demonstrate awareness of civic responsibility to community and society
at large. The inclusion of a service learning project with the certificate is a direct reflection of
civic responsibility. The concept of salesperson as someone who helps customers accomplish
goals is consistent with this as well. Ethics has become an important aspect of research in the
sales area and is a discussion within the classroom. Finally, social responsibility as an important
component of marketing strategy.
8. Lifelong Learning: Demonstrate skills necessary for lifelong learning. Because the certificate
is skills based, its sets the foundation for further development. Interaction with professionals
reinforces the value of ongoing learning activities and continued involvement with education.
The Certificate in Industrial Selling will have the following learning outcomes. Students will
be able to:
1. Through learning and experiencing the fundamentals of industrial selling
a. Analyze a company from a structured marketing perspective
b. Connect concepts from psychology and communications to interpersonal business
communications, including:
i. Maslow’s Hierarchy of Needs
ii. DISC
iii. Adoption of Innovation
iv. Transactional Analysis
c. Identify five steps in prospecting
d. Utilize a decision prioritization tool to choose between alternative prospects
e. Implement a three step strategy process for planning business interactions
f. Understand the basic purpose of a sales meeting opening
g. Define professionalism in a business context
h. Discover the business beliefs, goals, and needs of a customer through purposeful
questioning
i. Tailor value propositions by connecting the customer’s goals to the relevant
features and benefits of an offer
j. Present evidence to support claims of value
k. Handle objections after listening, cushioning and restating them
l. Identify buying signals and utilize trial closes to secure agreement
m. Put the best practices of business professionals to work in a business networking
environment
2. Through learning and experiencing the fundamental decisions to be made in marketing.
a. Define marketing and outline the steps in the marketing process.
b. Explain the importance of understanding customers and the marketplace and
identify the five core marketplace concepts.
c. Discuss customer relationship management and identify strategies for creating
value for customers and capturing value from customers in return.
d. Discuss how to design business portfolios and develop growth strategies.
e. Describe the environmental forces that affect the company's ability to serve its
customers.
f. Discuss how companies can react to the marketing environment.
g. Explain the importance of information in gaining insights about the marketplace
and customers.
h. Define the marketing information system and discuss its parts.
i. Outline the steps in the marketing research process.
j. Explain how companies analyze and use marketing information.
k. Define the business market and identify the major factors that influence business
buyer behavior.
l. Define the major steps in designing a customer-driven marketing strategy: market
segmentation, targeting, differentiation, and positioning.
m. Explain how companies identify attractive market segments and choose a market-
targeting strategy.
n. Discuss how companies differentiate and position their products for maximum
competitive advantage.
o. Identify the four characteristics that affect the marketing of services and the
additional marketing considerations that services require.
p. Discuss branding strategy--the decisions companies make in building and
managing their brands.
q. Describe the stages of the product life cycle and how marketing strategies change
during a product's life cycle.
r. Describe the major strategies for pricing products.
s. Explain why companies use marketing channels and discuss the functions these
channels perform.
t. Discuss how channel members interact and how they organize to perform the
work of the channel.
u. Explain how companies select, motivate and evaluate channel members.
v. Discuss the nature and importance of marketing logistics and integrated supply
chain management.
w. Explain the major types of wholesalers and their marketing decisions.
x. Define the five promotion mix tools for communicating customer value.
y. Discuss the changing communications landscape and the need for integrated
marketing communications.
z. Describe and discuss the major decisions involved in developing and advertising
program.
3. Through learning advanced skills that relate industrial sales and marketing concepts in a
professional setting
a. Develop a plan forward when faced with uncertainty in a business environment
b. Clearly identify sales and marketing problems, as distinct from symptoms
c. Recognize the need to seek and obtain information relevant to a problem
d. Identify and apply learned concepts from business and social sciences to parallel
circumstances in an industrial selling setting
e. Be able to assess the quality of information used to make business decisions
f. Prioritize information based on its relevancy to an identified problem
g. Organize and present their views on a topic in a business environment
h. Consider the beliefs, goals, and needs of executives and peers in a business
environment
i. Persuade an audience to take action or adopt a viewpoint.
j. Balance team and individual efforts to achieve desired business outcomes
k. Host an executive
l. Develop comfort in a board room or executive setting.
m. Adapt to unexpected circumstances.
n. Manage a real world selling activity
i. Identify potential customers
ii. Set appointments
iii. Establish customer needs
iv. Select and present value
v. Ask for business
vi. Handle objections
vii. Manage service
4. Through and industrial field selling experience
a. Practice the identification of call objectives in an industrial selling environment
b. Develop a normative perspective on business calls in the industry of the student’s
interest
5. Through participating in a qualified selling activities
a. Apply learned sales concepts in a competitive environment
b. Practice adaptive behavior in an interactive exchange setting
F. REFERENCES
Bristow, D. G. (2006). A look at professional selling from the student's perspective: A
replication and extension. Marketing Management Journal, 16(1), 88-103.
Cummins, S., Peltier, J. W., Erffmeyer, R., & & Whalen, J. (2013). A critical review of the
literature for sales educators. Journal of Marketing Education, 35(1), 68-78.
Deeter-Schmelz, D. R. (2011). A global perspective on the current state of sales educaiton in
the college curriculum. Journal of Personal Selling & Sales Management, 31(1), 55-75.
Luthy, M. R. (2007). Service executives on preparing undergraduates for sales positions.
Academy of Educational Leadership Journal, 11(2), 73-80.
Shelman, M. &. (2012). The human capital issue: Ensuring the future of food and
agribusiness. International Food and Agribusiness Management Review, 15(A), 1-2.
Sherwood, S. G., Black, G. S., Daughtrey, C. L., & & Duber-Smith, D. C. (2012). State of
the economy and attitude toward sales careers. Alt Econ J, 40(3), 343-345.
Weber, L. (2015). Why it's so hard to fill sales jobs. The Wall Street Journal, February 6,
2015. Downloadable from http://www.wsj.com/articles/whyitssohardtofillsalesjobs1
423002730.
Webster, Jr., F. E. (1978). Management science in industrial marketing. Journal of
Marketing, 42(1), 21-27.
Agricultural Faculty
Document No. XV, 2014-15
April 8, 2015
Department of Animal Sciences
Proposed Course and Curricular Changes
A. COURSE TO BE DELETED
None
B. COURSES TO BE ADDED
None
C. COURSES TO BE CHANGED:
ANSC 53700 (Adipocyte Biology)
- Change from 2 to 3 credits
- To be taught in the spring semester instead of fall semester
The department has offered Adipocyte Biology in its current configuration since fall
semester 2008. The course has received enrollment across campus, drawing students
from Animal Sciences, Biology, Food Science, Nutrition Science and Biomedical
Engineering. As the course continued to gain popularity among students interested in
advanced knowledge of nutrition, metabolism, obesity and animal growth and
development, the content of the course changed to meet the needs of the broad range
of student interests. Over the years, additional emphasis has been placed on the link
between obesity and cancer to address the needs of students in the Biology
department. Topics on the metabolic effects of nutriceuticals have been added to meet
the needs of students from the Food Science department. In addition, tissue imaging
and stem cell topics have been added to address the needs of Biomedical Engineering
students. Therefore, the content of the course can no longer be covered during two
lecture periods per week. This necessitates adding an extra hour of lecture to allow a
thorough coverage of the expanded list of topics in the course. In addition, it is being
proposed that the course be moved to the spring semester from its current listing in
the fall. Target students in this course are students in the first two years of graduate
school and senior level undergraduates. For the graduate students, there are several
other courses that are offered in the fall that could be in competition for the same set
of students. Courses such as ANSC 52200, ANSC 62000, ANSC 55600, ANSC
51400, NUTR 60500, and BCHM 56100 are typically offered in the fall semester.
Teaching ANSC 53700 as a 3 credit course in the fall will create more scheduling
conflicts and limit the number of potential enrollees than the same course being
taught in the spring.
D. CURRICULAR CHANGES
None
2
Supporting document
ANSC53700
Course Name: Adipocyte Biology
A. Justification for the Course:
B. Recent progress in the field of adipose biology has led to the establishment of a new
paradigm for the adipocyte in which the adipocyte is no longer considered as an ordinary
store of excess energy, but as an active participant in the regulation of several metabolic
processes in the body. The discovery of several key adipose-derived hormones such as
leptin, adiponectin, resistin, adipsin and their strong linkages to metabolic and
immunological pathways, has helped redefine the concept of the physiological role of
adipocytes. These findings have opened up several novel areas of investigation and have
enriched our understanding of adipose tissue role in immune function, cancer, diabetes,
chronic inflammation and efficiency of animal growth. The centrality of the adipocyte in the
regulation of key metabolic processes such as immune response and reproduction is clearly
demonstrated in that lack of adequate amount of adipose tissue mass severely impacts these
processes, and excessive adiposity is equally detrimental. A classic example of an adipokine
with multiple regulatory roles is adiponectin. Adiponectin affects immune response by
regulating phagocytosis and cytokine production by macrophages and also leads to
increased energy expenditure in multiple tissues. Thus adequate adiponectin may be critical
for proper immune function and availability of energy for energy demanding processes such
as gestation, lactation and muscle accretion. Obesity which is characterized by reduced
immune and reproductive function is associated with reduced adiponectin expression.
Students need adequate information to expose them to current developments in the field of
adipose biology. Although this course will reinforce principles dealing with the
development of adipose tissue and its role in energy balance, considerable attention will be
given to endocrine and immune actions of the adipocyte.
B. Learning Outcomes and Method of Evaluation or Assessment
(Will the course be nominated for inclusion on a University Foundational Core or COA
Core course list? If so mapping the course outcomes to University Embedded or
Departmental learning outcomes. If so then address; this course helps satisfy the
following outcomes :)
This course will not be nominated for inclusion in the University Foundational Core or COA
Core course list. The course will provide better understanding of the role of
adipocytes/adipose tissue in regulation of metabolism and impact on obesity, diabetes and
efficiency of animal growth. The students will develop critical thinking skills and apply
scientific principles to emerging issues in adipose biology research. Lifetime learning habits
will be emphasized by seeking information to fill gaps in a dynamic field of study. At the end
of this course, students will be able to:
1. Discuss the developmental ontogeny of adipose tissue formation.
3
2. Discuss the role of adipose tissue in energy balance.
3. Discuss the role of adipose tissue in the regulation of immune function.
4. Understand the role of the extracellular matrix in adipose tissue in the regulation of
adipocyte development.
5. Have a better understanding of adipose tissue role in cancer susceptibility.
6. Have a better understanding of the impact of phytochemicals in the regulation of obesity
and adipocyte function.
Methods of evaluation:
1. Exams: Two hourly exams worth 100 points each (200 points total) and a final exam
worth 100 points. Total exam points = 300 points.
2. Quizzes: 5 quizzes =25 points.
3. Term paper: A term paper on a topic pertinent to adipocyte biology will be developed =
50 points.
4. Presentations = 25 points.
Total Points = 400
Grading: Approximate Grading scale:
% Grade
90+ A
80-89 B
70-79 C
60-69 D
≤ 59 F
C. Prerequisites: ANSC 23000 and BCHM 30700. There are no prerequisites for graduate
students.
D. Course Instructor(s): (Name, phone, email, campus address):
Name: Dr. Kolapo Ajuwon
Phone Number: 765-494-4822
E-mail address: [email protected]
Campus Address: 915 West State Street, 3-235 Lily
E. Course Outline:
4
1. Developmental paths - from the mesoderm to adipose tissue.
2. The adipocyte and energy storage and release in response to physiologic signals and
metabolic regulation.
3. The adipocyte as an adipostat in the control of energy balance (energy intake and heat
production).
4. Adipose tissue and muscle crosstalk: Emerging role of myokines in the regulation of adipose
tissue metabolism.
5. Novel control of lipogenesis and lipolysis. New aspects of the regulation of lipogenesis and
lipolysis will be covered.
6. Regulation of lipid droplet formation.
7. Physiologic stress, adiposity and reproduction.
8. The adipocyte expresses functional toll-like receptors.
9. The adipocyte as an endocrine organ.
10. Anti-inflammatory actions of adipocyte precursors.
11. Antigen presentation by adipocytes and precursors.
12. The adipocyte and the alternate compliment pathway.
13. Extracellular matrix and regulation of adipocyte function.
14. The role of ER stress in the causation of adipocyte dysfunction.
15. Regulation of peripheral tissue metabolism by adipocyte derived hormones.
16. The adipocyte insulin sensitivity and type 2 diabetes.
17. Obesity and cancer.
18. Nutriceuticals and obesity.
19. Obesity and weight loss surgery.
20. Genomics, adiposity and body composition in humans and meat animals.
F. Reading List (including course text): Only assigned papers, no recommended text.
G. Library Resources: Assigned papers only.
H. Example Course syllabus
5
Week Outline topic After completion of this topic students should achieve the
following competencies:
1 Developmental paths - from the
mesoderm to adipose tissue.
Students will learn the molecular mechanisms that regulate
adipocyte differentiation during embryonic development and gain
knowledge on regulation of adipocyte differentiation using in vitro
models, adipose-derived stem cells: properties and potential
therapeutic uses.
2 The adipocyte and energy
storage and release in response
to physiologic signals and
metabolic regulation.
Students will learn about the regulation of lipogenic and lipolytic
functions of the adipocyte by hormones and the sympathetic
nervous system.
3 The adipocyte as an adipostat in
the control of energy balance
(energy intake and heat
production).
Students will learn about the mechanisms by which adipocytes
regulate energy balance in the brain and in peripheral tissues.
4 Adipose tissue and muscle
crosstalk: Emerging role of
myokines in the regulation of
adipose tissue metabolism
Students will learn the role of emerging myokines in in the
regulation of peripheral metabolism.
Exam 1
5 Novel control of lipogenesis
and lipolysis. New aspects of
the regulation of lipogenesis
and lipolysis will be covered.
Students will learn new aspects of the regulation of lipogenesis
and lipolysis.
6 Regulation of lipid droplet
formation.
Students will learn about the role of key proteins involved in lipid
droplet formation.
7 Physiologic stress, adiposity
and reproduction.
Students will explore the connection between adiposity and
reproductive function, especially the role of adipokines on
reproductive function.
8 Spring Break
Spring Break
9 The adipocyte expresses
functional toll-like receptors
The adipocyte as an endocrine
organ.
Students will learn the role of pattern recognition receptors such as
toll-like receptors in immunity and metabolism and the role of
adipocyte in immune response.
Students will also learn about the role of adipocytes as sources of
proteins with endocrine functions.
10 Anti-inflammatory actions of
adipocyte precursors.
Students will gain insight into the macrophage-like function of
adipocytes and preadipocytes and the role of inflammatory
cytokines in this function.
11 Antigen presentation by
adipocytes and precursors.
The adipocyte and the
Exam 2
6
alternate compliment
pathway.
12 Extracellular matrix and
regulation of adipocyte
function.
Students will learn about the role of extracellular matrix
proteins in adipocyte function such as differentiation and
proliferation and obesity.
13 The role of ER stress in the
causation of adipocyte
dysfunction.
Insight will be given into the factors involved in the
causation of ER stress, e.g., fatty acids, toxins, osmotic
stress, protein damage.
14 Regulation of peripheral
tissue metabolism by
adipocyte derived hormones.
The adipocyte insulin
sensitivity and type 2
diabetes.
Obesity and cancer.
Nutriceuticals and obesity.
Obesity and weight loss
surgery.
Genomics, adiposity and
body composition in humans
and meat animals.
Students will learn more about type 1 and 2 diabetes and
gestational diabetes from an epidemiological perspective.
The connection between obesity and adipokines in the
causation of cancer will be discussed.
We will address the anti-obesity or anti-inflammatory effects
of natural phytochemical found in human and animal foods.
We will also address breeding efforts to reduce livestock
body fat composition and its impact on efficiency of growth.
15 Final Term paper
presentation
Final Term paper presentations will allow students to present
results of individual review of current literature on their
assigned topics. Students will learn how to conduct critical
review in the field and present review results.
Agricultural Faculty
Document No. XVI, 2014-15
April 8, 2015
Department of Biochemistry
Proposed Course and Curricular Changes
A. COURSE TO BE DELETED
None
B. COURSES TO BE ADDED
1. Prefix and Course Number: BCHM 60300
Title: Introduction to Graduate Research in Biochemistry I – 6 cr
Course Description: This course is intended to provide the opportunity for in-depth, mentored
graduate research in two biochemistry laboratories. Students enrolled in this course will learn
how to devise hypothesis, design experiments that test their hypotheses, accurately record their
data in laboratory notebooks, critically analyze the results of their analyses and present their
findings to others in written and oral presentations. They will fully participate in laboratory
group meetings, the Biochemistry seminar series, and presentations by other students and
postdoctoral fellows. BCHM 601 is a co-requisite.
2. Prefix and Course Number: BCHM 60400
Title: Introduction to Graduate Research in Biochemistry II – 3 cr
Course Description: This course is intended to provide the opportunity for in-depth,
mentored graduate research in one biochemistry laboratory. Students enrolled in this course
will learn how to devise hypothesis, design experiments that test their hypotheses, accurately
record their data in laboratory notebooks, critically analyze the results of their analyses and
present their findings to others in written and oral presentations. They will fully participate in
laboratory group meetings, the Biochemistry seminar series, and presentations by other
students and postdoctoral fellows. BCHM 602 is a co-requisite and BCHM 60500 is a pre-
requisite.
3. Prefix and Course Number: BCHM 61500
Title: Pathways – 3 cr
Course Description: An advanced level cell biology course offered to 1st or 2nd year
graduate students. Students will learn the major intracellular signaling pathways and cell cycle
regulation of eukaryotes. Readings will be from the primary literature.
C. COURSES TO BE CHANGED
None
2
D. CURRICULAR CHANGES
Biochemistry – Non-Thesis MS
We would like to develop a non-thesis MS option for our students who decide not to complete
their PhD program. Students exit our program for a wide variety of reasons including change in
family situation, change of career goals, or disinterest in laboratory research. Currently, the only
mechanism by which our students can exit the program early is by leaving without a degree or by
completing a thesis MS, the latter often requiring an investment of up to 4 years. In order to
shorten the timeline to a degree and increase the graduation rate of our students, we would like to
create a non-thesis MS option for these students. In addition, this program would give us the
option of admitting tuition-paying students directly to a non-thesis MS program. Such a program
would serve students interested in scientific sales or technical staff.
BCHM 60300 Introduction to Graduate Research in Biochemistry I
Supporting Document
Semesters Offered: Fall
Lecture/Lab Hours: 5 lab, 1 independent study
Credit(s): 6
Justification: We are revising our graduate curriculum to address four key core competencies:
scientific research skills, scientific oral communication skills, scientific written communication
skills, and scientific proposal writing skills. This course addresses the first three of these. The
latter is addressed in BCHM 60100, a required course and the co-requisite for this course.
All students registered for this course will be first year graduate students and, thus, we propose a
600-level course number. We anticipate that there will be between 2 and 15 students registered
for this course at any given time. Students are expected to be engaged in graduate level research.
They are expected to consult the primary literature in sufficient depth to become familiar with
their research project and to provide references for their written and oral projects. Rubrics for
evaluation of these core competencies are attached.
Outcomes: Will the course be nominated for inclusion on a University Foundational Core or
COA Core course list? No
Outcomes: Mapping of course outcomes to University Embedded or Departmental learning
outcomes. This course helps satisfy the following departmental learning outcomes:
3
BCHM 60300 students will understand the scientific method. They will be able to develop
hypotheses, design experiments, and critically analyze results to create new knowledge.
BCHM 60300 students will communicate scientific knowledge, experiments and conclusions
effectively as speakers and writers.
BCHM 60300 students will use scientific instrumentation to evaluate the activity or function of
biological macromolecules.
BCHM 60300 students will demonstrate knowledge of analytical and preparative methods that
can be applied to biochemistry.
BCHM 60300 students will demonstrate knowledge of accepted safe laboratory practices.
BCHM 60300 students will demonstrate laboratory experience working with a diverse group of
individuals as part of a research team.
BCHM 60300 students will demonstrate the ability to organize and document laboratory
procedures and results.
BCHM 60300 students will describe research projects in an oral presentation that can be readily
understood by a general scientific audience.
BCHM 60300 students will appreciate the ethical issues facing professionals in the life sciences.
Description: How will this course accomplish the previous outcomes?
The learning outcomes will be accomplished by student participation in a transformational
laboratory experience, public presentations, written assignments, laboratory group meetings and
weekly departmental seminars.
Course Contact Information:
Name: Barbara Golden
Phone Number: 6-6165
E-mail Address: [email protected]
Campus Address: BCHM
Example of a Course Syllabus: Should include reading list/textbook, course learning
objectives, course topic outline, grade calculation, and statements on cheating, safety, emergency
and diversity.
See Below
4
BCHM 60400 Introduction to Graduate Research in Biochemistry II
Supporting Document
Semesters Offered: Spring
Lecture/Lab Hours: 2.5 lab, 0.5 independent study
Credit(s): 3
Justification: We are revising our graduate curriculum to address four key core competencies:
scientific research skills, scientific oral communication skills, scientific written communication
skills, and scientific proposal writing skills. This course addresses the first three of these. The
latter is addressed in BCHM 60200 and BCHM 61000, required courses in our curriculum and
the co-requisite for this course.
All students registered for this course will be first year graduate students and, thus, we propose a
600-level course number. We anticipate that there will be between 2 and 15 students registered
for this course at any given time. Students are expected to be engaged in graduate level research.
They are expected to consult the primary literature in sufficient depth to become familiar with
their research project and to provide references for their written and oral projects. Rubrics for
evaluation of these core competencies are attached.
Outcomes: Will the course be nominated for inclusion on a University Foundational Core or
COA Core course list? No
Outcomes: Mapping of course outcomes to University Embedded or Departmental learning
outcomes. This course helps satisfy the following departmental learning outcomes:
BCHM 60400 students will understand the scientific method. They will be able to develop
hypotheses, design experiments, and critically analyze results to create new knowledge.
BCHM 60400 students will communicate scientific knowledge, experiments and conclusions
effectively as speakers and writers.
BCHM 60400 students will use scientific instrumentation to evaluate the activity or function of
biological macromolecules.
BCHM 60400 students will demonstrate knowledge of analytical and preparative methods that
can be applied to biochemistry.
BCHM 60400 students will demonstrate knowledge of accepted safe laboratory practices.
5
BCHM 60400 students will demonstrate laboratory experience working with a diverse group of
individuals as part of a research team.
BCHM 60400 students will demonstrate the ability to organize and document laboratory
procedures and results.
BCHM 60400 students will describe research projects in an oral presentation that can be readily
understood by a general scientific audience.
BCHM 60400 students will appreciate the ethical issues facing professionals in the life sciences.
Description: How will this course accomplish the previous outcomes?
The learning outcomes will be accomplished by student participation in a transformational
laboratory experience, public presentations, written assignments, laboratory group meetings and
weekly departmental seminars.
Course Contact Information:
Name: Barbara Golden
Phone Number: 6-6165
E-mail Address: [email protected]
Campus Address: BCHM
Example of a Course Syllabus: Should include reading list/textbook, course learning
objectives, course topic outline, grade calculation, and statements on cheating, safety, emergency
and diversity.
See Below
6
BCHM 61500 Pathways
Supporting Document
Semesters Offered: Fall
Lecture/Lab Hours: 3 lecture
Credit(s): 3
Justification: The Biochemistry Department once offered two graduate level courses: Signal
transduction (BCHM 69300) last taught by Dr. Sandra Rossie in 2013 and Cell Cycle Regulation
last taught by Dr. Joseph Ogas over a decade ago. BCHM 69300 was a required course for the
PULSe Cancer Biology and Molecular Signaling training group. The newly proposed course
BCHM 61500 will cover both signal transduction and cell cycle and replace BCHM 69300 as the
required for students in the Cancer Biology and Molecular Signaling training group. In addition,
BCHM 61500 satisfies the need for an advanced cell biology course on the Purdue campus.
Outcomes: Will the course be nominated for inclusion on a University Foundational Core or
COA Core course list? No
Outcomes: Mapping of course outcomes to University Embedded or Departmental learning
outcomes. This course helps satisfy the following outcomes:
Basic knowledge of the molecular mechanisms in signal transduction and cell cycle.
An appreciation for how protein modules within signaling molecules impart selective responses,
how protein-protein interactions are used to build signaling pathways, and the methods
commonly used to analyze signal transduction processes.
An appreciation for cell cycle is carefully regulated to maintain genomic stability. Enhancement
of oral and written communication skills.
Mastery of reading and interpreting scientific literature in signal transduction and cell cycle
fields.
Development of critical thinking and creativity in signal transduction and cell cycle
research.
Description: How will this course accomplish the previous outcomes?
7
Learning outcomes will be accomplished by student participation in classes, presentations, take
home writings and a grant proposal. There will be multiple opportunities for students to present
during the semester. Class participation will be expected in engaged discussions, contribution to
student presentations, asking questions, etc. Students are responsible for reading material prior to
class. Dr. Liu will provide guidance regarding objectives for each reading assignment and key
'take home' messages or concepts.
Course Contact Information:
Name: Xiaoqi Liu
Phone Number: 6-3764
E- mail Address: [email protected]
Campus Address: BCHM
Example of a Course Syllabus: Should include reading list/textbook, course learning
objectives, course topic outline, grade calculation, and statements on cheating, safety, emergency
and diversity.
See Below
A non-thesis MS option for BCHM students
Proposal – Create a non-thesis master’s degree option for students who have been advised to discontinue their PhD program and, perhaps, as an option for tuition-paying students who wish to pursue advanced coursework. Right now, the only option for these students is a thesis MS degree. In many cases, this pathway requires students to be at Purdue for as long as 4 years before a degree is awarded. This is a costly investment for both the student and advisor and it does not necessarily benefit the student.
Requirements - A non-thesis MS in Biochemistry requires 30 credits of 500-600 level coursework, at least a 3.0 GPA on the Plan of Study courses, and no grade less than a C.
Non-thesis MS committees. Non-thesis MS students who enter the non-thesis MS program directly must have at least two members on their MS committee. One of these members should be the first year graduate student chair or the preliminary exam chair. Non-thesis MS students for which the MS will serve as an exit strategy from a PhD program may choose to keep 2-3 members of their PhD thesis committee as their MS committee. Selection of committee members will be based on continuing scientific efforts and a formal commitment by the committee members to continue.
The non-thesis masters requires 14-15 credit hours of core coursework that provides foundational knowledge in scientific written and oral communication, critical thinking, scientific ethics, and biochemical principles.
Required coursework
BCHM 60100 – Critical Analysis of Biochemical Research Literature I – 2 credit hours BCHM 60200 – Critical Analysis of Biochemical Research Literature II – 2 credit hours BCHM 60500 – Macromolecules – 3 credit hours BCHM 61000 – Regulation of Eukaryotic Gene Expression – 3 credit hours BCHM 69000 – Seminar in Biochemistry – 1 credit hour GRAD 61200 – Responsible Conduct of Research – 1 credit hour Quantitative Elective – 2-3 credit hours
STAT 50300, STAT 51100, STAT 51200 or alternate course approved by the first year chair to meet this learning outcome.
In addition, non-thesis MS students should complete 15-16 credit hours of elective coursework. Elective coursework should be chosen in consultation with the student’s major professor or committee, and should build upon the core coursework to provide the student with expertise in specific aspects of biochemistry. Course approval for electives will be determined by the student’s committee.
Suggested electives
BCHM 60300 – Introduction to Graduate Research in Biochemistry I – 6 credit hours BCHM 60400 – Introduction to Graduate Research in Biochemistry II – 3 credit hours BCHM 61100 – Regulation of Gene Expression in Eukaryotes II – 2 credit hours BCHM 61500 – Pathways – 3 credit hours BCHM 62000 – Protein Mass Spectrometry and Proteomics – 2 credit hours BCHM 69500 – Introduction to R and Bioconductor – 2 credit hours CHEM 69600 – Optical Probes for Biological Microscopy – 3 credit hours
BCHM 60300 Syllabus
DEPARTMENT OF BIOCHEMISTRY
BCHM 60300 Syllabus
Fall 20XX
Introduction to Graduate Research in Biochemistry I
INSTRUCTOR
First year graduate student chair
COREQUISITES
BCHM 60100 and BCHM 60500 or consent of instructor
COURSE OBJECTIVES
BCHM 60300 is intended to provide the opportunity for in-depth, independent, graduate research in two laboratories. The students enrolled in this course will learn how to devise hypotheses, design experiments that test their hypotheses, record their data in laboratory notebooks, critically analyze the results of their analyses, and present their findings to others in written form. Students enrolled in this course will demonstrate deep understanding of their research projects and scientific communication skills through written and oral presentations. Students enrolled in this course will be exposed to a wide variety of research areas through participation in laboratory group meetings, peer presentations, and the Biochemistry seminar series.
DEPARTMENTAL LEARNING OUTCOMES ADDRESSED BY THIS COURSE
BCHM 60300 students will understand the scientific method. They will be able to develop hypotheses, design experiments, and critically analyze results to create new knowledge.
BCHM 60300 students will communicate scientific knowledge, experiments and conclusions effectively as speakers and writers.
BCHM 60300 students will use scientific instrumentation to evaluate the activity or function of biological macromolecules.
BCHM 60300 students will demonstrate knowledge of analytical and preparative methods that can be applied to biochemistry.
BCHM 60300 students will demonstrate knowledge of accepted safe laboratory practices.
BCHM 60300 students will demonstrate laboratory experience working with a diverse group of individuals as part of a research team.
BCHM 60300 students will demonstrate the ability to organize and document laboratory procedures and results.
BCHM 60300 students will describe research projects in an oral presentation that can be readily understood by a general scientific audience.
Page 1 of 6
BCHM 60300 Syllabus
Page 2 of 6
BCHM 60300 students will appreciate the ethical issues facing professionals in the life sciences.
TEXTBOOK
There is no assigned textbook for this course. Background information will be largely derived from reviews and the primary scientific literature provided by the rotation supervisor. In addition, students are expected to independently research background literature relevant to their rotation projects.
LABORATORY TIME AND PLACE
To be arranged with rotation supervisors.
COURSE REQUIREMENTS
BCHM 60300 students are expected to spend a minimum of 20 hours per week in the laboratories of their assigned rotation supervisors.
o Rotation supervisors will provide feedback to the first year chair through the rotation evaluations.
o Specific hours in the lab should be worked out between the rotation supervisors, lab members and the student.
o Advance notice of change of schedule should be given to the rotation supervisor and where applicable, the graduate student, post-doctoral research associate, technician, or research associate who directly supervises the student as a matter of common courtesy.
o BCHM 60300 students are expected to participate in the laboratory meetings of their rotation supervisors.
BCHM 60300 students are expected to attend Friday student/postdoc talks.
BCHM 60300 students are expected to attend Tuesday Biochemistry seminars.
BCHM 60300 students students will submit a 2-5 page paper describing each rotation project.
o This paper should be in JBC format. o It should describe the hypothesis being tested, how the experiments
performed addressed their hypothesis, the results of the experiments, whether the results supported or disproved the hypothesis, and future experiments that would further their research project.
o Written assignments will be evaluated by the rotation supervisor in consultation with the first year chair.
BCHM 60300 students will present a 10 minute oral presentation of their rotation project at the conclusion of each rotation.
o BCHM 60300 students should demonstrate a clear understanding of their project and the importance of the described research.
o BCHM 60300 students should be able to answer audience questions on their presentations.
o Content of the presentation should be similar to that of the written assignment.
o Oral presentations will be evaluated by a panel of faculty members in consultation with the first year graduate chair.
IDENTIFICATION OF SUPERVISING FACULTY MEMBERS
Students will identify rotation supervisors in consultation with the first year graduate chair. BCHM 60300 should interview a minimum of three faculty members in the first week of the semester to identify laboratories where they might pursue MS or PhD research. Students should provide the first year chair with the names of three potential rotation supervisors, preferably rank-ordered. The first year chair will assign students to rotation supervisors in
BCHM 60300 Syllabus
Page 3 of 6
consultation with the faculty.
SPECIAL NEEDS
If you will require special accommodations in BCHM 60300 because of diagnosed disabilities, you are expected to notify the course instructor prior to initiating project so that appropriate arrangements may be made.
GRADING
The assigned grade for BCHM 60300 will necessarily reflect the priorities and expectations of the supervising faculty members. Expectations used for assigning grades are provided below.
A: Student assumes responsibility for directing project. Demonstrates clear understanding of hypothesis tested and of experimental approaches used to test hypothesis. Student keeps an accurate record of experiments neatly written in a laboratory notebook. Student has no issues with attendance, rotation presentations or written assignments.
B: Student has modest understanding of hypothesis tested and of experimental approaches used to test hypothesis. Student keeps an accurate record of experiments neatly written in a laboratory notebook. Student has no issues with attendance, rotation presentations or written assignments.
C: Student has modest understanding of hypothesis tested and of experimental approaches used to test hypothesis. Student is not reliable regarding hours in lab or is not reliable in maintaining an accurate lab notebook or has failed to perform acceptably on the written assignments and rotation presentations.
D: Student has poor understanding of research project. Student is not reliable regarding hours in lab or is not reliable in maintaining an accurate lab notebook or has failed to perform acceptably on the written assignments and oral presentations.
F: Student fails to grasp basic concepts driving research project. Student has substantial issues regarding hours in lab or in maintaining an accurate lab notebook or has failed to perform acceptably on the written assignments.
BCHM 60300 Syllabus
Page 4 of 6
ACADEMIC MISCONDUCT
Academic misconduct of any kind will not be tolerated in BCHM 60300. Information on Purdue’s policies can be found at http://www.purdue.edu/ODOS/osrr/integrity.htm.
To provide you with an unambiguous definition of academic misconduct, the following text has been excerpted from "Academic Integrity: A Guide for Students", written by Stephen Akers, Ph.D., Executive Associate Dean of Students (1995, Revised 1999, 2003), and published by the Office of the Dean of Students in cooperation with Purdue Student Government, Schleman Hall of Student Services, Room 207, 475 Stadium Mall Drive West Lafayette, IN 47907-2050.
“Purdue prohibits "dishonesty in connection with any University activity. Cheating, plagiarism, or knowingly furnishing false information to the University are examples of dishonesty." [Part 5, Section III-B-2-a, University Regulations] Furthermore, the University Senate has stipulated that "the commitment of acts of cheating, lying, and deceit in any of their diverse forms (such as the use of substitutes for taking examinations, the use of illegal cribs, plagiarism, and copying during examinations) is dishonest and must not be tolerated. Moreover, knowingly to aid and abet, directly or indirectly, other parties in committing dishonest acts is in itself dishonest." [University Senate Document 72-18, December 15, 1972]
More specifically, the following are a few examples of academic dishonesty which have been discovered at Purdue University.
substituting on an exam for another student
substituting in a course for another student
paying someone else to write a paper and submitting it as one's own work
giving or receiving answers by use of signals during an exam
copying with or without the other person's knowledge during an exam
doing class assignments for someone else
plagiarizing published material, class assignments, or lab reports
turning in a paper that has been purchased from a commercial research firm or obtained from the internet
padding items of a bibliography
obtaining an unauthorized copy of a test in advance of its scheduled administration
BCHM 60300 Syllabus
Page 5 of 6
using unauthorized notes during an exam
collaborating with other students on assignments when it is not allowed
obtaining a test from the exam site, completing and submitting it later
altering answers on a scored test and submitting it for a regrade
accessing and altering grade records
stealing class assignments from other students and submitting them as one's own
fabricating data
destroying or stealing the work of other students
Plagiarism is a special kind of academic dishonesty in which one person steals another person's ideas or words and falsely presents them as the plagiarist's own product. This is most likely to occur in the following ways:
using the exact language of someone else without the use of quotation marks
and without giving proper credit to the author
presenting the sequence of ideas or arranging the material of someone else even though such is expressed in one's own words, without giving appropriate acknowledgment
submitting a document written by someone else but representing it as one's own”
EMERGENCY PREPAREDNESS
In the event of a major campus emergency, course requirements, deadlines and grading percentages are subject to changes that may be necessitated by a revised semester calendar or other circumstances. To get information about changes in this course consult the class Blackboard site or e-mail or phone the instructor.
NON-DISCRIMINATION POLICY STATEMENT
Purdue University’s non-discrimination policy will be upheld in this course. Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.
Purdue University views, evaluates, and treats all persons in any University related activity or circumstance in which they may be involved, solely as individuals on the basis of their own personal abilities, qualifications, and other relevant characteristics.
For more information, see http://www.purdue.edu/policies/pages/human_resources/nondisc_pol.html
SAFETY TRAINING
BCHM 60300 Syllabus
Page 6 of 6
If students have not already done so, they must complete safety training before they can enroll in BCHM 60300. Review the University’s Chemical Hygiene Plan manual and complete the Online Personal Protective Equipment Training:
https://www.purdue.edu/rem/home/booklets/chp2014.pdf -- web version of Chemical Hygiene Plan manual - Print out the form under Appendix A and sign after reading the manual.
http://www.chem.purdue.edu/chemsafety/Training/PPETrain/ppetonline.htm -- Online Personal Protective Equipment Training
Students are required to go to this website and read items 2, 3, 5, 8, 10 & 13. The student must click the terms (e.g. "chem/bio gloves") and read the training (and repeat for each item listed above). Once the student has read the item, s/he should check the box. After they have read each one, they must fill out the bottom section of the form, identifying the course instructor as supervisor with first and last name. They should then press "submit", and print the certification that shows up and sign it. This form must be provided to the course instructor who must sign it. The student must deliver the two completed certificates to the BCHM Main Office (120).
BCHM 60300 Syllabus
Page 1 of 6
DEPARTMENT OF BIOCHEMISTRY
BCHM 60400 Syllabus
Spring 20XX
Introduction to Graduate Research in Biochemistry II INSTRUCTOR
First year graduate student chair
PRE- and COREQUISITES
BCHM 60200 (co-requisite) and BCHM 60500 (pre-requisite) or consent of instructor
COURSE OBJECTIVES
BCHM 60400 is intended to provide the opportunity for in-depth, independent, graduate research in one laboratory. The students enrolled in this course will learn how to devise hypotheses, design experiments that test their hypotheses, record their data in laboratory notebooks, critically analyze the results of their analyses, and present their findings to others in written form. Students enrolled in this course will demonstrate deep understanding of their research projects and scientific communication skills through written and oral presentations. Students enrolled in this course will be exposed to a wide variety of research areas through participation in laboratory group meetings, peer presentations, and the Biochemistry seminar series.
DEPARTMENTAL LEARNING OUTCOMES ADDRESSED BY THIS COURSE
BCHM 60400 students will understand the scientific method. They will be able to develop hypotheses, design experiments, and critically analyze results to create new knowledge.
BCHM 60400 students will communicate scientific knowledge, experiments and conclusions effectively as speakers and writers.
BCHM 60400 students will use scientific instrumentation to evaluate the activity or function of biological macromolecules.
BCHM 60400 students will demonstrate knowledge of analytical and preparative methods that can be applied to biochemistry.
BCHM 60400 students will demonstrate knowledge of accepted safe laboratory practices.
BCHM 60400 students will demonstrate laboratory experience working with a diverse group of individuals as part of a research team.
BCHM 60400 students will demonstrate the ability to organize and document laboratory procedures and results.
BCHM 60400 students will describe research projects in an oral presentation that can be readily understood by a general scientific audience.
BCHM 60300 Syllabus
Page 2 of 6
BCHM 60400 students will appreciate the ethical issues facing professionals in the life sciences.
TEXTBOOK
There is no assigned textbook for this course. Background information will be largely derived from reviews and the primary scientific literature provided by the rotation supervisor. In addition, students are expected to independently research background literature relevant to their rotation projects.
LABORATORY TIME AND PLACE
To be arranged with rotation supervisors.
COURSE REQUIREMENTS
BCHM 60400 students are expected to spend a minimum of 20 hours per week in the laboratories of their assigned rotation supervisor.
o Rotation supervisor will provide feedback to the first year chair through the rotation evaluation.
o Specific hours in the lab should be worked out between the rotation supervisors, lab members and the student.
o Advance notice of change of schedule should be given to the rotation supervisor and where applicable, the graduate student, post-doctoral research associate, technician, or research associate who directly supervises the student as a matter of common courtesy.
o BCHM 60400 students are expected to participate in the laboratory meetings of their rotation supervisor.
BCHM 60400 students are expected to attend Friday student/postdoc talks.
BCHM 60400 students are expected to attend Tuesday Biochemistry seminars.
BCHM 60400 students students will submit a 2-5 page paper describing their rotation project.
o This paper should be in JBC format. o It should describe the hypothesis being tested, how the experiments
performed addressed their hypothesis, the results of the experiments, whether the results supported or disproved the hypothesis, and future experiments that would further their research project.
o The written assignment will be evaluated by the rotation supervisor in consultation with the first year chair.
BCHM 60400 students will present a 10 minute oral presentation of their rotation project at the conclusion of the rotation.
o BCHM 60400 students should demonstrate a clear understanding of their project and the importance of the described research.
o BCHM 60400 students should be able to answer audience questions on their presentation.
o Content of the presentation should be similar to that of the written assignment.
o The oral presentation will be evaluated by a panel of faculty members in consultation with the first year graduate chair.
IDENTIFICATION OF SUPERVISING FACULTY MEMBERS
Students will identify their rotation supervisor in consultation with the first year graduate chair. BCHM 60400 should interview a minimum of three faculty members in the first week of the fall semester to identify laboratories where they might pursue MS or PhD research. Students should provide the first year chair with the names of three potential rotation supervisors, preferably rank-ordered. The first year chair will assign students to rotation supervisors in
BCHM 60300 Syllabus
Page 3 of 6
consultation with the faculty.
SPECIAL NEEDS
If you will require special accommodations in BCHM 60400 because of diagnosed disabilities, you are expected to notify the course instructor prior to initiating project so that appropriate arrangements may be made.
GRADING
The assigned grade for BCHM 60400 will necessarily reflect the priorities and expectations of the supervising faculty members. Expectations used for assigning grades are provided below.
A: Student assumes responsibility for directing project. Demonstrates clear understanding of hypothesis tested and of experimental approaches used to test hypothesis. Student keeps an accurate record of experiments neatly written in a laboratory notebook. Student has no issues with attendance, rotation presentations or written assignments.
B: Student has modest understanding of hypothesis tested and of experimental approaches used to test hypothesis. Student keeps an accurate record of experiments neatly written in a laboratory notebook. Student has no issues with attendance, rotation presentations or written assignments.
C: Student has modest understanding of hypothesis tested and of experimental approaches used to test hypothesis. Student is not reliable regarding hours in lab or is not reliable in maintaining an accurate lab notebook or has failed to perform acceptably on the written assignments and rotation presentations.
D: Student has poor understanding of research project. Student is not reliable regarding hours in lab or is not reliable in maintaining an accurate lab notebook or has failed to perform acceptably on the written assignments and oral presentations.
F: Student fails to grasp basic concepts driving research project. Student has substantial issues regarding hours in lab or in maintaining an accurate lab notebook or has failed to perform acceptably on the written assignments.
BCHM 60300 Syllabus
Page 4 of 6
ACADEMIC MISCONDUCT
Academic misconduct of any kind will not be tolerated in BCHM 60400. Information on Purdue’s policies can be found at http://www.purdue.edu/ODOS/osrr/integrity.htm.
To provide you with an unambiguous definition of academic misconduct, the following text has been excerpted from "Academic Integrity: A Guide for Students", written by Stephen Akers, Ph.D., Executive Associate Dean of Students (1995, Revised 1999, 2003), and published by the Office of the Dean of Students in cooperation with Purdue Student Government, Schleman Hall of Student Services, Room 207, 475 Stadium Mall Drive West Lafayette, IN 47907-2050.
“Purdue prohibits "dishonesty in connection with any University activity. Cheating, plagiarism, or knowingly furnishing false information to the University are examples of dishonesty." [Part 5, Section III-B-2-a, University Regulations] Furthermore, the University Senate has stipulated that "the commitment of acts of cheating, lying, and deceit in any of their diverse forms (such as the use of substitutes for taking examinations, the use of illegal cribs, plagiarism, and copying during examinations) is dishonest and must not be tolerated. Moreover, knowingly to aid and abet, directly or indirectly, other parties in committing dishonest acts is in itself dishonest." [University Senate Document 72-18, December 15, 1972]
More specifically, the following are a few examples of academic dishonesty which have been discovered at Purdue University.
substituting on an exam for another student
substituting in a course for another student
paying someone else to write a paper and submitting it as one's own work
giving or receiving answers by use of signals during an exam
copying with or without the other person's knowledge during an exam
doing class assignments for someone else
plagiarizing published material, class assignments, or lab reports
turning in a paper that has been purchased from a commercial research firm or obtained from the internet
padding items of a bibliography
obtaining an unauthorized copy of a test in advance of its scheduled administration
BCHM 60300 Syllabus
Page 5 of 6
using unauthorized notes during an exam
collaborating with other students on assignments when it is not allowed
obtaining a test from the exam site, completing and submitting it later
altering answers on a scored test and submitting it for a regrade
accessing and altering grade records
stealing class assignments from other students and submitting them as one's own
fabricating data
destroying or stealing the work of other students
Plagiarism is a special kind of academic dishonesty in which one person steals another person's ideas or words and falsely presents them as the plagiarist's own product. This is most likely to occur in the following ways:
using the exact language of someone else without the use of quotation marks
and without giving proper credit to the author
presenting the sequence of ideas or arranging the material of someone else even though such is expressed in one's own words, without giving appropriate acknowledgment
submitting a document written by someone else but representing it as one's own”
EMERGENCY PREPAREDNESS
In the event of a major campus emergency, course requirements, deadlines and grading percentages are subject to changes that may be necessitated by a revised semester calendar or other circumstances. To get information about changes in this course consult the class Blackboard site or e-mail or phone the instructor.
NON-DISCRIMINATION POLICY STATEMENT
Purdue University’s non-discrimination policy will be upheld in this course. Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.
Purdue University views, evaluates, and treats all persons in any University related activity or circumstance in which they may be involved, solely as individuals on the basis of their own personal abilities, qualifications, and other relevant characteristics.
For more information, see http://www.purdue.edu/policies/pages/human_resources/nondisc_pol.html
SAFETY TRAINING
BCHM 60300 Syllabus
Page 6 of 6
If students have not already done so, they must complete safety training before they can enroll in BCHM 60400. Review the University’s Chemical Hygiene Plan manual and complete the Online Personal Protective Equipment Training:
https://www.purdue.edu/rem/home/booklets/chp2014.pdf -- web version of Chemical Hygiene Plan manual - Print out the form under Appendix A and sign after reading the manual.
http://www.chem.purdue.edu/chemsafety/Training/PPETrain/ppetonline.htm -- Online Personal Protective Equipment Training
Students are required to go to this website and read items 2, 3, 5, 8, 10 & 13. The student must click the terms (e.g. "chem/bio gloves") and read the training (and repeat for each item listed above). Once the student has read the item, s/he should check the box. After they have read each one, they must fill out the bottom section of the form, identifying the course instructor as supervisor with first and last name. They should then press "submit", and print the certification that shows up and sign it. This form must be provided to the course instructor who must sign it. The student must deliver the two completed certificates to the BCHM Main Office (120).
DEPARTMENT OF BIOCHEMISTRY
BCHM 61500 Pathways
Fall 2014 Syllabus
INSTRUCTOR: Dr. Xiaoqi Liu Office: Hansen 233C Phone: 496-3764
e-mail: [email protected]
Office hours: Immediately following class or by appointment.
LECTURE TA: Yueping Zhang
Office: BCHM B10 TEL: 494-3722 e-mail: [email protected] Office hours: By appointment only. Please see the TA if you need assistance
with assignments or have questions about your grades.
COURSE OBJECTIVES
This is a 3-credit course designed for 1st
or 2nd
year graduate students. With a specific focus on newly emerging topics, the molecular basis for the major intracellular signaling pathways of eukaryotes will be covered. This course will be taught from current primary literature, using a textbook as a background resource. The following topics will be included: protein kinases and phosphatases, G protein coupled receptors, receptor tyrosine kinases, PI3K pathway, mTOR pathway, PTEN, Wnt/β- catenin pathway, the Notch pathway, the Hedgehog/Gli pathway, cell cycle control, the p53 pathway, DNA damage checkpoint, regulated proteolysis, programmed cell death and cancer metabolism. Students will learn how to read and interpret scientific literature through class presentations, discussions and take home assignments. Additionally, students will gain experience in developing and testing hypotheses within the class topic areas.
LEARNING OUTCOMES
Basic knowledge of the molecular mechanisms in signal transduction and cell cycle
An appreciation for how protein modules within signaling molecules impart selective responses, how protein-protein interactions are used to build signaling pathways, and the methods commonly used to analyze signal transduction processes. An appreciation for cell cycle is carefully regulated to maintain genomic stability. Enhancement of oral and written communication skills Mastery of reading and interpreting scientific literature in signal transduction and cell cycle fields Development of critical thinking and creativity in signal transduction and cell cycle research
TEXTBOOKS Textbook
Molecular Biology of the Cell, 4th edition
Bruce Alberts, Alexander Johnson, Julian Lewis, Martin Raff, Keith Roberts, and Peter Walter. New York: Garland Science; 2002. ISBN-10: 0-8153-3218-1
The textbook is suggested for this course. This textbook is free on line at
http://www.ncbi.nlm.nih.gov/books/NBK21054/. Type the topic of interest, and you can read the basic knowledge about that particular topic. It contains necessary
background information for reading and interpreting primary literature. Students should read the appropriate chapters in this book prior to reading assigned papers.
A significant portion of the material from this course will be covered by reviews from the scientific literature. These are accessible free of charge and electronically through the Purdue Library. Links to these sources and the PDF files can be downloaded from Blackboard.
LECTURE TIME AND PLACE
Tuesdays and Thursdays 9:00-10:15 am Lilly Room G401
BLACKBOARD
The syllabus for the course, lecture notes, and all other teaching materials will be available via the Purdue University Blackboard site at: https://blackboard.purdue.edu/webct/logonDisplay.dowebct
ASSESSMENT
IN CLASS ASSESSMENT/ASSIGNMENTS Grades will be assessed based on class participation, presentations, take home writings and a grant proposal. There are a total of 200 points available in this course. There will be multiple opportunities for students to present during this semester. Class participation points will be determined through engaged discussions, contribution to student presentations, asking questions, etc. Students are responsible for reading material prior to class. Dr. Liu will provide guidance regarding objectives for each reading assignment and key 'take home' messages or concepts.
HOMEWORK/MINI-PROPOSAL During this course, students will learn to read and critically review publications in the signal transduction and cell cycle field. For details, see the attached file.
Class Participation and Attendance
To obtain participation points, students must ask or answer a question during class. Attendance will be taken after the first week. 100% attendance is necessary for all attendance points after the first week.
Absence from class will count against your class participation grade unless the absence is excused by the instructor. Missing your class presentation will result in 0 points unless the absence is excused with reasonable justification. Any request to be excused from class must include official documentation (doctor’s note, request from academic advisor, etc). Students are welcome to inform the instructor if they will be absent, but it will not be excused without a written note.
Late Work Policy
There is no late work accepted in this class. Final written documents are due by the end of class on the specified due date. Late papers will receive a zero.
EXTRA CREDIT
There will be opportunity for extra credit by attending the following seminars: Sep 9, BCHM, Dr. Wenyi Wei; Oct 6, PULSe, Dr. Yong Wan; and Dec 4, PCCR, Dr. Andrew Thorburn. Sign your names after the seminars to get 5 points each time.
OBTAINING EXTRA HELP
Dr. Liu will be available to answer your questions immediately after class or by appointment (by e-mail). You are highly encouraged to submit questions by e-mail that will be promptly answered by return e-mail.
The lecture TA will hold office hours for at least 1 hour per week, and will be able to answer additional questions by appointment.
ACADEMIC MISCONDUCT
Academic misconduct of any kind will not be tolerated in any course offered by the Department of Biochemistry. Information on Purdue’s policies with regard to academic misconduct can be found at http://www.purdue.edu/ODOS/osrr/integrity.htm.
To provide you with an unambiguous definition of academic misconduct, the following text has been excerpted from "Academic Integrity: A Guide for Students", written by Stephen Akers, Ph.D., Executive Associate Dean of Students (1995, Revised 1999, 2003), and published by the Office of the Dean of Students in cooperation with Purdue Student Government, Schleman Hall of Student Services, Room 207, 475 Stadium Mall Drive West Lafayette, IN 47907-2050.
“Purdue prohibits "dishonesty in connection with any University activity. Cheating, plagiarism, or knowingly furnishing false information to the University are examples of dishonesty." [Part 5, Section III-B-2-a, University Regulations] Furthermore, the University Senate has stipulated that "the commitment of acts of cheating, lying, and deceit in any of their diverse forms (such as the use of substitutes for taking examinations, the use of illegal cribs, plagiarism, and copying during examinations) is dishonest and must not be tolerated. Moreover, knowingly to aid and abet, directly or indirectly, other parties in committing dishonest acts is in itself dishonest." [University Senate Document 72-18, December 15, 1972]
More specifically, the following are a few examples of academic dishonesty, which have been discovered at Purdue University.
substituting on an exam for another student
substituting in a course for another student
paying someone else to write a paper and submitting it as one's own work
giving or receiving answers by use of signals during an exam
copying with or without the other person's knowledge during an exam
doing class assignments for someone else
plagiarizing published material, class assignments, or lab reports
turning in a paper that has been purchased from a commercial research firm or obtained from the internet
padding items of a bibliography
obtaining an unauthorized copy of a test in advance of its scheduled administration
using unauthorized notes during an exam
collaborating with other students on assignments when it is not allowed
obtaining a test from the exam site, completing and submitting it later
altering answers on a scored test and submitting it for a regrade
accessing and altering grade records
stealing class assignments from other students and submitting them as one's own
fabricating data
destroying or stealing the work of other students
Plagiarism is a special kind of academic dishonesty in which one person steals another person's ideas or words and falsely presents them as the plagiarist's own product. This is most likely to occur in the following ways:
using the exact language of someone else without the use of quotation marks
and without giving proper credit to the author
presenting the sequence of ideas or arranging the material of someone else even though such is expressed in one's own words, without giving appropriate acknowledgment
submitting a document written by someone else but representing it as one's own”
EMERGENCY PREPAREDNESS
In the event of a major campus emergency, course requirements, deadlines and grading percentages are subject to changes that may be necessitated by a revised semester calendar or other circumstances. To get information about changes in this course consult the class Blackboard site or e-mail or phone the instructor.
If you are ill with flu-like symptoms, please do not attend class. Course materials will be provided to you.
NON-DISCRIMINATION POLICY STATEMENT
Purdue University’s non-discrimination policy will be upheld in this course. Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.
Purdue University views, evaluates, and treats all persons in any University related activity or circumstance in which they may be involved, solely as individuals on the basis of their own personal abilities, qualifications, and other relevant characteristics.
For more information, see http://www.purdue.edu/policies/pages/human_resources/nondisc_pol.html
Grading policy of the course:
Part 1: Review comments of the papers discussed (130 points) We will discuss 13 selected papers in class. Students are expected to write their review
comments on the paper discussed.
Length: 1 page; single space; words: ~800; characters with space: ~ 5000. Suggested
typeface: Arial; suggested font: 11; suggested margin: 0.5 inch
Please include the following components in your review:
--Brief background of the field, clearly state the important questions need to addressed.
--A central hypothesis to be tested in the paper.
--Approaches/methods to be used in the paper.
--Major findings/results based on the experiments presented.
--Major conclusions.
--Significance of the findings.
--Any potential problems? If yes, please propose alternative or additional experiments?
Writing is due next Tuesday in class.
10 points per paper, total possible points: 130.
Grading: 1) TA will give an initial score with his brief justification.
2) Dr. Liu will decide the final score each time.
Part 2: Presentation and discussion of papers (30 points).
1) The class will be divided into several small groups based on last names 2) One group (Authors) will present the paper each time 3) Everyone’s performance will be judged by TA and Dr. Liu with a maximum score of 5.
The final score is the average of TA and Dr. Liu
4) Every group is expected to present three times, so the total possible presentation points:
15
5) At the same time, another group of students (Reviewers) will be randomly picked to
challenge the presenters. Each Reviewer will be expected to ask one Author very critical
questions related to one or two figures the author just presented. The author is expected to
defend him/herself. In this way, we will achieve the goal how to carefully design an
experiment to draw a solid conclusion. This also helps us to initiate classroom discussion.
Reviewers will also be judged by TA and Dr. Liu, 5 points each time. Total possible
points as a reviewer: 15 points
Note 1: if your group is picked to present or as reviewers but you are absent, you will lose 5
points automatically.
Note 2: This is a literature-based Advanced Cell Biology course! You are expected to read
a lot, learn how to teach yourself something new, thus preparing to become an independent
scientist in the future. As indicated in the later section of the syllabus, usually 2 papers will
be given for every Thursday, but very likely we only have time to discuss one. You are
expected to read both papers for the class.
Part 3: Grant proposal (40 points)
1) Each group will work on one topic covered by the course (decided by draw). 2) Grant format:
Length: 5 pages; single space; words: ~4000; characters with space: ~ 250000.
Suggested typeface: Arial; suggested font: 11; suggested margin: 0.5 inch
3) Please include the following components in your grant:
Short abstract
Background of the field, clearly state the important questions need to be addressed.
Significance and Innovation of the proposed research.
A central hypothesis to be tested and rational of the hypothesis.
Specific aims, including novel approaches/methods to be used.
Expected results of each proposed experiment and explanation of data.
Potential pitfalls and alternative approaches.
4) You will be asked to defend the grant in the last week of the semester.
5) The score will be based on both writing and oral defense.
6) Everyone within the same group will be given the same score. So, make sure to proof
read the entire grant, not just the section you are assigned by your teammates.
7) Both TA and Dr. Liu will give a score, and final score is the average of two scores.
Part 4: Final score of the course (200 points total)
The cutoff values for letter grades are as follows:
Points Grades
180-200 A 160-179 B 140-159 C
120-139 D
<119 F
BCHM 69500-Pathways course schedule for Fall 2014
Week 1 Topic
1 8/26 Tu Lecture 1 Class organization, Receptor tyrosine kinases and Ras
Review: Lemmon and Schlessinger, Cell signaling by receptor tyrosine kinases, Cell 2010, 141, 1117-1134.
2 8/28 Th Literature Discussion 1
Research papers: Huang S et al MED12 controls the response to multiple cancer drugs through regulation of TGF-β receptor signaling. Cell 2012, 151, 937-950.
Sun T et al Activation of multiple proto-oncogenic tyrosine kinases in breast cancer via loss of the PTPN12 phosphatase. Cell 2011, 144, 703-718.
Week 2
3 9/2 Tu Lecture 2 G protein coupled receptors
Review: Audet and Bouvier, Restructuring G-protein-coupled receptor activation, Cell 2012, 151, 14-23.
4 9/4 Th Literature Discussion 2
Research papers: Yu F et al Regulation of the Hippo-YAP pathway by G-protein-coupled receptor signaling, Cell 2012, 150, 780-791. Dbouk HA et al G protein-coupled receptor-mediated activation of p110β by Gβγ is required for cellular transformation and invasiveness. Science Signaling 2012, 5, ra89.
Week 3
5 9/9 Tu Lecture 3 The PTEN pathway
Review: Song MS et al. The functions and regulation of the PTEN tumor suppressor, Nature Reviews Molecular Cell Biology, 2012, 13, 283-96.
9/9 3:30PM BCHM seminar by Dr. Wenyi Wei, Harvard Medical School, WSLR 116
6 9/11 Th Literature Discussion 3
Research papers: Papa A et al. Cancer-associated PTEN mutants act in a dominant-negative manner to suppress PTEN protein function. Cell 2014, 157, 595-610. Garcia-Cao et al., Systemic elevation of PTEN induces a tumor-suppressive metabolic state. Cell 2012, 149, 49-62.
Week 4
7 9/16 Tu Lecture 4 mTOR pathway Review: Laplante M, Sabatini DM., mTOR signaling in growth control and disease. Cell. 2012, 149, 274-93.
8 9/18 Th Literature Discussion 4
Research papers: Menon D et al. Spatial control of the TSC complex integrates insulin and nutrient regulation of mTORC1 at the lysosome. Cell. 2014, 156, 771-85. Csibi A et al The mTORC1 pathway stimulates glutamine metabolism and cell proliferation by repressing SIRT4. Cell
2013, 153, 840-854.
Week 5
9 9/23 Tu Lecture 5 The Wnt and Notch pathways
Review: Clevers and Nusse, Wnt/β-catenin signaling and disease. Cell, 2012, 149, 1192-1205.
Guruharsha KG et al., The Notch signaling system: Recent insights into the complexity of a conserved pathway, Nature reviews Genetics, 2012, 13, 654-666.
10 9/25 Th Literature Discussion 5
Research papers: Li V et al Wnt signaling through inhibition of β-catenin degradation in an intact Axin1 complex. Cell 2012, 149, 1245- 1256. Rosenbluh J et al b-Catenin-Driven Cancers Require a YAP1 Transcriptional Complex for Survival and Tumorigenesis. Cell, 2012, 151, 1457-1473.
Week 6
11 9/30 Tu Lecture 6 Mammalian cell cycle
Review: Jia L et al., Tracking spindle checkpoint signals from kinetochores to APC/C. Trends Biochem Sci. 2013, 38,
302-11
12 10/2 Th Literature Discussion 6
Research papers:
Heller RC et al., Eukaryotic Origin-Dependent DNA Replication In Vitro Reveals Sequential Action of DDK and S-CDK Kinases, Cell 2011, 146, 80-91. Bui M et al., Cell-cycle-dependent structural transitions in the human CENP-A nucleosome in vivo. Cell 2012, 150,
317-26.
Week 7
10/6 3:30PM PULSe seminar by Dr. Yong Wan, University of Pittsburgh,
13 10/7 Lecture 7 The p53 pathway
Review: Ak & Levine, p53 and NF-κB: different strategies for responding to stress lead to a functional antagonism. FASEB J,
2010, 24, 3643-3652. Feng & Levine, The regulation of energy metabolism and the IGF-1/mTOR pathways by the p53 protein. Trend in Cell Biology, 2010, 20, 427-434.
14 10/9 Literature Discussion 7 Research papers:
Weissmueller S et al Mutant p53 drives pancreatic cancer metastasis through cell-autonomous PDGFreceptor signaling, Cell, 2014, 157, 382-394. Liu J et al., Beclin1 Controls the Levels of p53 by Regulating the Deubiquitination Activity of USP10 and USP13. Cell 2012, 147, 223-234. Li T et al Tumor Suppression in the Absence of p53-Mediated Cell-Cycle Arrest, Apoptosis, and Senescence. Cell
2012, 149, 1269-1283.
Week 8
10/14 No class, Fall break
15 10/16 Th Lecture 8 (Dr. Sandy Rossie) Phosphatases
Week 9
16 10/21 Tu Lecture 9 DNA damage checkpoint
Review: Reinhardt & Yaffe, Phospho-Ser/Thr-binding domains: navigating the cell cycle and DNA damage response. Nature Reviews/Molecular Cell Biology, 2013, 14, 563-580.
17 10/23 Th Literature Discussion 8
Research papers:
Lammens K et al The Mre11:Rad50 Structure Shows an ATP-Dependent Molecular Clamp in DNA Double-Strand Break Repair. Cell 2011, 145, 54-66.
Schlacher K et al Double-Strand Break Repair-Independent Role for BRCA2 in Blocking Stalled Replication Fork Degradation by MRE11. Cell 2011, 145, 529-542.
Week 10
18 10/28 Tu Lecture 10 Regulated proteolysis and Hallmarks of cancer
Review:
Bassermann F et al The ubiquitin proteasome system — Implications for cell cycle control and the targeted treatment of cancer. Biochimica et Biophysica Acta, 2014, 1843, 150-162. Mocciaro & Rape Emerging regulatory mechanisms in ubiquitindependent cell cycle control. J Cell Sci. 2012, 125, 255-
263. Hanahan and Weinberg, Hallmarks of cancer: the next generation, Cell, 2011, 144, 646-674.
19 10/30 Th Literature discussion 9
Research papers: Inuzuka H et al Acetylation-Dependent Regulation of Skp2 Function Cell 2012, 150, 179-193. Gao D et al mTOR Drives Its Own Activation via SCFbTrCP-Dependent Degradation of the mTOR Inhibitor DEPTOR Mol Cell, 2011, 44, 290-303.
Week 11
20 11/4 Tu Lecture 11 Programmed cell death
Review: Johnstone RW et al Apoptosis: A Link Review between Cancer Genetics and Chemotherapy Cell 2002, 108, 153-164. Wong R. Apoptosis in cancer: from pathogenesis to Treatment J Exp. Clin & Cancer Res. 2011, 30, 87.
21 11/6 Th Literature Discussion 10
Research papers: Yi C et al Metabolic Regulation of Protein N-Alpha-Acetylation by Bcl-xL Promotes Cell Survival Cell 2011, 146, 607- 620. Lee M et al Sequential Application of Anticancer Drugs Enhances Cell Death by Rewiring Apoptotic Signaling Networks Cell, 2012, 149, 780-794.
Week 12
22 11/11 Tu Lecture 12 (Dr. Mark Hall) Cell cycle in yeast
23 11/13 Th Literature Discussion 11
Research papers: Rock JM et al. Activation of the Yeast Hippo pathway by phosphorylation-dependent assembly of signaling complexes Science 2013, 340, 871. Holt LJ e al. Positive feedback sharpens the anaphase switch. Nature 2008, 454, 353
Week 13
24 11/18 Tu Lecture 13 (Dr. Jer-Yen Yang) The Hedgehog/Gli pathway
Review: Brechbiel J. Crosstalk between hedgehog and other signaling pathways as a basis for combination therapies
in cancer. Cancer Treatment Reviews, 2014, 40, 750-759
25 11/20 Th Literature Discussion 12 Research papers:
Mukhopadhyay S, The ciliary G-protein-coupled receptor Gpr161 negatively regulates the Sonic hedgehog pathway via cAMP signaling. Cell. 2013,152, 210-23. Teperino R, Hedgehog partial agonism drives Warburg-like metabolism in muscle and brown fat. Cell. 2012, 151, 414-26.
Week 14
26 11/25 Tu Lecture 14 (Dr. Vikki Weake) Transcription coactivators in signaling pathways
11/27 Th No class, Happy Thanksgiving!
Week 15
27 12/2 Tu Lecture 15 Cancer metabolism Review: DeBerardinis and Thompson, Cellular Metabolism and Disease: What Do Metabolic Outliers Teach Us? Cell,
2012, 148, 1132-1144
28 12/4 Th Literature Discussion 13 Research papers: Ying H et al Oncogenic Kras Maintains Pancreatic Tumors through Regulation of Anabolic Glucose Metabolism Cell 2012, 149, 656-670. Son J et al Glutamine supports pancreatic cancer growth through a KRAS-regulated metabolic pathway. Nature. 2013,
496, 101-5.
12/4 11:30AM PCCR seminar by Dr. Andrew Thorburn, University of Colorado, DDRF.
Week 16
29 12/9 Tu Final grant proposal defense I 30 12/11 Th Final grant proposal defense II
Scientific Oral Presentation Student Name: Date: Program/Year: _
Criterion
Dimension
Level
Aspect 1 Emerging 2 Developing 3 Proficient 4 Insightful
Content
Significance Justified
Reference to Others’ Work
Ideas or Synthesis Original
Represents Sophisticated
Knowledge
Relationship to
Task/Audience
□ Not justified
□ Fails
□ Not original
□ Much inaccurate
□ Inappropriate
□ Not fully justified
□ Inadequate
□ Somewhat original
□ Some inaccurate
□ Not entirely
appropriate
□ Justified
□ Satisfactory
□ Original
□ Accurate
□ Appropriate for the
task/audience
□ Justified in sophisticated manner
□ Fluently
□ Highly original
□ Accurate and highly
sophisticated □ Highly appropriate
Organization
Logical and Clear
Effective Slides
Clear Purpose and
Hypothesis
Effective Time
Management
Balance of Time Allocation
to Topic Areas
□ Not
□ Ineffective
□ Inaccurately stated
□ Poor overall— does
too much or too little □ Lacking
□ Somewhat
□ Some ineffective
□ Weakly stated
□ Somewhat effective
□ Not always balanced
□ Satisfactory
□ Effective
□ Clearly stated
□ Effective
□ Effective
□ Exceedingly
□ Extremely effective
□ Clearly and precisely
stated □ Highly effective
□ Highly effective
Delivery
Student Comfort
Engagement of Audience
Clear and Concise
Effective Response to
Questions
□ Uncomfortable
□ Lacking
□ Not
□ Ineffective
□ Somewhat poised, relaxed & comfortable
□ Somewhat
□ Somewhat
□ Somewhat effective
□ Poised, relaxed and comfortable
□ Effective
□ Effective
□ Effective
□ Extremely poised, relaxed & comfortable
□ Extremely well
□ Exceedingly
□ Extremely Effective
Scientific Research Skills Student Name:
Date: Program/Year:
Page 1 of 2
Criterion Level
Criterion Level
Dimension Aspect 1 Emerging 2 Developing 3 Proficient 4 Insightful
Overall
Research Design
Development of Research
Project
Methods/Approach
Optimal
Creative & Original
Research Project
Knowledge of Research
in the Field
□ Not identified
□ Lacks cohesiveness
□ Lacks creativity
□ Lacking
□ Developing something suitable
□ Some good
□ Somewhat creative
□ Some
□ Developed something suitable and well- considered
□ Appropriate
□ Shows creative and largely
independent thinking
□ Solid and integrated
□ Developed something outstanding and well- considered
□ Optimal
□ Shows highly creative and
independent thinking
□ Highly integrated and
related to other fields
Technical
Research Skills
Technical Skills
Accurate and
Reproducible Data
Collection Skills
□ Failed to master
□ Inadequate
□ Developing
□ Some of the time
□ Solid grasp
□ Accurate and reproducible
□ Highly developed
□ Efficient, accurate and
reproducible
Tactics & Data
Analysis
Experimental Strategies
Controls
Seeks Help from Others
Efficient Use of Tactics
Data Analysis and
Interpretation
Overcomes Emerging
Problems
□ Inappropriate
□ Lacking
□ Does not
□ Choice of tactics
lacks sophistication
□ Inadequate
□ Cannot
□ Inconsistent
□ Some are missing
□ Occasionally
□ Somewhat solid choice of
tactics
□ Limited
□ Occasionally
□ Satisfactory
□ Adequate
□ Usually
□ Solid choice of tactics
□ Adequate
□ Often
□ Highly relevant, productive
□ Insightful
□ Expertly initiates
appropriate collaborations
□ Sophisticated use of
tactics
□ Sophisticated
□ Consistently
Scientific Research Skills Student Name:
Date: Program/Year:
Page 2 of 2
Aspect 1 Emerging 2 Developing 3 Proficient 4 Insightful
Communication
Skills
Communication with
Research Team
(supervisors, peers,
technicians,
collaborators, etc.)
□ Ineffective
□ Inconsistent
□ Effective
□ Highly effective
Work Habits
Focus
Commitment
Efficient Use of Time
Diligence & Effort
□ Unfocused
□ Low and/or sporadic
□ Inefficient use of
time
□ Lacks diligence; low
degree of effort
□ Insufficiently focused and frequently sidetracked
□ Some commitment
□ Somewhat efficient use
of time
□ Somewhat diligent; effort
observed
□ Focused and rarely sidetracked
□ Consistent commitment
□ Efficient use of time
□ Diligent; effort clearly
observed
□ Highly and consistently focused
□ High commitment and
consistency
□ Highly efficient use of
time
□ Highly diligent with high
degree of effort
Scientific Writing Student Name:
Date: Program/Year:
Page 1 of 2
Criterion Level
Dimension Aspect 1 Emerging 2 Developing 3 Proficient 4 Insightful
Organization
Overall Logical
Organization
Ideas Connected
Transitions Clear
Introductions &
Conclusions Related
Title & Abstract
Represent Work
□ Lacks logic
□ Disjointed
□ Not clear
□ Unrelated to the whole
□ Do not reflect the
main points of the
paper
□ Frequently not logical
□ Not consistently
linked
□ Some unclear and
ineffective
□ Vaguely related to the
whole
□ Do not represent all of
the work appropriately
□ Generally logical
□ Linked
□ Clear and effective
□ Well related to the
whole
□ Represent the work
appropriately
□ Highly logical
□ Tightly linked
□ Smooth and highly
effective transitions
□ Highly Effective in
relating to the whole
□ Highly representative
of the work
Scholarship
Research Problem &
Hypothesis Connected
Assertions Supported
Interpretation of Findings
Objective
Incorporates Relevant
Literature
□ Not placed in context of the state of the field
□ Lacking evidence
□ Subjective and
unscientific
□ Ignored and/or
misinterpreted
□ Some connection to the state of the field
□ Some lacking
evidence
□ Somewhat subjective
and scientific
□ Only part is
recognized
□ Linked to the state of the field
□ Supported by evidence
□ Objective and
scientific
□ All is acknowledged
□ Insightfully linked to the state of the field
□ Insightfully supported
by evidence
□ Highly objective and
scientific
□ Fully acknowledged ,
insightfully & integrated with results
Data
Presentation
(tables &
figures)
Data Selection Effective
Data Format Effective
Data Presentation Clear
□ Misrepresents findings
□ Inappropriate choices
□ Impossible to follow
□ Partially represents findings
□ Appropriate but
inconsistent choices
□ Somewhat clear
□ Generally represents findings
□ Generally acceptable
choices
□ Clear
□ Effectively represents findings
□ Highly effective
choices
□ Extremely clear and
self-explanatory
Scientific Writing Student Name:
Date: Program/Year:
Page 2 of 2
Criterion Level
Dimension Aspect 1 Emerging 2 Developing 3 Proficient 4 Insightful
Style and
Mechanics
Sentence Structure
Effective
Punctuation, Spelling,
Grammar and
Capitalization
Paragraphs Logical &
Connected
Journal Style Guidelines
Consistent
Overall Writing Concise
(Title, Abstract, Text)
□ Most are ineffective
□ Filled with errors
□ Ideas and statements
disorganized within
and between
paragraphs
□ Inconsistent
□ Verbose
□ Some are ineffective
□ Several errors
□ Some well-organized
thoughts; some
paragraphs follow
each other in a logical
order
□ Somewhat consistent
□ Somewhat concise
□ Effective
□ Minimal errors
□ Effectively functions as a unit of thought; one major idea per
paragraph; and paragraphs connected in a logical fashion
□ Consistent
□ Concise
□ Highly effective
□ Free of errors
□ Highly effective:
never too long or too
short, and always
organized in a crisp
and logical fashion
□ Highly consistent
□ Highly concise
Ethics
Accurate Primary Data
Citations of Others’ Ideas
and Methods
□ Not accurately represented
□ Lacking
□ Somewhat inaccurate
□ Somewhat clear
□ Accurate representation
□ Appropriate
□ Accurate representation
□ Appropriate
1
Agricultural Faculty
Document No. XVII, 2014-15
April 8, 2015
Department of Entomology
Proposed Course and Curricular Changes
A. COURSE TO BE DELETED:
None
B. COURSE TO BE ADDED:
ENTM 22830: Forensic Testimony and Ethics Sem. 1, cr. 3. Two lectures (50 min.
each) and one lab (110 minutes) per week. Preq. ENTM 31800 or (ENTM 22820 and
(22810 or 21801))
Course Description. Designed as the final course in the forensic science program core,
“Forensic Testimony & Ethics” will focus on the myriad of legal ramifications that arise when
forensic science is applied at the crime scene, in the crime lab and in the courtroom. Students
will be introduced to the ethical issues that form the basis of all scientific investigations and the
role scientists as expert witnesses play in maintaining the moral integrity of our justice system.
C. COURSE TO BE CHANGED:
ENTM 42890: Forensic Science Teaching
Change from 1.0 credit hour to 3.0 credit hours to bring in line with similar courses
in biology and chemistry.
D. CURRICULAR CHANGES:
Forensic Sciences Minor
Remove YDAE 371: as a forensic science core curriculum course.
Add ENTM 22830: as forensic science core curriculum course.
Major Name Change
From: Entomology
To: Insect Biology
(Name change only)
Supporting Documents
ENTM 22830: Forensic Testimony and Ethics
Course designation: ENTM 22830: Forensic Testimony and Ethics Sem. 1, cr. 3. Two
lectures (50 min. each) and one lab (110 minutes) per week. Preq. ENTM 31800 or (ENTM
22820 and (22810 or 21801))
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Justification: This course is being taught because it provides the necessary ethical training
required by Forensic Science Education Programs Accreditation Commission (FEPAC)
standards and because it provides an environment for those who take the minor to
practice healthy skepticism.
UCC: ENTM 22830 will be submitted for UCC designation under Science, Technology, &
Society.
Description. Designed as the final course in the forensic science program core, “Forensic
Testimony & Ethics” will focus on the myriad of legal ramifications that arise when forensic
science is applied at the crime scene, in the crime lab and in the courtroom. Students will be
introduced to the ethical issues that form the basis of all scientific investigations and the role
scientists as expert witnesses play in maintaining the moral integrity of our justice system. Preq.
ENTM 31800 or (ENTM 22820 and (22810 or 21801))
Learning Outcomes: The primary objective of this course is to expose students to the various
ways professional ethics interweaves between science and the law. Of focus is the goal of
helping students increase their ability to identify, correct and avoid biased compromised
situations at the crime scene, in the crime lab, and during courtroom testimony.
Purdue University Embedded Learning Outcomes Met with ENTM 22830
Creative Thinking + Quantitative Reasoning +
Critical Thinking + Integrative Knowledge +
Ethical Reasoning + Written Communication (levels 2 & 3) +
Global Citizenship & Social Awareness + Information Literacy (levels 2 & 3) +
Intercultural Knowledge + Oral Communication (levels 2 & 3) +
Leadership and Teamwork +
College of Agriculture & Department of Entomology Embedded Learning Outcomes Met
with ENTM 22830 Professional Preparation + Teamwork +
Scientific Principles + Cultural Understanding +
Critical Thinking + Social Science Principles +
Communication + Civic Responsibility +
Lifelong Learning + +
Contact Information: Dr. Evelyn M. Buday Dr. Trevor M. Stamper Office: SMTH 152 Office: SMTH B9 Phone: 765-494-1079 Phone 765-494-1261 Email: [email protected] Email: [email protected]
Course Syllabus
Instructor: Dr. Evelyn M. Buday
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Office: Smith 152 Phone: 765-494-1079 Email: [email protected] Required Textbooks and other materials: PowerPoint lecture packets and articles for discussion will be available each week on
Blackboard
_______________________________________________________________________
Learning Outcomes for Forensic Testimony & Ethics
The primary objective of this course is to expose students to the various ways professional ethics
interweaves between science and the law.
Outcome A: Students will recognize how science and the legal system interact throughout a case
life history, and the role forensic scientists play in presenting scientific conclusions accurately
and honestly at trial.
Specific Learning Outcomes: The student will:
· A-1 Recognize the basic procedures of law from the beginning of a case investigation
through a courtroom trial.
Assessment method: Lab assignments, mock trial
· A-2 Identify the basic rules of ethical conduct governing the professional activities of
scientists and legal practitioners.
Assessment method: Exams, quizzes, lab assignments
· A-3 Recognize the difference between scientific errors that are the result of intentional
fraud, unintentional bias, or mistakes and the consequences for different types of
ethical misconduct.
Assessment method: Exams, quizzes, lab assignments, mock trials
Outcome B: Students will identify the ethical issues associated with scientific investigations
from the time the scene is discovered until the end of scene investigation, including the ability to
avoid bias and correct for problems before a case is compromised.
Specific Learning Outcomes: The student will:
· B-1 Summarize the procedures associated with data collection at a crime scene.
Assessment method: Exams, quizzes, lab assignments
· B-2 Identify the procedures used to maintain the scientific integrity of the physical
evidence collected at the crime scene.
Assessment method: Exams, quizzes, lab assignments
· B-3 Identify the procedures used to maintain the scientific integrity of evidence
collected related to eyewitnesses and victims at the crime scene.
Assessment method: Exams, quizzes, lab assignments
· B-4 Recognize the difference between scientific errors at the crime scene that are the
result of intentional fraud, unintentional bias, or mistakes.
Assessment method: Exams, quizzes, lab assignments, mock trials
Outcome C: Students will identify the ethical issues associated with scientific investigations
from the moment evidence leaves a scene until it is presented in court as testimony, including the
ability to avoid bias and correct for problems before a case is compromised.
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Specific Learning Outcomes: The student will:
· C-1 Summarize the procedures associated with data collection at a crime lab.
Assessment method: Exams, quizzes, lab assignments
· C-2 Identify the procedures used to maintain the scientific integrity of the physical
evidence analyzed at the crime lab.
Assessment method: Exams, quizzes, lab assignments
· C-3 Identify the procedures used to maintain the scientific integrity of evidence
analyzed in the crime lab related to eyewitnesses and victims.
Assessment method: Exams, quizzes, lab assignments
· C-4 Recognize the difference between scientific errors in the crime lab that are the
result of intentional fraud, unintentional bias, or mistakes.
Assessment method: Exams, quizzes, lab assignments, mock trials
Outcome D: Students will identify the ethical issues associated with providing testimony as an
expert scientific witness, including the ability to avoid bias and correct for problems before the
case goes to trial.
Specific Learning Outcomes: The student will:
· D-1 Summarize the procedures used in preparing evidence for testimony and the rule of
law governing the presentation of that evidence.
Assessment method: Exams, quizzes, lab assignments, mock trials
· D-2 Identify the procedures used to maintain the scientific integrity of how physical
evidence is summarized and presented in court.
Assessment method: Exams, quizzes, lab assignments, mock trials
· D-3 Identify the procedures used to maintain the scientific integrity of how eyewitness
and victim testimony is validated in court.
Assessment method: Exams, quizzes, lab assignments, mock trials
· D-4 Recognize the difference between errors in testimony that are the result of
intentional fraud, unintentional bias or mistakes.
Assessment method: Exams, quizzes, lab assignments, mock trials
University, College, Department & Course Outcomes, Strategies & Assessment Methods*
Creative Thinking + Quantitative Reasoning +
Critical Thinking + Integrative Knowledge +
Ethical Reasoning + Written Communication (levels 2 & 3) +
Global Citizenship & Social Awareness + Information Literacy (levels 2 & 3) +
Intercultural Knowledge + Oral Communication (levels 2 & 3) +
Leadership and Teamwork +
*All criteria met with ENTM 22830 are denoted by +
College of Agriculture & Department of Entomology Embedded Learning Outcomes*
Professional Preparation + Teamwork +
Scientific Principles + Cultural Understanding +
Critical Thinking + Social Science Principles +
Communication + Civic Responsibility +
Lifelong Learning + +
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*All criteria met with ENTM 22830 are denoted by +
Instructional Strategies*
Case Analysis + Library and Internet Research +
Debate + Practice/drill +
Discovery/Independent Research + Problem solving +
Discussion/Questioning/Interviewing + Reading assignments +
Experiential Learning + Role playing/simulation games
Field Experience Service Learning
Group Presentation + Video/Audio Review and Critique +
Laboratory Experiences + Other
Lecture +
*All criteria met with ENTM 22830 are denoted by +
Methods of Assessment*
Abstracts Participation +
Attendance Peer Evaluation +
Final Project + Portfolio
Case Study + Portfolio Lab Performance
Exams + Presentations +
Group Projects + Professional Evaluation
Homework Assignments Quizzes +
Internet Research Research project +
Journaling Other
Lab Performance +
Oral/written review of literature +
*All criteria met with ENTM 22830 are denoted by +
Forensic Testimony & Ethics Assignments & Grading
The student will be evaluated on the following basis:
400 pts Examinations (4 @ 100 points each)
140 pts Quizzes (7 @ 20 points each)
660 pts Lab Reports (12 @ 60 points each, 11 graded)
600 pts Mock Trial Projects (3 @ 200 points each)
-----------
1800 pts total
Grading Scale/Distribution:
A = 90+%, B = 80-89%, C = 70-79%, D = 60-69%, F = 59% or less
Examinations: Four EXAMS worth 100 points each. Each exam will involve definitional and
applied concepts from lecture, labs and readings.
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Quizzes: Seven QUIZZES worth 20 points each. Each quiz will consist of 20 multiple choice
questions from the assigned chapters in the text as well as articles for discussion.
Lab Reports: Twelve LAB REPORTS worth 60 points each. Of the 12 assignments, only 11 are
graded, allowing you to miss any single lab session in the semester for no reason and still get full
credit for the course. If you complete all 12 labs, the last one is considered extra credit towards
the lab assignment portion of your grade. NO OTHER EXTRA CREDIT WILL BE GIVEN. If
you miss 4 labs for this course, you will automatically fail the course and there will be no
exception to this policy. See the attached lab policies section for additional details about lab
reports.
Labs are based on actual criminal cases where the forensic science presented at trial was either
faulty or solid. Students will be required to make assessments regarding evidence, procedures or
testimony and compose a report.
Mock Trials: Three MOCK TRIALS worth 200 points each. Three times during the semester,
one week’s lab time will be devoted to a mock trial related to three criminal cases.
ATTENDANCE IN LAB DURING MOCK TRIAL WEEKS IS MANDATORY. Each of the
cases will involve problems associated with the quality of scientific work completed at either the
crime scene, the crime lab or conveyed during testimony. Prior to each trail date, each lab will be
divided into 3 different teams (1) forensic scientists expert witnesses who will be drafted by
either the prosecution or the defense teams (2) the prosecution, and (3) the defense. Members of
the forensic science club will serve as the jury and any additional witnesses. Your professor will
preside as judge. With three mock trials, each student will have a chance to play a different role
during each trial. Each group will receive a trial packet during lab that will have specific
assignments to be completed prior to the trial. Your grade for the Mock Trials will be based on
two parts:
· TRIAL REPORT (worth 100 points to each member): Your Trial Report grade is an
individual evaluation and will be based on how well you were able to address the
specific tasks that you and your team agreed upon in your trial packet. Each individual
task is designed to help the team prepare for trial.
· TRIAL PERFORMANCE (worth 100 points to each member): Your trial performance
grade is a group grade based upon how well your team performs during the mock trial.
Performance will be based upon how well your team followed courtroom procedures,
the quality of opening statements and closing arguments, the expert witness testimony,
and the questioning of the expert witnesses. Extra credit (10pts) will be given to the
team who the jury decides presented the most solid case.
General Policies
_____________________________________________________________________
Student e-mail Etiquette: All email correspondence to the instructor will be conducted in a
professional manner. When utilizing email for this class, students should:
1. Include the course code, number, and section in the email subject heading (ENTM318
for example)
2. Address the recipient appropriately, using proper spelling, grammar, and punctuation,
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3. Close with your full name, day of week and time of class you meet (Example: Bob
Smith, Tue & Thur 12:20pm to 1:45pm)
4. Name file attachments by including the course and number, student last name, and
assignment/document title (for example, ENTM318_smith_case2p132).
Violent Behavior Policy: Purdue University is committed to providing a safe and secure campus
environment for members of the university community. Purdue strives to create an educational
environment for students and a work environment for employees that promote educational and
career goals. Violent Behavior impedes such goals. Therefore, Violent Behavior is prohibited in
or on any University Facility or while participating in any university activity.
Special Services: If you are a student with a disability, it is your responsibility to inform your
instructor and register with the Disability Resource Center (http://www.purdue.edu/drc or (765)
494-1247) so reasonable accommodations can be made.
If you have a disability that requires special academic accommodation, please make an
appointment to speak with me within the first three (3) weeks of the semester in order to discuss
any adjustments. It is important that we talk about this at the beginning of the semester. It is the
student's responsibility to notify the Disability Resource Center (http://www.purdue.edu/drc) of
an impairment/condition that may require accommodations and/or classroom modifications.
Academic Honesty:
“To foster a climate of trust and high standards of academic achievement, Purdue University is
committed to cultivating academic integrity and expects students to exhibit the highest standards
of honor in their scholastic endeavors. Academic integrity is essential to the success of Purdue
University’s mission. As members of the academic community, our foremost interest is toward
achieving noble educational goals and our foremost responsibility is to ensure that academic
honesty prevails”
–Purdue University Regulations, Part 5, Section II
Any instance of plagiarism, cheating, dishonesty or the facilitation thereof will result in a grade
of 0 (zero points) for the assignment. Second offenses will be reported to the Dean of Studies and
students will fail the course (grade of F). Please refer to the Purdue student guide for academic
integrity:
http://www.purdue.edu/odos/autodos/academicintegrity.php
Use of Copyrighted Materials:
Among the materials that may be protected by copyright law are the lectures, notes, and other
material presented in class or as part of the course. Always assume the materials presented by an
instructor are protected by copyright unless the instructor has stated otherwise. Students enrolled
in, and authorized visitors to, Purdue University courses are permitted to take notes, which they
may use for individual/group study or for other non-commercial purposes reasonably arising
from enrollment in the course or the University generally.
Notes taken in class are, however, generally considered to be “derivative works” of the
instructor’s presentations and materials, and they are thus subject to the instructor’s copyright in
such presentations and materials. No individual is permitted to sell or otherwise barter notes,
either to other students or to any commercial concern, for a course without the express written
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permission of the course instructor. To obtain permission to sell or barter notes, the individual
wishing to sell or barter the notes must be registered in the course or must be an approved visitor
to the class. Course instructors may choose to grant or not grant such permission at their own
discretion, and may require a review of the notes prior to their being sold or bartered. If they do
grant such permission, they may revoke it at any time, if they so choose.
Attendance:
Students are expected to be present for every meeting of the classes in which they are enrolled.
Only the instructor can excuse a student from a course requirement or responsibility. When
conflicts or absences can be anticipated, such as for many University sponsored activities and
religious observations, the student should inform the instructor of the situation as far in advance
as possible. For unanticipated or emergency absences when advance notification to an instructor
is not possible, the student should contact the instructor as soon as possible by email, or by
contacting the main office that offers the course. When the student is unable to make direct
contact with the instructor and is unable to leave word with the instructor’s department because
of circumstances beyond the student’s control, and in cases of bereavement, the student or the
student’s representative should contact the Office of the Dean of Students.
The link to the complete policy for attendance can be found at:
http://www.purdue.edu/odos/services/classabsence.php
Grief Absence Policy for Students:
Purdue University recognizes that a time of bereavement is very difficult for a student. The
University therefore provides the following rights to students facing the loss of a family member
through the Grief Absence Policy for Students (GAPS). GAPS Policy: Students will be excused
for funeral leave and given the opportunity to earn equivalent credit and to demonstrate evidence
of meeting the learning outcomes for misses assignments or assessments in the event of the death
of a member of the student’s family.
There is a specific policy that MUST be followed in the event of a family death. The link to the
complete policy can be found at:
http://www.purdue.edu/odos/services/griefabsencepolicyforstudents.php
Emergencies:
In the event of a major campus emergency, course requirements, deadlines and grading
percentages are subject to changes that may be necessitated by a revised semester calendar or
other circumstances beyond the instructor’s control. Relevant changes to this course will be
posted onto the course website or can be obtained by contacting the instructors or TAs via email
or phone.
You are expected to read your @purdue.edu email on a frequent basis.
Emergency preparedness is your personal responsibility. Purdue University is actively preparing
for natural disasters or human-caused incidents with the ultimate goal of maintaining a safe and
secure campus. You should be familiar with the following procedures for your safety and the
safety of those around you:
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· FOR ANY EMERGENCY CALL 911
· To obtain updates regarding an ongoing emergency, and to sign up for Purdue Alert
text messages, view www.purdue.edu/ea
· There are nearly 300 Emergency Telephone Systems throughout campus that connect
directly to the Purdue Police Department (PUPD). If you feel threatened or need help,
push the button and you will be connected to the PUPD.
· If we hear a fire alarm we will immediately evacuate the building and proceed to the
grass mall or Ag Mall Drive. In case of inclement weather, proceed to the Food
Science Building. Do not use the elevator.
· If we are notified of a Shelter in Place requirement for a tornado warning we will
shelter in the lowest level of this building away from windows and doors.
· If we are notified of a Shelter in Place requirement for a hazardous materials release we
will shelter in our classroom shutting any open doors and windows.
· If we are notified of a Shelter in Place requirement for a hazardous materials release, or
a civil disturbance, including a shooting or other use of weapons, we will suspend
class and shelter in our classroom, shutting any open doors or windows, locking or
securing the door, and turning off the lights.
Nondiscrimination:
Purdue University is committed to maintaining a community which recognizes and values the
inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and
mutual respect among its members; and encourages each individual to strive to reach his or her
own potential. In pursuit of its goal of academic excellence, the University seeks to develop and
nurture diversity. The University believes that diversity among its many members strengthens
the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.
Purdue University prohibits discrimination against any member of the University community on
the basis of race, religion, color, sex, age, national origin or ancestry, genetic information,
marital status, parental status, sexual orientation, gender identity and expression, disability, or
status as a veteran. The University will conduct its programs, services and activities consistent
with applicable federal, state and local laws, regulations and orders and in conformance with the
procedures and limitations as set forth in Executive Memorandum No. D-1, which provides
specific contractual rights and remedies. Any student who believes they have been discriminated
against may visit www.purdue.edu/report-hate to submit a complaint to the Office of Institutional
Equity. Information may be reported anonymously.
WARNING: Class contents are graphic in nature. Those who might exhibit a problem with the
more explicit material presented in class should exercise caution. Direct concerns to the
instructors for guidance.
Federal copyright laws and Indiana State statues relevant to deceased individuals prohibit the
copying or duplication or videotaping of any material presented as a part of this class.
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Forensic Testimony & Ethics Course Schedule Week Date Theme Lecture Topic Quiz Reading Lab
1
Introduction to Ethics
Syllabus Orientation
(Courtroom physical layout, procedures & participants)
Science & the Legal System
101
2
The Role of Ethics in Science
Quiz #1
Ethical Misconduct & the Law
The Role of Ethics in Law
3
Ethics in Crime Scene
Investigations
EXAM I Case Introduction &
Expert Witness Draft
Crime Scene Basics
4
Pattern Evidence Quiz #2 Objective Assessments & Avoiding Bias
Document & Digital Evidence
5
Toxicology & Chemistry Evidence
Crime Scene
Procedural Assessment Biological & Death Evidence Quiz #3
6
Eyewitness & Victims Crime Scene Evidence
Assessment
EXAM II
7 Mock Trial #1 Prep
MOCK TRIAL #1 Mock Trial #1 Debriefing
8
Ethics in Forensic Analysis
Crime Lab Basics Case Introduction &
Expert Witness Draft
Pattern Analyses Quiz #4
9
Document & Digital Analyses
Crime Lab Procedural
Assessment Toxicology & Chemistry
Analyses
10
Biological & Death Evidence Analyses
Crime Lab Evidence
Assessment Forensic Psychology
Reports Quiz #5
11 Mock Trial #2 Prep
MOCK TRIAL #2 Mock Trial #2 Debriefing
12
Ethics in Forensic
Testimony
EXAM III Case Introduction &
Expert Witness Draft
Expert Witness Basics
13
The Pattern Evidence Expert Quiz #6 Physical Evidence Testimony
Assessment The Document & Digital
Expert
14
The Toxicology & Chemistry Expert
The Behavioral
Science Expert & Evidence Testimony
Assessment
The Biological & Death
Evidence Expert Quiz #7
15 Mock Trial #3 Prep
MOCK TRIAL #3 Mock Trial #3 Debriefing
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OPEN WEEK
FINALS WEEK EXAM IV
Agricultural Faculty
Document No. XVIII, 2014-15
April 8, 2015
Department of Forestry and Natural Resources
Proposed Course and Curricular Changes
A. COURSES TO BE DELETED
FNR 24100 Ecology and Systematics of Fish and Mammals
FNR 24200 Laboratory In Ecology and Systematics of Fishes and Mammals
FNR 25100 Ecology and Systematics of Amphibians, Reptiles and Birds
FNR 25200 Laboratory In Ecology and Systematics of Amphibians, Reptiles and Birds
B. COURSES TO BE ADDED
FNR 24150 Ecology and Systematics of Fish, Amphibians and Reptiles
FNR 24250 Laboratory In Ecology and Systematics of Fishes, Amphibians and Reptiles
FNR 25150 Ecology and Systematics of Mammals and Birds
FNR 25250 Laboratory In Ecology and Systematics of Mammals and Birds
Historically, the Wildlife program has covered the biology, taxonomy and conservation of North
American vertebrates in a series of lecture and laboratory courses that spanned the sophomore
year. In the fall, the lecture course (FNR 24100) and its corresponding lab (FNR 24200) focused on
wild species of fish and mammals. In the spring semester, the lecture (FNR 25100) and
corresponding lab (FNR 25200) covered wild species of amphibians, reptiles and birds. These four
classes comprise an important component of the Wildlife, Forestry, and Fisheries and Aquatic
Sciences curricula for teaching our students about vertebrate zoology. However, discussions
among the wildlife faculty led to the conclusion that student learning would be enhanced if these
taxa were presented in a more phylogenetically meaningful sequence. In the fall semester the
lecture and lab courses will now teach students about fish, amphibians and reptiles while the spring
semester courses will cover birds and mammals. Because the titles and content of the semester
courses will change (even though the content over the whole of the sequence will not change), we
propose four new courses to replace the old sequence.
FNR 65000 Individual-based Ecology and Modeling
This course will provide graduate students with the opportunity to learn about the techniques and
approaches used for individual-based modeling in ecological studies. Some version of this course
has now been taught three times as a graduate level FNR 691 class. Each time there have been at
least 10 students enrolled in the course and enrollees have included wildlife, fisheries and forestry
graduate students as well as graduate students from the math and biology departments. Given the
prominent role that individual-based modeling plays in several FNR research labs (Zollner, Hook
and Atallah) there is clearly established demand for this class to be taught once every other year.
The purpose of this document is to formalize this class with an official, permanent course number.
C. COURSES TO BE CHANGED
Prerequisite changes:
For the following courses, we propose to change the existing prerequisite lists to reflect the
new course numbers for the courses proposed in this document. No change in course
content is expected for these courses. One prerequisite change is necessary due to the new
proposed Forest Ecosystems minor. This proposed change is listed at the end of this
section.
From:
FNR 34800 Wildlife Invest Tecniq
Undergraduate level FNR 24200 Minimum Grade of C- and (Undergraduate level MA
22300 Minimum Grade of C- or Undergraduate level MA 23100 Minimum Grade of C- or
Undergraduate level MA 16010 Minimum Grade of C-) and (Undergraduate level STAT
30100 Minimum Grade of C- or Undergraduate level of STAT 50300 Minimum Grade of
C-) and Undergraduate level FNR 25200 Minimum Grade of C- [may be taken
concurrently]
To:
FNR 34800 Wildlife Invest Tecniq
Undergraduate level FNR 24250 Minimum Grade of C- and (Undergraduate level MA
22300 Minimum Grade of C- or Undergraduate level MA 23100 Minimum Grade of C- or
Undergraduate level MA 16010 Minimum Grade of C-) and (Undergraduate level STAT
30100 Minimum Grade of C- or Undergraduate level of STAT 50300 Minimum Grade of
C-) and Undergraduate level FNR 25250 Minimum Grade of C- [may be taken
concurrently]
From:
FNR 35100 Aquatic Sampling Tech
Undergraduate level FNR 24200 Minimum Grade of C- and (Undergraduate level MA
22300 Minimum Grade of C- or Undergraduate level MA 23100 Minimum Grade of C- or
Undergraduate level MA 16010 Minimum Grade of C-) and (Undergraduate level STAT
30100 Minimum Grade of C- or Undergraduate level of STAT 50300 Minimum Grade of
C-) and Undergraduate level FNR 25200 Minimum Grade of C- [may be taken
concurrently]
To:
FNR 35100 Aquatic Sampling Tech
Undergraduate level FNR 24250 Minimum Grade of C- and (Undergraduate level MA
22300 Minimum Grade of C- or Undergraduate level MA 23100 Minimum Grade of C- or
Undergraduate level MA 16010 Minimum Grade of C-) and (Undergraduate level STAT
30100 Minimum Grade of C- or Undergraduate level of STAT 50300 Minimum Grade of
C-) and Undergraduate level FNR 25250 Minimum Grade of C- [may be taken
concurrently]
From:
FNR 37050 Forest Habitats & Comm Pract
Undergraduate level FNR 22500 Minimum Grade of D- and (Undergraduate level FNR
24200 Minimum Grade of D- or Undergraduate level FNR 25200 Minimum Grade of D-)
and Undergraduate level FNR 37010 Minimum Grade of D- [may be taken concurrently]
To:
FNR 37050 Forest Habitats & Comm Pract
Undergraduate level FNR 22500 Minimum Grade of D- and (Undergraduate level FNR
24250 Minimum Grade of D- or Undergraduate level FNR 25250 Minimum Grade of D-)
and Undergraduate level FNR 37010 Minimum Grade of D- [may be taken concurrently]
From:
FNR 37100 Fish&Aquatic Practicum
Undergraduate level FNR 24200 Minimum Grade of D- and Undergraduate level FNR
35100 Minimum Grade of D-) and Undergraduate level FNR 37010 Minimum Grade of D-
[may be taken concurrently]
To:
FNR 37100 Fish&Aquatic Practicum
Undergraduate level FNR 24250 Minimum Grade of D- and Undergraduate level FNR
35100 Minimum Grade of D-) and Undergraduate level FNR 37010 Minimum Grade of D-
[may be taken concurrently]
From:
FNR 37100 Fish&Aquatic Practicum
Undergraduate level FNR 24200 Minimum Grade of D- and Undergraduate level FNR
35100 Minimum Grade of D-) and Undergraduate level FNR 37010 Minimum Grade of D-
[may be taken concurrently]
To:
FNR 37100 Fish&Aquatic Practicum
Undergraduate level FNR 24250 Minimum Grade of D- and Undergraduate level FNR
35100 Minimum Grade of D-) and Undergraduate level FNR 37010 Minimum Grade of D-
[may be taken concurrently]
From:
FNR 45200 Aquaculture
(Undergraduate level FNR 20100 Minimum Grade of C- or Undergraduate level FNR
20300 Minimum Grade of C-) and (Undergraduate level FNR 24100 Minimum Grade of
C- and Undergraduate level FNR 24200 Minimum Grade of C-)
To:
FNR 45200 Aquaculture
(Undergraduate level FNR 20100 Minimum Grade of C- or Undergraduate level FNR
20300 Minimum Grade of C-) and (Undergraduate level FNR 24150 Minimum Grade of
C- and Undergraduate level FNR 24250 Minimum Grade of C-)
From:
FNR 45300 Fish Physiology
Undergraduate level COM 11400 Minimum Grade of C- and Undergraduate level FNR
24100 Minimum Grade of C- and Undergraduate level FNR 24200 Minimum Grade of C-
To:
FNR 45300 Fish Physiology
Undergraduate level COM 11400 Minimum Grade of C- and Undergraduate level FNR
24150 Minimum Grade of C- and Undergraduate level FNR 24250 Minimum Grade of C-
From:
FNR 45500 Fish Ecology
Undergraduate level BIOL 28600 Minimum Grade of C- or Undergraduate level BIOL
58500 Minimum Grade of C-) and (Undergraduate level FNR 20100 Minimum Grade of
C- or Undergraduate level FNR 20300 Minimum Grade of C-) and Undergraduate level
FNR 24100 Minimum Grade of C- and Undergraduate level FNR 24200 Minimum Grade
of C-
To:
FNR 45500 Fish Ecology
Undergraduate level BIOL 28600 Minimum Grade of C- or Undergraduate level BIOL
58500 Minimum Grade of C-) and (Undergraduate level FNR 20100 Minimum Grade of
C- or Undergraduate level FNR 20300 Minimum Grade of C-) and Undergraduate level
FNR 24150 Minimum Grade of C- and Undergraduate level FNR 24250 Minimum Grade
of C-
From:
FNR 55100 Advanced Ichthyology
Prerequisites:
GR-FNR 55100 Requisites
General Requirements:
(Student Attribute: GR
May not be taken concurrently.)
or
(Course or Test: BIOL 28600
Minimum Grade of D-
May not be taken concurrently.
and
Course or Test: FNR 24100
Minimum Grade of D-
May not be taken concurrently.
and
Course or Test: FNR 35100
Minimum Grade of D-
May not be taken concurrently.)
To:
FNR 55100 Advanced Ichthyology
Prerequisites:
GR-FNR 55100 Requisites
General Requirements:
(Student Attribute: GR
May not be taken concurrently.)
or
(Course or Test: BIOL 28600
Minimum Grade of D-
May not be taken concurrently.
and
Course or Test: FNR 24150
Minimum Grade of D-
May not be taken concurrently.
and
Course or Test: FNR 35100
Minimum Grade of D-
May not be taken concurrently.)
From:
FNR 55200 Advanced Freshwater Ecology
Prerequisites:
GR-FNR 55200 Requisites
General Requirements:
(Student Attribute: GR
May not be taken concurrently.)
or
(Course or Test: BIOL 28600
Minimum Grade of D-
May not be taken concurrently.
and
Course or Test: FNR 24100
Minimum Grade of D-
May not be taken concurrently.
and
Course or Test: FNR 35100
Minimum Grade of D-
May not be taken concurrently.)
To:
FNR 55200 Advanced Freshwater Ecology
Prerequisites:
GR-FNR 55200 Requisites
General Requirements:
(Student Attribute: GR
May not be taken concurrently.)
or
(Course or Test: BIOL 28600
Minimum Grade of D-
May not be taken concurrently.
and
Course or Test: FNR 24150
Minimum Grade of D-
May not be taken concurrently.
and
Course or Test: FNR 35100
Minimum Grade of D-
May not be taken concurrently.)
From:
FNR 56700 Advanced Mammalogy
Prerequisites:
GR-FNR 56700 Requisites
General Requirements:
(Student Attribute: GR
May not be taken concurrently.)
or
(Course or Test: FNR 24100
Minimum Grade of D-
May not be taken concurrently.
and
Course or Test: FNR 24200
Minimum Grade of D-
May not be taken concurrently.
and
Course or Test: FNR 44700
Minimum Grade of D-
May not be taken concurrently.)
To:
FNR 56700 Advanced Mammalogy
Prerequisites:
GR-FNR 56700 Requisites
General Requirements:
(Student Attribute: GR
May not be taken concurrently.)
or
(Course or Test: FNR 25150
Minimum Grade of D-
May not be taken concurrently.
and
Course or Test: FNR 25250
Minimum Grade of D-
May not be taken concurrently.
and
Course or Test: FNR 44700
Minimum Grade of D-
May not be taken concurrently.)
From:
FNR 57100 Advanced Ornithology
Prerequisites:
GR-FNR 57100 Requisites
General Requirements:
(Student Attribute: GR
May not be taken concurrently.)
or
(Course or Test: FNR 25100
Minimum Grade of D-
May not be taken concurrently.
and
Course or Test: FNR 25200
Minimum Grade of D-
May not be taken concurrently.)
To:
FNR 57100 Advanced Ornithology
Prerequisites:
GR-FNR 57100 Requisites
General Requirements:
(Student Attribute: GR
May not be taken concurrently.)
or
(Course or Test: FNR 25150
Minimum Grade of D-
May not be taken concurrently.
and
Course or Test: FNR 25250
Minimum Grade of D-
May not be taken concurrently.)
Change required by new Forest Ecosystems minor:
From:
FNR 33900 Principles of Silviculture
Undergraduate level FNR 22500 Minimum Grade pf D- and (Undergraduate level FNR 37200
Minimum Grade of D- or FNR 34100 Minimum Grade of D-) and FNR 35300 Minimum Grade of
D- and Undergraduate level FNR 33100 Minimum Grade of D- [may be taken concurrently]
To:
FNR 33900 Principles of Silviculture
Prerequisites:
Undergraduate level FNR 33100 Minimum Grade of D- [may be taken concurrently]
Rationale: The original prerequisites would have prevented non-FNR students from enrolling in
the Forest Ecosystems minor (i.e., the former would require attendance of FNR summer camp).
Therefore, the FNR 37200 or FNR 34100 was dropped. FNR 22500 and FNR 35300 remain
prerequisites for FNR 33100, so only FNR 33100 is now listed.
D. CURRICULAR CHANGES
The changes proposed in sections A and B of this document will require associated changes in the
Wildlife, Forestry, and Fisheries and Aquatic Sciences (FAS) curricula. In Wildlife and FAS, each
of the courses being deleted are required, while in the Forestry curriculum, students are required to
take either FNR 24200 or FNR 25200. We propose to delete these course numbers where they
appear in the three curricula, and replace them with the corresponding new courses proposed in
section B. The proposed modifications will align the three majors with the current courses being
taught.
The deleted courses also appear in the Wildlife and Fisheries & Aquatic Sciences minors. The
proposed changes will align those two minors with the current courses.
In addition, FNR is proposing a new minor in Forest Ecosystems. The details of the proposed
minor follow the changes in the Wildlife, Fisheries and Aquatic Science, and Forestry curricula.
In the Wildlife curriculum and the Fisheries and Aquatic Science curriculum:
Delete:
FNR 24100 Ecology and Systematics of Fish and Mammals (3 credits)
FNR 24200 Laboratory In Ecology and Systematics of Fishes and Mammals (1 credits)
FNR 25100 Ecology and Systematics of Amphibians, Reptiles and Birds (3 credits)
FNR 25200 Laboratory In Ecology and Systematics of Amphibians, Reptiles and Birds (1
credit)
Add:
FNR 24150 Ecology and Systematics of Fish, Amphibians and Reptiles (3 credits)
FNR 24250 Laboratory In Ecology and Systematics of Fishes, Amphibians and Reptiles (1
credits)
FNR 25150 Ecology and Systematics of Mammals and Birds (3 credits)
FNR 25250 Laboratory In Ecology and Systematics of Mammals and Birds (1 credit)
In the B.S.-Forestry curriculum:
Delete from the selective lists for Ecology & Systematics and Lab in Ecology & Systematics:
FNR 24100 Ecology and Systematics of Fish and Mammals (3 credits)
FNR 24200 Laboratory In Ecology and Systematics of Fishes and Mammals (1 credit)
FNR 25100 Ecology and Systematics of Amphibians, Reptiles and Birds (3 credits)
FNR 25200 Laboratory In Ecology and Systematics of Amphibians, Reptiles and Birds (1
credit)
Add to the selective lists for Ecology & Systematics and Lab in Ecology & Systematics:
FNR 24150 Ecology and Systematics of Fish, Amphibians and Reptiles (3 credits)
FNR 24250 Laboratory In Ecology and Systematics of Fishes, Amphibians and Reptiles (1
credit)
FNR 25150 Ecology and Systematics of Mammals and Birds (3 credits)
FNR 25250 Laboratory In Ecology and Systematics of Mammals and Birds (1 credit)
In the Wildlife Science minor:
Delete:
FNR 24100 Ecology and Systematics of Fish and Mammals (3 credits)
FNR 24200 Laboratory In Ecology and Systematics of Fishes and Mammals (1 credit)
FNR 25100 Ecology and Systematics of Amphibians, Reptiles and Birds (3 credits)
FNR 25200 Laboratory In Ecology and Systematics of Amphibians, Reptiles and Birds (1
credit)
Add:
FNR 24150 Ecology and Systematics of Fish, Amphibians and Reptiles (3 credits)
FNR 24250 Laboratory In Ecology and Systematics of Fishes, Amphibians and Reptiles (1
credit)
FNR 25150 Ecology and Systematics of Mammals and Birds (3 credits)
FNR 25250 Laboratory In Ecology and Systematics of Mammals and Birds (1 credit)
In the Fisheries and Aquatic Science minor:
Delete:
FNR 24100 Ecology and Systematics of Fish and Mammals (3 credits)
FNR 24200 Laboratory In Ecology and Systematics of Fishes and Mammals (1 credit)
Add:
FNR 24150 Ecology and Systematics of Fish, Amphibians and Reptiles (3 credits)
FNR 24250 Laboratory In Ecology and Systematics of Fishes, Amphibians and Reptiles (1
credit)
New Proposed Forest Ecosystems Minor
Need:
There has been a persistent call by students in other Forestry and Natural Resource (FNR) majors
for more training in measuring and managing forest ecosystems. This minor will provide that core
training (i.e., the required courses below), and allow further specialization in remote sensing and
GIS, forest production and economics, human dimensions, and natural disturbance ecology as it
relates to forests around the globe.
We expect this minor to be widely popular with Wildlife majors in FNR. We expect to also draw
students from Biology who seek more knowledge of forest ecosystems. The minor is constructed
such that students outside of FNR meet selective requirements either through prerequisites for the
required classes (FNR 21000 and BIOL 28600) or as an international understanding elective (FNR
23000).
Coursework (18 credits):
Required (12 credits):
FNR 22500 Dendrology 3
FNR 35300 Natural Resources Measurement 3
FNR 33100 Forest Ecosystems 3
FNR 33900 Principles of Silviculture 3
Selectives (6 credits)1,2:
AGRY 27000 Forest Soils 3
BIOL 28600 Introduction to Ecology 3
FNR 23000 World’s Forests & Society 3
FNR 21000 Natural Resource Information Management 3
FNR 30110 Sustainable Forest Products Manufacturing 3
FNR 33300 Fire Effects in Forest Ecosystems 1
FNR 35700 Fundamentals of Remote Sensing 3
FNR 37500 Human Dimensions of Natural Resource Management 3
FNR 40700 Forest Economics 3
FNR 43400 Tree Physiology 3
FNR 44100 Forest Entomology 3
FNR 53600 Ecology of Disturbance 2
FNR 53601 Ecology of Disturbance – Practicum 1
1Other FNR 49800 or FNR 59800 courses can be used, with FNR approval. 2For students in other FNR majors, courses required in the student’s major cannot be used to meet
selective requirements.
Supporting document
FNR 24150: Ecology and Systematics of Fish, Amphibians and Reptiles
Fall, 16 weeks. 3-hour lecture course, 3 credit.
JUSTIFICATION: This course will to introduce students to the ecology and systematics of fish,
amphibians and reptiles. Students will be presented with information on the evolutionary history
and special adaptations of these taxa within the context of their ecological roles as individuals or
populations in a biological community. In this course students will also be provided insights into
the phylogenetic relationships and discuss contemporary conservation issues related to fish,
amphibians and reptiles. The presented content consists of critical foundational knowledge for
future fisheries and wildlife biologists as well as other future natural resource professionals.
OUTCOMES: Will the course be nominated for inclusion on a University Foundational Core or
COA Core course list? No.
OUTCOMES: Mapping of course outcomes to University Embedded or Departmental learning
outcomes. This course helps satisfy the following outcomes: The College of Agriculture’s
learning objective three of “Professional Preparation: Demonstrate proficiency in their chosen
discipline that incorporates knowledge, skills, technology, and ethics”. In terms of departmental
learning objectives this course directly addresses the departmental objective of instilling ecological
knowledge in our students.
DESCRIPTION: Course materials will be presented via lectures three days per week and also
through Blackboard for materials like supplementary readings or videos. Grades will be
determined based upon student’s scores on quizzes and tests that cover material presented in
lectures and in supplementary materials.
COURSE CONTACT INFORMATION:
Name: Mark Christie
Phone Number: 765-494-2070
E-mail Address: [email protected]
Campus Address: 915 W. State Street
Name: Rod Williams
Phone Number: 765-494-3568
E-mail Address: [email protected]
Campus Address: 195 Marstellar St., 101 FORS
Example of a Course Syllabus
Syllabus - Ecology and Systematics of Fish FNR 24150
Weeks 1-8
Instructors: Dr. Mark Christie Office: Lilly G-337
Telephone: 765-494-2070
Email: [email protected]
Office Hours By appointment
Lecture: MWF 10:30 – 11:20
Location: Smith Hall 108
Text: None. Required and supplemental readings will be posted to Blackboard.
Suggested texts*:
Helfman, G. S., B. B. Collette, D. E. Facey & B.W. Bowen. 2009. The Diversity of
Fishes,Wiley-Blackwell Science.
*NOTE: a copy of each of this book is on reserve in the Life Sciences Library in Lilly Hall.
Goal: The goal of this course is to introduce you to the ecology and systematics of fish. You will
be presented with information on the evolutionary history and special adaptations of fish within the
context of their ecological roles as individuals or populations in a biological community. In this
course we also will provide insights into the phylogenetic relationships and discuss contemporary
conservation issues related to fish.
Course Objectives: Upon completion of the fish part of this course, a student should:
1) Know about the evolutionary history of fishes;
2) Know the major taxa of fishes and the special anatomical, morphological,
behavioral, and ecological features that characterize each group;
3) Be familiar with many of the techniques used to study the behavior and ecology of
fishes;
4) Be familiar with major threats facing wild fish populations.
Tests and Quizzes There will be 2 tests per quarter and 2 quizzes per quarter. The second test will be cumulative. All
testing will be done on SCANTRON sheets for automated grading and will not be returned to
students. If a student wishes to see their exam an appointment should be made with the instructor.
On quiz and exam days students are expected to bring their own number two pencil to class and
know their Purdue ID number. Grades will be posted on Blackboard. ****Students will NOT be
allowed to retain copies of quizzes or exams****
Makeup Exam Policy: There will be a strictly enforced MAKE-UP policy for all exams and
quizzes. To be allowed a make-up test a student must submit a valid excuse in writing prior to the
test date. Emergencies will be handled on a case by case basis but students are strongly
encouraged to contact the professor, the department, or the Ag School ASAP. Make-ups based
upon emergency circumstances will require documented proof of the emergency (e.g. receipt for
towing of broken vehicle or doctor’s note confirming illness) for a make-up to be allowed so plan
accordingly.
Policy on Cheating: The first occurrence of cheating will result in a zero on the assignment
involved. A second occurrence will result in a zero for the course.
Expected Behavior: While attending class students are expected to behave in a professional
manner. If students are judged (by the instructor) to be behaving in a manner that is disruptive to
the lecturer (e.g. talking during lecture or reading a newspaper during lecture) or to their
classmates they will be asked to leave the lecture hall and not to return until they are prepared to
behave appropriately. Emails: Note all emails sent to Dr. Zischke and should start the subject line with FNR 241
followed by details describing the reason for the email.
Diversity Statement: In this course, each voice in the classroom has something of value to
contribute. Please take care to respect the different experiences, beliefs and values expressed by
students and staff involved in this course. We support Purdue's commitment to diversity, and
welcome individuals of all ages, backgrounds, citizenships, disability, sex, education, ethnicities,
family statuses, genders, gender identities, geographical locations, languages, military experience,
political views, races, religions, sexual orientations, socioeconomic statuses, and work experiences.
Students with disabilities: If you have a disability which requires some special accommodation,
please make an appointment within the first three weeks of the semester to discuss the
appropriateness of the instructional methods in this class, or any adjustments may be needed. We
have found it possible to make accommodations in the past, but it is important that we talk about
this at the beginning of the semester.
Major Campus Emergencies: In the event of a major campus emergency, course requirements,
deadlines and grading percentages are subject to changes that may be necessitated by a revised
semester calendar or other circumstances beyond the instructor’s control. Information about any
changes in this course will be explained in lecture and can be obtained via the course blackboard
page or by contacting one of the course instructors (see contact details {emails and phone
numbers} at beginning of syllabus).
Grading: GRADE SCALE
1000-970 = A+ Assignment Points 969-930 = A
First Exam Fish 360 points 929-900 = A-
Second Exam Fish 440 points 899-870 = B+ Quizzes Fish 200 points 869-830 = B
829-800 = B
TOTAL 1000 points 799-770 = C+ 769-730 = C
730-700 = C-
699-670 = D+
669-630 = D
629-600 = D-
599-000 = Fail
FISH Lecture Schedule
Date TOPIC Related
chapters in
suggested text
25-Aug Outline and scope of FNR241
27-Aug Overview: Ecology and evolution
29-Aug Overview: Systematics, taxonomy and classification Chapter 2
1-Sep LABOR DAY – NO CLASSES
3-Sep Origin and evolution of fishes Chapters 11
5-Sep Zoogeography of fishes Chapter 16
8-Sep Diversity of modern fishes Chapters 12-15
10-Sep Diversity of modern fishes (cont.) [QUIZ 1] Chapters 12-15
12-Sep External morphology: Fins, scales and color Chapter 3
15-Sep Aquatic respiration and circulation Chapters 4 & 5
17-Sep Temperature, osmoregulation and stress Chapter 7
19-Sep Buoyancy control Chapters 5 & 7
22-Sep Swimming mechanics Chapter 8
24-Sep TEST 1 – FISH
26-Sep Fish sensory systems Chapter 6
29-Sep Predator avoidance Chapters 20
1-Oct Food habits and feeding ecology Chapters 8 & 19
3-Oct Reproduction and life history strategies Chapter 9
6-Oct Energetics, age and growth [QUIZ 2] Chapter 10
8-Oct Individuals and populations Chapters 24
10-Oct Communities, ecosystems and food webs Chapters 25
13-Oct OCTOBER BREAK-NO CLASSES
15-Oct Conservation of fishes: Critical issues and recovery
strategies
Chapter 26
17-Oct Conservation of fishes: Critical issues and recovery
strategies (cont.)
Chapter 26
27-Oct Fish review class
29-Oct TEST 2 - FISH
Note dates are highlighted in grey because they are class sessions for fish that occur after
amphibian & reptile lectures have started.
FNR 24150 COURSE SYLLABUS (Herpetology)
Weeks 9-16
Dr. Williams
Office: FORS 101
Phone: 494-3568
Email: [email protected]
Office hours: MWF: 10:30-11:20 (or by appointment)
COURSE DESCRIPTION:
This course is the second part of a four-part, two-semester sequence dealing with taxonomy and ecology of
vertebrates species. FNR 24150 is divided into two parts with the first half of the semester devoted to
learning about fish from Dr. Christie; now during the second you will be dealing with reptiles and
amphibians.
COURSE OBJECTIVES:
Upon completion of the herpetological part of this course, a student should:
1) Understand the evolutionary history of amphibians and reptiles;
2) Know the major taxa of amphibians and reptiles and the special anatomical, morphological,
behavioral, and ecological features that characterize each group;
3) Be familiar with many of the techniques used to study the behavior and ecology of
amphibians and reptiles;
4) Be familiar with major threats facing wild amphibian and reptilian populations.
COURSE POLICIES:
There are required texts for this portion of the course. Some assigned readings will be posted throughout
the course on Blackboard. For maximum benefit, you should complete the readings before you come to
class. Lecture outlines will be posted on Blackboard before material is covered. You should visit the site,
download the materials, and print them off prior to class. Important Note: Although most of the lecture
information will be available to you, there will be portions of each lecture that will not be posted. This
material WILL BE COVERED ON QUIZZES AND EXAMS so make sure to attend all lectures.
If you miss a quiz or test without an excused absence, you will receive a zero. To receive an excused
absence you must notify Dr. Williams and the TA in advance of the quiz/test and explain the reason for your
absence. In addition, you will be required to show documentation for not being able to attend exams or
quizzes (e.g. physician’s note in case of illness, etc.). In case of illness or accident, contact me (494-3568;
email: [email protected] prior to class if at all possible).
GRADING:
Your grade will be based on 2 quizzes, 2 exams, and 4 in-class assignments. Students will not be allowed to
retain copies of quizzes or exams. Scores for the first half (Amphibians and Reptiles) will be averaged with
your scores from the second half (Birds – Dr. Dunning) to obtain your final grade for the course. Dr.
Dunning will provide you with a point break-down for assigning grades. Herpetology scores will be
calculated as follows:
2 quizzes @ 50 pts each = 100pts January 28, February 23
1 midterm exam @ 100pts = 100pts February 9
1 final exam @ 160pts = 160pts March 6
4 in-class @ 10pts each = 40pts
Total 400pts
ASSIGNMENTS:
Students must be in attendance to receive the in-class assignments unless an excused absence is granted
beforehand. All assignments will be due 24 hours after they are assigned. Assignments must be e-mailed to
both the course TA and instructor. Late assignments will be deducted by 10% for each day they are late.
CAMPUS EMERGENCIES: In the event of a major campus emergency or any campus-wide circumstances that disrupt the normal
course schedule, the course requirements, deadlines and grading percentages are subject to changes that may
be necessitated by a revised semester calendar or other circumstances. Here are ways to get information
about changes in this course: Blackboard web page, my email address [email protected], and my office
phone: (765) 494-3568.
STUDENTS WITH DISABILITIES:
If you have a documented academic disability, please notify the instructor at the beginning of the semester
to ensure appropriate accommodation can be made during lectures and exams. All communication between
students and the instructor will be strictly confidential.
ACADEMIC HONESTY: Any student caught cheating will receive a “Zero” for the first offense. A
second offense will result in an “F” in the course. Cheating is a serious breach of intellectual integrity and
will not be tolerated in this course.
DIVERSITY:
In this course, each voice in the classroom has something of value to contribute. Please take care to respect
the different experiences, beliefs and values expressed by students and individuals of all ages, backgrounds,
citizenships, disability, sex, education, ethnicities, family statuses, genders, gender identities, geographical
location, languages, military experience, political views, races, religions, sexual orientations, socioeconomic
statuses, and work experiences.
COURSE SCHEDULE:
Date Tentative Lecture
1/12
1/14
Evolution of amphibians and reptiles
Taxonomy of extant amphibians
1/16 Evolution of reptiles
1/19 No Class; University Holiday
1/21 Taxonomy of extant reptiles I
1/23 Taxonomy of extant reptiles II
1/26 Energetics and metabolism: The exothermic life
1/28
1/30
2/2
(Quiz 1) Physiology and sensory systems
Amphibian reproduction I: mechanisms
Amphibian reproduction II: breeding systems
2/4 Reptilian reproduction I: mechanisms
2/6 Reptilian reproduction II: breeding systems
2/9 Exam I 2/11 Genetics, natural selection, and regional variation
2/13 Movements, home range, territory, and habitat selection
2/16 Feeding and food habits
2/18 Feeding and food habits II
2/20 Social systems and group behavior
2/23 (Quiz 2) Social systems and group behavior II
2/25 Parasites & Disease (Guest Lecturer)
2/27 Predation: defense and escape
3/2 Population processes and communities
3/4 Conservation of amphibians and reptiles
3/6 Final Exam
Supporting Document
FNR 24250: Laboratory in Ecology and Systematics of Fish, Amphibians and Reptiles
Fall, 16 weeks. 1-hour laboratory course, 1 credit.
JUSTIFICATION: This course will to introduce students to the ecology and systematics of fish,
amphibians and reptiles. Students will be presented with information on the evolutionary history
and special adaptations of these taxa within the context of their ecological roles as individuals or
populations in a biological community. In this course students will also be provided insights into
the phylogenetic relationships and discuss contemporary conservation issues related to fish,
amphibians and reptiles. The presented content consists of critical foundational knowledge for
future fisheries and wildlife biologists as well as other future natural resource professionals.
OUTCOMES: Will the course be nominated for inclusion on a University Foundational Core or
COA Core course list? No.
OUTCOMES: Mapping of course outcomes to University Embedded or Departmental learning
outcomes. This course helps satisfy the following outcomes: The College of Agriculture’s learning
objective three of “Professional Preparation: Demonstrate proficiency in their chosen discipline
that incorporates knowledge, skills, technology, and ethics”. In terms of departmental learning
objectives this course directly addresses the departmental objective of instilling ecological
knowledge in our students. This course also addressed the College of Agricultures learning
objective two of “COA2. Critical Thinking: Demonstrate critical thinking by using evidence-based
information to develop sound responses to complex problems.”
DESCRIPTION: Students meet once per week in lab where they are presented with example
specimens relevant for the taxonomic group that week. Students are also presented with a brief
lecture on critical elements of identification and other characteristics for species that are new to
them that week. During these lab sessions students are quizzed on their ability recognize material
they were presented with during the previous week. Grades are based upon performance on
weekly quizzes as well as a cumulative practical exam.
COURSE CONTACT INFORMATION:
Name: Steve Kimble
Phone Number: 765-494-9703
E-mail Address: [email protected]
Campus Address: 715 W. State Street
Sample syllabus:
FNR 24250, Laboratory In Ecology and Systematics of Fishes, Amphibians, and Reptiles
(1 credit)
Fall Semester 2014
Instructor:
Dr. Steve Kimble
PFEN G074
Teaching Assistants:
Allison Hrycik (fishes; [email protected])
Sara Andree (fishes; [email protected])
Ken Kellner (Amphibians and Reptiles ; [email protected])
Jacob Berl (Amphibians and Reptiles ; [email protected])
Course objectives: The Laboratory in Ecology and Systematics of Fishes, Amphibians and Reptiles gives
students an opportunity to learn to identify important North American species, with an emphasis on species
of the Midwestern U.S. Information regarding the ecology, natural history, and systematics of the
amphibians, reptiles, and fishes is presented. Through the use of a combination of preserved specimens,
photographic images, field guides, and taxonomic keys, students will have the opportunity to describe the
characteristic features of some of the important North American vertebrates.
Required texts:
Fishes: Page, L. M. and B. M. Burr. 1991. A field guide to freshwater fishes: North America north of
Mexico. Boston: Houghton Mifflin Co. 432 pp. [Peterson Field Guide]
Herps: All available the Purdue Education Store at:
https://mdc.itap.purdue.edu/newsearch.asp
1.) MacGowan et al. 2004. Turtles of Indiana. Purdue Extension. 64 pp.
2.) MacGowan 2009. Snakes of the Central and Northeastern United States.
Purdue Extension. 126 pp.
3.) MacGowan and Williams. 2009. Salamanders of Indiana. Purdue Extension.
94 pp.
Grading policy: You are expected to complete all assignments, including weekly quizzes, laboratory
worksheets, and two laboratory practical exams. You will not be permitted to keep exam materials.
Fish quizzes (5 x 20 points each) = 100 points
Fish practical exam = 200 points
Amphibians and Reptiles quizzes (5 x 20 points each) = 100 points
Amphibians and Reptiles practical exam = 200 points
TOTAL = 600 points
A+ 582.0 points
A = 558.0-581.9 points
A- = 540-557.9 points
B+ = 522.0-539.9 points
B = 498.0-521.9 points
B- = 480.0-497.9 points
C+ = 462.0-479.9 points
C = 438.0-461.9 points
C- = 420.0-437.9 points
D+ = 402.0-419.9 points
D = 378.0-401.9 points
D- = 360.0-377.9 points
F = < 360 points
Extra points: You can earn two extra points each week (excluding exam weeks) by showing your completed
notes and worksheet to your TA before leaving class that week. You can earn an additional two points on
each week’s quiz, and an additional 10 points on each practical exam. This totals 64 points over the course
of the semester and serves as your insurance in case you have an unexcused missed quiz, etc.
Point rounding: Final points will be rounded up or down according to standard practice. For example, a final
score of 539.94 would be rounded down to 539.9 (a B+ letter grade) while a final score of 539.95 would be
rounded up to 540.0 (an A- letter grade).
Missed assignment policy: No make-up lab quizzes or exams are available unless you 1.) have a
documented and legitimate excuse, and 2.) email both the TA and the instructor (Kimble) as soon as
possible, but no later than Thursday at six p.m. At the discretion of the TA and Instructor, you may be
allowed to make up the class later in the week.
Open labs: The course TAs will host optional open labs on Fridays, from 1:00 until 5:00 (29 August-3
October) or 11:30-3:30 (24 October-5 December). The specimens will be available for study and the TAs
available for questions. Be careful with the specimens, e.g., do not bring food or drink to the specimen
tables.
Academic dishonesty: Academic dishonesty, including cheating, will earn a zero for that assignment on the
first offense and a zero for the course on the second offense. Cheating includes the possession of any course
materials, crib sheets, non-medical electronic devices, etc.. Bring only a pen or pencil to quizzes and exams.
Know what constitutes academic dishonesty:
http://www.purdue.edu/studentregulations/student_conduct/regulations.html
Expectations: Students are expected to behave professionally at all times during class and open lab, and in
all interactions with the Teaching Assistants and Instructor.
Emails: Please include FNR 242 in the subject line of emails sent to the Teaching Assistants or Instructor.
Disabilities: If you require special accommodations due to a disability, please make an appointment with the
Instructor during the first two weeks of class so that we may arrange appropriate adjustments.
Diversity Statement: In this course, each voice in the classroom has something of value to contribute. Please
take care to respect the different experiences, beliefs and values expressed by students and staff involved in
this course. We support Purdue's commitment to diversity, and welcome individuals of all ages,
backgrounds, citizenships, disability, sex, education, ethnicities, family statuses, genders, gender identities,
geographical locations, languages, military experience, political views, races, religions, sexual orientations,
socioeconomic statuses, and work experiences.
Species names:
For all species and higher taxonomic names, spelling, capitalization and underlining matter and are
graded accordingly (-0.2 points for each incorrect instance).
Students are required to learn both common names and scientific (Latin) species names. For
example on a quiz students should write:
American gizzard shad, Dorosoma cepedianum
or
rainbow trout, Oncorhynchus mykiss
where common names are capitalized only if they are a proper noun (such as “American” but not
“rainbow”); where the Latin (scientific) name us underlined (it would be italicized if typed); where the genus
name only begins with a capital letter (such as Dorosoma or Oncorhynchus), and where the species name
begins with a lower-case letter. Note that when typed, scientific names should be italicized, not underlined.
Tips for learning spelling include the use of flashcards and repeated writing by hand. Looking up
the etymology can also make Latin names seem less nonsensical. For example, the scientific name
for the spotted turtle is Clemmys guttata, from the Greek klemmys (tortoise) and the Latin gutta
(spot).
Course Schedule: Fall 2014
Major Campus Emergencies: In the event of a major campus emergency, course requirements, deadlines
and grading percentages are subject to changes that may be necessitated by a revised semester calendar or
other circumstances beyond the instructor’s control. Here are ways to get information about changes in this
course.
Blackboard
Instructor’s emails ([email protected])
Instructor’s phone (765.494.9703)
To report an emergency, call 911. To obtain updates regarding an ongoing emergency, sign up for Purdue
Alert text messages, view www.purdue.edu/ea. There are nearly 300 Emergency Telephones outdoors
across campus and in parking garages that connect directly to the PUPD. If you feel threatened or need help,
push the button and you will be connected immediately.
Dates Week Exercise Lab Activities
Aug. 26, 27, 28 1
1 Fishes set 1
Sept. 2, 3, 4 2 2 Fishes set 2; fish quiz # 1
Sept. 9, 10, 11 3 3 Fishes set 3; fish quiz # 2
Sept. 16, 17, 18 4 4 Fishes set 4; fish quiz # 3
Sept. 23, 24, 25 5 5 Fishes set 5; fish quiz # 4
Sept. 30, Oct. 1, 2 6 6 Fishes set 6; fish quiz # 5
Oct. 7, 8, 9 7 none LAB PRACTICAL EXAM: FISHES
Oct. 14, 15, 16 8 none Fall break – no class
Oct. 21, 22, 23 9 1 Amphibians and Reptiles set 1
Oct 28, 29, 30 10 2
3
Amphibians and Reptiles set 2; Amphibians and
Reptiles quiz # 1 Nov. 4, 5, 6 11 3 Amphibians and Reptiles set 3; Amphibians and
Reptiles quiz # 2 Nov. 11, 12, 13 12 4 Amphibians and Reptiles set 4; Amphibians and
Reptiles quiz # 3 Nov. 18, 19, 20 13 5 Amphibians and Reptiles set 5; Amphibians and
Reptiles quiz # 4 Nov. 25, 26, 27 14 none Thanksgiving break – no class
Dec. 2, 3, 4 15 6 Amphibians and Reptiles set 6; Amphibians and
Reptiles quiz # 5 Dec. 9, 10, 11 16 none LAB PRACTICAL EXAM: AMPHIBIANS AND
REPTILES
If we hear a fire alarm during class we will immediately suspend class, evacuate the building, and
congregate next to (fair weather) or inside (inclement weather) Pao Hall across Marsteller Street.
Do not use the elevator.
If we are notified during class of a Shelter in Place requirement for a tornado warning, we will
suspend class and shelter in the first floor restrooms.
If we are notified during class of a Shelter in Place requirement for a hazardous materials release, or
a civil disturbance, including a shooting or other use of weapons, we will suspend class and shelter
in the classroom, shutting the door and turning off the lights.
Please review the Emergency Preparedness website for additional information.
http://www.purdue.edu/ehps/emergency_preparedness/index.html
Supporting document
FNR 25150: Ecology and Systematics of Mammals and Birds
Spring, 16 weeks. 3-hour lecture course, 3 credit.
JUSTIFICATION: This course will to introduce students to the ecology and systematics of
mammals and birds. Students will be presented with information on the evolutionary history and
special adaptations of these taxa within the context of their ecological roles as individuals or
populations in a biological community. In this course students will also be provided insights into
the phylogenetic relationships and discuss contemporary conservation issues related to mammals
and birds. The content consists of critical foundational knowledge for future fisheries and wildlife
biologists as well as other future natural resource professionals.
OUTCOMES: Will the course be nominated for inclusion on a University Foundational Core or
COA Core course list? No.
OUTCOMES: Mapping of course outcomes to University Embedded or Departmental learning
outcomes. This course helps satisfy the following outcomes: The College of Agriculture’s
learning objective three of “Professional Preparation: Demonstrate proficiency in their chosen
discipline that incorporates knowledge, skills, technology, and ethics”. In terms of departmental
learning objectives this course directly addresses the departmental objective of instilling ecological
knowledge in our students. This class also address the College of Agricultures learning outcome
two of “COA4. Communication: Demonstrate the ability to write and speak with effectiveness
while considering audience and purpose.”
DESCRIPTION: Course materials will be presented via lectures three days per week and also
through Blackboard for materials like supplementary readings or videos. The mammal portion of
the class incorporates a single writing assignment using Purdue Gradient software that requires
students to search within the primary scientific literature. Grades will be determined based upon
students’ scores on quizzes and tests that cover material presented in lectures and in supplementary
materials as well as the writing assignment.
COURSE CONTACT INFORMATION:
Name: Pat Zollner
Phone Number: 765-496-9495
E-mail Address: [email protected]
Campus Address: 195 Marsteller Street 307 FORS
Name: Barny Dunning
Phone Number: 765-494-3565
E-mail Address: [email protected]
Campus Address: 195 Marstellar St., 102 FORS
Sample syllabus:
Syllabus – FNR 25150 Ecology and Systematics of Mammals
Weeks 1-8
Instructors: Dr. Patrick Zollner Office: FORS 307
Telephone: 496-9495
Email: [email protected]
Office Hours By appointment
Lecture: MWF 10:30 – 11:20
Location: Smith Hall 108
Text: None. Required and supplemental readings will be posted to Blackboard.
Suggested texts*:
Mammalogy: Adaptation, Diversity and Ecology 3rd edition Feldhamer et al. 2007 The John
Hopkins University Press. *NOTE: a copy of each of these books is on reserve in the Life Sciences Library in Lilly Hall.
Goal: The goal of this course is to introduce you to the ecology and systematics of mammals. You
will be presented with information on the evolutionary history and special adaptations of mammals
within the context of their ecological roles as individuals or populations in a biological community.
In this course we also will provide insights into the phylogenetic relationships and discuss
contemporary conservation issues related to mammals.
Course Objectives: Upon completion of the mammalian part of this course, a student should:
1) Be familiar with the evolutionary origins of mammals
2) Know the major taxa of mammals
3) Be familiar with the behavioral and ecological characteristics of wild mammals
4) Be familiar with major threats facing wild mammal populations
5) Gain experience reading and summarizing primary literature on wild mammals
Tests and Quizzes There will be 2 tests and 2 quizzes. The second tests will be cumulative. All testing will be done
on SCANTRON sheets for automated grading and will not be returned to students. If a student
wishes to see their exam an appointment should be made with the relevant instructor. On quiz and
exam days students are expected to bring their own number two pencil to class and know their
Purdue ID number. Grades will be posted on Blackboard. ****Students will NOT be allowed to
retain copies of quizzes or exams****
Makeup Exam Policy: There will be a strictly enforced MAKE-UP policy for all exams and
quizzes. To be allowed a make-up test a student must submit a valid excuse in writing prior to the
test date. Emergencies will be handled on a case by case basis but students are strongly
encouraged to contact the professor, the department, or the Ag School ASAP. Make-ups based
upon emergency circumstances will require documented proof of the emergency (e.g. receipt for
towing of broken vehicle or doctor’s note confirming illness) for a make-up to be allowed so plan
accordingly.
Writing Assignment A writing assignment comprises an important portion of your grade in the mammal portion of this
course. The purpose of this writing assignment is to: 1) introduce you to reading scientific
literature relevant to topics in the class, 2) learn how to concisely and effectively summarize the
main points of scientific research presented in scientific research papers, 3) introduce you to online
database search tools for finding articles in peer-reviewed journals, and 4) to introduce you to
scientific peer review where you will learn to evaluate the work of other students in the class. The
writing assignment will be conducted using Purdue’s Gradient software and it will require the use
of additional library tools such as the Web of Science. The lecture on November 3rd will introduce
you to this assignment and the relevant software tools. If you are not familiar with the Gradient
software and that lecture does not answer your questions please contact Dr. Zollner so he can make
arrangements to help you with that software. Students who feel their writing assignment grade
based upon the Gradient software was inaccurate are required to fill out and submit a form (found
on blackboard) describing in detail their arguments for a change to their grade before we will
consider awarding compensatory points. See the writing assignment handouts when they are
distributed for more details.
Policy on Cheating: The first occurrence of cheating will result in a zero on the assignment
involved. A second occurrence will result in a zero for the course.
Expected Behavior: While attending class students are expected to behave in a professional
manner. If students are judged (by the instructor) to be behaving in a manner that is disruptive to
the lecturer (e.g. talking during lecture or reading a newspaper during lecture) or to their
classmates they will be asked to leave the lecture hall and not to return until they are prepared to
behave appropriately. Emails: Note all emails sent to Dr. Zollner should start the subject line with FNR 241 followed by
details describing the reason for the email.
Diversity Statement: In this course, each voice in the classroom has something of value to
contribute. Please take care to respect the different experiences, beliefs and values expressed by
students and staff involved in this course. We support Purdue's commitment to diversity, and
welcome individuals of all ages, backgrounds, citizenships, disability, sex, education, ethnicities,
family statuses, genders, gender identities, geographical locations, languages, military experience,
political views, races, religions, sexual orientations, socioeconomic statuses, and work experiences.
Students with Disabilities: If you have a disability which requires some special accommodation,
please make an appointment within the first three weeks of the semester to discuss the
appropriateness of the instructional methods in this class, or any adjustments may be needed. We
have found it possible to make accommodations in the past, but it is important that we talk about
this at the beginning of the semester.
Major Campus Emergencies: In the event of a major campus emergency, course requirements,
deadlines and grading percentages are subject to changes that may be necessitated by a revised
semester calendar or other circumstances beyond the instructor’s control. Information about any
changes in this course will be explained in lecture and can be obtained via the course blackboard
page or by contacting one of the course instructors (see contact details {emails and phone
numbers} at beginning of syllabus).
Grading: GRADE SCALE
1000-970 = A+
Assignment Points 969-930 = A
1st Exam Mammals 300 points 929-900 = A-
2nd Exam Mammals 400 points 899-870 = B+ Quizzes Mammals 100 points 869-830 = B
Mammals Writing Assignment 200 points 829-800 = B-
799-770 = C+ TOTAL 1000 points 769-730 = C
730-700 = C-
699-670 = D+
669-630 = D
629-600 = D-
599-000 = Fail
MAMMALS – Lecture Topics
Date TOPIC Related
Chapters in
Suggested Text
20-Oct Origin and evolution of mammals Chpts 4 & 5
22-Oct Dr. Zollner too sick to lecture
24-Oct An overview of modern mammals Pages 213 - 217
31-Oct Mammalian energetics Chapter 9
3-Nov Sensory systems: how mammals avoid going bump in the
night Introduction to writing assignment in
GRADIENT
Chapter 21
5-Nov Strategies to avoid being lunch Chapter 7
7-Nov Nutritional ecology: food processing systems Chapter 7
10-Nov (QUIZ 1) Foraging ecology: predators dining out Chapter 10
12-Nov Reproductive ecology: equipment and environmental
influences on sex
Chpts 10 & 8
14-Nov Reproductive ecology: life after sex GRADIENT Essays
submitted Calibration begins
Chapter 22 &
page 448 - 451
17-Nov Breeding systems and reproductive strategies of mammals Chpts 10 & 22
19-Nov TEST 1 – MAMMALS
21-Nov Costs of reproduction
24-Nov An introduction to population ecology GRADIENT
Calibration submitted Peer Evaluation begins
Chapter 25
26-Nov THANKSGIVING BREAK NO CLASS Chapter 25
28-Nov Biotic factors affecting mammal populations
1-Dec Population-level effects of predation Chpts 25 & 26
3-Dec Parasites and diseases of mammals Chapter 27
5-Dec Population cycles GRADIENT Peer Evaluation
submitted Self-Assessment Submitted
Chapter 25
8-Dec Community ecology. Chapter 26
10-Dec (QUIZ 2) Mammalian zoogeography Chapter 5
12-Dec Conservation of mammals GRADIENT Self-Assessment
Submitted
Chapter 29
TBD TEST 2 - MAMMALS
Sample syllabus:
FNR 25150 Ecology and Systematics of Birds
Weeks 9-16
Spring 2014
Instructor: Barny Dunning,
Office: 102 Forestry BuildingPhone 494-3565 Office Hours: Tues 1:30 & Weds 2:30-3:30
Email [email protected] (or use Mail tool in Blackboard)
Textbook: Elphick, C.S. et al. 2001. The Sibley Guide to Bird Life and Behavior. A.A. Knopf,
NY.
Learning objectives: In taking this course, students will:
learn basic facts about avian biology, taxonomy and ecology, develop an understanding of
how different groups of birds are related to each other and how they interact in the wild,
and learn about prominent conservation issues associated with specific avian groups.
Grading will follow the formats used in the other parts of FNR 241-251.
The grading scale follows the standard +/- system, e.g.:
97.0-100% = A+; 93.0-96.9% = A; 90.0-92.9% = A-, etc.
Grading system:
First exam: 100 points
Final exam: 100 points
Quizzes: 30 points (10 points per quiz)
Total: 230 points
Students with disabilities: If you have a disability that requires some special accommodation,
please make an appointment before the first exam to discuss the instructional methods in this class,
and any adjustments you may need. In general it has possible to make accommodations, but it is
important that we talk soon.
Major Campus Emergencies: In the event of a major campus emergency, course requirements,
deadlines and grading are subject to change. You can learn about changes in this course by:
Blackboard web page, my email and office phone.
Academic Dishonesty: The first occurrence of cheating will result in a zero on the assignment
involved. A second occurrence will result in a zero for the course.
Diversity Statement: In this course, each voice in the classroom has something of value to
contribute. Please take care to respect the different experiences, beliefs and values expressed by
students and staff involved in this course. We support Purdue's commitment to diversity, and
welcome individuals of all ages, backgrounds, citizenships, disability, sex, education, ethnicities,
family statuses, genders, gender identities, geographical locations, languages, military experience,
political views, races, religions, sexual orientations, socioeconomic statuses, and work experiences.
Course Schedule
Date Topic Readings
Mar 10 Introduction – evolution and taxonomy Pages 39-46
12 Unique avian features Pages 30-33
14 no class
17-21 SPRING BREAK
24 Feathers Pages 16-18
26 Molt & flight structures Pages 15-16, 18-23
28 Evolution & adaptations for flight Pages 40-42
31 Reproduction – breeding, mating systems QUIZ Pages 71-79
Apr 2 Reproduction – clutch size “
4 Brood parasitism Pages 74-77
7 Communication – song Pages 66-71
9 Nutritional ecology – foraging QUIZ Pages 24-27, 411-412
11 Nutritional ecology – flocking Pages 523-527
14 EXAM
16 Migration Pages 59-65
18 Navigation & orientation Pages 64-65
(Population demography – covered in handout)
21 Geographical variation, species concepts Pages 49-50
23 Dispersal and speciation QUIZ Pages 65-66, 42
25 Conservation: causes of extinction Pages 113-118
28 Species recovery: case studies Pages 183-186
30 Habitat loss, Neotropical migrants Pages 507-509
May 1 Economic impacts of birding; course wrap-up
The final exam is scheduled for Thursday May 8, 2014 at 1 pm.
FNR 25250: Laboratory in Ecology and Systematics of Mammals and Birds
Spring, 16 weeks. 1-hour laboratory course, 1 credit.
JUSTIFICATION: This course will to introduce students to the ecology and systematics of
mammals and birds. Students will be presented with information on the evolutionary history and
special adaptations of these taxa within the context of their ecological roles as individuals or
populations in a biological community. In this course students will also be provided insights into
the phylogenetic relationships and discuss contemporary conservation issues related to mammals
and birds. The content consists of critical foundational knowledge for future fisheries and wildlife
biologists as well as other future natural resource professionals.
OUTCOMES: Will the course be nominated for inclusion on a University Foundational Core or
COA Core course list? No.
OUTCOMES: Mapping of course outcomes to University Embedded or Departmental learning
outcomes. This course helps satisfy the following outcomes: The College of Agriculture’s learning
objective three of “Professional Preparation: Demonstrate proficiency in their chosen discipline
that incorporates knowledge, skills, technology, and ethics.” In terms of departmental learning
objectives this course directly addresses the departmental objective of instilling ecological
knowledge in our students. This course also addressed the College of Agricultures learning
objective two of “COA2. Critical Thinking: Demonstrate critical thinking by using evidence-based
information to develop sound responses to complex problems.”
DESCRIPTION: Students meet once per week in lab where they are presented with example
specimens relevant for the taxonomic group that week. Students are also presented with a brief
lecture on critical elements of identification and other characteristics for species that are new to
them that week. During these lab sessions students are quizzed on their ability recognize material
they were presented with during the previous week. Grades are based upon performance on
weekly quizzes as well as a cumulative practical exam.
COURSE CONTACT INFORMATION:
Name: Steve Kimble
Phone Number: 765-494-9703
E-mail Address: [email protected]
Campus Address: 715 W. State Street
Sample syllabus:
FNR 25250, Laboratory In Ecology and Systematics of Mammals and Birds
(Spring Semester 2015, 1 credit)
Instructor:
Dr. Steve Kimble
PFEN G074
Teaching Assistants:
Emily McCallen (mammals; [email protected])
Jesse Miles (mammals; [email protected])
Jenny Antonides (birds; [email protected])
Kate Pochini (birds; [email protected])
Course objectives: The Laboratory in Ecology and Systematics of Mammals and Birds gives students an
opportunity to learn to identify important North American species, with an emphasis on Midwestern U.S.
species. Information regarding the ecology, natural history, and systematics of mammals and birds is
presented. Through the use of a combination of preserved specimens, photographic images, field guides,
recorded calls, and taxonomic keys, students will have the opportunity to describe the characteristic features
of some of the important North American vertebrates.
Required texts:
Birds: David Sibley. 2014. The Sibley Guide to Birds, Second Edition. Knopf. 624 pp. ISBN-10:
030795790X; ISB-13: 978-0307957900.
Mammals : Burt, W. H. and R. P. Grossenheider. 1980. A field guide to the Mammals: North America
north of Mexico, third edition. Boston: Houghton Mifflin Co. 289 pp. [Peterson Field Guide]
Grading policy: You are expected to complete all assignments, including weekly quizzes, laboratory
worksheets, and two laboratory practical exams. You will not be permitted to keep exam materials.
Mammals quizzes (5 x 20 points each) = 100 points
Mammals practical exam = 200 points
Birds quizzes (5 x 20 points each) = 100 points
Birds practical exam = 200 points
TOTAL = 600 points
A+ 582.0 points
A = 558.0-581.9 points
A- = 540-557.9 points
B+ = 522.0-539.9 points
B = 498.0-521.9 points
B- = 480.0-497.9 points
C+ = 462.0-479.9 points
C = 438.0-461.9 points
C- = 420.0-437.9 points
D+ = 402.0-419.9 points
D = 378.0-401.9 points
D- = 360.0-377.9 points
F = < 360 points
Extra points: You can earn two extra points each week (excluding exam weeks) by showing your completed
notes and worksheet to your TA before leaving class that week. You can earn an additional two points on
each week’s quiz, and an additional 10 points on each practical exam. This totals 64 points over the course
of the semester and serves as your insurance in case you have an unexcused missed quiz etc.
Point rounding: Final points will be rounded up or down according to standard practice. For example, a final
score of 539.94 would be rounded down to 539.9 (a B+ letter grade) while a final score of 539.95 would be
rounded up to 540.0 (an A- letter grade).
Missed assignment policy: No make-up lab quizzes or exams are available unless you 1.) have a
documented and legitimate excuse, and 2.) email both the TA and the instructor (Kimble) as soon as
possible, but no later than Thursday at six p.m. At the discretion of the TA and Instructor, you may be
allowed to make up the class later in the week.
Open labs: The course TAs will host optional open labs on Fridays, from 1:30 until 5:30 (Mammals; 23
January – 20 February) and 12:00-4:00 (birds; 6 March – 17 April). The specimens will be available for
study and the TAs available for questions. Be careful with the specimens, e.g., do not bring food or drink to
the specimen tables.
Academic dishonesty: Academic dishonesty, including cheating, will earn a zero for that assignment on the
first offense and a zero for the course on the second offense. Cheating includes the possession of any course
materials, crib sheets, non-medical electronic devices, etc.. Bring only a pen or pencil to quizzes and exams.
Know what constitutes academic dishonesty:
http://www.purdue.edu/studentregulations/student_conduct/regulations.html
Expectations: Students are expected to behave professionally at all times during class and open lab, and in
all interactions with the Teaching Assistants and Instructor.
Emails: Include FNR 252 in the subject line of emails sent to the Teaching Assistants or Instructor. Emails
not labeled this way get filtered to spam and will not be answered.
Disabilities: If you require special accommodations due to a disability, it is your responsibility to make an
appointment with the Instructor and TA during the first two weeks of class so that we may arrange
appropriate adjustments.
Diversity Statement: In this course, each voice in the classroom has something of value to contribute. Please
take care to respect the different experiences, beliefs and values expressed by students and staff involved in
this course. We support Purdue's commitment to diversity, and welcome individuals of all ages,
backgrounds, citizenships, disability, sex, education, ethnicities, family statuses, genders, gender identities,
geographical locations, languages, military experience, political views, races, religions, sexual orientations,
socioeconomic statuses, and work experiences.
Species names:
For all species and higher taxonomic names, spelling, capitalization and underlining matter and are
graded accordingly (-0.2 points for each incorrect instance).
For the mammals half of the semester, students are required to learn both common names and
scientific (Latin) species names. For example on a quiz students should write:
eastern cottontail, Sylvilagus floridanus
or
American marten, Martes americana
where common names are capitalized only if they are a proper noun (such as “American” but not
“eastern”); where the Latin (scientific) name is underlined (it would be italicized if typed); where
the genus name only begins with a capital letter (such as Sylvilagus or Martes); and where the
species name begins with a lower-case letter (even if it is a proper noun (such as “americana”).
Note that when typed, scientific names should be italicized, not underlined.
For birds, students are required to know the common names, the genus name, and the calls of each
species. For example, on a quiz students should write:
Blue-headed Vireo, Vireo solitairus
or
Great Blue Heron, Ardea herodias
where each word of a common names is capitalized (such as “Great Blue Heron”) unless it
follows a hyphen (such as “headed” in “Blue-headed Vireo”).
Tips for learning spelling include the use of flashcards and repeated writing by hand. Looking up
the etymology can also make Latin names seem less nonsensical. For example, the genus name for
the eastern cottontail translates to “woodland rabbit”.
Course Schedule: Spring 2015
Major Campus Emergencies: In the event of a major campus emergency, course requirements, deadlines
and grading percentages are subject to changes that may be necessitated by a revised semester calendar or
other circumstances beyond the instructor’s control. Here are ways to get information about changes in this
course.
Blackboard
Instructor’s emails ([email protected])
Instructor’s phone (765.494.9703)
To report an emergency, call 911. To obtain updates regarding an ongoing emergency, sign up for Purdue
Alert text messages, view www.purdue.edu/ea. There are nearly 300 Emergency Telephones outdoors
Dates Week Exercise Lab Activities
Jan. 13, 14, 15 1
1 Mammals set 1
Jan. 20, 21, 22 2 2 Mammals set 2; Mammals quiz # 1
Jan. 27, 28, 29 3 3 Mammals set 3; Mammals quiz # 2
Feb. 3, 4, 5 4 4 Mammals set 4; Mammals quiz # 3
Feb. 10, 11, 12 5 5 Mammals set 5; Mammals quiz # 4
Feb.17, 18, 19 6 6 Mammals set 6; Mammals quiz # 5
Feb. 24, 25, 26 7 none LAB PRACTICAL EXAM: MAMMALS
Mar. 3, 4, 5 8 1 Birds set 1
Mar. 10, 11, 12 9 2 Birds set 2; birds quiz # 1
Mar. 17, 18, 19 - none none – SPRING BREAK
Mar. 24, 25, 26 10 3
4
3
Birds set 3; birds quiz # 2
Mar. 31, Apr. 1, 2 11 4 Birds set 4; birds quiz # 3
Apr. 7, 8, 9 13 5 Birds set 5; birds quiz # 4
Apr. 14, 15, 16 14 6 Birds set 6; birds quiz # 5
Apr. 21, 22, 23 15 none LAB PRACTICAL EXAM: BIRDS
across campus and in parking garages that connect directly to the PUPD. If you feel threatened or need help,
push the button and you will be connected immediately.
If we hear a fire alarm during class we will immediately suspend class, evacuate the building, and
congregate next to (fair weather) or inside (inclement weather) Pao Hall across Marsteller Street.
Do not use the elevator.
If we are notified during class of a Shelter in Place requirement for a tornado warning, we will
suspend class and shelter in the first floor restrooms.
If we are notified during class of a Shelter in Place requirement for a hazardous materials release, or
a civil disturbance, including a shooting or other use of weapons, we will suspend class and shelter
in the classroom, shutting the door and turning off the lights.
Please review the Emergency Preparedness website for additional information.
http://www.purdue.edu/ehps/emergency_preparedness/index.html
Supporting document
FNR 65000: Individual-Based Ecology and Modelling
Fall, 16 weeks. 2-hour lecture course, 1 credit.
JUSTIFICATION: This course will provide graduate students with the opportunity to learn about
the techniques and approaches used for individual-based modeling in ecological studies. Some
version of this course has now been taught three times as a graduate level FNR 691 class. Each
time there have been at least 10 students enrolled in the course and enrollees have included
wildlife, fisheries and forestry graduate students as well as graduate students from the math and
biology departments. Given the prominent role that individual based modeling plays in several
ecology, there is clearly established demand for this class to be taught once every other year.
OUTCOMES: Will the course be nominated for inclusion on a University Foundational Core or
COA Core course list? No.
OUTCOMES: Mapping of course outcomes to University Embedded or Departmental learning
outcomes. This course helps satisfy the following outcomes: oral communication, written
communication, professional preparation, critical thinking and scientific principles.
DESCRIPTION: Students will find relevant supplementary literature and lead class discussions on
those topics as well as chapters from the course text book. They will also present case study
examples of existing individual-based models (IBM) to the class. Students will complete weekly
worksheets relative to NetLogo programming skills they are developing in lab. They will develop
their own project in NetLogo related to a research topic of their choice. Students will prepare a
manuscript describing their model using the ODD (“overview – design concepts – details”)
protocol and make a presentation about their model to the class. Final grades will be based upon
all of the above as well as the code for the models the students develop in this course.
COURSE CONTACT INFORMATION:
Name: Pat Zollner
Phone Number: 765-496-9495
E-mail Address: [email protected]
Campus Address: 195 Marstellar St., 307 FORS
Example of a Course Syllabus Below
FNR 65000: Individual-Based Ecology and Modelling
Instructor
Pat Zollner
Office: FORS
307
Office hours
by appointment
Phone: 496-9495
Email: [email protected]
Class Sessions
Lecture/Discussion: Monday and Wednesday, 3:30-4:20 PM, FORS 208
Computer Lab: Friday, 2:30-3:20 PM, PFEN 202
Class Objectives
- Explore the role that individual-based models (IBMs) can play in ecological research.
- Develop a working knowledge of the nature of IBMs, their strengths, and weaknesses.
- Become familiar with IBM programming concepts and NetLogo software.
- Become able to incorporate individual-based modeling in the student's own research.
Book
Individual-based Modeling and Ecology. Volker Grimm and Steven F. Railsback. 2005. Princeton
University Press, Princeton, NJ. 480 pp. ISBN 9780691096667. Priced $60 and up at various
internet retailers, $75 from the publisher.
Class Overview
Classroom sessions will focus on chapters from the textbook and related supplemental papers.
Students are required to lead discussions and participate in all discussions. Lab sessions will use
NetLogo freeware to illustrate IBM programming concepts. Students will also complete a project
incorporating a written description of a novel IBM related to their research interests as well as
NetLogo code to demonstrate at minimum a portion of their model.
Classroom Scheduling and Format
The introductory lectures and book chapter discussions are not flexible, but the supplementary
sessions will depend on the assigned student leader(s). Leaders of supplemental discussions are
expected to read ahead and select supplemental material from the primary literature that
complements the corresponding book chapter, which they will distribute to the class (and
instructors) no later than the preceding class session. Student leaders will then lead a discussion
centered on the distributed supplemental material.
Topics for the supplemental discussions can cover a range of approaches. For example,
discussion may center on comparison of a full cited reference from the chapter with the brief in-
chapter description, or a reading totally outside of the chapter (e.g., a novel approach to analyze
IBM output). Whatever the topic or approach, supplemental readings should be chosen so that
they provide a suitable amount of material for an intelligent, lively 50-minute discussion. There
is no "right" way to select supplemental materials or approaches, but students should consult
with the instructor to discuss any questions. Please note that being a discussion leader entails
more than just selecting the readings. The leader is responsible for keeping the discussion on
topic and moving, including being prepared with engaging, thought- and discussion-provoking
questions.
The supplemental reading assignment scheme purposely leaves some days without leaders. These
days may be filled by the instructors, guests, or devoted to another topic if something of interest
emerges (e.g., developing a single IBM idea as a group, discussion of project work, NetLogo
code, etc.). If you have any ideas for these days, whether they are activities or specific
discussions/lectures, please notify your instructors.
Computer Lab Format
We have chosen to use NetLogo software in the practical component of the course. NetLogo is
free software designed specifically for individual-based modeling, designed to be user-friendly for
programming beginners but also powerful, and can be a valuable resource for both research and
teaching (e.g., lab exercises and in-class demonstrations). The main purpose of the lab segment is
to familiarize students with IBM programming concepts using readily-available software. Many, if
not all, of the concepts that we deal with in lab will be transferable to any software that the
students may use in the future. The focus in lab will be on learning concepts; we intend for the
programming portion to be a useful addition to the classroom sessions, rather than an exhaustive
coding exercise that becomes a source of frustration. Lab exercises are intended to be completed
during lab hours, but students are encouraged to explore NetLogo on their own and discuss any
questions with the instructors.
Class Project
Each student (or pair of students) will complete a project involving design of their own IBM,
consisting of three parts: 1) a manuscript that describes the model, application, and brief results,
2) a NetLogo program that illustrates at least a portion of the model, and 3) a class presentation on
the model, including a demonstration of the NetLogo program. There is specific time set aside
during class to discuss students' models, and the second half of the semester in the computer lab
will be used to develop the NetLogo program, but students are encouraged to think about their
model, discuss it with classmates and the instructors, and work on NetLogo coding outside of
class. As the instructors will demonstrate, there is more than enough time to develop, test, and
experiment with fairly complex models. More specific details will be provided.
Policy on Cheating
The first occurrence of cheating will result in a zero on the assignment involved. A second
occurrence will result in a zero for the course.
Expected Behavior
While attending class students are expected to behave in a professional manner. If students are
judged (by the instructor) to be behaving in a manner that is disruptive to the lecturer (e.g. talking
during lecture or reading a newspaper during lecture) or to their classmates they will be asked to
leave the lecture hall and not to return until they are prepared to behave appropriately.
Diversity Statement
In this course, each voice in the classroom has something of value to contribute. Please take care to
respect the different experiences, beliefs and values expressed by students and staff involved in this
course. We support Purdue's commitment to diversity, and welcome individuals of all ages,
backgrounds, citizenships, disability, sex, education, ethnicities, family statuses, genders, gender
identities, geographical locations, languages, military experience, political views, races, religions,
sexual orientations, socioeconomic statuses, and work experiences.
Students with Disabilities
If you have a disability which requires some special accommodation, please make an appointment
within the first three weeks of the semester to discuss the appropriateness of the instructional
methods in this class, or any adjustments may be needed. We have found it possible to make
accommodations in the past, but it is important that we talk about this at the beginning of the
semester.
Major Campus Emergencies
In the event of a major campus emergency, course requirements, deadlines and grading
percentages are subject to changes that may be necessitated by a revised semester calendar or other
circumstances beyond the instructor’s control. Information about any changes in this course will be
explained in lecture and can be obtained via the course blackboard page or by contacting one of the
course instructors (see contact details {emails and phone numbers} at beginning of syllabus).
Assessment
Student performance will be assessed according to their leadership of class discussions,
participation in discussions that others lead, computer lab exercises, and the project. Project
expectations will be relative to students' level of relevant experience (e.g., programming skills)
and will emphasize creative thinking and conceptual understanding. Grades will be based on a
1000-point scale, and final grades will follow the standard protocol of A: >90%, B 80-89.9%, C
70-79.9%, D 60-69.9%, F < 60%. The distribution of points is as follows:
Classroom Discussions (50%) 500
Participation in discussions led by others (23 @ 16 points each) 368
Leading of 2 discussions (44 points each) 88
Presentation of 1 example from Chapter 6 44
Lab (25%) 250
Weekly worksheets (~20 points each, 1st half of semester) 140
Weekly progress on NetLogo project component (2nd half of semester)
110
Project (25%) 250
Manuscript 100
Presentation 50
NetLogo program 100
*Grading scale is subject to change as necessary.
Tentative Class Schedule
Date Day Activity Leader
8/19/13 Monday Class Intro/IBM demonstration Zollner
8/21/13 Wednesday Discussion of Chapter 1
Introduction/Discussion leader signup Zollner
8/23/13 Friday Lab 1: NetLogo tutorials 1 and 2 Zollner
8/26/13 Monday Discussion of Chpt. 1 Supplement Zollner
8/28/13
Wednesday Discussion of Chapter 2 A Primer to
Modeling
8/30/13 Friday Lab 2: NetLogo tutorial 3 Zollner
9/2/13 Monday No class – Labor Day N/A
9/4/13 Wednesday Discussion of Chpt. 2 Supplement
9/6/13 Friday Lab 3: Butterfly model 1 Zollner
9/9/13 Monday Discussion of Chapter 3 Pattern
Oriented Modeling
9/11/13
Wednesday
Discussion of Chpt. 3 Supplement
9/13/13 Friday Lab 4: Butterfly model 2 Zollner
9/16/13 Monday Discussion of Chapter 4 Theory in
Individual-based Ecology
9/18/13 Wednesday Discussion of Chpt. 4 Supplement
9/20/13 Friday Lab 5: Individual variation Zollner
9/23/13
Monday Discussion of Chapter 5 A Conceptual
framework for designing individual-
based models
9/25/13 Wednesday Discussion of Chpt. 5 Supplement
9/27/13 Friday Lab 6: Debugging code Zollner
9/30/13 Monday Discussion of Chapter 6 Examples
10/2/13 Wednesday Discussion of Chpt. 6 Examples
Continued
10/4/13 Friday Lab 7: Individualized small project Zollner
10/7/13 Monday No class – October break N/A
10/9/13 Wednesday Discussion of Chapter 7 Formulating
Individual-based Models
10/11/19 Friday Work on simulation for final project Zollner
10/14/13 Monday Discussion of Chpt. 7 Supplement
10/16/13 Wednesday Discussion of Chapter 8 Software for
Individual-based Models
10/18/13 Friday Work on simulation for final project Zollner
41
Date Day Activity Leader
10/21/13 Monday Project discussions
10/23/13
Wednesday Discussion of Chapter 9 Analyzing
Individual-based Models
10/25/13 Friday Work on simulation for final project Zollner
10/28/13 Monday Discussion of Chpt. 9 Supplement
10/30/13
Wednesday Discussion of Chapter 10 Communicating
Individual-based Models and Research
11/1/13 Friday Work on simulation for final project Zollner
11/4/13 Monday Discussion of Chpt. 10 Supplement
11/6/13
Wednesday Discussion of Chapter 11 Using
Analytical Models in Individual-based
Ecology
11/8/13 Friday Work on simulation for final project Zollner
11/11/13 Monday Discussion of Chpt. 11 Supplement
11/13/13
Wednesday Discussion of Chapter 12 Conclusions
and Outlook for Individual-based
Ecology
11/15/13 Friday Work on simulation for final project Zollner
11/18/13
Monday
Discussion of Chpt. 12 Supplement
11/20/13 Wednesday Flex day (in case of snow day, etc.)
11/22/13 Friday Presentation of Projects to Class Student Sign up for time
slots
11/25/13 Monday Presentation of Projects to Class Student Sign up for time
slots
11/27/13 Wednesday No class – Thanksgiving N/A
11/29/13 Friday No class – Thanksgiving N/A
12/2/13 Monday Presentation of Projects to Class Student Sign up for time
slots
12/4/13 Wednesday Presentation of Projects to Class Student Sign up for time
slots
12/6/13 Friday Presentation of Projects to Class Student Sign up for time
slots
12/9/13 Monday Exam Week no final in this class N/A
12/11/13 Wednesday Exam Week no final in this class N/A
12/13/13 Friday Exam Week no final in this class N/A
*All scheduled dates and topics are subject to change.
FAQS (Fall 2014) Page 1 Oct. 9, 2014
Name ________________________
Fisheries and Aquatic Sciences Bachelor of Science in Agriculture (FAQS) 120± Credits
The fisheries and aquatic sciences program prepares students for professional careers in fisheries research and management,
information and education, and interdisciplinary investigations of environmental problems. Emphasis is on freshwater systems.
Graduates receive a Bachelor of Science in Agriculture degree and meet the academic certification requirements of the American
Fisheries Society. Sustainable management of natural resource systems in the real world is emphasized.
Freshman Year
First Semester Second Semester
(0.5) AGR 10100 Intro to College of Agriculture & Purdue* (4) BTNY 11000 Introduction to Plant Science*†
(0.5) AGR 11900 Intro to FNR Academic Programs* (3) CHM 11200 General Chemistry II*†
(4) BIOL 11000 Fundamentals of Biology I*† (3) COM 11400 Fundamentals of Speech Communication*†
(3) CHM 11100 General Chemistry I*† (3) FNR 10300 Intro to Environmental Conservation*†
(4) ENGL 10600 English Composition*† (3) MA 16020 Applied Calculus II*†
(3) MA 16010 Applied Calculus I*†
(15) (16)
Sophomore Year
Third Semester Fourth Semester
(3) Economics selective*† (3) AGRY 25500 Soil Science or AGRY 27000 Forest Soils
(3) FNR 20100 Marine Biology (2) BIOL 28600 Introduction to Ecology
(3) FNR 24150 Ecology & Systematics of Fish, (3) FNR 21000 Natural Resource Information
Amphibians, and Reptiles Management
(1) FNR 24250 Laboratory in Ecology & Systematics (3) FNR 25150 Ecology & Systematics of Mammals and Birds
of Fish, Amphibians, and Reptiles (3) STAT 30100 Elementary Statistical Methods*† (1) FNR 25250 Laboratory in Ecology & Systematics of
(3) Written or oral communication selective* Mammals and Birds
(3) FNR 35100 Aquatic Sampling Techniques
(16) (15)
Summer Session
(Courses in bold are prerequisites for FNR 37010 and 37100. Courses in italics are prerequisites for courses in bold.)
(1) FNR 37010 Natural Resources Practicum
(5) FNR 37100 Fisheries and Aquatic Sciences Practicum
(6)
Junior Year
Fifth Semester Sixth Semester
(3) FNR 23000 World’s Forests & Society (3) FNR 30500 Conservation Genetics
(3) FNR 45400 Fisheries Science and Management (3) FNR 37500 Human Dimensions of Natural Resource
(3) POL 22300 Introduction to Environment Policy or Management
FNR 22310 Introduction to Environmental Policy (3) FNR 45500 Fish Ecology or FNR 45300 Fish Physiology
(3) Humanities or social sciences selective* (3) Physical science selective
___ (3) Unrestricted elective
(12) (15)
Senior Year
Seventh Semester Eighth Semester
(1) FNR 47000 Fundamentals of Planning (3) FNR 40800 Natural Resources Planning
(3) FNR 52600 Aquatic Animal Health OR (3) FNR 45200 Aquaculture
FNR 52700 Ecotoxicology (3) Humanities or social sciences selective*
(3) Ethics selective*† (3) Unrestricted elective
(3) Physical science selective (1) Unrestricted elective
(3) Unrestricted elective ___
(13) (13)
FAQS (Fall 2014) Page 2 Oct. 9, 2014
Fisheries and Aquatic Sciences Curriculum (FAQS)
120± Credits
Courses: (*College of Agriculture Core; †University Common Core)
Selected courses
or substitutions
Credit
hours
Semester registered/
completed
AGR 10100* 0.5
AGR 11900* 0.5
BIOL 11000*† 4
BTNY 11000*† 4
CHM 11100*† 3
CHM 11200*† 3
COM 11400*† 3
ENGL 10600*† 4
Ethics selective*† 3
FNR 10300*† 3
FNR 37500* 3
FNR economics selective*† 3
MA 16010*† 3
MA 16020*† 3
Humanities or social sciences selective* 3
Humanities or social sciences selective* 3
STAT 30100*† 3
Written or oral comm. selective* 3
AGRY 25500 or 27000 3
BIOL 28600 2
FNR 20100 3
FNR 21000 3
FNR 23000 3
FNR 24150 3
FNR 24250 1
FNR 25150 3
FNR 25250 1
FNR 30500 3
FNR 35100 3
FNR 37010 1
FNR 37100 5
FNR 40800 3
FNR 45200 3
FNR 45300 or 45500 3
FNR 45400 3
FNR 47000 1
FNR 52600 or 52700 2
FNR 22310 or POL 22300 3
Physical science selective 3
Physical science selective 3
Unrestricted elective 3
Unrestricted elective 3
Unrestricted elective 3
Unrestricted elective 1
International Understanding
Requirements (9 credits)
1. _FNR 23000_____________
2. _______________________
3. _______________________
Multicultural Awareness
Requirement (3 credits)
1.________________________
9 of the 15 credits in humanities or
social sciences must come from
departments outside of the College
of Agriculture.
Extra Credits Hrs
No Credit Hrs
University Core Requirements:
Human Cultures Behavioral/Social Science: _________________
Human Cultures Humanities: _____________________________ Information Literacy: _______________________________
Oral Communication: ___________________________________ Written Communication: ____________________________
Science, Technology, and Society: _________________________ Science #1: _______________________________________
Quantitative Reasoning: _________________________________ Science #2: _______________________________________
FAQS (Fall 2014) Page 3 Oct. 9, 2014
Curriculum Planning and Course Projections:
Semester: FALL Semester: SPRING Semester: SUMMER
Hrs Courses Hrs Courses Hrs Courses
Total credit hours
Total credit hours Total credit hours
Semester: FALL Semester: SPRING Semester: SUMMER
Hrs Courses Hrs Courses Hrs Courses
Total credit hours
Total credit hours Total credit hours
Semester: FALL Semester: SPRING Semester: SUMMER
Hrs Courses Hrs Courses Hrs Courses
Total credit hours
Total credit hours Total credit hours
Semester: FALL Semester: SPRING Semester: SUMMER
Hrs Courses Hrs Courses Hrs Courses
Total credit hours
Total credit hours Total credit hours
Semester: FALL Semester: SPRING Semester: SUMMER
Hrs Courses Hrs Courses Hrs Courses
Total credit hours
Total credit hours Total credit hours
FAQS (Fall 2014) Page 4 Oct. 9, 2014
±You must complete 9 credits of coursework with an international focus and 3 credits in the area of multicultural awareness. These
may overlap with other required or selective coursework.
*The most current approved course list for College of Agriculture Core requirements, including humanities, social sciences, written or
oral communications, international understanding, and multicultural awareness, are available at
http://www.ag.purdue.edu/oap/Pages/core_requirements.aspx. †University Common Core requirements are explained at http://www.purdue.edu/provost/initiatives/curriculum/course.html.
FNR economics selective: AGEC 20300 Introductory Microeconomics for Food and Agribusiness; AGEC 20400 Introduction to
Resources Economics and Environmental Policy; ECON 25100 Microeconomics.
Ethics selective: PHIL 11100 Ethics; PHIL 28000 Ethics and Animals; PHIL 29000 Environmental Ethics.
Physical science selective: These courses are intended to meet the requirements for the American Fisheries Society’s (AFS) Certified
Fisheries Professional. Physical science courses, as defined by AFS, include chemistry (CHM), physics (PHYS), soils (AGRY),
geology (EAPS), earth science (EAPS), meteorology (AGRY, EAPS), and astronomy (ASTR).
Course prerequisites Courses (May change without notice.)
AGRY
27000 or
25500
CHM 11200 Minimum Grade of D- or CHM 11600 Minimum Grade of D- or CHM 12600 Minimum Grade of D- or
CHM 12400 Minimum Grade of D- or CHM 11000 Minimum Grade of D- or CHM 13600 Minimum Grade of D- or
(CHEM C1020 Minimum Grade of D- and CHEM C1220 Minimum Grade of D-) or (CHEM C1060 Minimum Grade
of D- and CHEM C1260 Minimum Grade of D-)
BIOL 28600 BIOL 11000 Minimum Grade of D- and (BIOL 11100 Minimum Grade of D- or BTNY 11000 Minimum Grade of D- or
BTNY 21000 Minimum Grade of D-) ) or BIOL 12100 Minimum Grade of D-
CHM 11200 CHM 11100 Minimum Grade of D- or CHM 11500 Minimum Grade of D- or (CHEM C1010 Minimum Grade of D-
and CHEM C1210 Minimum Grade of D-)
FNR 20100 BIOL 11000 Minimum Grade of C- or BTNY 11000 Minimum Grade of C- or BIOL 12100 Minimum Grade of C-
FNR 24150 BIOL 11000 Minimum Grade of C- or BTNY 11000 Minimum Grade of C- or BIOL 12100 Minimum Grade of C-
FNR 24250 BIOL 11000 Minimum Grade of D- or BTNY 11000 Minimum Grade of D- or BIOL 12100 Minimum Grade of D-
FNR 25150 BIOL 11000 Minimum Grade of C- or BTNY 11000 Minimum Grade of C- or BIOL 12100 Minimum Grade of C-
FNR 25250 BIOL 11000 Minimum Grade of D- or BTNY 11000 Minimum Grade of D- or BIOL 12100 Minimum Grade of D-
FNR 30500 BIOL 11000 Minimum Grade of D- and (BIOL 28600 Minimum Grade of D- or BIOL 58500 Minimum Grade of D-)
and (STAT 30100 Minimum Grade of D- or STAT 35000 Minimum Grade of D- or ECON E2700 Minimum Grade of
D- or STAT 50300 Minimum Grade of D- or STAT 50100 Minimum Grade of D- or STAT 26000 Minimum Grade of
D- or STAT 51100 Minimum Grade of D-)
FNR 35100 FNR 24250 Minimum Grade of C- and (MA 22300 Minimum Grade of C- or MA 23100 Minimum Grade of C- or MA
16010 Minimum Grade of C-) and (STAT 30100 Minimum Grade of C-or STAT 50300 Minimum Grade of C- ) or
ECON E2700 Minimum Grade of C- or STAT 50100 Minimum Grade of C-) and FNR 25250 Minimum Grade of C-
[may be taken concurrently]
FNR 37010 FNR 21000 Min. Grade of D- and (FNR 34800 Min. Grade of D- or FNR 35100 Min. Grade of D- or FNR 35300 Min.
Grade of D-)
FNR 37100 FNR 24250 Minimum Grade of C- and FNR 25250 Minimum Grade of C- and FNR 37010 Minimum Grade of D- [may
be taken concurrently]
FNR 37500 FNR 36500 Minimum Grade of D- or AGEC 52500 Minimum Grade of D- or POL 22300 Minimum Grade of D- or
POLS Y3130 Minimum Grade of D- or POL 32300 Minimum Grade of D- or POL 42300 Minimum Grade of D- or
POL 52300 Minimum Grade of D-
FNR 40800 (FNR 40600 Minimum Grade of D- or AGEC 40600 Minimum Grade of D-) and (FNR 34100 Minimum Grade of D- or
FNR 40900 Minimum Grade of D- or FNR 54500 Minimum Grade of D- or FNR 54700 Minimum Grade of D-) and
FNR 37500 Minimum Grade of D-
FNR 45200 (FNR 20100 Minimum Grade of C- or FNR 20300 Minimum Grade of C-) and (FNR 24150 Minimum Grade of C- and
FNR 24250 Minimum Grade of C-)
FNR 45300 (ANSC 23000 Minimum Grade of C- or BMS 30000 Minimum Grade of C-) and FNR 24150 Minimum Grade of C- and
Undergraduate level FNR 24250 Minimum Grade of C- and COM 11400 Minimum Grade of C-
FNR 45400 (FNR 20100 Minimum Grade of C- or FNR 20300 Minimum Grade of C-) and (MA 22400 Minimum Grade of C- or
MA 23200 Minimum Grade of C-) and (STAT 30100 Minimum Grade of C- or STAT 50300 Minimum Grade of C-)
FNR 45500 (BIOL 28600 Minimum Grade of C- or BIOL 58500 Minimum Grade of C-) and (FNR 20100 Minimum Grade of C- or
FNR 20300 Minimum Grade of C-) and FNR 24150 Minimum Grade of C- and FNR 24250 Minimum Grade of C-
FNR 52600 BIOL 11000 Minimum Grade of C- and CHM 11100 Minimum Grade of C-
FNR 52700 BIOL 11000 Minimum Grade of C- and (CHM 11100 Minimum Grade of C- or CHM 11500 Minimum Grade of C-)
MA 16010 ALEKS Math Assessment 075 or MA 15400 Minimum Grade of C- or MA 15800 Minimum Grade of C-
MA 16020 MA 16010 Minimum Grade of C- or MA 16100 Minimum Grade of C- or MA 16300 Minimum Grade of C-
or MA 16500 Minimum Grade of C- or MA 16700 Minimum Grade of C- or MA 22300 Minimum Grade of
C- or MA 23100 Minimum Grade of C-
FORS (Fall 2015) Page 1 March 25, 2015
Name ________________________
Forestry Bachelor of Science in Forestry (FORS) 124± credits
The forestry program prepares students for professional careers with organizations that manage forest and related lands. Students apply biological,
ecological, economic, and social knowledge to develop and administer forest management plans. Graduates receive a Bachelor of Science in Forestry
degree. The program is accredited by the Society of American Foresters. Sustainable management of natural resource systems in the real world is
emphasized.
Freshman Year
First Semester Second Semester
(0.5) AGR 10100 Intro to College Agriculture & Purdue* (4) BTNY 11000 Introduction to Plant Science*†
(0.5) AGR 11900 Intro to FNR Academic Programs* (3) CHM 11200 General Chemistry II*†
(4) BIOL 11000 Fundamentals of Biology I*† (3) COM 11400 Fundamentals of Speech Communication*†
(3) CHM 11100 General Chemistry I*† (3) FNR 10300 Introduction to Environmental Conservation*†
(4) ENGL 10600 English Composition*† (3) MA 16020 Applied Calculus II*†
(3) MA 16010 Applied Calculus I*†
(15) (16)
Sophomore Year
Third Semester Fourth Semester
(3) Economics selective*† (3) AGRY 27000 Forest Soils
(3) FNR 22500 Dendrology (2) BIOL 28600 Introduction to Ecology
(3) FNR 23000 World’s Forests & Society (3) FNR 21000 Natural Resource Information Management
(3) Ecology & systematics selective (1) Laboratory in ecology & systematics selective
(3) STAT 30100 Elementary Statistical Methods*† (3) FNR 35300 Natural Resources Measurement†
(3) Written or oral communication selective*
(15) (15)
Summer Session
(Courses in bold are prerequisites for FNR 37010, 37050 and 37200. Courses in italics are prerequisites for courses in bold.)
(1) FNR 37010 Natural Resources Practicum
(1) FNR 37050 Forest Habitats and Communities Practicum
(4) FNR 37200 Forestry Practicum
(6)
Junior Year
Fifth Semester Sixth Semester
(3) FNR 33100 Forest Ecosystems (3) FNR 35500 Quantitative Methods for Resource Management
(3) POL 22300 Introduction to Environmental Policy or (3) FNR 37500 Human Dimensions of Natural Resource Management
FNR 22310 Introduction to Environmental Policy (3) FNR 40700 Forest Economics
(3) FNR 35700 Fundamental Remote Sensing (3) Humanities or social sciences selective*
(3) FNR 43400 Tree Physiology (3) Unrestricted elective
(3) Forest health selective ___
(15) (15)
Senior Year
Seventh Semester Eighth Semester
(3) FNR 33900 Principles of Silviculture (3) FNR 30110 Sustainable Wood Products and Manufacturing
(1) FNR 47000 Fundamentals of Planning (3) Forestry selective
(3) Ethics selective (3) FNR 40900 Forest Resource Management
(3) Humanities or social sciences selective* (3) Humanities or social sciences selective*
(3) Unrestricted elective (2) Unrestricted elective
(13) (14)
FORS (Fall 2015) Page 2 March 25, 2015
Forestry Curriculum (FORS)
124± Credits
Courses: (*College of Agriculture Core; †University Common Core)
Selected course or
substitutions
Credit
Hours
Semester registered
/completed
AGR 10100* 0.5 AGR 11900* 0.5
BIOL 11000*† 4
BTNY 11000*† 4
CHM 11100*† 3
CHM 11200*† 3
COM 11400*† 3
ENGL 10600*† 4
Ethics selective*† 3
FNR 10300*† 3
FNR economics selective*† 3
MA 16010*† 3
MA 16020*† 3
Humanities or social sciences selective* 3
Humanities or social sciences selective* 3
Humanities or social sciences selective* 3
STAT 30100*† 3
Written or oral comm. selective* 3
AGRY 27000 3
BIOL 28600 2
FNR 21000 3
FNR 22500 3
FNR 23000 3
FNR 30100 3
FNR 33100 3
FNR 33900 3
FNR 35300 3
FNR 35500 3
FNR 35700 3
FNR 37010 1
FNR 37050 1
FNR 37200 4
FNR 37500 3
FNR 40700 3
FNR 40900 3
FNR 43400 3
FNR 47000 1
Ecology & systematics selective 3
Lab in ecology & systematics selective 1
Forestry selective 3
Forest health selective 3
FNR 22310 or POL 22300 3
Unrestricted elective 3
Unrestricted elective 3
Unrestricted elective 2
University Core Requirements:
Human Cultures Behavioral/Social Science: _________________
Human Cultures Humanities: _____________________________ Information Literacy: _______________________________
Oral Communication: ___________________________________ Written Communication: ____________________________
Science, Technology, and Society: _________________________ Science #1: _______________________________________
Quantitative Reasoning: _________________________________ Science #2: _______________________________________
International Understanding
Requirements (9 credits)
1. _FNR 23000____________
2. ______________________
3. ______________________
Multicultural Awareness
Requirement (3 credits)
1. _______________________
9 of the 15 credits in humanities or
social sciences must come from
departments outside of the College
of Agriculture.
Extra Credits Hrs
No Credit Hrs
FORS (Fall 2015) Page 3 March 25, 2015
Curriculum Planning and Course Projections:
Semester: FALL Semester: SPRING Semester: SUMMER
Hrs Courses Hrs Courses Hrs Courses
Total credit hours
Total credit hours Total credit hours
Semester: FALL Semester: SPRING Semester: SUMMER
Hrs Courses Hrs Courses Hrs Courses
Total credit hours
Total credit hours Total credit hours
Semester: FALL Semester: SPRING Semester: SUMMER
Hrs Courses Hrs Courses Hrs Courses
Total credit hours
Total credit hours Total credit hours
Semester: FALL Semester: SPRING Semester: SUMMER
Hrs Courses Hrs Courses Hrs Courses
Total credit hours
Total credit hours Total credit hours
Semester: FALL Semester: SPRING Semester: SUMMER
Hrs Courses Hrs Courses Hrs Courses
Total credit hours
Total credit hours Total credit hours
FORS (Fall 2015) Page 4 March 25, 2015
±You must complete 9 credits of coursework with an international focus and 3 credits in the area of multicultural awareness. These may overlap with
other required or selective coursework.
*The most current approved course lists for College of Agriculture Core requirements, including humanities, social sciences, written or oral
communications, international understanding, and multicultural awareness, are available at
http://www.ag.purdue.edu/oap/Pages/core_requirements.aspx.
†University Common Core requirement are available at http://www.purdue.edu/provost/initiatives/curriculum/course.html.
Ecology & systematics selective: FNR 24150 Ecology & Systematics of Fish, Amphibians, and Reptiles or FNR 25150 Ecology & Systematics of
Mammals and Birds.
FNR economics selective: AGEC 20300 Introductory Microeconomics for Food and Agribusiness; AGEC 20400 Introduction to Resources
Economics and Environmental Policy; ECON 25100 Microeconomics.
Ethics selective: PHIL 11100 Ethics; PHIL 28000 Ethics and Animals; PHIL 29000 Environmental Ethics.
Forestry selective: FNR 30500 Conservation Genetics; FNR 31110 Structure, Identification, & Properties of Woody Biomaterials; FNR 35900
Spatial Ecology and GIS.
Forest health selective: BTNY 30100 Introductory Plant Pathology; ENTM 44600 Integrated Plant Health Management for Ornamental Plants;
ENTM 10500 Insects: Friend and Foe; ENTM 20600 General Entomology; ENTM 20700 General Entomology Laboratory; FNR 33300 Fire
Effects in Forest Environments; ENTM/FNR 44100 Forest Entomology.
Laboratory in ecology & systematics selective: FNR 24250 Laboratory in Ecology & Systematics of Fish, Amphibians, and Reptiles or FNR 25250
Laboratory in Ecology & Systematics of Mammals and Birds.
Course prerequisites
Courses (May change without notice.)
AGRY 27000 CHM 11200 Min. Grade of D- or CHM 11600 Min. Grade of D- or CHM 12600 Min. Grade of D- or CHM 12400 Min.
Grade of D- or CHM 11000 Min. Grade of D- or CHM 13600 Min. Grade of D- or (CHEM C1020 Min. Grade of D-
and CHEM C1220 Min. Grade of D-) or (CHEM C1060 Min. Grade of D- and CHEM C1260 Min. Grade of D-)
BIOL 28600 BIOL 11000 Min. Grade of D- and (BIOL 11100 Min. Grade of D- or BTNY 11000 Min. Grade of D- or BTNY 21000
Min. Grade of D-) ) or BIOL 12100 Min. Grade of D-
CHM 11200 CHM 11100 Min. Grade of D- or CHM 11500 Min. Grade of D- or (CHEM C1010 Min. Grade of D- and CHEM
C1210 Min. Grade of D-)
FNR 22500 BIOL 11000 Min. Grade of D- or BTNY 11000 Min. Grade of D-
FNR 24150 BIOL 11000 Min. Grade of C- or BTNY 11000 Min. Grade of C- or BIOL 12100 Min. Grade of C-
FNR 24250 BIOL 11000 Min. Grade of D- or BTNY 11000 Min. Grade of D- or BIOL 12100 Min. Grade of D-
FNR 25150 BIOL 11000 Min. Grade of C- or BTNY 11000 Min. Grade of C- or BIOL 12100 Min. Grade of C-
FNR 25250 BIOL 11000 Min. Grade of D- or BTNY 11000 Min. Grade of D- or BIOL 12100 Min. Grade of D-
FNR 30500 BIOL 11000 Min. Grade of D- and (BIOL 28600 Min. Grade of D- or BIOL 58500 Min. Grade of D-) and (STAT
30100 Min. Grade of D- or STAT 35000 Min. Grade of D- or ECON E2700 Min. Grade of D- or STAT 50300 Min.
Grade of D- or STAT 50100 Min. Grade of D- or STAT 26000 Min. Grade of D- or STAT 51100 Min. Grade of D-)
FNR 33100 BIOL 28600 Min. Grade of D- or BIOL 58500 Min. Grade of D-) and FNR 22500 Min. Grade of D- and (FNR 34800
Min. Grade of D- or FNR 35100 Min. Grade of D- or FNR 35300 Min. Grade of D-) and (AGRY 25500 Min. Grade of
D- [may be taken concurrently] or NRES 25500 Min. Grade of D- [may be taken concurrently] or AGRY 27000 Min.
Grade of D- [may be taken concurrently])
FNR 33900 BIOL 28600 Min. Grade of D- FNR 22500 Min. Grade of D- and FNR 37200 Min. Grade of D-
FNR 35300 FNR 24200 Min. Grade of D- and (MA 22300 Min. Grade of C- or MA 23100 Min. Grade of C-) and (STAT 30100
Min. Grade of D-or STAT 50300 Min. Grade of D- ) and FNR 25200 Min. Grade of D- [may be taken concurrently] and
FNR 21000 Min. Grade of D- [may be taken concurrently]
FNR 35500 FNR 35300 Min. Grade of D- and MA 22400 Min. Grade of D-
FNR 35900 FNR 21000 Min. Grade of C- and (MA 22400 Min. Grade of C- or MA 23200 Min. Grade of C-)
FNR 37010 FNR 21000 Min. Grade of D- and (FNR 34800 Min. Grade of D- or FNR 35100 Min. Grade of D- or FNR 35300 Min.
Grade of D-)
FNR 37050 FNR 22500 Min. Grade of D- and (FNR 24250 Min. Grade of D- or FNR 25250 Min. Grade of D-) and FNR 37010
Min. Grade of D- [may be taken concurrently]
FNR 37200 FNR 37010 and FNR 37050 Minimum Grade of D- [may be taken concurrently]
FNR 37500 FNR 36500 Min. Grade of D- or AGEC 52500 Min. Grade of D- or POL 22300 Min. Grade of D- or POLS Y3130 Min.
Grade of D- or POL 32300 Min. Grade of D- or POL 42300 Min. Grade of D- or POL 52300 Min. Grade of D-
FNR 40700 AGEC 20300 Min. Grade of D- or AGEC 20400 Min. Grade of D- or ECON 25100 Min. Grade of D-
FNR 40900 FNR 33900 Min. Grade of D- and FNR 35500 Min. Grade of D- and FNR 40700 Min. Grade of D-
FNR 43400 (BIOL 28600 Min. Grade of D- or BIOL 58500 Min. Grade of D-) and (BIOL 11100 Min. Grade of D- or BTNY 21000
Min. Grade of D-)
MA 16010 ALEKS Math Assessment 075 or MA 15400 Minimum Grade of C- or MA 15800 Minimum Grade of C-
MA 16020 MA 16010 Minimum Grade of C- or MA 16100 Minimum Grade of C- or MA 16300 Minimum Grade of C- or MA
16500 Minimum Grade of C- or MA 16700 Minimum Grade of C- or MA 22300 Minimum Grade of C- or MA 23100
Minimum Grade of C-
WLDL (Fall 2015) 1 March 25, 2015
Name ________________________
Wildlife Bachelor of Science in Agriculture (WLDL) 120± credits
The wildlife program prepares students for professional careers in wildlife research, management, and education. Students apply biological,
ecological, economic, and social knowledge to develop and administer wildlife management plans. Graduates receive a Bachelor of Science in
Agriculture degree and meet the academic certification requirements of The Wildlife Society. Sustainable management of natural resource systems in
the real world is emphasized.
Freshman Year
First Semester Second Semester
(0.5) AGR 10100 Intro to College Agriculture & Purdue* (4) BTNY 11000 Introduction to Plant Science*†
(0.5) AGR 11900 Intro to FNR Academic Programs* (3) CHM 11200 General Chemistry II*†
(4) BIOL 11000 Fundamentals of Biology I*† (3) COM 11400 Fundamentals of Speech Communication*†
(3) CHM 11100 General Chemistry I*† (3) FNR 10300 Introduction to Environmental Conservation*†
(4) ENGL 10600 English Composition*† (3) MA 16020 Applied Calculus II*†
(3) MA 16010 Applied Calculus I*†
(15) (16)
Sophomore Year
Third Semester Fourth Semester
(3) Economics selective*† (2) BIOL 28600 Introduction to Ecology
(3) FNR 22500 Dendrology (3) FNR 21000 Natural Resource Information Management
(3) FNR 24150 Ecology & Systematics of Fish, Amphibians, (3) FNR 25150 Ecology & Systematics of Mammals and Birds
and Reptiles
(1) FNR 24250 Laboratory in Ecology & Systematics of (1) FNR 25250 Laboratory in Ecology & Systematics of
Fish, Amphibians, and Reptiles Mammals and Birds
(3) STAT 30100 Elementary Statistical Methods*† (3) FNR 34800 Wildlife Techniques
(3) Humanities or social sciences selectives*
(13) (15)
Summer Session (Courses in bold are prerequisites for FNR 37010, 37050, and 37300. Courses in italics are prerequisites for courses in bold.)
(1) FNR 37010 Natural Resources Practicum
(1) FNR 37050 Forest Habitats and Communities Practicum
(4) FNR 37300 Wildlife Practicum
(6)
Junior Year
Fifth Semester Sixth Semester
(3) FNR 33100 Forest Ecosystems (3) FNR 37500 Human Dimensions of Natural Resource
(3) POL 22300 Intro to Environmental Policy or Management*
FNR 22310 Intro to Environmental Policy (2) Botany selective
(3) FNR 34100 Wildlife Habitat Management (3) Unrestricted elective
(3) Humanities or social sciences selectives* (3) Unrestricted elective
(3) Written or oral communication selective (3) Wildlife selective
(15) (14)
Senior Year
Seventh Semester Eighth Semester
(4) FNR 44700 Vertebrate Population Dynamics (3) FNR 30500 Conservation Genetics
(1) FNR 47000 Fundamentals of Planning (3) FNR 40800 Natural Resources Planning
(3) Ethics selective*† (3) Humanities or social sciences selectives*
(2) Wildlife disease selective (1) Unrestricted elective
(3) Unrestricted elective (3) Wildlife selective
(13) (13)
WLDL (Fall 2015) 2 March 25, 2015
Wildlife Curriculum (WLDL)
120 Credits± Courses: (*College of Agriculture Core; †University Common Core)
Selected courses
or substitutions
Credit
hours
Semester registered/
completed
AGR 10100* 0.5 AGR 11900* 0.5
BIOL 11000*† 4
BTNY 11000*† 4
CHM 11100*† 3
CHM 11200*† 3
COM 11400*† 3
ENGL 10600*† 4
Ethics selective*† 3
FNR 10300*† 3
FNR economics selective*† 3
MA 16010*† 3
MA 16020*† 3
Humanities or social sciences selective* 3
Humanities or social sciences selective* 3
Humanities or social sciences selective* 3
STAT 30100*† 3
Written or oral comm. selective 3
BTNY selective 2
BIOL 28600 2
FNR 21000 3
FNR 22500 3
FNR 24150 3
FNR 24250 1
FNR 25150 3
FNR 25250 1
FNR 30500 3
FNR 33100 3
FNR 34100 3
FNR 34800 3
FNR 37010 1
FNR 37050 1
FNR 37300 4
FNR 37500* 3
FNR 40800 3
FNR 44700 4
FNR 47000 1
FNR 22300 or POL 22310 3
Wildlife disease selective 2
Wildlife selective 3
Wildlife selective 3
Unrestricted elective 3
Unrestricted elective 3
Unrestricted elective 3
Unrestricted elective 1
International Understanding
Requirements (9 credits)
1. _____________________
2. _____________________
3. _____________________
Multicultural Awareness
Requirement (3 credits)
________________________
9 of the 15 credits in humanities or
social sciences must come from
departments outside of the College
of Agriculture.
Extra Credits Hrs
No Credit Hrs
University Core Requirements:
Human Cultures Behavioral/Social Science: _________________
Human Cultures Humanities: _____________________________ Information Literacy: _______________________________
Oral Communication: ___________________________________ Written Communication: ____________________________
Science, Technology, and Society: _________________________ Science #1: _______________________________________
Quantitative Reasoning: _________________________________ Science #2: _______________________________________
WLDL (Fall 2015) 3 March 25, 2015
Curriculum Planning and Course Projections:
Semester: FALL Semester: SPRING Semester: SUMMER
Hrs Courses Hrs Courses Hrs Courses
Total credit hours
Total credit hours Total credit hours
Semester: FALL Semester: SPRING Semester: SUMMER
Hrs Courses Hrs Courses Hrs Courses
Total credit hours
Total credit hours Total credit hours
Semester: FALL Semester: SPRING Semester: SUMMER
Hrs Courses Hrs Courses Hrs Courses
Total credit hours
Total credit hours Total credit hours
Semester: FALL Semester: SPRING Semester: SUMMER
Hrs Courses Hrs Courses Hrs Courses
Total credit hours
Total credit hours Total credit hours
Semester: FALL Semester: SPRING Semester: SUMMER
Hrs Courses Hrs Courses Hrs Courses
Total credit hours
Total credit hours Total credit hours
WLDL (Fall 2015) 4 March 25, 2015
±You must complete 9 credits of coursework with an international focus and 3 credits in the area of multicultural awareness. These
may overlap with other required or selective coursework. *The most current approved course lists for College of Agriculture Core requirements, including humanities, social sciences, written or
oral communications, international understanding, and multicultural awareness, are available at
http://www.ag.purdue.edu/oap/Pages/core_requirements.aspx. †University Common Core requirement are explained at http://www.purdue.edu/provost/initiatives/curriculum/course.html.
Botany selective: BTNY 20400 Crop and Weed Identification; BTNY 30100 Introductory Plant Pathology; BTNY 30200 Plant Ecology; BTNY
30400 Introductory Weed Science; BTNY 30500 Fundamentals of Plant Classification; BTNY 31600 Plant Anatomy; HORT 20100 Plant
Propagation; HORT 21800 Herbaceous Landscape Plants.
FNR economics selective: AGEC 20300 Introductory Microeconomics for Food and Agribusiness; AGEC 20400 Introduction to Resources
Economics and Environmental Policy; ECON 25100 Microeconomics.
Ethics selective: PHIL 11100 Ethics; PHIL 28000 Ethics and Animals; PHIL 29000 Environmental Ethics.
Wildlife disease selective: FNR 52600 Aquatic Animal Health or FNR 52700 Ecotoxicology.
Wildlife selective: ABE, AGRY, ANSC, BIOL, BTNY, CHM, ENTM, FNR, HORT, STAT and other individually approved courses that contribute
to the student’s understanding of their major.
Courses prerequisites Courses (May change without notice.)
BIOL 28600 BIOL 11000 Minimum Grade of D- and (BIOL 11100 Minimum Grade of D- or BTNY 11000 Minimum Grade of D- or
BTNY 21000 Minimum Grade of D-) ) or BIOL 12100 Minimum Grade of D-
CHM 11200 CHM 11100 Minimum Grade of D- or CHM 11500 Minimum Grade of D- or (CHEM C1010 Minimum Grade of D-
and CHEM C1210 Minimum Grade of D-)
FNR 22500 BIOL 11000 Minimum Grade of D- or BTNY 11000 Minimum Grade of D-
FNR 24150 BIOL 11000 Minimum Grade of C- or BTNY 11000 Minimum Grade of C- or BIOL 12100 Minimum Grade of C-
FNR 24250 BIOL 11000 Minimum Grade of D- or BTNY 11000 Minimum Grade of D- or BIOL 12100 Minimum Grade of D-
FNR 25150 BIOL 11000 Minimum Grade of C- or BTNY 11000 Minimum Grade of C- or BIOL 12100 Minimum Grade of C-
FNR 25250 BIOL 11000 Minimum Grade of D- or BTNY 11000 Minimum Grade of D- or BIOL 12100 Minimum Grade of D-
FNR 30500 BIOL 11000 Minimum Grade of D- and (BIOL 28600 Minimum Grade of D- or BIOL 58500 Minimum Grade of D-)
and (STAT 30100 Minimum Grade of D- or STAT 35000 Minimum Grade of D- or ECON E2700 Minimum Grade of
D- or STAT 50300 Minimum Grade of D- or STAT 50100 Minimum Grade of D- or STAT 26000 Minimum Grade of
D- or STAT 51100 Minimum Grade of D-)
FNR 33100 BIOL 28600 Minimum Grade of D- or BIOL 58500 Minimum Grade of D-) and FNR 22500 Minimum Grade of D- and
(FNR 34800 Minimum Grade of D- or FNR 35100 Minimum Grade of D- or FNR 35300 Minimum Grade of D-) and
(AGRY 25500 Minimum Grade of D- [may be taken concurrently] or NRES 25500 Minimum Grade of D- [may be
taken concurrently] or AGRY 27000 Minimum Grade of D- [may be taken concurrently])
FNR 34100 FNR 22500 Minimum Grade of C- and FNR 37050 Minimum Grade of C-
FNR 34800 FNR 24250 Minimum Grade of C- and (MA 22300 Minimum Grade of C- or MA 23100 Minimum Grade of C-) and
(STAT 30100 Minimum Grade of C-or STAT 50300 Minimum Grade of C- ) and FNR 25250 Minimum Grade of C-
[may be taken concurrently]
FNR 37010 FNR 21000 Min. Grade of D- and (FNR 34800 Min. Grade of D- or FNR 35100 Min. Grade of D- or FNR 35300 Min.
Grade of D-)
FNR 37050 FNR 22500 Min. Grade of D- and (FNR 24250 Min. Grade of D- or FNR 25250 Min. Grade of D-) and FNR 37010
Min. Grade of D-, may be taken concurrently
FNR 37300 FNR 37010 and FNR 37050 Minimum Grade of D- [may be taken concurrently]
FNR 37500 FNR 36500 Minimum Grade of D- or AGEC 52500 Minimum Grade of D- or POL 22300 Minimum Grade of D- or
POLS Y3130 Minimum Grade of D- or POL 32300 Minimum Grade of D- or POL 42300 Minimum Grade of D- or
POL 52300 Minimum Grade of D-
FNR 40800 (FNR 34100 Minimum Grade of D- or FNR 40900 Minimum Grade of D- or FNR 45400 Minimum Grade of D- or FNR
44700 Minimum Grade of D-) and FNR 37500 Minimum Grade of D- and FNR 47000 Minimum Grade of D-
FNR 44700 BIOL 28600 Minimum Grade of C- and MA 16020 Minimum Grade of C- and (STAT 30100 Minimum Grade of C- or
STAT 50300 Minimum Grade of C-)
MA 16010 ALEKS Math Assessment 075 or MA 15400 Minimum Grade of C- or MA 15800 Minimum Grade of C-
MA 16020 MA 16010 Minimum Grade of C- or MA 16100 Minimum Grade of C- or MA 16300 Minimum Grade of C-
or MA 16500 Minimum Grade of C- or MA 16700 Minimum Grade of C- or MA 22300 Minimum Grade of
C- or MA 23100 Minimum Grade of C-
Agricultural Faculty
Document No. XIX, 2014-15
April 8, 2015
Department of Horticulture and Landscape Architecture
Proposed Course and Curricular Changes
A. COURSE TO BE DELETED
None.
B. COURSES TO BE ADDED
HORT 42600 Landscape Contracting and Management Capstone Experience Sem. 1 and 2. Lec. 1, cr. 1.
Based on an approved, completed work experience in a landscape contracting/management company, students will
explore operations and management of the enterprise and then submit a comprehensive report. An oral presentation
based on specific aspects of the work experience will also be required. Instructor approval required.
All the following courses are part of the relocation of the Turf Science and Management major
from the Agronomy Department to the Horticulture and Landscape Architecture Department.
HORT 11100 Survey Of Turfgrass Culture Sem. 1. Lab. 2, cr. 1.
A survey of the challenges and opportunities available in the turfgrass industry. Students will visit a wide range of
turf sites to see turf problems and their solutions. Professional turf managers, upper-class undergraduate students,
and faculty will share their experiences with the class to provide a broad perspective of the turf industry to the
students.
Cross listed with Department of Agronomy (AGRY 11000). Department of Horticulture and Landscape
Architecture will be the home department.
Justification: HORT 11100 content is exactly the same course as AGRY 11000. The number 11000 is already in
use in HORT hence the new number 11100. No change to the course content and outcomes from AGRY 11000.
HORT 21000 Fundamentals Of Turfgrass Culture Sem. 2. Lec. 3, Dis. 3, cr. 3.
An introductory course in turfgrass management emphasizing turfgrass growth and development, species
characteristics, their adaptation and basic cultural requirements for ornamental and functional turfgrass areas. The
requirements and cultural inputs needed for proper establishment and maintenance of a high quality, low
maintenance lawn will be discussed.
Cross listed with Department of Agronomy (AGRY 21000). Department of Horticulture and Landscape
Architecture will be the home department. No change in course content or outcomes from AGRY 21000.
HORT 21100 Fundamentals of Turfgrass Culture Laboratory Sem. 2. Lab. 2 or 3, cr. 1.
Companion lab to AGRY 21000. Laboratory exercises will focus on turfgrass and seed anatomy, morphology,
identification as well as the hands-on basic principles of turfgrass culture. Designed for the student who intends to
pursue a career in turfgrass management and plans to enroll in AGRY 51000. Enrollment preference will be given
to Turfgrass Science Majors.
Cross listed with Department of Agronomy (AGRY 21100). Department of Horticulture and Landscape
Architecture will be the home department. No change in course content or outcomes from AGRY 21100.
HORT 31100 Turfgrass Diagnostics Sem. 2. Lec. 1, cr. 1-2.
An intermediate to advanced level course covering relevant applied problem solving skills required to be a
professional turfgrass manager.
Cross listed with Department of Agronomy (AGRY 31100). Department of Horticulture and Landscape
Architecture will be the home department. No change in course content or outcomes from AGRY 31100.
Repeatable for Additional Credit: Yes - May be repeated up to 1 times.
Prerequisites:
Undergraduate level AGRY 21000 or HORT 21000 Minimum Grade of D-.
HORT 51000 Turfgrass Science Sem. 1. Lec. 2, Lab. 3, cr. 3.
An advanced course in turfgrass management which focuses on the management requirements of intensively
cultured turfgrass areas, with a specific emphasis on golf course and athletic fields. Interrelationships among soil,
plant and atmospheric environments, management practices and turfgrass quality will be stressed.
Cross listed with Department of Agronomy (AGRY 51000). Department of Horticulture and Landscape
Architecture will be the home department. No change in course content or outcomes from AGRY 51000.
Restrictions:
May not be enrolled as the following Classifications:
Sophomore: 45 - 59 hours
Sophomore: 30 - 44 hours
Freshman: 0 - 14 hours
Freshman: 15 - 29 hours
Prerequisites:
GR-AGRY 51000 Requisites
General Requirements:
(Course or Test: AGRY 21000 or HORT 21000 Minimum Grade of D-. May not be taken concurrently.
and
Course or Test: AGRY 25500 Minimum Grade of D-. May not be taken concurrently.)
or
(Student Attribute: GR. May not be taken concurrently.)
HORT 51200 Integrated Turfgrass Systems Sem. 1. Lec. 2, Lab. 3, cr. 3.
Integration of agronomic principles for professionally managing golf courses, athletic complexes, lawn care
companies, and sod production facilities in an efficient and environmentally friendly manner. Emphasizes
independent thinking and team cooperation for understanding the social, ethical, and economical aspects underlying
the daily agronomic management decisions, including construction, establishment, cultural practices, fertilization,
and pest management. Course meets for weeks 1-10.
Cross listed with Department of Agronomy (AGRY 51200). Department of Horticulture and Landscape
Architecture will be the home department. No change in course content or outcomes from AGRY 51200.
Restrictions:
May not be enrolled as the following Classifications:
Sophomore: 45 - 59 hours
Sophomore: 30 - 44 hours
Freshman: 0 - 14 hours
Freshman: 15 - 29 hours
Prerequisites:
GR-AGRY 51200 Requisites
General Requirements:
(Course or Test: BTNY 44300. May not be taken concurrently.)
or
(Course or Test: ENTM 44300. May not be taken concurrently.)
and
(Course or Test: AGRY 51000 or HORT 51000. May not be taken concurrently.)
or
(Student Attribute: GR. May not be taken concurrently.)
C. COURSES TO BE CHANGED
From:
LA 31600 Landscape Architectural Design III Sem. 1. Class 2, Lab. 6, cr. 4.
To:
LA 31600 Landscape Architectural Design III Sem. 1 Class 1, Lab. 7, cr. 4.
Justification: The extra time in lab is a better use of instruction and will allow flexibility to add additional lab
sections if needed.
Impact on Learning Outcomes:
Learning outcomes do not need to be addressed since the course content is not being changed.
From:
LA 32600 Landscape Architectural Design IV Sem. 2. Class 2, lab 8, cr. 4.
To:
LA 32600 Landscape Architectural Design IV Sem. 2. Class 1, Lab. 7, cr. 4.
Justification: To replicate the same use of time as LA 31600 and will allow the flexibility to add additional lab
sections if needed.
Impact on Learning Outcomes:
Learning outcomes do not need to be addressed since the course content is not being changed.
D. CURRICULAR CHANGES
Major Name Change
From: Horticulture Science
To: Horticulture
Justification: With just a single major name (is less more?) for all aspects of horticulture it is extremely important
that the name not be exclusionary. Discussions with beginning freshman indicated a distinct level of discomfort
with the current name (Horticulture Science) among those who planned to pursue more applied, practice-oriented
aspects of the field. Thus, the change will remove that concern. Going forward, for those more science and
technical research-oriented students, the Plant Science concentration within the Horticulture major will provide an
attractive focus.
Concentration Changes Under Horticulture
Drop: Landscape Horticulture And Design (LAHD)
Add: Landscape Contracting And Management (LACM)
Add: Landscape Enterprise Management (LAEM)
Justification: See supporting documents.
Modifying Public Horticulture Concentration Course Requirements
Drop: LA 11600 Graphic Communication For Landscape Architects, 3 credits
Add: LA 11000 Survey Of Landscape Architecture, 3 credits
Drop: Elective, 3 credits
Add: BTNY 30100 Plant Pathology, 3 credits
Justification: Two years ago, BTNY 30100 Introductory Plant Pathology was mistakenly thought to have been
removed as a prerequisite for BTNY/ENTM 44600 Integrated Plant Health Management for Ornamental Plants, which
is required in this curriculum. BTNY 30100 is now being added back as a requirement in place of an elective because
it is, in fact, still a prerequisite for BTNY/ENTM 44600. LA 10100 Survey of Landscape Architecture replaces LA
11600 Graphic Communication for Students of Landscape Architecture and Design in this curriculum because it will
provide a better overview and introduction to the discipline of landscape architecture for future public horticulturists
who interact with landscape architects than a skills course in drawing and graphic communication techniques.
Modifications to the Turf Science and Management Major
From: Turf Science And Management (TUSM)
To: Turf Science And Management (TMGT) starting Fall 2015.
Modifying Turf Science And Management Major Course Requirements
Drop: AGR 11300 Introduction to Agronomy, .5 credit
Add: AGR 12000 Introduction to Horticulture and Landscape Architecture, .5 credit
The following courses may be taken under Horticulture or Agronomy to fulfill Fundamental Turf-Related Requirements:
HORT 11100/AGRY 11000 Survey Of Turfgrass Culture, 1 credit.
HORT/AGRY 21000 Fundamentals Of Turfgrass Culture (Fund Turfgrass Culture), 3 credits
HORT/AGRY 21100 Fundamentals of Turfgrass Culture Laboratory (Turfgrass Culture Lab), 1 credit
HORT/AGRY 51000 Turfgrass Science (Turfgrass Science), 3 credits
HORT/AGRY 51200 Integrated Turfgrass Systems (Integr Turfgrass Syst), 3 credits
The following course may be taken under Horticulture or Agronomy to fulfill Additional Turf Selectives:
HORT/AGRY 31100 Turfgrass Diagnostics (Turfgrass Diagnostics). 1-2 credits
HORT 42600 Landscape Contracting & Management Capstone
Experience
Instructor: Michael Dana Course Information
Office: 205 HORT Offered Fall or Spring
Phone: 765-494-5923 Meeting times, days arranged
Email: [email protected] Class Location: TBA
Office Hours: Arranged
This syllabus is subject to change.
Course Description
This course is an analytical and reflective follow-on to an approved company- and job-shadowing of a working
landscape contracting and management industry company and individual professionals within the company. The
information gathering about the company and the roles of various professionals therein will occur during the work
experience required of all Landscape Contracting and Management students. The student is required to collect
information about the company being studied, submit a comprehensive written report describing and critiquing
overall operation and management at the company studied and deliver an oral presentation focused on the student’s
personal experience during the work experience or shadowing exercise.
In the case of a student meeting the work experience via their own company, the company- and job-shadowing will
take place with a different cooperating company on a minimum of five full days during the semester preceding when
the student registers for this capstone course.
Prerequisites
An enrollee must have completed an approved landscape contracting and management work experience (minimum
320 hours).
Course Goals & Objectives
1. Gain greater appreciation of the variation of operational methods and styles among businesses in the
landscape contracting and management discipline.
2. Think critically about the company’s business and landscape operations.
3. Improve their articulation of ideas verbally including supporting them with evidence.
4. Improve their thoughtful and critical writing.
Learning Outcomes
Students in this course will:
1. Describe the structure and operation of a landscape contracting/management company
2. Give examples of strengths and weaknesses in aspects of the operation of a landscape
contracting/management company
3. Apply principles learned in coursework to evaluation of the observed company in the areas of sales,
management and marketing.
4. Formulate proposals for ways in which the observed company might improve their operation.
Course Requirements
Conduct company- and job-shadowing of a working landscape contracting and management industry company and
individual professionals within the company. The aspects of the business and operations to be studied, at a
minimum, are:
Basic business operations
Sales
Project estimating
Project management
Human resources
Prepare a comprehensive written report about the company and the operational roles played by key professionals
therein.
A seminar series will be scheduled wherein each participating student will present their oral presentation related to
their capstone experience. The written report is to be completed by Friday of the last week of classes. All
Landscape Contracting and Management students, whether enrolled in HORT42600 or not, are strongly encouraged
to attend all oral presentations. In this way, students will learn about other companies besides those for which a
student may have worked.
Class Schedule
Week 1 Each student meets individually with instructor / faculty mentor
Week 5 Student and mentor review and discuss draft outline of paper
Weeks 6-10 Individual student mentor meetings for review of drafts (oral/paper)
Weeks 11-15 Oral presentations
Week 16 Written paper due
Required Texts
None required.
Course Policies
Grading
Final grades will be calculated as total points earned divided by total points
possible for the entire semester, with letter grades based on the scale at right:
Assignments with Points Possible:
• Term paper . . . . . . . . . . . . . . 200 points
•Oral presentation . . . . . . . . . . 100 points
•Total . . . . . . . . . . . . . . . . . . . 300 points
Academic Dishonesty
The University policy on academic dishonesty will prevail in this course (see below).
Purdue prohibits "dishonesty in connection with any University activity. Cheating, plagiarism, or knowingly
furnishing false information to the University are examples of dishonesty." [Part 5, Section III-B-2-a, University
Regulations] Furthermore, the University Senate has stipulated that "the commitment of acts of cheating, lying, and
deceit in any of their diverse forms (such as the use of substitutes for taking examinations, the use of illegal cribs,
plagiarism, and copying during examinations) is dishonest and must not be tolerated. Moreover, knowingly to aid
and abet, directly or indirectly, other parties in committing dishonest acts is in itself dishonest." [University Senate
Document 72-18, December 15, 1972]
Use of Copyrighted Materials
Among the materials that may be protected by copyright law are the lectures, notes, and other material presented in
class or as part of the course. Always assume the materials presented by an instructor are protected by copyright unless
the instructor has stated otherwise. Students enrolled in, and authorized visitors to, Purdue University courses are
permitted to take notes, which they may use for individual/group study or for other non-commercial purposes
reasonably arising from enrollment in the course or the University generally.
Notes taken in class are, however, generally considered to be “derivative works” of the instructor’s presentations and
materials, and they are thus subject to the instructor’s copyright in such presentations and materials. No individual is
permitted to sell or otherwise barter notes, either to other students or to any commercial concern, for a course without
the express written permission of the course instructor. To obtain permission to sell or barter notes, the individual
wishing to sell or barter the notes must be registered in the course or must be an approved visitor to the class. Course
instructors may choose to grant or not grant such permission at their own discretion, and may require a review of the
notes prior to their being sold or bartered. If they do grant such permission, they may revoke it at any time, if they so
choose.
Grade Percent Range GP
A+,A 93-100 4.0
A- 90.0 - 92.9 3.7
B+ 87.0 - 89.9 3.3
B 83.0 - 86.9 3.0
B- 80.0 - 82.9 2.7
C+ 77.0 - 79.9 2.3
C 73.0 – 76.9 2.0
C- 70.0 – 72.9 1.7
D+ 67.0 – 69.9 1.3
D 63.0 – 66.9 1.0
D- 60.0 – 62.9 0.7
F < 60.0 0.0
Attendance
Attendance is required of all students at all class meetings. See University policy below.
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PROPOSAL FOR NEW CONCENTRATIONS IN LANDSCAPE HORTICULTURE Existing Concentration Title Landscape Horticulture and Design
Proposed Concentration Titles: Landscape Contracting and Management (LACM)
Landscape Enterprise Management (LAEM)
SUMMARY & RATIONALE The discipline of Landscape Horticulture presents several different career emphasis opportunities. In the past, all
students have been required to take a common curriculum. This has led to dissatisfaction on the part of some students
and a less than optimal use of scarce credits in our 120 credit-for-degree world. Importantly, the opportunity to
utilize concentrations within a major now allows for fine tuning of the coursework a student can select. While similar
targeting might be achieved with a broad curriculum incorporating many selectives combined with excellent advising
to steer the student well, the identification of specific concentration tracks can be useful to students to help them
make registration decisions without as much assistance from an advisor. My Purdue Plan is geared to foster this self-
direction and precisely-targeted concentrations can help.
By creating two variations on the theme of landscape horticulture, these different plans of study will allow each
student to focus their efforts in the direction of their specific interests, either as 1) a landscape builder or manager
(Landscape Contracting and Management) or as 2) an entrepreneur or account manager in a larger firm (Landscape
Enterprise Management). Each concentration still provides a solid foundation of plant science-based horticulture and
related topics. In each case, a group of 6 – 10 credits is what provides the focus of the concentration.
This curricular revision is a follow-on to the alterations that were necessitated by the reduction to 120 credits a few
years ago. It should be considered a fine tuning of the programs after time for review of the adjusting that occurred at
that time. Besides the changes involved in targeting of these concentrations, these revisions also incorporate a few
other changes. Specifically, BTNY 30100 Introductory Plant Pathology is required. This was deleted during the
120 credit adjustment process when it was believed that it was no longer a prerequisite for BTNY/ENTM 44600
Integrated Plant Health Management for Ornamental Plants. That was a mistake and is corrected in this revision.
Also, LA 11600 Graphic Communication for Landscape Architects is replaced by LA 10100 Survey of
Landscape Architecture. This change will provide landscape horticulture students with a better broad overview of
the discipline of Landscape Architecture while also introducing the most basic graphic techniques needed for further
coursework.
Specific changes by proposed concentration are:
Landscape Contracting and Management
New requirements:
SPAN 10100 (3 cr.) as humanities selective
SPAN 10200 (3 cr.) as humanities selective
ASM 49100 Surveying (1 cr.) (will have permanent number eventually)
HORT 22300 AutoCAD Applications in Horticulture (1 cr.)
HORT/AGRY 21000 Fundamentals of Turfgrass Culture (3 cr.)
BTNY 30400 Weed Science (3 cr.)
Landscape Software Selective (1 cr.) from new list
HORT 42600 (1cr.) Landscape Contracting and Management Capstone Project - NEW COURSE
Landscape Enterprise Management
New requirements:
AGEC 20300 Introductory Microeconomics (3 cr.) as economics selective
MGMT 20010 Business Accounting (3 cr.)
Business/Personnel/Management Selective (3 cr.) from new list
Business Selective (3 cr.) from approved list for Food and Agribusiness Management Minor
HORT 44500 Strategic Analysis of Horticultural Production and Marketing (the Horticulture Production
and Marketing Concentration Capstone)
N.B.
Capstones are better targeted at skills relevant to the concentration.
Spanish language is required in the Landscape Contracting and Management as an honest reflection of
workplace realities.
Business/Supervision/Management Selective courses are maximized for those headed in the Enterprise
Management direction. Additionally, AGEC 20300 and an additional AGEC selective are incorporated to
result in completion of the Food and Agribusiness Management Minor.
Two existing planting design courses that are part of the Landscape Architecture curriculum will bolster
the design expertise in the Landscape Design Concentration.
Learning Outcomes by Concentration
Outcomes for Landscape Contracting and Management (LACM)
1. Core knowledge in landscape horticulture
a. Awareness of the history of the use of ornamental plants in the landscape
b. Demonstrate a knowledge of the nomenclature, recognition, identification, and cultural
requirements of woody and herbaceous ornamental landscape plants
2. Develop the skills necessary to construct the planted landscape
a. Develop cost estimates and documentation for project acquisition
b. Timely and horticulturally correct acquisition, handling and installation of planting stock
c. Awareness of the materials and methods of site systems
d. Efficient & economical methods of landscape project implementation
e. Awareness of the legal and regulatory constraints on landscape development
f. Awareness of issues related to landscape turfgrass installation
3. Develop the skills necessary to manage the planted landscape
a. Planning and scheduling landscape management activities
b. Recognition of opportunities for continued improvement of landscape sites
c. Landscape plant management methods (pruning, fertilizing, problem identification and response,
weed control)
d. Horticulturally accurate, legal and safe usage of agri-chemicals
e. Awareness of issues related to landscape turfgrass management
4. Develop the skills necessary to conduct business in the landscape industry
a. Sales & marketing of landscape horticultural services
b. Management of landscape business operations
c. Supervision of landscape industry personnel
Outcomes for Landscape Enterprise Management (LAEM)
1. Core knowledge in landscape horticulture
a. Awareness of the history of the use of ornamental plants in the landscape
b. Demonstrate a knowledge of the nomenclature, recognition, identification, and cultural
requirements of woody and herbaceous ornamental landscape plants
2. Develop the skills necessary to manage a company and the people involved in the design, construction
and management of the planted landscape
a. Understand landscape design as both functional and aesthetic enhancement
b. Develop budgets and cost estimates
c. Demonstrate skill in plant selection to meet site and functional requirements with cultural
compatibility and aesthetics
d. Understand the dynamic character of landscape plants and their predicted change over time
e. Awareness of issues related to landscape turfgrass selection and installation
f. Timely and horticulturally correct acquisition, handling and installation of planting stock
g. Awareness of the materials and methods of site systems
h. Efficient & economical methods of landscape project implementation
i. Awareness of the legal and regulatory constraints on landscape development
j. Planning and scheduling landscape management activities
k. Recognition of opportunities for continued improvement of landscape sites
Develop the skills necessary to conduct business in the landscape industry
l. Sales & marketing of landscape horticultural services
m. Maintain positive client relations
n. Management of landscape business operations
o. Supervision of landscape industry personnel
p. Ability to evaluate and understand profitability of a business or financial decisions within a
business
q. Identify and conduct specific management principles (hiring; coaching, training, and evaluation;
motivating employees;
r. leadership)
s. Ability to identify, understand, and analyze issues facing horticultural businesses (consolidation of
horticulture industry, industry dynamics, trade flow practices)
Selectives Lists Landscape Software Selectives – (LACM)
Credits Acronym/Number Title
1 HORT 22200 DynaScape Applications in Horticulture
1 HORT 22400 Photoshop Applications in Horticulture
Business/Personnel/Management Selectives – (LAEM)
Credits Acronym/Number Title
3 AGEC 20300 Introductory Microeconomics for Food and Agribusiness
3 AGEC 21700 Economics
3 AGEC 31100 Accounting for Farm Business Planning
3 AGEC 33300 Food Distribution – A Retailing Perspective
3 AGEC 42400 Financial Management of Agricultural Business
3 AGEC 42500 Estate Planning and Property Transfer
3 AGEC 42600 Marketing Management of Agricultural Business
3 AGEC 42700 Advanced Agribusiness Marketing
2 AGEC 42900 Agribusiness Marketing Workshop
3 AGEC 45600 Federal Income Tax Law
3 COM 21200 Approaches to the Study of Interpersonal Communication
3 COM 22400 Communicating in the Global Workplace
3 COM 25000 Mass Communication and Society
3 COM 25300 Introduction to Public Relations
3 COM 25600 Introduction to Advertising
3 COM 30300 Intercultural Communication
3 COM 31800 Principles of Persuasion
3 COM 32000 Small Group Communication
3 COM 32400 Introduction to Organizational Communication
3 COM 32500 Interviewing: Principles and Practice
3 COM 32800 Diversity at Work: A Rhetorical Approach
3 COM 37400 Social Interaction Skills: Assessment and Development
3 COM 37600 Communication and Gender
3 COM 40600 Web Production
3 ENGL 23400 Ecological Literature
3 ENGL 30400 Advanced Composition
3 ENGL 42000 Business Writing
3 ENGL 42100 Technical Writing
3 ENGL 42000 Business Writing
3 ENTR 20000 Introduction to Entrepreneurship and Innovation
3 ENTR 31000 Marketing and Management for New Ventures
3 ENTR 47000 Women and Leadership
3 HTM 31200 Human Resources Management for the Service Industries
3 MGMT 20010 Introductory Accounting for Non-Management Majors
3 MGMT 20000 Introductory Accounting
3 MGMT 20100 Management Accounting I
3 MGMT 32300 Introduction to Market Analysis
3 OBHR 30000 Management of Human Resources
3 OLS 25200 Human Relations in Organizations
3 OLS 27400 Applied Leadership
3 OLS 28400 Leadership Principles
3 OLS 38600 Leadership for Organizational Change
3 OLS 38800 Leadership through Teams
Business Selective - from approved list for Food and Agribusiness Management Minor – (LAEM)
Credits Acronym/Number Title
3 AGEC 22000 Economics of Agricultural Markets
3 AGEC 32100 Principles of Commodity Marketing
3 AGEC 32700 Principles of Food and Agribusiness Marketing
3 AGEC 33100 Principles of Selling in Agricultural Business
3 AGEC 33300 Food Distribution - A Retailing Perspective
3 AGEC 35200 Quantitative Techniques for Firm Decision Making
3 AGEC 42100 Advanced Commodity Marketing
4 AGEC 42400 Financial Management of Agricultural Business
3 AGEC 42500 Estate Planning and Property Transfer
3 AGEC 42700 Advanced Agribusiness Marketing
2 AGEC 42900 Agribusiness Marketing Workshop
3 AGEC 43000 Agricultural and Food Business Strategy
4 AGEC 43100 Advanced Agri-Sales and Marketing
3 AGEC 45100 Applied Econometrics
3 AGEC 45500 Agricultural Law
3 AGEC 45600 Federal Income Tax Law
1 AGEC 49600 Selected Topics in Agribusiness Management
3 AGEC 50600 Agricultural Marketing and Price Analysis
3 AGEC 52400 Agricultural Finance
3 AGEC 52500 Environmental Policy Analysis
3 AGEC 52600 International Food and Agribusiness Marketing Strategy
3 AGEC 53000 Strategic Agribusiness Management
3 AGEC 53300 Supply Chain Management for Food and Agribusiness
Turf Science and Management Plan of Study-Horticulture and Landscape Architecture
Department-Purdue University
(Effective Aug. 2015)
Overview: This major is for students interested in a career as a professional turf manager. A turf manager oversees
and implements cultural management programs for the maintenance, production, conditioning and performance of a
wide variety of turf areas like lawns, athletic fields, golf courses, parks, and sod farms. Managing a visually pleasing
and manicured turf that is subject to intense use requires a foundation of technical expertise, the ability to make
precise management decisions and a wealth of practical experience. The Turf Science and Management curriculum
is based in scientific principles, while also providing the technical information, business/management, written/oral
communication, and problem solving coursework and skills to promote managerial success. This Bachelor of
Science degree broadly prepares students to handle a wide array of potential career paths in the Turf Industry.
120 credit hours minimum Overall GPA > 2.0
College of Agriculture Requirements
Orientation (2 credits)
(0.5) AGR 10100 Intro to College of Ag.
(0.5) AGR 12000 Intro to Hort. & Land. Arch.
(1) HORT 11100 Survey of Turf Culture
Written and Oral Communications (10 credits)
(4) ENGL 10600 First-year Composition UCC Written Com. Info Literacy
(3) COM 11400 Fundamentals of Speech Communication or COM 21700 Science Writing and Presentation UCC
Oral Com.
(3) ENGL/COM > 20000+ level Written/Oral Comm Selective
Core Math and Sciences (28 credits minimum) (3) Calculus Selective – MA 15910 or 16010 = pref. UCC Quantitative Reasoning
(3) Statistics Selective – STAT 30100 = pref. UCC Info Literacy
(4) BIOL Selective – BTNY 11000 Intro. to Plant Sci.
(4) BIOL Selective – HORT 30100 = pref. or other BIOL
(3) CHM 11100 General Chemistry I UCC Science #1
(3) CHM 11200 General Chemistry II UCC Science #2
(4) CHM 25700 Organic Chemistry
(3-4) PHYS Selective - PHYS 21400 or PHYS 22000
(1+) UCC Sci., Tech and Soc. Selective
Social Sciences and Humanities (15 credits)
(3) Economics Selective AGEC 20300/20400/21700 or ECON 21000/25100/25200 UCC Behavioral/Social Sci.
(3) Humanities Selective UCC Humanities/Human Cultures
(3) Social Sci/Hum. Selective
(3) Social Sci/Hum. Selective
(3) Social Sci/Hum. Selective > 30000+ level
Additional CoA Requirements (12 credits minimum-courses from above Soc/Hum etc. can be used to satisfy these
requirements)
(3) Multicultural Awareness Selective
(9) International Understanding Selective
Turf Science and Management Requirements
Fundamental Turf-Related Requirements (23 credits minimum)
(3) HORT 10100 Fundamentals of Horticulture
(3) HORT 21000 Fundamentals of Turf Mgmt
(1) HORT 21100 Fundamentals of Turf Mgmt Lab
(3-4) Physiology Selective: HORT 30100 (This course also satisfies the CoA BIOL requirement) or AGRY 52500
(3) HORT 51000 Turf Science
(3) HORT 51200 Integrated Turf Systems
(3) AGRY 25500 Introduction to Soil Science (University “milestone” course)
(3) AGRY 36500 Soil Fertility
(1) Physiology-Nutrition Selective: AGRY 51400: Environmental Stress Management for Turfgrass or HORT
51300: Nutrition of Horticultural Crops
Turf-Landscape Pest Management Requirements (10 credits minimum)
(3) BTNY 30100 Introduction to Plant Pathology
(3) BTNY 30400 Introduction to Weed Sci.
(1-3) ENTM 20600 (2 credits) + ENTM 20700 (1 credit)
(3) Advanced Turf/Landscape Pest Management Selective: BTNY/ENTM 44300 or ENTM 44600
Fundamental Turf and Horticultural Business Mgmt/Operations Requirements – (15 credits minimum) (3) Accounting Selective: AGEC 31100 or MGMT 20010
In addition, choose four of the following five courses
(3) AGEC 33000 Mgmt Methods for Ag. Business
(3) AGEC 33100 Principles of Selling in Agricultural Business
(3) CSR 34200 Personal Finance
(3-4) Marketing Selective: HORT 43500, AGEC 32700 or MGMT 32300
(3) MGMT 45500 Legal Background for Business I
Turf Science and Management Concentration Selectives (15 credits minimum)
Students will earn an additional minimum of 15 credits of directed coursework related to the turf and landscape
industry, additional science or business related coursework from the prescribed selectives list. Examples of this
coursework would include courses related to plant materials, landscape design, construction and installation, and/or
progress in the courses required to earn the Purdue University Certificate in Entrepreneurship and Innovation, and/or
minors in Crop Science, Entomology, Farm Management, Food and Agribusiness, Organizational-Leadership
Supervision, Plant Pathology, Soil Science, Sustainable Environments, Weed Science, Urban Forestry.
The requirements for the Certificate in Entrepreneurship and Innovation is found
at: http://www.purdue.edu/discoverypark/entr/academics/requirements.php
The requirements for minors is found at: https://ag.purdue.edu/oap/Pages/Minors.aspx
Turf Science and Management Concentration Selective list:
(3) AGRY 33500 Weather and Climate
(3) AGRY 33700 Environmental Hydrology
(1) AGRY 33800 Environmental Hydrology Lab
(3) AGRY 34900 Soil Ecology
(4) AGRY 38500 Environmental Soil Chemistry
(3) AGRY 46500 Soil Physical Properties
(3) ASM 20100 Construction and Maintenance
(3) HORT 20100 Plant Propagation
(4) HORT 21700 Woody Landscape Plants
(3) HORT 21800 Herbaceous Landscape Plants
(1) HORT 31000 Planting Design Basics
(1) HORT 31100 Turfgrass Diagnostics
(3) HORT 31500 Landscape Design
(3) HORT 31600 Landscape Construction
(3) HORT 31700 Landscape Contracting and Management
(3) HORT 42000 Ornamental Plant Production
(1) HORT 44200 Sustainability in the Managed Landscape
(1-3) HORT 49100 Special Assignments in Horticulture
(3) LA 11600 Graphic Communication For Students Of Landscape Architects And Design
Unrestricted Electives (6 credits minimum)
Capstone Course or Experience (0-3 credits)
Baccalaureate degree plans of study must include a capstone course or experience. Capstone course credits also may
be used to fulfill core curriculum requirements or departmental requirements or electives.
In a capstone experience, students will be challenged to integrate their accumulated knowledge and technical and
social skills in order to identify and solve a problem relevant to issues encountered by professionals in their chosen
discipline, and to communicate the results of their efforts to their peers. In doing so, students will have the
opportunity to demonstrate their ability to adapt to professional situations. It is hoped that this experience will
stimulate students' appreciation of the need for lifelong learning and initiate professional and personal liaisons.
Additional degree requirements
-Minimum 320 hours of practical work experience in the turf industry
-Earn certified pesticide applicator license
Summary of Changes: This new plan of study provides students the opportunity to gain the essential foundation of
science-based coursework for a Bachelor of Science degree, technical information related to the turf/landscape
industry and an understanding of Agri-business necessary to become a successful manager of any turf related
business. It also allows flexibility for students to pursue specific paths of interest such as focusing on increased
science coursework (e.g. path toward graduate school), business related coursework or earning The Certificate in
Entrepreneurship and Innovation. This plan honors the traditions of the Department where it began, Agronomy,
while also integrating all new students into the new administrative home for the plan, Horticulture and Landscape
Architecture. Ultimately it provides the foundation for a student to be successful in the Turf Industry.
What is different from most recent AGRY Plan of Study?
No change to the College of Agriculture/UCC Core Curriculum Requirements
Two seminar courses, AGRY 398/498, required by the Agronomy Department have been removed
An entry-level HORT course, HORT 10100 was added
The required business and management credits have been modified and expanded from 12 to 15 with a list
of six selective courses. Students must take an accounting selective plus four of five additional selectives.
Fundamental Turf Coursework: A Plant Physiology Selective was added: HORT 30100 Plant Physiology or
AGRY 52500 Crop Physiology. An additional 1 credit Physiology-Nutrition Selective: AGRY 51400:
Environmental Stress Management for Turfgrass or HORT 51300: Nutrition of Horticultural Crops was
added.
In the old plan of study students took 12 credits of required business/management courses and were
required to take an additional 9 credits of business/management/supervision coursework. In listening to
alumni, industry professionals and the broader turf faculty this requirement has been dropped. This
category has been updated to requiring 15 additional credits of “Turf Science Concentration Selectives”.
Students taking these courses could choose to further their interests in courses related to plant materials
and/or progress toward completion of the Certificate in Entrepreneurship and Innovation or a College of
Agriculture minor, such as AgEcon, Soil Sci., OLS, ENTM, Urban Forestry, etc.
The capstone options were expanded: The old capstone was AGRY 51200 + AGRY 49800. This has been
broadened to adhere to the College of Ag. Requirements. For example, students may also pursue a
research-oriented capstone (HORT 49100+49200). This would be particularly helpful for students seeking
a degree beyond their B.S. degree.
Minimum 320 hours of practical work experience in the turf industry similar to other HORT plans of study.
Earn certified pesticide applicator license
Agricultural Faculty Document XX, 2014-15
April 8, 2015
Curriculum and Student Relations Committee
Proposed Course and Curricular Changes
A. COURSE TO BE DELETED
None
B. COURSES TO BE ADDED
None
C. COURSES TO BE CHANGED
None
D. CURRICULAR CHANGES
I. Proposal for a Revised Dean’s Scholars Program
Justification:
The Dean's Scholars Program provides incoming undergraduate students or current undergraduate
students who have achieved high academic status the honor of being designated a “Dean's
Scholar". Dean’s Scholars students are provided enriched, cross-disciplinary educational and
extracurricular activities while studying and training in their respective disciplines. The program
is designed to motivate students early in their academic programs to participate in rigorous and
stimulating academic courses, research, and enrichment activities focusing on the breadth of
agricultural, scientific, technological, environmental, and related disciplines housed in the College
of Agriculture. The program will help build a sense of community among participants and engage
them in the missions of the college and land-grant university (research, teaching, and extension)
by exposing them to and involving them in work and activities focused on broad global challenges.
Students will engage with stakeholders and distinguished alumni to gain a better understanding of
career paths, opportunities, and success skills.
Students admitted during and after Fall 2015 semester
Course Requirements: The Dean’s Scholars curriculum is designed to complement and
enhance a student’s major degree while encouraging students to participate in rigorous
and stimulating academic courses and interdisciplinary activities. As such, 12 credits of
selective coursework is required for successful program completion. These 12 credits are
comprised of:
o A specific honors 1 credit course: AGR 29000 H01
All Dean’s Scholars will enroll in AGR 29000 H01 (1 cr; until a
permanent number is found)
First semester freshman year
Focuses on the breadth of programs housed in the College of
Agriculture as shared with Dean’s Scholars caliber students
Bonding and team-building activities will be included
Students create a required Dean’s Scholars profile
o Tracks progress
Does not include typical AGR 10100 (0.5 cr) components
Will integrate with the Dean’s Scholars Learning Community
1 credit, 16 weeks
With the creation of the AGR 29000 H01 one-credit course, AGR 10100
H01 (0.5 cr) will no longer be offered
Dean’s Scholars will enroll in AGR 10100 (0.5 cr) and their
academic discipline orientation (0.5 cr)
Students will no longer have a ‘dangling’ 0.5 credits of an honors
class
o Selective courses
The following courses qualify as selective coursework:
HONR courses
Courses or course sections with an H designation
Courses taken with an H contract
Graduate-level [500- and 600-level] courses that are not required
for the student’s major(s)
Research courses (e.g., undergraduate research, directed study,
independent research) towards completion of the student’s thesis or
scholarly activity (e.g., 49800 and 49900 courses in departments)
o Study abroad
1 year of a study abroad experience = 6 credits towards Dean’s Scholars
selective course requirements;
1 semester of a study abroad experience = 3 credits towards Dean’s
Scholars selective course requirements
The requirement for a minimum of 15 course credits per semester will remain.
The requirement for a creative scholarly work will remain, although the description can
expand to encompass more than basic research at the discretion of the disciplinary
programs.
o A Dean’s Scholar must complete a creative scholarly work that leads to a
culminating bachelor’s thesis or comparable scholarly project (design project,
presentation, display, or performance)
In general this has been accomplished via 49800/49900H 3 credit classes
(the class number varies by department), although requirements vary by
department. Each department will provide a description of requirements
for completing a thesis or scholarly activity to the Office of Academic
Programs. This requirement is also in place for the Honors College.
Broadly defined, allowing students to tailor it to not only their individuals
needs and interests, but also their field of study.
Could be accomplished in research, teaching, or outreach at the discretion
of the disciplinary programs
The creative scholarly work should be presented in a public forum, such as by
participating in a poster symposium
o Purdue’s Undergraduate Research Poster Symposium or discipline specific event
(local, regional, state or international conference)
The requirement for participation in 8 co-curricular events will remain, although the
events themselves will be designed to be more meaningful. The purpose of these
activities is to provide community and networking opportunities to groups of Dean’s
Scholars students and engage them in the missions of the College. Dean’s Scholars must
participate in at least 8 co-curricular events to receive the Dean’s Scholars designation at
graduation. Criteria for the 8 co-curricular events will be outlined on the Dean’s Scholars
website.
o The co-curricular events will be organized by the Office of Academic Programs in
consultation with the Departmental Honors Coordinators, Dean and Associate
Deans in the College of Agriculture and will include:
Interactions with the Dean’s Scholars learning community students.
Upper-level student interactions with the 29000 H01 course outside the
classroom.
Student meetings with the Dean and Associate Deans in the College of
Agriculture on a one-on-one, small group basis or in presentation or panel
format.
An annual event at Spring Fest that is planned, organized, and
implemented by the Dean’s Scholars students.
o Students must write reflections on each co-curricular event to summarize key
points of what they learned, how this relates to the mission(s) of the College of
Agriculture, etc.
o Students who participate in at least 2 co-curricular events in any given year will
be invited to a Special Invitation-only Dean’s Scholars event with the Dean near
the end of that academic year.
The entrance requirements remain the same
o SAT/ACT (1800+/27+)
o 3.8+ GPA
o Students will be invited to apply and must complete an application (including
essay)
o Continuing students will also be allowed to apply
At least 60 hours remaining
3.5 GPA
Submit application
The GPA requirement to graduate with the Dean’s Scholars designation is 3.25.
o GPA will no longer be tracked each semester, and students will not be removed
from the program if their GPA drops below 3.25.
The process for continuing students to apply to the Dean’s Scholars program remains the
same:
o Second semester freshman, sophomores, and transfer students with 60 credits
remaining at Purdue may apply if they have a GPA equal to or greater than 3.5. A
written essay stating why the student is interested in being a Dean’s Scholar is
part of the formal application process. Review of applications will be
administered by the Office of Academic Programs and the Departmental Honors
Coordinator from the department in which the student is enrolled.
Students admitted before the Fall 2015 semester
Will follow existing (old) Dean’s Scholars requirements
o AGR 10100 H01 for .5 credit
o 12 Honors credits of coursework by graduation
o Take 15 hours per semester
o Maintain a 3.25 GPA
o Develop a Dean’s Scholars Profile by end of their first semester
o Creative scholarly work
o Participate in at least 8 Dean’s Scholars Events
o Participate in a poster symposium (encouraged to present their scholarly work)
Criteria and Requirements for Deans Scholars Program:
As approved in 2005 by the CSRC
Criteria:
All students who enter Purdue University College of Agriculture on an Awards of
Excellence Scholarship
o Usually top 10% of high school graduation class
o Usually SAT > 1200 or ACT >27
o Approximately 12% of students entering the College of Agriculture
First semester students will be asked to accept a Dean’s Scholar status by Day on
Campus registration and must accept the invitation prior to the Fall Retreat.
Second semester freshman, sophomores, and transfer students with 60 credits remaining
at Purdue may apply if they have a GPA equal to or greater than 3.5. A written essay
stating why the student is interested in being a Dean’s Scholar is part of the formal
application process. Review of applications will be administered by the Office of
Academic Programs and the Departmental Honors Coordinator from the department in
which the student is enrolled.
Requirements:
First semester students will enroll in an honors section of Agr 101 – 1 credit.
Each year a student is designated as a Dean’s Scholar, the student will take a minimum of
three credit hours of honors courses. At graduation each Dean’s Scholar will have a
minimum of 12 credits of honors courses. Honors courses can be courses or sections of
courses approved for honors credit by the College of Agriculture Curriculum and Student
Relations Committee, a University honors course, a course with honors designation
taught in another College (School) in the University, a 600-level course, or a regular
course or section of a course in which a special honors project is required in addition to
the regular course requirements. For a regular course or section of a regular course to
receive a temporary designation as an honors course, the Honors Coordinator from the
student’s home department, the course instructor, and a designee from the Office of
Academic Programs in the College of Agriculture must approve the additional
requirements to meet honors status.
Students must complete at least 15 credits during regular academic year semesters in
which they are resident at the West Lafayette campus.
Students must maintain a cumulative GPA equal to or greater than 3.25 at the end of each
semester as a Dean’s Scholar. If a student’s GPA drops below 3.25, the student has one
semester to re-establish the minimum GPA before losing the designation of Dean’s
Scholar. Students have only one opportunity to re-establish the minimum GPA.
A Scholar’s Contract must be developed by the end of the student’s first semester
sophomore year or by the end of the first semester a sophomore student or transfer
student becomes a Dean’s Scholar. An honors contract includes:
o A working plan for meeting the 12 credit hours of honors courses.
o A creative scholarly work such as a bachelor’s thesis, laboratory project, or design
project (3-6 credit hours); three credits of which may be used as part of the 12
credits of honors courses.
o Annual participation in the Dean’s Scholars’ Retreat.
o Participation (at least once) in the College of Agriculture Undergraduate Poster
Symposium. (Students would also be encouraged to present their project at a
regional or national meeting and to publish their results, if appropriate.)
Program Oversight
Program oversight will be the responsibility of the Office of Academic Programs in
consultation with the Departmental Honors Coordinators.
Certification of Successful Completion
The individual who certifies graduates on behalf of the Dean of Agriculture will also certify
students who successfully complete the Dean’s Scholars Program upon recommendation of
the departmental honors committee chairperson.
SYLLABUS
Purdue University College of Agriculture
AGR 29000
2015 Fall Semester Course Information Title: AGR 29000-XXXH – Dean’s Scholars Seminar, CRN XXXXX Credits: 1 credit (50 minutes lecture) Catalog: Students are introduced to the breadth and missions of the College of
Agriculture. Specific areas discussed include the diversity of career opportunities within agriculture, the relationships between different areas of agriculture, ethics, the impact of undergraduate coursework, and the challenges facing the food, agricultural, and natural resource system. Students will be exposed to a series of guest lecturers for networking opportunities and to gain an overview of various fields within the college. Course meets weeks 1-16.
Time: TBD Place: TBD Website: https://mycourses.purdue.edu/
Intended for: College of Agriculture students who are in the Dean’s Scholars Program Text: NO REQUIRED TEXT. Required materials will be available on the class
website or provided. You will be expected to access additional resource materials through the library and engage in personal contact with faculty and staff members.
Instructor Information
Course Coordinator: Mary Helen Halsema Contact Info: Office: AGAD 121 – Hageman Center for Student Achievement & Leadership
Phone: (765) 494-8476 (Assistant: Kayla Abell) Email: [email protected] EDUCATION: Degree Institution Major/Field B.S. Purdue University Psychology M.S. Purdue University Higher Education Administration Availability: You are guaranteed to have my time and attention if you make an
appointment by contacting Kayla Abell ([email protected]). Feel free to stop by the Hageman Center at any time and chat; however, I will almost always be available to talk after class and respond to email within a day.
Course Coordinator: Marcos Fernandez Contact Info: Office: AGAD 121 – Hageman Center for Student Achievement & Leadership
Phone: (765) 494-8472 (Assistant: Penny Kelly) Email: [email protected] Availability: By appointment only. You are guaranteed to have my time and attention if
you make an appointment by contacting Penny Kelly ([email protected]). I will almost always be available to talk after class and respond to email within a day.
EDUCATION: Degree Institution Major/Field B.S. Illinois State University Agriculture M.S. University of Tennessee Animal Science Ph.D. North Carolina State University Animal Science
Learning Beliefs
1. You learn by discovery through your own initiative – question and explore. 2. You learn from your peers – network, team and collaborate. 3. You learn through many different modalities – doing, reading, hearing,
experimenting, practicing, etc. Try as many of these as possible in class. 4. Our job is to challenge you and help structure the environment so you can learn
best. Responsibilities of the Office of Academic Programs:
Student recruiting, retention and graduation Career Services in Agriculture Scholarships Dean’s Scholars Program Pre-professional program coordination Student Leadership Development (Leadership Development Certificate
Program) Support Multicultural Programs Academic Advising (Pre-vet, Interdisciplinary Agriculture) Student awards and recognition Transfer credit evaluation, degree audits and other academic services Curricular quality Faculty teaching/counseling development and coordination Support International Programs in Agriculture on Study Abroad Student Option Club coordination including Ag Council and Ag Ambassadors
Course Purpose, Goals and Objectives Course Rationale – Why AGR 290? AGR 290 is intended to stimulate you to think -- to think about issues facing your generation; to think about what agriculture really encompasses; to think about your role and why you are here in the College of Agriculture at Purdue. In AGR 290, you are surrounded by other disciplined, motivated, and creative students. Over the course of the semester, you will be exposed to what agriculture is and means to the world from a variety of fields in the hopes of forming interdisciplinary teams to begin the process of clarifying and articulating a passion that fundamentally drives you to learn. Personally, we hope that it is a passion to use your knowledge to make the world better by addressing a societal issue through agriculture.
Performance Objectives - After completing AGR 290, you should have: Developed an appreciation for the diversity of disciplines in Agriculture and the
contributions that a specific discipline can make to addressing human issues. Described a major societal issue that agricultural/food/natural resource disciplines
can impact positively – the focus for Fall 2015 will be the Grand Challenges of Agriculture—to produce enough food, fiber and fuel for more than 9.5 billion people by 2050, using less land, less water and less energy than is used today and to do it in a sustainable and socially responsible manner.
Experienced active/collaborative learning and have taken responsibility for your own learning.
Developed a relationship with a small group of Dean’s Scholars with a goal of enhancing your own experience and learning.
Course Requirements Attendance and Preparation: You are responsible for your own learning and also for those in your group. Because so many of the activities for this class will happen in the classroom, attendance is required. Because we only meet once a week, the preparation activities listed on the syllabus must be completed before the beginning of the class period for which they are listed. If a University-related absence is anticipated, you are required to notify Mary Helen Halsema at least 24 hours in advance. For unanticipated or emergency absences where advance notification to an instructor is not possible, you should contact Mary Helen Halsema as soon as possible by e-mail, phone, or by contacting the Office of Academic Programs at 494-8470. In either case, you are responsible for information covered while you were away. **Purdue coordinates with state and local officials to monitor and minimize the impact of a public health emergency. In the event of a pandemic or other crisis that requires access to the University to be severely limited, Mary Helen Halsema will contact you regarding AGR 290. If you experience any issues or have concerns, please contact Mary Helen Halsema.**
Course Calendar and Instructional Activities Chart
Date Topic Activity
August
Course Introduction: Syllabus, Projects, Teams, Peer Mentors & Dean’s Scholar’s Program
August/ September
Our College: Who We Are & How We Work – Our Mission Dean Jay Akridge & Dr. Marcos Fernandez
September
Team Building & Community Development
September Agricultural Student Organizations – Getting Involved
Assignment 1 Due
September International Programs in Agriculture
September/ October
Departmental Faculty Panel
October Dean’s Scholars Dinner – 5:15 p.m. Food & Networking @ Hillenbrand
October 6 College of Agriculture’s Career Fair PMU Ballrooms
October
Teaching Purdue University Teaching Academy
Assignment 2 Due
October Extension
October Multicultural Programs
October Departmental Faculty Panel
Assignment 3 Due
November
Agricultural Communication & Issues 360
November
Agricultural Research at Purdue
November
Team Presentations
Assignment 4 Due
November No Class Thanksgiving Break
December Departmental Faculty Panel
December Teamwork & Academic Success
Final Paper Due
Grading Procedures and Policies
Grading Scale
A+ (98%-100%) B+ (87%-89%) C+ (77%-79%) D+ (67%-69%) F (0%-59%) A (93%-97%) B (83%-86%) C (73%-76%) D (63%-66%) A- (90%-92%) B- (80%-82%) C- (70%-72%) D- (60%-62%)
Points
(15) Class Participation - (1) point for each of the sixteen classes (quiz or attendance)
(10) Assignment #1: Benefits to Dean’s Scholars Program
(15) Assignment #2: Societal Issues
(10) Assignment #3: Proposal
(20) Assignment #4: Team Paper
(30) Assignment #5: Semester paper
(100) TOTAL POINTS*
ACADEMIC INTEGRITY
It is your responsibility to be aware of the University Regulations. Academic dishonesty, which
can result in suspension or expulsion, is explained in the University’s Student Code of Conduct.
http://www.purdue.edu/univregs/studentconduct/regulations.html
ACCOMMODATIONS
If you are in need of academic accommodations, you should register with and have
documentation filed through the Disability Resource Center before classroom accommodations
can be provided. The DRC is located in Young Hall in room 830. If you have documentation on
file with the DRC, please schedule an appointment with Mary Helen Halsema to discuss your
classroom needs.
Note that your class assignments must be submitted on or before the due deadline (as indicated in this course syllabus) for full credit consideration. Class assignments submitted after the due deadline will be penalized accordingly:
1 minute to 24 hours late: a 25% deduction of assignment score 24 hours to 72 hours late: a 50% deduction of assignment score More than 72 hours late: not accepted; and will result in a score of zero
Excepting student absences for illness, bereavement, or participation in official
University/programmatic curricular activities (see official University policy below) there are no
excused late assignment submissions in AGR 29000. In cases of excused absence, it is the
student’s responsibility to contact the instructor and come to an agreement on suitable and
fair class make-up and assignment due date.
Assignments
Assignment #1 – 10 points
Summary Paper – Benefits to the Dean’s Scholars Program
By DATE & TIME, you are expected to submit one copy of a 200 - 250 word typewritten or
word processed paper (double spaced) on the topic, "Benefits to the Dean’s Scholars Program."
As a continuation on your application this paper should address how the Dean’s Scholars
program will benefit from your involvement in the program and what you will gain from being in
the program. You can include both how your goals and personal contributions to the program
will not only help yourself, but also the overall program and other participants. Based on what
you know about the program describe the benefits you bring to the program. Please be specific.
Handwritten papers will not be accepted. Please do not use cover sheets, plastic covers, folders,
etc. Be sure that your name is on your paper.
You will earn (10) points for a satisfactory paper and (0) points for an unsatisfactory paper. If
your paper is unsatisfactory, you may attempt to raise your grade to satisfactory by submitting a
revised version within two weeks after your original paper is returned to you.
An ungraded photocopy of your paper will be forwarded to your academic program of study
coordinator and your departmental honors coordinator to be included in your records.
Assignment #2 – 15 points
Societal Issue Paper
By DATE & TIME, you are expected to submit one copy of a 250 - 500 word typewritten or
word processed paper (double spaced) on a topic that relates the Grand Challenge of Agriculture
to your major. The paper should address how you (using your major as a frame of reference)
would tackle the immediate and long-term issues of the challenges facing the food, agricultural,
and natural resources system. It is strongly suggested that you use the GRENNR database to
research background information to formulate your answer. You are expected to cite any
reference(s) used in articulating your response.
Assignment #3 – 10 points
Proposal
By DATE & TIME, you are expected to submit one copy of a 250 - 500 word typewritten or
word processed paper (double spaced) on your proposed topic. The paper should address how
you will accomplish this task, who you will interview, what sources you will likely use, what
topic you will cover, why you chose this specific topic/researcher, and how your outside view of
this topic might benefit future research. Make sure the faculty member is not from your home
department and is from the College of Agriculture at Purdue University - West Lafayette. Please
see the description of the semester paper below for more information.
Assignment #4 – 20 points
Team Assignment
By DATE & TIME, you are expected to submit a 500 – 1000 word typewritten or word
processed paper (double spaced) on a topic that relates the Grand Challenge of Agriculture. Your
team will describe an interdisciplinary view of this topic and how your various majors view it
and would/will respond to it. You will be required to use at least 3 peer reviewed sources per
group. Each group should consist of 4 students. Each group will also be required to present a
brief overview (2-3 minutes) of their paper to the class.
Assignment #5 – 30 points Semester Paper By DATE & TIME, you are expected to submit a final paper describing the work of a Purdue faculty or staff member as it relates to the Grand Challenges. The person chosen cannot be from your department. Semester Paper Write a paper describing research or engagement focused on addressing a Grand Challenge being conducted by a professor at Purdue. Guidelines:
1. Required sources: a. At least two credible, published references (peer-reviewed journal papers
are automatically considered credible for this class). b. Notes from a personal interview with a professor or professional staff
member at Purdue. c. OPTIONAL: additional journal articles, web sites and popular press which
add to your final paper. 2. Interview Questions/Required Sections:
a. Problem Statement – What is the issue or societal problem that the work addresses?
b. Approach – What new knowledge/approaches are being investigated? c. Anticipated Results – What is expected to be the result if the research is
successful? d. Next Steps – What needs to be done next to advance understanding further?
3. Length – 500 +/- 50 edited words not including references cited, tables, figures, or graphs.
NOTE: When you contact the professor, let them know that you would like to interview them about their research and the larger problem or issue it addresses. You should have the interview scheduled by October X. You may not have actually had the interview yet. OPTIONAL: By November XX: Turn in a final draft of your report for informal feedback.
RESOURCES
Departmental Honors Coordinators
Name Department Email
Dr. Jenna L. Rickus Agricultural and Biological Engineering [email protected]
Dr. Michael Wetzstein Agricultural Economics [email protected]
Dr. Ronald F. Turco, Jr. Agronomy [email protected]
Dr. Zoltan Machaty Animal Sciences [email protected]
Dr. Harry Charbonneau Biochemistry [email protected]
Dr. Mary A. Webb Botany and Plant Pathology [email protected]
Dr. Christian Y. Oseto Entomology [email protected]
Dr. Lisa J. Mauer Food Science [email protected]
Dr. Patrick Zollner Forestry and Natural Resources [email protected]
Dr. Cary A. Mitchell Horticulture and Landscape Architecture [email protected]
Dr. John Graveel Natural Resources and Environmental Science
Dr. Roger L. Tormoehlen Youth Development and Agricultural Education
Mary Helen Halsema Academic Programs – Pre-veterinary medicine
It’s Your Responsibility (IYR)
Involvement in Student Organizations
Review "Information about Student Organizations". This listing indicates the current Student Organizations
within the College of Agriculture, and contact information for advisors who should be able to indicate when
and where the organization's next meeting will occur. Organizations marked with an (*) are honorary societies
that usually elect/select members from sophomores, juniors, or seniors.
http://www.agriculture.purdue.edu/oap/studentorganizations.asp
Dean’s Scholars Requirements
Go to URL below and create your profile as part of the Dean’s Scholars Program.
https://intranet.ag.purdue.edu/oap/coahonors/default.aspx
‐ Complete AGR 29000 ‐ Enroll in AGR 10100 and departmental orientation courses ‐ Participate in 8 Dean’s Scholars activities over 4 years ‐ Maintain 3.25 or greater GPA after enrollment ‐ Complete independent scholarly project - Complete at least 15 credits each semester
SELECT PURDUE UNIVERSITY OFFICIAL POLICIES & GUIDELINES:
Student Conduct and the Purdue University Bill of Student Rights (WL Campus) -- “At an institution of higher learning, the pursuit of knowledge and the attainment of mature attitudes will be greatly facilitated by freedom of expression and decision making as enumerated in the following Bill of Rights. In exercising these rights, however, students must bear the responsibility to act in accordance with local, state, and national laws, and University rules. No right specified by this bill is meant to be construed as enabling students to infringe upon the individual rights of another member of the academic community. We, the students, thereby endorse the Purdue Honor Code and the following Bill of Rights, expecting in all instances to accept these documents with maturity and a level of responsibility that enables the University to retain its academic excellence and to foster an atmosphere conducive to thoughtful and productive individual and collaborative inquiry.” Student Bill of Rights: http://www.purdue.edu/studentregulations/student_conduct/studentrights.html
Academic Integrity & Dishonesty -- Strictly following and interpreting existing University Policy: Purdue prohibits "dishonesty in connection with any University activity. Cheating, plagiarism, or knowingly furnishing false information to the University are examples of dishonesty." [Part 5, Section III-B-2-a, University Regulations] Furthermore, the University Senate has stipulated that "the commitment of acts of cheating, lying, and deceit in any of their diverse forms (such as the use of substitutes for taking examinations, the use of illegal cribs, plagiarism, and copying during examinations) is dishonest and must not be tolerated. Moreover, knowingly to aid and abet, directly or indirectly, other parties in committing dishonest acts is in itself dishonest." [University Senate Document 72-18, December 15, 1972] “Academic Integrity: A Guide for Students” by Stephen Akers, 1995, Rev. 1999, 2003, 2009. http://www.purdue.edu/odos/aboutodos/academicintegrity.php
Emergencies -- Please remain in communication with your faculty (via e-mail or telephone). Strictly following and interpreting existing University Policy: In the event of a major campus emergency, course requirements, deadlines and grading percentages are subject to changes that may be necessitated by a revised semester calendar or other circumstances beyond the instructor’s control. Relevant changes to this course will be posted onto the course website or can be obtained by contacting the instructors via email. Please note that you are expected to read your @purdue.edu email on a frequent basis. Preparing for a Campus Emergency: http://www.itap.purdue.edu/tlt/faculty/ Sign up for Emergency Text Messages at http://www.purdue.edu/securepurdue/
Class Attendance -- Strictly following and interpreting existing University Policy: Students are expected to be present for every meeting of the classes in which they are enrolled. Only the instructor can excuse a student from a course requirement or responsibility. When conflicts or absences can be anticipated, such as for many University sponsored activities and religious observations, the student should inform the instructor of the situation as far in advance as possible…For unanticipated or emergency absences when advance notification to an instructor is not possible, the student should contact the instructor as soon as possible by email, or by contacting the main office that offers the course. When the student is unable to make direct contact with the instructor and is unable to leave word with the instructor’s department because of circumstances beyond the student’s control, and in cases of
bereavement, the student or the student’s representative should contact the Office of the Dean of Students. http://www.purdue.edu/odos/services/classabsence.php
Grief Absence Policy for Students -- The existing University Policy: Purdue University recognizes that a time of bereavement is very difficult for a student. The University therefore provides the following rights to students facing the loss of a family member through the Grief Absence Policy for Students (GAPS). GAPS Policy: Students will be excused for funeral leave and given the opportunity to earn equivalent credit and to demonstrate evidence of meeting the learning outcomes for missed assignments or assessments in the event of the death of a member of the student’s family. Call the Office of the Dean of Students at 765-494-1747 to speak with a counselor regarding an absence.
http://www.purdue.edu/odos/services/griefabsencepolicyforstudents.php
Students with Disabilities -- The existing University Policy: Purdue University is required to respond to the needs of the students with disabilities as outlined in both the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 through the provision of auxiliary aids and services that allow a student with a disability to fully access and participate in the programs, services, and activities at Purdue University.
If you have a disability that requires special academic accommodation, please make an appointment to speak with me within the first three (3) weeks of the semester in order to discuss any adjustments. It is important that we talk about this at the beginning of the semester. It is the student's responsibility to notify the Disability Resource Center (http://www.purdue.edu/odos/drc/welcome.php) of an impairment/condition that may require accommodations and/or classroom modifications.
Adverse Weather Conditions -- The existing University Policy will be followed: The University takes into consideration local and regional weather conditions, travel conditions and decisions by local school districts when deciding whether to delay, dismiss or cancel classes and/or routine operations for an entire campus due to Adverse Weather Conditions. When conditions warrant, a decision to delay, dismiss, or cancel classes and/or routine operations is coordinated with appropriate local city, county or state officials and communicated to faculty, staff and students of the affected campus. The decision to delay, dismiss or cancel classes and/or routine operations for the West Lafayette campus is made by the President and for each of the Regional Campuses it is made by the Chancellor. The President and the Chancellors will each assign a designee for such purposes to act in his or her absence.
Please check your e-mail regularly for any weather- and other-related emergency updates. Policy on Weather-Related Adverse Conditions: http://www.purdue.edu/policies/facilities-safety/iva6.html Campus Emergencies Preparedness: http://www.purdue.edu/emergency_preparedness/ Tippecanoe County Weather (NOAA): http://forecast.weather.gov/MapClick.php?zoneid=INZ029
Nondiscrimination -- The existing Purdue University Nondiscrimination Policy: Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The
University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life.
Purdue University prohibits discrimination against any member of the University community on the basis of race, religion, color, sex, age, national origin or ancestry, marital status, parental status, sexual orientation, disability, or status as a veteran. The University will conduct its programs, services and activities consistent with applicable federal, state and local laws, regulations and orders and in conformance with the procedures and limitations as set forth in (http://www.purdue.edu/purdue/ea_eou_statement.html) which provides specific contractual rights and remedies.
Anti-Harrasment Policy -- Strictly following and interpreting existing University Policy: Purdue University is committed to maintaining an environment that recognizes the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding and mutual respect; and encourages its members to strive to reach their potential. The most effective way to work toward preventing Harassment is through education that emphasizes respect for every individual.
Harassment in the workplace or the educational environment is unacceptable conduct and will not be tolerated. Purdue University is committed to maintaining an educational and work climate for faculty, staff and students that is positive and free from all forms of Harassment. This policy addresses Harassment in all forms, including Harassment toward individuals with legally protected status for reasons of race, gender, religion, color, age, national origin or ancestry, genetic information or disability and Harassment toward individuals for otherreasons such as sexual orientation, gender identity, gender expression, marital status or parental status. The University will not tolerate Harassment of its faculty, staff or students by persons conducting business with or visiting the University, even though such persons are not directly affiliated with the University.
Purdue Anti-Harassment Policy (III.C.1): http://www.purdue.edu/policies/ethics/iiic1.html
Violent Behavior Policy -- Strictly following and interpreting existing University Policy: Purdue University is committed to providing a safe and secure campus environment for members of the university community. Purdue strives to create an educational environment for students and a work environment for employees that promote educational and career goals. Violent Behavior impedes such goals. Therefore, Violent Behavior is prohibited in or on any University Facility or while participating in any university activity. http://www.purdue.edu/policies/facilities-safety/iva3.html.
II. Update to Core Curriculum Lists (For Information Only)
Previously, the Agricultural Faculty authorized the Curriculum and Student Relations Committee to make
adjustments to the lists of courses that may fulfill core curriculum requirements in undergraduate plans of study and
to report changes to the total faculty. The Curriculum and Student Relations Committee has adopted the following
modifications to the core curriculum listings.
WRITTEN AND ORAL COMMUNICATION
Revision
Old:
(4) ENGL 10600 (First-Year Composition) or (3) ENGL 10800 (Accelerated First-Year Composition)
New:
(4) ENGL 10600 (First-Year Composition) or (3) ENGL 10800 (Accelerated First-Year Composition) or
(3) HONR 19903 (Interdisciplinary Approaches in Writing)
Students who earn an "A" or "B" in ENGL 10800 or HONR 19903 are exempt one credit of Written and Oral
Communication requirements and total graduation requirements. Those who do not earn an "A" or "B" in ENGL
10800 or HONR 19903 must complete six credits of American Sign Language (ASL), Communication (COM
20000+), English (ENGL 20000+), (3) AGR 20100 (Communicating Across Culture), or (3) YDAE
44000 (Methods of Teaching Agricultural Education)
College Name Degree Major Major 2 Minor 1 Minor 2 Minor 3 Conc 1A Abbott, Garrett M. BS AGBS AGMGA Abney, Angela N. BS AGBS FDAG CRPS AGMGA Aburto, Myles U. BSLA LARCA Adams, Brandon M. BS NREV EMECA Ahmad, Mian Ahad BS AGEC APAEA Alexander, Lester M. BS ASCI ANAGA Amos, Abbey N. BS AGBS INTA AGMGA Anderson, Dane L. BS BCHM BIOSA Andre, Carlee N. BS NREV ENPP EEE EMECA Andrus, Olivia F. BS WLDLA Aviles, Anaisa A. BSLA LARCA Aviles, Maricela BS WLDLA Ayers, Mitchell G. BS BCHM PSYA Baird, Jacob P. BS SUAS ABMKA Banerjee, Puja BS BCHMA Bannon, Jason BS ASMA Barbot, Devon A. BS FDSC CHEMA Bauer, Jaclyn T. BS AGBS ANSC AGMRA Beck, Stephanie R. BS FDSC OLSV FNNA Beck, Zachary T. BS BCHMA Beebe, Lauren E. BS ENTM FRSCA Bell, Jake W. BS LAHD ASMA Bender, Amanda J. BS LAHD FDAGA Bender, Jourdan L. BS AGEC CMRKA Benitez, Claudia T. BS NREV SOILA Benkert, Sara M. BS NREVA Berger, Sara G. BS SLMKA Bierhaus, Christopher T. BS INAG CRPSA Bird, Kyle E. BS AGBS CRPS AGMGA Bischoff, Sarah J. BS ANSC BIOS PRMDA Blackwell, Austin L. BS AGEC ANSC APAEA Boganwright, Tyler H. BS AGEDA Boganwright, Tyler H. BS AGECA Bohlander, Jacob R. BS AGBS AGMGA Bough, Graham M. BS SLMKA Bourne, Zachary A. BS SUAS FDAG ABMKA Boyer, Stephen C. BS FARM ASMA Bragg, Cody T. BS FAQS WLFS
College of Agriculture2015 May Graduation Candidate Roster
As of April 1, 2015
Subject to the approval of the Agricultural Faculty, the following graduation candidates who complete degree requirements during the current semester will be recommended to the Board of Trustees to receive their degrees as of May 15, 2015, and the candidates who complete degree requirements during the Summer Session will be recommended for degrees as of August 9, 2015. Also, the Dean of Agriculture, or his designee shall be authorized to act for the faculty regarding the certification of qualified candidates.
College Name Degree Major Major 2 Minor 1 Minor 2 Minor 3 Conc 1A Brammer, Evan J. BS SLMKA Bressani, Marcijo E. BS FDSC OLSVA Brittsan, Scottie L. BS ENTM PLBI HISTA Brizgys, Lauren A. BS ASCI PRMDA Brown, Jamie L. BS HOSC HPMKA Brown, Keith R. BS ASM FDAGA Brown, Taylor N. BS ASCI FDAG ANAGA Budreau, Brent J. BS AGBS CRPS AGMGA Bueckers, Christopher D. BS SUAS AMGTA Buening, Jessica A. BS ASCI FDAG ANAGA Bunchek, Jess M. BS EPLS GRMNA Bunchek, Jess M. CERT DSPGA Burgin, Janelle K. BS SUAS ABMKA Bush, Brock E. BS AGBS CRPS AGMGA Buss, Nicholas R. BS WLDLA Byerley, Sydney D. BS ANSC BIOS PRMDA Campbell, Benjamin A. BS WLDLA Carey, Jason D. BS AGBS ASM AGMGA Cashin, Kaitlyn L. BS ANSC MGMT BIOS PRMDA Castrale, Paul A. BS FDSCA Caudill, Joshua C. BS AGBS FMRKA Champion, Paul J. BS ANSC PRMDA Chan, Rae P. BS FDSC FNNA Chandler, Bridget L. BSLA LARC UFORA Chen, Junhong BS AGEC APAEA Chenoweth, Deidre M. BS AGEC CRPS APAEA Chikerema, Farirayi R. BS FDSC FDMOA Chough, Sandra BS FDSCA Christman, Levi BS ASM FARMA Clark, Aaron S. BS AGBS CRPS AGMGA Clark, Jessica L. BS SLMKA Cline, Kyle D. BS AGBS CMRKA Clinton, Alan G. BS NREV PLBI ENPEA Clouse, Jennifer M. BS ASCI FDAG ANAGA Coffman, Christopher J. BS SLMKA Colbert, Casey D. BS SUAS FDAG ABMKA Collins, Ridley L. BS WLDLA Conder, Morgan D. BS AGEDA Cook, Shelby L. BS ASCI ANAGA Cooke, William N. BS AGBS OLSV AGMGA Cooney, Jillian K. BS WLDL FAQSA Corl, Justin M. BS ASM FDAGA Cottrell, Colleen M. BS FDSC BIOSA Cover, Kathleen E. BS SLMKA Coy, Jeanee R. BS ASCI ANTR BEHVA Craig, Danielle N. BS ENTM FRSCA Cramer, Megan J. BS ANSC BEHVA Cramer, Traci A. BS ANSC WLFS BISCA Cramer, Traci A. CERT DSPGA Cripe, Courtney M. BS FAQSA Crowther, Megan E. BS ANSC PRMD
College Name Degree Major Major 2 Minor 1 Minor 2 Minor 3 Conc 1A Crum, Jade D. BS ASM FDAGA Culp, Allison B. BS ANSC FARM PRMDA Cummins, Kelsey J. BS FDSC ENGLA Cummins, Kelsey J. CERT DSPGA Cupp, Andrew M. BS ASM FDAGA Czapla, Anthony V. BS FDSCA Dahman, Deanna R. BS ASCI ENTM PRMDA D'Aloia, Mitchell R. BS BCHMA D'Aloia, Mitchell R. CERT DSPGA Dardini, Andrew W. BS AGED CRPSA Dawson, Morgan R. BS SLMK INTAA Dawson, Neil F. BS ANPR FDAGA Dean, Eric A. BS PLBI HORTA Decotis, Tyler A. BS FDSC BIOS FNNA DeGolyer, Mark S. BS AGBS AGMGA Dexter, Adam G. BS NREV SOIL LDRSA Diener, Jacob T. BS ASM FDAGA Dilk, Stephen E. BS BCHM PMEDA Doell, Christina L. BS SUAS AMGTA Dowell, Katherine M. BS ASCI PRMDA Dudley, Matthew J. BS TUSMA Duff, Marc D. BSLA LARC ARTSA Dunbar, Kelley A. BS SLMKA Durnal, Chesala W. BS ASCI BIOS PRMDA Durnell, Brooke N. BS AGBS CMRKA Edie, Calandra H. BS AGED CRPSA Egger, Michelle L. BS FDSC SPNSA Egyhazi, Connor A. BS ASCI FDAG ANAGA Eisinger, Joseph W. BS WLDLA Erickson, Emily C. BS BCHMA Erickson, Emily C. CERT DSPGA Evans, Jeffrey S. BS IAGR NREVA Every, Donna G. BS AGBS AGMGA Fandrei, Gavin B. BS TUSMA Farrer, Bailey E. BS ANAG FDAGA Farris, Katherine E. BS AGBS AGMGA Ferendo, Adam W. BSLA LARCA Ferling, Shelby L. BS AGBS ANSC AGMRA Fessenden, Adam M. BS BCHM FDAGA Fessenden, Adam M. CERT DSPGA Finley, Austin C. BS SUAS FDAG ABMKA Finley, Kevin M. BS AGBS AGMGA Fischer, Keith L. BS AGEC APAEA Fischer, Keith L. BS ASMA Fister, Ryan T. BS AGBS AGMGA Flack, Austin BS SLMK CRPSA Fleener, Maggie S. BS WLDLA Fonda, Hillary S. BS ANSC PRMDA Franz, Audra C. BS HRTS PLBIA Fredrickson, Kalli A. BS WLDL BIOSA Freel, Tarra A. BS ASCI BIOS PRMD
College Name Degree Major Major 2 Minor 1 Minor 2 Minor 3 Conc 1A Freiberg, Hannah L. BS FDSCA Friedland, Austin T. BS AGBS AGMRA Fritchley, Catherine E. BS ANSC PRMDA Fritz, Ashley D. BS AGEDA Fromme, Alexandra V. BS ANSC SPNS PRMDA Gabbard, Jessica N. BS BCHM ENGLA Gabbard, Jessica N. CERT DSPGA Galizio, Melissa P. BS FDSCA Gamble, Christian P. BS FARMA Gandy, Ryan C. BS BCHM BTCHA Gao, Menglu BS FDSC STAT MGMTA Gao, Yunjiao BS FDSC ARTSA Garvey, Kathleen R. BS NREV SPNS SUEV SOIL LDRSA Gauck, Hannah M. BS ASCI ANAGA Geiger, Brittany L. BS AGBS FMRKA Geis, Eric J. BS ASM FARM CRPSA Gellenbeck, Lauren L. BS ASCI BIOS PRMDA Glassburn, Carlee J. BS AGCMA Gloeckner, Andrew P. BSLA LARCA Goldsmith, Wesley J. BS FAQSA Goley, Susan E. BS AGCM FDAG OLSVA Gosser, Jeb S. BS AGBS AGMGA Gottschalk, Austin J. BS ASCI ANAGA Green, Ashley N. BS ANSC BIOS PRMDA Guckien, Austin M. BS ASM FARMA Gudas, Margaret S. BS AGCMA Gudas, Margaret S. BS AGCMA Gudeman, Philip J. BS AGEC CMRKA Guoli, Timothy A. BS AGCMA Guthrie, Allison M. BS FDSCA Haaning, Kyle P. BS TUSMA Hale, Sara K. BS WLDL BIOS ANSCA Halim, Vania C. BS FDSCA Hall, Megan K. BS ASCI PRMDA Hardebeck, Olivia A. BS ANSC PRMDA Harmon, Nyema M. BS BCHM BTCH CHEMA Harmon, Nyemade M. BS BCHMA Harness, Zackery L. BS SUAS AMGTA Harris, Cory D. BS AGEC APAEA Harrison, Katelyn N. BS AGBS AGFNA Harter, Seth J. BS INAG WLFSA Harvey, Colleen R. BS NREV EMECA Hayes, Hannah L. BS WLDLA Hegg, Charles W. BS ANSC PRMDA Hellwarth, Paul A. BS ASM FARMA Helming, Andrew L. BS AGED CRPS HORTA Helming, Andrew L. CERT DSPGA Helms, Alex R. BS AGECA Helms, Alex R. BS SUAS ABMKA Heo, Yoojung BS FDSC BIOSA Herber, Samantha J. BS WLDL
College Name Degree Major Major 2 Minor 1 Minor 2 Minor 3 Conc 1A Herr, Acacia M. BS ANSC PRMDA Hess, Olivia E. BS ASCI ANAGA Hession, Matthew J. BS TUSMA Hettinga, John A. BS CPSC FDAGA Hill, Evan P. BS WLDLA Hilligoss, Alyssa J. BS HRTS PLBIA Hoban, John C. BS TUSMA Hoeing, Laura M. BS AGBS AGMGA Hoene, Lydia M. BS ANSC SPNS BISCA Hogan, Lillian M. BS AGEC APAEA Horn, Fayella L. BS ASCI SPNS PRMDA Houser, Jonathan T. BS FAQSA Huang, Wanyu BS BCHMA Huffman, Andrew S. BS SLMKA Hunt, Dustin BS ANSC PRMDA Hutcheson, Andrew C. BS AGBS AGMGA Jackson, Joshua B. BS FDSC CHEMA Jackson, Joshua B. CERT DSPGA Jacobi, Halle M. BS AGBS AGMRA Jeffries, Kendall P. BS SUAS ABMKA Jernas, Lauren S. BS ASCI PRODA Johnson, Amanda N. BS SUAS AMGTA Johnson, Kimberly M. BS NREV EEE LDRSA Jones, Sabre N. BS NREV MGMT ENPP POL EMECA Jordan, Joan M. BS SLMKA Kaehler, Emma N. BS PGBBA Kamman, Kole M. BS SUAS FDAG ABMKA Karlin, Christopher A. BS SLMKA Karnatz, Camille E. BS NREV ENPP SOIL WQTYA Kelich, Michael E. BS AGEC APAEA Keller, Haley L. BS FDSC FDMOA Keller, Jarred D. BS WLDLA Kemper, John M. BS AGBS AGFNA Kennedy, Amanda M. BS ASCI FDAG ANAGA Kim, Peter D. BS FDSCA Kintzel, Erin K. BS AGBS FMRKA Kitchell, Sarah B. BS AGBS AGFNA Kittle, David A. BS SUAS ABMKA Kittle, David A. BS AGEC ASM APAEA Knapke, Julie L. BS AGBS CRPS AGMRA Kochell, Drew D. BS FDSC PTFDA Koester, Lukas D. BS AGBS ASM AGMGA Korty, Maryrose D. BS PGBBA Kramer, Kelsey E. BS ASCI ANAGA Kramer, Kelsey E. BS AGEC QUANA Kremer, Brent A. BS SUAS ABMKA Krieg, Tyler A. BS FAQSA Kroes, Christina E. BS WLDL THTHA Kucera, Ariel E. BS SHSCA Kuechle, Megan A. BS WLDLA Kuhn, Michael W. BS ASCI PRMD
College Name Degree Major Major 2 Minor 1 Minor 2 Minor 3 Conc 1A Kult, Aaron J. BS AGBS AGMGA Kurfess, Michael D. BS AGBS POL AGMGA Laidig, Nathan G. BS SLMKA Lambright, Kurt M. BS AGEC APAEA Laniado, Maria L. BS FDSC OLSV FDAGA Larkey, Nicole R. BS AGBS AGMGA Lawrence, Vanessa M. BS ASCI FDAG ANAGA Lawyer, Breanna L. BS AGBS AGMRA Lawyer, Justin L. BS AGEC CRPS APAEA Leach, Howard J. BS AGEC APAEA Lear, Clayton W. BS AGEC APAEA Lee, Derrick BS AGBS AGMGA Lee, Kang Won BSLA LARCA Lemna, Andrew S. BS AGBS AGMGA Lentz, Taylor M. BS AGBS AGMRA Lewis, Kaitlin M. BS SUAS ABMKA Lewis, Cody J. BS ASCI FDAG ANAGA Li, Yan-Ni BS FDSCA Lian, Xiuduan BS SLMKA Liechty, Luke E. BS AGEC ASM CRPS APAEA Lincoln, Joseph D. BS AGBS AGMRA Lippert, Anna A. BS NREV ENPPA Lira, Stephen M. BS NREV SOIL SPNSA Lira, Stephen M. CERT DSPGA Liu, Xiaodan BS NREV SOIL LDRSA Logsdon, Helen E. BS FDSCA Louer, Ryan BS BCHM FRNCA Louer, Ryan CERT DSPGA Lupfer, Aaron M. BS ASM FARM FDAGA Lv, Wen BS FDSCA Maier, Mckenna M. BS NREV WQTYA Marchino, Curtis L. BS PGBBA Marking, Andrew C. BS TUSMA Martin, Brian J. BS SLMKA Mast, Alan C. BS ASCI FDAG ANAGA Matlock, Micah M. BS AGBS POL AGMR
Matos, Alyssa M. ANSC PRMDA Maulden, Amanda C. BS ANSC BISCA May, Chelsea M. BS ASCI PRMDA McAdams, Brittany N. BS NREV SOIL LDRSA McCormick, Michael B. BSLA LARCA McCory, Bryce A. BS ANPRA McDermit, Katerina L. BS AGBS AGMGA McDonald, Joel T. BS AGBS CMRKA McKee, Matthew R. BS AGBS AGMGA McQueen, Hannah L. BS ASCI FDAG ANAGA Mears, Grace D. BS AGBS ANSC AGMGA Menkedick, Tyler J. BS AGEC APAEA Mercado-Reyes, Peter J. BS BCHMA Mersch, Isaak J. BS AGBS CMRKA Merzdorf, Matthew R. BS SLMK
College Name Degree Major Major 2 Minor 1 Minor 2 Minor 3 Conc 1A Meyer, Taylor N. BS ASCI ANAGA Michael, Danielle L. BS ANSC BIOS BISCA Miller, Brandalyn A. BS INAG HORTA Miller, Brittney M. BS ASCI PRMDA Miller, Joseph P. BS AGBS OLSV HIST AGMGA Miller, Zachary T. BS AGEC APAEA Milligan, Michael D. BS FARM ASMA Minich, Frank T. BS FARM ASMA Minix, Matthew R. BS ASM FARMA Mischler, Jessica BS ASCI PRMDA Miskowiec, Elena B. BS ASCI BEHVA Mitchell, Luke M. BS WLDL FAQSA Molinet, Laura E. BS ASCI BIOS PRMDA Molter, Nicholas P. BSLA LARCA Monroe, Bethany M. BS ASCI BISCA Morris, Carly R. BS ENTMA Moss, Angela C. BS ASCI BIOS PRMDA Mowery, Amanda R. BS AGBS AGMGA Muenz, Ellen E. BS FDSC FNNA Muenz, Ellen E. CERT DSPGA Muinzer, Alaina K. BS WLDLA Mullen, Mitchell D. BS AGBS AGMGA Munger, David M. BS AGBS COMU AGMRA Muntzinger, Laura N. BS SUAS HIST AMGTA Murphy, Megan K. BS HPMK FDAGA Murphy, Taylor M. BS NREV ENPEA Myers, Isaac C. BS AGEC ENTMA Myers, Nina R. BS ASCI BIOS SPNS PRMDA Na, Iva P. BS AGBS FMRKA Na, Iva P. BS FDSCA Nannet, Jonathan T. BS ASM FARM FDAGA Neff, Patrick J. BS ANPR FDAGA Neher, John H. BS INAGA Nelson, Gabrielle A. BS ANSC MGMT PRMDA Nelson, Timothy S. BS AGBS POL AGMGA Noe, Sara A. BSLA LARC CRTVA Nolting, Jennifer K. BS AGBS AGMGA North, Brennen M. BS AGBS AGMGA Norvil, Allison B. BS BCHM CRTVA Noyes, Clint T. BS ASM FDAGA O'Bannon, Dustin C. BS AGEC APAEA O'Connor, Jaclyn L. BS WLDLA O'Farrell, Nolan T. BS AGBS AGMGA Orlowski, Stacy N. BS FAQSA Orme, Courtney E. BS BCHMA Ostrom, Devan L. BS ASCI CRPS ANAGA Owen, Stephanie A. BS ASCI FDAG ANAGA Paarlberg, Jason D. BS FARM CRPS ASM FDAGA Packard, Robert M. BS WPMT FURNA Paschal, Samantha M. BS AGEDA Paschal, Samantha M. CERT DSPG
College Name Degree Major Major 2 Minor 1 Minor 2 Minor 3 Conc 1A Patz, Bryce A. BS PUHTA Pauli, Andrew T. BS HRTSA Pearson, Taylor L. BS WLDL FAQSA Peters, Molly R. BS AGBS ANSC AGMGA Peters, Seth B. BS WLDLA Pettigrew, Alexandria L. BS ASCI ARTS BEHVA Phelps, Krystal BS ASCI PTFD BIOS PRMDA Pinkowski, Michael F. BSLA LARC OLSVA Piper, Morgan L. BS NREV LDRSA Pittman, Riley A. BS SLMKA Poe, Savannah D. BS AGBS FMRKA Porter, Garrett P. BS ASCI FDAG ANAGA Powell, Katey E. BS NREV FRNC LDRSA Powlen, Jada S. BS TURFA Powlen, Jada S. BS LAHDA Pranoto, Christina V. BS FDSCA Pratt, Kyle D. BS AGBS OLSV AGMGA Price, Devon A. BS AGBS HIST AGMGA Price, Matthew R. BS AMCLA Purinton, Jamie M. BS ANSC GRMN BIOS PRMDA Quick, Kyle BS SUAS AMGTA Raghothama, Arvind BS FDSCA Reeder, Charles A. BS SLMKA Renicker, Tyler D. BS SLMKA Renner, Holly M. BS ASCI BIOS PRMDA Rice, Cameron J. BS TUSMA Richards, Hilary J. BS HOSC PLSCA Ricketts, Sarah R. BS WLDLA Riggers, Christopher M. BS AGBS CMRKA Rinehold, Timothy L. BS AGBS AGMRA Rivera, Jannet BS WLDLA Roberts, Victoria L. BS ASCI ANAGA Roberts, Victoria L. BS ASCI ANAGA Robinson, Kyle P. BS BCHMA Robinson, Kyle P. CERT DSPGA Robinson, Patrick A. BS AGMG OLSVA Roederer, Lawrence J. BS ASCI FDAG ASM ANAGA Romanyk, Stephen C. BS AGEC APAEA Rowe, Lauren E. BS AGCMA Rozzi, Roger W. BS LAHDA Rueff, Cheyenne M. BS AGCMA Ryan, Marissa M. BS ASCI ANAGA Sager, James D. BSLA LARCA Sajdera, Kelsey A. BS ASCI FDAG ANAGA Salazar, Obdulia N. BS WLDLA Sampson, Nolan A. BS FARMA Sandjaja, Stephanie BS FDSC FDAGA Sands, Kathryn L. BS ANSC PRMDA Sargent, Christopher A. BS FARMA Sauce, Hannah M. BS ANSC PSY BEHVA Schaffter, Samuel W. BS BCHM
College Name Degree Major Major 2 Minor 1 Minor 2 Minor 3 Conc 1A Scheibler, Jenna I. BS FDSC CULN GLLSA Schnur, Cody A. BS BCHM SPNS ANSCA Schnur, Cody A. CERT DSPGA Schrank, Weston E. BS WLDLA Schultz, Mackenzie L. BS BCHM PRMDA Schumacher, Lucas M. BSLA LARCA Schutter, Holly C. BS ANSC BEHVA Schwegman, Sarah L. BS SUAS FDAG ABMKA Schwieterman, Stephanie J. BS ASCI FARM CRPS PRODA Scott, Dion M. BS AGBS AGMGA Scott, Dion M. BS ASCI PRODA Shafer, Matthew E. BS SUAS AMGTA Shannon, Michael L. BSLA LARCA Shao, Yijing BS FDSC FNNA Shapiro, Jacob A. BS AGBS AGMRA Shaw, Craig T. BS AGBS FARM AGMGA Shaw, Kelsey J. BS AGED HORTA Shea, Robert M. BSLA LARC HORTA Sheldon, Amara C. BS ASCI FDAG ANAGA Sheldon, Joy K. BS AGCMA Shoue, Maggie E. BS SUAS ABMKA Shriver, Stephanie P. BS AGBS AGMGA Silvey, Matthew C. BS AGBS AGMGA Sime, Benjamin T. BS ASM OLSV FDAGA Simmons, Jarvis C. BS AGBS AGMGA Simpson, Nicholas T. BS FAQSA Sisk, Susanna E. BS ENTMA Slater, Mark S. BS NREVA Smith, Hannah E. BS WLDLA Smith, Samantha K. BS NREV SOILA Sobczak, Susan A. BS FDSC OLSV ARTSA Sparks, Karrisa R. BS ANSC PRMDA Stacy, Trevor R. BS TURFA Starzynski, Kay L. BS WLDL FAQSA Stawinski, Lea M. BS ANSC PRMDA Stevenson, Ethan E. BS AGBS FARM AGMGA Stoneburner, Stephany N. BS ANSC BIOS PRMDA Struck, Kurt C. BS AGBS AGMGA Sun, Tao BS ASCI BISCA Sweeney, Daniel W. BS PLGB FDAGA Sweeney, Daniel W. CERT DSPGA Sykora, Nicole M. BS ANSC BEHVA Tait, Alexander R. BS SLMKA Tan, Yani BS ASCI BISCA Thibeault, Abigail E. BS WLDL FAQSA Thomas, Hannah E. BSLA LARC OLSVA Thomasen, Joe K. BS AGEC CMRKA Thompson, Alexander E. BSLA LARCA Thyen, Anna K. BS ASCI BIOS PRMDA Tjung, Philip J. BS AGBS ECON MGMT FMRKA Trabert, Kyle A. BS ASM FDAG
College Name Degree Major Major 2 Minor 1 Minor 2 Minor 3 Conc 1A Turner, Allison J. BS NREV ENPEA Van Roessel, Hugo BS AGEC CMRKA Van Roessel, Hugo BS AGEC CMRKA VanSickle, Cassandra L. BS ASCI ANAGA Viduya, Jessica M. BS ASCI BEHVA Voigt, Elizabeth R. BS FDSCA Wan, Zifan BS FDSCA Wang, Lanxuan BS HRTSA Wang, Mengzi BSLA LARC ARTSA Wang, Yueting BSLA LARCA Wannemuehler, Seth D. BS PLSC HORTA Warstler, Matthew B. BS ASM FARM CRPSA Washburne, Anna L. BS ASCI BISCA Watzlavik, Daniel P. BS SLMK ENGLA Weber, Stephen M. BS AGECA Weiss, Logan A. BS ASM FARM CRPSA Wen, Xiaoyu BS ASCI BISCA Wheeler, Robert A. BS AGBS ASM AGMGA Whelchel, Chelbey A. BS INAG OLSV FDAGA Widick, Ivy V. BS WLDL BIOSA Widick, Ivy V. CERT DSPGA Wilkes, Katherine A. BS FDSC FNNA Wilkes, Katherine A. CERT DSPGA Williams, Philip J. BS AGBS HORT AGMGA Williams, Tyler D. BS AGBS AGMGA Willits, Joni G. BS WLDLA Wilson, Renea B. BS WLDL FAQSA Wint, Jonathon H. BS ASM FDAGA Woelfel, Timothy A. BS AGBS AGMGA Woelfer, Sarah J. BS WLDLA Wright, William M. BS WLDLA Writt, Haley N. BS ASCI CRTV BISCA Wuertemberger, Thomas R. BS LAHDA Xu, Zhicheng BSLA LARC ARTSA Xue, Yu BS BCHM PLBIA Xue, Yu BS PLSC PCMBA Yanos, Bridgette L. BS AGEDA Ye, Qianying BS FDSCA Ye, Xinyi BSLA LARCA Yeadon, Margaret C. BS ASCI ANAGA Yoder, Stephanie D. BS ASCI SPNS BEHVA Young, Aaron M. BS SUAS FDAG ABMKA Yuan, Xiayu BS ANAG MGMTA Yuan, Ziyan BS BCHMA Zaharis, Austin R. BS ASCI BISCA Zechiel, Katelynn E. BS ASCI ANAGA Zehner, Hannah R. BS HOSC ENTM FDAGA Zeigler, Rachel M. BS AGBS AGMGA Zhang, Yuhan BS AGBS AGMGA Zhang, Yuqing BS NREVA Zimomra, Rachel E. FDSC
College Name Degree Major Major 2 Minor 1 Minor 2 Minor 3 Conc 1A Zumwalt, Dillon C. BS AGBS AGMGA Zumwalt, Dillon C. BS ASM
Bachelor of Science in Agricultural Engineering
AB Blake, Eric W. BSAGE ENREAB Buckmaster, Nathan A. BSAGE XEAGAB Chen, Shang BSAGE ENREAB Coverdale, Kasandra K. BSAGE XEAGAB Croy, Michael D. BSAGE XEAGAB Downs, Gavin S. BSAGE ENREAB Gilbert, Justin W. BSAGE XEAGAB Haselhorst, Claire E. BSAGE ENREAB Johnson, Laura E. BSAGE ENREAB Kelemen, Caroline G. BSAGE ENREAB Lou, Yun BSAGE ENREAB Mandhle, Sacheev A. BSAGE ENREAB Miller, Isaac S. BSAGE ENREAB Naumaan, Nadya BSAGE ENREAB Pike, Jefferson K. BSAGE XEAGAB Root, Philip G. BSAGE XEAGAB Roush, Drew D. BSAGE XEAGAB Solitro, Nicole R. BSAGE ENREAB Tito, Christopher L. BSAGE ENRE NREVAB Werner, Rebecca E. BSAGE ENREAB Wood, Jacob J. BSAGE ENRE
Bachelor of Science in Biological Engineering
AB Andor, Zachary T. BSBE BFPEAB Banerjee, Puja BSBE BFPEAB Benczik, Ryan D. BSBE BFPE MGMTAB Benner, Elizabeth A. BSBE BFPEAB Bonner, Reid A. BSBE BFPEAB Bueno, Rossy L. BSBE BFPEAB Chakroun, Rami W. BSBE BFPEAB Chen, Zhiqi BSBE BFPEAB Dance, Jonathon D. BSBE BFPEAB Davies, Alexandra M. BSBE BFPEAB DiMeo, Lisa BSBE BFPEAB Egolf, Emily E. BSBE BFPEAB Emery, Laura E. BSBE BFPEAB Erickson, Jill O. BSBE BFPEAB Gadberry, Savannah N. BSBE BIEN BTCH CBOEAB Hayes, Taler A. BSBE BFPEAB Homburg, Ryan M. BSBE BFPEAB Jeffries, Klaire E. BSBE BFPEAB Kak, Atisheel BSBE BFPEAB Keimig, Margot L. BSBE BFPEAB Kumar, Kavya BSBE BFPEAB Kunnavakkam Vinjimoor, Swetha BSBE BFPE
College Name Degree Major Major 2 Minor 1 Minor 2 Minor 3 Conc 1AB Lu, Yuxuan BSBE BFPE CHEMAB Lyon, Joseph A. BSBE BFPE FDSCAB Massey, Rachel K. BSBE BFPEAB Meader, Matthew BSBE BFPEAB Menon, Nidhi N. BSBE BFPEAB Meyer, Alayne P. BSBE BFPEAB Newhouse, Lorrie R. BSBE BFPEAB Nolan, James K. BSBE BFPEAB Patel, Milind J. BSBE BFPEAB Riley, Coleen A. BSBE BFPEAB Schaffter, Samuel W. BSBE BFPEAB Schwartz, Katie S. BSBE BFPEAB Sharma, Alok BSBE BFPEAB Thompson, Maria C. BSBE BFPEAB Wagner, Ryan M. BSBE BFPEAB Wellman, Michelle R. BSBE BFPEAB Wu, Jiewei BSBE BIEN CBOEAB Ye, Hao BSBE BFPEAB Zaleski, Evelyn M. BSBE BFPEAB Zhao, Tianqi BSBE BFPE MGMT
Bacherlor of Science in Forestry
F Anderson, Sean F. BSFOR FORSF Dobbs, Carmen K. BSFOR FORSF Evans, Garrett J. BSFOR FORSF Hainje, Hannah N. BSFOR FORS WLFSF Houser, Christian M. BSFOR FORS WLFSF Keller, Jarred D. BSFOR FORS FAQSF Ralston, David A. BSFOR FORS