Learning for a Sustainable Future

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Learning for a Sustainable Future

Vision for the

College of

Agriculture and

Natural Resources

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C o l l e g e o f A g r i c u l t u r e a n d N a t u r a l R e s o u r c e s

C o n t e n t s

A Message from the Dean and Director . . . 4

Introduction . . . .6

Mission Statement . . . 8

Organization . . . .9

Our Commitments . . . .10

Forces for Change . . . .11

Areas of Emphasis . . . .12

Initiatives . . . .14

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When tillage begins

other arts follow.

The farmers, therefore,

are the founders of

human civilization.

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K i r k l y n M . K e r r D e a n a n d D i r e c t o r

A m e s s a g e f r o m t h e D e a n a n d D i r e c t o r

We have, with all expected excite-ment and anticipation, begun the year 2000. Most organizations and individuals have been projecting what they need to do to begin the 21st century. Many have a plan that positions them for handling new challenges. I am excited and pleased to tell you the College of Agriculture and Natural Resources has been successful in its efforts to plan and make changes appropriate for the beginning of this new century. The College is positioned to do research, extension, and teaching aimed at resolving societal issues. We believe that the primary challenge society

faces is the rapidly expanding world population. This expanding popula-tion needs to develop an adequate, safe, and economical food supply without destroying the environment. In addition, the expectation is that the quality of life for everyone will continue to improve.

Two thousand years ago, the world population was about 300 million. The population increased rather slowly until 1800, when there were about one billion people on earth. In the past two hundred years, the population has grown to approxi-mately 6.2 billion. It is projected

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that there will be nine billion people on earth by the year 2050. The needs of this population will profoundly affect agriculture, natural resources, and the environment.

Through its six Departments and the Cooperative Extension System, the College of Agriculture and Natural Resources will help meet the needs of the growing population. Rapidly changing technologies with expanding information development and dissemination will dominate the ways we accomplish our goals. Our programs will include the animal, plant, nutrition, food, natural resource, environmental, resource economics, human development, commu-nity development, and veterinary sciences.

We believe the College of Agriculture and Natural Resources will play an important role in meeting the many challenges facing society by producing graduates ready to serve society, devel-oping new knowledge, and disseminating that knowledge through our Cooperative Extension System.

The theme of our vision for the period 2000-2005 is “learning for a sustainable future.” Initial development of the vision was done by faculty and staff of the College and its constituent units. Once

the base plan was in place, ideas and advice were included from many alumni, supporting organizations, government organizations, supporters, and stakeholders.

“Learning for a sustainable future” will be implemented through a departmental and team approach. The six departments and the Cooperative Extension Unit are the core of our organization. To this core, we have added program teams that span academic, administrative, and functional boundaries. Success will be measured as scholarship in teaching, scholarship in research, and scholarship in extension and public service.

We thank you for your support and continuing belief that our College will be one of the very best. With your help we will become one of the major colleges of agriculture and natural resources addressing societal issues in this new century.

Kirklyn M. Kerr Dean and Director

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This plan describes priorities and initiatives for the College of Agriculture and Natural Resources for the years 2000 to 2005. The current University Strategic Plan, the Chancellor’s Academic Goals, and the USDA/CSREES goals are the founda-tion for the College’s plan as we focus resources for the future; the needs of the people in Connecticut are our guide.

Learning for a Sustainable Futureis built on a tradition that dates back to 1881, when the University of

Connecticut was the Storrs

Agricultural School. Now, as it was then, the College is at the forefront of technology development and the cre-ation, appliccre-ation, and dissemination of new knowledge.

This plan is based on accomplish-ment of goals set in Foundations for the 21st Century: College of

Agriculture and Natural Resources Academic and Academic Support Plan 1995-2000. Gains have been made in promoting excellence in teaching, research, and service; improving communication within the College and with our statewide

I n t r o d u c t i o n

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partners; reducing bureaucracy; and streamlining the College administration. Goals from the 1995-2000 plan that have been accomplished include master plans for facilities, fund development, and equipment needs of the College.

Since 1990, enrollment in the College— undergraduate, graduate, and the Ratcliffe Hicks School of Agriculture—has increased almost 30 percent. The College has dramatically increased efforts, and success, in grant proposal development. From 1990 to 1999, research grant funds in the College rose by 233 percent.

There are still goals from the 1995-2000 plan to be accomplished. We continue to work on expanding our professional development continuing education program, implementing a strong public relations program, enhancing student services and activities, and creating endowments.

The University Strategic Plan enjoins us to develop and maintain the highest quality learning environment while nurturing a sense of community that brings together students, faculty, and staff. The

Chancellor’s goals challenge us to conduct world-class research and teaching and to build partnerships with other organiza-tions and individuals. The USDA/CSREES goals focus us on the federal program areas to which we are accountable:

competitive agricultural systems, a safe and secure food and fiber system, a healthy, well-nourished population, harmony between agriculture and the environment, and enhanced economic opportunity and quality of life.

Materials for this document were

compiled by gathering input from diverse constituencies. Faculty members and program staff provided their plans for the next five years, including their own individual plans and their plans for participating in small working groups and College-wide program teams. In addition, each College employee was invited to provide input regarding how the College operates today and where it might advance in the future. We also asked for, and received, input from stakeholder groups outside the College.

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M i s s i o n S t a t e m e n t

The role of the land-grant university is to develop knowledge and dissemi-nate it through the three academic functions of teaching, research, and outreach education. This role is based in historic federal legislation includ-ing the Morrill, Hatch, Smith-Lever, McIntire-Stennis, and Animal Health acts, and enabling state statutes.

As the original component of Connecticut’s land-grant university, the College of Agriculture and Natural Resources has as its primary mission education based on research, con-ducted in laboratories and in the

field, that focuses on agriculture, the environment, food, families, and quality of life. The College provides high-quality, broad-based, relevant educational opportunities that pre-pare graduates to address the chal-lenges of life today; it expands the frontiers of knowledge through research; and it enhances economic opportunities and quality of life for people of Connecticut and the Northeast.

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O r g a n i z a t i o n

The College of Agriculture and Natural Resources comprises six departments (Agricultural and Resource Economics, Animal Science, Natural Resources Management and Engineering,

Nutritional Sciences, Pathobiology, and Plant Science), the Storrs Agricultural Experiment Station, the Connecticut Cooperative Extension System, and a number of support units and special pro-grams. The College works to address the needs of people in the state from the main campus in Storrs and a system of eight Extension Centers, one in each county that serves as a doorway to the University.

To integrate programs and facilitate com-munications among College faculty and program staff, Foundations for the 21st Centuryestablished cross-functional and multidisciplinary program teams. Team membership is open to anyone in the College. The program teams include Agricultural Biotechnology, Aquaculture, Dairy and Livestock, Economic Viability, Family and Community Development, Food, 4-H Youth Development, Integrated Crop Management, Water Resources, and Wildlife Resources.

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O u r C o m m i t m e n t s

As a College, we are committed to the following: • Strengthening recruitment, teaching, retention,

and job placement of undergraduate students • A curriculum emphasizing innovative

interdisci-plinary areas of study, transferable skills, and appreciation for diversity

• Strengthening our scholarship and graduate research and teaching assistantship programs • Meeting the needs of the workforce

• A continuing quest for excellence in teaching, research, and outreach education programs that generate high-quality scholarship and national and international leadership and recognition in areas of emphasis

• Careful use of, and accountability for, our resources, reflected in organizational efficien-cy and integration of efforts across the College • Developing program partnerships and

cooper-ation within the College

• Building linkages across the campus and state. Partnerships with industry, state agencies, and non-profit organizations are essential for future success.

• Reaching as many learners as possible though effective marketing and delivery of programs, using personal contact, print and other tradi-tional media, and information technology • Creating a safe learning and working

environ-ment that combines diversity and a sense of community in the College

• Enhanced job satisfaction for faculty and staff through continuing education and professional development

• Continuing to strengthen base programs as we work to enhance the cooperative efforts of program teams working on specific initiatives

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F o r c e s f o r C h a n g e

As we began to plan how the College can best address the current and future needs of the peo-ple of Connecticut, we considered the following. Connecticut’s agriculture continues to change as the state’s economy evolves from one dependent on insurance, manufacturing, and defense to a more diverse economic base that includes finan-cial and health services, technology, manufactur-ing, telecommunications, tourism, and agricul-ture. In the past, the dairy and poultry sectors tended to dominate the state’s agricultural econo-my; now, the greenhouse and nursery sector dominates. Increasingly, individual agricultural enterprises combine two or more traditional sec-tors, and interest in agritourism is growing. Data from a 1999 statewide survey show that 59 percent of Connecticut’s land area is forested. Nearly 90 percent of Connecticut’s 1.8 million acres of forestland is privately owned. These forests support an industry that exports a wide

harvested each year, allowing continued industry expansion.

Although Connecticut’s economy is healthier than it has been for 35 years, Connecticut’s social health continues to decline. The 2000 State of Society in Connecticut Reportindicates that between 1970 and 1997 Connecticut’s index of social health declined from 65 to 49 of a pos-sible 100. The gap between our richest and poorest citizens continues to grow; so do the rates of child abuse. The suicide rate among young people between 15 and 24 has increased 36 percent since 1970. The percentage of Connecticut residents under age 65 without health insurance has risen from 8.5 in 1994 to 13.8 in 1997. Thirty-nine percent of Connecticut renters are unable to afford a fair market rent for a two-bedroom apartment.

The growing developments in technology reflect-ed in distance learning, electronic commerce,

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A r e a s o f E m p h a s i s

The rapid rate of change in today’s world creates the need for society-ready graduates. These graduates will use their critical thinking and problem solving skills to meet the increasingly complex challenges relat-ing to food, fiber, and the environ-ment. And, they will need opportuni-ties for life-long learning.

The increasing globalizationof the marketplace and growing under-standing of the relationships between land use, climate change, and the sustainability of the food supply demand that policy decisions take a holistic approach. We in the College

seek opportunities to play a role in international economic research, edu-cation, and development, particularly with regard to sustainable agricultur-al operations.

Feeding the growing population

addresses the issues of access to food and the safety of the food supply. Changes in farm structure and farm size have the potential to affect the security of the food supply. Advances in aquaculture will increase produc-tion efficiency and the food supply. Other food- and nutrition-related concerns for people in Connecticut include functional foods, processed

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foods, pesticides in food, and physical exercise to promote well-being.

Changes in societyinclude the increasing diver-sity of the U.S. population, aging of the popula-tion, and shifts in household composition such as more single-parent and blended families, more married couples without children, and more grandparents raising grandchildren. Household savings may not adequately provide for retire-ment. With fewer reliable guides, youth struggle with resolving conflict in their lives and preparing themselves for the future.

Protection of the environmentaddresses the complex issues of the rural/urban interface such as nutrient and pesticide management, wildlife habitat, fragmentation of forestland, and “green” energy sources. Global warming, water scarcity, water quality, shellfish and wildlife diseases, nat-ural resources demands, land use and open space, and biodiversity are global issues that affect our daily lives. As the state becomes increasingly urban, the role of the transportation system in the State and the resulting increased pressure on the State’s natural resources create challenges for sustaining the environment.

Technology for food productionwill result in new product development, improved detection of food-borne pathogens, reduced risk factors relat-ed to food-borne disease, online shopping, and more portable meals for consumers.

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I n i t i a t i v e s

The following are emerging as initia-tives in our areas of emphasis. The examples given are not intended as a comprehensive list, and, although each project is listed only once, many address more than one area of emphasis.

Enhancing economic viability and sustainability of food and biomass systems

• Research on viability and diversifi-cation options for dairy farms, and outreach education on the findings for producers, public agencies, communities, and students

Applying biotechnology to address agricultural and environmental issues

• Innovative plant cultivars for horticulture, forestry, and the production of pharmaceuticals are being developed with a combination of biotechnology and traditional breeding techniques

• Developing and improving technolo-gies for producing transgenic pigs, which may provide organs and tis-sues for transplantation to humans

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Improving natural resource management and management of urban, rural, and human impacts on natural ecosystems and resources

• Working toward accreditation as a major of the new undergraduate turf management program, which emphasizes sustainable management practices

• Research and outreach education on residential water quality protec-tion are developing and implement-ing sustainable and environmentally sensitive approaches to managing residential landscapes

• Collaborative research on biochemi-cal cycling in the Connecticut River airshed and watershed is develop-ing resource management tools for government and business decision makers

• Land use and land cover data are being integrated and analyzed and municipal leaders are being taught how to use this information in making policy decisions

• Working with private landowners and industry harvesters and mar-keters to develop new varieties of timber products, such as chestnuts,

maple syrup, and ginseng, and to increase Connecticut’s market share in the forest industry

Improving quality of life and community viability

• Youth learn how to use leisure time effectively while developing life and career skills in the 4-H program

Enhancing global competitiveness of current and emerging agricul-tural and naagricul-tural resource management practices

• Research leading to the commer-cialization of new animal vaccines

Improving food safety, nutrition, and technologies for product development

• Training food industry personnel to prepare and handle food safely

• Educating consumers to make healthy food choices and practice safe food preparation and handling

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Producing society-ready college graduates in agriculture, nutrition, and natural resources

• Planning the future development of the two-year Ratcliffe Hicks School of Agriculture

• Initiating an undergraduate career information service

• Establishing a College internship program

Improving consumer education related to food, fiber, and families

• Evaluating eco-labeling, designed to support environmental conservation by providing information to consumers on a variety of products, to determine its usefulness

Sustaining agriculture and forestry systems for future generations

• Educating private forest landowners, natural resources professionals, and members of land trust and municipal land use boards on forest and wildlife

stewardship, water quality, and land protection techniques

Developing digital media for distribution and delivery of educational, recruitment, and promotional materials

• Delivering educational materials through numerous web sites

• Incorporating information obtained by GIS technology into school curricula

• Developing virtual and real tours of the College’s facilities

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Organizational Initiatives

• Conversion of the Cooperative Extension Unit into the Department of Cooperative Extension and changing the name of the Connecticut Cooperative Extension System to University of Connecticut Extension. • Building a solid core of tenure-track faculty in teaching, extension, and

research

Funding Initiatives

• Permanent funding for the Home and Garden Education Center and the sustainable agriculture extension program

• Multidisciplinary teaching, research, and extension food safety program • Turf management undergraduate and extension program, including the

development of a golf course for laboratories and demonstrations • Wildlife, aquatic, and environmental health assessment and response

system

• Aquaculture research, teaching, and outreach program • Scholarships for undergraduate and graduate students

• Endowed professorships and educator positions to meet program needs

Facilities Initiatives

• Endowment to support facilities upgrades and enrichment

• Network of small natural resource areas around Horsebarn Hill for teaching and outreach activities

• Development of gardens around the College to reflect the quality of our horticulture programs

• A College presence in the new Marine Technology Center at Avery Point • Space in College buildings to greet and entertain guests

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S u m m a r y

As the State of Connecticut evolves, the goals and program initiatives of the College

of Agriculture and Natural Resources will also evolve. Learning for A Sustainable

Future commits each of us to a strong undergraduate education and effective

outreach to learners across the state, built on a cutting edge research program.

Sustaining our natural resources for the future is balanced with the need to feed

an ever-growing world population. The challenge of the future awaits us!

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Sara Putnam

photos By

Bill Mercer, Peter Morenus, Rigoberto Lopez, Joel Stocker, Mark Brand, Bud Gavitt, and Robert Neumann

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College of Agriculture and Natural Resources