Source: SOUTH DAKOTA STATE UNIVERSITY submitted to
PRECISION FARMING WORKFORCE DEVELOPMENT: STANDARDS, WORKING GROUPS, AND EXPERIMENTAL LEARNING CURRICULA.
Sponsoring Institution
National Institute of Food and Agriculture
Project Status
TERMINATED
Funding Source
OTHER GRANTS
Reporting Frequency
Annual
Accession No.
1004469
Grant No.
2014-70003-22369
Project No.
SD00G509-14
Proposal No.
2014-04572
Multistate No.
(N/A)
Program Code
ER
Project Start Date
Sep 1, 2014
Project End Date
Aug 31, 2018
Grant Year
2014
Project Director
Clay, D.
Recipient Organization
SOUTH DAKOTA STATE UNIVERSITY
PO BOX 2275A
BROOKINGS,SD 57007
Performing Department
Plant Science
Non Technical Summary
Higher Education Institutions are gradually, but disjointedly, organizing classroom and distance on-line education programs that educate students for precision farming opportunities. To increase student success these programs need to be coordinated and matched to employer needs. The project participants are precision agricultural leaders from industry, federal agencies, and universities who will use their expertise to develop cohesive experiential curricula that provides students top-notch preparation for precision agriculture. This project also links students from diverse backgrounds to potential employers, enhances teachers and institutions capacity, minimizes duplication, increases collaboration, and, ultimately, provides the nation and world with a more stable, sustainable food supply. Project outcomes include: 1) the identification of student outcomes for a range of precision farming employment opportunities; 2) student beta-tested classroom and distance on-line educational curricula; 3) a precision farming video library; 4) improved institutional and instructor capacity by networking industry and academic experts; 5) graduates with enhanced occupational training in science, technology, engineering, and mathematics (STEM); 6) teachers more willing to integrate experiential learning approaches into classroom activities; and 7) a pipeline of students that are technology literate, creative, innovative, and fully trained in their discipline with the skills needed to develop creative locally-based solutions that increase sustainable food production. Curricula will be tested using pre and post assessments and the project will be evaluated by an external review team. Project activities will extend beyond the project timeline by integrating the working groups and the project products into two professional societies
Animal Health Component
0%
Research Effort Categories
Basic
(N/A)
Applied
10%
Developmental
90%
Classification

Knowledge Area (KA)Subject of Investigation (SOI)Field of Science (FOS)Percent
11201991060100%
Knowledge Area
112 - Watershed Protection and Management;

Subject Of Investigation
0199 - Soil and land, general;

Field Of Science
1060 - Biology (whole systems);
Goals / Objectives
The major goals of this projectareincrease student success through the development of field tested integrated precision farming curricula.The anticipatedoutcomes include the: 1) identification ofprecision farming employment opportunities; 2) develoment ofbeta-tested classroom and distance on-line educational curricula; 3) creation of a precision farming video library; 4) development of instructor training roadmap; 5) furture employeeswith enhanced occupational training in science, technology, engineering, and mathematics (STEM); 6) devleopment of field tested experiential learning curricula; and 7) creation oftechnology literate, creative, innovative, and fully trained students.
Project Methods
Team members will build on their collective strengths to provide proven regional leadership in the development of experiential state-of-the-art curricula that empower students to create more efficient ecological-based management practices through the use of 21st century technologies.

Progress 09/01/14 to 08/31/18

Outputs
Target Audience:The target audience includes agricultural teachers, professional societies, employers, students, and universities. These audiences were reached by several different mechanisms that included personal conversations, surveys, presentations at professional meetings, and project reports that were distributed through newspapers and university publications. At the International Conference on Precision Farming, over 100 teachers of precision farming technologies attended the curricula workshop. In addition, at the 2016 American Society of Agronomy International Meetings, extensive discussions about the need for precision farming curricula were held. Over 50 teachers/scientists attended these meetings. Surveys were distributed to the 43 universities teaching precision farming classes. Of these, teachers from 24 schools shared their syllabi. At the 2017 InfoAg meeting, the American Society of Agronomy is sponsoring a workshop on the CCA precision farming specialty for 5,000 Certified Crop Consultants that are associated with the American Society of Agronomy as well as 43 universities teaching precision farming classes. Of these, teachers from 24 schools shared their syllabi. At the 2017 InfoAg meeting, the American Society of Agronomy is sponsoring a workshop on the CCA precision farming specialty. In 2018, we held a workshop for teachers and had educational booths at InforAg and the International Precision Agriculture meeting that was held in Montreal, Canada. In 2018, 359 copies of "Precision Agriculture Basics" have been sold and 359 copies of "Practical Mathematics for Precision Agriculture" have been sold. Both books are available digitally through the American Society of Agronomy Digital Library, As of November 27, 2018, the "Practical Mathematics for Precision Farming" book has had 5123 chapter downloads and the "Precision Ag Basics" book has had 7386 chapter downloads. Changes/Problems:One of our problems was that teachers from underserved institution were recruited but they failed to enroll in workshops. This required that the first workshop be cancelled and the second workshop be held with minimal instructors from underserved audiences. A second delay was the length of time required to complete the survey of institutions. This delay slowed building the chapter outline, completing the chapters, and conducting beta reviews of the chapters. Independent reviews of the documents are currently being conducted by the professional societies. These reviews will be made publically available through the professional societies journals. What opportunities for training and professional development has the project provided?This project represents the starting point for precision agriculture training collaboration. Others are integrating curricula into distance and in-class lessons. For example, ASA is preparing a lecture series focused on preparing for the certification exam. It is likely that Canada will implement similar programs. North Dakota State and South Dakota State Universities are offering degrees in Precision Agriculture. How have the results been disseminated to communities of interest?The text books are being sold and digital copies can be accessed through the tri-societies digital library. In 2018, 259 copies of Precision Agriculture Basics have been sold and 278 copies of Practical Mathematics for Precision Agriculture have been sold. Both books are available digitally through the American Society of Agronomy Digital Library, As of October 23, 2018, the Practical Mathematics for Precision Farming book has had 4862 chapter downloads and the Precision Ag Basics book has had 6390 chapter downloads. These books will be highlighted at the 2018 ASA International Meeting. What do you plan to do during the next reporting period to accomplish the goals?This is the final progress report. However, over the next 12 months we will assess end-user reviews. For example, several end uses requested answers to the questions contained within the chapters. We have created an answer to questions chapter in the Precision Agriculture basics book.

Impacts
What was accomplished under these goals? This project 1) developed precision beta-tested agriculture curricula that filled gaps between what is being taught and employers' requirements; 2) created of a precision farming video library that is integrated into the Precision Agriculture Basics text book which contains 65 videos; 3) through collaboration with the American Society of Agronomy created precision agriculture proficiency standards. Teachers and students can use this program to obtain certification. Objective 1: Facilitate interactions among academic institutions, federal scientists, and future employers. (100% accomplished) We had monthly meetings between project investigators. Generally, each meeting was attended by 5 to 25 participants. The number to those attending depended on topics identified in the agenda. In addition we had meetings with the larger community at professional meetings. At the 2016 International Precision Farming meeting, over 30 teachers attended the meeting. The 2015 and 2017 American Society of Agronomy meetings were attended by over 50 teachers. At the 2017 American Society of Agronomy meetings the books were highlighted by book signing event. Objective 2: Develop problem solving curricula, based on student outcomes that teach undergraduate students how to convert biological-based data into economical and science-based practical solutions. (100% accomplished) Two surveys were competed. The goal of the surveys was to identify what employers required for future employees and what the schools were teaching. The text books were designed to will this gap. The surveys identified that major gaps were a current reference book and improved problem skills. Two text books were created. One is entitled "Precision Farming Basics," and it was published by the American Society of Agronomy. This book is a primer on precision agriculture and is meant for an audience of professional agronomists and undergraduate students. The second book is entitled "Practical Mathematics for Precision Agriculture" and was published by the American Society of Agronomy. This book fills the gap, improved problem solving skills identified in the survey. Objective 3: Beta test the curricula at precision farming classes (50% completed) Both books were beta tested at SDSU by undergraduate students and students in a formal class. Testing identified many errors and the need for additional explanation. All errors were corrected. Students thought that the books provided a great deal of information they needed for future job opportunities. The Practical Mathematics for Precision Agriculture was also beta tested in a SDSU classes targeted at improving problem solving. Enrollment in this class was 30 students. This testing resulted in student responses, that every students should purchase this book. Future users can submit comments and suggestions through the ASA digital library. Objective 4: Increase the competencies of instructors from Hispanic serving institutions, 1864, 1890 and 1994 schools as well as community colleges and technical (25% completed) We organized workshops in 2017 and 2018. The 2017 workshop was cancelled because teachers from underserved institutions failed to register. In 2018, even though we expanded recruitment, teachers from these institutions did not register. In May 2018, we held a 3 day workshop that was attended by over 25 teachers. The results identified several errors, and a need for an answer key. The errors were corrected and an answer key was developed. Attendees thought the books provided materials that they could integrate into their classroom. Future users can submit comments and suggestions through the ASA digital library. Objective 5: Use an external review panel to provide critical reviews and assess project effectiveness (25% completed) The external review panel assisted in many project activities and therefore we are obtaining two independent reviews. For example, external review panel member were coauthors on chapters. Several others, due to employment changes, stopped attending meetings. The curricula is in the process of being reviewed by the end users. When users download the chapters, they have the option of reviewing the chapter. The International Precision Farming Journal is conducting a review of the two text books. Based on reviews, the textbooks will be edited. Objective 6: Deliver the reviewed curricula and associated lesson plans to an appropriate location such as the American Society of Agronomy (ASA) on-line digital library (100% completed). Impact: This project created a network of scientists involved in precision agriculture teaching. This group met monthly for 4 years. Based on responses from teachers and employers, two text books were created. Through the American Society of Agronomy this core group of teachers created PA certification standards, exams, and associated training materials for the exam. These standards will impact PA activities for many years to come. The project activities are the first step of creating a workforce that understands how to empower farmers in the creation of locally-based adaptive management strategies that engage ecological concepts to match crop production systems with landscape-specific features and processes. This team will continue to work in the future though several communities associated with professional societies. Across the United States: 1) precision agricultural technologies are being rapidly adopted by farmers; 2) producers are increasing their reliance on information-age technologies; 3) agricultural industries are making strategic investments to take advantage of new economic opportunities; and 4) many farmers are purchasing precision technologies but are challenged with fully implementing variable rate treatments. Team members are preparing papers that will document these changes. In addition, the Agronomy Journal is organizing a special issue focused on on-farm studies.

Publications

  • Type: Book Chapters Status: Published Year Published: 2018 Citation: Fulton, J., R. Taylor, E. Hawkins, and Aaron Franzen. 2018. Chapter 5: Yield monitoring and mapping. Shannon K., D.E. Clay, and N. Kitchen (Eds). Precision Farming Basics. American Society of Agronomy, Madison WI
  • Type: Book Chapters Status: Published Year Published: 2018 Citation: Ferguson, R., and D. Rundquist. 2018. Chapter 8. Remote sensing for site-specific plant management. Shannon K., D.E. Clay, and N. Kitchen (Eds). Precision Farming Basics. American Society of Agronomy, Madison WI
  • Type: Book Chapters Status: Published Year Published: 2018 Citation: Adamchuk, V., W.Ji, R. V. Rossel, R. Gebbers, and N. Tembley. 2018. Chapter 9: Proximal soil and crop sensing. Shannon K., D.E. Clay, and N. Kitchen (Eds). Precision Farming Basics. American Society of Agronomy, Madison WI
  • Type: Book Chapters Status: Published Year Published: 2018 Citation: Sharda, A. Franzen, D.E. Clay, and J. Luck. 2018. Chapter 11, Precision variable equipment. Shannon K., D.E. Clay, and N. Kitchen (Eds). Precision Farming Basics. American Society of Agronomy, Madison WI
  • Type: Book Chapters Status: Published Year Published: 2018 Citation: Griffin, T.W., J.M. Shockley, and T.B. Mark. 2018. Chapter 15-Econoimcs of precision farming. Precision Farming Basics. American Society of Agronomy, Madison WI


Progress 09/01/16 to 08/31/17

Outputs
Target Audience:The target audienceincludes agricultural teachers, professional societies, employers, students, and universities. These audiences were reached by several different mechanisms that included personal conversations,surveys, presentations at professional meetings, and project reports that were distributed through newspapers and university publications.At the International Conferenceon PrecisionFarming,over 100 teachers of precision farming technologies attended the curricula workshop. In addition, at the 2016 American Society of Agronomy InternationalMeetings,extensive discussions aboutthe need forprecision farming curricula were held. Over 50 teachers/scientists attended these meetings.Surveys were distributed to the over 5,000 Certilfied Crop Consultants that are associated with the American Society of Agronomy as well as 43 universities teaching precision farming classes. Of these, teachers from 24 schools shared their syllabi. At the 2017InfoAg meeting, the American Society of Agronomy is sponsoring a workshop on the CCA precision farming specialty. Changes/Problems:The project was slowed by the length of time required to complete the surveys. We did not complete the text book table of contents until the employer and educator surveys were complete. Our plan is to complete the text books and videos over the next month or two. We will hold studentworkshop at SDSU during the fall of 2017, to test the materials.Full scale beta testing of the materials is planned for fall of 2017 and spring of 2018. Professional certification provides a mechanism to build a unified precision agriculture around core principles. Many team members are working the American Society of Agronomy in collaboration with the CCA to identify these goals and associated exam. This program will build off of the data collected by this project. The target to complete these activities im the summer of 2018. We have requested a 1 year no cost extension to complete these activities. What opportunities for training and professional development has the project provided?One student finished an MS degree focused on this precision agriculture. In addition, we sponsored a workshop at the International Precision farming meeting in 2016. Currently, about 99% of the book Practical Mathematics and Agronomy for Precision Farming is complete. This manual is being reviewed by undergraduate students for understanding. About 70% of the Precision Farming Basics manual is completed. This manual is being reviewed by undergraduate students for understanding. About 50% videos that will integrated in the Precision Farming Basics manual are complete. We organized a workshops for under-served audiences, however due to low enrolment this was delayed until spring 2018. Full scale beta testing for the text book is scheduled fall 2017 and spring 2018. How have the results been disseminated to communities of interest?Since 2015, we have held monthly conferencecalls, organized meetings at the American Society of American International meetings, and organized a workshop at the 2016 International Society of Precision Farming meeting. Over 30 chaptershave been prepared for publication in two text books. We have prepared two papers on the results of surveys and they have been submitted to journals. These papers are currently under revision. In addition to the monthly conference calls, we are working with the American Society of Agronomy topreparecertification requirements for a precision farming specialty.For this certification we are meeting every two weeks. We anticipate these criteria will be completed in 2018. What do you plan to do during the next reporting period to accomplish the goals?We need to complete the text books, conduct beta testing of the educational materials in the classroom,sponsor a workshop, and complete the goal identification and CCA precision agriculture examfor the American Society of Agronomy. In addition, we will helpcreate the CCAprecision agriculturespecialty andassociatedexam.

Impacts
What was accomplished under these goals? Precision agriculture provides a mechanism to convert knowledge and information into viable management practices that maintain sustainable economic and environmentally compatible farming practices. A survey of educators was conducted to examine curriculum with respect to preparing students for industry work roles. We compared this information to a second survey that identified employer expectations. The objectiveof these surveys wasto determine areas that should be strengthened to better prepare graduates. Differences were observed between two-year and four-year institutions in the roles that students were being prepared to fill, including equipment operator, agronomist, precision equipment technician, technical support, and precision sales specialist.Critical areas that requirecurricula upgradesincluded: 1)new factsheets highlighting technology improvements; 2) instructions foroperating and troubleshoot precision ag equipment; 3) examples ofproblem solving; and 4) techniques to improvewritten and verbal communication skills. This project addresses two of these topics, general knowledge and problem solving. Based on these surveys, we developed curricula materialsthat were designed to prepare students for future careers in precision farming. One text book addressed precision farming equipment while the other text book considered problem solving. Topics addressed in the Precision Farming Basics textbook includes the technologies associated with: 1) understanding and identifying variability 2) precision farming location systems: GPS / GNSS, 3) Geographic Information Systems; 4) precision soil sampling; 5) precision pest measurement and management; 6) remote sensing, 7) soil and crop sensing, 8) electronics and control systems, 9) variable rate application, 10) precision ag data management, 11) conducting on-farm trials,12) environmental implications of precision agriculture,13) economics of precision, 14) yield monitors, and 15) soil and plant sensors. Experts wrote each of these chapters. The second book, Practical Mathematics for Agronomy and Precision Farming contains18 chapters that include: 1) the concept of teaching problem solving usingmathematics; 2) simple computer programs for precision agriculture, 3) experiments and models, 4) mathematics of latitude and longitude, 5) spatial statistics, 6) what does a soil test result mean, 7) what are management zones, 8) soil water and precision farming, 9) prescriptive soil nutrient maps, 10) fertilizers, 11) calculating site specific economic optimum rates; 12) cost of production, 13) seed emergence as a benchmark for assessing effectiveness, 14) creating nutrient and seeding rate yield response curves, 15) calculatingyield losses to pests, 16) assessing fertilizer efficiency, 17) correcting yield data for grain moisture percentage, and 18) calculating the environmental impacts of precision farming. Wehad extensive discussion with theAmerican Society of Agronomy Board of Directors and the American Society of Agronomy Certified Crop Advisors (CCA) program. Surveys of the over 5,000 CCAmembers were conducted. Based on this information,the American Society of Agronomy decided to create a precision farming specialty for the Certified Crop Advisors. A number of the project team members are on thisplanning team. Planning team responsibilities include toidentifying the critical knowledge required for a precision agriculture specialty, followed by the creation of an exam. We believe that eventually these goalswill lead tostandarization of precision agriculture curricula. Worldwide, universities are increasing their offerings on precision agriculture. Teachers in these classes need curricula that will help their students be successful. For example, SDSU has created a minor and major in Precision Agriculture.Students in introductory soil science,environmental soil chemistry,weed science, crop production,introduction to precision farming havebeen testing these educational materials. They have found errors and have made manyexcellent suggestions. Full scale beta testing is behind schedule and is planned for the fall of 2017 and spring of 2018.

Publications

  • Type: Books Status: Awaiting Publication Year Published: 2017 Citation: Precision Farming Basics, 2017, K Shannon and D.E. Clay editors, ASA/Crop Science/SSSA digital library, expect to be completed by August 2017.
  • Type: Books Status: Awaiting Publication Year Published: 2017 Citation: Practical Mathematics for Precision Farming, D.E. Clay Editor. ASA/Crop Science/SSSA digital library. Expect to be completed by July 2017.
  • Type: Book Chapters Status: Accepted Year Published: 2017 Citation: Clay, J. 2017. Chapter 1: Importance of making mathematics practical. Clay. D.E., S.A. Clay, and S. Bruggeman, Practical Mathematics and Agronomy for Precision Farming. American Society of Agronomy, Madison WI
  • Type: Book Chapters Status: Accepted Year Published: 2017 Citation: Clay. D.E., G. Hatfield, and S.A. Clay. 2017. Chapter 3: An Introduction to experimental design and models. Clay. D.E., S.A. Clay, and S. Bruggeman, Practical Mathematics and Agronomy for Precision Farming. American Society of Agronomy, Madison WI
  • Type: Book Chapters Status: Accepted Year Published: 2017 Citation: Clay, D.E., T.A. Brase, and G. Reicks. 2017. Chapter 4: Mathematics of latitude and longitude. Clay. D.E., S.A. Clay, and S. Bruggeman, Practical Mathematics and Agronomy for Precision Farming. American Society of Agronomy, Madison WI
  • Type: Book Chapters Status: Accepted Year Published: 2017 Citation: Clay, D.E., and T.P. Trooien. 2017. Chapter 8: Understanding soil water and yield variability in precision farming. Clay. D.E., S.A. Clay, and S. Bruggeman, Practical Mathematics and Agronomy for Precision Farming. American Society of Agronomy, Madison WI
  • Type: Book Chapters Status: Accepted Year Published: 2017 Citation: Fausti, S., B.J. Erickson, D.E. Clay, and C.G. Carlson. 2017. Chapter 11: Deriving and using equations to calculate the economic optimum fertilizer and seeding rates. Clay. D.E., S.A. Clay, and S. Bruggeman, Practical Mathematics and Agronomy for Precision Farming. American Society of Agronomy, Madison WI
  • Type: Book Chapters Status: Accepted Year Published: 2017 Citation: Bruggeman, S., S.A. Clay, C.L. Reese, and C.G. Carlson. 2017. Chapter 13: Mathematics associated with seed emergence, plant population, stand uniformity, and harvest losses. Clay. D.E., S.A. Clay, and S. Bruggeman, Practical Mathematics and Agronomy for Precision Farming. American Society of Agronomy, Madison WI
  • Type: Book Chapters Status: Accepted Year Published: 2017 Citation: Clay., S.A., and A. Varenhorst. 20017. Chapter 14: Estimating weed and insect development, in-season yield losses, and economic thresholds. Clay. D.E., S.A. Clay, and S. Bruggeman, Practical Mathematics and Agronomy for Precision Farming. American Society of Agronomy, Madison WI
  • Type: Book Chapters Status: Accepted Year Published: 2017 Citation: Clay, D.E. 2017. Chapter 16: A site-specific fertilizer program assessment using soil and nutrient removal benchmarks. Clay. D.E., S.A. Clay, and S. Bruggeman, Practical Mathematics and Agronomy for Precision Farming. American Society of Agronomy, Madison WI
  • Type: Book Chapters Status: Accepted Year Published: 2017 Citation: Reese, C.L., and C.G. Carlson. 2017. Chapter 17. Understanding grain moisture percentage and nutrient contents for precision grain management. Clay. D.E., S.A. Clay, and S. Bruggeman, Practical Mathematics and Agronomy for Precision Farming. American Society of Agronomy, Madison WI
  • Type: Book Chapters Status: Accepted Year Published: 2017 Citation: Robinson, C., 2017. Chapter 18: Calculating the impact of Agriculture on the environment and the how precision farming can reduce these consequences. Clay. D.E., S.A. Clay, and S. Bruggeman, Practical Mathematics and Agronomy for Precision Farming. American Society of Agronomy, Madison WI
  • Type: Book Chapters Status: Accepted Year Published: 2017 Citation: Clay, S.A., and N. Kitchen. 2017. Chapter 2: Understanding and identifying variability. Shannon K. and D.E. Clay (Eds). Precision Farming Basics. American Society of Agronomy, Madison WI.
  • Type: Book Chapters Status: Accepted Year Published: 2017 Citation: Franzen, D. 2017. Chapter 6: Soil variability measurement and management. Shannon K. and D.E. Clay (Eds). Precision Farming Basics. American Society of Agronomy, Madison WI
  • Type: Book Chapters Status: Accepted Year Published: 2017 Citation: Clay, S.A., 2017. Chapter 7: Pest measurement and management. Shannon K. and D.E. Clay (Eds). Precision Farming Basics. American Society of Agronomy, Madison WI.
  • Type: Book Chapters Status: Accepted Year Published: 2017 Citation: Fulton, J. 2017. Chapter 12: Precision ag data management. Shannon K. and D.E. Clay (Eds). Precision Farming Basics. American Society of Agronomy, Madison WI
  • Type: Book Chapters Status: Submitted Year Published: 2017 Citation: Shannon., K. 2017. Chapter 1: An introduction to precision farming. Shannon K. and D.E. Clay (Eds). Precision Farming Basics. American Society of Agronomy, Madison WI
  • Type: Book Chapters Status: Submitted Year Published: 2017 Citation: Stombaugh, T. 2017. Chapter 3: Positioning systems-GPS/GNSS. Shannon K. and D.E. Clay (Eds). Precision Farming Basics. American Society of Agronomy, Madison WI
  • Type: Book Chapters Status: Submitted Year Published: 2017 Citation: Braise, T. 2017. Chapter 4: Geographic information systems (GIS), Shannon K. and D.E. Clay (Eds). Precision Farming Basics. American Society of Agronomy, Madison WI
  • Type: Book Chapters Status: Submitted Year Published: 2017 Citation: Franzen, A. 2017. Chapter 10: Electronics and control systems. Shannon K. and D.E. Clay (Eds). Precision Farming Basics. American Society of Agronomy, Madison WI
  • Type: Book Chapters Status: Submitted Year Published: 2017 Citation: Kyveryga, P., 2017. Chapter 13: On-farm trials. Shannon K. and D.E. Clay (Eds). Precision Farming Basics. American Society of Agronomy, Madison WI
  • Type: Book Chapters Status: Submitted Year Published: 2017 Citation: Phillips, S. 2017. Chapter 14: Environmental implications of precision agriculture. Shannon K. and D.E. Clay (Eds). Precision Farming Basics. American Society of Agronomy, Madison WI
  • Type: Book Chapters Status: Accepted Year Published: 2017 Citation: Hatfield. G. 2017. Chapter 5: Spatial statistics. Clay. D.E., S.A. Clay, and S. Bruggeman, Practical Mathematics and Agronomy for Precision Farming. American Society of Agronomy, Madison WI
  • Type: Book Chapters Status: Accepted Year Published: 2017 Citation: Clay, D.E., C. Robinson, and T.M. DeSutter. 2017. Chapter 6: Soil sampling and understanding soil test results for precision farming. Clay. D.E., S.A. Clay, and S. Bruggeman, Practical Mathematics and Agronomy for Precision Farming. American Society of Agronomy, Madison WI.
  • Type: Book Chapters Status: Accepted Year Published: 2017 Citation: Clay, D.E., N.R. Kitchen, E. Byamukama, and S. Bruggeman. 2017. Chapter 7: Calculations supporting management zones. Clay. D.E., S.A. Clay, and S. Bruggeman, Practical Mathematics and Agronomy for Precision Farming. American Society of Agronomy, Madison WI
  • Type: Book Chapters Status: Accepted Year Published: 2017 Citation: Ferguson, R., J.D. Luck, and R. Stevens. 2017. Chapter 9: Developing prescriptive soil nutrient maps. Clay. D.E., S.A. Clay, and S. Bruggeman, Practical Mathematics and Agronomy for Precision Farming. American Society of Agronomy, Madison WI.
  • Type: Book Chapters Status: Accepted Year Published: 20017 Citation: Franzen, A., C.G. Carlson, C.L. Reese, and D.E. Clay. 2017. Chapter 2: Writing simple programs in Microsoft Excel for automating precision farming calculations. Clay. D.E., S.A. Clay, and S. Bruggeman, Practical Mathematics and Agronomy for Precision Farming. American Society of Agronomy, Madison WI.
  • Type: Book Chapters Status: Accepted Year Published: 2017 Citation: Chang, J., D.E. Clay, B. Arnall, and G. Reicks. 2017. Chapter 10: Essential plant nutrients, fertilizer sources, and application rate calculations. Clay. D.E., S.A. Clay, and S. Bruggeman, Practical Mathematics and Agronomy for Precision Farming. American Society of Agronomy, Madison WI.
  • Type: Book Chapters Status: Accepted Year Published: 2017 Citation: Fausti, S., and T. Wang. 2017. Chapter 12: Cost of crop production. Clay. D.E., S.A. Clay, and S. Bruggeman, Practical Mathematics and Agronomy for Precision Farming. American Society of Agronomy, Madison WI
  • Type: Book Chapters Status: Accepted Year Published: 2017 Citation: Graham, C., D.E. Clay., S. Bruggeman. 2017. Chapter 15: Developing yield response curves for fertilizer and seeding rates. Clay. D.E., S.A. Clay, and S. Bruggeman, Practical Mathematics and Agronomy for Precision Farming. American Society of Agronomy, Madison WI


Progress 09/01/15 to 08/31/16

Outputs
Target Audience:Thetarget audiencesare students,scientists and teachers that are involved in precision farming. The project has held a number of meetings and activities designed to increase involvement of this community. We have conducted an extensive survey of educational institutions as well as potential employers. In addition we have held conference calls about every 2 months. We sponsored sessons at the2017 International Precision Farming meeting in St Louis and we had extensive discussions at the 2016 American Society of Agronomy International meetings. At both meeting a number of scientists agreed to help. Changes/Problems:In this project, the development of the curricual outlines were delayed because the low completion rate of the two surveys.To improve the competion rates we extended the survey completion dates. Extending the survy deadlines, delayed creating an manual outlines, which in turndelayed thecurricula development and beta testing.To complete the beta testing we will request a one year no-cost extension. What opportunities for training and professional development has the project provided?We have incorporated scientists and teachers into the project that were notinitially involved as a project PI. These collaborators are expanding the potential outcomes as well as expanding their personal network.The new members are highlighted above. In this educational project, support for research assistants was not requested. However, in the upcoming workshops, students will be educational activities. How have the results been disseminated to communities of interest?We have prepared 2 papers that will be given at the upcoming International Precision Farming Meeting. What do you plan to do during the next reporting period to accomplish the goals?Plans for 2017 Goal 1: Facilitate interactions among academic institutions, federal scientists, and future employers. We plan to continue the conference calls expand the group to include more precision farming instructors in 2017. Goal 2: Develop problem solving curricula, based on student outcomes that teach undergraduate students how to convert biological-based data into economical and science-based practical solutions Our plans are to complete the manuals and writetheresearchpapers. Goal 3: Beta test the curricula in classes. Given that the activities have been delayed we will request a 1 year no-cost extension to complete beta testing. Goal 4: Build a precision farming video library. In 2017 we will continue working on the videos. Goal 5: Develop distance education curricula that could be made available to students with diverse backgrounds through the Great Plains Interactive Distance Education Alliance. In 2017, these materials will be completed. Goal 6: Increase the competencies of instructors from Hispanic serving institutions, 1864, 1890 and 1994 schools as well as community colleges and technical institutes. Originally we planned for workshops during the summer of2016 and 2017. The workshop for 2016 was delayed because the surveys were not completed which delayed the manuals. We are planning a workshop for2017. Goal 7: Use an external review panel to provide critical reviews and assess project effectiveness. In 2017, we will request the review team to provide an overall review of the project. Goal 8: Deliver the reviewed curricula and associated lesson plans to an appropriate location such as the American Society of Agronomy (ASA) on-line digital library. In 2017, these manuals will be completed.?

Impacts
What was accomplished under these goals? Goal 1: Facilitate interactions among academic institutions, federal scientists, and future employers. The primary outcome of this goal is the creation of a community that is focused on developing educational materials. New members to the community include Aaron Franzen (SDSU, Ag Engineering), Lisa Al-Amood (publisher, ASA), Luther Smith (Extension lead, ASA), Peter Kyveryga (Precision Agronomist, Iowa Soybean Board), James Durfey (Precision Ag Instructor, WSU); Clay Robinson (Soil Scientists, Illinois), Tim Stombaugh (Ag engineer, Kentucky), David Franzen (Soil Scientists, NDSU), Adamchuk Viacheslav (McGill University, Canada), John Fulton (Ag Engineer, the Ohio State University), Tim Griffin (Economics, Kansas State University), Joy Abit (Oklahoma State University), Steve Philips (Soil Science, IPNI), and Terry Brasegis (GIS), We have held bi-monthly conference calls over the past year. In addition, many of the project partners attended the 2016 International Precision Farming meeting that was held in St. Louis, Missouri.At this meeting, we had planning meeting and sponsored a session. The session was well attended and educators requested information. The outcome of these meetings, wherethe expansion of the precision farming team. Goal 2: Develop problem solving curricula, based on student outcomes that teach undergraduate students how to convert biological-based data into economical and science-based practical solutions. 2.1 Surveys of education and employers: Surveys have been completed and we are in the process of writing papers based on the survey results. Completing these surveys took longer than expected, and it delayed manual preparation and beta-testing. This process was slowed by low return rate of employers and educational institutions. 2.2 We are working on two manuals that can be used in two independent classes. A. Precision Farming Basics. We have drafts for 80% of the chapters and most of these have been reviewed and returned to the authors for revision. We anticipate being done with this manual in March 2017. B. Practical Mathematics for Improved Precision Farming Management:At this point we have drafts for 14 of the 18 chapters. All of these chapters have been reviewed at least once. Anticipated completion date is March 2017. Goal 3: Beta test the curricula in classes held at the University of Nebraska, Oklahoma State University, and Colorado State University. Students enrolled in Precision farming at the University of Missouri and South Dakota State University will be used as a control treatment. We have not begun beta-testing the documents in classrooms, because the manuals are not completed. We have plans for the summer of 2017 to initiate beta-testing. We will request a one-year not-cost extension to continue testing in 2018. Goal 4: Build a precision farming video library. We are in the process of building the video library. At this point, we have agricultural videos that highlight precision farming activities. In addition, we interviewed over 30 precision farming leaders at the 2016 International Precision farming meetings. Goal 5: Develop distance education curricula that could be made available to students with diverse backgrounds through the Great Plains Interactive Distance Education Alliance. These educational materials are under development. Goal 6: Increase the competencies of instructors from Hispanic serving institutions, 1864, 1890 and 1994 schools as well as community colleges and technical institutes. Originally we planning for workshops during the summer of 2016 and 2017. The workshop for 2016 was delayed because the surveys were not completed which delayed the manuals. We are planning a meeting for the summer of 2017. Goal 7: Use an external review panel to provide critical reviews and assess project effectiveness. The review team has been attending the meetings and conference calls and they have made suggestions when appropriate. Goal 8: Deliver the reviewed curricula and associated lesson plans to an appropriate location such as the American Society of Agronomy (ASA) on-line digital library. Two manuals have been approved by ASA and the manuals are under development.?

Publications


    Progress 09/01/14 to 08/31/15

    Outputs
    Target Audience:This project is preparing curricula for college undergraduate students. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided? Nothing Reported How have the results been disseminated to communities of interest? Nothing Reported What do you plan to do during the next reporting period to accomplish the goals?During the next year, our plan is to complete the educational survey, as well as two books.

    Impacts
    What was accomplished under these goals? During the past year, we met bi-monthly with the team. We have prepared a survey which has been distributed. Our plan is to complete the survey by October 15, 2015. In addition proposals for two books have been accepted by the American Society of Agronomy and writing assignments have been distributed for one of the books.The development for the video library is in progress.

    Publications