Planning and Implementing Sustainable IPM Systems Course 2013 Oregon State University Course Directors: Paul Jepson & Mary Halbleib, Integrated Plant Protection Center, Oregon State University Monday August 12, 2013 By the end of the first day, you will have been introduced to your colleagues on the course, and will have participated in some initial exercises with them. We want you to appreciate that everyone on the course: directors, instructors, and all the participants, have very significant contributions to make, and that we all have very challenging problems to work on, whether these are in the Americas, Africa or Asia. IPM is part of the solution to all of these problems, and the most critical point in IPM adoption is the engagement between the extension educator and the farmer. We will discuss which methods of engagement fit best in your setting, and how the blend of different approaches change over time to establish sustainable IPM. We initiate that discussion today and expect to have arrived at some important conclusions by the last day of the course, and in our continuing dialog over the year ahead. We will also help you to better conceptualize the systems that you are working in, to facilitate discussion between our different countries and programs. 8:00 am – 8:30 am Paul/Mary/Bill Welcome, course overview with outcomes and expectations, facilities details and questions 08:30-­‐10:00 Mary Halbleib, Introductory exercise Paul Jepson 10:00 am All Break food arrives – Valley Catering 10:15-­‐12:00 Paul Jepson, Tim Classifying extension education approaches Stock, Bill Settle Noon – 1 pm All Lunch at Arnold Dining Hall 1:00-­‐2:30 Matching extension approaches to needs and the local context – small group exercise 2:30 pm All Break food arrives – Valley Catering 2:30-­‐4:30 Len Coop IPM systems modeling and conceptual diagrams 4:30 pm – 5:00 pm Paul/Mary Evaluation with classroom response system and paper survey Page 1 Tuesday, August 13th On the second day, we will first have an opportunity to share draft systems diagrams that familiarize us with your local context. We will then discuss ways in which farmers can be asked to define the IPM programs that they are undertaking. We will explore the concept that by describing current pest management, we can identify and value the positive practices, understand the gaps and then develop education programs that begin to address these deficiencies. We will do this by examining an approach we use in Oregon, co-­‐developed with a certification organization: we are being joined by two leading Rainforest Alliance employees, and we will examine whether or not this approach has value in your own setting for IPM. You will find out whether or not these approaches are working, and we will begin discussions about program evaluation. We will end the day with a back-­‐to-­‐basics discussion of IPM decision-­‐making and fundamental parameters that should factor into this. 8:00 am – 8:30 am Paul/Mary/Bill Welcome, overview with outcomes and expectations 08:30-­‐09:15 Len Coop Review systems diagrams 09:15-­‐09:30 Paul Jepson, Karen Introduce guests, Lewotsky and Saam Lewotsky, Heather Saam 09:30-­‐10:30 Paul Jepson The role and purpose of different IPM tactics 10:00 am All Break food arrives – Valley Catering 10:30-­‐11:30 Describing IPM programs using PAMS terminology 11:30-­‐noon Paul Jepson, Mary Discussing IPM challenges using PAMS terminology in Oregon, and the outcomes of this Halbleib approach Noon – 1 pm All Lunch at Arnold Dining Hall 1:00-­‐3:00 Paul Jepson, Karen Evaluating IPM programs and the role of certification Lewotsky, Heather Saam Matching the PAMS approach to diverse, small farmer needs and your own IPM challenges – small group exercises 2:30 pm All Break food arrives – Valley Catering 3:00-­‐4:30 Len Coop Economics and decision making 4:30 pm – 5:00 pm Paul/Mary Evaluation with classroom response system and paper survey Page 2 Wednesday, August 14th IPM has historically failed to factor in the ‘externalities’ associated with pest management practices. Today, you will become familiar with two new approaches developed by IPPC and our partners. Both address the adverse impacts of pesticides, and by the end of the day you will have learned about the concepts that underlie these approaches to risk assessment using a case study from West Africa. As the course unfolds, you will have further opportunities to practice the use of these approaches, but today, we want you to consider how the information that these tools provide can be communicated to farmers and their families in such a way that risks will be reduced or eliminated. This day will be very full and challenging to everyone, but we already know that many of you face very significant problems at home that these approaches can help to address. 8:00 am – 8:30 am Paul/Mary/Bill Welcome, overview with outcomes and expectations, 08:30-­‐09:30 Kathy Blaustein, Meeting data needs for risk assessment – a West African case study Michael Guzy, Paul Jepson 09:30-­‐noon Kathy Blaustein Human health risk assessment – calculating dermal exposure risks 10:00 am All Break food arrives – Valley Catering Noon – 1 pm All Lunch at Arnold Dining Hall 1:00-­‐2:30 Michael Guzy, Review and interpretation of environmental risk data – a West African case study Paul Jepson 2:30 pm – 2:45 pm All Break – Valley Catering 2:30-­‐4:30 Kathy Blaustein, Developing a risk communication strategy – small group exercise and report Michael Guzy, Paul Jepson 4:30 pm – 5:00 pm Paul/Mary Evaluation with classroom response system and paper survey Page 3 Thursday, August 15th We begin today with a discussion that is based upon your reflection about risk assessment and its value to IPM education and decision making: how do you reconcile human health and environmental risks, while also considering pesticide efficacy, crop export and market requirements? To illustrate this further, we will outline a current IPM problem in Oregon that builds upon the tools and approaches that you have been hearing about. The Oregon case study will demonstrate to you that we still have major challenges to face in the USA. It will provide you with an opportunity to practice discussing the trade-­‐offs that all farmers have to face at some point when attempting to meet the contrasting objectives of effective pest management, but with minimal impact on human health and the environment. We will end the day with an opportunity to discuss the ecological basis for making farms less susceptible to pest outbreaks in the long term – if broad-­‐
spectrum pesticide use is to decrease, ecological literacy among farmers must increase. 8:00 am – 8:30 am Paul/Mary/Bill Welcome, overview with outcomes and expectations 08:30-­‐09:30 Kathy Blaustein, Reconciling human health and environmental risks – West African case study Michael Guzy, Paul discussion Jepson 09:30-­‐10:30 Paul Jepson, Joe Fruit IPM and pesticide risk management in Oregon – A US case study DeFrancesco, Kathy Blaustein, Michael Guzy 10:00 am All Break food arrives – Valley Catering 10:30-­‐11:30 Joe DeFrancseco Pest Management Strategic Planning, minor crop pesticide registration, and the international marketplace 11:30-­‐3:00 Paul Jepson, Joe An IPM challenge, small group exercises DeFrancesco, Kathy Blaustein, Michael Guzy Noon – 1 pm All Lunch at Arnold Dining Hall 2:30 pm All Break food arrives – Valley Catering 3:00-­‐3:30 Hans Luh, Mary Establishing an IPM Extension Network Halbleib, Paul Jepson 3:30-­‐4:30 Gwendolyn Ellen and Concepts and approaches to biodiversity management in the US and Asia Bill Settle 4:30 pm – 5:00 pm Paul/Mary Evaluation with classroom response system and paper survey Page 4 Friday, August 16th At the end of the first week, you will be visiting a farm, but not for a relaxing day in the sun! You will be working, as participants in the kind of education program that IPPC undertakes with small farmers to expand opportunities for biological pest suppression and crop pollination by native bees. Farmers face the challenge of providing resources for beneficial organisms, and these practices must be inserted within their incredibly busy farming operations. Many of you have experience with education programs that enable these practices to be adopted via season-­‐long education in farmer-­‐field schools. Today you will be able to compare and contrast your own experience with an approach that has been adapted to fit within our resources and farming populations in Oregon. 8:00 am – 5:00 pm Gwendolyn Welcome, overview with outcomes and expectations Gwendolyn On farm biodiversity management – whole day on-­‐farm exercise Ellen 10:00 am All Break on farm Noon – 1 pm All Lunch on farm 2:30 pm All Break on farm 4:30 pm – 5:00 pm Gwendolyn, Evaluation and paper survey Mary Page 5 Monday, August 19th After a week of fruitful discussion and skill building in the tools and approaches that support IPM education, we felt that this was an appropriate time to outline IPPC’s methodology for designing IPM education programming – this will help with the following questions – 1. How might you be able to adapt and adopt the methods and approaches that you have been learning about when you return home? And 2. How might your stakeholders and farm audiences be engaged in the planning process? The IPPC builds formal planning within its IPM education program, and integrates this with evaluation and impact assessment throughout the education process. Many of you employ similar approaches, but we hope that by sharing and discussing what we do, and hearing from you, we can arrive at methodologies that best fit your needs. The day will end with a discussion of the factors that can ‘break’ or interfere with IPM education and adoption – it will remind all of us that we have to respond to the unexpected, wherever we work. 8:00 am – 8:30 am Paul/Mary/Bill Welcome, overview with outcomes and expectations 08:30-­‐09:30 Paul Jepson, Review and discussion of week 1 Mary Halbleib 09:30-­‐10:30 Mary Halbleib Principles and practices of program design – overview, examples and discussion (1 hr) 10:00 am All Break food arrives – Valley Catering 10:30-­‐1:30 Mary Halbleib Process: Identify learner outcomes (2 hrs) Noon – 1 pm All Lunch at Arnold Dining Hall 1:30-­‐3:00 Mary Halbleib Process: Mapping content, skills and assessment tasks (1.5 hrs) 2:30 pm All Break food arrives – Valley Catering 3:00-­‐4:30 Paul Jepson Challenges and constraints in IPM extension education and IPM adoption 4:30 pm – 5:00 pm Paul/Mary Evaluation with classroom response system and paper survey Page 6 Tuesday, August 20th Today, you are in charge! You all came here with specific needs that need to be addressed in your local setting. How could a one day conference that you run expand opportunities to hear from the experts that we need to connect you with, go into greater depth in some of the topics that we have introduced, and include contributions from some of you, the participants, to properly integrate your thoughts? We will explain the basic plan for this day in the first week, but each one of you must play a role in this day to make it an inspirational experience. 8:00 am – 8:30 Paul/Mary/Bill Welcome, course overview with outcomes and expectations, facilities details and questions am 08:30-­‐5:00pm Class participants Electives: whole class day, 1h discussion sessions– participants to design, run and evaluate program, chair, lead discussions and offer three perspectives from among the participants that meet the needs of the whole group, and which integrate participants from different continents Possible electives from OSU; others can be requested by students: Management of Striga – Carol Mallory-­‐Smith Managing pesticide impacts on natural enemies and pollinators – Paul Jepson Advanced climate and weather-­‐based decision support systems – Len Coop Designing and implementing pesticide safety education programs – Tim Stock Pesticide information, the public and toxico-­‐vigilance – Kathy Blaustein and National Pesticide Information Center staff Plant health diagnostic systems – Melodie Putnam, OSU Plant Clinic staff 10:00 am All Break food arrives – Valley Catering Noon – 1 pm All Lunch at Arnold Dining Hall 2:30 pm All Break food arrives – Valley Catering 4:30 pm – 5:00 Paul/Mary Evaluation with classroom response system and paper survey pm Page 7 Wednesday, August 21st Evaluation should be part of your thinking in IPM education from the outset. It is extremely difficult to define the measurements that you may be able to make to provide you with feedback on whether or not your program is working. Your sponsors certainly want to know (!), but all of our clientele benefit when positive outcomes are defined, and measurements are made that allow the current status of, and trends in, these outcomes to be tracked. We will illustrate the approaches that are used in the IPPC using data from our own programs, and invite you to contribute to discussions about approaches that can shared among course participants. 8:00 am – 8:30 am 08:30-­‐09:30 Paul/Mary/Bill Mary Halbleib Welcome, overview with outcomes and expectations Program evaluation planning and use: Discussion of current practices (1 hr) 09:30-­‐10:30 10:00 am 10:30-­‐noon Noon – 1 pm 1:00-­‐2:30 2:30 pm 2:30-­‐3:30 3:30-­‐5:00 4:30 pm – 5:00 pm All All All Paul/Mary Evaluation plan elements and review a plan (1 hr) Break food arrives – Valley Catering Discuss tools and data shared and evaluation use Lunch at Arnold Dining Hall Envision changes to existing evaluations and define using evaluation plan elements Break food arrives – Valley Catering Forming a supportive and responsive network Preparation for presentations on Friday Evaluation with classroom response system and paper survey Page 8 Thursday, August 22nd This is your opportunity to follow-­‐up with course instructors in order to discuss what you have heard in ‘1 on 1’, or small group sessions. Which methods and approaches do you want to discuss further? Which tools and approaches do you plan to use when you return home? Today will be planned so that everyone has an opportunity to pursue the subjects that are of most interest and relevance to their context. 8:00 am – 8:30 am Paul/Mary/Bill Welcome, overview with outcomes and expectations 08:30-­‐5:00 All instructors Electives: small group or individual skill-­‐building day, based upon themes of week 1 Half-­‐day blocks (or smaller), select two to three, and also suggest topics: the purpose is to build skills that you will use when you return: examples (list to be provided) IPM program analysis and evaluation Environmental risk assessment Human health risk assessment Systems analysis and decision support On-­‐farm biodiversity management Pesticide registration and foreign market acceptance Diagnostic systems Pesticides and toxicovigilance 10:00 am All Break food arrives – Valley Catering Noon – 1 pm All Lunch at Arnold Dining Hall 2:30 pm All Break food arrives – Valley Catering 4:30 pm – 5:00 pm Paul/Mary Evaluation with classroom response system and paper survey Page 9 Friday, August 23rd This course initiates at least a one-­‐year process of engagement and interaction. How will you work with us, and your co-­‐participants over the next year to deliver a measureable and positive change in your own local setting? We will have been discussing this with you throughout the course, but today is when you, or small groups of you, outline what you have in mind and receive input and suggestions from the whole class. We want to work with you on a continuing basis and help to establish a global network of leading IPM educators…….we initiate this process today, and then we return home, and build upon the rich experience of the past two weeks. 8:00 am – 8:30 am Paul/Mary/Bill Welcome, overview with outcomes and expectations 08:30-­‐3:00 Individual and/or group presentations 10:00 am All Break food arrives – Valley Catering Noon – 1 pm All Lunch at Arnold Dining Hall 2:30 pm All Break food arrives – Valley Catering 3:00-­‐4:00 Graduation and farewell 4:00pm – 5:00 pm Paul/Mary Evaluation with classroom response system and paper survey Page 10