Agricultural Science at Truman

Total Page：16

File Type：pdf, Size：1020Kb

Agricultural Science at Truman Degree offered Notable internship opportunities include 120 60 • Danforth Plant Science Center approximate approximate • W.H. Miner Institute (equine breeding) number of number of students • Boehringer-Ingelheim (ag students in the in one of these pharmaceuticals) BS major minors • Monsanto (plant breeding) Agricultural Science • Ranch work (Nebr., Mont., Wyo.) Minors offered • Case-IH equipment (marketing) The 400-acre University Farm is • Aldi Foods (management) Agricultural Studies, Agricultural Business, just one mile from campus. Equine Studies About 1/3 of Agricultural Science graduates enter graduate or professional Every student school. engages in The University Farm includes resources experiential learning such as a greenhouse, riding/breeding through the horse herd, cattle herd, agronomy two-semester Ag research plots, vegetable production for Practicum class farm-to-table, composting, indoor and which serves as the outdoor riding arenas, and availability of capstone for the The Equestrian Team is open to horse boarding for students. major. riders of all levels and uses University facilities and horses for practice. The major focuses Faculty areas of expertise include soil & on creating Our Compost Project diverts more environmental science, plant breeding, hands-on than 140,000 pounds of food scraps agricultural marketing, animal nutrition, experiences and from the landfill each year, turning it experiential animal reproduction, animal welfare, and into a rich, renewable soil learning. equine exercise physiology. amendment! Truman’s Ag program has exceptional teachers, who take a personal interest in your success. With the department’s emphasis in entrepreneurship, I learned about dierent opportunities in precision agriculture, futures and “ options markets, organic farming, and ethical animal production. Most importantly to me, Truman Ag has taught me how an education in agriculture helps fight both ignorance and world hunger. SPENCER HOCKMAN, Class of 2019 Academic Interests: Master of Business Administration at the University of Missouri Pursued at Truman: Agricultural Science major, Summer” of 2017 - Operations Intern at Top Notch Farms, Summer of 2018 - Research Intern at Mizzou’s Ag Extension in Forages, Summer 2019 - Internship at MFA Inc. Student Organizations: Beta Theta Pi, Campus PALS, Order of Omega Hometown: Columbia, Missouri For more information Visit agriculture.truman.edu.

Copy Link

Recommended publications

Principles of Agricultural Science and Technology
Career & Technical Education Curriculum Alignment with Common Core ELA & Math Standards Principles of Agricultural Science and Technology AGRICULTURAL CAREER CLUSTER CAREER MAJORS/CAREER PATHWAYS Animal Science Systems Agriscience Exploration (7th-8thGrade) - (no credit toward career major) Recommended Courses Principles of Agricultural Science & Technology Agriscience Animal Science Animal Technology Equine Science Adv. Animal Science Small Animal Tech Veterinary Science Elective Courses Ag. Math Food Science & Technology Food Processing, Dist. & Mkt. Aquaculture Ag. Sales and Marketing Ag. Construction Skills Ag. Power & Machinery Operation Agri-Biology Adv. Ag. Economics and Agribusiness Ag. Business/Farm Mgmt Ag. Employability Skills Leadership Dynamics Business Management Marketing Management * Other Career and Technical Education Courses Other Career and Technical Education courses directly related to the student’s Career Major/Career Pathway. “Bolded” courses are the “primary recommended courses” for this career major/career pathway. At least 3 of the 4 courses should come from this group of courses. To complete a career major, students must earn four career-related credits within the career major. Three of the four credits should come from the recommended courses for that major. NOTE: Agribiology is an interdisciplinary course, which meets the graduation requirements for Life Science. Agriscience Interdisciplinary course also meets the graduation requirements for Life Science. Agriculture Math is an interdisciplinary course, which may be offered for Math Credit. KENTUCKY CAREER PATHWAY/PROGRAM OF STUDY TEMPLATE COLLEGE/UNIVERSITY: CLUSTER: Agriculture, Food, and Natural Resources HIGH SCHOOL (S): PATHWAY: Animal Science Systems PROGRAM: Agricultural Education REQUIRED COURSES CREDENTIAL SOCIAL CERTIFICATE GRADE ENGLISH MATH SCIENCE RECOMMENDED ELECTIVE COURSES STUDIES OTHER ELECTIVE COURSES DIPLOMA CAREER AND TECHNICAL EDUCATION COURSES DEGREE 9 Principles of English 1 Alegbra 1 Earth Science Survey of SS Health/PE Ag.
[Show full text]
Agricultural Science LEVEL: Forms 4 & 5 TOPIC: AQUAPONICS
SUBJECT: Agricultural Science LEVEL: Forms 4 & 5 TOPIC: AQUAPONICS CSEC Agricultural Science Syllabus SECTION A: Introduction to Agriculture 1. Agricultural Science and Agriculture Specific objectives: 1.3 Describe conventional and non-conventional crops and livestock farming systems (aquaponics, hydroponics, grow box, trough culture, urban and peri-urban farming) AQUAPONICS This a system that combines both aquaculture (rearing on fish inland) and hydroponics (growing of plants in water). Aquaponics = Aquaculture + Hydroponics A farmer can get two products from an aquaponics system: - Primary or main products are crops/ plants - Secondary product is the fish Parts of an Aquaponics System The main parts (components) of an aquaponics system are: 1. Rearing Tank – where the fishes grow 2. Growing Bed – where the plants are located 3. Water Pump and tubing – Pump is located at the lowest point of the system and used to push water back to the upper level. 4. Aeration system (air pump, air stone, filter, tubing) – to provide oxygen 5. Solid Removal/ sedimentation tank – to remove solid particles which the plant cannot absorb and may block the tubing etc. 6. Bio-filter – the location at which the nitrification bacteria can grow and convert ammonia to nitrates. 7. Sump – lowest point in the system to catch water. The pump can be placed here. Lifeforms in an Aquaponics system • Fishes • Plants • Bacteria These three living entities each rely on the other to live. Fishes Fishes are used in an aquaponics system to provide nutrients for the plants. These nutrients come from their fecal matter and urine (which contains ammonia) and other waste from their bodies.
[Show full text]
Urban and Agricultural Communities: Opportunities for Common Ground
Urban and Agricultural Communities: Opportunities for Common Ground Council for Agricultural Science and Technology Printed in the United States of America Cover design by Lynn Ekblad, Different Angles, Ames, Iowa Graphics by Richard Beachler, Instructional Technology Center, Iowa State University, Ames ISBN 1-887383-20-4 ISSN 0194-4088 05 04 03 02 4 3 2 1 Library of Congress Cataloging-in-Publication Data Urban and Agricultural Communities: Opportunities for Common Ground p. cm. Includes bibliographical references (p. ). ISBN 1-887383-20-4 (alk. paper) 1. Urban agriculture. 2. Land use, Urban. 3. Agriculture--Economic aspects. I. Council for Agricultural Science and Technology. S494.5.U72 U74 2002 630'.91732-dc21 2002005851 CIP Task Force Report No. 138 May 2002 Council for Agricultural Science and Technology Ames, Iowa Task Force Members Lorna Michael Butler (Cochair and Lead Coauthor), College of Agriculture, Departments of Sociology and Anthropology, Iowa State University, Ames Dale M. Maronek (Cochair and Lead Coauthor), Department of Horticulture and Landscape Architecture, Oklahoma State University, Stillwater Contributing Authors Nelson Bills, Department of Applied Economics and Management, Cornell University, Ithaca, New York Tim D. Davis, Texas A&M University Research and Extension Center, Dallas Julia Freedgood, American Farmland Trust, Northampton, Massachusetts Frank M. Howell, Department of Sociology, Anthropology, and Social Work, Mississippi State University, Mississippi State John Kelly, Public Service and Agriculture, Clemson University, Clemson, South Carolina Lawrence W. Libby, Department of Agricultural, Environmental, and Development Economics, The Ohio State University, Columbus Kameshwari Pothukuchi, Department of Geography and Urban Planning, Wayne State University, Detroit, Michigan Diane Relf, Department of Horticulture, Virginia Polytechnic Institute and State University, Blacksburg John K.
[Show full text]
Or 30% Within 1.2 Km Radius, for Full Pollination by Native Bees
Assessment of Solar Pollinator Habitat: Soscol Ferry Solar Project July 2019 Report Submitted to: Renewable Properties, LLC RP Napa Solar 2, LLC Pollinator Partnership Assessment of Solar Pollinator Habitat: Soscol Ferry Executive summary This report was commissioned to provide Renewable Properties, LLC and RP Napa Solar 2, LLC a defensible, cited assessment of how the development of the Soscol Ferry Solar Project’s pollinator- friendly habitat can quantifiably benefit area agricultural producers, to be used in presentations to local residents and policymakers. In addition, it was requested that ecological and community benefits and opportunities be evaluated. Pollinator Partnership has provided an in-depth literature review of the agricultural, conservation, and industry benefits of pollinator solar habitat. In addition, site-specific calculations and assessments of benefits to surrounding area agriculture, and other potential site-specific benefits to the environment, communities, and research opportunities and options are explored. Solar installations in agricultural areas are sometimes seen as unfavorable to the landscape because they temporarily take land out of agricultural production. However, solar installations that integrate pollinator habitat can be directly beneficial to agriculture by creating more heterogeneous landscapes and by providing habitat that can enhance ecosystem services and crop yields, while also increasing biodiversity. There is an abundance of research showing that increasing habitat in agricultural landscapes increases pollination and pest control services, which lead to better crop yields and lower need for exogenous inputs such as pesticides and managed pollinators (i.e. honeybee hive rentals) [Agricultural Intensification: loss of biodiversity and ecosystem services, pg. 5]. Despite demonstrated benefits of large- and small-scale habitat incorporation, and incentives for habitat creation [Incentivization, pg.
[Show full text]
AGRICULTURAL SCIENCE DEGREES, CERTIFICATES and AWARDS Associate in Science Degree (A.S.) Certificate of Achievement
AGRICULTURAL SCIENCE DEGREES, CERTIFICATES AND AWARDS Associate in Science Degree (A.S.) Certificate of Achievement DESCRIPTION The Agricultural Science program offers an Associate of Science degree in Agricultural Science and a Certificate of Achievement in Agricultural Crop Science for those students interested in a more general course of study. The IVC major deals with the application of the various principles of the biological and physical sciences in agriculture. The course offerings are fundamental and broad in scope so that students can prepare for transfer or seek employment in one of the hundreds of career opportunities in the agriculture field. PROGRAM LEARNING OUTCOMES TRANSFER PREPARATION 1. Demonstrate an understanding of fundamental concepts and knowledge related to the selection, Courses that fulfill major requirements for an propagation and management of various plant commodities produced for food, feed and fiber. associate degree at Imperial Valley College may 2. Display competency with respect to the use of standard lab, industry equipment and not be the same as those required for completing techniques used in production the major at a transfer institution offering a 3. Demonstrate understanding of scientific research and critical thinking skills related to hypothesis bachelor’s degree. Students who plan to development and data interpretation as applied to the decision making process for commercial production. transfer to a four-year college or university should schedule an appointment with an IVC Counselor to develop a student education plan ASSOCIATE DEGREE AND CERTIFICATE OF ACHIEVEMENT PROGRAMS (SEP) before beginning their program. The Associate in Arts (AA) or the Associate in Science (AS) Degree involves satisfactory completion of a minimum of 60 semester units with a C average or higher, including grades of C in all courses Transfer Resources: required for the major, and fulfillment of all IVC district requirements for the associate’s degree along www.ASSIST.org – CSU and UC Articulation with all general education requirements.
[Show full text]
Bachelor of Science Degree Requirements
Bachelor of Science Degree Requirements The Bachelor of Sciences degree in Sustainable Food and Farming requires students to take courses in four categories: a. University General Education Requirements (33- 39 credit) b. Core Required Classes (26-31 credits) c. Agricultural Science and Practice Classes (24 credits) d. Professional Electives (18 credits) Course selection should be made with an adviser as there is flexibility within the requirements depending on a student’s career goals and previous expererienc. 1. University General Education Requirements The General Education Program at the University of Massachusetts Amherst offers students a unique opportunity to develop critical thinking, communication, and learning skills that will benefit them for a lifetime. • College Writing (CW) 3 credits • General Mathematics (R1) 3 credits • Analytical Reasoning (R2) 3 credits • Biological Science (BS) 4 credits • Physical Sciences (PS ) 4 credits • Arts or Literature (AT or AL) 4 credits • Historical Studies (HS) 4 credits • Social & Behav. Sci. (SB) 4 credits • Social World (AT, AL, I, SI) 4 credits • U.S. Diversity (U) 3 credits (may be combined with another GenED) • Global Diversity (G) 3 credits (may be combined with another GenED) In addition two GenEd classes are taken within the major; Integrative Experience and Junior Writing, which are included among the core classes below. 1 2. Core Required Classes These classes are required of most students earning a Bachelor of Sciences degree in the Stockbridge School of Agriculture. There is some flexibility depending on a student’s career goals and previous course work. A. Botany STOCKSCH 108 - Intro to Botany (4) (BIOLOGY 151 or the equivalent may satisfy this requirement for transfer students) B.
[Show full text]
Urban Agriculture: Another Way to Feed Cities
Field Actions Science Reports The journal of ﬁeld actions Special Issue 20 | 2019 Urban Agriculture: Another Way to Feed Cities Mathilde Martin-Moreau and David Ménascé (dir.) Electronic version URL: http://journals.openedition.org/factsreports/5536 ISSN: 1867-8521 Publisher Institut Veolia Printed version Date of publication: 24 September 2019 ISSN: 1867-139X Electronic reference Mathilde Martin-Moreau and David Ménascé (dir.), Field Actions Science Reports, Special Issue 20 | 2019, « Urban Agriculture: Another Way to Feed Cities » [Online], Online since 24 September 2019, connection on 03 March 2020. URL : http://journals.openedition.org/factsreports/5536 Creative Commons Attribution 3.0 License THE VEOLIA INSTITUTE REVIEW FACTS REPORTS 2019 URBAN AGRICULTURE: ANOTHER WAY TO FEED CITIES In partnership with THE VEOLIA INSTITUTE REVIEW - FACTS REPORTS THINKING TOGETHER TO ILLUMINATE THE FUTURE THE VEOLIA INSTITUTE Designed as a platform for discussion and collective thinking, the Veolia Institute has been exploring the future at the crossroads between society and the environment since it was set up in 2001. Its mission is to think together to illuminate the future. Working with the global academic community, it facilitates multi-stakeholder analysis to explore emerging trends, particularly the environmental and societal challenges of the coming decades. It focuses on a wide range of issues related to the future of urban living as well as sustainable production and consumption (cities, urban services, environment, energy, health, agriculture, etc.). Over the years, the Veolia Institute has built up a high-level international network of academic and scientiﬁ c experts, universities and research bodies, policymakers, NGOs, and international organizations. The Institute pursues its mission through high-level publications and conferences and foresight working groups.
[Show full text]
Report of the FAO Technical Workshop on Advancing Aquaponics: an Efficient Use of Limited Resources, Osimo, Italy, 27–30 October 2015
FIRA/R1132 (En) FAO Fisheries and Aquaculture Report ISSN 2070-6987 Report of the FAO TECHNICAL TRAINING WORKSHOP ON ADVANCING AQUAPONICS: AN EFFICIENT USE OF LIMITED RESOURCES Osimo, Italy, 27–30 October 2015 Cover photograph: Woman harvesting tomatoes from a rooftop aquaponic system (©FAO/C. Somerville). FAO Fisheries and Aquaculture Report No. 1132 FIRA/R1132 (En) Report of the FAO TECHNICAL TRAINING WORKSHOP ON ADVANCING AQUAPONICS: AN EFFICIENT USE OF LIMITED RESOURCES Osimo, Italy, 27–30 October 2015 FOOD AND AGRICULTURE ORGANIZATION OF THE UNITED NATIONS Rome, 2016 The designations employed and the presentation of material in this information product do not imply the expression of any opinion whatsoever on the part of the Food and Agriculture Organization of the United Nations (FAO) concerning the legal or development status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The mention of specific companies or products of manufacturers, whether or not these have been patented, does not imply that these have been endorsed or recommended by FAO in preference to others of a similar nature that are not mentioned. The views expressed in this information product are those of the author(s) and do not necessarily reflect the views or policies of FAO. ISBN 978-92-5-109058-9 © FAO, 2016 FAO encourages the use, reproduction and dissemination of material in this information product. Except where otherwise indicated, material may be copied, downloaded and printed for private study, research and teaching purposes, or for use in non-commercial products or services, provided that appropriate acknowledgement of FAO as the source and copyright holder is given and that FAO’s endorsement of users’ views, products or services is not implied in any way.
[Show full text]
Investing in Organic Agriculture
INVESTING IN ORGANIC AGRICULTURE A Path To Clean, Inclusive, Economic Growth Recommendations for the Next Agricultural Policy Framework November 30th, 2016 Submitted to: Agriculture & Agri-Food Canada Submitted by: Canadian Organic Growers, Canada Organic Trade Association, USC Canada & Organic Federation of Canada INVESTING IN ORGANIC AGRICULTURE: A PATH TO CLEAN, INCLUSIVE, ECONOMIC GROWTH In the Next Agricultural Policy Framework, we recommend that Canada make significant investments to support organic agriculture and the adoption of more sustainable farming practices to drive clean economic growth and as an essential element of climate change mitigation and adaptation strategies. The principal goal of organic production is to develop agricultural operations that are sustainable and harmonious with the environment. Defined by national standards, organic agriculture combines tradition, innovation, and science to benefit the environment and our economy. There is a growing- and largely untapped- demand for organic commodities by consumers and by the broader agricultural and food industry. Organic agriculture is a business risk management tool in itself that can help all farmers. Organic agricultural practices mitigate climate change, reduce energy use, and build public trust while providing farmers the economic opportunity to command a higher premium for their commodities. Canada can stimulate clean and inclusive economic growth and take immediate action on climate change through strategic investments in organic agriculture. Current status of the Canadian Organic Sector: ● In 2015, there were 5605 operators with organic certification in Canada – this includes producers, handlers and manufacturers. ● The latest Canada Organic Trade Association consumer IPSOS poll shows that 56% of Canadians buy organics weekly, and that 86% of these consumers have maintained or increased their organic purchases in the last year.
[Show full text]
Agricultural Science and Business
AGRICULTURAL SCIENCE & BUSINESS CLUSTER T50011 Intro to Agriculture Food & T50031 Urban Greenhouse Natural Resources (5056) Production (5132) Open to grades 9, 10, 11, 12 Open to grades 9, 10, 11, 12 2 semesters, 1 credit per semester 2 semesters, 1 credit per semester, (2 Approximate cost per semester: TBD semesters required) Meets requirements: THD, AHD, Core 40 Meets requirements: THD, AHD, Core 40 This course prepares students who are interested Approximate cost per semester: TBD in the study of Agriculture. Students complete Recommendation(s): Into to Agriculture projects and learning activities that focus on hands- Food & Natural Resources on real-life situations in the study of animals, plants, Dual Credit Available (3 credits) soil, food, and horticultural sciences. Other studies Students explore the life cycle of plants. They learn include agricultural business management, landscape how to care for plants, what requirements plants management, natural resources, careers and have for survival, the basics of landscape leadership in agriculture, and supervised agricultural management, and the science behind nutrients experiences. An activity and project-based approach found in plants and soil. Students have the is used along with team-building to enhance the opportunity to design an interior space using plants, effectiveness of the student learning activities. design bouquets and other arrangements, as well as adopt a plant of their own to care for. T50021 Agribusiness Management (5002) T50041 Environmental Conservation Open to grades
[Show full text]
Production and Water Productivity in Agrivoltaic Systems
sustainability Article A Case Study of Tomato (Solanum lycopersicon var. Legend) Production and Water Productivity in Agrivoltaic Systems Hadi A. AL-agele 1,2,* , Kyle Proctor 1 , Ganti Murthy 1 and Chad Higgins 1 1 Department of Biological and Ecological Engineering, College of Agricultural Science, Oregon State University, Corvallis, OR 97331, USA; [email protected] (K.P.); [email protected] (G.M.); [email protected] (C.H.) 2 Department of Soil and Water Resource, College of Agriculture, Al-Qasim Green University, Al-Qasim District 964, Babylon 51013, Iraq * Correspondence: [email protected] Abstract: The challenge of meeting growing food and energy demand while also mitigating climate change drives the development and adoption of renewable technologies ad approaches. Agrivoltaic systems are an approach that allows for both agricultural and electrical production on the same land area. These systems have the potential to reduced water demand and increase the overall water productivity of certain crops. We observed the microclimate and growth characteristics of Tomato plants (Solanum lycopersicon var. Legend) grown within three locations on an Agrivoltaic field (control, interrow, and below panels) and with two different irrigation treatments (full and deficit). Total crop yield was highest in the control fully irrigated areas a, b (88.42 kg/row, 68.13 kg/row), and decreased as shading increased, row full irrigated areas a, b had 53.59 kg/row, 32.76 kg/row, panel full irrigated areas a, b had (33.61 kg/row, 21.64 kg/row). Water productivity in the interrow deficit treatments was 53.98 kg/m3 greater than the control deficit, and 24.21 kg/m3 greater than the panel Citation: AL-agele, H.A.; Proctor, K.; deficit, respectively.
[Show full text]
Farming Systems and Poverty IMPROVING FARMERS’ LIVELIHOODS in a CHANGING WORLD Farming Systems and Poverty
Farming Systems and Poverty IMPROVING FARMERS’ LIVELIHOODS IN A CHANGING WORLD Farming Systems and Poverty IMPROVING FARMERS’ LIVELIHOODS IN A CHANGING WORLD John Dixon and Aidan Gulliver with David Gibbon Principal Editor: Malcolm Hall FAO and World Bank Rome and Washington D.C. 2001 The designations employed and the presentation of the material in this information product do not imply the expression of any opinion whatsoever on the part of the Food and Agriculture Organization of the United Nations or the World Bank concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. ISBN 92-5-104627-1 All rights reserved. Reproduction and dissemination of material in this information product for educational or other non-commercial purposes are authorized without any prior written permission from the copyright holders provided the source is fully acknowledged. Reproduction of material in this information product for resale or other commercial purposes is prohibited without written permission of the copyright holders. Applications for such permission should be addressed to the Chief, Publishing and Multimedia Service, Information Division, FAO, Viale delle Terme di Caracalla, 00100 Rome, Italy or by e-mail to [email protected] © FAO 2001 PREFACE ●●● Small farmers produce much of the developing world’s food. Yet they are generally much poorer than the rest of the population in these countries, and are less food secure than even the urban poor. Furthermore, although the majority of the world’s population will live in urban areas by 2030, farming populations will not be much smaller than they are today.
[Show full text]