Strategic Transformation
To Meet
Land Grant Mission
Science 303:47-48 (2 January 2004)
Comfort Zone
First comes thought; then organization of that thought, into ideas and plans;
then transformation of those plans into reality. The beginning, as you will
observe, is in your imagination. Napoleon Hill
Vision
The College of Agricultural Sciences at Oregon State
University will be one of the preeminent colleges of
agriculture, food, and natural resources in the nation,
as a result of undertaking discovery with purpose,
delivery of enabling educational programs, and positive
impact on people, communities, and the economy.
Preeminent, Purposeful, Enabling, Impactful
A Land Grant college that is trans-disciplinary, is
student-centered, research-intensive, engaged,
stakeholder-driven, and offers an inclusive
environment
But with a smaller state-supported footprint
Signature Areas
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Plant sciences and systems biology
Sustainable food and agricultural systems
Bioproducts, biomaterials, and bioenergy
Natural resource stewardship and
environmental and human well being
Core Values
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Facilitate success of students of diverse backgrounds
Nurture and promote people
Reward excellence
Expand access
Create inclusive climate
Promote truth, freedom of inquiry, and contributions
to society
• Advance integrity, openness, mutual respect, and
accountability
Stakeholder-Driven
Programmatic Priorities
• Agriculture in a changing landscape
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Promote sustainable plant and animal systems
Enhance competitiveness and profitability
Create science-based policies
Minimize ecological footprint
Respond to climate change
• Safe and abundant food
• Enhance food safety
• Promote development of foods for health
• Support food production
• Energy and materials from renewable
commodities
• Encourage innovation on farms and industry
• Support natural resource use/conservation
• Develop bioenergy, bioproducts, biomaterials
• Sustaining our environment
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Mitigate climate change
Protect water, land and air for the future
Protect natural resources
Promote sustainable agricultural systems
• Enhance science capacity and adoption of technology
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Boost K-12 STEAM programs
Enhance undergraduate/graduate education and experiences
Promote formal and informal education
Employ technology to expand learning and engagement
Advance adoption of research-based technologies
• Address global problems
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Enhance capacity of others
Increase study abroad, scientific exchange programs
Help build international capacity and infrastructure
• Promote family and community well being
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Security, safety and health
Entrepreneurship and small business development
Human nutrition and health
Criteria for Prioritization
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Is the unit central to the mission of the organization?
Is the unit highly productive?
Does the unit meet Oregon University System (OUS) criteria?
Will the unit enhance the student-learning environment?
Is the unit important to stakeholders?
Will the unit build revenue support?
Will the unit build local, regional, national, international reputation?
Will the unit appropriately demonstrate flexibility?
Will the unit contribute to economic development?
Is the unit unique within the state, region, or nation?
Is there demand for graduates of the unit?
Is there potential for growth in enrollment?
Are the incremental revenues and costs of the program appropriate?
Is there a critical mass of students and faculty?
Structure
Guiding Principles
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Facilitates student access and success
Creates opportunities for coordination of curricula across related programs
Promotes engagement
Is mission critical and strengthens NRC rankings
Has identifiable presence of fundamental sciences
Meets accreditation needs
Improves administrative efficiencies, streamlines support functions, and removes
duplication, and reduces administrative overhead
Strengthens and promotes competitiveness in teaching, research, and Extension
mission
Ensures recruitment and retention of faculty
Preserves identity of and advocacy for academic programs for students, alumni, and
accreditation entities, while cultivating new identities for future alumni
Articulates mission to stakeholders
Ties in to strategic plan: Healthy Planet, Healthy People, Healthy Economy
Creates an environment of inclusiveness
Meets ACBSP guidelines: ~ Five units; Divisional collaboration; etc.
Metrics used across the college, rather than between units
Summary of Structures Suggested
Previously
Plant, Insect,
and Microbial
Sciences
Plant & Animal
Systems and
Management
Natural
Resource
Conservation
and Ecosystem
Services
Food,
Biomaterials,
and Bioprocess
Engineering
and Technology
Economic,
Policy, and
Education
Sciences
Toxicological
Sciences
Combined College Model: College of Agriculture, Forestry, and Natural Resources
Plant & Animal
Systems and
Management ANS, Hort, CSS,
REM, GenAg,
Enth
Wood,
Bioproduct and
Natural System
Engineering and
Technology WSE, BEE, FE?
Plant, Insect,
and Microbial
Sciences – BPP,
Ent, Micro
Leadership ,
Communication
and Education
EESC, AgEd ,
Microbial, Food,
Health and
Toxicology –
MB, EMT, FST,
Chem
Forestry, Natural
Resources and
Ecosystem
Services – FES,
FERM, FW, MB,
Soils
Economics and
Applied Policy
Analysis and
Informatics –
AREC, Stats
College of Agricultural Sciences+ Bridge Model
Bridge
Plant & Animal
Systems and
Management ANS, Hort, CSS,
REM, GenAg,
Ent
Biological and
Ecological
Engineering BEE
Bridge
Plant, Insect,
and Microbial
Sciences – BPP,
Ent, Micro, Plant
Sciences Grad
Program
Leadership ,
Communication
and Education
EESC, AgEd ,
Microbial, Food,
Health and
Toxicology – MB,
EMT, FST, Chem
Natural
Resources and
Ecosystem
Services – FW,
MB, Soils
Economics and
Applied Policy
Analysis and
informatics
AREC, Stat
Bridge
Bridge
A Model:
Based on the principle of form following function
School A
School B
School C
School D
School E
School F
Etc.
School B
School A
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Focus is on fundamental sciences that underpin our
mission efforts
Includes faculty and staff who use plant, animal, microbial,
and insect models, and tools such as molecular biology,
genetics, -omics, imaging, computational biology, etc.
Teach lower division and upper division courses in
fundamental disciplines, including baccalaureate core
courses, along with advanced courses of relevance for
graduate students
Focused on graduate programs
Students trained for academia, government, and
corporate sectors, or for professional and graduate
schools
Graduate programs will overarch all the various schools
Funding typically from agencies such as NSF, NIH, USDA,
EPA, DOE, DOD, etc., along with corporate partnerships
Includes faculty from BPP, Hort, CSS, Ent, Micro, Animal
Science
Majors might include a Plant Biology option, Plant Health
option
Faculty might have joint appointments in other schools
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Focus is on research and Extension efforts to address issues
and challenges affecting horticultural and field crops, range,
or livestock animals, and their management
Focused on promoting mission efforts related to enhancing
Oregon farm and food systems, including the economic well
being of farms, ranches, and livestock production systems
Faculty and staff at the branch stations and with county
Extension appointments working on plant and animal
systems and their management would be housed in this
school
Teach lower division and upper division courses, along with
advanced courses of relevance for graduate students, to
equip graduates to deal with plant and animal systems and
management, farm and food systems, and small and large
animals
Focused on both undergraduate and graduate programs;
graduate programs will overarch all the various schools
Students trained for research and Extension positions in
academia, government, and corporate sectors, commodity
groups, sales, technical positions, etc., or for professional
and graduate schools
Funding could be from agencies such as USDA, NSF, EPA,
USAID, DOE, DOD, etc., but mostly from state and regional
agencies, industrial and corporate partners, and commodity
groups
Includes faculty from BPP, Hort, CSS, Ent, ANSC, Range, AREC
Majors might include a Horticulture option, Animal Science
option, Crop Science option, Range option, Plant Health
option, General Agriculture option
Faculty might have joint appointments in other schools
School C
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Focus is on wildlife and fisheries, natural resources,
conservation science, environmental stewardship, policy,
climate change
Faculty and staff at the branch stations and with county
Extension appointments working on natural resources and
environmental issues would be housed in this school
Teach lower division and upper division courses, including
baccalaureate core courses, along with advanced courses
of relevance for graduate students, to equip graduates to
deal with landscapes, water and land use, watersheds and
management, conservation, ecosystem services, fisheries
and wildlife, soils, soil chemistry and physics,
environmental and natural resource policy
Focused on both undergraduate and graduate programs;
graduate programs will overarch all the various schools
Students trained for research and Extension positions in
academia, government and non government, and
corporate sectors, environmental groups, sales and
technical positions, etc.
Funding could be from agencies such as USDA, USFS,
USFW, NOAA, NASA, NSF, EPA, USAID, DOE, etc., and also
from state and regional agencies, industrial and corporate
partners, and commodity groups
Includes faculty from F&W, For, Soils, Ent, BPP, Range,
AREC
Majors might include Fisheries option, Wildlife option,
Conservation Biology option, Soil Science option
Faculty might have joint appointments in other schools
School D
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Focus is on research and Engagement efforts in ecological
and environmental, biomaterials, bioproducts, and bio- and
food process engineering
Teach lower division and upper division courses, including
baccalaureate core courses, along with advanced courses of
relevance for graduate students, to equip graduates to
engineered biomaterials, bio- and food processing,
ecological and environmental engineering, water resource
engineering
Focused on both undergraduate and graduate programs;
needs to meet ABET accreditation
Students trained for positions in academia, government, and
corporate sectors, food industry, or for professional and
graduate schools
Funding could be from agencies such as USDA, NIH, NSF,
EPA, DOE, DOD, USFS, etc., but also from state and regional
agencies, industrial and corporate partners, and commodity
groups
Includes faculty from BEE, (WSE)
Majors might include a Biological Engineering option,
Ecological and Environmental Engineering option, Water
Resource Engineering option, Food Process Engineering
option
Faculty might have joint appointments in other schools
School E
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Focus is on research and Extension efforts to address food
processing, food safety, food chemistry and flavors,
environmental and human health
Faculty and staff at the branch stations and with county
Extension appointments working in the area of food
safety, food processing, toxicology, and other allied areas
would be housed in this school
Teach lower division and upper division courses, including
baccalaureate core courses, along with advanced courses
of relevance for graduate students, to equip graduates to
deal with environmental toxicology, health, food science
issues
Students trained for academia, government, and
corporate sectors, or for professional and graduate
schools, environmental and health agencies, regulatory
agencies, food processing industry, etc.
Graduate programs will overarch all the various schools
Funding typically from agencies such as NSF, NIH, USDA,
EPA, DOD, etc., other international agencies, state
agencies, along with corporate partnerships
Includes faculty from FS, EMT, Micro
Majors might include Food Science option, Environmental
and Molecular Toxicology option, Regulatory Science
option
Faculty might have joint appointments in other schools
School F
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Focus is on research and Extension efforts related to
environmental and resource economics, ecosystems and
society, policy, international trade, transportation, storage,
and distribution of agricultural commodities and policies,
food and farming systems, communications, and education
Focused on mission efforts targeting applied economics,
policy, education and leadership, K-12 efforts, FFA, 4-H,
communications and risk avoidance and management
Faculty and staff at the branch stations and with county
Extension appointments in the area of environmental and
resource economics would be housed in this school
Teach lower division and upper division courses, including
baccalaureate core courses, along with advanced courses of
relevance for graduate students, to equip graduates to deal
with applied economics, food and farming systems and
management, natural resource economics, environmental
economics, agricultural education, leadership, risk
avoidance and management
Focused on both undergraduate and graduate programs
Students trained for research and Extension positions in
academia, government, and corporate sectors, commodity
groups, sales, technical positions, K-12 educational
institutions, Agricultural Vocational-Technical programs, etc.,
or for graduate schools
Funding could be from agencies such as USDA, NSF, EPA,
USAID, DOE, DOD, DOT, etc., but mostly from the state and
regional agencies, industrial and corporate partners, and
commodity groups
Includes faculty from AREC, AgEd, EESC
Majors might include Applied Economics option,
Environmental and Natural Resource Economics option,
Agricultural Education option, Leadership option,
Communications option
Faculty might have joint appointments in other schools
Etc.
Etc.
Leadership Principles
School A
School B
School C
School D
School E
School F
School
• Chair, 3-5 year rotation
• Collaborative leadership model
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Facilitates clear strategic focus to meet mission of Research, Extension, Teaching
Promotes outcomes and impact
Creates greater efficiency, effectiveness, and relevance
Utilizes simplicity and clarity of governance
Enhances decentralized decision making
• Convenes and works with unit heads
• Priority staffing
• Curricular issues
• Business Center, IT support, undergraduate and graduate program coordination,
advising
Unit: e.g., School B: Horticulture, Crop Science, Range, Animal Science, etc.
• Coordinator
• Discipline specific management and activities
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Student access and success
Extension, Engagement, Outreach
Research and Discovery
Maintain competitiveness
• Works with other Unit Coordinators and School Chair
Etc.
School B
Grad Program
UG Major
Grad Program
UG Major
School A
School C
Centers
Grad Program
Etc.
Centers
UG Major
Institutes
Etc.
Institutes
School D
School F
UG Major
Grad Program
Grad Program
UG Major
School E
Grad Program
Next Steps
Academic Restructuring
• Blue Ribbon Panel
– Bud Weiser, Chair
– Faculty
– Staff
– Administrators
• LOGIC outcomes
Charge
• Panel is advisory in nature - analyze, synthesize, and recommend
• Point of departure: summary of ideas articulated thus far
• Coordinate with Extension restructuring panel
– Peg Herring, Cory Parsons, and Willie Riggs
• Proactively engage internal stakeholders
– Faculty, staff, and students
• Engage external stakeholders, as needed
• Provide intermittent reports
• Final, written report with two to three models, along with the
advantages and disadvantages of each, based on a collaborative,
trans-disciplinary structure and programmatic dimensions, and
which promotes synergies across colleges within the Division of
Earth Systems Science
Timeline
• Empanelment: October 30, 2009
• Interim reports: November and December
• Final report to college administration: January 15,
2010
• Models tested by college administration with internal
and external stakeholders in town hall meetings: Late
January to Mid February
• Submission of final model to college and to Provost:
March 15, 2010
• Execution of restructuring of college: FY 2010-2011,
and beyond
Next Steps
Branch Stations
Strategic Questions:
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Do we keep all of our branch stations if it means some at best ‘limp along’?
How do we ensure stations have capacity to enable preeminence in our missionoriented research and Extension efforts?
Might there be alternative, sustainable revenue sources for the stations?
Will co-locating Extension administrative offices/personnel at the stations from
surrounding counties, in effect creating Research and Extension Centers at all of the
stations, offer alternative opportunities?
Are there strategic alliances with neighboring states?
Does the creation of the Division of Earth Systems Science offer
additional/alternative opportunities?
Tactical Questions:
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What process should we use to increase or decrease the size (or add or reduce the
number of locations)?
Is there a specific target for alternative revenue sources – ~25% of total expenditures?
From Stakeholders? Donors?
Can station faculty offer blended courses in areas not covered by on-campus
faculty? How do our stations enable Oregon Open Campus efforts?
Timeline
Include Station Superintendents and Relevant Academic Heads
• October 22, 2009
• Interim reports: November and December
• Final report to College administration:
January 15, 2010
• Execution: FY 2010-2011, and beyond