Historical development of the discipline of agricultural education; orientation to career opportunities; areas and expectations of specialization; issues in the field.

Analyses of occupations, employment potential, expectations for work, and readiness for careers in agricultural education, communication, and marketing. Field placement experiences examine career options and professionals in the field. Observe schools, extension offices, and agricultural businesses to learn about the work/workplaces in agricultural education, communication, and marketing.

Speaking/writing about scientific/technical issues. Student-centered, relies on interaction/participation. Public communication.  Lectures for this course will be online, while discussion sections will be held in-person.

Planning/strategy for communication campaigns related to food/agriculture. Student-centered, relies on interaction/participation.

This course provides students with in-depth, integrated use of leading industry-adopted software (Adobe Illustrator and Adobe InDesign) to develop print communication pieces. The class addresses layout aspects and file preparation critical to printing a project successfully and cost-effectively. Students will learn to create graphic art designs and develop effective print layouts. Serves as a foundational course that covers a range of topics related to layout and design from principles of design, typology, color, and technical software use. Class assignments focus on developing tools for use in food, agricultural and natural resources strategic and data-driven communications programs.

The convergence of multiple forms of media, newspaper, video, radio, and photojournalism on the internet is impacting how we communicate complicated scientific issues related to topics such as food safety, agricultural production, and good stewardship of natural resources, and social media have been found to play a critical role in shaping science literacy. Because of the increasing presence of social media in our everyday lives, agriculturists are challenged with how to best package these complex scientific topics to increase science literacy through social media networks. This course aims to provide agriculturists who possess a strong background and understanding of food, agriculture and natural resource sciences with the skills needed to communicate these complex topics to audiences across social media platforms.

In this course, students research, write, and edit stories for agricultural, food and environmental organizations and media. Students produce a final portfolio that demonstrates their ability to create professional-level work, such as magazine articles, news stories, biographies, marketing materials, blog posts, news releases and scripts.

This course introduces students to technical and professional writing through various readings and assignments in which students analyze and create texts that work to communicate complex information, solve problems, and complete tasks. Students gain knowledge of workplace genres as well as to develop skills in composing such genres. This course allows students to practice rhetorically analyzing writing situations and composing genres such as memos, proposals, instructions, research reports, and presentations. Students work in teams to develop collaborative content and to compose in a variety of modes including text, graphics, video, audio, and digital. Students also conduct both primary and secondary research and practice usability testing. The course emphasizes creating documents that are goal-driven and appropriate for a specific context and audience.

This course introduces basic digital and video communication skills necessary to be successful in today's workplace specific to professions in agriculture, food, and the environment. Students will infuse learning strategies into basic audio/visual productions and basic website construction focused on informing and communicating complex science topics.

This course will introduce students to the art of audio storytelling and develop the professional skills used to communicate complex science topics to an intended audience. The course explores a variety of concepts used in audio storytelling and educational programming. Science topics will be researched and scripted in order to maximize acquired production skills with the intention of offering informative content to a target market.

Introduction to terms, concepts, and skills for analyzing marketing problems. Factors outside the organization affecting its product, pricing, promotion, and distribution decisions. Cases from actual organizations. prereq: ECON 1101 or ECON 1165

This course discusses the strategy and tactical tools and techniques required to create and execute an integrated marketing communications program in the food and agricultural industries. We will cover the issues and elements of audience analysis and segmentation, advertising, brand management, product development/naming, product placement, package design and labeling, advertising and marketing avenues, and evaluation of advertising effectiveness.

Financial accounting. Theory, concepts, principles, procedures. Preparation/understanding of the four financial statements.

The purpose of the course is to develop skills for improving data-driven decision-making using statistical techniques in the powerful statistical software environment R. As an introductory statistics course, the content will include three main areas of statistics: Descriptive Statistics, Statistical Inference, and Analysis of Relationships with Scatterplots, Correlation and Linear Regression. Developing statistical literacy is increasingly important in understanding data and engaging in the complex business world. BA 2551 focuses on statistical reasoning and how to implement statistical methods in a business context using R. Topics include (but are not limited to) descriptive statistics, statistical inference, variability, sampling, distributions, correlation analysis, confidence intervals, hypothesis testing, graphical summaries of data, and introduction to linear regression. Through weekly in-class lab sessions and critical thinking assignments related to statistics in business, the course will train students to become informed consumers of numerical information and provide foundational skills in R to compute statistical procedures in future courses. We use existing packages in R as a tool to enable us to solve business problems that can leverage mathematical and statistical thinking. prereq: [Math 1031 or equiv]

Standard statistical reasoning. Simple statistical methods. Social/physical sciences. Mathematical reasoning behind facts in daily news. Basic computing environment.

Basic statistical concepts. Develop statistical reasoning/critical thinking skills. Descriptive statistics, probability, sampling and sampling distributions, hypothesis testing, experimental design, linear correlation, linear regression and multiple regression. How to make sound arguments/decisions based on statistics when reviewing news articles or scientific publications with statistical content. Explore/draw conclusions from data using a basic statistical software package.

Introduction to statistical principles, foundations, and methods for examining data and drawing conclusions. Confidence intervals, hypothesis testing, analysis of variance, and regression modeling of relationships in environmental and natural resource science and management problems. prereq: Two yrs of high school math

Professional selling of agricultural and food products. Students build/refine sales abilities, identify/qualify prospects, deliver sales presentations, close the sale. Principles of market research. prereq: 1101 or Econ 1101

Economic concepts related to marketing agricultural commodities. Conditions of competitive markets, historical perspectives on market institutions/policy, structural characteristics of markets, policies/regulations affecting agricultural marketing of livestock, crop, and dairy products. prereq: 1101 or Econ 1101

Strategic and operations aspects of farm management; financial analysis, budgeting, strategic management; marketing plan and control; enterprise and whole farm planning and control; investment analysis, quality, risk, and personnel management. prereq: 1101 or Econ 1101

Explore the core skills required by entrepreneurs in opportunity identification and problem framing that lead to creating viable concepts that provide solutions to real consumer challenges. Students will tackle innovation challenges from an in-depth exploration of entrepreneurial and design thinking and learn how to incorporate these skills into their future professional work. Master techniques for exploring problems from a systems viewpoint through a series of hands-on projects from concept design to product mapping and consumer testing. Students get to select a project of their choosing directly from their major of study and will pitch their new product or service concept to an expert panel.

This course will introduce students to advocacy and policy-making that affects Minnesota's agricultural industry, specifically at the farm level. They will experience the policy-making process from an initial idea to building support, lobbying, legislative work, implementation, and the effect policies have on Minnesota farmers. Students will get a behind-the-scenes look at the policy process in action by meeting lawmakers, lobbyists, and staff while on field trips to the Minnesota State Capitol and Minnesota Department of Agriculture. Students will also shadow a current legislator, participate in a mock senate, hear from multiple guest speakers, and research the decision-making process by following an agricultural bill through the legislative session. prereq: 30 credits or instructor approval

Major areas in horticultural marketing. Difference between horticultural products and commercial commodities. Core marketing components that should be used by every small horticultural business. Approaches to consumer research.

This course focuses on managing the entire marketing research process, which involves collecting and analyzing relevant, timely, and accurate information to gain customer insights and drive effective marketing decision making. Students learn fundamental techniques of data collection and analysis to solve specific marketing problems. The class offers hands-on learning-by-doing opportunities through group projects for students to practice every stage of marketing research. prereqs: 3001 and BA 2551 or SCO 2550 or equivalent statistics course

Application of behavioral sciences to buyer behavior. Perception, attitudes, learning, persuasion, motivation, decision-making, social/cultural influences, managerial implications. prereq: 3001

Hiring, motivating, performance enhancement. Customer relationship management, data analysis, quantitative methods. Developing metrics to evaluate individual/group performance in attaining an organization's strategic goals. prereq: MKTG 3040 or 3041

This course focuses on advanced digital media production skills necessary to be successful in today's workplace specific to professions in agriculture, food and the environment. Students will infuse learning strategies into advanced documentary-style audio/visual productions. Content will be used to produce educational websites focused on informing and communicating complex science topics. prereq: AECM 3452 or Instructor Consent

This course explores the process of using digital media production skills to develop educational virtual field trips. Produced content will focus on reaching students in the K-12 classroom. Topics range from basic to complex agriscience concepts and often times will rely on the virtual setting due to limitations of biosecurity hazards, OSHA guidelines and industry regulations. Students will script and produce curriculum driven video content as well as develop supplemental media assets to be used as classroom activities for field trip participants. prereq: AECM 3452 or Instructor Consent

Designed for students who are not majors in a life science program, but who wish to acquire a better understanding of biological concepts especially as they relate to their lives. We examine current issues related to food, food production and the environment which provide the context to investigate fundamental concepts of biology including productivity, energy, genetic change in populations, and environmental responses to human activity. We use a problem-based learning approach to explore three contemporary issues of great importance: risks and benefits of GMOs, farming and food, and the dead zone in the Gulf of Mexico. Lab, greenhouse, field, and classroom discussions.

A one-semester exploration of the genetic, evolutionary, and ecological processes that govern biological diversity from populations to ecosystems. We explore how these processes influence human evolution, health, population growth, and conservation. We also consider how the scientific method informs our understanding of biological processes. Lab. This course is oriented towards non-majors and does not fulfill prerequisites for allied health grad programs.

A comprehensive introduction to biology - includes molecular structure of living things, cell processes, energy utilization, genetic information and inheritance, mechanisms of evolution, biological diversity, and ecology. Includes lab. This comprehensive course serves as a prerequisite and requirement in many majors.

Graphs of equations and functions, transformations of graphs; linear, quadratic, polynomial, and rational functions, with applications; inverses and compositions of functions; exponential and logarithmic functions with applications; basic probability rules, conditional probabilities, binomial probabilities. prereq: 3 yrs high school math or satisfactory score on placement exam or grade of at least C- in [PSTL 731 or PSTL 732 or CI 0832]

A streamlined one-semester tour of differential and integral calculus in one variable, and differential calculus in two variables. No trigonometry/does not have the same depth as MATH 1271-1272. Formulas and their interpretation and use in applications. prereq: Satisfactory score on placement test or grade of at least C- in [1031 or 1051]

Differential calculus of functions of a single variable, including polynomial, rational, exponential, and trig functions. Applications, including optimization and related rates problems. Single variable integral calculus, using anti-derivatives and simple substitution. Applications may include area, volume, work problems. prereq: 4 yrs high school math including trig or satisfactory score on placement test or grade of at least C- in [1151 or 1155]

Economic behavior of consumers/firms in domestic/international markets. Demand, supply, competition. Efficiency, Invisible Hand. Monopoly, imperfect competition. Externalities, property rights. Economics of public policy in environment/health/safety. Public goods, tax policy.

Introduction to inherent risks/safety of food supply. Use of public policy and food technology to reduce risks. Microbiological, chemical, and environmental hazards, government/industry controls.

This course provides a multi-disciplinary look at problems (and some of the possible solutions) affecting food production, distribution, and requirements for the seven plus billion inhabitants of this planet. It is co-taught by a plant geneticist (Morrell) and an economist (Runge) who together have worked on international food production and policy issues for the past 40 years. Historical context, the present situation and future scenarios related to the human population and food production are examined. Presentations and discussions cover sometimes conflicting views from multiple perspectives on population growth, use of technology, as well as the ethical and cultural values of people in various parts of the world. The global challenge perspective is reflected in attention to issues of poverty, inequality, gender, the legacy of colonialism, and racial and ethnic prejudice. Emphasis is placed on the need for governments, international assistance agencies, international research and extension centers, as well as the private sector to assist in solving the complex problems associated with malnutrition, undernutrition, obesity, and sustainable food production. Through a better understanding of world food problems, this course enables students to reflect on the shared sense of responsibility by nations, the international community and ourselves to build and maintain a stronger sense of our roles as historical agents. Throughout the semester students are exposed to issues related to world food problems through the lenses of two instructors from different disciplinary backgrounds. The core issues of malnutrition and food production are approached simultaneously from a production perspective as well as an economic and policy perspective throughout the semester. This is a Grand Challenge Curriculum course. GCC courses are open to all students and fulfill an honors experience for University Honors Program students.

Ecological/ethical concerns of food production systems in global agriculture: past, present, and future. Underlying ethical positions about how agroecosystems should be configured. Decision cases, discussions, videos, other media.

Ecological/ethical concerns of food production systems in global agriculture: past, present, and future. Underlying ethical positions about how agroecosystems should be configured. Interactive learning using decision cases, discussions, videos, other media.

Introduction to use of systems thinking for exploration of problems in contemporary food system from multidisciplinary perspective. System concepts. Historical evolution of food system. Analysis, management, design.

Introductory survey of environmental issues that explores the connections between environmental sciences, policy, and management. You will explore interrelationships between the environment and human society, as well as the underlying social, ethical, political and economic factors that affect those relationships. You will also examine the roles for science, technology, policy, and environmental justice in meeting environmental challenges. Asynchronous online lectures with weekly discussions in small groups.

Fish, wildlife, and other forms of biodiversity. Single species, populations, ecosystem, and landscape approaches. Experiential/interactive course. Decision-case studies. prereq: BIOL 1001 or BIOL 1009

In this course, students research, write, and edit stories for agricultural, food and environmental organizations and media. Students produce a final portfolio that demonstrates their ability to create professional-level work, such as magazine articles, news stories, biographies, marketing materials, blog posts, news releases and scripts.

This course introduces students to technical and professional writing through various readings and assignments in which students analyze and create texts that work to communicate complex information, solve problems, and complete tasks. Students gain knowledge of workplace genres as well as to develop skills in composing such genres. This course allows students to practice rhetorically analyzing writing situations and composing genres such as memos, proposals, instructions, research reports, and presentations. Students work in teams to develop collaborative content and to compose in a variety of modes including text, graphics, video, audio, and digital. Students also conduct both primary and secondary research and practice usability testing. The course emphasizes creating documents that are goal-driven and appropriate for a specific context and audience.

Nutrition risks associated with different age, sex, ethnic, and socioeconomic groups. Community needs assessment. Program planning and evaluation. Programs developed to address the needs and interests of people at different stages of the life cycle, ethnic or cultural backgrounds, and literacy levels.

Ecological/ethical concerns of food production systems in global agriculture: past, present, and future. Underlying ethical positions about how agroecosystems should be configured. Decision cases, discussions, videos, other media.

Ecological/ethical concerns of food production systems in global agriculture: past, present, and future. Underlying ethical positions about how agroecosystems should be configured. Interactive learning using decision cases, discussions, videos, other media.

Fundamental concepts of animal breeding, physiology, nutrition, and management as they apply to the production of beef, dairy, horses, poultry, sheep, swine, and other livestock. Fall term class open only to ANSC majors. Spring term class open to all majors.

Introduction to inherent risks/safety of food supply. Use of public policy and food technology to reduce risks. Microbiological, chemical, and environmental hazards, government/industry controls.

Introduction to the compositional variation, processing, selection, storage, cookery, palatability, nutritional value, and safety of red meat, poultry, fish, and dairy products. Meets CFANS interdisciplinary requirement.

Introduction to use of systems thinking for exploration of problems in contemporary food system from multidisciplinary perspective. System concepts. Historical evolution of food system. Analysis, management, design.

Consequences of global food system. Diversity in food systems. Current topics in food sustainability.

One would have thought that the ecological, climate, health, and social catastrophes of the last decade would have led to a green revolution and more sustainable societies, but that has not been the case. As a result, governments, corporations, consumers, and citizens will have to make deep meaningful changes to mitigating negative impacts to ecological biodiversity and natural resources. Of all sectors of the global economy, the agricultural and food sector is perhaps the most at risk. Producers within this industry are faced with the complicated equation being one of the principle causes of the problems listed above, while also retaining the responsibility to provide food for an ever-growing consumer base. Eating and good nutrition are vital human needs and food is a human right deeply rooted in culture and emotion. Food is a source of pleasure, a means of social integration, a reflection of cultural values, and of cultural identity. As a result, agrobusiness and food industry stakeholders are expected to meet the higher demand for food while also reassessing value chains, far beyond the classic economic and marketing approach, by introducing ecological, social, and cultural indicators when assessing operational standard and economic growth. is context, the idea of a terroir-driven food system represents strong sustainable alternative to standard commercial agricultural practices. While the term of terroir originates in western European countries such as Italy and France, the terroir approach is practiced worldwide. Terroir-centered food products, local food products, traditional food products, no matter what it is called, it is about the producing within a limited geographical area and producing products with unique characteristics recognizable to the people who live there. Content for this 4-week course, conducted in English, will be delivered via in-class lectures/presentations; educational field trips and cultural visits to Paris, the Loire Valley, Brittany, Normandy; group projects; and case studies. prereq: instr consent In th

This course examines the concepts of sustainability in relation to food production and culture in a country and place where food is a fundamental component of the regional and national culture. The course incorporates intercultural development concepts to introduce students to past and present Italian culture through the cultural importance of food systems, the ethics of food consumption and production and the concepts of sustainability.

Introductory survey of environmental issues that explores the connections between environmental sciences, policy, and management. You will explore interrelationships between the environment and human society, as well as the underlying social, ethical, political and economic factors that affect those relationships. You will also examine the roles for science, technology, policy, and environmental justice in meeting environmental challenges. Asynchronous online lectures with weekly discussions in small groups.

A pre-calculus introduction to the nature of the atmosphere and its behavior. Topics covered include atmospheric composition, structure, stability, and motion; precipitation processes, air masses, fronts, cyclones, and anticyclones; general weather patterns; meteorological instruments and observation; weather map analysis; and weather forecasting.

A pre-calculus introduction to the nature of the atmosphere and its behavior. Topics covered include atmospheric composition, structure, stability, and motion; precipitation processes, air masses, fronts, cyclones, and anticyclones; general weather patterns; meteorological instruments and observation; weather map analysis; and weather forecasting.

Identification nomenclature, classification, and distribution of common/important forest trees/shrubs. Use of keys. Field/lab methods of identification.

Fish, wildlife, and other forms of biodiversity. Single species, populations, ecosystem, and landscape approaches. Experiential/interactive course. Decision-case studies. prereq: BIOL 1001 or BIOL 1009

Southeastern Peruvian Andes. Inca civilizations. Biodiversity assessment in headwaters of Amazon. What it means to be World Heritage Site. Experience the magic of the Andes. Watch the sunrise over the mountains surrounding Machu Picchu. Climb steep trails deep in the forest to check cameras capturing Peccaries, Jaguars and Jagarundis. Eat dinner with Macaws. Ask a question about the ecology of the forest ? and answer it. Have a unique experience in South America, and share a story about that experience back at home. Posing your own question about biodiversity, landscapes, specific plants or animals, or culture is an intensely rewarding experience. Learning about the ecology of a subset of the Amazon, framing questions and collecting information to address those questions helps us refine our creative and analytical abilities.

This seminar explores tropical conservation by focusing on three main themes in Borneo: climate change, rehabilitation and release of charismatic rare and endangered species, and remote camera surveys for environmental education. Each theme is supported with in-country lectures, exploration activities, and a student product. We explore and learn about marine, montane, and tropical forest ecosystems. Threats to ecosystem health in Borneo are multi-faceted. Habitat loss and fragmentation, due to logging a few decades ago and primarily now oil-palm agriculture, mean that wildlife populations are smaller and increasingly isolated. This class engages students in global issues of climate change and habitat loss, helping them explore and analyze their observations critically. It also brings students face-to-face with rehabilitation and reintroduction of the species that suffer most as forests are felled for logging followed by oil palm agriculture. Species we investigate most closely are orangutans and sun bears. We explore riparian habitat, discuss issues of fragmentation, and pressures on protected areas at the Danau Girang Field Centre (DGFC). DGFC is located in high-quality riparian habitat in the Kinabatangan Reserve, in patches of forest nestled in a matrix of oil-palm agriculture. This area is host to a truly incredible suite of wild species. The Kinabatangan River is home to clouded leopards, sun bears, orangutans, otters, proboscis monkeys, and crocodiles. At the field station, wild orangutans forage in the canopy overhead. If you follow the noise of rustling leaves, you will likely observe troops of long-tailed macaques moving in the canopy and hornbills feeding on forest fruits. Students learn wildlife monitoring techniques and design their own environmental education lesson. Students also connect issues of climate change and conservation in a range of ecosystems in Sabah, Borneo, and design enrichment projects for captive sun bears and orangutans.

Ecology of sharks and natural history of South Bimini Island. Marine ecosystems. Local flora and fauna. Local culture and development policy on the ecosystems. prereq: instr consent

This Global Campus Partner seminar addresses coastal and marine ecology as affected by tourism and development and how these affect local communities. We will explore these issues in Akumal (Mayan: place of the turtle), Mexico on the Riviera Maya. Tourism and associated development have expanded exponentially in the past decade with subsequent effects on waste management and water quality in the local cenotes, groundwater, lagoons and reefs. In addition to the water quality effects, increased use by tourist is also directly affecting sea grass, turtles and coral reefs. We will explore the ecology of these systems, methods to assess their status and impacts, and strategies to reduce or mitigate the effects in a sustainable manner that involves local populations. Prereq: CFAN 3422

Plants are used for food, fuel, and fiber to sustain humans across the globe. Where and how these plants are produced is determined by soil, weather, natural biodiversity, and human culture. In turn, agricultural production of plants shapes the natural environment and society. This class will provide students with an overview of crop production including the history of agriculture, food chemistry, and plant growth and physiology as it relates to agriculture. Students will evaluate crop production practices in terms of their economic, social, and environmental outcomes, and highlight tradeoffs and synergies among these outcomes. In the lab, students will receive hands-on experiences with field crops as they collect, analyze, and synthesize data from field experiments to inform decision-making in agriculture.

Principles and techniques of propagating plants by seeds, cuttings, grafts, buds, layers, and division. Lectures on principles; labs on practice of various propagating techniques.

This fully online course focuses on the principles and practices of growing fruits, vegetables, and herbs with an ecological approach. You'll explore basic botany, soils and compost, species and variety selection, planning and design, container gardening, pest management, season extension, and more so you can approach your gardening projects with confidence. This introductory course focuses on the principles and practices of growing fruits, vegetables, and herbs with an ecological approach. You?ll explore basic botany, soils and compost, species and variety selection, planning and design, container gardening, pest management, season extension, and more so you can approach your gardening projects with confidence. We will begin by taking a look at the fundamentals of organic gardening, then move on to an overview of basic plant science principles. Following this introduction, course content will focus on how these principles can be applied practically in the planning and management of an organic garden, whether that be in your yard, on your patio, or at a school or community site. This course isn?t so much about memorizing facts as it is about you becoming a well-informed gardener who can make educated decisions and seek out reliable answers to questions or problems that might come up. The course is presented entirely online and makes extensive use of discussions, interactive activities, worksheets, and multimedia projects that get you immersed in a host of gardening topics. Short video segments in each module highlight key topics and provide information to guide you as you work through the readings, activities, and assignments.

Tracing our relationship with edible landscapes traces to our hunting-gathering origins. Technological/social changes that have distanced us from our food. Integrating food plants into pleasing, sustainable, and edible landscapes in yards, neighborhoods, and cities.

This course is an introduction to the principles of growing grapes (viticulture), making wine (enology), and an appreciation of the historical, geographical, and sensory diversity of wine. The course is taught in part with 20-50 minute online lectures; usually 2 or 3 of these are covered each week. The class also meets once a week for a combination lecture and wine tasting/sensory session. Guest lecturers will be involved to explore certain aspects of the course including grape vine biology, morphology, genetics and breeding, as well as sensory evaluation and wine components, and the subject of soils and so-call ?terroir? or regional identity, including the relation between grape cultivar, soil, climate, and cultural practices. Prerequisite: Enrollees must be 21 yrs of age by date of 1st class meeting Enrollment Restrictions: Open enrollment to undergraduate students ONLY; graduate students, masters students, and others will need instructor permission.

Common turfgrasses. How to manage home lawn in sustainable way. Maintaining quality turf areas with reduced inputs.

Organic fruit and vegetable production has been one of the fastest growing segments of the US economy for almost two decades, stimulating an overwhelming number of biological and ecological innovations to produce food using organic approaches. This course aims to increase student's knowledge of ecological concepts as applied to managing organic systems, with an emphasis on soil nutrient cycles and plant-soil-microbe interactions that serve as the cornerstone of organic systems. Students in this course will learn tools needed to manage an organic diversified vegetable operation. The course consists of two components. The lecture session is designed to help students think about concepts and principles that are useful in planning and managing production strategies on organic farms. We spend a significant amount of our time reviewing soil nutrient cycling and its critical importance for organic farms, including how to effectively use soil and organic nutrient inputs such as cover crops, manure and fertilizers, to provide vegetable crops with the nutrients they need to grow. We also learn about successful marketing strategies for organic produce. Finally, near the end of the semester we will discuss pest management, including both weeds and disease/insect pests, and compare different tillage options available to organic producers. What we learn is then applied to planning next year's season of the UMN student organic farm. Throughout, we will use case studies, guest speakers, games, and active learning discussion approaches to move these classroom sessions "beyond the lecture" and allow students to engage with the material in a meaningful way. The lab is designed to allow a space to put into action some of the concepts students learn in lecture, including soil organic matter analysis, microgreen propagation, calculation of organic fertilizer rates, and operation of driven and walk-behind tractors.

Soil microorganisms can either promote plant health or wage chemical warfare. And alliances can turn on a dime. Learn about this fascinating dog-eat-dog world and how we can support a rich soil ecosystem that benefits plants and humans.

Basic physical, chemical, and biological properties of soil. Soil genesis classification, principles of soil fertility. Use of soil survey information to make a land-use plan. WWW used for lab preparation information. prereq: [CHEM 1015, CHEM 1017] or CHEM 1021 or equiv

Matter/energy, atoms, compounds, solutions, chemical reactions, mole/chemical calculations, gases, liquids, solids, chemical bonding, atomic/molecular structure, acids, bases, equilibria. Physical/chemical properties of hydrocarbons and organic compounds. Problem solving. prereq: [High school chemistry or equiv], two yrs high school math, not passed chem placement exam, high school physics recommended; Students who will go on to take CHEM 1061/1065 should take CHEM 1015 only. Students who will NOT be continuing on to CHEM 1061/1065 and need to fulfill the Physical Science/Lab core requirement need take the 1-credit lab course CHEM 1017 either concurrently or consecutively. This course will NOT fulfill the Physical Science/Lab core requirement unless the CHEM 1017 lab course is completed either concurrently or consecutively.

Organic chemistry. Matter/energy, atoms, compounds, solutions, chemical reactions, mole/chemical calculations, gases, liquids, solids, chemical bonding, atomic/molecular structure, acids, bases, equilibria. Physical/chemical properties of hydrocarbons and organic compounds containing halogens, nitrogen, or oxygen. Problem solving. prereq: [1015 or concurrent registration is required (or allowed) in 1015], dept consent; credit will not be granted if credit received for: 1011; CHEM 1017 is a 1-credit lab-only course. This course is not intended for students who are planning to take CHEM 1061/1065. Intended only for students who need the course to fulfill the Physical Science/Lab requirement, and are taking CHEM 1015 either concurrently or consecutively. This course will NOT fulfill the Physical Science/Lab core requirement, unless CHEM 1015 is completed either concurrently or consecutively.; meets Lib Ed req of Physical Sciences)

Plants are used for food, fuel, and fiber to sustain humans across the globe. Where and how these plants are produced is determined by soil, weather, natural biodiversity, and human culture. In turn, agricultural production of plants shapes the natural environment and society. This class will provide students with an overview of crop production including the history of agriculture, food chemistry, and plant growth and physiology as it relates to agriculture. Students will evaluate crop production practices in terms of their economic, social, and environmental outcomes, and highlight tradeoffs and synergies among these outcomes. In the lab, students will receive hands-on experiences with field crops as they collect, analyze, and synthesize data from field experiments to inform decision-making in agriculture.

Basic physical, chemical, and biological properties of soil. Soil genesis classification, principles of soil fertility. Use of soil survey information to make a land-use plan. WWW used for lab preparation information. prereq: [CHEM 1015, CHEM 1017] or CHEM 1021 or equiv

Survey of organic chemistry and biochemistry outlining structure and metabolism of biomolecules, metabolic regulation, principles of molecular biology. prereq: Chem 1015, Bio 1009

Chemical/biochemical foundation for agricultural disciplines. Concepts in organic, analytical, and biological chemistry. Chemistry, metabolism, and development of plants. Prerequisites: [CHEM 1015, CHEM 1017] or [CHEM 1061, CHEM 1065] *Note for those students considering graduate school - We highly recommend you consult your academic advisor for appropriate chemistry coursework.

Principles of plant genetics and environmental variation. Applications of genetics to crop evolution and breeding of self-pollinated, cross-pollinated, and asexually propagated crops. Investigation of hybridization, variation, and selection.

Some of humanity's greatest challenges are related to agriculture. The human population continues to grow and food, fuel, and fiber production are critical to improving human lives around the world. In this course, students will learn the principles of crop production and apply those principles to address real-world agricultural challenges using quantitative tools and skills. Students will learn how to find, access, and use publicly available data to better make decisions in agriculture. Group activities will require students to synthesize information from peer-reviewed research and apply that information to practical problems. This class includes trips to field research plots to collect data, organizing it, and analyzing it to test hypotheses and solve problems. Discussions and labs will be interactive and will require individual and group-level critical thinking. prereq: 1101 or equivalent, [CHEM1015/17 or equivalent], SOIL1125 or equivalent], [jr or sr or grad student or instr consent]

This course is designed to provide a local and global historical perspective of soil erosion (causes and consequences); develop a scientific understanding of soil erosion processes; and relates various soil conservation and land-use management strategies to real-world situations. Basics of soil erosion processes and prediction methods will be the fundamental building blocks of this course. From this understanding, we will discuss policies and socioeconomic aspects of soil erosion. Lastly, we will focus on effective land-use management using natural resource assessment tools. Case studies and real-world and current events examples will be used throughout the course to relate course material to experiences. prereq: SOIL 2125 or instr consent

How food production systems fit within overall food system. Fundamentals of soils, plant nutrition, plant production metabolites as they affect food production systems. Decisions that differentiate among conventional sustainable/organic systems. prereq: College level general biology course or Hort 1001 or instr consent

This course provides a multi-disciplinary look at problems (and some of the possible solutions) affecting food production, distribution, and requirements for the seven plus billion inhabitants of this planet. It is co-taught by a plant geneticist (Morrell) and an economist (Runge) who together have worked on international food production and policy issues for the past 40 years. Historical context, the present situation and future scenarios related to the human population and food production are examined. Presentations and discussions cover sometimes conflicting views from multiple perspectives on population growth, use of technology, as well as the ethical and cultural values of people in various parts of the world. The global challenge perspective is reflected in attention to issues of poverty, inequality, gender, the legacy of colonialism, and racial and ethnic prejudice. Emphasis is placed on the need for governments, international assistance agencies, international research and extension centers, as well as the private sector to assist in solving the complex problems associated with malnutrition, undernutrition, obesity, and sustainable food production. Through a better understanding of world food problems, this course enables students to reflect on the shared sense of responsibility by nations, the international community and ourselves to build and maintain a stronger sense of our roles as historical agents. Throughout the semester students are exposed to issues related to world food problems through the lenses of two instructors from different disciplinary backgrounds. The core issues of malnutrition and food production are approached simultaneously from a production perspective as well as an economic and policy perspective throughout the semester. This is a Grand Challenge Curriculum course. GCC courses are open to all students and fulfill an honors experience for University Honors Program students.

One would have thought that the ecological, climate, health, and social catastrophes of the last decade would have led to a green revolution and more sustainable societies, but that has not been the case. As a result, governments, corporations, consumers, and citizens will have to make deep meaningful changes to mitigating negative impacts to ecological biodiversity and natural resources. Of all sectors of the global economy, the agricultural and food sector is perhaps the most at risk. Producers within this industry are faced with the complicated equation being one of the principle causes of the problems listed above, while also retaining the responsibility to provide food for an ever-growing consumer base. Eating and good nutrition are vital human needs and food is a human right deeply rooted in culture and emotion. Food is a source of pleasure, a means of social integration, a reflection of cultural values, and of cultural identity. As a result, agrobusiness and food industry stakeholders are expected to meet the higher demand for food while also reassessing value chains, far beyond the classic economic and marketing approach, by introducing ecological, social, and cultural indicators when assessing operational standard and economic growth. is context, the idea of a terroir-driven food system represents strong sustainable alternative to standard commercial agricultural practices. While the term of terroir originates in western European countries such as Italy and France, the terroir approach is practiced worldwide. Terroir-centered food products, local food products, traditional food products, no matter what it is called, it is about the producing within a limited geographical area and producing products with unique characteristics recognizable to the people who live there. Content for this 4-week course, conducted in English, will be delivered via in-class lectures/presentations; educational field trips and cultural visits to Paris, the Loire Valley, Brittany, Normandy; group projects; and case studies. prereq: instr consent In th

Souffles, custards, sauces, coffee brewing, candy making used to examine physics/chemistry of heat transfer, foams, gels, emulsions, extractions, crystallization.

Introduction to inherent risks/safety of food supply. Use of public policy and food technology to reduce risks. Microbiological, chemical, and environmental hazards, government/industry controls.

This course explores fundamental concepts of nutrition, nutrient functions, human nutritional requirements, and food sources. We will learn about evaluating nutrition information and food safety, and investigate the role of nutrition in chronic disease, public policy, and the environment. Nutrition is both a science and social science. This class involves social aspects, but mainly concerns the biochemistry and physiology of how food is processed in the body. The chapters on carbohydrates, lipids, proteins, and metabolism especially built on biology and physiology. Course topics include: 1. essential nutrients (macro-and-micro-nutrients) needed from the diet; 2. major functions of nutrients and physiological changes with deficiency or excess; 3. digestion, absorption, and metabolism of nutrients; 4. weight management; 5. scientific method and nutrition; 6. life cycle issues; 7. food safety issues 8. nutrition for sports Prerequisites: High school biology and chemistry

Consequences of global food system. Diversity in food systems. Current topics in food sustainability.

Food production in our current industrial system feeds the world, but at a cost to the environment. In nutrition, we often talk about a healthy diet, but only occasionally do we link our food and diet choices to agricultural practices and the health of the planet. This class will link the concepts of human health and planetary health in terms of food. Starting with the framework of complexity theory and gentle action, we will cover human food/nutrition needs and food security, how food is produced from farm to fork, labor, equity and race issues within agriculture and the food system, food choices and the earth?s bio-diversity, land and water use, climate change, organic and sustainable agriculture, marketing, processing and distribution, fair trade, and economic policies. Prereq junior or senior undergraduates (60+ credits) or instructor consent

This course is designed to give students an overview of the management systems, statistical procedures, and regulatory requirements involved with producing quality food and ingredients. The course material includes risk assessment and management, good manufacturing practices, hazard analysis critical control point (HACCP), statistical methods for process control, total quality management, and food and drug laws. The course is intended primarily for upper division undergraduates majoring in food science. prereq: jr

Nutrition risks associated with different age, sex, ethnic, and socioeconomic groups. Community needs assessment. Program planning and evaluation. Programs developed to address the needs and interests of people at different stages of the life cycle, ethnic or cultural backgrounds, and literacy levels.

This is a fun, hands-on cooking class. It is also an Experiential Learning (EL) course which meets the EL requirement for all CFANS students. This lecture /lab format course will give students the confidence to cook healthful whole foods as they learn about the food system. Subject matter will be taught from an interdisciplinary perspective. Concepts covered include fundamental concepts of nutrition, food sources, food safety, the food system; skills/resources for food choices based on nutritional, environmental, local and global societal implications. We will examine the ethical and civic themes that guide food choices. We will discuss and write about how environmental, cultural, social, and health issues impact personal food choices. prereq: [soph, jr, sr] or instructor consent

How microbes impact our world in deadly/life-saving ways. Roles of bacteria, fungi, and viruses as agents of human diseases; in food spoilage/food borne diseases; and in food preservation/health promotion. Preventing plant diseases, food/drug production, cleaning up oil spills. Genetic engineering.

One would have thought that the ecological, climate, health, and social catastrophes of the last decade would have led to a green revolution and more sustainable societies, but that has not been the case. As a result, governments, corporations, consumers, and citizens will have to make deep meaningful changes to mitigating negative impacts to ecological biodiversity and natural resources. Of all sectors of the global economy, the agricultural and food sector is perhaps the most at risk. Producers within this industry are faced with the complicated equation being one of the principle causes of the problems listed above, while also retaining the responsibility to provide food for an ever-growing consumer base. Eating and good nutrition are vital human needs and food is a human right deeply rooted in culture and emotion. Food is a source of pleasure, a means of social integration, a reflection of cultural values, and of cultural identity. As a result, agrobusiness and food industry stakeholders are expected to meet the higher demand for food while also reassessing value chains, far beyond the classic economic and marketing approach, by introducing ecological, social, and cultural indicators when assessing operational standard and economic growth. is context, the idea of a terroir-driven food system represents strong sustainable alternative to standard commercial agricultural practices. While the term of terroir originates in western European countries such as Italy and France, the terroir approach is practiced worldwide. Terroir-centered food products, local food products, traditional food products, no matter what it is called, it is about the producing within a limited geographical area and producing products with unique characteristics recognizable to the people who live there. Content for this 4-week course, conducted in English, will be delivered via in-class lectures/presentations; educational field trips and cultural visits to Paris, the Loire Valley, Brittany, Normandy; group projects; and case studies. prereq: instr consent In th

This course examines the concepts of sustainability in relation to food production and culture in a country and place where food is a fundamental component of the regional and national culture. The course incorporates intercultural development concepts to introduce students to past and present Italian culture through the cultural importance of food systems, the ethics of food consumption and production and the concepts of sustainability.