COLLEGE OF AGRICULTURE

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					      COLLEGE OF AGRICULTURE

                 STRATEGIC PLAN

                   Updated Fall 2008



(First compiled draft – sent out to all faculty/staff on Nov. 11, 2008 –
   To be reviewed at Dept. meetings the week of Nov. 17, 2008 –
    Review will be for conceptual content not finished wording –
   Next draft will include measurable goals, milestones, timelines,
          resources of space, funding, faculty etc. needed)




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I. Preface (how the plan was developed and how it is to be used)
   A. Plan developed by faculty/staff involvement including:

        1. All faculty and staff invited to all meetings and asked to select the
            working committee that most interested them
         2. 5 active working committees developed drafts for review and approval
            over a 6 month period
        3. 3 college retreats
        4. All materials posted on the College of Ag Blackboard site for everyone to see
        5. Regular e-mail updates sent out to all faculty and staff about progress on the
            plan

   B. Uses for the plan include:

        1. Identifying how College of Ag fulfills University vision/mission and aligns
           with Academic Affairs Academic/Strategic Plan (polytechnic identity, learn-
           by-doing, teacher-scholar, environmental sustainability, celebration of
           diversity)
        2. Planning future curricular direction of the College – only Ag programs in So.
           CA.
        3. Determining College priorities for management structure, use of resources,
           priorities for fundraising
        4. Guide for next steps following 5-Year Program Review
        5. As part of WASC review - in process
        6. Document will assist in determining best fit for interviewing candidates for
           the Dean position
        7. To familiarize new Provost with important issues regarding the College
        8. Justification for an independent College of Ag

   (See Appendix 1, p. xxx for Chronology of Strategic Planning process)

II. Summary of Changes as a result of last Strategic Plan (92-93)

   A.   Implemented new Animal Health Science major
   B.   Implemented new Food Science & Technology major
   C.   Implemented new Apparel Merchandising & Management major
   D.   Reconfigured Ag Business Management to Food Marketing & Ag Business
   E.   Collapsed 6 majors (Ag Bio, Horticulture, Agronomy, Soil Science, Ag
        Engineering & Landscape Irrigation Science) into 1 major of Plant Science
   F.   Programs deleted were Home Economics, Park Administration, International
        Agriculture, Credential in Home Economics
   G.   Implemented College Core Courses of AG 100 Orientation to Agriculture, AG
        101 Agriculture in the Modern World, and AG 401 Ethical Issues in Agriculture
   H.   Creation of the Coordinating Council as a College Governance structure
   I.   Creation of a Development Officer position and Office

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   J. Creation of a Recruitment and Retention Office position and Office (adjusted
      from a Student Advising Center)
   K. Increased enrollment from a low of about 825 in 1992 to 1729 in Fall 2008,
   L. Increased research activity from xxx to yyy.


   (See Appendix 2, p. xxx for 1992-1993 CoA Strategic Plan)

III. Comparison of CPP CoA to other CoAs in CSU and UC system

   A. Comparisons to other Ag schools in California:

      1. Cal State Fresno
         Fresno’s programs focus on production ag with technology
      2. Cal State Chico
         Chico’s programs focus on production ag
      3. Cal Poly San Luis Obispo
         SLO’s programs focus on production ag and production animal science
      4. UC Davis
         Davis’ programs focus on the science side of ag leaning towards graduate and
         research coupled with environmental sciences

   (See Appendix 3, p. xxx for Data Charts of Schools)

   B. Direction of the College – what is our unique niche/ultimate size

      1. Importance of Agriculture, Food and Clothing

          a. The College of Agriculture focuses on meeting critical needs of society that not
             only support basic welfare but which also shape our environment and
             contemporary lifestyles. How we produce, distribute and consume food and
             clothing on a secure and sustainable basis has become an important challenge
             facing humanity.

          b. The College services the specialized needs of key sectors of the US economy
             (agriculture, food and apparel) where the US enjoys global leadership roles in
             terms of industry and market size, technology, and creativity. As elements of the
             ‘traditional economy’, these sectors face unique challenges in attracting
             specialized human resources to support their development. They have
             experienced radical changes in the last few decades with the infusion of new
             technologies, the emergence of sophisticated mass distribution channels, climatic
             change and the globalization of markets.

          c. These are large industries. Annual sales of the 125,000 enterprises that comprise
             the Californian agricultural, food, apparel and animal health services sectors are
             estimated at $480 billion in 2007, with employment estimated at some 2.3
             million people (based on US Census data).


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2. The Need for Specialist Education

   a.    The unique challenges faced by the agricultural, food and apparel sectors require
        specialized provision. However, specialist educational resources for these
        sectors are limited. There are only five Colleges of agriculture in California, of
        which Cal Poly Pomona’s is largest in enrollment terms. The college is focused
        on applications of agriculture both traditional and urban as applied to the unique
        environment of Southern California. In apparel, Los Angeles has emerged
        rapidly over the last decade as a global fashion center in its own right. There are
        no other comprehensive four year apparel programs in California.

   b. In serving specific sectors of the economy, many of the disciplines in the College
      of Agriculture share an applied and diverse professional focus to improve quality
      of life. This is a distinct culture and orientation which differs sharply from that
      of the pure sciences both in curricular design and delivery and in research
      orientation.

   c. Importance of maintaining an independent identity for:
      Visibility and status in the community
      Inter-institutional relationships
      Faculty motivation
      Goodwill/ legacy relationships with alumni, industry, and potential donors
      Funding organizations such as the Kellogg Foundation, Boswell Foundation and
      ARI.

   d. CSU Chancellor quote about ag……….

3. The Uniqueness of the CPP College of Agriculture

   a. The College has witnessed a strong enrollment growth over the last 10 years
      reflecting its determination and ability to adapt to changing educational needs. It
      recognizes the need for further change.

   b. The College is the sole agricultural institution focusing on the needs of the
      southern Californian economy and its people. This area comprises some 21
      million people with a Gross Domestic Product of some $1 trillion (in each case
      around 55% of the Californian total). The College is also the only agricultural
      institution in California to provide a comprehensive (“Dirt to shirt” / “Gate to
      plate”) and integrative approach to agricultural education that recognizes the
      strong disciplinary interdependencies noted above, relating to professional
      orientation and culture, basic societal needs, lifestyles, social and environmental
      responsibility, and which focuses on filling key gaps in provision for
      development of specialized human resources, agriculture in an urban and desert
      climate context, and apparel technology and production.

4. The Future of the College of Agriculture

   a. The College has identified new avenues for curricula and research development
      including food and product safety (linking foods and nutrition, food science and
      technology, animal science, food marketing and agribusiness management, plant
      science and apparel merchandising and management) urban agriculture (plant

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              sciences; animal sciences and food marketing and agribusiness management)
              social responsibility (including sustainability in an urban context) linking all
              programs in the College; and contemporary lifestyles – also linking all programs
              in the College. These areas also provide avenues for the College to link to other
              academic programs on campus (Science, ENV, Collins, Business).

          b. As one of the STEM colleges on campus, demand for our graduates is strong and
             in some areas we are not supplying as many graduates as there is demand in the
             job market (plant sciences, agribusiness and ag education).

          c. The College would like to grow to 2000 students and cap its size at that
             enrollment. This would necessitate 50-60 tenure track faculty positions.
             This creates a large enough critical mass to create economies of scale
             without losing the ability to maintain our “Ag family” student-centered
             environment.

   (See Appendix 4, p. xxx for Projected Growth of College in each program. Also
   see Section VIII. , p. xxx for explanation of individual programmatic goals.)

IV. Vision Statement

   CPP Vision Statement ---
   California State Polytechnic University, Pomona will be recognized as a national
   leader in learning-centered polytechnic education, where hands-on learning is the
   foundation of a broad-based curriculum. Our graduates are distinguished by their
   understanding of theory and by their ability to apply that knowledge so they can
   make a difference. Cal Poly Pomona embraces change. Our teaching, learning,
   and scholarship will continually address the needs of a diverse culture and a
   dynamic economy.

   CPP College of Ag Vision Statement ---
   Embracing our Kellogg legacy, philosophy of learn by doing and community
   engagement as a foundation for excellence in understanding and disseminating
   knowledge of the natural and human systems that underlie the agricultural sciences
   and their applications.

V. Mission Statement

   To pursue an integrated approach to the discovery, dissemination and application of
   scientific, technological and business knowledge that embraces food and fiber
   production, distribution and consumption. To create future leaders in the agricultural
   and related industries through innovative approaches to learning and student support.
   To expand relationships with off campus communities that will enhance academic
   programs and support industry development. Our quest will advance the quality of
   life for Californians through emphases on the urban context, contemporary lifestyles,
   animal and human health, product safety, social and environmental responsibility.


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VI. Planning Assumptions – Goals and Objectives:

   A. Curricular Programs

      1. Program offerings of the College will continue to develop and produce
         competent graduates in the areas of the processing, marketing and
         consumption of agricultural commodities and apparel products, animal and
         human health, animal and food safety, environmental preservation, urban
         agriculture, and community service.

      2. Curricular development to expand student opportunities in the following
         areas:
         Food safety
         Genetics – use of genetics to solve problems and improve products
         AgriScapes – multidisciplinary use

      3. These will link the education and service components to the research activity
         of the curriculum.

      4. All programs will include a combination of theoretical development and
         testing and a strong applications/experiential learning component (ie.
         Learning labs, co-operative education, internships, real-world professional
         experiences) in keeping with the university’s polytechnic mission.

      5. Undergraduate

          Continue to provide unique programs that are appropriate to Southern
          California, the food, agriculture and apparel industries

      6. Graduate

          Develop a better balance between undergraduate and graduate programs to be
          able to provide unique programs.

   B. Personnel – Faculty and Staff

      1. The culture of the college should continue to develop collaborative curricular
         development, resource allocation, and policy decisions across the college
         based on shared governance and assessment.

      2. However, the hiring of the new faculty will be essential as new programs
         evolve. To support these programs additional staff will also be required in
         keeping with the Cal Poly learn-by-doing college experience.




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   3. To meet strategic growth goals and to keep student faculty ratios among all
      programs within the average 24:1 ratio, the College needs an additional 11- 12
      new positions to reach its target of 2000 students by 2013.

   4. Development plans for endowed positions is critical to backfill faculty needs
      that will not be funded from State resources. Working with industry is
      imperative.

   5. The College sees an imperative need for a second Assoc. Dean to free up the
      Dean’s time to work with the Development Officer.

C. Student Enrollment/Recruitment Services

   1. The College has experienced steady growth over the last 10 years and projects
      continued growth through the next 10 years. The College’s physical assets
      would support an increase from 1729 students at present to 2000 students.
      This would provide greater student opportunity and accessibility to enroll in
      unique career opportunities in the STEM disciplines. The goal for the year
      2018 is maximum enrollment for all programs.

   2. The focus of student recruitment should be for high quality students state-
      wide. Additional opportunities exist at national and international levels.
      These need to be explored.

   3. An increased emphasis must be placed on student advising, placement, student
      organizations, and alumni tracking.

   4. The College’s diversity statistics are very reflective of the institution. The
      USDA has a major initiative to recruit Hispanic students into USDA positions.
      CPP as an HSI institution and the CoA as the largest Ag school in California
      are uniquely qualified to escalate recruitment activities in this area. (HSACU)
      HSI funding will be pursued by the Dean’s Office. As the largest enrollment
      Ag school in California, CPP would like to take a lead position in developing
      funding activities.

D. Facilities

   Many of the College of Ag facilities date back to the early 1960s and are in need
   of repair or replacement. State funding is insufficient and the College needs to
   determine resources for these needs.

E. Funding Issues

   1. State funding




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       State-level funding will continue to decline within the next ten years. State
       funding must be augmented by reasonable increases in student fees, laboratory
       fees, and degree specific costs.

   2. Need for fundraising

       a. This Strategic Plan will require external funding far beyond current state
          funding levels.

       b. Implementation of new programs and activities shall require the efforts of
          an effective Development Officer and the Dean’s Office. Assigned time
          must be allotted for faculty to aggressively pursue pertinent funding for
          research opportunities.


F. University Environment & Goals

   1. Future college activities will be in harmony with the strategic mission of the
      University. In fact, it is essential that the College assume leadership in
      implementing changes suggested by the University Strategic Planning
      Committee.

   2. The College of Ag shall promote learn by doing, student centered, and
      experiential learning. Consistent with this approach the college will promote
      the teacher-scholar model and undergraduate research opportunities in
      programs.

   3. Strategic curricular, research and development alliances with other departments
      and colleges should continue to be pursued.

   4. The College of Ag is uniquely positioned on campus to physically contribute to
      environmental sustainability by maintaining open space (pastures) and “green”
      areas of orchards, farmed spaces, etc. Additionally, this contributes to the
      beauty and distinctive “Kellogg legacy” environment that makes CPP unique
      in the CSU system.


G. Relationship to industry and community

   1. The college must strengthen its advisory board and develop advisory boards
      for all departments and utilize the boards to reach development goals and
      augment the financial status of the college.

   2. Curriculum should continue to reflect the needs of industry and developing
      technologies by furthering student involvement through internships
      externships and experiential learning.

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      3. Curriculum should reflect and serve the needs of the community through the
         continued development of a service learning based curriculum.

      4. The College should strive to establish partnerships with industry and
         community entities to develop pertinent research and scholarship
         opportunities for faculty and students.

   H. College governance

      The College shall implement shared governance with all faculty and staff via
      appropriate representation as necessary.

VII. General Programmatic Plans for Curriculum, Personnel, Students and
Facilities

   A. Programmatic Goals and Objectives

      1. To teach curricula that include breadth and depth of understanding in science
         and technology in the natural and social environments, and how these two
         interact in a dynamic fashion. This is based on the knowledge that the food
         and fiber system is, in essence, a human activity system which includes
         production, processing, distribution, marketing, management and
         consumption.

      2. Instructional methods and techniques should be broadened to reflect the
         different learning styles of students. Teaching and learning should involve
         experiential components which makes Cal Poly Pomona unique.

      3. ( look at University Student Learning Outcome and Adjust to the college)

      4. In addition to degree programs, the College will promote general education
         programs in agricultural literacy, lifelong learning, cultural and health
         awareness, and environmental stewardship.

      5. Graduate programs will continue to evolve consistent with opportunities,
         faculty priorities, and available university resources.

   B. Distribution of Units in the Curriculum

      1. Unit distribution for 180 units to Bachelor’s degree

          a. GE courses                                                  72 units
          b. College core courses
             AG 100 Orientation to Agriculture       1 unit
             AG 101 Agriculture and the Modern World 4 units

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      AG 401 Ethics in Agriculture                4 units
                            Sub - Total                               9 units
   c. Senior “real-world” experience capstone courses                12 units
   d. Remaining Core and support courses                             87 units
                                   Total to degree                  180 units


2. Curricular/assessment issues for core and curriculum in general

   a. The College needs to develop better assessment with stronger Student
      Learning Outcomes (SLOs) for AG 100 and the corresponding First-Year
      Experience courses in the College (AHS 104, AMM 101, FN 100 and AG
      101). This should be done by a committee designated as the curriculum
      committee for the First-Year Experience courses. Multiple faculty
      members should be included on the committee.

   b. The College needs to develop better assessment with stronger Student
      Learning Outcomes (SLOs) for AG 101 and AG 401. This should be done
      by a committee designated as the curriculum committee for the core
      courses. Multiple faculty members should be included on the committee.
      A linkage of SLOs should be created between the AG 101 and AG 401
      and a 200 and 300 level course in each major’s own coursework.

   c. The College needs to develop better assessment with stronger Student
      Learning Outcomes (SLOs) for a “senior capstone real-world experience”.
      This would be a 3 course sequence for the senior year totaling 12 units.
      This will include a research, scholarship or creative experience for the
      students indicative of their choice of profession. Each program would
      determine the combination of courses that would achieve a “synthesis”
      theme of relating all coursework to desired program outcome assessment.

   d. A linkage of SLOs should be created between the AG 100 (and the
      specific Department courses) and AG 464 Leadership and other capstone
      courses like Internship Preparation in AMM, FN, AHS etc. Many College
      of Ag students are the first in their families to go to college. In addition to
      their technical knowledge in their courses they also need to learn about
      developing professional skills and abilities. “Degreed professional skills
      and abilities” need greater consistency across all courses in the College.

   e. All programs in the College have assessment or accreditation plans. The
      overnight requirement to move to 180 units in the 03-04 and 04-05
      academic years put a strain on the curricular structure of most ag
      programs. Assessment needs to be used to help programs determine any
      adjustments that need to be made as a result of the short time frame to plan
      the change to 180 units.



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          f. Developing these SLO relationships will benefit the students as well as
             strengthen assessment, recruitment, program review, etc. for the College’s
             programs.

   C. Overall curricular strategy for the CoA

      1. The College needs to determine a relationship between its course offerings
         that overcomes funding deficiencies and yet moves the College in the
         direction it wishes to develop. The College wishes to strengthen the
         relationship of research and the graduate programs to the undergraduate
         programs to benefit the teacher-scholar model as well as provide additional
         learning opportunities for students.

      2. All departments in the college offer 3-5 GE courses. If these courses are
         developed to accommodate elevated enrollments this will allow the College to
         meet FTE targets when research and graduate courses generate smaller FTE
         numbers. Each department should develop a balance of face-to-face to on-line
         GE courses.

      3. This also contributes to the University goals of offering GE courses that
         facilitate students getting their classes to graduate in a timely manner.

      4. This would need to be monitored by a strong coordinator, the Associate Dean,
         and the College Curriculum Committee.


Types of courses             Enrollment     Strategy
                             #
GE courses                   hi             Build all GE courses to meet FTE targets –
                                            have all depts. develop 3-4 courses –
                                            develop strategy to attract students and
                                            provide curricular/teaching consistency
Ag core courses (also GE     hi             Build all GE courses to meet FTE targets
courses – 101 & 401, FYE
requirement – AG 100)
Undergraduate courses                       Look at how to build lower division courses
LD                           med            so can afford lower enrollments in UD
UD                           low            specialty courses
Graduate courses             lowest         Use higher enrollments from above to create
                                            better infrastructure support for
                                            graduate/research program –(strategy to
                                            support ourselves better)
Minor courses                Med to hi      Could be used to build enrollments in lower
                                            and upper division courses – also attract
                                            non-majors into our courses


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   D. Undergraduate Programmatic Areas

      1. The college will serve the needs of a diverse community by providing
         undergraduate and graduate education

             Animal Science & Animal Health Science
             Food and Nutrition & Food Science and Technology
             Apparel Merchandising and Management
             Plant Science (with Three New Options)
             Agribusiness and Food Industry Management & Ag. Education

      2. Students will graduate with a B.S. in any of the 8 majors listed above. The
         total units required are 180.

   E. Graduate Programmatic areas

      1. The graduate M.S. in Agriculture will reduce from 5 to 4 options of:
          Animal Science
          Plant Science
          Ag Science
          Nutrition and Food Science

      2. The Irrigation Science option will be consolidated into the Plant Science
         option

      3. A new M.S. in International Apparel Industry Management is being proposed

VIII. Specific Programmatic Plans for Curriculum, Personnel, Students and
Facilities

   A. Food Marketing and Agribusiness Mgmt/Ag Science Department

      1. All College Core Courses
         a. Curriculum

              The FMAM/ Ag Science Department would be the curricular “home”
              department for the undergraduate AG prefix core courses.

          b. Personnel

              The faculty in the department would provide the leadership for curricular
              and assessment issues related to the undergraduate AG prefix courses.

          c. Students


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        Through these courses the College hopes to increase ag literacy of non-
        majors and to create a stronger understanding of all phases of the
        agriculture, food and apparel complex in majors of the College.

   d.   Physical facilities

        Ag indoor and outdoor laboratories will be used to expose all students to a
        wide variety of learning experiences.

2. Ag Science
   a. Curriculum plans

            Broaden the AGS focus to provide leadership across all aspects of
             food & fiber systems education
            Create concentrations in the AGS major which open reciprocal
             pathways for all majors housed in the college
            AGS students apply food & fiber education interventions across
             multiple settings
            Create a systems-based technology course focused on agricultural
             product manufacturing & processing operations.

   b. Personnel

            Add an additional AGS faculty member with an expertise and
             background that complements the program
            Provide money/release time for grant writing or conference travel
            Request College of Agriculture grant proposals to include an
             “education” components or, if the grant includes, to include the
             program in its construction
            Study college based programming and impacts of intentional learning
             environments created by the college of agriculture

   c. Students

            Increase AGS student use of Ag units as learning labs, extended
             classrooms, and focal points for collaborative projects.
            Promote & enhance AGS student involvement in co-curricular learning
             events (like Ag Field Day) to enhance their academic, personal, and
             professional development.
            Increase the number of opportunities where C of A students can share
             their knowledge of agriculture with urban population.
            Conduct food & fiber systems literacy projects in a variety of settings
            Increase HSI recruitment activities

        d.   Physical Facilities


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3. Food Marketing & Agri-Business Management

   a.   Curriculum plans

             Change the name of the major and minor to Agribusiness and Food
              Industry Management.
             Require a capstone course that relies on all the core course
              information.
             Increase the internship requirements and academic scholarship to
              entice students to change or choose Food Marketing and Agribusiness
              Management.
             Offer a graduate program in Food Marketing and Agribusiness
              Management.
             Continued sponsorship of the Western Collegiate Food Marketing
              Competition. 2008 was the 4th annual event with five western states
              represented in the competition. The vision/mission is to prepare
              students for the rigors of full-time employment by having them
              complete a project that simulates expectations and real world realities
              in the work force. Students from the department have competed in
              both the western and international division for all four years. Feedback
              from students in industry that have competed as a student is extremely
              positive.

   b.       Personnel

             Hire additional permanent faculty. We have had three retirements and
              a death of a permanent faculty member since we made our most recent
              hire. Some classes are no longer taught, e.g., agricultural cooperatives,
              etc.. A stated goal of this university is for 75% of upper division
              courses to be taught by permanent faculty members. A newly hired
              permanent faculty member could also bring in expertise in research
              and grant writing. Current faculty could partner with a new faculty
              member and attain synergies in scholarship.
             More money for seminars, coursework and outside courses related to
              the program. For example, Local Southern California trade shows and
              expos, FMI in Chicago, Agribusiness Management Conference in
              Fresno, and courses or coursework from other universities.
             Networking at the annual Agricultural and Applied Economics
              Association meeting or the live case competition at the annual Food
              Distribution Research Society conference can result in collaboration
              on a research project.
             Secure representation on the college research committee, which makes
              recommendations for ARI funding in order to provide evaluation of


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                   proposals related to food marketing, agricultural economics, and
                   agribusiness.

        c.    Students

                  Increase enrollment of the department with a goal of 200 students.
                  Have a project course that allows students to explore the working
                   environment
                   and develop programs to benefit and address outside business
                   concerns.
                  Form a team of students and fund their travel to participate in the quiz
                   bowl competition at the annual Agricultural and Applied Economics
                   Association meeting or the live case competition at the annual Food
                   Distribution Research Society conference. These organizations have a
                   great deal of learning opportunities at their events (research
                   presentations, symposia, workshops, etc.) Plus, these organizations
                   meet in interesting locations and travel broadens the mind.
                  Provide funding for students to travel to conferences to make research
                   presentations.
                  Increase HSI recruitment activities


        d.       Physical Facilities

B. Animal and Veterinary Sciences Department – Animal Science and Animal
   Health Science

   1.   Curriculum plans

            impose impaction of program
            to update and modernize old classes
            creation of a non-thesis master’s program
            develop new courses: Animal Behavior (currently being written by
             Sandelin); Advanced Clinical Animal Nutrition (by Foster)
            Introduction of new programs that reflect the AS in the animal industry
            Shift focus of department sub-specialties to areas of need in society to
             include: food animal intensive farming, behavior, aquaculture
            Shift emphasis of graduate program – should be able to get M.S. of
             Animal Science


   2.   Personnel

            to hire faculty to reduce class size to college norm
            to hire enough technicians to support (set up and maintain equipment) labs
            hire technicians to support (set up and maintain equipment) labs
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           hire faculty to teach courses to meet requirements for AHS accreditation
            and students in Pre-Vet
           provide adequate lecture funds to allow faculty assigned time to do
            research
           Animal Behaviorist to address the human/animal bond, human/animal
            interaction
           Why doesn’t the AVS Dept. get its fair share of funds and faculty lines
            when they become available???
           Animal unit personnel should respect and respond to faculty members
            expertise. Staff feels their position supersedes that of faculty.

   3.   Students

           usage of I Clickers to produce more (100%) participation of students
           facilitate specialty certification for RVTs
           hire a full-time academic advisor
           Student input – especially in budget meetings
           Prevent non-AVS students from taking core courses once impaction
            begins
           Increase HSI recruitment activities


   4.   Physical assets/facilities

           to upgrade and maintain animal units
           provide adequate equipment and facilities to support teaching
           provide adequate equipment, facilities and dedicated space to support
            faculty research efforts.
           Mainstream all animal units – must be integrated into the teaching mission



C. Plant Science Department

   1. Curriculum plans
       Assessing new core curriculum – has been strengthened
       Working with turf industry advisory board to maintain/enhance turf
         program in absence of Dr. Mitra.
       Establishing advisory boards across disciplines in Plant Science
       Develop food safety minor, biotechnology area
       Work with FMAM – need much more cooperation to support PLT and ties
         to produce industry
       Work with Ag Ed – assist with ties
       Add 3 new options


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   2. Personnel

           Increase in grant activity in all faculty. Major USDA submission in
            January.
           Develop stronger USDA Forest Service ties


   3.       Students

           Recruitment program – starting Fall, update of new website over summer
           Increasing numbers of student enterprise projects – Pomona Organics,
            student involvement in labs, nursery operations, accounting positions,
            Farm Store, etc.
           Getting students involved in an Ag Education program for the public –
            AGRIscapes tours, recruitment, website, etc.
           Hosting PLANET Career Days, 2009 – continuum and expansion of
            judging teams
           Hosting McNair Scholar – 2nd annual selection to ASA Golden
            Opportunity Scholar program
           Increase HSI recruitment activities



   4.    Physical assets/facilities
         Continue improvements of greenhouses – keep building it!
         More utilization of AGRIscapes as a laboratory tool, including Still’s lab
           & CTILT
         Starting development campaign for new laboratory addition – Phase 3
           AGRIscapes
         Develop Food Processing Center – tied to AgriScapes/Farm Store
         Expand Weeks Roses partnership & Colorama Partnership to utilize
           AgriScapes better


D. Human Nutrition and Food Science Department

   1. Foods & Nutrition and Food Science & Technology
      a. Curriculum
         FN Program:
          Develop a Nutrigenomics Center for Education and Research (Bidlack). The
             Center’s mission will be to increase understanding through research and
             education of professionals, students, and the general public of the role of
             genetic variation on health and nutrition. Academic Bridges anticipated with
             Plant Science, Animal Science, Department of Biology, USC, UCI.
             Enhancing Academic quality: Curriculum links are with a proposed
                                                                                   17
        Nutrigenomics course 436 (4 units) which will be required for the FN major
        and with the proposed Zebra Fish Experimental model.
      Establish a Spanish Nutrition Program (Kessler, Wallace). The program goal
        is to provide skills to dietetic students to improve nutrition education of
        Spanish speaking patients and clients in clinical and community
        environments. Academic Bridges anticipated with the FST program (Sancho,
        Omary); Ag Education (Hess); Department of English and Foreign
        Languages. Enhancing Academic quality: Curriculum links are with Life
        Cycle Nutrition (FN 335), Nutrition Education (FN 345), Community
        Nutrition (FN 346), Culture and Meal Patterns (FN328), and Medical
        Nutrition therapy (FN 443 and 444).
      Develop an undergraduate research curriculum (Burns-Whitmore, Lewis). The
        goal is to use the Zebra Fish model to teach epidemiology, clinical, and basic
        research methods in nutrition. Academic Bridges planned with FST (Craig),
        AVS, Department of Biology, Cal Tech. Enhancing Academic quality:
        Creation of a 4 unit undergraduate introduction to research, senior project
        required in Nutrition science option.
     FST Program:
      Establish a K-12 Food Science & Technology exploration Camp (Craig). The
        goal of this program is to provide k-12 experience in chemistry, biology and
        physics using food models. Academic Bridges anticipated with Ag Science
        (Hess), FN (Wallace), College of Science and Education.
      Center for Food Safety (et al). Enhancing Academic quality with Animal
        Science, Plant Science, and Department of Biology. Possible expansion to
        include AMM and consumer safety. Enhancing Academic quality: proposed
        Food Safety Minor.
      Agribusiness and Food Science & Technology Incubator Center (Sancho, et
        al). Academic Bridges with AMM, and FMAM; Collins School of
        Hospitality, College of Business. Enhancing Academic quality: Hands-on
        learning opprotunties for students. Curriculum links: FST, FMA, AMM.
     Graduate Program:
      Community Nutrition Research Thesis track (Kessler).
      CEU Nutrition Center for Dietitians, Nurses and Physicians (Kessler, Burns-
        Whitmore, Lewis, Bidlack, Meskin, Wallace, Caldwell-Freeman)


b. Personnel
    Develop a Nutrigenomics Center for Education and Research
      (Bidlack).
    Develop an undergraduate research curriculum (Burns-Whitmore,
      Lewis).
    Develop a Community Nutrition Research Thesis track.


c.   Students


                                                                            18
             Undergraduate research with collaboration with other departments---
              Nutrogenomics with Plant Science
             Increase HSI recruitment activities



      d. Physical assets/facilities
          Establish a Food Processing Center (Sancho). The goal of the center is to
            provide hands-on learning opportunities for students in pilot plant operations.
            Academic Bridges anticipated with Animal Science, Plant Science,
            Agiscapes, and Chemical Engineering. Enhancing Academic quality: this
            facility is needed for IFT approval and to provide students with relevant
            experiences in processes currently employed in food plants.

E. Apparel Merchandising and Management Department

   1. Curriculum
       “AMM Assessment Plus”
       AMM annual symposium with national speakers from industry/ academe
       Development of professional MS program
       Curriculum development
       Fashion Design Management track
       International Apparel Management track
       New courses in consumer behavior, global industry dynamics, senior year
         research
       Senior year research project (Apparel Production option)
       Development of study abroad opportunities, field trips
       Enhancement of Apparelscapes and AM2 Micro-businesses

   2. Personnel
       Close faculty networking
       Attendance in faculty center/ other campus opportunities/ national
         conferences
       More faculty lines including endowed chairs
       active support for grant exploration and industry partner courtship
             a. protective clothing
             b. mass customization/ body-scanning
             c. supply chain design
             d. apparel market structure and dynamics
             e. sustainable fashion
       active support for scholarship
             a. mentoring and team building
             b. minimizing teaching preps/ and best fit teaching preferences




                                                                                  19
   3. Students
       Leadership Development Program: Multi year internship/ professional
         development program with industry partners
       ATRC scholarship opportunities
       Increase HSI recruitment activities


   4. Physical assets/facilities
      o Apparelscapes
                                   Wholesale unit   Store operations Ecommerce unit
                                                          unit
            Market research
            team
            Bldg45 product
            development
            team
            Sourcing team
            Bldg45 brand
            management
            team

       o AM2
                 Market research
                 Bodyscanning
                 Product development
                 Mass production
                 Customization




F. College Graduate Program/Research Development
   The college feels there is great opportunity to develop this area depending on
   availability of funding and faculty. The college will make incremental progress
   on this plan as funding and positions become available.


   1. Value and Role of Research/Graduate Programs to the College of Agriculture

   The reputation of a university depends on its research achievements and scholarly
   accomplishments. The College recognizes that strong research-oriented graduate
   programs enhances undergraduate research and is essential for graduate teaching.
   Faculty and students both benefit from research and scholarly activities which
   serve to enhance the breadth and depth of knowledge and insight that are critical
   to solving problems. The College will work towards developing more
   sustainable graduate and research programs that support new faculty as well as

                                                                                     20
experienced faculty.

2. Curricular Direction

   a. Our current programs are intended to meet the needs of professionals
      currently employed in the industry and in many of the agricultural related
      industries in Southern California. However, our graduate program is also
      intended to prepare students for matriculation into doctoral programs. The
      College should remain proactive in developing new graduate programs in
      response to trends in technology and industry in Southern California. For
      example, as a result of the rapid growth of Apparel Merchandising and
      Management undergraduate program, a new Master of Science degree in
      International Apparel Industry Management is being developed.

   b. The College strongly supports the traditional thesis based graduate program
       and believes the College should materially support and participate in
       enhancing the capacity of the College to engage in experimental research.
       In addition to the traditional graduate programs, non-thesis tracks within
       existing options have been recently developed and will be a key
       component in expanding the graduate program.

   c. The College recognizes that quality and rigor are essential components to
      ensure the integrity of the graduate degree for both the thesis and non-
      thesis options. The criteria to judge this should remain flexible because of
      the diversity of disciplines. The College Graduate Committee should
      provide guidance and direction to Departments in developing the criteria.

   d. It is recommended that faculty and administrators in the College consider
        the following:

       o Admission standards should be such that they strengthen the quality of
         the programs into which students are admitted. Each program will
         develop a comprehensive set of minimum standards for incoming
         students.

       o Develop and schedule classes that will meet the needs of working
         professionals. Agriculture “core” courses may be offered in the
         evening to accommodate those students. Each program will examine
         their student base and their curriculum to determine appropriate
         courses and scheduling in their options. Try to schedule courses to
         deliver the Masters program in 2 years.

       o Quality guidelines and policies for each option and department will be
         developed and published in the Graduate Handbook.




                                                                                  21
       o Develop and continually assess the contents of a graduate core that
         will help strengthen the program overall. The assessment would
         include a clear strategy for faculty participation.

   See Appendix 5 - Section I , p. xxx for further suggestions to adopt in
   Admissions, Advising, Scheduling and quality of Non-Thesis tracks.

3. Resource Issues

   a. The success of the graduate and research programs in the College will
      depend on the ability to obtain externally funded research grants/contracts
      and a mechanism by which to create this environment will be critical to
      develop and implement. The current academic and physical infrastructure
      needs to be enhanced to accomplish the University and College’s stated
      goals of expanding the research and graduate programs (i.e. increase grant
      $, increase faculty participation, increase peer-reviewed publications, etc.).

   b. To address these needs the College proposes the following strategies.

   c. The College needs to develop a college-based physical infrastructure
      (research institute) dedicated to research which would include the
      following:
       Laboratory facilities and equipment for research in the College of
          Agriculture (10,000 sq. ft. for a start)
       Office space for faculty.
       Office space for graduate students.
       Develop a funding mechanism to provide graduate students with
          teaching experiences in undergraduate programs. Equivalent to
          teaching assistantships.
       Develop a funding mechanism to support graduate student
          assistantships.
       Develop a funding mechanism to support release and reassigned time
          for faculty involved with research projects.
       The institute is a critical fundraising need for the College.

   d. The College needs a plan for assigned time for faculty to pursue new
      granting activities. This would be coordinated under the direction of the
      Assoc. Dean of Research (see Management Issues section, p. xxx for
      further info on the Assoc. Dean)

   e. The College needs to determine strategies to attract funding for research
      related supplies and travel to professional meetings for faculty and
      students involved in research.

   f. The College needs to develop a core of research faculty and address RTP
      implications. Reference the Chancellor’s Office document on different

                                                                                  22
           models for the teacher-scholar. We envision these faculty members will be
           housed in the research institute.

              Provide greater WTU credit for graduate student advisement and
               research efforts. Further investigation of WTU credit for graduate
               student advisement and research should be clearly defined and
               appropriately weighted. Release time should in part be based on the
               number of graduate and undergraduate students involved in the
               faculty’s research.

              Adjust College and University committee assignments for graduate
               advisement.

              Proportional recognition in the RTP process to reward faculty willing
               to devote the time to guide thesis and non-thesis related research.

See Appendix 5 - Section II, p. xxx for further suggestions to adopt in the area of
Resource Issues.

   4. Management Issues

       a. The College believes the university is at a critical juncture with respect to
          developing the culture and infrastructure necessary to develop and expand
          a competitive research and graduate program. We believe the College of
          Agriculture, with its unique laboratory and land resources and support
          from the Agricultural Research Initiative (ARI) is in a unique position to
          create the environment by which this may be realized.

       b. To lead these efforts the College proposes to create an Associate Dean of
          Research and Graduate Studies within the College whose duties would
          include:
           develop a research institute containing laboratories that will be used
              primarily by College of Agriculture faculty and students and
              secondarily by “life science” faculty and students;
           generate extramural funding to support research;
           develop, mentor and publish peer-reviewed articles;
           recruitment, mentoring and retention of faculty, scientists and students;
           serve as Director of the Cal Poly Pomona ARI;
           serve as Director of the “Agricultural Research Institute”;
           have direct oversight of the Graduate and Research Committees.
           be the chief scientific officer and coordinator of research activity for
              the Institute
           create stronger ties to the University Sponsored Programs/Research
              Office



                                                                                      23
       c. We believe to successfully expand our research capacity and graduate
          program, such a position is necessary. The College would need to
          investigate how this position could be created.

       d. The College recognizes that research and graduate programs are intricately
          intertwined and that coordination between the two is required. To achieve
          this objective we describe the distinct duties and charges of the College of
          Agriculture Graduate and Research Committees and their Coordinators in
          Appendix 5 - Section III, p. xxx.


See Appendix 5, p.xxx– Notes, Action Items, Recommended Policies and Procedures,
Implementation Plans for Graduate/research activities

G. Interdisciplinary Initiatives – intra-college and inter-college

   1. Ag Science ----

          Act as the lead program for leadership development of all C of A students
          Act as the lead department for the AG Core in the college of agriculture
          Act as a conduit program that connects interdisciplinary projects within
           the college and bridges the college across the university.
          Develop a niche in a Center for Urban Agriculture Leadership

   2. Ag Business ----

          Act as the lead department for the AG Core in the college of agriculture
          Offer funding for faculty to work with Centers and Institutes throughout
           campus. The Lyle Center’s faculty fellowship could serve as a model for
           this.
          Create a partnership with the College of Business on teaching leadership.

   3. AS/AHS ---

          Collaboration requires communication and contact, CoA lounge/faculty
           room, seminar
          Collaborate with HNFS: Nutrition, Food Safety, Nutri Genomics
          Collaborate with FMAM:
          Collaborate with Plant Sci: in area of biotechnology
          Collaborate with College of Sci: Animal Behavior

   4. Plant Science ---

          Food safety minor – within college, possible addition of CHM-Collins
          Need to work closely with L.A. program, improving 3 classes for students
           Plant Science teaches for them.
                                                                                   24
             Collins Center – Culinary Garden Project, Viticulture project ties
             Teaching Plant Pathology (BOT 323) short term with our faculty – need
              long term solutions - PLT/BOT – College of Science
             Via Agricultural Research Initiative
             Food safety short course – Wegrzyn/Partida – CSU Monterey Bay –
              Salinas Growers

      5. HNFS ----

             Food safety with rest of college, integration of public health in college wide
              course
             Spanish for Dietetics – better link with Language Dept.


      6. AMM ---

             collaborative instruction in areas of:
             lifestyles
             sustainability
             globalization
             consumers
             retailing
             commodity chains
             traditional production sectors
             Ag Science – fiber cultivation, sustainability, commodity chain linkages,
              product safety,
             PLT - retail store at Agriscapes – clothing concession;
             FMAM – lifestyles, consumer behavior, fast moving commodity goods-
              marketing/retail, globalization, professional development, Fashion
              Marketing Competition with community colleges

             collaborative research in areas of:
             sustainable fibers with AVS – wool/hair production,
             body-scanning with HNFS – body scanning, shape & self image – actual
              vs. perceived


IX. Physical Assets/Land-Farm/AgriScapes


   A. Value and Role of the Physical Assets /Farm/AgriScapes to the College of
      Agriculture

      1. The Kellogg Ranch legacy to the University is the foundation of the College
         of Agriculture’s programs and activities. Not only do the various elements of

                                                                                        25
       the ranch provide exceptional learn by doing educational opportunities for
       current students, it also affords the College numerous opportunities to interact
       with the community in a way that brings great value to the students and the
       College.

   2. As a result of this strategic planning process the College sees it has numerous
      new opportunities to develop additional usages of its physical assets that
      would enhance learning opportunities. The College’s 70th Anniversary year
      has provided some additional reflection that has prompted the College to see
      great value in looking at our existing physical assets for both their historical
      value and the opportunity to update and improve them for the benefit of all
      CoA programs

See Appendix 6, p. xxx for a complete inventory of all CPP Ag physical assets and a
comparison to the 4 other Ag schools in California

B. Future Direction for Farm/AgriScapes/ Physical Assets

   1. The CoA sees 5 important uses for its physical assets – teaching,
      undergraduate/graduate research, outreach education/service learning, revenue
      generation and contribution to campus climate commitment. A plan to
      maximize each of these areas will also look at how they are related to each
      other as an interrelated whole as opposed to 5 separate pieces.

   2. Plans for each of these areas will be dependent upon current student numbers
      and the college’s planned growth strategy identified in Section IIIB4, p. 5 and
      Appendix 4, p. xxx of this document. This will be used to calculate numbers
      of animals/operational dollars required to teach classes as opposed to activity
      in the other 5 areas.

   3. In evaluating multiple factors the college sees a need to plan an “ag corridor”
      arrangement for its physical facilities that accomplish the multiple needs of ---
      - creating stronger visibility for the ag programs, creating a stronger positive
      image and understanding of ag activity, providing for new facilities with
      greater access, and clustering activities more effectively. The “ag corridor”
      starts at the Kellogg exit from the 10 Fwy with pasture, and includes Bldg 45,
      the Arabian Horse Center/Equine Research Center, Agriscapes and then west
      on Temple for the pastures and new animal facilities in Rodeo Valley. Ag
      activities large and small would be located in this corridor.

   4. The showcase piece would be major development of Agriscapes into a “mall
      effect” of laboratories/research labs and outreach/revenue generation activities
      for all areas of the College. This would become a one-stop shop/destination
      business for the college and the University. Potential areas for expansion
      could include:
       a veterinary clinic

                                                                                     26
      an AMM retail lab (store)
      food pilot plant (ice cream, sausage & meat products, and new product
       development)
      food safety lab,
      water education laboratory

5. The Campus Master Planning process clearly involves and impacts the Ag
   activity on campus. The College foresees use of several ag areas/pastures to
   be a significant contributor to the campus climate commitment as well as an
   intrinsic element of the unique beauty of the campus. The College is
   committed to working with this process for the benefit of the College and the
   campus.

6. All of the following activities would be featured on the College/Department
   web pages to better communicate what our programs are about and the
   contributions the College’s activities make to the campus and the community.

   a. Teaching

       A new analysis needs to be completed of how all courses in the college
          use Ag physical assets. The goal of this activity would be not only to
          maximize student learning in technical knowledge but to also
          incorporate learning experiences that are about the management of
          these areas.

       New and expanded uses that feature “urban” applications of ag could
         include:
        Agriscapes/Farm Store – micro-businesses for experiential learning
         opportunities for every major in the college at the Farm Store
          Store operation management (FMAM)
          Visual merchandising (AMM)
          Food sampling/safety (HNFS)
          Pest Control (AVS)
          Retail Planning and merchandising (AMM)
          Nursery Operations (Plant)
        Senior Experience/Enterprise Projects – develop a specialty product
         for the Farm Store – do product testing, include all majors in the
         product in some aspect of the product life cycle
        additional intercollegiate competition for all disciplines, e.g. Western
         Food Marketing Competition
        RFID applications in food and apparel – use for case study
        develop courses in each major that support student experiences over at
         the Farm Store
        development of a “new model farm” that typifies “urban agriculture” (
         intensive management of specialty products)


                                                                               27
      re-evaluation of utilization of domestic farm animals to sustain
       changing educational mission – fewer domestic animals and a larger
       presence of companion animals.

b. Undergraduate/Graduate Research ---

   The college sees great value in developing a more robust and self-
      sustaining research activity in the college. Please see Section VIIIF, p.
      20 in this document for further detail regarding this area. A
      significant part of the college’s plans include building 3600 ft of
      research lab space at Agriscapes in the next 3 years. This space could
      be available for ARI research projects in all Ag disciplines.

c. Outreach education/service learning---

   Mr. Kellogg’s vision for his ranch was all about sharing his love of
      Arabian horses through outreach activities and education available to
      the community. This is a notable part of what Cal Poly Pomona is
      famous for. The college would like to extend this premise to all of the
      Ag physical assets and create a significant agricultural tourism activity
      on campus.

   This would include such things as:
    tours of various types including a tree walk, hiking, & biking trails,
      farm/crops tours, horse trails, etc.
    calendar of picking, combining, etc. that the community would like to
      come watch
    “Demonstration Farm”- the community would be invited to
      participate in hands on activities; there would be a charge for these
      activities
    Other ag “literacy” activities
    Encourage the community (seniors) to be involved and assist as
      docents in Farm Store activities and garden workshops. Potential
      summer camp activities.
    Potential for golf course


   Student’s coursework could include development of these activities as part
      of service learning.

   Outside funding sources such as the Kellogg Foundation and the Boswell
      Foundation could be sources of funding for these activities.

d. Revenue generation



                                                                            28
          The opportunity for revenue generation exists in many ag activities. A
          new model needs to be developed for analyzing financial viability of these
          activities in balance with all other activities. Where financially feasible
          these activities could also include learning experiences for students as well
          as other benefits for the College. Partnerships with private industries are
          to be developed with financial commitments as well as educational
          opportunities for our students.

       e. Campus climate commitment

          The College recognizes the contribution well managed pastures, groves
          and other open spaces of ag land adds to the campus climate commitment.
          Costs associated with these areas need to be accounted for under a new
          financial model for the College.

C. Resource Issues

   1. State funding is very inadequate to support basic instructional needs for ag
      programs. The College has seriously considered shutting down many of its
      activities and actually forfeiting part of its assts. Upon intensive evaluation
      the college feels this would be a serious mistake on all counts. As a result the
      College has determined there is a strong need for a new strategy/formula for
      determining resource allocation to the 5 areas. This would be accompanied by
      a significant fundraising strategy and a long-term sustainable resource stream.

   2. Major funding would need to be secured for a new animal unit complex in
      Rodeo Valley and the build-out at Agriscapes. Smaller amounts of funding
      will be needed for a variety of projects. A targeted fundraising plan needs to
      be developed immediately.

   3. A Development Officer is key to developing partnerships with private
      industry to further the educational mission of the college. Advisory Councils
      for each department comprised of alumni and industry partners to be
      developed to help foster resources for educational and physical plant
      development and maintenance.

See Appendix 7, p. xxx for a cost analysis of how the CPP farm compares with the
other CSU Ag schools cost wise. This includes an explanation of how the expenses
are incurred and why they are what they are.


D. Management Issues

   1. While the opportunity to optimize all of the above activities is positioned to
      start immediately a key factor is missing --- a single person managing all of
      the above as a coordinated whole. The college must create the position for

                                                                                    29
          someone to do this full- time. The Dean and Associate Dean’s position cannot
          include this responsibility. The College has proposed a second Assoc. Dean’s
          position for the Graduate/Research needs of the College. An evaluation needs
          to determine how best to meet these two important but very different needs in
          personnel. A possible solution is creating a directorship as a Foundation
          position with a high degree of accountability which might include an incentive
          system for compensation. The College needs to investigate what would be the
          most desirable arrangement for this position. This Director position would
          report to the 2nd Associate Dean position.

       2. This new position would be responsible for all aspects of managing all of the
          above activities.

See Appendix 9, p. xxx for Alternative Teacher Scholar models.

X. Funding Issues

   A. Shared Funding Issues

       1. Increase cooperation with 4 other Ag schools. Counterpart meetings with
          other schools should be regularly scheduled to discuss common problems and
          find solutions.

       2. Need to bring in $3 million in hard donations and $2 million more a year in
          future gifts.

       3. Need to see substantial increase in fundraising activity by the Dean. This
          would be measured and progress would be a deliverable for the Dean’s
          position.

       4. The College should pursue “naming” opportunities of all kinds (people and
          animals).


   B. Department specific funding issues


       1. Expectation that all faculty contribute in this area and work with the DoD.

       2. Need to set a more equitable time allocation in the work plan for the DoD so
          all programs benefit equally – all programs have equal share of the DoD’s
          time.

       3. Expectation of performance for DoD based on measurable deliverables of
          funding secured.



                                                                                        30
      4. The DoD should be on the road with the Dean and working with the
         Recruitment Officer of the college to determine times and places to reconnect
         with alumni and industry.

      5. Need to improve College and Department website pages in relation to this
         area.

      See Appendix 8, p. xxx for specific Dept. fundraising needs.

XI. Relationship to industry and community

   A. College level relationships to industry and the community

      1. The industry specific nature of the ag, food and apparel programs clearly
         dictate the need for a high level of interaction both at the curricular and
         fundraising levels.

      2.    There needs to be a concerted effort to create a strong presence in
           Washington DC and Sacramento amongst funding agencies and additional
           professional organizations to accomplish two things:

         a. A presence and knowledge of CPP CoA initiatives and opportunities
         b. A stronger Ag presence in the public arena and participation by CPP
      3. The college has always had a strong presence in the community as typified by
         the Sunday Horse Shows, the annual Pumpkin Festival (as the largest event at
         the University for the community), the Farm Store, the Plant Sales, etc. The
         College looks to escalating the current level of activity as part of the Kellogg
         legacy. See Section IX Physical Assets , p. 26 for details

   B. Department relationships to industry and the community

      Several programs in the college already have good relationships with various
      types of companies. This needs to be escalated at all levels.

XII. Contribution to University

   A. College contributions to University

      1. As the founding College of the university, the CoA is both a caretaker of
         many of the traditions of the campus as well as the physical environment.
         Many visitors consider the campus an “oasis in an urban jungle” because of
         the ag lands with orchards, animals and pastures. The College works
         diligently to enhance, upgrade and maintain the beauty of the campus.

      2. The Ag activity on campus is quite often the first thing that visitors come to
         see.

                                                                                          31
      3. The open spaces that the Ag activity creates on campus limits the carbon
         footprint the campus creates. By zoning ag activities into a corridor layout
         this also improves environmental impact.

      4. As the founding College of the University, the CoA also has the oldest alumni
         base and as a result strong ties to industry. This supports University goals for
         fundraising priorities.

   B. Department contributions to University

          The academic programs of the College are unique to the Southern California
          educational landscape. They are polytechnic in nature and strengthen the
          STEM presence of the campus.


XIII. College Governance and Administrative Structure

   A. There is a critical need for the Dean to spend time on fundraising and establishing
      industry and govt. relations for greater visibility of the College. This necessitates
      a shift in responsibility for day-to-day operational activities of the College.

   B. Greater faculty involvement will be necessary, and through such involvement,
      faculty must be willing to assume greater responsibility for the College’s future
      direction & viability. All faculty members will be expected to serve on various
      committees, task forces, etc. as needed to complete the work of the college.
      Building faculty ownership and team involvement will be a priority for the
      College governance structure. Decision making will come from consensus but
      not necessarily 100% agreement.

   C. College Administrative Structure:

      6. The Dean is the MPP (Management Personnel Plan) Academic Administrator
         for the College and will assume final responsibility for the College as
         determined by University policy and procedures. On page 37 both the
         reporting structure and the policy-resource consultation structure is shown.

      7. For those individuals who report directly to the Dean (the Associate Deans
         and the Director of Development) it is expected that they will interact directly
         with the Dean.

   D. The College Leadership Council:




                                                                                          32
1. While still supporting the concept of Shared Governance but dealing with
   smaller faculty numbers than in 1992-93, we propose a shift from the
   Coordinating Council structure to a “College Leadership Council’.

2. The College Leadership Council (CLC) will consider all College operational
   and governance aspects including curriculum, budget and finance, alumni
   relations, development, student affairs, land use, faculty and staff
   development, and other pertinent matters. The CLC will provide
   recommendations to the Dean on all policy and program matters. These
   recommendations will be based upon consultation with faculty and staff.
   Strategic decisions will be developed at the Leadership Council level with
   faculty and staff input for communication with the Dean. This will better
   serve the long term needs of all the programs in the college. The relationship
   of the Leadership Council to the Dean will be one of synergistic decision
   making.

3. The members of the CLC will consist of the following:
   a) Department Chairs ( and the Department Coordinator when an Interim
      Chair is serving two departments)
   b) The College Graduate Coordinator,
   c) One Academic Senator
   d) the Dean,
   e) Associate Dean (s),

4. The Associate Dean for Undergraduate Studies will serve as chair of the CLC
   and plan the agendas. Minutes of the meetings will be used as strong
   communication tools for college.

5. The CLC will meet on a regular basis (twice monthly year round). Meetings
   may be called by either the Dean or the membership of the Council,
   depending upon needs and issues. The Council will be augmented in its
   deliberations by all college faculty/staff meetings at Fall Conference and as
   needed.

6. Working committees that will report to the College Leadership Council will
   be:

   a. College Curriculum Committee
   b. College Budget/Finance/Fundraising Committee
   c. Committee on Facilities & Physical assets
      Need continuing strategic planning effort for planning future
      needs/development plans, etc. Appointed by Dean, pay attention to
      Campus Master Planning activity, work with Director of Development and
      Director of Physical Assets.
   d. Graduate/Research Committee
   e. Ad hoc Task Forces and Committees as needed

                                                                                33
   All stakeholders in the college are represented on the Committees.

   7. The CLC, for the purposes of appropriate discussions, may invite students,
      alumni, and industry representatives to participate.

   8. The College Leadership Council planning calendar will have regular times to
      review the following:
          Fall – curriculum
          Winter – budget/hires/fundraising/development activities
          Spring – Strategic Planning updates and assessment

   9.    Need for 2nd Assoc. Dean
        a. this position would also be responsible for the graduate program
        b. the College needs to investigate how best to create this position.

   10. Need a Director’s position (through Foundation)
       a. in line with extensive facilities and physical assets of college (including
          Centers), need a dedicated administrator for instructional, research and
          outreach facilities

E. The Department Chairs/Coordinators/Directors:

   1.    College personnel resources have been stretched very thin with all the budget
        cuts over the last 10 years. This has resulted in positions being consolidated
        and Chairs doing double duty as Center Directors, Program Coordinators,
        Graduate Coordinators and Farm Manager.

   2. A goal for the College is to have its Department Chairs serve only as a chair
      during their term of office. Other administrative positions of Coordinator or
      Director would also be a single responsibility. It is counterproductive in the
      long term to expect personnel to continue a double burden of management
      responsibility.

F. The following committees will report via the CLC as chartered:

   a.      The College of Ag Curriculum Committee:

           The committee will be chaired by the Associate Dean. This committee
           will provide oversight of College curriculum and will have the
           responsibility of ensuring that the curricula developed by each academic
           area is in the spirit of integration of knowledge as provided for in the
           Strategic Plan. The Committee will also ensure that the curricula provide
           the best possible educational experience for students. Issues related to the
           most effective and efficient use of instructional resources will also be



                                                                                        34
           The Committee will review proposals for new programs, for general
           education courses, for courses to be included in the College Core, and
           proposals for adjustments in existing curricula. Recommendations from
           the Committee will be made to the Dean via the Leadership Council.

   b. The College of Ag Budget/Finance/Fundraising Committee:

           The committee will work with the CLC to recommend the allocation of
           resources (state and non-state funds) to each of the academic programs
           and centers. It will assist in the development of a comprehensive plan for
           the College as it relates to use of resources in the future hiring of faculty,
           expansion of research, and the community outreach activities.

           Under the direction of the CLC, it will work closely with the Director of
           Development to initiate capital campaigns that will enhance the College
           goals and will provide leadership for the College in matters of budgetary
           planning, and utilization. The chair of the committee will be appointed by
           the CLC.

           The committee will start a new cycle during Winter Quarter each year.


   c. The College of Ag Physical Assets & Facilities Committee
         Need continuing strategic planning effort for planning future
         needs/development plans, etc.

           Appointed by Dean, pay attention to Campus Master Planning activity,
           work with Director of Development.


G. Additional administrative entities for the College include:

   1. The Director of Development:

           The Director of Development needs to work with the College to elevate
           development activities to a much higher level.

   2. Recruitment Office:


           Still a critical need for the College of Ag and needs to support Dept.
           efforts in attracting high quality students.




                                                                                       35
Timelines-------




                   36
Org chart for College – see separate sheet




                                             37
APPENDICES

Appendix 1 - Chronology of Strategic Planning process
Appendix 2 - 92-93 Strategic Plan
Appendix 3 - Data/charts of competition
Appendix 4 - CoA Projected Growth Chart
Appendix 5 – Graduate/Research Comm ……..
Appendix 6 – Inventory of CoA Physical Assets
Appendix 7 – Cost comparison of CPP farm to other Ag schools
Appendix 8 – Fundraising priorities
Appendix 9 – Alternatives for Teacher-Scholar model




                                                               38
Appendix 1---
Chronology of Strategic Planning Process in the College of Ag
Summer 2007
July 19 & 20 (9am-3pm each day) - College Leadership Retreat – Dean, Assoc. Dean, 4
Chairs, 2 Program Coordinators, Graduate Coordinator, Faculty Senator –
        Worked on various aspects of updating the 92-93 College of Ag Strategic Plan
Aug 27 (9am-3pm) - College Leadership Retreat – Dean, Assoc. Dean, 4 Chairs, 2
Program Coordinators, Graduate Coordinator, Faculty Senator –
        Developed a 2-page vision/mission statement
Sep 10 (9am-3 pm)- College Leadership Retreat – Dean, Assoc. Dean, 4 Chairs, 2
Program Coordinators, Graduate Coordinator, Faculty Senator
        Finished a 2-page vision/mission statement – this was shared with the entire
        College after school started in September
Winter 2008
Feb 20 (6pm – 9pm) – All-College Strategic Planning Retreat – 75% of College Faculty
and a few staff attended
        Working groups developed key points for further investigation/consideration in a
        revised Strategic Plan
Spring and Summer 2008
May 8 (5:30pm- 8pm) & May 9 (7:30 am – 10am) – All-College Strategic Planning
Retreat – 80% of College Faculty and 50% of staff attended 1 or both sessions
        Prior to the meeting all the Feb. retreat info was incorporated into a working
        document. Each program also developed some visioning/planning info for their
        program and this was also incorporated into the working document. All info and
        working documents were posted in the College Blackboard organization and all
        faculty and staff were directed to read the information prior to coming to the
        retreat.
        Reviewed all work completed to date and determined 5 working committees for
        summer to develop recommendations for updated plan. Five Committees are –
        Vision/Mission, Land/Farm/Agriscapes, Graduate/Research, Shared Governance,
        Core Course. Faculty and staff were invited to identify the Committee they
        wanted to work on.
        Committees started meetings before school was out and continued work
        throughout the summer. Each committee has 4-8 members (all volunteers) ----
                 Vision/Mission --- May 14, May 23, Jun 10
                 Land/Farm/Agriscapes --- May 27, Jun 3, Jun 30,
                 Graduate/Research --- May 30, Jun 6,
                 Core Course --- Jun 4

       All meeting discussions were recorded and posted on the College Blackboard
       organization. Reminder e-mails were sent about meeting times, notes being
       available, invitations to join meetings, etc. to all faculty and staff.
       Discussion concerning a name change for the College was posted in the College
       Blackboard organization in the Discussion Board area. All faculty and staff were
       invited to share their thoughts (anonymous postings were enabled for use).

                                                                                      39
     The Vision/Mission Committee sent out revised statements to the entire College
     Jun 10 and solicited feedback.
Summer 2008
     Summer meetings included ---
            Land/Farm/Agriscapes --- Jun 30, Jul 31, Sep 17
            Graduate/Research --- Jun 26, Jul 2, Jul 16, Jul 23, Aug 7
            Core Course --- Sep 4
            Shared Governance – Jul 29, Jul 30, Sep 18

       All meeting discussions were recorded and posted on the College Blackboard
       organization. Reminder e-mails were sent about meeting times, notes being
       available, invitations to join meetings, etc. to all faculty and staff.
Fall 2008
       Sep 23 (8:30 – 12:30) - Fall Conference – All College Meeting
              Each of the 5 working committees will share their list of recommendations
              developed at their meetings. All faculty and staff will be given the
              opportunity to provide feedback on these recommendations during
              working sessions on the Strategic Plan




                                                                                    40
Appendix 2 ---




          COLLEGE OF AGRICULTURE

                 STRATEGIC PLAN

                 FEBRUARY 16, 1993


                 The Strategic Planning Committee

                    R. Reza Hoshmand, Chair
                      Jean Gipe, Vice Chair
                           Matt Baker
                       Peggy McLaughlin
                            John Trei
                         Robert Tullock
                         Victor Wegrzyn




                                                    41
Mission Statement

The mission of the College is broadly – educate undergraduate and graduate students in
the application of science, technology, and management as related to the production and
utilization of food, fiber, and natural resources in an urban and international setting. The
educational process will be integrative in nature and will enhance the human and natural
environment for a sustainable future. The College will strive to obtain an international
reputation of program quality and academic excellence.

Goals and Objectives:
   6.      To teach curricula that include breadth and depth of understanding of both the
           natural and social environments, and how these two interact in a dynamic
           fashion. This is based on the knowledge that the food and fiber system is, in
           essence, a human activity system which includes production, processing,
           distribution, marketing, management and consumption.

   7.      Instructional methods and techniques should be broadened to reflect the
           multicultural nature of the student body. Teaching and learning should be
           undergirded with experiential components which have made this institution
           unique.

   8.      To develop educated and competent students in the areas of: 1) information
           acquisition and use, 2) systems operations and design, 3) technology selection
           and application, 4) resource management, and 5) interpersonal skills and
           abilities. The College’s programs will also encourage student development of
           interpersonal skills, critical thinking, oral and written communication, and
           mathematical skills, as well as the capacity for life-long learning.

   9.      In addition to degree programs, the College will promote agricultural literacy,
           continuing education, economic and community development, research
           partnerships and the enhancement of international programs through outreach
           programs.

Planning Emphases and Assumptions:
   The planning emphases and the assumptions underlying the conceptualization of this
   new plan are outlined below.

   Direction of the College

   1. Program offerings of the College will reflect a greater emphasis on the
      environment, the processing, marketing and consumption of agricultural
      commodities, human health and welfare, animal welfare, recreational/leisure time
      activities, and community service.

                                                                                         42
2. The culture of the college faculty must shift from the department level to the
   college level. This will be reflected in collaborative curricular development,
   resource allocation, and policy decisions.

3. To integrate the present programs, departments, majors, and courses will be
   consolidated into curricular clusters with “common core” courses, and an
   emphasis on curricular flexibility.

4. The College will change its name in keeping with the new mission statement.

Funding

1. State-level funding will continue to decline within the next five years.

2. Successful fundamental reconceptualization of the College will require external
   funding beyond current state funding levels.

Student Enrollment/Recruitment Services

1. During the short-run, student enrollment in the College will remain about the
   same as it has for the past few years.

2. The focus of student recruitment should be community based (Le. Focus on
   students from Southern California including urban and commuter students). It is
   expected that our clientele will consist of fewer traditional (farm) students. Any
   significant addition to student enrollment is likely to include mid-career and re-
   entry students (second degree or continuing education) who desire evening
   classes, enrolling in courses of short duration with intensive instruction.

3. An increased emphasis must be placed on student advising, placement, student
   organizations, and alumni tracking.

4. Recruitment efforts must be centrally coordinated and programmatic in nature and
   professional promotion/marketing of quality programs must be utilized.

University Environment

1. The university-wide perception of the College will not change until substantial
   changes have been made in the curriculum.

2. To successfully implement needed changes, all faculty in the college will have to
   become more involved in college and university governance.

3. Collaboration with other colleges and programs (such as the Center for
   Regenerative Studies, and the Interdisciplinary General Education Program is

                                                                                     43
     essential for the success of the interdisciplinary nature of our academic program
     initiatives.

  Personnel

  1. The number of faculty/staff members in the College may continue to decline as a
     result of retirements, and few faculty/staff members will be hired during the
     upcoming three to five year period. However, the hiring of the new faculty will
     be essential as new programs evolve.

  2. Innovative faculty development is required. Avenues for support of such efforts
     must be explored.

  3. Faculty performance appraisal will have to be addressed in view of the changes in
     the College.

  Instructional Programs

  1. All programs will include a combination of theoretical development and testing
     and a strong applications/experiential learning component (Le. Learning labs, co-
     operative education, internships) in keeping with the university’s polytechnic
     mission.

  2. Program quality indicators must be developed and future programs need to be
     evaluated frequently based upon such indicators. A greater focus will be placed
     upon the teaching/learning process and integrative knowledge.

  3. Programs will be measured in terms of a) career opportunities, b) potential for
     career advancement, c) salaries commensurate with educational preparation, and
     d) quality of life.

  4. Programs also must be measured in terms of potential University/industry
     collaboration to provide: a) internships, b) research grants, and c) financial
     support.

  University –wide Goals

  1. Future college activities will be in harmony with the strategic mission of the
     University. In fact, it is essential that the College assume leadership in
     implementing changes suggested by the University Strategic Planning Committee.

Programs, Plans and Curricular Structure
  Undergraduate Programs



                                                                                         44
The college will serve the needs of a diverse community by providing undergraduate
and graduate education. Figure 1 (page 6) shows the program areas and curricular
structure. The following five curricular clusters are proposed for undergraduate
education:

1. Animal and Veterinary Science
2. Agricultural Education: *Family Consumer Science; and Nutrition and Dietetics.
3. *Food Marketing and Management: **Natural Resource Economics and
   Management (see page 9, IIIb); *Apparel Merchandising and Management.
4. *Food Science and Technology; Landscape Irrigation Science; Agricultural
   Engineering.
5. *Plant Science and Agricultural biology.

*Newly proposed or reconfigured majors.
** Newly proposed emphasis area

The selection of these five programmatic offerings are based on factors such as
environmental concerns, community needs, global interconnectedness, the challenges
of technology transfer, and transformation of agriculture as an economic sector and
human system. The fact that the College is located in a major urban area makes it
imperative that programmatic offerings also lead to exciting new career opportunities
for now and for the future.

With these considerations in mind, the newly constituted College will allow students
to be exposed to a variety of educational experiences that are (1) issue oriented (2)
relevant to problem solving, and (3) enabling of new career directions that transcend
traditional definitions of single-discipline based vocations.

Students will graduate with a B.S. in any of the 11 majors shown in Figure 1 (page 6).
The total units required will be 198 which is distributed among the college core (16
units), the general education requirements (72 units), discipline-based or
programmatic specialty (98 units), and capstone or integration classes (12 units).




                                                                                    45
  PROPOSED NEW DEGREE PROGRAM CLUSTERS


                                                                            College Core = 16
                                                                            G.E. = 72
                                                                            Spec. Studies = 98
                                                                            Classes
                                                                            Capstone = 12
                                                                            Total = 198



  Agricultural Education                                       *Food Science & Technology
  *Family and Consumer                                         Landscape Irrigation Science
  Science                                                      Agricultural Engineering
  Nutrition & Dietetics
                                               Common
                                               Core
                                               16 units

  *Food Mktg & Mgmt                                             Animal & Veterinary
  ** Natural Resource Econ &                                    Science
  Mgmt
  *Apparel Merch & Mgmt


                                        *Plant Science
                                        Agricultural Biology




*Proposed or reconfirgured new majors
** Proposed new emphasis area




                                          Figure 1




                                                                                    46
Programmatic Recommendations

I. Programs to be revised – These programs show strength in terms of existing quality,
student interest, and/or potential for future growth. In most cases, they are unique
programs in that they do not exist at any other four-year universities in the region.
Review is required to comply with unit distribution requirements and/or to take
advantage of expanding career opportunities.

A. Animal and Veterinary Sciences

       The Prevet emphasis is strong; little change is necessary to bring it into
       compliance with the unit distribution requirements. The Equine emphasis should
       be reassessed in terms of appropriateness of the current curriculum; it needs to be
       reshaped to include a broader business focus and to develop a connection to
       community recreation, reflecting the growth of equine enterprises that encompass
       leisure and therapeutic applications. Animal Health Science should be subsumed
       in the existing B.S. The Animal Management Science and Animal Agri-business
       emphasis areas should be reviewed to determine their continuing appropriateness.
       The M.S. degree has demonstrated very high quality.

B. Agricultural Biology

       The B.S. program shows potential in terms of societal trends and it is unique in
       Southern California. The program should be reassessed with the potential of
       expansion to include an augmented environmental health component. A
       relationship to environmental toxicology in the soils areas should also be
       addressed.

C. Foods and Nutrition

       The B.S. program to be renamed to Nutrition and Dietetics. The process which
       has already begun to incorporate the Food Science Technology emphasis should
       be continued. Serious consideration of how best to develop an appropriate food
       science emphasis in terms of facilities and equipment should be addressed.


D. Agricultural Science

       The B.S. in Agricultural Science should be assessed in terms of potential new
       areas of development such as an Environmental Sciences emphasis and related
       teaching credential. Strong growth in enrollment in surrounding vocational
       agriculture programs supports the continuation of the existing degree and
       credential program. It is the only such program in the southern half of the State.




                                                                                          47
E. Agricultural Engineering

       The B.S. Degree should be reassessed in terms of faculty needs and accreditation
       standards. Productive relationships with the College of Engineering should be
       explored. Integration with the proposed Food Science and Technology and
       Apparel Merchandising and Management programs should be explored. This
       degree offering is the only agricultural engineering program in the southern half
       of the State.

F. Landscape Irrigation Science

       The B.S. degree to be given time to develop. If student numbers do not increase
       satisfactorily, this program may be subsumed under Plant Science.


II. Programs to be reconfigured – These programs show potential for strength in terms
of career opportunities for students and Cal Poly’s ability to develop a quality program.
In some cases, these programs are unique at the university level in the region.

A. Horticulture/Plant and Soil Science

The B.S. programs in Horticulture, Agronomy, and Soil Science should be combined into
a Plant Science degree. Areas of emphasis should be developed to take advantage of
faculty expertise and facility availability. The regional setting of the university points to
the area of Urban Landscape management as one of great potential. In addition, non-
traditional agronomic applications such as specialty crops, gourmet produce, specialty
seed production, and small farm operation have a natural tie to our locale. There are clear
areas for strong ties to the Center for Regenerative Studies, as well.

B. Park Administration

The Park Administration B.S. should be assessed in terms of programmatic offerings
where it should be housed within the College. It appears to be most appropriate
incorporated within the Plant Sciences. The natural resource emphasis in Park
Administration should be explored.

C. Home Economics

Nationally, Home Economics programs are undergoing great transitions. Questions have
been raised whether traditional programs provide the breadth and depth for future career
opportunities. On our campus, a large number of very diverse courses have been
developed while at the same time, faculty numbers have declined. The initiation of the
Apparel Merchandising and Management program will further decrease the number of
faculty available to teach Home Economics courses. Further, it is difficult to justify the



                                                                                          48
viability of some emphasis areas: Foods in Business is somewhat duplicative of the
Foods and Nutrition program and Hotel and Restaurant Management; Interior Design,
unless accredited by FIDER (which requires a large investment in faculty and facilities)
cannot graduate students eligible for state licensing; Fashion Merchandising a potentially
strong area, will be subsumed in the new Apparel Merchandising and Management
Program. The Early Childhood emphasis can be subsumed under a Family and
Consumer Science degree and has potential tie-ins with other programs throughout
campus. The Teaching Credential emphasis is duplicative of other programs at
surrounding CSU campuses; resources required to offer courses for the small number o
credential candidates must be carefully examined in light of reduced faculty number.

For these reasons, the current B.S. in Home Economics should be reconfigured into a B.S.
in Family and Consumer Science which will involve an expansion of existing course
work in family and consumer issues, the inclusion of the Early Childhood emphasis, and
the involvement with other areas on campus (Le. Behavioral Science, Ethnic and Women
Studies) that deal with family-related issues. Tie-ins to Recreation and the Social Work
program should also be explored. The need for a focus on family-related issues is
significant in the greater society and in our local community. The areas within the
current B.S. in Home Economics not included elsewhere will be gradually phased out
over a four-year period.

D. Agricultural Business Management

The current ABM curriculum is attracting fewer students than in the past Faculty
expertise and interest has changed over the years. Our unique setting near an urban
center for food distribution and marketing, and the fact that few of our students now
come from a farm setting, encourages a transition from the ABM curriculum to a B.S. in
Food Marketing and Management. Portions of the current curriculum relevant to this
new emphasis will be expanded. Areas of the curriculum not included in the new
configuration will be phased out over a four-year period. In may serve agriculture
students best to have them take their basis business courses (Accounting, finance,
personnel management, and so on) in the College of Business Administration.

In addition, the emphasis area of Natural Resource Economics and Management would
build on existing courses in agricultural, water, and land use policy. These courses would
be valuable to majors within the College, as well as students studying in other areas of
the University.

III. Programs to be proposed - These programs represent new areas of opportunity and
student interest and, in some cases, are a refocusing of programs that currently attempt to
cover too many emphasis areas.

A. Apparel Merchandising and Management

The B.S. in Apparel Merchandising and Management should continue in the proposal
process. The potential for transfer of students from two-year programs. The potential for



                                                                                        49
strong monetary support from industry, and for strong community economic development
all point to the merits of this program. Course work in the existing Home Economics
program from apparel, textiles, fashion merchandising, and interior design will be
brought into this new program, sometimes intact and in other cases in a reconfigured
manner.

B. Natural Resource Economics and Management Emphasis

A Natural Resource Economics and Management emphasis area should be developed
form portions of the reconfigured Agricultural Business Management degree. This
emphasis can be of great benefit to College of Agriculture students, as well as to non-
majors who may be interested in public policy, food issues, or government careers.

C. M.S. in Plant Science

An M.S. in Plant Science should be investigated. A significant number of students
enrolled in the existing M.S. in Agricultural Science are interested in pursuing studies in
the Plant Sciences. There are no other universities in California that offer a Plant Science
related masters degree that emphasizes applied research on production and environmental
issues. The College lab facilities and land, the CRS, LandLab and other unique attributes
support the merit of this program.

D. M.S. in International Development

An M.S. in International Development should continue to be developed. The existing
undergraduate program in IA can be better adapted as a graduate program. This program
would draw upon the considerable expertise found throughout the campus on
international issues. This degree would be unique in it emphasis.

IV. Programs to be phased out – These programs may lack sustained student interest.
They may also reflect staffing levels when budgets were more generous. In some cases,
similar successful programs are available at nearby universities.

A. B.S. in International Agriculture

The undergraduate degree in International Agriculture has not attracted a large number of
students. Most career opportunities are available only at the M.S .level. Some course
work may remain as part of Natural Resource Economics & Management and a proposed
M.S. in IA.

B. Credential in Home Economics

See in B above.

C. MS. in Nutrition and Food Management




                                                                                          50
This program has been in existence for over ten years and has not demonstrated the
ability to serve student needs and graduate them in a timely fashion. The recent program
review did not demonstrate that students enrolled had a need for the degree or that they
were motivated to complete it. The existing AP4 program would not be jeopardized by
the deletion of the M.S. degree; course work required by AP4 can be retained. External
support for research, equipment and student support for the program is very limited.
Further, a scholarly record of student and faculty publishing and professional
presentations has not been established by the program.

D. B.S. in Soil Science

Student numbers and career opportunities at the B. S. level do not support the
maintenance of a separate major. Students interested in studying soil science subject
matter will be able to do so under the umbrella of the Plant Science degree.

NOTE: Changes in curriculum, program reconfiguration and phasing out of programs
must be developed over a period of time. A specific implementation plan will be
developed. A four-year time span will be established so that implementation of all
components will take place by Fall 1997.

Curriculum Development:

The present conceptualization provides an opportunity fro some of the current programs
to be included under these five programmatic offerings. In developing the new
curriculum, the faculty will be guided by the following: (l) application of theory to
practical problem solving, (2) integrative systems teaching, and (3) the promotion of
lifelong learning.




                                                                                        51
            Collaborating Colleges in the Curriculum

(to be updated later)
                                                                                   College Core = 16
                                                                                   GE            = 72
                                                                                   Spec Studies = 98
                                                                                   Integration
                                                                                   Classes       = 12
                                                                                   Total         = 198




   Agricultural Education                                           *Food Science & Technology
   *Family and Consumer                                             Landscape Irrigation Science
   Science                                                          Agricultural Engineering
   Nutrition & Dietetics
                                            Common
   School of Education; College of                                       College of Eng; College of
                                            Core
   Arts                                                                  Business; Ctr for Regenerative
                                            16 units                     Studies; Hotel & Restaurant
                                                                         Mgmt; College of Env
   *Food Mktg & Mgmt
   ** Natural Resource Econ &                                               Animal & Veterinary
   Mgmt                                                                          Science
   *Apparel Merch & Mgmt

   College of Business
   College of Arts                   *Plant Science
                                                                             College of Science
                                     Agricultural Biology                    Center for Regenerative
                                                                             Studies


                                       College of Science
                                       College of Environmental
                                       Design
                                       Center for Regenerative Studies


*Newly proposed or reconfirgured new
majors
** Newly proposed new emphasis area



                                     Figure 2




                                                                                            52
The curriculum in the newly constituted college allows for collaboration with a number
of colleges throughout the university. Figure 2 (page 11) shows the possibility of
collaboration with other colleges. This linkage is essential not only in minimizing
duplication of courses, but also in strengthening collaborative teaching, research and
scholarly activities.

Distribution of Units in the Curriculum

Total units required for graduation are distributed among the various components within
the college and the university.

General Education                                72 units
College Core                                     16 units
       All students will be required to take:
                Orientation to College and Major        (1)
                Food and Fiber in the Modern World      (4)
                Research Interpretation & Eval.         (3)

       The remaining 8 units to be selected from a group of
       5-6 courses as described below.*

College and Major Capstone                         12 units
       All students will be required to take:
                Professional Ethics                       (4)
       The remaining 8 units will be developed as described
       Below.**

       Units in Major Prefix                         44 units
       Restricted Electives***                       54 units

                                  Total              198 units

*Common Core Courses: Each of the five programmatic areas will be encouraged to
develop a course for the common core. The core courses are to be interdisciplinary and
issue and problem oriented. Each course will be developed in partnership with a least
one other department in the college; it is strongly suggested that faculty from one other
college in the university also be involved. Types of courses and related
departments/colleges that may be included:

       Sustainable Agricultural Systems (Animal and Vet Sci./Plant Science/CRSEINV)
       Human Lifestyle Systems (Family and Consumer Sciences/Agricultural
              Engineering, Nutrition and Dietetics, Park Administration/ARTS)
       The Impact of Biotechnology (An. And Vet Sci/Plant Science/SCIENCE)
       Agricultural and Food Policy Issues (Natural Resource Economics and
              Management/An. And Vet. Sci./Plant ScL/ARTS)




                                                                                         53
Each entering Freshman and Transfer student is required to satisfy the common core.

Whenever possible, the core courses will be proposed as General Education courses in
the University.

** College and Major Capstone: The additional 8 units of capstone experience will
include a substantial written and oral component. It will involve the application of
knowledge and experience from the student’s major to a real-world problem or case
study. The capstone will also involve the bringing together of students and faculty from
different areas to create an interdisciplinary environment.

***Restricted Electives: Up to 24 of these units can be directed by the program in which
the student is enrolled for the purpose of developing a special emphasis. Up to 12 of
these units may be from the student’s major prefix, resulting in up to a total of 56 units
(major core + restricted electives) being taken within the student’s major prefix. The
remaining 30 units can be selected by the student, in consultation with the advisor.
Ousters of courses suitable for various career and professional opportunities will be
developed and provided in advising material for the students.

Graduate Programs:

The committee recognizes that strong research-oriented graduate programs enhances
undergraduate teaching with both breadth and depth and are critical in solving
community-based problems. Although graduate programs are being proposed in
International development, and in Regenerative Studies, the need exists for further
development of terminal (non-doctoral oriented)graduate options for professionals
currently employed in many of the agricultural related industries in Southern California.
These options should contain a quality component in applied research. Initially, faculty
in clusters without a needed option should give serious and immediate consideration
towards serving the needs of individuals seeking such a degree.

The present Agricultural Sciences option is the most general program in the College, and
currently houses students interested in such diverse fields as Ornamental Horticulture,
Soil Science, Agricultural Education, Agricultural Engineering. However, the growing
interest in such fields, one graduate coordinator is not sufficient to meet the needs of the
expanding graduate student population. It is therefore recommended that until new
options are developed, Graduate Liaisons from other program areas be created to assist
the Graduate Coordinator in the Agricultural Sciences option. The Graduate Liaison
from a cluster and the major advisor would be responsible for thesis progress and
advising student sin curricular-related issues.

It is also recommended that faculty and administrators in the College consider the
following:

(1) Admission standards that would strengthen the quality of individuals admitted into
graduate programs. This might involve the College developing and administering pre-



                                                                                          54
admission writing tests and requiring Graduate Record Exam minimum scores that would
enhance the admission of quality students. The only exception for the pre-admission
writing test might be for international students unable to participate in such tests.

(2) Development and teaching evening, weekend, and intercession courses that would
meet the needs of working professionals.

(3) Expand programs by teaching periodic off-campus courses in distant areas such as the
Imperial Valley and the San Diego area.

(4) Work closely with the local industry officials in obtaining research grants for graduate
student assistantships and release time for faculty involved with research projects.

(5) Greater scrutiny in the retention, tenure, and promotion process in order to reward
faculty willing to devote the time to guide thesis-related research. Rank and salary
adjustments must more accurately reflect the professional improvement of advisors
supervising graduate research.

(6) Reduce the teaching loads or provide greater WTU credit for graduate student
advisement and research efforts.

(7) Reduce college and University committee assignments for graduate advisement.

(8) Increase funding for research related supplies and travel to professional meetings.

(9) Graduate student office space must be provided.

(10) Develop a funding mechanism to provide graduate students with reaching
experiences in undergraduate programs.

(11) Provide graduate students with higher quality technical and professional support in
terms of library references.

(12) Provide Graduate Coordinators and advisors with 12 month appointments.

College Governance
Greater faculty involvement will be necessary, and through such involvement, faculty
must be willing to assume greater responsibility for the College’s future viability.

College Administrative Structure:

Using the broad concept of shared governance, the following administrative structure will
be utilized.




                                                                                          55
   The Dean is the MPP (Management Personnel Plan) Academic Administrator for the
   College and will assume final responsibility for the College as determined by University
   policy and procedures. On page 23 both the reporting structure and the policy-resource
   consultation structure is shown. For those individuals who report directly to the Dean
   (the Associate Dean, the Director of Development, the Department Chairs, the Manager
   of Field Laboratories, and the Center Directors) it is expected that they will interact
   directly with the Dean on matters of administration and management on management
   issues that relate to resource allocation or College policy, the Coordinating Council will
   be involved in providing recommendations to the Dean.

The Coordinating Council:

      9. The Dean will be advised on all policy and program matters by a Coordinating
          Council. The Coordinating Council will consider all College operational and
          governance aspects including curriculum, budget and finance, alumni relations,
          development, student affairs, land use, faculty and staff development, and other
          pertinent matters.
      10. The member of the Coordinating Council will consist of the following:
              a) Department chairs, b) one Graduate Coordinator, c) the Director of the
                  Student Advising Center, d) one Center Director, e) two faculty
                  representatives who will be elected at large (the process will allow for
                  faculty to nominate and vote for candidates outside of their own
                  department), the Dean, Associate Dean, and the Director of Development
                  will serve as ex-officio members.
      11. The Coordinating Council will elect from its membership a chair who will
          represent the Council in working with the Dean to develop agendas and pursue
          the work of the Council.
      12. The coordinating Council will meet on a regular basis. Meetings may be called
          by either the Dean or the membership of the Council, depending upon needs and
          issues. The Council will be augmented in its deliberations by all college
          faculty/staff meetings which will be held no less that twice per quarter.
      13. The Coordinating Council may appoint subcommittees as deemed necessary to
          receive input, ie, curriculum, budget and finance, recruitment, advising, faculty
          and staff development, strategic planning and so on. Some of these may be
          standing subcommittees and some may be ad hoc.
      14. The Coordinating Council, for the purposes of appropriate discussions, may invite
          students, alumni, and industry representatives to participate.

   The Coordinating Council will include the following entities:

   The Department Chairs:

      The Chair is a member of the College Coordinating Council and is charged with
      providing leadership for the College as well as to his/her respective department.




                                                                                            56
   The intent of the proposed restructuring plan for the College is to foster a spirit of
   cooperation among all faculty and departments within the College and to work toward
   common College goals and objectives. The Chairs are responsible for developing an
   environment in the college that enhances collaboration and sharing of resources.

Functions:
   1. The chair by, virtue of the administrative appointment, is responsible for the
       management of department personnel, physical resources, and budgets in the area
       of jurisdiction as well as serving as a member of the Coordinating Council for the
       College.
   2. The chair must maintain regular and open lines of communication between the
       faculty, the College and University administration and provide effective liaison
       between faculty and administration.
   3. The chair is responsible for the development and implementation of policies and
       management of such matters as academic requirements (curriculum), course
       offerings, graduate studies where applicable, research and service programs.
   4. The chair needs to exhibit fairness, be progressive, analytical, personable and
       reputable.
   5. When applicable, the chair is responsible for the management of supporting
       teaching facilities and agricultural field laboratories.
   6. The chair should ensure that students are provided with the opportunity to
       participate in quality extra-curricular activities, i.e, students clubs, teams, etc.
   7. The chair must interact with constituencies, Le. Youth, producers, various groups
       and organizations which represent the disciplines (commodity groups), and is
       responsible for public relations and development activities for the department.
   8. The chair should provide guidance, support and nurturing of faculty and staff.
   9. The chair should encourage participation of faculty and students in professional
       societies and scientific meetings and publications.
   10. The chair is responsible for the recruitment and retention of faculty, staff,
       undergraduate and graduate students.
   11. The chair should promote grantsmanship among the faculty and formulate a
       development plan to support the strategic plan adopted by the department and
       College.
   12. The chair may delegate authority but not responsibility of his/her duties.
   13. With resources in short supply, management is a critical process for all chairs.

The above recommendations are proposed to provide and assess effective leadership of
Department Chairs within the College.

Center Directors:

   Each Center Director will rotate a term (to be determined) on the Coordinating
   Council.

Graduate Coordinators:




                                                                                         57
   Each Graduate Coordinator will rotate a term (to be determined) on the Coordinating
   Council.

Faculty At-Large Representatives:
   Two faculty members shall be elected to the Coordinating Council in overlapping
   terms (to be determined).

The following committees will report via the Coordinating Council:
The Standing Committee on Curriculum:

   The Standing Committee on Curriculum will be chaired by the Associate Dean. This
   committee will provide oversight of College curriculum and will have the
   responsibility of ensuring that the curricula developed bye ach academic area is in the
   spirit of integration of knowledge as provided for in the Strategic Plan. The
   Committee will also ensure that the curricula provide the best possible educational
   experience for students. Issues related to the most effective and efficient use of
   instructional resources will also be

   The Committee will review proposals for new programs, for general education
   courses, for courses to be included in the College Core, and proposals for adjustments
   in existing curricula. Recommendations from the Committee will be made to the
   Dean via the Coordinating Council.

The Standing Committee on Budget and Finance:

   The Standing Committee on Budget and Finance will work with the Coordinating
   Council to recommend the allocation of resources (state and non-state funds) to each
   of the academic programs and centers. It will assist in the development of a
   comprehensive plan for the College as it relates to use of resources in the future
   hiring of faculty, expansion of research, and the community outreach activities.

   Under the direction of the Coordinating Council, it will work closely with the
   Director of Development to initiate capital campaigns that will enhance the College
   goals and will provide leadership for the College in matters of budgetary planning,
   and utilization. The chair of the committee will be appointed by the Coordinating
   Council.

The Standing Committee on Professional Development:

   The commitment of the College to high quality academic programs will be
   undergirded by an individual and continuous program of professional development
   for all faculty and staff. The College is well aware that the human resources
   component is the most important component in an educational organization.




                                                                                        58
   Professional Development Committee (PDC) responsible for developing a proactive
   plan that responds to the needs of individual faculty and staff as well as the needs of
   the College will be established. The PDC will assist faculty and staff in developing
   individual professional development plans. The PDC will work closely with the
   Director of the Faculty Center for Professional Development in an effort to provide
   needed programs for faculty development.

   The PDC will be a standing committee of the College Coordinating Council, and the
   PDC will be comprised of seven members. Each department in the College will be
   responsible for nominating individual faculty members to serve on the PDC. In
   addition, staff will elect on an at-large basis two representatives to the PDC. The
   seven individual committee members will then be responsible for electing a chair,
   vice-chair, and secretary.

   The PDC will assume responsibility for the following activities:

   1. The PDC will consult with each faculty and staff member in the development of
      an individual professional development plan. Both short-term(less than one year)
      and long-e-term (greater than one year) goals will be development for each
      faculty and staff member. Each individual plan will be reviewed on a two-year
      basis and will become a plan of the post-tenure review process.
   2. The PDC will ask each faculty and staff member to submit a self assessment of
      individual needs. In addition, each department chair will be asked to assess the
      needs of individuals within departments.
   3. The PDC will work in conjunction with faculty towards the development of a
      two-year plan of developmental activities for faculty members in each academic
      department to promote faculty and staff excellence. Faculty within each
      department will be reviewed on a two-year basis.
   4. The PDC will work with faculty members to assist in developing highly
      competitive RTP packages.
   5. The PDC will work in conjunction with faculty and staff in seeking out
      professional development opportunities.
   6. Faculty representatives on the PDC will assume the responsibility of serving as
      mentors for teaching improvement. A faculty member may request that a PDC
      member sit in on his or her course for the purpose of stimulating conversation on
      improving teaching and learning. Any such interaction between faculty and the
      PDC is separate and apart from the official RTP process.
   7. When common needs are established, the PDC may assume the responsibility of
      sponsoring professional development programs.

Proposed additional administrative entities for the College:

   The Director of Development:

   In order for the College to achieve its aspirations as a unique educational enterprise, it
   must have sufficient resources at its disposal. The position of the Director of



                                                                                          59
   Development is created to provide leadership in this area. The Director of
   Development will work closely with the Dean, the Coordinating Council and the
   Center Directors to initiate program plans for raising extramural funds for the
   Academic programs and Centers.

   The rationale for creating this position is based on the current and future budget
   realities of the university. Given the budget constraints that are faced by the College,
   it is unlikely that it can maintain its current funding levels in the near future. By
   taking a proactive role to raise funds for its new academic programs, the college will
   be able to supplement its state funding and maintain the integrity and quality of its
   programs. Furthermore, the added funds could significantly alter the culture of the
   College in terms of faculty development, College outreach, and community service.

   Functions:

   1. Work collaboratively with the faculty of the college to develop proposals and
      bring to fruition development efforts that will enhance each of the academic
      programs and centers.
   2. Initiate capital campaigns to support current and new initiatives in the College.
   3. Develop the linkage with industry for internships, scholarship and other career
      related opportunities for students.
   4. Serve as a liaison between the College and the alumni association. Develop the
      data-base for such. Devise a program of linkage.
   5. Provide leadership for the college in matters of public relations.

Student Advising Center:

   The Student Advising Center will be under the direction of a faculty member with
   half-time released time. The Director of the Student Advising Center will report to
   the Associate Dean. The Center will coordinate admissions, advising, and career
   information for college majors and assist in the oversight of student programs such as
   the AGREES program and the Agricultural Ambassadors. The Center will provide
   assistance to the Agricultural Council in it programs, and will assist in the
   development of improved alumni relations for the College.


Timeline for Implementation:
   The proposed plan will be initiated following consultation with the University
   President. College faculty will begin developing curricula immediately and the
   timeline to phase in the new program.




                                                                                          60
              Management/Governance Structure

                                                       Dean




     Director of         Center          Coordinating Council:                 Field Labs         Associate Dean
     Developmentt        Directors       Department Chairs                     Manager
                                         One Graduate Coordinator
                                         Director of Student Advising Center
                                         2 Faculty. Reps/at large
                                         1 Center Director


                                                                                                Student Advising
                                                                                                     Center




                                              College Faculty, Staff
Budget & Finance    Professional                                                   Curriculum
Standing            Development                   and Students                     Standing
Committee           Standing Committee                                             Committee




                         Reporting

                    Policy & Budget




                                                     Figure 3



                                                                                                  61
Appendix 3 - The competition data/charts




                                           62
Appendix 4 - Future growth of CoA




           Sp 08      Sp 13       Sp 18 or   Sp 13     Sp 18     Sp 08 T/T   Sp 08     Total
           Active     Active      sooner     Faculty   Faculty   Positions   Temp      Faculty
 Majors    Students   Students                                               Faculty
                                                                             FTEF

 AHS       212        160         160        4.57      4.57      3           1.64      4.64

 AS        600        470         470        13.43     13.43     6           1.23      7.23

 PLT       122        150         200        4.29      5.71      8           1.13      9.13


 AG Sci    37         73 -        75         2.14      2.14      1.33                  1.33
                      maybe
                      too high
 FMAM      71         165         300        4.71      8.57      2.5         1.78      4.28

 FN        243        262         265        7.49      7.57      7           1.34      8.34
 FST       59         70          70         2         2         3           .37       3.37

 AMM       272        450         460        12.86     13.14     4           3.42      7.42


 All                                         .5        .5                              .27
 College
 Total     1616       1800        2000       51.43     57.14     34.83       16.76     46.01



                                 At 1616 = 35.12 MFR
                                 At 1800 = 35 MFR
                                 At 2000 = 35 MFR

From 7/31 – Land Mtg - Get to 2000 + get more faculty lines to achieve a better faculty
to student T/T ratio (80/20) = cap the College at 2000!!!!!!!!!!!!!!!!!!!!!!!!!




                                                                                              63
Appendix 5– Notes, Action Items, Recommended Policies and Procedures,
Implementation Plans for the Graduate/Research activities

Section I.
A. Admissions Criteria
   a) Overall undergraduate GPA  3.0:
       Three letters of reference, a personal statement of research interests/career goals,
       adequate academic preparation appropriate to option, faculty sponsorship for
       thesis and department review. Departments will decide whether to admit
       conditionally or unconditionally

   b) Overall undergraduate GPA  3.0:
      Provisional (conditional) admittance if general GRE score is above 1200 and
      appropriate work experience can be shown. In addition, a personal statement of
      research interests/career goals, adequate academic preparation appropriate to
      option, faculty sponsorship for thesis and department review are required.

   c) Dietetic Internships
      Overall undergraduate GPA of 3.2, appropriate work experience and interview by
      dietetic committee. GRE is not required.

B. Advising
   a) Students entering with conditional status will have their academic performance
      reviewed after 12 units. A decision will be made to change the status to
      unconditional or subject to disqualification.
   b) Students that wish to pursue a thesis must have a faculty sponsor within two
      quarters of conditional admittance or declare a non-thesis option.
   c) Students will have a written and accepted research proposal within 1 year of
      admittance (within unconditional status of 12 units)
   d) All graduate students will have a completed contract by end of first quarter.
      Progress against the contract will be reviewed quarterly by their committee and/or
      Dept. graduate coordinator. A decision will be made to change the academic
      status based on progress against the required courses and GPA. Students who fall
      below a 3.0 GPA are automatically subject to university regulations regarding
      disqualification.
   e) Non-thesis students will be assigned a faculty advisor/committee to assure
      completion of their graduate program in a timely manner.

C. Criteria for Non-Thesis tracks

Both thesis and non-thesis tracks should have sufficient rigor such that the student
should:
   a) be able to demonstrate both breadth and depth of knowledge of their subject
   b) possess analytic skills where they can apply their knowledge (breadth & depth) to
        solve problems




                                                                                          64
    c) be able to demonstrate a professional level of oral and written communication
       skills
    d) be able to demonstrate mastery of subject matter by defense of their critical
       review or creative project or by comprehensive examination (written and oral).

D. Academic Rigor

    a) To raise the visibility of the Graduate program, the Committee strongly suggests
       that thesis and non-thesis projects are of sufficient rigor to be published as a peer-
       reviewed article.
    b) Students wishing to follow the research option must have a faculty sponsor that is
       conducting research in their area of interest; otherwise the student must choose
       the non-thesis option.
    c) A “creative project”, which by its nature is not data-driven, may be suitable non-
       thesis projects, but must represent a significant body of original work by the
       student.
    d) Critical reviews of data, or meta-analyses, are also suitable for non-thesis options,
       particularly as it relates to human nutrition and medicine.
    e) Comprehensive exams will be reviewed by the Graduate Committee to determine
       if they meet a level of rigor to be determined by an affirmative majority vote.
    f) The student should have their proposed project presented to their committee by
       the end of the first year. The research proposal will be accepted by the student’s
       graduate committee prior to any significant work being performed on the project.
       To advance to candidacy the student must have their proposal approved by their
       committee.

E. Scheduling of AG core – At present the Ag core courses include - 500, 510, 520 and
530. There is a need to re-evaluate the Ag core courses and adjust course content to
include both thesis and non-thesis work. The University makes provision for scheduling
specialized sections of these courses that are to be for specific disciplines.


Section II. Resources

Similar to all institutions of higher learning, there is a greater necessity to attract non-
state sources of funding. In order to accomplish this goal the Graduate Committee
presents the critical issues that need to be addressed and offers the following
recommendations.

A. Development of Research Faculty
   a) Provide WTU credit for faculty to write and develop proposals and in some cases
      during grant activity. The Committee recognizes that a certain minimum number
      of WTU will be required for faculty with active research programs.

        This would include using existing courses (AG 481 and AG 482 or Dept. level
        461 and 462) and modifying required course work to contribute to the research



                                                                                               65
       work of faculty. This would give faculty assistance with their research and give
       students more “real-world” learning experiences. This would need to be a
       coordinated activity carefully approved and closely monitored by the Graduate
       Committee.

       Undergraduate students would need to be cultivated to actively participate in
       research activity of the College.

       The consequence of reduced FTE generation in the research activity requires
       significant FTE generation in lower division and GE courses of the College. This
       Strategic Plan is based on this premise (see Section xxx in this plan).

   b) A second strategy is to develop a College-wide release mechanism to fund
      research positions by which 10% of 30 FT tenure-track faculty members are
      pooled to support research faculty. The Committee recognizes that research is
      fundamental to the Cal Poly Pomona mission of the teacher scholar model and
      polytechnic learn by doing that is not being met. Similar to assigned time for
      faculty to participate in committees and service, the College will provide
      additional assigned time in support of research activities.
          1) A College-wide commitment to research will be implemented by pooling
              3 WTUs each quarter from the 30 FT tenure-track faculty to support
              research faculty. A total of 90 WTUs will be generated each quarter
              which encompasses less than 10% of the total WTUs in the College. This
              will only be implemented when the College meets its FTE targets.
          2) WTUs will be pooled to support research faculty at different levels of
              support depending on the nature of the research.
          3) Faculty will apply to the pool. The Associate Dean of Research and the
              Research Committee will review the research proposals. All requested
              release time will require Department Chair signatures.
          4) Research faculty will devote their time to pursuing extra-mural funding
              and will be expected to submit grants to suitable government agencies,
              foundations and industry.
          5) Three year renewable appointments will be made by the College. The
              performance of research faculty will be reviewed by the Associate Dean of
              Research and the Research Committee. Criteria for re-appointment will
              include number of grants submitted, number of grants obtained, ranking of
              unfunded proposals, number of peer-reviewed publications, number of
              research dollars brought in, student training and involvement in research
              program.
          6) Departmental Reappointment, Tenure and Promotion of research faculty
              will be weighted in proportion to amount of teaching and research
              performed.

B. Restructuring of the College of Agriculture for Long-Term Sustainability of a
Competitive Research Program.




                                                                                       66
        The College of Agriculture is committed to becoming the preeminent research
college at Cal Poly Pomona. To do so we must restructure the college to support a
sustainable research program that is buffered from oscillations in funding and not
dependent on key research faculty that may leave the program. To do so the following
must be considered:

   a)   Creation of tenure-track research or split research/teaching appointments.
   b)   Provide environment in which high quality science is rewarded and encouraged.
   c)   Increase partnerships with UC system and key industry.
   d)   Increase enrollments to higher level to generate higher FTE to support grad
        classes that are high WTUs but low FTE.
   e)   Encourage / require the use of undergraduate and/or graduate students (preferably
        from the College of Ag) in their research work to justify re-assigned time as
        teaching, experiential learning.
   f)   Develop a critical mass of research faculty to support the Research Institute
   g)   Build and support a critical mass of graduate assistantships
   h)   Attract new faculty by offering split appointments.
   i)   Realization that much of the support will come from competitive research grants
        but seek and cultivate new opportunities (industry, earmarks, endowments).
   j)   Realize that all research must be published; industry-supported research cannot be
        censored.
   k)   Estimate return on investment; 3, 5, 10 and 20 year goals.
   l)   Develop “pipeline” of students for Ph.D. programs - particularly UC system.


Section III.
A. Composition of the College Graduate Committee shall be:
   1. Faculty who teach grad classes or supervise a graduate student are eligible to
       serve
   2. If possible, the Committee will consist of at least 1 faculty member from each
       graduate option/program
   3. The College Graduate Coordinator
   4. The Assoc. Dean is an ex-officio member
   5. The Chair of the College Research Committee is an ex-officio member

This Committee is responsible for the following:
   1. Formulate policies and procedures
   2. Develop and enforce quality standards for thesis and non-thesis tracks
   3. Determine distribution and usage of College indirect cost recovery (ICR) in
       conjunction with the ARI Research Committee.
   4. Curricular coordination and development
   5. Reports to the Associate Dean of Research and Graduate Studies.

B. The College Graduate Coordinator will be responsible for the following:
    1. Implement policies and procedures
    2. Maintenance of the Graduate Blackboard site and Graduate Handbook



                                                                                       67
   3. Serve as the College representative on the Executive Graduate Council
   4. Scheduling of College core courses in conjunction with the Dept. Chairs. Support
      for Scheduling will be out of the Dean’s Office for AG prefix courses in the
      Graduate Program.
   5. Serve as Chair of the College Graduate Committee
   6. Serve on the College Research Committee as an ex-officio member

C. The Department Graduate Coordinator, the major advisor, and the student’s
committee shall be responsible for academic and/or research progress and advising
students in curricular-related issues.

The Department Graduate Coordinator will be responsible for the following:
   1. Reviewing applications
   2. Curricular coordination and development
   3. Academic advising for the Department

Student’s Major Advisor
   1. Act as student’s sponsor/mentor and main advisor for both thesis and non-thesis
       options.
   2. Will work closely with the Department Graduate Coordinator

D. The College Research Committee
   1. Reviews ARI proposals
   2. Develops policies and procedures concerning the ARI program
   3. Reviews and approves usage of College ICR for capacity building

E. The Chair of the Research Committee should:
    1. Also serve as the ARI Director
    2. Serve on the Graduate Committee as an ex-officio member




                                                                                    68
Appendix 6 – Inventory of College of Ag Assets




                                                 69
Appendix 7 – Cost of CPP farm to other Ag schools




                                                    70
       Appendix 8 – Fundraising Needs by Department

                                           College of Agriculture

                               CAMPAIGN GOALS BY DEPARTMENT
                                          2008/2009

Please complete this form by October 1, 2008. COLLEGE OR DIVISION:                AGRICULTURE

DEPARTMENT: ANIMAL & VETERINARY SCIENCES

GOAL: Construct a modern, centralized animal unit to house all of the production (farm) animals on
campus.

       AMOUNT: $2,500,000

       DETAILED NEEDS ASSESSMENT: The Department of Animal and Veterinary Sciences is in
desperate need of an updated, centralized farm unit to replace our antiquated and decaying facilities that are
currently housing our animals for instructional and research activities. A centralized modern facility would
make better use of land, personnel and physical resources. It would also offer the opportunity for faculty to be
more competitive in pursuit of animal related research grants. As the only Animal Science Department in
Southern California and one of the largest in the nation, our current facilities are an embarrassment to the
University and our Department, even as Cal Poly was founded based on agriculture and animal usage.


       PRIORITY # 1


GOAL: Construct a veterinary teaching facility and functional low-income veterinary center at
AGRIscapes.

       AMOUNT: $2,000,000

        DETAILED NEEDS ASSESSMENT: The Animal Health Sciences Program is the largest four-year
veterinary technology program in the country and the only one that does not have a dedicated teaching facility.
The Department desires to construct a modern small companion animal teaching hospital. The hospital would
serve as both an operating veterinary facility and a teaching hospital. The facility would serve as a teaching
center for our over 900 Pre-Vet and Veterinary Technology students. It would also provide low-cost
veterinary services for the students, faculty and staff at Cal Poly Pomona. The revenues generated from the
facility would not only support the facility but would provide other funds to the department for teaching
supplies, research and faculty development.



       PRIORITY # 2


GOAL: To purchase biotechnology equipment that would allow our faculty and graduate students
conduct modern research.




                                                                                                       71
       AMOUNT: $1,500,000

        DETAILED NEEDS ASSESSMENT: The Department’s research facilities and equipment are outdated
and do not allow our faculty to be competitive in terms of grants with tier one institutions or even with other
state colleges for that matter. The Department’s research equipment is more out of date and incomplete than
any other Animal Science Department in the state and quite possibly the nation. We have very scholarly and
ambitious faculty with no way to conduct the research they are capable of due to the lack of modern
biotechnology equipment. Equipment is needed to conduct research in the areas of genomics, microbiology,
biotechnology, equine physiology and microbiology.


       PRIORITY # 3


TOTAL REQUESTS – ANIMAL & VETERINARY SCIENCES: $6,000,000

DEPARTMENT: APPAREL MERCHANDISING & MANAGEMENT

GOAL: Remodel Building 45

       AMOUNT: $850,000

        DETAILED NEEDS ASSESSMENT: We are seeking to modernize and convert parts of building 45 to
support our enrollment growth. A number of rooms need to be retrofitted to modernize them and turn them
into flexible teaching space. Requirements include retrofitting room 102 into a multipurpose 4-way classroom/
auditorium space; modernizing room 201 as a study/ library facility; converting storage space in the mezzanine
into a student lounge; creating a classroom space adjacent to the production lab in 153; creating a larger
computer lab space in 125.
_______________________________________________                                                    PRIORITY
#1


GOAL: Upgrade Laboratory Equipment and Software

       AMOUNT: $100,000

        DETAILED NEEDS ASSESSMENT: AMM is a technology intensive subject. The department’s labs
are all aging and need to have their equipment and software systems updated and expanded to keep up with
technological developments and to maintain the accreditation of the program by the American Apparel &
Footwear Association. Specific needs include new sewing and cutting machinery in the Production Lab; an
expanded range and more modern equipment in the Testing Lab; an expanded range and upgraded software in
the Computer Labs; and RFID equipment and enterprise management software in the retail laboratory.
_______________________________________________                                               PRIORITY
#2


GOAL: Obtain an Endowment for a Distinguished Professorship in Apparel/ Fashion Retail
Management

       AMOUNT: $3 million



                                                                                                      72
      DETAILED NEEDS ASSESSMENT: Due to the rapid development of the AMM program and its
goal to become a leading national and international center for apparel education and research, we are
seeking a recognized national/ international leader in the fashion retail field to provide leadership of
our Fashion Retail program, perhaps ultimately to serve as department chair

_______________________________________________                                                  PRIORITY
#3


TOTAL REQUESTS – APPAREL MERCHANDISING & MGMT.: $3,950,000



DEPARTMENT: FOOD MARKETING & AGRIBUSINESS MGMMT./AGRICULTURAL
EDUCATION

GOAL: Endowed Chair- Agriculture Science Education

      AMOUNT:         $2,500,000

                  a. Increase ability for TTF to enhance/expand scholarship and prominence in three
                     key areas of the Agricultural Science Program- 1) undergraduate service and
                     field research, 2) graduate faculty scholarship and research related to Food Chain
                     System Understanding, and 3) preparation of future agricultural educators
                  b. Advance broad agricultural literacy efforts and programming through extension,
                     research, and service related activities

      PRIORITY #1


GOAL: Undergraduate Scholarships

      AMOUNT:         $15,000

                  a. University scholarships for attracting top agricultural science students available
                     in the state
                  b. Attract highly recognized leaders from California agricultural youth
                     organizations found on secondary and community college campuses


      PRIORITY #2


GOAL: Graduate Scholarships

      AMOUNT:         $15,000

                  a. Enable program to be on par with other CSU universities in competing for and
                     attracting top teacher prospects by offering competitive student teaching
                     scholarships


                                                                                                      73
                b. Enable program to attract top graduate students and graduate student scholarship
                   through competitive Agricultural Education Research Mini-Grants
                c. Enable program to develop and shape curriculum needed and requested by feeder
                   programs


PRIORITY #3


GOAL: Travel funding as to be used as Competitive Travel Awards to undergraduate and
graduate students                 requesting support for attending and presenting professional
conferences and presentations

      AMOUNT:       $15,000

PRIORITY # 4


 GOAL: Funding or equipment to enhance the Agriculture Science Model Instructional Classroom
(room 214)

      AMOUNT:       $20,000

                    a. Smart Board or similar interactive technology
                    b. Distance Learning hardware, software (see “Polycom” below)
                    c. Wall storage (similar to room 201)

PRIORITY # 5


GOAL: Polycom V500 Video Conference (NTSC) IP-Only Remote System

      AMOUNT: $10,082.10

                a. 6 @ $1,680.35 ea
                b. Host remote field trips or offer courses via satellite schools found in distant
                   Southern California locations

PRIORITY # 6



GOAL: Laptops, with video cam capabilities

      AMOUNT: $18,500.00

                a. Restricted use for agriculture student teachers and agriculture field day


PRIORITY # 7



                                                                                                     74
GOAL: Toshiba TLP X3000U - LCD projector (3000 ansi lumens minimum)

     AMOUNT: $1,250.00


PRIORITY # 8


GOAL: Ford E-150 Club Wagon Passenger Van

     AMOUNT: $30,420.00

                 a. Teaching visits, recruitment, tours, recruitment activities, tutoring, education
                    field days


PRIORITY # 9


TOTAL REQUESTS – FOOD MARKETING & AGRIBUSINESS MGMT./AG. ED.: $2,625,252



DEPARTMENT: HUMAN NUTRITION & FOOD SCIENCE

Program: Foods & Nutrition

GOAL: Upgrade inadequate facility for food preparation

     AMOUNT: $50,000

     DETAILED NEEDS ASSESSMENT
              Over 200 students are in the dietetic degree program. The Cal Poly Pomona dietetic
     program is nationally accredited and is the or among the top single source(s) of Registered
     Dietitians in the State of California. Accreditation standing depends on providing students with
     key knowledge and demonstrated skills. Knowledge of and skill in food preparation is important
     for effective patient teaching to follow evidence based practices to treat and prevent chronic
     disease and certain acute disease states. The current faculties are antiquated and many ovens are
     not in proper working order. The requested funds are needed to purchase convection/downdraft
     stoves/ovens to replace inoperable and inadequate home style ranges and ovens. Downdraft
     ovens are necessary given the infrastructure limitations of Building 7-113 and 7-117.


     PRIORITY: #1*
                                                                                *Because it serves an
accredited program.




                                                                                                        75
GOAL: Endowed Chair in Community Nutrition

     AMOUNT: $2,500,000 assuming 4% rate of investment return.

     DETAILED NEEDS ASSESSMENT
              HNFS has had an outstanding track record in research and community service in poor
     areas of the Pomona community. Recent projects included the Washington Park Senior Citizens
     Center, Pomona Day Laborers Camp and the Pomona Valley of Churches Beta Food Bank.
     These outreach activities represent not only service and outreach, but also opportunities for
     significant research to develop better intervention strategies to enhance the health and well being
     of low economic groups. The Endowed Chair of Community Nutrition is needed to more
     effectively promote these activities on a continuing basis and to lead the development of a
     Community Nutrition Action program that would attract extramural from the USDA and National
     Institutes of Health. HNFS cannot make this leap to excellence without a faculty member
     focused on community nutrition research. Moreover, such a position would enhance the
     participation of undergraduates and graduate students and play a pivotal role in their education
     and professional development.

     PRIORITY: #2


GOAL: Acquire software to effectively obtain nutrient intakes.

     AMOUNT: $7,000

     DETAILED NEEDS ASSESSMENT
             NDS-R software is used in nutrition research to obtain valid 24-hour recall data and this
     particular software has a very comprehensive and complete food list. This necessary equipment
     is needed for graduate students conducting community nutrition research and is relevant to the
     long term goal of HNFS to acquire a center for community nutrition. See the request for
     Endowed Faculty chair in community nutrition.

     PRIORITY: #3


Program: Food Science & Technology (FST)

GOAL: Establish a food processing facility.

     AMOUNT: $1,000,000

     DETAILED NEEDS ASSESSMENT
             The Cal Poly Pomona FST program is one of the youngest in the country and has
     rapidly grown to about 60 students equal to the average undergraduate enrollment in food
     science departments nationwide. The Cal Poly FST program needs a food pilot plant to
     become eligible for approval by the Institutes of Food Technologists. Cal Poly Pomona


                                                                                                     76
          FST students have competed well nationally finishing 3rd in a national food product
          development competition and finishing among the top 6 nationally for Student Club of
          the Year. Processing equipment that is housed in a clean area with adequate
          infrastructure such as electrical, waste water, and steam is needed. The laboratory would
          take up a portion of the proposed AGRIscapes build out. Our goal is to have a glass wall
          showing the public the steps taken to produce a finished food product from the original
          plant materials. This facility would also be used to developed incubator projects with
          local food businesses.

     PRIORITY: #1 because this goals is directly related to developing an excellent program. Cal
     Poly FST is the only undergraduate Food Science Technology program in Southern California.


     TOTAL REQUESTS – HUMAN NUTRITION & FOOD SCIENCE: $3,557,000




     DEPARTMENT: PLANT SCIENCE

                         Project                         Amount                     Funding
                  Sources

AGRIscapes (Phase III) – construction of 3600          2,300,000     Capital campaign, ARI match, private
ft(2) research labs – addition to existing                           donations
classroom. Utilization of space by students &
faculty. Plant tissue culture lab.
Endowed Chair – faculty position – focused on          3,500,000     Industry partners. Boswell Foundation,
industry specific study area. Exists at Fresno, SLO                  private industry wide donations (eg –
& Chico. Potential areas – turfgrass, seed industry,                 several water agencies /companies)
agricultural literacy, water issues & policy.
AGRIscapes – Phase IV – Expansion of office            5,100,000     Capital Campaign, potential partners (eg
complex to include labs for irrigation, insectary                    – Toro, Rainbird, Associates Insectary)
and hands-on visitors exhibits. Construction of                      private donations. ARI match.
free-standing multi-purpose room for conference
or classroom format. 8000 ft (2)
Conservatory- AGRIscapes, re-build of Batcheller       2,800,000     $2,500 currently exists in account for an
Conservatory from OH unit. Addition of wings for                     Alumni campaign for OH/PA graduates.
Yoshikawa/Degen. Funding includes $800,000                           Industry partners, garden clubs. Family
endowment for maintenance of facility.                               donations.
AE Canham packinghouse upgrade. New post-              1,000,000     Potential donation from AE Canham
harvest equipment to process fruit & vegetable                       family,    industry     associations &
crops. Valuable as a lab for both Ag and Eng.                        partnerships. (eg – Sunkist, FMC)
Building exists – equipment only.                                    potential co-project with Eng.




                                                                                                 77
Culinary Garden at Collins Center. Utilization for   1,150,000   Fence constructed ($15,000) need
labs in foods, HRT, and Plant Science. Aesthetic                 endowment to hire students. Potential
ornamental & edible garden. Includes $ 1,000,000                 major sponsor from HRT, Alumni
for long-term maintenance.                                       donations – excellent HRT/AG project.
Vineyard expansion- additional plantings if          1,100,000   Great potential partnership with local
successful of Zinfandel, horse hill & Spadra                     winery (SoCal), Bonnie Kinney
Ranch. Potential expansion of popular viticulture                (D’Ambrosia sister) good HRT co-
course. Utilized as a lab for HRT/Plant Sci.                     project.
Approximately 15 ac at $ 20,000/ac plus $
800,000 endowment for maintenance.
Farm facilities upgrade. Upgrade and repairs on      3,000,000   Great potential for partnerships from
Spadra barns (historical). Re-location of Tractor                industry (eg – Valley Crest, American
Shop to this ranch. Potential turfgrass equipment                Golf, Paramount Farming, etc) Potential
and program upgrade. Orchards re-habilitation for                partnership with equipment dealer.
future.
Kellogg Drive pasture entrance development,          500,000     Arabian     Horse     Center,   fencing
installation of new estate fencing, pastures, flag               allocation,       President,      Horse
pole etc. Rehabilitation of orchard at entrance.                 organizations, etc.




   TOTAL REQUESTS – PLANT SCIENCE: $20,450,000


   TOTAL ALL REQUESTS: $36,582,252




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