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

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

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.

Students in this capstone course address food system sustainability challenges both in the classroom and via service-learning, where they spend 45 hours engaged with a food justice-based community organization. Requires off-campus work at the community partner site. Prerequisites: FDSY 1016W and APEC 3202; or instructor consent

This course is designed to meet the CFANS Experiential Learning requirement which defines the importance and processes of learning through experience. This course also is a Diversity Enriched course. Students will undertake an experience in an authentic work-place setting related to agriculture, food or natural resource settings as a prerequisite to the course. The professional/internship experience will serve as a foundation for learning professional competencies including reflection, problem solving, managing interpersonal relationships, professional communication, and goal setting. Current theories of career development and career readiness will be introduced to help students construct meaning from their experiences to inform future goals and strategies. prereq: Secured internship, instr consent

This course engages students in educational experiences to develop skills to navigate the plant sciences. As an orientation course, it will introduce you to some of the important resources available to you as a student at the University of Minnesota in the College of Food Agricultural, and Natural Resources Sciences. A major learning objective is to increase your ability to access and utilize the primary literature in the plant sciences. This course will also introduce you to fundamental skills and best practices in managing and analyzing data that you will use in subsequent plant science courses. As a writing intensive course, you will get instruction and practice in scientific writing. This course is delivered in a hybrid (in person/online) format. This will require careful planning, self-discipline, and good time management to view pre-recorded lectures and successfully complete the various online learning activities, quizzes and assignments. The specific plant science content that you will learn will come from your research to complete a literature review assignment, reading and analyzing papers, and working with data sets from published research. The ultimate goal is to enhance your competency as a self-learner to serve you in your academic pursuit of a degree at the University of Minnesota and beyond.

The capacity and support for urban agriculture is expanding globally. It is estimated that 25-30% of urban dwellers worldwide are involved in agriculture. In the future, we can expect that more of our food will be grown in urban centers. Urban farms and food businesses, food hubs, neighborhood community gardens, schoolyard and residential gardens are all part of the current urban food movement. As the first year colloquium for food systems majors, this course will integrate academic and orientation learning objectives and allow students to gain practice in systems thinking-- exhibited through in-class discussion and writing-- using urban agriculture as a framework. In this course, we will evaluate the direct and indirect benefits and challenges of urban agriculture by looking through environmental, political and social lenses. Class field trips and a service learning activity are used to demonstrate the various ways food is grown and how food may be used as a vehicle to achieve social goals. We will discuss a broad array of topics including horticultural production practices, soil health and environmental sustainability issues, social justice and food access, and public policy and regulations constraining urban farms, with an emphasis on the Minneapolis/St. Paul metro area. Students in this course will deepen their understanding of the complexity of urban food systems, while also recognize social differences of race, ethnicity and class; improve intercultural competence skills as a foundation for positive cross-cultural relationships; and gain an awareness of how urban agriculture can be a force for change.

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.

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.

Public communication processes, elements, and ethics. Criticism of and response to public discourse. Practice in individual speaking designed to encourage civic participation.

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

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)

Atomic theory, periodic properties of elements. Thermochemistry, reaction stoichiometry. Behavior of gases, liquids, and solids. Molecular/ionic structure/bonding. Organic chemistry and polymers. energy sources, environmental issues related to energy use. Prereq-Grade of at least C- in [1011 or 1015] or [passing placement exam, concurrent registration is required (or allowed) in 1065]; intended for science or engineering majors; concurrent registration is required (or allowed) in 1065; registration for 1065 must precede registration for 1061

Basic laboratory skills while investigating physical and chemical phenomena closely linked to lecture material. Experimental design, data collection and treatment, discussion of errors, and proper treatment of hazardous wastes. prereq: concurrent registration is required (or allowed) in 1061

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]

Graphs of equations and functions, transformations of graphs; linear, quadratic, polynomial, and rational functions with applications; zeroes of polynomials; inverses and compositions of functions; exponential and logarithmic functions with applications; coverage beyond that found in the usual 3 years of high school math. prereq: 3 yrs of high school math or satisfactory score on placement test or grade of at least C- in [PSTL 731 or PSTL 732 or CI 0832]

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.

Microeconomic behavior of consumers, firms, and markets in domestic and world economy. Demand and supply. Competition and monopoly. Distribution of income. Economic interdependencies in the global economy. Effects of global linkages on individual decisions. prereq: knowledge of plane geometry and advanced algebra

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.

Ecology of ecosystems that are primarily composed of managed plant communities, such as managed forests, field-crop agroecosystems, rangelands and nature reserves, parks, and urban open-spaces. Concepts of ecology and ecosystem management. prereq: BIOL 1001 or BIOL 1009 or HORT 1001 or instr consent

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

Introduction to physiological basis for effects of environment on plant growth/development. How to produce optimal plant growth. Experimental technique, data analysis, scientific writing. Lecture, readings, lab. Prerequisites: Biol 1009 or Hort 1001 and BioC 3021 or Hort 2100 or BioC 2011

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.

Fundamentals of biochemistry. Structure/function of nucleic acids, proteins, lipids, carbohydrates. Enzymes. Metabolism. DNA replication and repair, transcription, protein synthesis. Recommended prerequisites: Introductory biology (BIOL 1009 or BIOL 2003 or equivalent), organic chemistry (CHEM 2301 or CHEM 2081/2085 or equivalent). Note: CBS students should take BIOC 3022 not 3021.

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

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.

Identification of weed species and native herbaceous plants that are important in crop production, turf management, horticulture production, and landscapes systems. This course will emphasize the identification of weed species and other plants found in Minnesota and the upper Midwest area of the United States. Plant families, life cycles, habitats and relationships to humans. prereq: Biol 1009 or equiv

Ecology/biology of invasive plant species (weeds). Principles of invasive plant management in agricultural/horticultural, urban, wetland, aquatic, and other non-cropland landscape systems, utilizing biological, cultural, and chemical means. Management strategies to design systems that optimize invasive plant management in terms of economic, environmental, and social impacts. prereq: 4005, [Bio 3002 or equiv], Soil 2125, [Agro 2501 or Hort 1011]

Agroecology, sustainable practices, production economics, environmental quality, holistic resource management, healthy food/water, rural communities. Meet sustainable-agriculture advocates, including farmers, faculty, and representatives of non-profit sustainable-agriculture organizations. prereq: 1103, Soil 1125 or 2125 or equiv

This course uses fundamental concepts of ecology and evolution to illuminate and solve the challenges in managing insects and microbes in today?s global context of food and fiber production. Students will learn relevant aspects of insect and microbial biology to be able to situate concrete management problems in an appropriate ecological and evolutionary conceptual framework. Students will apply these concepts and discuss ecological and management controversies, such as what can we learn from natural areas to better manage food and fiber production systems. Case studies, readings, and discussion topics will emphasize factors influencing responsible management decisions.

Organic compounds, constitutions, configurations, conformations, reactions. Molecular structure. Chemical reactivity/properties. Spectroscopic characterization of organic molecules. prereq: C- or better in 1062/1066 or 1072H/1076H

Biological control is the suppression of pests and weeds using living organisms. It involves fascinating interactions between organisms such as plants and herbivores, and insects and the predators and parasitoids that attack them. These interactions can provide spectacular protection from invasive species but risks to the environment are possible as well so biological control interventions must be undertaken with great care. We will explore these interactions and interventions in depth in this class. The class is online.

Each ecosystem restoration is the product of a myriad of decisions made in response to existing site conditions (biotic and abiotic), anticipated effects from the surrounding landscape, predictions about future events, logistical realities, and, of course, desired conditions. During this course, you will learn about the ecological and social factors that affect ecosystem recovery and how people intervene to reverse ecosystem degradation. The course includes examples from ecosystems around the world, with emphasis on those found in the Midwestern US. Field trips. PREREQUISITES: This course presumes previous courses in basic ecology and plant science.

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 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.

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

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.

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.

Characteristics and performance of peasant agriculture; potential role of agriculture in economic development, and design of economic policies to achieve agricultural and economic development; role of women in agricultural development. prereq: 1101, 1102, Econ 1101, 1102, or instr consent

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

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

Analysis of financing and investment strategies for agribusiness firms and their effects on liquidity, solvency, and profitability. Analysis of financial institutions, markets, and instruments. Management problems, issues facing financial intermediaries serving agriculture. prereq: [[1251 or Acct 2050], 60 cr] or instr consent

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.

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

Introduction to the cooperative and mutual form of business. Each class begins with a speaker, usually a producer member or manager, from a cooperative or mutual including coffee, cocoa, farm supply, dairy, and other types of cooperatives. About 25% of the speakers are from global cooperatives. Students will choose a cooperative or mutual at the beginning of the semester and most homework assignments will be applied to your cooperative including a final digital media project. The course has one live lecture and one asynchronous lecture each week.

Economics of food marketing in the United States. Food consumption trends, consumer food behavior, marketing strategies, consumer survey methodology, food distribution/retailing system. Policy issues related to food marketing. Individual/group projects. prereq: [[1101 or Econ 1101], [1101H or Econ 1101H], SCO 2550 or STAT 3011 or equiv, 60 cr] or instr consent

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 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.

Introduction to chemical/physical properties of foods. Evaluating interaction/reaction of foods due to formulation, processing, preparation. prereq: CHEM 1022 or [CHEM 1062 and CHEM 1066]

FSCN 3612 focuses on nutritional requirements and common issues during different stages of the life cycle, including pregnancy, lactation, childhood, adulthood, and aging. There are no required courses for this class; however, it is best to take a basic nutrition class beforehand, such as FSCN 1112 Principles of Nutrition or an equivalent.

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

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.

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.

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

This course introduces the topics of financial reporting and accounting. The purpose of financial accounting is to provide information to the entity owners and external parties to serve as the basis for making decisions about that entity. A student who successfully completes this class should be able to 1) understand the concepts and principles of accounting, 2) analyze, record and report the accounting treatment of business transactions, and 3) prepare, interpret, and analyze financial statements.

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.

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.

Unemployment/inflation, measures of national income, macro models, fiscal policy/problems. Taxes and the national debt. Money/banking, monetary policy/problems. Poverty and income distribution. International trade and exchange rates. Economic growth/development. prereq: 1101 or Econ 1101

Aggregate consumption, saving, investment, and national income. Role of money, banking, and business cycles in domestic and world economy. International trade, growth, and development. U.S. economy and its role in the world economy. International interdependencies among nations. prereq: [1101 or equiv], knowledge of plane geometry and advanced algebra

Biodiversity, ecological balance, nutrient cycling, soil quality. Organic practices of tillage, fertility management, weed control, insect control. Specific practices compared with conventional/integrated pest management. Economic analysis of both organic/conventional practices. prereq: AGRO 1101 or AGRO 1103 or BIOL 1001 or BIOL 1009 or HORT 1001 or HORT 6011 or instr consent, [sr or grad student admitted to MPS in horticulture] Because of the 5xxx level, undergraduates need permission numbers to register. Students can obtain permissions by writing to: reefx001@umn.edu

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.

Introduction to physiological basis for effects of environment on plant growth/development. How to produce optimal plant growth. Experimental technique, data analysis, scientific writing. Lecture, readings, lab. Prerequisites: Biol 1009 or Hort 1001 and BioC 3021 or Hort 2100 or BioC 2011

This course uses fundamental concepts of ecology and evolution to illuminate and solve the challenges in managing insects and microbes in today?s global context of food and fiber production. Students will learn relevant aspects of insect and microbial biology to be able to situate concrete management problems in an appropriate ecological and evolutionary conceptual framework. Students will apply these concepts and discuss ecological and management controversies, such as what can we learn from natural areas to better manage food and fiber production systems. Case studies, readings, and discussion topics will emphasize factors influencing responsible management decisions.

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.

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

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

Ecology of ecosystems that are primarily composed of managed plant communities, such as managed forests, field-crop agroecosystems, rangelands and nature reserves, parks, and urban open-spaces. Concepts of ecology and ecosystem management. prereq: BIOL 1001 or BIOL 1009 or HORT 1001 or instr consent

The most recent surveys reveal there are 347,298 vascular plant species in the world! During this course, you will acquire the skills that will allow you to identify many plants you encounter day-to-day in Minnesota and around the world. By the end of the term, you will have been introduced to over 150 woody and herbaceous plants and learned the key distinguishing features for identifying some of the most important ones. You will be introduced to plant families that are important from a human perspective, where in the world they are most commonly found, some of the problems they can experience or create, and some of the ways they are used by humans.

This online course with required synchronous meetings is designed to provide a foundation in the theory and application of plant biotechnology used in crop improvement. The online lecture meets twice per week to introduce and discuss the basic concepts of plant genetics, molecular biology, DNA manipulation, plant tissue culture, gene introduction, and analysis of gene expression. The diversity of perspectives surrounding the application of biotechnology to plant improvement will be discussed. Course content consists of lecture, reading assignments, practice writing, peer review, discussions, and group work. prereq: [Biol 1009 or equiv or grad student], instr consent

The purpose of this course is to acquaint students with the identification, scheduling, and cultural requirements of commercially produced vegetables, herbs, ornamental flowers, and foliage plants, gain experience in growing them, and conduct experiments to understand current problems. The course builds on knowledge obtained in Hort 1001 or Hort 1015, by adding in additional factors of plant growth coupled with scheduling and growing of crops which commercial growers would experience. The role of ornamental plants in the human environment will be discussed, with special emphasis on future issues. Writing is an integral component of this course; one major paper is revised and expanded multiple times plus other course writing fulfill the writing intensive requirement. Through the use of interactive learning, field trips, written assignments, and in-class discussions students learn crop requirements and the interactions between the marketing distribution system of breeders, producers, distributors, growers, retailers, and consumers. Prerequisites: HORT 1001/6011 Additional Preferred Courses: HORT 1015

Fundamental concepts in soil fertility and plant nutrition. Discuss dynamics of mineral elements in soil, plants, and the environment. Evaluation, interpretation, and correction of plant nutrient problems. prereq: SOIL 2125

Geophytes are early harbingers of spring. In this course we will examine the variety of herbaceous perennial spring-flowering crops with underground storage organs (geophytes). As spring progresses, different genera and species predominate in the flowering landscape. In contrast, greenhouse production of potted plant and cut flower geophytic crops can be simultaneous rather than sequential. This course will consist of hands-on taxonomic identification of geophyte crops, their uses in landscape design, and production essentials. The laboratory will be hands-on, experiential learning with many visits of outdoor landscape, gardens, production greenhouses, and interiorscapes.

Need an excuse to spend a few hours outside at the height of the spring flowering season? Want to spend more time amidst the expansive and beautiful University of Minnesota Landscape Arboretum plant collections? Do you want to be able to identify more woody landscape plants, in flower? Here's your chance to expand your plant identification skills and learn the names and flowering characteristics for approximately 150 woody landscape plants. Flowering Trees and Shrubs is a practitioners course, designed to give you a hands-on opportunity to learn to identify woody landscape trees, shrubs, ground covers, and vines, including the common and scientific names for each. We will study the plants as family assemblages, noting features common to each family which will assist you in identifying unknown plants in Minnesota and other geographical locations in the future. In addition to identification; common landscape uses, cultural specificities,problems, and notable cultivars will be highlighted.

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.

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.

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.

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.

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.

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

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.