Progress 04/15/18 to 04/14/22
Outputs
Target Audience:The overarching goal of this Higher Education Challenge Grant was to increase enrollment at the undergraduate (Cobleskill) and graduate (Cornell) levels in the Plant Sciences. At Cobleskill, an emphasis was placed on bolstering problem-based learning within courses, enhancing remote course delivery, and increasing female and minority students pursuing studies in FANH. The development of the BS in Plant Science, along with new and revised Plant Science courses, will help students master content and seamlessly enroll into one of 13 MPS concentrations in Applied Plant Science at Cornell. 10 of these concentrations were developed directly with the support of this grant and include Hemp Science, Plant Protection, Crop Science, and Climate Change and Agriculture. An additional goal of the grant was to increase enrollment of female and minority students. By expanding and improvingonline undergraduate course offerings, this allows forgreater reach to populations presently not served well by traditional in-person learning. Faculty also received professional development geared toward better understanding students with varying learning styles, and the integration of Problem-Based Learning helps students master material in more applied and intuitive ways while facilitating improvements in interpersonal and leadership skills. Changes/Problems:COVID was a major disrupter during the period of this grant (2018 - 2022). Even with a one-year, no-cost extension, it was difficult to meet all of the deliverables of the grant. The Cobleskill team was able to meet most of the products including 3 new courses and 10 revised courses, but there was a greater emphasis on developing online capacity out of necessity to deliver applied learning remotely. Further, student surveys were given, but the data is somewhat inconclusive because the context in which earlier surveys were given was far different than later ones duringCOVID. The BS in Plant Science was eventually developed, but it was significantly delayed due to faculty illness and retirements. However, the enhanced coursework still allowed for students to successfully enroll at Cornell for graduate studies. The first-year retention rates for students in Plant Science programs increased from 55% to 71%, however there is no evidence to suggest that this was due to the introduction to Problem-Based Learning. Also, it should be noted that the numbers of students (n=28) are too low to determine statistical significance. Enrollment in Plant Science at Cobleskill remained flat for the duration of the grant. While disappointing, it did not incurthe average 20% decline that was experienced across all other programs. However, we do anticipate significant growth once the BS in Plant Science degree is fully approved and available for students to enroll in. We learned that there are a number of applicants at Cornell who are denied admission but would still be worthy students who may be admitted to Cobleskill. As the pathway to Cornell's MPS becomes more firmly established,itwill allow for greater numbers of students to receive credentials in highly technical areas of Plant Science to help fill unmet workforce needs in agriculture. What opportunities for training and professional development has the project provided?The project allowed a renewed sense of collaboration between Cobleskill and Cornell. Cobleskill faculty were able to visit Cornell to gain a better understanding of program requirements and opportunities for students. Cobleskill faculty also received training from Cornell to understand diverse learners and embed Problem-Based Learning in courses. Further, Cornell faculty provided guidance and feedback with the development of the BS degree. Additionally, Cobleskill faculty received training on diversity to help the department work more cohesively while valuing differences in faculty, staff and students through the use of an experienced consultant. How have the results been disseminated to communities of interest?Cornell has been widely promoting their new Applied Plant Science MPS programs to internal and external audiences. As a result, enrollment in the program is now approximately 50 students. Cobleskill has been promoting new coursework to existing and potential new students with an emphasis on female, minority and/or placebound students. Once the new BS degree receives SUNY and NYS Education Department approval, a marketing campaign will be developed that not only targets traditional populations, such as rural agricultural schools, but will emphasize connections with students from urban settings. The Plant Science department has been better at building relationships with high school programs and students from urban and suburban regions than any other department at Cobleskill. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
A number of accomplishments were achieved as a result of the support of the Higher Education Challenge Grant. At Cobleskill, a new BS degree in Plant Science was developed with an anticipated launch of Fall 2023. Other than degrees offered by Cornell University, this is the first BS in Plant Science offered at a public institution in New York State. This option will help prepare undergraduates for eventual enrollment in graduate studies to meet growing workforce demands in these highly skilled and technical areas. To support this program, Cobleskill was able to revise 10 courses and add 3 new ones, as well as embrace online delivery of applied coursework. The grant provided support in the way of training, technology and collaboration to ensure that the Plant Science department faculty would be better prepared to meet changing demographic and demands for an increasingly skilled workforce. While enrollment remained level in all Plant Science programs at 130 from 2018 to 2022, this is in stark contrast to a 20% decline in overall enrollment at Cobleskill during the same period. At Cornell, the addition of 10 new concentrations (13 in total) to the MPS degree in Applied Plant Science helpsto better prepare graduates for increasingly specialized workforce needs in agriculture. Many of these concentrations align well to undergraduate programsat Cornell and Cobleskill. Enrollment in the MPS program has been increasing steadily and now stands at 50 graduate students.
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Progress 04/15/20 to 04/14/21
Outputs
Target Audience:During this reporting period SUNY Cobleskill faculty worked on developing new courses and revising existing courses. Faculty also collaborated on understanding ways to betterincorporate Problem Based Learning in undergraduate courses. Work also continued on developing a new Bachelor of Science degree in Plant Science, and a number of programs were examined from other U.S. higher education institutions. Discussions with Cornell Univserity helped guide the development of the degree in order to ensure seamless entry into one of several new MPS Plant Science programs at Cornell that were developed as part of this grant. Concurrently, COVID restrictions continued to interrupt the normal delivery of courses. As a result, some courses were required to be offered remotely, while others managed with a hybrid model of in-person and online. This necessitated shifting resources to support Problem Based Learning in online settings. Additionally, enrollment campuswide dipped as fewer students chose to attend college with various COVID restrictions in place. Ultimately, a one-year, no-cost extension was requested and granted to allow more time to meet the grant deliverables. Changes/Problems:The effects of COVID were extensive. Each faculty member at Cobleskill and Cornell had to rethink delivery of applied courses in a distance format. Further, the pace of grant activities slowed due to retooling of existing courses and new demands of students during an uncertain time. Fortunately, a one-year, no-cost extension was granted, and this has allowed a resumption of grant activities that were achieved at Cobleskill and Cornell. What opportunities for training and professional development has the project provided?COVID limited most professional development activities during the period, however faculty were able to collaborate remotely with one another. 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 (final) reporting period, Cobleskill faculty will submit the new BS degree for final approvals and develop additional articulation agreements for students to enter the MPS Applied Plant Science concentrations. Additionally, student satisfaction data will be analyzed to indicate whether the greater incorporation of Problem Based Learning had any effect on outcomes and enrollment.
Impacts
What was accomplished under these goals?
Cornell University developed and launched 10 new concentrations in the MPS degree in Applied Plant Science. Cobleskill developed a draft BS degree in Plant Science designed to prepare students to be highly prepared for entry into the MPS at Cornell. Cobleskill also delivered many applied courses in FANH in an online format. This not only addressed the immediate need of COVID restrictions for delivering courses, it also allows courses to be delivered to under-represented populations who may be place bound.
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Progress 04/15/19 to 04/14/20
Outputs
Target Audience:During this reporting period, faculty at Cobleskill received modest professional development designed to help them be more effective with in-person and online instruction. Changes/Problems:Given the continued uncertainty of the COVID-19 crisis, coupled with staffing challenges at Cobleskill, we fully anticipate requesting an extension of the grant for an additional year to allow enough time to realize the intended outcomes of the grant. The outcomes of the grant continue to have merit, however the circumstances we have faced have slowed our progress significantly. What opportunities for training and professional development has the project provided?Two faculty members were able to participate in an educational seminar designed to promote teaching and learning for students in online and in-person settings. 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?The development of a the new BS curriculum at Cobleskill will be a priority of the department for the current year. Further, additional collaboration with Cornell University will be facilitated so that faculty and staff at both institutions will be better prepared to deliver the pathway originally laid out in this deliverables. Further, the Cobleskill Plant Science department will purchase equipment and teaching aids specifically designed to improve experiential classroom learning, as well as more effective remote delivery of courses.
Impacts
What was accomplished under these goals?
The Department of Plant Science made modest gains in developing a new BS in Plant Science designed to provide a pathway for students to enter newly-designed MPS programs at Cornell University. Additionally, there were professional development opportunities for faculty to assist them with more effective teaching in-person and online. Given challenges faced by the Plant Science department with vacant positions and other personnel challenges, as well as the effects of the COVID-19, progress on the grant deliverables have been severely delayed.
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Progress 04/15/18 to 04/14/19
Outputs
Target Audience:During the first year of the grant SUNY Cobleskill has expended funds to help prepare faculty for upcoming grant outcomes. Specificaly, a consultant was hired to encourage faculty to redefine Plant Science programs that will facilitate a more seamless transition for students into Cornell University's MPS programs. Additionally, recent Plant Science undergraduate students at Cobleskill were surveyed to gather data to understand where changes are necessary. These data informed faculty for curriculum development. Further, faculty undertook professional development activities designed to introduce them to Problem Based Learning. During the first year two full-time faculty members of seven left the Plant Science program areas at SUNY Cobleskill, and this slowed forward progress on grant outcomes. Efforts are underway to fill the vacancies and provide additional support for faculty so that grant activities may resume during the current year. Changes/Problems:One stumbling block encountered during the first year was the loss of two Plant Science faculty. These individuals played a key role in the development and implementation of the grant. Currently, efforts are underway to replace these faculty so that efforts can resume on achieving grant oucomes. What opportunities for training and professional development has the project provided?Plant Science faculty received professional development designed to introduce them to Problem Based Learning, as well as other teaching pedagogies designed to engage students to aid in retention. 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 reporting period, faculty are committed to designing new courses, revising other courses, and designing a new BS degree in Plant Science. Additionally, efforts to further embed Problem Based Learning will be incorporated throghout all Plant Science curricula. Further, efforts are being planned to align recruitment efforts for Plant Science students with the SUNY Cobleskill admissions staff.
Impacts
What was accomplished under these goals?
During the first year of the grant SUNY Cobleskill has expended funds to help prepare faculty for upcoming grant outcomes. Specificaly, a consultant was hired to encourage faculty to redefine Plant Science programs that will facilitate a more seamless transition for students into Cornell University's MPS programs. Additionally, recent Plant Science undergraduate students at Cobleskill were surveyed to gather data to understand where changes are necessary. These data informed faculty for curriculum development. Further, faculty undertook professional development activities designed to introduce them to Problem Based Learning.
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