Strategic Transformation

To Meet

Land Grant Mission

Comfort Zone

Scie

nce

303:

47-4

8 (2

Janu

ary

2004

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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

VisionThe 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

But with a smaller state-supported footprint

A Land Grant college that is trans-disciplinary, is student-centered, research-intensive, engaged, stakeholder-driven, and offers an inclusive environment

Signature Areas

• 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 • 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

• Agriculture in a changing landscape• 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

Programmatic Priorities

• Sustaining our environment• 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• 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• Enhance capacity of others• Increase study abroad, scientific exchange programs• Help build international capacity and infrastructure

• Promote family and community well being• Security, safety and health• Entrepreneurship and small business development• Human nutrition and health

Criteria for Prioritization• 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• 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

Plant & Animal Systems and

Management - ANS, Hort, CSS, REM, GenAg,

Enth

Forestry, Natural Resources and

Ecosystem Services – FES, FERM, FW, MB,

Soils

Wood, Bioproduct and Natural System Engineering and

Technology - WSE, BEE, FE?

Economics and Applied Policy Analysis and Informatics – AREC, StatsMicrobial, Food,

Health and Toxicology –

MB, EMT, FST, Chem

Plant, Insect, and Microbial

Sciences – BPP, Ent, Micro

Leadership , Communication and Education

EESC, AgEd ,

Combined College Model: College of Agriculture, Forestry, and Natural Resources

College of Agricultural Sciences+ Bridge Model

Plant & Animal Systems and

Management - ANS, Hort, CSS, REM, GenAg,

Ent

Natural Resources and

Ecosystem Services – FW,

MB, Soils

Biological and Ecological

Engineering - BEE

Economics and Applied Policy Analysis and informatics AREC, StatMicrobial, Food,

Health and Toxicology – MB, EMT, FST, Chem

Plant, Insect, and Microbial

Sciences – BPP, Ent, Micro, Plant

Sciences Grad Program

Leadership , Communication and Education

EESC, AgEd ,

Bridge

BridgeBridge

Bridge

A Model:Based on the principle of form following function

School A School B School E School FSchool C School D Etc.

School A

• 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

School B

• 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

• 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

• 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• 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• 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 • Chair, 3-5 year rotation• Collaborative leadership model

• 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

• Student access and success• Extension, Engagement, Outreach• Research and Discovery • Maintain competitiveness

• Works with other Unit Coordinators and School Chair

School A School B School E School FSchool C School D Etc.

School A

School B

School E

School F

School C

School D

Grad Program

Centers

UG Major

Grad Program

Grad Program

Grad Program

Grad Program

Grad Program

Centers

Institutes Institutes

UG Major

UG Major

UG Major UG Major

Etc. Etc.

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

Strategic Questions:• 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 mission-

oriented 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?

Next Steps Branch Stations

Tactical Questions:• 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?

TimelineInclude 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