SCHOOL OF AGRICULTURE & ENVIRONMENTAL SCIENCES

2005-06 AN N U A L RE P O R T

Dean Alton Thompson

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Executive Summary .................................................................................................. 4 A. Overview of Unit ................................................................................................. 7 1. Strategic Comments Regarding Unit’s Place/Role in the University and FUTURES................................................... 7 2. Organizational Chart ....................................................................................... 9 B. Progress Toward Key Goals ................................................................................ 10 C. Significant Accomplishments .............................................................................. 21 1. Learning ........................................................................................................... 21 2. Discovery ......................................................................................................... 27 3. Engagement ...................................................................................................... 28 D. Goals for the Upcoming Academic Year ............................................................. 32 1. Relationship to FUTURES……………………………………………….. .......32 Figure Figure 1 Organizational Chart – School of Agriculture and Environmental Sciences ………..…………………………………………………………. 9

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APPENDICES Appendix A – Student Enrollment Management Data Appendix A1: Enrollment by Class and Semester (Fall ’92 – Spring ’06) ..............36 Appendix A2: Enrollment by Departments, Fall ’02 – Fall ‘05 ...............................37 Appendix A3: SAES Retention and Graduation Rates (’97 – ’04) … .....................38 Appendix A4: University Retention and Graduation Rates (’97 – ’04) … ..............38 Appendix A5: Retention and Graduation Rates (’97 – ’04) Agribusiness, Applied Economics and Agriscience Education ................39 Appendix A6: Retention and Graduation Rates (’97 – ’04) Animal Sciences.........................................................................................39 Appendix A7: Retention and Graduation Rates (’97 – ’04) Family and Consumer Sciences .................................................................40 Appendix A8: Retention and Graduation Rates (’97 – ’04) Natural Resources and Environmental Design ..........................................40 Appendix A9: Student Credit Hours Generated by Program……………………….41 Appendix B – Student Activity Data Appendix B1: Awards/Scholarship/Certificates/Honors by Departments.................43 Appendix B2: Placement of Graduates by Departments ..........................................44 Appendix B3: Student Internships and Co-ops (Field Experience)...........................47 Appendix B4: Number of Graduates by Department, 2005-2006 .............................56 Appendix B5: Number of Honor Graduates by Department .....................................56 Appendix B6: Student Opinion of Faculty: Ranking of Courses .............................57 Appendix C - Faculty Data by Department Appendix C1: Faculty Density by Rank, Program Area, Gender and Ethnicity .......59 Appendix C2: Selected Awards and Professional Recognitions ...............................60 Appendix C3: Awards Received by Sponsor ............................................................61 Appendix C4: SAES: Awards Received by Category ...............................................62 Appendix C4.1 SAES: Proposals Submitted …………………… ............................62 Appendix C5: Proposals Prepared and Funded, by Department/Program.................63 Appendix C6: Faculty Productivity, 2005-2006........................................................64 Appendix C7: Faculty Development, 2005-2006 .....................................................64 Appendix D – SAES Public Service Activities ........................................................65

School of Agriculture and Environmental Sciences

“Planning Our Preferred Future”

2005-2006 ANNUAL REPORT

Executive Summary

“The future belongs to those institutions that have the foresight, energy, creativity, wisdom and courage to understand that destiny is not a matter of chance but a matter of choice and the will to achieve.”

---Chancellor James C. Renick “In my very first meeting with the UNC Board of Governors, I described the

conceptual prism through which I’m going to view everything we do—all with the goal of sharpening our vision, brightening our future, and bringing greater clarity to the challenges – and the opportunities—before us.”

---UNC President Erskine B. Bowles

The School of Agriculture and Environmental Sciences (SAES) unveiled its five-year strategic plan, entitled “Planning Our Preferred Future,” at the August 2005 Faculty-Staff Institute. The SAES Strategic Plan is a working document organized around 11 themes: maintaining a responsive learning environment; attracting and graduating outstanding students; improving minority and environmental health; ensuring a nutritious, safe and secure food supply; promoting international trade and economic development; advancing biotechnology and biodiversity; empowering individuals, families and communities; protecting the environment and natural resources; ensuring the vitality of small-scale agriculture; expanding our resource base and maximizing relationships; and using innovative technologies. These themes were selected based on discussions and listening sessions from people around North Carolina and emanated from reviews of the national goals of the United States Department of Agriculture, the needs of the state, faculty expertise and for their significant potential for establishing mutually beneficial partnerships with businesses, corporations, foundations, industry and governmental agencies. The SAES Strategic Plan also recognizes that North Carolina A&T must be positioned to respond rapidly and effectively to emerging issues that affect the profitability and sustainability of North Carolina agriculture, now and in the years ahead. The SAES Strategic Plan is essentially, in the words of President Bowles, our “conceptual prism” for “sharpening our vision, brightening our future, and bringing greater clarity to the challenges—and opportunities before us.” That is, our Strategic Plan is going to be our communication channel between SAES and our partners, stakeholders, and the citizens of North Carolina. Our partners, stakeholders and citizens will be able to see quickly what the SAES is, and where it is going. They will be able to determine where our land-grant mission fits in with their needs and goals. It’s also going to be a channel that gives SAES a way to hear of emerging issues we can address.

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Examples of SAES’s significant activities, events, products, accomplishments, partnerships and collaborative projects that reflect our results-driven mantra are presented throughout this document as seven goals. Although not mutually exclusive, these goals are:

(1) implement the SAES strategic plan; (2) continue to create a responsive learning environment that fosters high quality

programs in teaching, research and Extension, including fully integrating the University Studies curriculum in all academic programs;

(3) develop and implement a promotion and tenure policy for SAES research and Extension faculties;

(4) increase enrollment, retention and graduation rates, especially in the academic programs identified as “low producing;”

(5) support the six interdisciplinary program initiatives by coalescing faculty expertise and monetary sources, including the proposed Institute of Public Health, and the Ph.D. programs in Energy and the Environment and Leadership Studies;

(6) develop and implement departmental outreach and engagement plans; (7) and, develop plans for a farm pavilion and the food products and technology

center. Significant progress has been made in achieving these seven goals. Evidence of progress and notable findings relative to these goals include, but is not limited to, the following:

(1) completion and distribution of the SAES Strategic Plan; (2) increased enrollment of 8.5 percent over last year (698) and expected continued

growth; (3) reaffirmed accreditations in Family and Consumer Sciences and Landscape

Architecture; (4) provided student assistantships in the Research Program for 130 undergraduate

and graduate students for a total of $438,476; (5) faculty generated approximately $4.3 million in competitive funds to complement

the SAES base and formula funding of $16.8 million; (6) faculty published 4 books, 6 book chapters, 39 refereed articles, and 54 other

articles; (7) faculty, staff, and students showcased SAES through more than 291 presentations

at professional meetings and 255 appearances at public fairs/exhibits; (8) prepared our students so that more than 92 percent of our graduates are either

employed or will attend graduate and professional schools; (9) the Cooperative Extension Program completed its “Change Management and

Marketing Initiative” that formalized and strengthened operations, programs and marketing, emphasizing strategic relevance and importance and aligned performance expectation to reflect strategic priorities;

(10) Extension specialists assisted 223 community organizations resolve community problems which resulted in an increase in economic value of $251,217;

(11) completed construction of a $1 million pastured-based dairy; (12) and, SAES hosted the 4th National Small Farm Conference. Six hundred,

twenty-three people from across the U.S. participated in the conference representing both professional and farmer groups.

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Consistent with FUTURES, the SAES major goals for the 2006-07 academic year include the following:

Assess progress towards realizing goals of the SAES strategic plan Continue to create a responsive learning environment that fosters high quality

programs in teaching, research and Extension Increase enrollment, retention and graduation rates Implement the MOU with the East National Technology Center, in collaboration with

the other schools and colleges Establish and ensure an equitable partnership for SAES in developing the North

Carolina Research Campus Implement the Change Management and Marketing Initiative in Cooperative

Extension

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Overview of the Unit 1. Strategic comments regarding unit’s place/role in the University and FUTURES North Carolina A&T State University is a high research, interdisciplinary-centered community that builds on comparative advantages in agriculture, engineering, technology, and business; a strong civil rights legacy; and status as an 1890 land-grant institution. Since our establishment in 1891, the School of Agriculture and Environmental Sciences (SAES) has historically embraced the tripartite mission of the land-grant system: providing accessible instructional opportunities in agriculture to North Carolina citizens; conducting basic and applied research to address the needs of North Carolinians; and delivering science-based information and demonstrating existing or improved practices and technologies to enhance the quality of life for all North Carolinians. Thus, we share the campus values of learning, discovery, engagement and operational excellence. We also place high value on:

Developing human capital as our most important role Diversity Supporting new uses, specialty crops, bio-based products and value-added agriculture Providing science and technology to globalize agriculture Managing and sustaining our natural resources Endorsing environmental stewardship and awareness Encouraging social stability and economic viability

The SAES is a student-centered school that assures close attention to each individual’s academic endeavors. SAES continues to be a major component of a high research university that provides our students with access to scholars making significant contributions to their disciplines. SAES faculty members closely integrate their instruction with research, assuring students of exposure to emerging concepts and technologies. Undergraduate students in our academic programs have opportunities to work with professors on research projects. Global studies, inquiry-based learning, experiential learning and service learning are also available for students seeking to widen their horizons. Do not let the name of our school (SAES) mislead you. The majority of our students come from cities (not farms or ranches) and have little or no experience in growing plants or raising animals. Our students have a plethora of interests, ranging from protecting the environment to becoming lawyers, doctors and veterinarians. SAES students are “workforce ready” and go on to successful careers in areas as diverse as natural resources, landscape architecture, agricultural and biosystems engineering, biotechnology, genomics, business and economics, agriscience education, child development, fashion merchandizing, animal sciences, biomedical sciences and food and nutritional sciences.

The SAES has four academic departments and 13 fields of study. Master’s degrees are also offered in each of the departments. To complement the academic program, SAES has an Agricultural Research Program, a Cooperative Extension Program, a University Teaching and Research Farm (567 acres), an Agricultural Communications and Technology Unit, a

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Child Development Laboratory, an International Trade Center, and 25 research and teaching laboratories. As reflected in our strategic plan, the SAES mission has been updated: to provide opportunities for individuals from diverse backgrounds to achieve excellence in the food, agricultural, family and environmental sciences through exemplary instruction, and scholarly, creative and effective research and Extension programs. This mission is in harmony with, and supportive of, the stated mission, goals and purpose of the University. Moreover, this mission is appropriate to our specific, mandated (federal legislation has impacted strongly the mission of SAES) and unique role as a school of agriculture at a land-grant university, a role with the tripartite mission of teaching, research and Extension. In support of FUTURES, the SAES faculty identified six interdisciplinary initiatives that address state and national needs, involve the greatest number of faculty, and have significant potential for establishing mutually beneficial partnerships with communities, businesses, foundations, and governmental agencies. Internally called “major program initiatives,” these six areas are: (1) human and community development; (2) biotechnology and biodiversity; (3) agromedicine, nutrition and food safety; (4) small-scale agriculture; (5) soil and water quality; and (6) international trade and development. The driving forces underpinning these initiatives are science, technology and globalization. In addition to shaping the overall focus of SAES and guidance for investing resources, these program initiatives also help align SAES with the five goals of FUTURES and with the eight “core” research clusters developed by the Division of Research and Economic Development. Teams of faculty members are working collaboratively and synergistically both within SAES and across campus around these six initiatives. Pursuant to our efforts in advancing these six initiatives, SAES faculty members have initiated collaborations with faculty members in the College of Engineering, the College of Arts & Sciences, the School of Nursing, the School of Technology, the School of Business and Economics, businesses, community organizations and other universities across the nation and world. These efforts have meshed extremely well with the key tenets regarding a center-based learning environment in the FUTURES plan. Finally, the SAES is one of two agricultural schools in North Carolina that forms the educational bedrock from which the state’s $59.1 billion agricultural industry has flourished. We have branded ourselves with the SAES motto: “Preparing. Finding. Implementing Solutions.” We promise that our students will graduate prepared for the world of work or to continue their education. In our research program, we promise to find the answers to those problems plaguing our citizens. And as part of Cooperative Extension, we promise our citizens that they will be able to understand and implement the solutions we have developed. This is our promise to the students, stakeholders, and citizens of this state. We are doing all we can to be true to our brand. Hold us to high standards and to our vision: “The SAES shall be a premiere learner-centered community that develops and preserves intellectual capital in the food, agricultural, family and environmental sciences through interdisciplinary learning, discovery and engagement.”

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The figure below gives the schematic organizational structure for the SAES.

Figure 1

Organizational Chart School of Agriculture and Environment Sciences

Chancellor

Provost/VC Academic

Aff i

Dean

Associate Dean Academic Programs

Associate Dean Cooperative Extension

Associate Dean Agricultural Research

Superintendent of University Farm

Director of Agricultural Communications and Technology

Chairperson Natural Resources

Chairperson Agribusiness/Ag. Education

Chairperson Animal Sciences

Chairperson Family & Consumer Sciences

Coordinator Laboratory Animal Research Unit

Director Child Development Lab

Director Int’l Trade Center

Director Applied Survey Lab

Program Coordinators

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B. Progress Toward Key Goals

The School of Agriculture and Environmental Sciences (SAES) focused its efforts on seven goals and is committed to uncompromising excellence through our teaching, research and Extension activities. These key goals, although not mutually exclusive, are: Goal 1: Implement the SAES strategic plan The SAES unveiled its five-year strategic plan, entitled “Planning Our Preferred Future,” at the August 2005 Faculty-Staff Institute. The SAES Strategic Plan is a working document organized around 11 themes: maintaining a responsive learning environment; attracting and graduating outstanding students; improving minority and environmental health; ensuring a nutritious, safe and secure food supply; promoting international trade and economic development; advancing biotechnology and biodiversity; empowering individuals, families and communities; protecting the environment and natural resources; ensuring the vitality of small-scale agriculture; expanding our resource base and maximizing relationships; and using innovative technologies. These themes were selected based on discussions and listening sessions from people around North Carolina and emanated from reviews of the national goals of the United States Department of Agriculture, the needs of the state, faculty expertise and for their significant potential for establishing mutually beneficial partnerships, with businesses, corporations, foundations, industry and governmental agencies. The SAES Strategic Plan also recognizes that North Carolina A&T must be positioned to respond rapidly and effectively to emerging issues that affect the profitability and sustainability of North Carolina agriculture, now and in the years ahead. The SAES Strategic Plan is essentially, in the words of President Bowles, our “conceptual prism” for “sharpening our vision, brightening our future, and bringing greater clarity to the challenges—and opportunities before us.” That is, our Strategic Plan is going to be our communication channel between SAES and our partners, stakeholders and citizens of North Carolina. Our partners, stakeholders and citizens will be able to see quickly what the SAES is, and where it is going. They will be able to determine where our land-grant mission fits in with their needs and goals. It’s also going to be a channel that gives SAES a way to hear of emerging issues we can address. The SAES Strategic Plan is a blueprint with a shared vision, filled with promise and opportunity. This is what we will use in SAES to determine where we go and how we get there. It is one that will be used by the University as it looks for direction for the food, agricultural, family and environmental sciences. The vision is ambitious and comprehensive; extending from SAES academic, research and Extension programs to our facilities and human resources. As a working document, the Strategic Plan is on-line and available 24/7 when faculty and staff are wondering how their work fits with SAES objectives, or what pieces of the big

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picture are theirs to paint, http://www.ag.ncat.edu/docs/SAES_StrategicPlan.pdf. The Strategic Plan is straightforward and easy to understand, not a complex academic document. Finally, the Strategic Plan is fully integrated into the University’s FUTURES initiatives, the Division of Research’s eight “core research clusters,” and our own six program initiatives. The SAES Strategic Plan will be forever ready for adjustments and improvements. It is going to be subject to an intensive annual evaluation, and progress towards realizing goals will be assessed, along with the continued viability of the goals themselves. Goal 2: Continue to create a responsive learning environment that fosters high quality programs in teaching, research and Extension, including fully integrating the University Studies curriculum in all academic programs Providing the highest quality educational opportunities for our students is paramount. We are encouraging our students to take advantage of the interdisciplinary learning experiences that make them competitive in the global job market, and to instill good citizenship that embodies work ethic and perseverance. Nine SAES programs are nationally accredited: Bioenvironmental Engineering, Agricultural Education, Child Development (Birth-Kindergarten), Child Development and Family Studies, Food and Nutritional Sciences, Nutrition-Dietetics, Family and Consumer Sciences Education, Fashion Merchandizing and Design, and Landscape Architecture. All curricula for all program areas were revised to incorporate the new University Studies Program and approved by the Faculty Senate to be implemented beginning Fall 2006. In addition, new curricula for certificates in family financial planning and commodity merchandising have been approved. Instructional technologies have been threaded through the curricula and distance learning is becoming an alternative, yet very important, mode of instruction. Hands-on learning experiences, provided by faculty who are in the forefront of research in the food, agricultural, family and environmental sciences, are greatly facilitated by access to multimedia classrooms and state-of-the-art laboratories. The next time you are wondering what the temperature is outside, and whether it’s humid or windy, try http://www.nc-climate.ncsu.edu/cronos/index.php?station=NCAT for highly localized weather data. This is the URL for the new weather station at the University Farm, funded by the National Science Foundation. This weather station is one of the newest of 1,063 active sites collecting weather data in and around North Carolina for the N.C. Climate Retrieval and Observations of the Southeast database. It is also part of the North Carolina Environment and Climate Observing Network (ECONET), which has been established by the State Climate Office for a range of commercial, safe and technological benefits. The weather station will generate data on: air temperature, relative humidity, barometer pressure, soil moisture, soil temperature, solar radiation, photosynthetically active radiation, wind monitoring, evapotranspiration, all season heated precipitation, and rain fall. These data can be retrieved on a daily, weekly, monthly and yearly basis as required by the user. Thus, SAES students can have short duration research projects and retrieve the climatic data to

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interpret the plant growth or pollutants runoff or irrigation efficiency, etc. Such climatic data are also very useful to graduate students conducting field research on the N.C. A&T Farm. Given SAES’s legislative mandate to support “agricultural research” together with integration of research and teaching programs (integrative instruction), it’s fitting as well as logical that “inquiry-based” courses are being taught that emphasize student experimentation, both in and outside the context of a laboratory setting. Inquiry-based approaches in the SAES compel students to take ownership of information and learn in the same way that faculty conduct research—by framing questions, observing, and conducting analysis of results. As a result, SAES students not only gain factual knowledge, but also acquire a valuable set of skills that can apply to novel situations in the future. In a corollary fashion, student experiential learning, internships and service learning (expanded by the University Studies Program), are also vital components of our training in that students are afforded the opportunity to integrate academic ideas, concepts and theories with professional training for a deeper understanding of real labor market situations. In addition, SAES students are refining their personal leadership potential and clarifying their educational and professional goals by learning from prominent persons and/or leaders in the workplace. The SAES students are strongly encouraged to complete an internship or a cooperative education assignment prior to graduation. This year, 290 students participated in some type of experiential learning opportunity (74 internships and 216 field experiences), compared to 295 (63 internships and 232 field experiences) in 2005 (See Appendix B3). Although the number of students involved in experiential learning activities decreased by five students compared to last year, there was a 17 percent increase in the number of students taking internships. Some of the companies and agencies that afforded SAES students experiential learning opportunities included USDA/Agricultural Research Service, USDA/Animal Plant, Health and Inspection Service, USDA/Rural Development; USDA/Forest Service, Cargill, Environmental Protection Agency, Natural Resources Conservation Service, Department of Energy, Homeland Security, Michigan State University, University of Arkansas, Duke University, Virginia Tech, Tuskegee Summer Enrichment Program, Wake Medical Health Center, Vandalia Elementary, Creative World of Greensboro, Chesterbrook Academy, Belk, Inc., Lane Bryant, Cove Creek Gardens, high schools statewide, and county offices/programs etc. A complete listing is provided in Appendix B3. The SAES has 15 clubs and organizations for students to become involved in during their college career. Student-run clubs and organizations give participants a chance to develop their leadership skills while re-enforcing classroom learning. The American Society of Agricultural Engineers (ASAE), Minorities in Natural Resources and Related Sciences (MANNRS), the Future Farmers of America (FFA), and the National Agrimarketing Association (NAMA) are just a few examples of organizations where students can exhibit their leadership skills not only on campus, but on the national level as well.

The SAES offers many opportunistic roads for students to pursue. Many of our students venture down these different roads to compete and put their knowledge to the test in state and national judging and scientific paper events. This year, 84 students attended professional meetings and conferences with faculty. The professional organizations have a strong

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commitment to student development and to the use of the food, agricultural, family and environmental sciences as tools to eradicate societal problems. In addition to their research and analytical skills, the students also improved their communication (oral, written and auditory), leadership and social skills. The faculties were also involved in a number of development activities to improve their teaching and advising responsibilities. Data from the individual faculty reports reveal that 54 percent of the faculty attended instructional workshops and/or short courses, particularly in technology-mediated methodologies. In addition, 87 percent of our faculty participated in professional conferences - a finding supportive of the idea that our students are exposed to the latest developments and trends in their respective fields. Approval and financial commitments were received from Central Administration (including the Office of Summer School and Outreach) to institute a year-round program in the Child Development Laboratory (CDL). The CDL is principally a teaching and learning laboratory for University students; however, a year-round program will allow more opportunities for different and extended types of research activities. The CDL serves students enrolled in courses in child development: early education and family studies, psychology, sociology and social work, speech, recreation, music, and other human behavior oriented disciplines. The CDL provides an opportunity for students in their respective academic disciplines to make observational, comparative, and in-depth studies on child behavior and its related areas. The specific goals of the CDL are to: provide a center for training University students; and demonstrate high-quality care of young children who are enrolled in a center that reflects a positive environment. It is also noteworthy that the Child Development Laboratory’s “5-Star” rating was renewed; this facility maintains a history of superior performance in sanitation, administration, and health and safety. Finally, in creating a responsive learning environment relative to SAES’s engagement enterprise, the faculty and staff of The Cooperative Extension Program, in collaboration with the Cooperative Extension Service at North Carolina State University, have been working on a new strategic marketing plan for the past two years. This initiative, Change Management and Marketing, establishes a unified Extension identity, formalizes and strengthens operations, programs and marketing, emphasizing strategic relevance and importance and aligns performance expectations to reflect strategic priorities. Specifically, Cooperative Extension in North Carolina has been examining its value as an organization to the citizens of this state and exploring strategies that would position Cooperative Extension to be recognized as an essential and valued partner in achieving economic prosperity, environmental stewardship and an improved quality of life. These basic tenets reflect our heritage and land-grant mission. Approximately 400 people, representing all work groups within the organization and the state’s two advisory councils (Strategic Planning Council & State Advisory Council) were involved in formulating our strategic directions. Six recommendations were presented to the administrators at North Carolina A&T and North Carolina State. Following their review, change management and marketing initiatives were shared with the entire organization during District Extension Conferences. Highlights of these changes include: intricately linking extension management, programming and marketing; aligning personnel and performance systems to these functions; responding

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rapidly in a multidisciplinary way, using our portfolio of university and organizational resources to find creative solutions to people’s problems; networking across disciplines and counties; reducing duplication and integrating our resources to address issues. Goal 3: Develop and implement a promotion and tenure policy for SAES research and Extension faculties The research and Extension faculties are very talented, have earned doctorates from some of the best universities in the world and contribute positively to the academic, research and Extension programs in SAES. Without the contributions of the research and Extension faculties, the productivity in SAES would drop significantly, about 44 percent. In order to maintain and advance our relevant, responsive, and nationally recognized programs in research and Extension, while concurrently retaining our outstanding researchers and Extension specialists who also teach nearly 20 percent of SAES’s student credit hours, the same level of protection against involuntary suspension or discharge from employment or reduction in rank is needed as that offered to the teaching faculty. That is, the research and Extension faculties should have the same opportunities afforded the teaching faculty as pertaining to academic freedom, tenure and due process. Given the lack of a critical mass of faculty in SAES, our concern was to establish a standard for the level of teaching conducted by research scientists and Extension specialists that would enhance the educational program, but not detract from their ability and time to complete research projects and Extension programs. It is the University's policy that each unit/school, through its administrative head and senior faculty, establish a written policy describing the criteria, standards, and procedures for tenure and promotion. As such, a committee was appointed to develop the criteria, standards, and procedures for tenure and promotion for research scientists and Extension specialists. The document, “Guidelines for Tenure and Promotion: Research and Extension” is consistent with the University’s Tenure and Promotion Policy, and is intended to assist the University and the SAES Tenure and Promotion Committees in evaluating faculty with research and Extension appointments for academic tenure and promotion. The application of these criteria outlined in this document for faculty with a research appointment is in accordance with the University’s published tenure and promotion regulations. In April 2005, with the approval of the Provost/Vice Chancellor for Academic Affairs, the promotion and tenure policy for SAES research and Extension faculty was submitted to the Faculty Senate to amend the “Regulations on Academic Freedom, Tenure and Due Process Prepared in Accordance with the Provisions in the University of North Carolina Code, January, 1999” to consider the federal funds provided to the Evans-Allen Agricultural Research Program provided through Section 1445, Public Law 95-113 (Farm Bill) as permanent trust funds. Federal funds provided to the North Carolina Extension Service through Smith Lever, Section 1444, Public Law 95-113 (Farm Bill) are already considered as permanent trust funds. A motion was made, properly seconded and was passed to consider funds provided to the Evans-Allen Agricultural Research Program as permanent trust funds. Thus, SAES research scientists and Extension specialists now have the opportunity to be considered for permanent tenure, thereby granting them University support and protection in

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their exercise of academic freedom in the lawful pursuits of their respective areas of scholarly and professional interest and responsibility. Two research scientists, Drs. Mohamed Ahmedna and Salam Ibrahim, were successful in being awarded permanent tenure at the associate professor level. Conferral of permanent status on these two research scientists sends the appropriate signal relative to rewarding and retaining quality faculty that results in viable research and Extension programs and added value to our teaching program. Goal 4: Increase enrollment, retention and graduation rates, especially in the academic programs identified as “low producing” Enrollment in the SAES for fall semester 2005 was 757 students, up (8.5%) from the 698 students for the 2004-2005 academic year. The SAES programs with the highest enrollment are child development and laboratory animal science. Enrollment in the SAES has grown since 1996, although the rate of growth for several years was small and declined in 1999-2000. Enrollment for the current academic year is 58 percent higher than for the 1995-96 academic year and 55 percent higher than for the 1999-2000 academic year. Over the past five years, enrollment has increased at an annual rate of eight percent. This increase is a direct result of increased recruitment efforts and revisions in our programs of study. The continued use of technology in recruitment, and activities such as the Speakers’ Bureau, summer pre-college programs, the SAES Corporate Advisory Board, the SAES Recruitment and Retention Committee, SAES Alumni Society, programs with K-12 schools, Aggie Nites recruitment activities/receptions, Extension outreach, and the employment of a full-time student services coordinator (recruitment and retention) have also contributed to enrollment growth. Increases in enrollment will insure the viability of the SAES and its programs. The enrollment in the SAES’ graduate program increased slightly from last year (9%). Eighty-seven graduate students are enrolled in the five M.S. programs in SAES. The addition of ten $12,000 assistantships from state research matching funds made the SAES more competitive in recruiting graduate students. However, the high costs of out-of-state tuition limit our ability to recruit out-of-state graduate students. The monetary value of these assistantships will be increased to $15,000, effective July 1, 2006. In addition, a new Masters of Art in Teaching (MAT) program for both Family and Consumer Sciences Education and Child Development Early Education and Family Studies (B-K), initiated in January 2006, should contribute positively to graduate enrollment. The average 1-year, 2-year, 3-year and 4-year retention rates for the SAES (76.7%, 63.9%, 58.6% and 26.4%) are higher than those for the University (74.4%, 63.1%, 57.6% and 30.1%. See Appendix A3 and A4. In efforts to improve the success of our students, and to improve retention and graduation rates, the SAES sponsored two ‘Academic Summits” that focused on advising, “best practices,” student mentoring, pre-registration and registration, functionality of SIS Plus, and selected A&T centers of support.

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The SAES four-year graduation rate for the freshman class of 2001 (24.3%) was slightly higher than the University (20.1%) (See Appendix A3-A8). However, the SAES is committed to improving this rate. The Department of Animal Sciences has the highest average four-year graduation rate (38.2%) while the Department Natural Resources and Environmental Design had the lowest four-year graduation rate (19.9%). The average graduation rate for the SAES and the University is 28.0 and 22.4 percent, respectively. Implementing the departmental retention plans should positively influence this rate. Also in collaboration with the Center for Student Success and the University Committee on Recruitment and Retention a retention action plan was developed for the SAES as part of the University overall retention plan. The SAES Corporate Advisory Board, at its spring meeting, announced three initiatives that will benefit the School in recruiting and retaining students. They have agreed to raise a minimum of $75,000 annually for student scholarships, one of our most pressing issues. They have also agreed to serve and find others within the 14 companies they represent and within the industries where they have contacts to serve as mentors. The corporate executives have also agreed to host and sponsor a visiting lecturer series, bring the top agricultural industry leaders to campus to visit and interact with our students and to offer industry advice and information. The SAES continues to be very active in submitting grants for the USDA Capacity Building Grants Program, a program developed for the 1890 land-grant institutions to strengthen teaching and research programs in the food and agricultural sciences in the targeted areas of curriculum design and materials development, faculty preparation for the enhancement of teaching, instructional delivery systems, student experiential learning and student recruitment and retention. This year, given that enrollment growth in SAES is not distributed equally across the 13 degree areas, a deliberate effort was made to submit four proposals to this capacity building grants program to help SAES implement its recruitment and retention plan. Three of these grants were funded for a total of $796,316 and are currently being implemented. Finally, as a recruitment effort, the Agriscience Education Program in the Department of Agribusiness, Applied Economics and Agriscience Education sponsored a Winter Agricultural Literacy Barbeque Fest. Over 150 secondary agricultural education students representing 10 different schools from across the state descended on the campus of North Carolina A&T. Students were introduced to the academic and research programs in the SAES, in addition to being introduced to careers in the food and agricultural sciences. The format of the one-day event was a series of speakers from each SAES department and the University’s Admissions Office, followed by a walking tour of the campus, a driving tour of the University Farm, and a barbecue luncheon. Goal 5: Support the six interdisciplinary program initiatives by coalescing faculty expertise and monetary resources, including the proposed Institute of Public Health, and the PhD programs in Energy and Environment and Leadership Studies In support of FUTURES, the faculty identified interdisciplinary programs focusing on six

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major initiatives: human and community development; biotechnology and biodiversity; agromedicine, nutrition and food safety; small-scale agriculture; soil and water quality, and international trade and development. As indicated earlier, these six initiatives emanated from reviews of the national goals of the United States Department of Agriculture, the needs of the state, faculty expertise, interest, and the potential for mutually beneficial partnerships. Teams of faculty from the academic, research, and Extension programs work collaboratively and synergistically to develop these initiatives more fully, and to identify niche areas or “cross-cutting” initiatives that will move North Carolina A&T forward in the 21st Century. The SAES is very involved in developing the eight major cluster areas for research at the University (Public Health; Biotechnology, Bio and Food Sciences; Advanced Materials and Nanotechnology; Computational Sciences & Engineering; Leadership and Community Development; Information Technology; Transportation and Logistics; and Agriculture, Energy and Environment). The Associate Dean for Research serves on the Council for Associate/Assistant Deans organized through the Division of Research and Economic Development, and three SAES researchers serve on the University’s Research Council. Perhaps it is altruistic to point out that the six SAES program initiatives are coterminous with the eight clusters for the University. Further, SAES faculty co-lead the campus efforts to establish center-based learning efforts in three major thrust areas: (1) Biotechnology, Bio and Food Sciences; (2) Agriculture, Energy and Environment, and (3) Public Health. In addition, seven SAES faculty members were appointed to the Institute of Public Health Internal Advisory Council and two SAES nutritionists participated in the Public Health Forum held in April 2006 at the Alumni-Foundation Events Center. Further supporting our major program initiatives, the SAES faculty has been very active in identifying and successfully obtaining competitive funds to conduct research and Extension activities. During the academic year, the grantsmanship of SAES teaching, research, and Extension faculties resulted in slightly more than $4.3 million in competitive funds, primarily (78%) from USDA. Twenty-nine percent was in agromedicine, food safety and nutrition,” 18 percent in human and community development; 17 percent in biotechnology and biodiversity; 16 percent in soil and water quality; 13 percent in small scale agriculture; and 7 percent in international trade and development. These data, by agency and funding category, are presented in the Appendices C3, C4, C4.1, and C5. The SAES receives annual appropriations from USDA for research and Extension activities ($6.0 million). The General Assembly of North Carolina matched these funds at a rate of 90 percent. Since federal funds have increased very little over the years, there are limited funds for expansion of agricultural research and Cooperative Extension programs; inflation has also reduced the real value of federal allocations. The recent appropriation of state matching funds, however, has helped in this area and has enabled us to broaden our impact on the small-to-medium, and limited-resource producers and rural businesses in the state, subsequently improving the levels of incomes and quality of life for program clientele. In addition, the SAES’s stature in the community was significantly enhanced because its educational, research, Extension and outreach programs were more enabling and empowering for those we serve.

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Goal 6: Develop and implement departmental outreach and engagement plans The SAES outreach and engagement programs are central to our mission of excellence. Boundaries between our teaching, research, and outreach/Extension activities are indistinct, as they should be. As such, the mission of the SAES outreach and engagement enterprise is to focus on our relevance with respect to public scholarship that meshes scholarly work with community knowledge to produce benefits to the citizens of North Carolina. That is, the SAES faculties are working, in creative partnerships, with citizens to solve problems, improve agriculture and food systems, build healthy communities, and create new economic opportunities. Further, this outreach and engagement endeavor creates a wider understanding and appreciation of collaboration between the local community and academia. The four SAES academic departments were asked to submit outreach and engagement plans that consisted of five components: mission/value statement; outreach focus; outreach strategies; collaboration; and expected outcomes. Briefly, the mission/value statements were to be succinct outreach statements based on the goals and mission of the respective departments. The outreach focus and strategies consisted of two or three well-developed initiatives or programs, with the appropriate method of delivery that would help the citizens of North Carolina with issues impacting their lives. The outreach and engagement plans also consisted of collaborators, potential collaborators and/or partnerships need to implement the plans and expected outcomes and potential benefits to the citizenry. The SAES faculties worked with citizens and/or citizen groups in North Carolina on a number of issues impacting their lives. Given space limitations in this report, only ten programs and/or activities are outlined below:

• Collaborating with the Wilmington Housing Authority, the North Carolina A&T State University Chapter of the National Agri-Marketing Association and the Department of Agribusiness, Applied Economics and Agriscience Education conducted a workshop to promote entrepreneurship among youth living in low-income households in Wilmington, NC and surrounding areas. The workshop focused on turning a career idea into a business idea; developing a business plan; developing a marketing plan; understanding marketing, and how to finance an idea. Twenty youth participated in this favorably evaluated workshop.

• Collaborating with the Greensboro Arts Council Grass Roots Program, United Institutional Baptist Church, the Greensboro Club of the National Association of Negro Business and Professional Women’s Club, faculty members in the Department of Family and Consumer Sciences conducted a two-week Fabric and Thread Art Camp for middle school students (ages 9 to 13) from a special population (Smith and Ray Warren Public Housing Communities). Fifty youth participated in this summer camp designed to introduce them to the art of design that incorporates textile fabric and thread. A second purpose was to introduce these low-income youth to college life, and to careers in the food, agricultural, family and environmental sciences.

• Per request, the faculties in the Departments of Agribusiness, Applied Economics and Agriscience Education; Natural Resources and Environmental Design and Animal Sciences conducted three summer in-service teacher workshops (hydroponics lettuce

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production, tissue culture and animal biotechnology) for 15 secondary agricultural teachers in 10 counties. An examination of the qualitative data revealed that these teachers benefited tremendously from these workshops.

• Two faculty members in the Department of Animal Sciences, as part of our annual Small Farms Week, conducted an in-service workshop at the University Farm for 55 livestock producers and landowners from seven states, along over 90 other participants (students, faculty, staff, paraprofessionals, and administrators from five universities) on meat goat management. Topics covered included proper management of meat goats, genetics, breed selection, parasite control, marketing options and herd health management strategies. This workshop also offered Interim Learning Management System (iLMS) credit and/or in-service training for all cooperative extension agents and specialists state-wide (North Carolina A&T and North Carolina State).

• Collaborating with the North Carolina Wildlife Resources Commission, faculty and students in the Department of Agribusiness, Applied Economics and Agriscience Education and the North Carolina A&T State University’s Collegiate FFA conducted a hunter’s education workshop. Ten participants were given instruction on wildlife conservation, wildlife identification, game care, survival and first aid, firearm safety, hunting laws and regulations and hunter responsibility. The workshop was very successful, with all participants obtaining their hunter’s education certification. This is important because …..

• Collaborating with five FFA Chapters in the Wayne County Public Schools and with the North Carolina A&T State University’s Cooperative Extension Program, faculty in the Department of Natural Resources and Environmental Design initiated a “Discover Agriculture” Program for third graders to increase their understanding of food production, environmental issues and the relationship of agriculture to the U.S. economy. The program also included an in-service development opportunity for teachers. Approximately 500 of the 1,400 third grade students in Wayne County participated in this program. “Discover Agriculture” was also conducted on the University Farm, in collaboration with the Guilford County Schools. Learning stations provided approximately 3,500 students with interactive learning activities related to the importance and interrelationship of soils, plants, animals, agricultural production and the environment.

• Collaborating with the Golden LEAF Foundation, and North Carolina A&T State University’s Cooperative Extension Program, a faculty member in the Department of Natural Resources and Environmental Design introduced several varieties of mushrooms to small farmers in the three topographical regions of the state. In light of the decline and recent elimination of tobacco allotments, this work is primarily focused on alternative enterprises for tobacco growers. More than 100 farmers have been trained in inoculating logs with mushroom fungal spores, mushroom production, and marketing. Shiitake specialty mushroom is in high demand by health conscious consumers and upscale restaurants in the state. A survey of 45 of these mushroom growers revealed an average production of 89.4 lb in 2005 with an average sale value of $10 per lb. Overall; this translates into average sales of $894 per mushroom producer.

• Collaborating with the CMC Farmers’ Cooperative, the North Carolina Coalition of

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Farm and Rural Families and the Department of Natural Resources and Environmental Design, faculty members in the Department of Agribusiness, Applied Economics, and Agriscience Education established a mushroom production unit and a cut flower demonstration unit to provide small farmers with a portfolio of competitive enterprises that will lead to a sustainable increase in farm income. The project responds to the need to find alternatives to tobacco and to diversify the crop production portfolio of small farmers in eastern North Carolina.

• Extension specialists and agents working together in eight counties assisted 3,066 limited-resource families and 1,036 non limited-resource families gained skills in basic money management, 622 limited-resource families developed money management plans, and 365 individuals started saving plans.

• Collaborating with the judicial system in 41 counties, 169 court-mandated or referred parents participated in the “Parenting Matters” curriculum and competed the training. Training helped parents who had abused or neglected their children reduce or eliminate instances of abuse and neglect. As a result, 338 children were not placed in foster care. The cost of this service to taxpayers is $69.90 per day per child.

Finally, these outreach efforts illustrate how campus and community (town and gown) collaborations enhance the quality of life of the citizens of North Carolina. Looking forward, we want our research and engagement programs and activities to inform and contribute to our research and classroom teaching, and we want our outreach and engagement programs/activities to make it easier for people to access the knowledge and expertise of our faculty, technicians, and staff. Goal 7: Develop plans for a farm pavilion, and the food products and technology center Construction of a farm pavilion and the food and technology development center would permit the SAES faculty and staff to create a more responsive learning environment that foster high quality programs in Extension (engagement), research (discovery) and teaching. These two facilities have been approved by USDA as part of the 1890 Facilities Grant Program. The Extension Pavilion will enhance the teaching and extension activities of The Cooperative Extension Program, which lacks an adequate on-farm facility to house its applied research demonstration program staff and to facilitate meetings, forums and conferences. Our staff and plan of work have expanded relative to small farm production and technology transfer. More and more, Extension finds itself involved in issues pertaining to urban gardening/horticulture, environmental stewardship and youth development. Thus, a pavilion, inclusive of offices, meeting/conference rooms and an in-door multi-purpose room, is needed to facilitate our continued delivery of quality programs and programming initiatives. A pavilion better serves our intent and future involvement in the aforementioned areas, providing us with that special venue to bring in school children and teachers to learn about agriculture, environment stewardship, and to conduct youth development activities and projects. The Extension Pavilion will be located on a seven acre tract of land adjacent to McConnell

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Road. It will be constructed with the following specifications: 5-6,000 square feet of multi-purpose space for banquets, seminars and meetings equipped with audio-visuals, internet access and large exterior overhead doors for easy entry of large equipment and animals, seating capacity of 300-400 banquet style or 500 conference style, storage space for folding tables and chairs, private offices, break room/kitchenette designed for catering and food service and a covered rear exterior area for outdoor activities. Construction for this Extension Pavilion will begin this fall. The Food Products and Technology Center (FPTC) will be a collaborative effort including faculty from several departments at the University to raise the level of education in food science and technology among food scientists and engineers, and to increase the value of products to food manufacturers through enhanced productivity, food quality and food safety. The specific goal of the FPTC will be to build state-of-the-art food processing pilot laboratories suitable for a wide variety of food products. These laboratories will provide excellent working environments and appropriate equipment for pilot scale manufacturing and testing of foods. This proposed facility will be organized by research interest, rather than by traditional academic departments. This building’s design will further encourage interdisciplinary and cross-departmental collaboration, one of the features that make research in the School, and the University, particularly vibrant. Because of a matchless opportunity associated with the North Carolina Research Campus, our building committee had to refocus its effort to craft a proposal to partner in the development of this multibillion dollar biotechnology research park in Kannapolis, N.C. SAES’s proposal requests facility space at the North Carolina Research Campus to expand its current research as well as research to be conducted in the FPTC (e.g., functional foods and bioactive compounds, food safety, and product development), nutrition (e.g., human nutrition research and interventions in special populations), value-added utilization of agricultural products (e.g., bio-energy and industrial products from agricultural residues), and small-scale agriculture (e.g., specialty crops including fruits and vegetables and niche markets for farmers leaving tobacco production). The North Carolina Research Campus will provide a unique opportunity for SAES to work with the other North Carolina Research Campus partner institutions to advance understanding and use of fruits and vegetables as sources for optimal health and economic development. In connection with the overall North Carolina Research Campus focus on fruits and vegetables for nutrition and health, SAES researchers will use the campus facility to develop health and agricultural research initiatives that complement similar initiatives led by UNC-Chapel Hill, North Carolina State University, UNC Greensboro, UNC-Charlotte, and Duke University. Specifically, SAES proposes to lead a “Post-Harvest Technologies” initiative/focus intended to build on existing strengths of the University faculty while addressing other important research areas that complement and link with initiatives put forth by the other campus partners. While the main focus of the SAES will be on post-harvest technologies of fruits and vegetables, SAES research scientists and Extension specialists plan to pursue active leadership in areas such as the use of specialty fruits and vegetables as an engine for economic development for limited-resource farmers and underserved rural areas. This focus will include pre- and post-harvest technologies of specialty crops such as

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mushrooms, economic analysis of impact and extension activities. This includes the development of methodologies for assuring reliable local production of high quality fruits and vegetables through small-scale and organic agriculture and the use of biotechnological approaches to breeding for quality and disease resistance in mushrooms and specialty crops. SAES’s proposal has been submitted to, and was favorably reviewed by, the University of North Carolina system. Thus, we are optimistic that the SAES and the University will be equitable partners in the development of the North Carolina Research Campus. As stated above, the programs and activities are closely related to the research that will be conducted in the FPTC. The SAES Planning Committee will complete plans for the FPTC during the 2006-07 academic year. C. Most Significant Accomplishments

1. Learning a. Innovations in pedagogy implemented including the use of information and instructional

technology The SAES endeavors to maintain a nurturing, supportive and responsive learning environment. Thus, steps have been implemented to ensure that a proper foundation for learning is in place so that teaching, research, Extension, creative activity and service will thrive. Moreover, instruction in the four academic departments is geared toward facilitating a responsive learning environment. The SAES faculties, technicians, and staff are to be commended for continued and significant progress in the use of innovative technology in teaching, research, and Extension/outreach. Moreover, they are to be commended for working closely with and participating in the many programs sponsored by the Academy for Teaching and Learning (ATL) designed to enhance faculty quality of teaching. The SAES faculties continue to utilize a broad array of methods in instruction, including lectures, field trips, excursions, demonstrations, discussion groups, seminars, case studies, individual and group projects, term projects, laboratories, assignments, quizzes, research papers, videos/films, CDs, PowerPoint presentations, the University Blackboard platform and related e-learning technologies. Technical innovations in instructional delivery center on the increased use of computers, wireless technology, and web-based learning interactive activities that motivate and enhance learning. To date, the SAES faculty has developed 28 on-line classes, and other courses are being developed. These innovations in pedagogy have, in part, facilitated an increase in the number of Student Credit Hours (SCH) generated in the SAES. The number of SCH generated during the academic year 2004-05 was 11,989 compared to 13,721 during the academic year 2005-06 (See Appendix A9). Thus, the total number of SCH generated increased by 14.4 percent during this time period. To support the University Studies program, all program curriculums has been revised and approved incorporating the necessary changes. The faculty has developed six cluster courses that have been included in the University Studies core cluster course. The SAES is committed to ensuring that all its students are computer literate and have a solid background in word processing, spreadsheets, database management, presentation graphics, statistics and

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a number of CAD programs. The smart Classrooms technology in three of our primary instructional buildings (Benbow Hall, Carver Hall, and Webb Hall) and the bioinformatic learning lab in Webb Hall has not only improved the learning environment but also enhanced research capacity. The high rating of faculty by students indicate their appreciation and satisfaction with their learning objectives and environment. In November 2005, four educational workshops were conducted for SAES faculty members that focused on SMART and Memio Technology, and CENTRA Net Conferencing/Distance Education. In February 2006, a two part SMART Board Training program for SAES faculty was offered to learn new ways in which SMART Board technology can be used to create, organize and locate images, audio, video, and visuals generated from software. Faculty and staff also attended the Banner workshop held in May 2006. Both the Agricultural Research and Cooperative Extension Programs are actively involved in and supportive of a responsive learning environment. The Agricultural Research Program annually employs undergraduate and graduate students to assist with the research funded through the Evans-Allen program, thus supporting their education. A total of 130 students were supported financially during the academic year for a total expenditure of $438,476. Also, during the summer of 2005, 18 high school students entered the four-week research apprenticeship program. Of the 18 students who participated in the program, one enrolled in another school at NCA&T as a USDA 1890 National Scholarship and 14 expressed interest in enrolling in SAES upon graduation from high school. The learning activities and community engagement of The Cooperative Extension Program have been most significant. A total of 921 youth participated in the Mini-Society, an entrepreneurial education program designed to engage youth in creating there own society. These young people were engaged in several other areas of learning such as math, teamwork, leadership, voting, communications and citizenship skills. Also a total of 169 court-mandated or referred parents participated in the Parenting Matters program and completed the training. Training helped parents who had abused or neglected their children reduce or eliminate instances of abuse and neglect. As a result, 338 children were not placed in foster care. The cost of this service to taxpayers is $69.90 per day per child. Limited-resource individuals participated in “Power Pay,” an educational program designed to assist individuals and families manage or reduce debt. More than 650 limited-resource families reduced their debt by $102,135. Seventy percent (70%) of program participants (673) in the Project Eat Right Add to Life program are aware of adding fresh vegetables to their diets. In Forsyth County, 300,000 pounds of trash, debris, and litter were removed from inner-city waterways by 264 youth to help preserve water quality. Improved home management skills for 557 limited-resources individuals have resulted in a healthier living environment and asthma reductions and prevention methods. The adoption of risk-reduction strategies enabled 4,276 farmers to reduce their expenditures by 41 percent.

b. Accreditation/licensure reviews

Nine of the 13 SAES major programs - Child Development (B-K), Child Development and Family Studies, Family and Consumer Science Education, Fashion Merchandizing and Design, Nutrition and Dietetics, Food and Nutritional Sciences, Agricultural Education, Landscape

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Architecture, and Bioenvironmental Engineering - are nationally accredited. These programs have been reviewed rigorously and the accrediting bodies affirmed their reaccreditation. Receiving accreditation means that these programs meet high academic standards and are adequately positioned for the five years following their reaccreditation. Receiving accreditation also certifies that an adequate number of the faculty in these programs are state and nationally certified, professionally licensed and thus highly qualified to teach, conduct research, provide consultation or other professional judgments. We are delighted to report that the site visit in November 2005 by the accreditation team from the American Society of Landscape Architects was quite favorable. In fact, the final report has been received; the Landscape Architecture Program has been reaccredited for another five years. The University also received formal notification of accreditation of all six programs in the Department of Family and Consumer Sciences to 2014 from the American Association of Family and Consumer Sciences. Congratulations to the faculty, staff and students associated with these programs. In addition, we are also happy to report that the site visit in April 2006 by the accreditation team from the American Dietetic Association was quite favorable. Although we have not received the final report, the exit interview was very positive and reassuring. We are currently preparing self-assessments reports for the Bioenvironmental Engineering Program, the Agricultural Education Program, the Family and Consumer Education Program and the Child Development (Birth – Kindergarten) Program which will undergo their reaccreditation process during the spring semester (2007). We are confident that these programs will meet or exceed the standards and criteria as outlined for their reaccreditation, and look forward to receiving the reaffirmation of their accreditation for another five years. It is also noteworthy that the Child Development Laboratory’s “5-Star” rating was renewed.

c. Facilities updates In June 2005, the landscape architecture wing of the second floor of Carver Hall was renovated. To be specific, four studio classrooms were revamped, with walls lined with tack boards for student projects, and new drafting and work tables; a classroom was converted into a presentation room with track lighting, a carpeted floor, and tack board walls (this will give the department a gallery-like atmosphere for displaying architectural drawings and other work); a state-of-art computer lab with 24 computers (all with access to CAD and GIS software), and an overhead projection system was installed; extensive cosmetic improvements to the hall outside rooms 201-215, which serves as a gallery for student and faculty designs; and a new storage room, electrical work, plumbing renovations and other infrastructure improvements were made. A section of room 167 Carver Hall was converted into two office spaces for agricultural economic faculty and suite 154 and room 111 was refurnished and updated with instructional materials. A mice-array laboratory was fully established in Webb Hall for animal science students. Construction has been completed on a new poultry facility, dairy unit, horse barn, weather station, and mushroom production facility at the University Farm. The Department of Natural Resources and Environmental Design purchased new office equipment, copy machines, computers for lab, and a new freeze dryer for departmental research. Cooperative Extension is currently looking at designs for its new Extension Pavilion. Coltrane Hall was wired for wireless internet, the second floor wall panels will be converted into solid wall partitions to enhance building security and office privacy, Room 105 was renovated and converted into two office suite complex for the

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Executive Administrator of the Association of Extension Administrators. Equipment was purchased to establish and retrofit an applied research demonstration program for the transfer of small farm production technology.

d. Faculty awards and promotions

The SAES’s talented and dedicated faculty has been recognized with a number of awards for excellence in teaching, research, Extension and professional service throughout the academic year. Alton Thompson was recognized as the Outstanding Administrator at North Carolina A&T, 2005-06. Also he is currently serving as Chairperson of the 1890 Council of Agricultural Deans and the Vice-Chairperson of the 1890 Association of Research Directors. Donald McDowell, associate dean, academics programs, served as president of the Association of Social and Behavioral Scientists, Inc. Two faculty members in the Department of Natural Resources and Environmental Design received awards during the past academic year. Dr. Omoanghe Isikhuemhen was selected as the 2006 Outstanding Young Investigator by the University, and Dr. Abolghasem Shahbazi was selected as University Outstanding Senior Researcher. Dr. Mohamed Ahmedna was selected as the (inaugural) 2006 United States Agency for International Department (USAID) George Washington Carver Agricultural Excellence Award. Dr. Ahmedna also received the 2006 Bailey Award from the American Peanut Research and Education Society. The following faculty received the 2006 Gamma Sigma Delta Award of Excellence in Teaching, Research and Extension, Drs. Charles Raczkowski, Jianmei Yu and M. Jean Baldwin, respectively. Drs. Mohamed Ahmedna and Salam Ibrahim were awarded tenure (research) and promoted to associate professors. Students selected Dr. Antoine Alston as the SAES Advisor of the Year. Dr. Jane Walker received the SAES 2006 Teacher of the Year Award. Dr. Osei Yeboah was elected for a two-year term as research director for the S-1016 Regional Research Committee on Trade and Domestic Policy. Dr. Walker and Valerie McMillian received tenure as Associate Professor. Dr. Rosemarie Vardell was inducted into Kappa Omicron Nu Honor Society and Drs. Thessalenuere Hinnant-Bernard, W.A.R.N Fernando and Jianmei Yu was inducted into the Gamma Sigma Delta Honor Society of Agriculture. Dr. Li Yebo received first place in the poster presentation at the 14th ARD Biennial Research Symposium. Five faculty members were inducted into the Phi Kappa Phi Honor Society, they included Drs. Thelma Feaster, Thurman Guy, Ralph Noble, Jane Walker and Osei Yeboah. Drs. Mohamed Ahmedna, Jianmei Yu and Ipek Goktepe received a Certificate of Excellence for Outstanding Scholarly Research for their presentation during the Fifth National Ronald E. McNair Research Symposium. Drs. Ipek Goktepe and Mohamed Ahmedna are co-editors of a book entitled, Probiotics In Food Safety and Human Health.

e. Students honors/scholarships/fellowships The SAES continues to attract, retain and graduate students who have excelled academically in their chosen disciplines. During their tenure at A&T, students are encouraged and recognized for leadership and community service. They are also encouraged to be committed and supportive of the activities of the School and University and adhere to the Aggie Compact.

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Notwithstanding, SAES students have been actively involved in many extra-curricular activities and have been the recipients of a number of honors and awards. Our students continue to led student organizations, chair fund-raising activities, help with recruitment and retention, conduct and present research findings at professional meetings, serve on department, school and University committees and community boards, and serve as peer advisors and ambassadors. In March 2006, the University held it Honors’ Day Convocation and recognized all students with a 3.0 GPA or better. This year, 206 (31%) of the 670 SAES undergraduate students were recognized and honored. Moreover, more than 60 percent of SAES students received some type of award, scholarship, certificates or honor (see Appendix B1). One-hundred and nine students received a scholarship, a number limited by the scarcity of scholarship funds. A total of 334 students received some type of honor, certificate or award (from where). In addition, 61 students were inducted into one of the four major honor organizations/societies in the SAES (Gamma Sigma Delta, 27; Kappa Omicron Nu, 20; Alpha Epsilon, 10; and Sigma Lambda Alpha, 4). Also 27 students are in the University Honors Program and 13 were inducted into Phi Kappa Phi. Twenty-seven SAES students (19 undergraduates and 8 graduates) received the Waste Management certificate. In April 2006, SAES held its fourth Student Awards and Recognition Banquet to honor and recognize the accomplishments of students. More than 150 students were recognized and 280 plus people attended the event. Also in December 2005 and May 2006, about 160 persons, including parents, students, faculty and staff, participated in an appreciation luncheon for our fall and spring graduates. During the 2005-06 academic year, 94 students received the B.S. degree and 27 graduate students received the M.S. degree (see Appendix B4). It is noteworthy that 55 percent of the undergraduate students graduated with honors while 15 percent of the graduate students graduated with a 4.0 GPA. Additionally, at a graduation ceremony held on May 3, 2006, 14 pre-schoolers graduated from the Child Development Laboratory.

Major employers of students Provided in Appendix B2 is a detailed listing of the placement of 76 students: 52 undergraduate and 24 graduate students who completed one of the 13 degree programs in SAES during the 2005-06 academic year. Of the 76 graduates 37%, 22%, 36% and 5% indicated their placement status as private sector, public sector (government), graduate school and undecided, respectively. Of the 52 undergraduates, 42 percent indicated they were attending graduate school, while 46 percent and 10 percent, respectively, found employment in the private and public sector. Only one student was undecided. Of the 24 graduate students 17 percent have secured a job in the private sector, while 50 percent have decided to work in the public sector. A larger percentage (21%) indicated they were continuing their study while 12 percent were still undecided. The vast majority of SAES students who have gained employment will be working in areas that coincide with their training in the food, agricultural, life and environmental science industries. The data suggest that most of the undergraduates found employment in the private sector while most of the graduate students will be employed in the public sector.

Internships and co-ops

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The faculty in the SAES decided that beginning with the fall semester 2003 freshmen class; experiential learning would be required in each of the 13 program areas. Each student must complete an internship, co-op, field experience or experiential learning activity before graduating. In 2004, 59 students participated in some type of internship or co-operative education program while 76 students were engaged in field experience internships. In 2005, 63 students participated in an experiential learning activity while 232 were engaged in field experiences. This represents a seven and 205 percent increase in internship and field experience activities, respectively, over a one year period. In 2006 the number of students reporting internships involvement total 74, a decrease of 2 compared to the academic year 2005. Also the number of field experience decreased slightly to 216 in 2006 compared to 232 in 2005. The slight decrease is due to decrease in the pool of junior and senior levels students that are primarily engaged in internships and field experiences. One positive change is worth noting. Last year we decided to focus more attention on partnering with the private sector. Base on the data presented in Appendix B3 that initiative is beginning to produce positive results. Companies now realize that we have a large pool of students with a GPA of 3.0 or better and are offering more internships. Moreover, many students accept internships as a mean of financing/subsidizing their cost of tuition for the fall semester. Thus, more students are finding internships with private sectors and we expect this number to continue to increase as we partner with more private agencies.

f. Alumni and employer feedback Although the SAES and the departments have not conducted a formal survey to obtain feedback from alumni, public and private representatives, and supporters of the institution, informal discussions have often been held during special events. During the SAES and departmental advisory boards meetings, opportunity for feedback is a standard part of the agenda. Board members speak frankly and openly about the various programs. Also the business and governmental representatives speak very highly and favorably of the performances of our students who are serving as interns and/or as full-time employees. Educational institutions eagerly recruit our students for graduate and professional studies and have ranked their academic preparedness and performance as very good to excellent. Our records indicate that most students accepted into graduate school completed their degree program, performing in the top of the graduating classes. Undoubtedly, these positive perceptions have contributed to the increasing demand for students graduating from our programs. As was noted in Appendix B2, 36% of our graduates have been accepted into graduate programs to continue their studies. Members of the SAES Alumni Society continue to play a significant role in providing feedback to embellish our programs while regularly planning marketing, recruitment and retention activities. They are also a source of financial support for our students and actively participate in events planned by the School. They also have been very instrumental in both employing our graduates and helping them find employment or attend graduate and professional schools.

g. Summary of student opinion form ratings

Appendix B6 contains the opinion data of students for courses taught by the faculty in the

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SAES for five semesters, spring 2003 to spring 2005. Due to technical problems, at the university level, student evaluations are not available for the fall 2005 and spring 2006. As of the spring semester 2005, the overall ranking of the SAES is the same as for the University faculty (4.3) – one point higher than the fall semester 2004. The student ratings of SAES faculty are somewhat variable in that some faculty members have very high ratings whereas some faculty members have somewhat low ratings. During the fall semester 2004, of 55 faculty/instructors, teaching 106 courses, only three had a mean score of less than 3.5. Of the 106 courses evaluated, 90 percent received a mean ranking of 3.5 or higher. Comparatively, during the spring semester 2005, of the 53 faculty/instructor, teaching 96 courses, three had a mean score of less than 3.5. Of the 96 courses evaluated, 88 (92%) received a mean ranking of 3.5 or higher. In an effort to increase the quality of our teaching for those below 3.5, as well as to increase the SAES overall rating, department chairpersons have been charged with discussing these data with each faculty member and offered suggestions and support for improvements. As standard procedure on campus, end of semester peer evaluations and related feedback are being used to improve instructional performance. However, next year the SAES have asked the chairperson to conduct a mid-year evaluation. Hopefully, this will help to continue to improve student evaluation results.

2. Discovery

a. New research awards The SAES faculty continues to be very active and successful in grantsmanship. Seventy-two proposals were submitted and 46 received funding (see Appendices C3, C4, C4.1 and C5), a success rate of 64 percent, which is above the normal funding rate. These funded proposals resulted in $4,356,017 of additional funding to support ongoing research, teaching and Extension activities. Of the total amount of competitive funds received, $1,276,793 (29%) were for instructional purposes, $1,041,699 (24%) were for research, $715,307 (16%) were for public service and $1,322,217 (13%) for “other” activities (see Appendix C4). The United States Department of Agriculture was SAES’s chief grantor, providing 74 percent of the funding (see Appendix C3).

b. Scholarly productivity The SAES faculty was very productive in terms of scholarly activities. The data in Appendix C6 show that the faculty published four books, six book chapters, 39 refereed journal articles, and 54 other articles. In addition, the faculty was engaged in 255 public service performances and 216 public exhibits. Scientific paper presentations at professional conferences, workshops and symposia were commendable. Given the size of the SAES faculty and the teaching load (2-4 class per semester), as stated in section 1g, and the addition of eight new faculty members over the past two years, the overall faculty performance is exemplary. The SAES is fortunate to have such a high caliber of faculty dedicated to excellence and productivity.

c. Professional growth and development—faculty and staff

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The SAES faculty and staff continue to receive support and encouragement for professional development opportunities by administrators in the school and university. Thus SAES faculty and staff are very active in professional growth and development activities. The SAES faculty and staff are known and recognized nationally and internationally for their teaching, research, and Extension activities. The competitive edge forged by the SAES is due in large part to the professional growth and development of the SAES’s most valuable resource- faculty and staff. Their competitiveness is most succinctly reflected in the data summarized in Appendices C6 and C7. SAES faculty participated in 47 short courses (Banner Basic, GIS, SMART, Blackboard, ATL Workshops, Web for faculty, Proposal Writing, Recruitment and Retention, etc.), 238 professional meetings, and 211 workshops and conferences. In addition, 291 papers and posters were presented and 77 other professional activities were undertaken. .This is crucial for the long-term success of the SAES, especially in view of the rapidly growing knowledge-based economy. It is worth mentioning also that the staff in the SAES Agricultural Communications and Technology Unit continues to receive recognition for their outstanding publications (Solutions for North Carolina, On the Move, Re:search, and Ag E-Dispatch) and videos. Although not reported in the appendices, but available in the departmental annual reports, the staff has also been involved in growth and development activities (Banner Basic Workshop, EPA Salary Administration Workshop, FUTURES Research Advisory Board, Budgeting and Planning Workshop, Performance Training Workshop, Ag Biotech Teachers Workshop, GIS, Front Page Class II, and etc.) for their continued professional growth and development. The staff also actively participated in the Staff Senate. Sharon Mitchell is currently the secretary for the University staff senate.

3. Engagement

a. Outreach and access activities An abridged listing of the numerous outreach activities by the faculty and staff is given in Section B-Goal #6 and in Appendix D. A more detailed listing of each department and faculty member activities is available in the departmental annual reports. Participation in more than 500 activities has not only helped market the programs in the SAES, but made the community aware of the resources and faculty expertise accessible at the University. Such activities included: serving as extemporaneous public speakers, proposal reviews, serving as external examiners for other institutions, working with elementary and high school students on science projects, fund raising for a variety of non-profit organizations, appointment to committees in community organizations and churches, showcasing our pet-on-wheels programs, participating as science fair judges at local schools, conducting informational seminars/workshops for area high schools and community groups, demonstration of ag-biotechnology crops at University Farm, conducting tours of our research laboratories and the University Farm, field days at the University Farm and collaborating with community colleges on articulation agreements. Additionally, high school students were exposed to scientific research during the summer months, through the Institute of Future Agricultural Leaders (IFAL), and the Research Apprenticeship Program (RAP). The professional outreach activities of the faculty are second-to-none.

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The faculty has also been heavily involved in recruitment, advising, public speaking, reviews of scientific papers and manuscripts, demonstration projects, and serving on a variety of state and national committees. Examples of these are well documented in the departmental annual reports. The Extension/outreach arm of the School had an exceptional year. It continues to put “knowledge to work” for the citizens of North Carolina through the expertise of its 42 county-based team members, located in 32 of the 101 Cooperative Extension County Centers. Its five priority areas (Enhancing Agriculture, Forest and Food System; Developing Responsive Youth; Strengthening and Sustaining Families; Conserving and Improving the Environment and Natural Resources; and Building Quality Communities) have helped to improve the quality of life for thousands of North Carolinians. Examples of these exemplary programs are well documented in the publication entitled, “Solutions for North Carolina” and the journal of the SAES Agricultural Research Program (“Re:search”). These two signature publications are available in print and on the internet. The quality of these mediums has been nationally recognized by USDA as two of the best impact documents in the nation. It also important to note that since January 2006, the number of visits to the SAES web pages continues to rise; the average number of visits per day has increased from (65,383 to 118,871), with an average stay of (15 minutes.)

b. New collaborations/partnerships Strategic partnerships are gaining momentum across the country, and are becoming powerful forces for NC A&T SU and other universities to strengthen the core missions of higher education, civic engagement and economic development. This momentum has manifested itself in the SAES - reflected most succinctly by the 10 significant, creative and strategic program partnerships that were formed last year. This year, two significant memoranda of understanding were signed by officials from A&T and two leading universities in India, the Acharya N.G. Ranga Agricultural University of Hyderabad, India and Tamil Nadu Agricultural University of Coimbatore, India. A&T and these two universities will have faculty and student exchanges, and share some short-term training and curriculum design programs. Of particular significance to the SAES is the MOU’s agreement for joint research in nanotechnology, biotechnology, biodiversity, soil and water quality, food science and technology, cropping systems, horticulture, value-added products, post-harvest processing, bio & phyto-remediation of contaminated sites and natural resource management. In October 2005, Drs. Richard Robbins, Osei Yeboah and Dean Thompson made an exploratory trip to China to examine ways of collaborating with Nanjing Agricultural University, Jiao Tong University and the Chinese Academy of Agriculture. A&T and these three universities discussed faculty and student exchanges, and joint research in biotechnology, e-business, pastured pork and poultry, small ruminants and international trade. In collaboration with two international agricultural centers (World Agroforestry Center and World Vegetable Center); one private company (Masterfoods, Inc.); six U.S. universities (Virginia Tech, Texas A&M, University of California-Berkley, University of California-Davis, Clemson University and Purdue University); and eight international universities

31

(Central Queensland University-Australia, Nong Lam University-Vietnam, Bogor Agricultural University-Indonesia; University of the Philippines-Los Banos; University of the Philippines-Diliman; University of the Philippines-Open University; De La Salle University-Philippines; and Don Bosco Technical College), Dr. Manuel Reyes, Department of Natural Resources and Environmental Design, obtained a $1.2 million grant from the United States Agency for International Development (USAID) to integrate vegetable production in an agroforestry system on small farms to alleviate poverty and enhance environmental protection, sustainability and ecosystem biodiversity in Southeast Asia. A&T is the first HBCU to lead a USAID-CRSP project of this magnitude. In partnership with the School of Business and Economics and the School of Technology, the SAES participated in establishing an Interdisciplinary Center for Entrepreneurship and E-Business. The goals and objectives of this innovative center are six-fold: (1) promote and foster entrepreneurship as a career option; (2) provide opportunities for students to meet and work with practicing entrepreneurs; (3) increase students’ participation in e-business; encourage and support experiential learning in entrepreneurship; (4) facilitate collaboration with community organizations to strengthen minority business; and (6) encourage and support research in entrepreneurship and e-business. Additional information about this center may be found at: http://www.ncat.edu/~iceeb/. In support of efforts by the Division of Information Technology and Telecommunications (ITT) for A&T to host “Black Family Technology Awareness Week,” the SAES collaborated with ITT, the School of Technology and the Colleges of Arts and Sciences and Engineering to sponsor programs designed to promote the importance of technology in the educational and career preparation of black youth and provide black families with technology access and training. The programs in the SAES focused on the current and emerging technologies in the food and nutritional sciences. The SAES also partnered with the College of Engineering and School of Education to host the SECME National Conference in July 2005 by having faculty develop and presenting teaching modules for high school teachers and students.

c. Student activities-organized student activities and groups; sophomore/senior survey results

The SAES continues to support and encourage student membership and participation in activities and organizations designed to embellish their experiential and service learning and develop their leadership skills while re-enforcing classroom learning and social skills. As members of professional student clubs/organizations, students have presented papers and participated in related student competitive activities (posters, quiz bowls, case studies, etc.). The SAES had a delegation of 11 students and three advisors attend the FFA National Convention. A&T was one of only two HBCUs represented at this conference and was among the top five universities in student representation. The students also manned a booth at the convention. The SAES students continue to be involved in the pet-on-wheels, students take animals and instructional material to local schools, conduct dog-washes (students wash and clean animals for the community), and take field trips as experiential learning activities (zoological garden, Harris Teeter Warehouse, Gamma Sigma Delta Student Research/Project

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Showcase of Excellence, etc.). Clubs raise money to feed the hungry, assist with community projects, conduct food drives, participate in crop/aids walk, and adopting needy families and so forth. Students are also involved in such University activities as softball, dance, marching band, cheerleader squad, and University athletics.. Many of these activities are supported by students who are members of various SAES clubs and organizations, such as Minorities in Agriculture, Natural Resources and Related Sciences (MANNRS), National Agri-Marketing Association (NAMA), Gamma Sigma Delta, Agricultural Education Club, Collegiate FFA, Pre-Vet Club, Association for Childhood Education International, Dietetics Club, American Society of Agricultural Engineers, Alpha Tau Alpha, Alpha Lambda Delta, Earth and Environmental Science Club, Agricultural and Biosystems Engineering Club, and Landscape Architecture Club. Students have been also been involved in other activities, such as SAES Student Awards Banquet, Homecoming, University Day, University Open House, Farm/University Tours, Aggie Nites, Cluster Classroom Visitation, Advisory Council, Town Hall Meetings and SAES Ambassadors, and A&T Peer Advisors. The 12 member SAES Student Advisory Council continues to meet once a semester with the Dean and administrators. Also 18 members of the SAES Student Ambassadors actively participate and sponsor some of the school recruitment and retention activities The chief purpose of these meetings is to advise the administration on ways to enhance the SAES learning environment, and to recognize and respond to diverse student needs. In November 2005, CFFA members Robert Monroe, Danyel Ward (Agribusiness), Richard Barnett, Stephen Emerson and Cedric Jones (Agricultural Education), participated in North Carolina Farm Bureau’s third annual Collegiate Discussion Meet at the company’s headquarters in Raleigh, N.C. Dr. Antoine Alston served as the advisor for the North Carolina A&T delegation. Robert Monroe was among the four finalists and received $100 as one of the runners up. Each participant received a certificate of participation. In February 2006, North Carolina A&T hosted the Fifth National Ronald E. McNair Research Symposium; two SAES students received awards. Second place in the oral presentation student competition went to Seydou Niandou. Third place in the oral presentation went to Erica Brown. Also in February, the SAES Student Ambassadors planned a SAES 2006 Student Extravaganza, and received funding from Tyson Foods, Inc. ($2,150). The major purpose of this extravaganza was to encourage student development and career training, and create awareness about the many opportunities available to assist undergraduate and graduate students as they pursue internships, jobs and professional development. More than a 100 student participate in the event. The Landscape Architecture Program held its third annual “Design Week” activities March 13-17, 2006. In celebration of the program’s 30th anniversary, students examined culture, trend and vision in landscape architecture. Students shared ideas and worked through the design process for a project site focused on reuse of an old post office facility along a revitalized street corridor in Greensboro. Three firms – Kinzelman, Kline, Grossman; Brownstone Design and The Whittaker Group - gave guidance and feedback to the students.

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d. Staff activities in support of learning, discovery, and engagement

The staff in the SAES is very active in the learning, discovery and engagement enterprises, given that most faculty is involved in teaching, research and Extension activities. As such, the staff must be able to adjust at a moment’s notice to any of the activities in any of the three areas. All total, there are 74 staff persons in the SAES consisting of administrative assistants, program and office assistants, clerical personnel, technicians, farm personnel, and communications and technology staff. Staff members play a significant role in fulfilling the tripartite mission of the SAES. Specifically, those primarily involved in research and Extension has become engaged in student activities, just like staff members on the academic side. They direct students to relevant offices, apprise them of University policies and programs, remind them of deadlines, provide counseling and assist in the discharge of their day-to-day responsibilities. Laboratory technician and farm staff are a main and vital part of the student training process as they are invaluable in laboratory/farm experiential training of undergraduate and graduate students. They assist faculty in preparing experiments, research presentations, and scientific articles, and in classroom instruction. The staff is encouraged to participate in all meaningful training workshops that will enhance their productivity. The staff is often responsible for organizing school-related programs, conferences, workshops and in the preparation of departmental/office reports. Finally, upon the realization that the success of the programs and activities depends on the entire SAES family, the support staff meets annually with the Dean, so he can apprises them of the programmatic directions of the SAES, and encourages them to make recommendations. D. Goals for the Upcoming Academic Year As North Carolina A&T continues to implement the FUTURES’s interdisciplinary model for learning, discovery, engagement and operational excellence, the SAES is well positioned, in part because of our legislative mandate, to be a key player in this transformational process. SAES’s remarkable progress in completing activities associated with each of the Futures goals is well documented in FUTURES REPORT 2006. The SAES goals for 2006-2007 include the following:

1. Assess progress towards realizing the goals of the SAES strategic plan 2. Continue to create a responsive learning environment that fosters high quality

programs in teaching, research and Extension 3. Increase enrollment, retention and graduation rates 4. Implement the MOU with the East National Technology Center, in collaboration with

the other schools and colleges 5. Establish and ensure an equitable partnership for SAES in developing the North

Carolina Research Campus 6. Implement the Change Management and Marketing Initiative in The Cooperative

Extension Program A. Relations to FUTURES

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The goals for SAES for the 2006-07 academic year operate at the forefront and within the milieu of the FUTURES activities. B. Key Indicators of Progress Prior to providing the key indicators of progress for each of the three SAES goals for the 2006-2007 academic year and in order to indicate more fully the correlation of these goals with FUTURES, the goals of FUTURES are listed below: FUTURES Goals I. Benchmarking/Assessment: The FUTURES Planning and Resource Council will establish and ensure an interdisciplinary University focus that mandates high quality and continued competitiveness and effectively involves global strategic partners in the marketing and delivery of programs and operations. II. Interdisciplinary Programs and Centers: Deliver visionary and distinctive interdisciplinary academic studies, research, and service and include global collaborations and partnerships as part of the learning experience. III. Responsive Learning Environment: Create a responsive learning environment that uses an efficiently integrated administrative support system to foster high quality programs, research, and collegial interactions, and effectively disseminates consistent information to University stakeholders. IV. Responsive Student Services: Provides easily accessible high quality student services in an enhanced learning environment that recognizes and responds to diverse student needs. V. Enhanced and Diversified Resources: Enhance and diversify the University’s resource base through effective fundraising and entrepreneurial initiatives. SAES Goals Goal 1: Assess the progress of realizing the goals of the SAES Strategic Plan: Key indicator of progress will be the development and application of logic models. {FUTURES Goals I, II} Goal 2: Create a Responsive Learning Environment: Key indicators of progress are the curricula changes, co-curricular activities, and learning experiences designed to facilitate the attainment of competencies, knowledge and skills. {FUTURES Goal III} Goal 3: Increase Enrollment, Retention, and Graduation Rates: Key indicators of progress will be to increase the new freshmen and transfer students each year by five percent and increase the retention of admitted students by three percent. {FUTURES Goal IV}

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Goal 4: Implement the MOU with the East National Technology Support Center: Key indicator of progress is the development of the joint committee to ensure the smooth operation of the partnership by recommending the effective use of partnership’s resources and activities that achieve mutually agreeable goals, exchange of faculty and NRCS specialists, and the number of joint projects and activities. {FUTURES Goals II, III} Goal 5: Establish and ensure an equitable partnership for SAES in developing the North Carolina Research Campus: Key indicator of progress is the development of a “think-tank” committee to work with the North Carolina Research Campus staff, the UNC-OP, and the College of Agriculture and Life Sciences at North Carolina State University to ensure complimentary programs are developed in berries, small fruit and vegetables that maximize the talents, knowledge skills of faculty and staff of A&T by recommending the effective use of resources from Dole Foods and the North Carolina General Assembly and activities that achieve mutually agreeable goals. {FUTURES Goals II, III, V} Goal 6: Implement the Change Management and Marketing Initiative: Key indicator of progress is the effective involvement and strategic thinking of Extension and SAES joint committees to ensure the strategies suggested by Carolina PR are adaptable to the mission, goals, objectives, priorities, performance expectations and organizational resources of North Carolina A&T. {FUTURES Goals I, II}

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APPENDIX A

Student Enrollment Management Data

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Appendix A1 Enrollment by Class and Semester (Fall ‘92 – Spring ‘06)

School of Agriculture and Environmental Sciences

Term Undergraduate Graduate Total Fall ‘92 261 70 331 Spring ‘93 253 84 337 Fall ‘93 285 81 366 Spring’94 284 69 353 Fall’94 306 71 377 Spring’95 313 68 381 Fall ‘95 362 65 427 Spring ‘96 362 65 427 Fall ‘96 414 73 487 Spring ‘97 470 74 484 Fall ‘97 410 83 493 Fall ‘98 422 76 498 Fall ‘99 401 69 470 Fall 2000 409 79 488 Spring 2001 407 79 486 Fall 2001 434 92 526 Spring 2002 414 101 515 Fall 2002 507 102 609 Spring 2003 483 111 594 Fall 2003 552 119 671 Spring 2004 531 108 639 Fall 2004 565 133 698 Spring 2005 577 78 655 Fall 2005 670 87 757 Spring 2006 671 94 765

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Appendix A2

Enrollment by Departments, Fall 2002 to Fall 2005 School of Agriculture and Environmental Sciences

________________________________________________________________________ Department Fall 2002 Fall 2003 Fall 2004 Fall 2005 ________________________________________________________________________ Agribusiness, Applied Econ. And Agriscience Education 91 100 120 118 Animal Sciences 152 180 170 196 Family and Consumer Sciences 250 296 295 332 Natural Resources & Environmental Design 116 95 113 111 ________________________________________________________________________ Total 609 671 698 757 ________________________________________________________________________

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Appendix A3

Retention and Graduation Rates (1997-2004)

School of Agriculture and Environmental Sciences Retention Graduation

Freshman Cohort 1yr 2yrs 3yrs 4yrs 5yrs 6yrs 7yrs 8yrs ~ 1yr 2yrs 3yrs 4yrs 5yrs 6yrs 7yrs 8yrs

1997 7 100.0 85.7 85.7 42.9 42.9 71.4 71.4 71.4 71.4

1998 4 50.0 50.0 25.0 25.0 25.0 25.0 25.0

1999 10 70.0 60.0 40.0 20.0 10.0 10.0 20.0 30.0 30.0

2000 7 85.7 85.7 85.7 42.9 28.6 71.4

2001 7 85.7 85.7 85.7 14.3 57.1

2002 13 84.6 61.5 61.5 7.7

2003 14 71.4 64.3

2004 7 100.0

Appendix A4 Retention and Graduation Rates (1997-2004)

University Total

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Appendix A5

Retention and Graduation Rates (1997-2004)

Department of Agribusiness, Applied Economics and Agriscience Education

Appendix A6

Retention and Graduation Rates (1997-2004)

Department of Animal Sciences Retention Graduation

Freshman Cohort

1yr 2yr 3yrs

4yrs

5yrs

6yrs

7yrs

8yrs ~ 1yr

2yrs

3yrs

4yrs

5yrs

6yrs

7yrs

8yrs

1997 23 82.6 73.9 69.6 21.7 4.3 4.3 43.5 56.5 56.5 60.9 60.9

1998 25 80.0 64.0 64.0 12.0 4.0 8.0 48.0 52.0 52.0 60.0

1999 29 75.9 69.0 55.2 17.2 3.4 3.4 34.5 41.4 41.4

2000 28 64.3 42.9 53.6 28.6 14.3 25.0 32.1

2001 25 84.0 68.0 64.0 20.0 40.0

2002 46 78.3 65.2 56.5

2003 41 78.0 65.9

2004 35 74.3

Retention Graduation

Freshman Cohort 1yr 2yr 3yrs 4yrs 5yrs 6yrs 7yrs 8yrs ~ 1yr 2yrs 3yrs 4yrs 5yrs 6yrs 7yrs 8yrs

1997 7 100.0 85.7 85.7 42.9 42.9 71.4 71.4 71.4 71.4

1998 4 50.0 50.0 25.0 25.0 25.0 25.0 25.0

1999 10 70.0 60.0 40.0 20.0 10.0 10.0 20.0 30.0 30.0

2000 7 85.7 85.7 85.7 42.9 28.6 71.4

2001 7 85.7 85.7 85.7 14.3 57.1

2002 13 84.6 61.5 61.5 7.7

2003 14 71.4 64.3

2004 7 100.0

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Appendix A7

Retention and Graduation Rates (1997-2004) Department of Family and Consumer Sciences

Retention Graduation Freshman

Cohort 1yr 2yr 3yr 4yrs 5yrs 6yrs 7yrs 8yrs ~ 1yr 2yrs 3yrs 4yrs 5yrs 6yrs 7yrs 8yrs

1997 17 88.2 76.5 76.5 41.2 5.9 35.3 64.7 64.7 64.7 64.7

1998 26 92.3 65.4 65.4 34.6 3.8 3.8 3.8 30.8 46.2 50.0 50.0

1999 20 75.0 50.0 45.0 25.0 5.0 10.0 20.0 25.0 25.0

2000 29 86.2 75.9 58.6 34.5 3.4 27.6 37.9

2001 34 58.8 47.1 41.2 20.6 8.8

2002 43 79.1 65.1 62.8

2003 46 73.9 60.9

2004 39 76.9

Appendix A8 Retention and Graduation Rates (1997-2004)

Department of Natural Resources and Environmental Design

Retention Graduation

Freshman Cohort

1yr 2yr 3yr 4yrs 5yrs 6yrs 7yr 8y ~ 1yr 2yrs 3yrs 4yrs 5yrs 6yrs 7yrs 8yrs

1997 11 81.8 72.7 63.6 45.5 36.4 18.2 27.3 36.4 45.5 63.6 63.6

1998 14 50.0 50.0 35.7 28.6 7.1 14.3 14.3 14.3

1999 8 62.5 25.0 25.0 25.0 12.5 12.5

2000 8 87.5 75.0 75.0 37.5 12.5 37.5

2001 8 62.5 62.5 62.5 25.0 12.5

2002 20 70.0 70.0 60.0 5.0

2003 19 78.9 73.7

2004 15 66.7

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Appendix A9

Student Credit Hours Generated by Program

Department Fall 2004 Spring 2005 Fall 2005 Spring 2006 Agribusiness 679 662 654 808

Animal Sciences 1157 1006 1187 1080

Family & Consumer Sciences

2300 2503 2776 2932

Natural Resources 1896 1786 2242 2042

Total 6032 5957 6859 6862

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APPENDIX B

Student Activity Data

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Appendix B1

Awards/Scholarships/Certificates/Honors by Department School of Agriculture and Environmental Sciences

Family & Natural Item Agribusiness Animal Science Consumer Sci Resources SAES _____________________________________________________________________________________ Awards 17 7 16 3 43 Scholarships 19 28 28 34 109 Certificates 5 26 0 36 67 Honors 47 97 45 35 224 TOTAL 88 158 89 108 443 ________________________________________________________________________

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Appendix B2

Placement of Graduates by Departments School of Agriculture and Environmental Sciences

Name Company / Graduate School Agribusiness Undergraduate Students Crystal Hilton A&T State University Kelley Woodley NC A&T State University Tobias Fullwood NC A&T State University Phillip Setzer Private Horticulture Consulting Firm Delvin Jones NC A&T State University Edward Gregory Kim Brown Jennifer Abernethy NC Cooperative Extension Service Darrin Davis Pitney Bowles Jacquelyn Harkley Ann Taylor Jinawa McNeil Derrick Parker Federal Express James Price N.C. A&T Graduate School Danyel Ward Bayer Crop Science Daniel Williams East Carolina Farm Credit or 84 Lumber Graduate Students Rebecca Gurganus Martin County Schools John Cothren Wilkes County Schools Deane Bennett Brunswick Community College Brandi Barrett Charlotte/Mecklenburg Schools Joseph Noble Lenoir County Schools William Johnston International Paper Blessing Mandizha Unemployed Obinna Acharere Ama Fosua-Asante Hong Xue Graduate School/University of Kentucky Brittany Steele Department of Commerce (Census Bureau) Animal Sciences Undergraduate Students Ishmail Abdus-Saboor Ph.D. program at The University of Pennsylvania Jerry Asare-Passah Private Sector Aisha C. Lee US Army Vanessa G. Howell Private Sector Jill Ransom Private Sector Courtney W. McCutchen Private Sector Kristin King NCA&TSU Graduate School LaKennya Davis NCA&TSU Graduate School Kharma Lundy NC State University College of Veterinary Medicine, Raleigh, NC Brandi Price Biologist, USDA-Animal & Plant Health Inspection Service, Ames, IA

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Appendix B2 (cont.)

Placement of Graduates by Departments School of Agriculture and Environmental Sciences

Name Company / Graduate School

Animal Sciences (Cont.) Undergraduates Tamera Smith NCA&TSU Graduate School Johnathan Snead Tuskegee University Veterinary Medicine School, Tuskegee, AL Stefanie Taylor Tuskegee University Veterinary Medicine School, Tuskegee, Al Taiysha Wright Virginia-Maryland Regional College of Veterinary Medicine Blacksburg, VA Graduate Students: Jill S. Bowman WSSU, Division of Research, Winston-Salem, NC Nicholaus Cunningham Private Sector Rene Cutting Private Sector Odette Alexander Syngenta, Greensboro, NC LaKesha Reid Tuskegee University Veterinary Medicine School, Tuskegee, AL Shea White NCSU, Ph.D. BRIDGE Program, Raleigh, NC Crystal Bowers NCA&TSU, Graduate School

Family and Consumer Sciences Undergraduates Ladocia Crowder Belk, Inc. Vernon Edwards Baldwinsville Brewery Ricky Lewis unknown Travona Niles Graduate School-Winthrop Univ. Yasmaine Croom More at Four Program, His Glory Childcare Center, Greensboro, Minnie Deborah Foster Director, His Glory Childcare Center, Greensboro, NC Porter W. Myrick Graduate School- A&T Univ Latisha Whitley Graduate School-Southern Ill. Univ Shawnee Y. Mullen Paequotank County Department of Social Services Nadia M. Dominick Graduate School – A&T Univ Frannie A. Surgeon Graduate School – A&T Univ Graduate Students Kentrel Harrell Scotland County Schools Kanisha Martin Forsyth County Schools Jonia Holley Forsyth County Schools Eric Wilson Del Monte Food Co. Vernon Edwards Anheiser Bushe

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Appendix B2 (cont.)

Placement of Graduates by Departments School of Agriculture and Environmental Sciences

Natural Resources and Environmental Design Undergraduate Students: Lance Blackwell Graduate School, NCA&TSU/Agricultural Education William Farlow Owns Landscaping Business James Hatcher Hilton Head Landscape Company Michele Mallette Accepted to Penn State University Jennifer Manning Own Landscaping Business Janie McClurkin Purdue University Adam Nicholson Haden Stanziele/Durham, NC Stephen Owens Stimmel & Assoc., PA, Winston-Salem, NC Michael Rayburn Initial Landscape Company/Atlanta, GA Janice Smith Initial Landscape Company/Greensboro, NC Richard Stevers Graduate School, NCA&TSU Kurt Taylor Graduate School, NCA&TSU Graduate Students Dean Forbes Applied to Iowa State University (Ph.D. program)

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Appendix B3

Student Internships and Coops Agribusiness, Applied Economics and Agriscience Education

Student Company / Agency Location Duties Richard Barnett Cargill Inc. St. Louis, MO. Plant Management Cherise Lilly Univ. of Kentucky Coop. Ext. Lexington, KY 4-H Youth Dev. Tobias Fullwood Univ. of Kentucky Coop. Ext Lexington, KY Crop Science Jason Spruell Univ. of Kentucky Coop. Ext Lexington, KY Soil Science Marquissa Edmond USDA/ Rural Development Greensboro, NC Research Assistant

Animal Sciences

Student Company Location Duties

Patrick Barnes Michigan State University College of Veterinary Medicine-Vetward Bound

East Lansing, MI Student Internship

Leah Boyd University of Arkansas, Dept. of Food Science Research

Fayetteville, AK Research Internship

Allison Ely NCA&T SU Farm Greensboro, NC Student Internship Justin Hayes Roxboro Road Veterinary Hospital City, NC Student Internship Kharma Lundy APHIS Veterinary Services Raleigh, NC Internship Miguel Martinez BPA Lapqai, ID and

Portland, OR Student Internship

Marcus Roberts Organization for Tropical Studies (OTS)

La Selva, Costa Rica Research Internship

Whitney Verbal Private Veterinarian Office Rockingham, NC Research Internship Lauren Brawley Food Animal Scholar at Veterinary

School, NCSU Raleigh, NC Student Internship

Bradford Pope Swine Research Unit, NC A&T SU Greensboro, NC Student Internship Randy Amoko Poultry Facility, NCA&TSU Greensboro, NC Student Internship Deon Covington Poultry Facility, NCA&TSU Greensboro, NC Student Internship Meagan Johnson Poultry Laboratory, NCA&TSU Greensboro, NC Research Internship Carresse Gerald Biotechnology Lab, NCA&TSU Greensboro, NC Student Internship Amber Wilkins Gold Kist Poultry Athens, GA Student Internship Victoria Jackson NCA&TSU, LARU Greensboro, NC Student Internship Rodrick D. Stevens NCA&TSU, LARU Greensboro, NC Student Internship Treasure A. White NCA&TSU, LARU Greensboro, NC Student Internship Crystal Artis NCA&TSU, LARU Greensboro, NC Student Internship Katima Underwood NCA&TSU, LARU Greensboro, NC Student Internship April Vandergriff NCA&TSU, LARU Greensboro, NC Student Internship

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Appendix B3 (cont.)

Student Internships and Coops Family and Consumer Sciences

Child Development Internship Placements

Fall 2005 Student Company/Agency Location Duties

Yasmaine Croom Bluford Elementary Greensboro, NC Teacher Minnie Foster His Glory Child Dev. Center Greensboro, NC Childcare Consultant

Child Development Internship Placements Spring 2006

Student Company/Agency Location Duties Shonte’ Atkinson Archer Elementary Greensboro, NC Teacher Tameka Brown Guilford Child Dev Greensboro, NC Childcare Coordinator Monique Byrd Ben L. Smith High School Greensboro, NC High School FCS Evaluator Candace Dudley Chesire Center Greensboro, NC Childcare Coordinator Latasha Frink Rankin Elementary Greensboro, NC Teacher Doneika Harris Social Services Greensboro, NC Childcare Services Deannie Jenkins Wake Medical Health Raleigh, NC Trainer for First Time Parents Trelesa Jessup Guilford County Partner

Children Greensboro, NC Childcare Coordinator

LaToya Simmons YWCA- Teen Program Greensboro, NC Coordinator-Teen Parents Tonya Smith Shiloh Head Start Program Greensboro, NC Teacher Margaret Ufot Regional Child. Res. And Ref Greensboro, NC Childcare Coordinator Tamika Thompson-Bain

In Pursuit of Purpose Brown Summit, NC Consultant

Child Development Field Experience Placement

Fall 2005

Name Assignment BELCHER, DABRIEN Christ Like Child Care BENTON, STEPHANIE C Konnect Kids Child Care Ctr BRADLEY, KELLY D Christ Like Child Care BROWN, ALESHIA S Irene's Child Care Services BYRD, DANIELLE L Lee Street Day Care Ctr CARR, ALICIA S Lee Street Day Care Ctr CARR, TANESHA D Irene's Child Care Services CHESSON, STACY Lee Street Day Care Ctr COLEMAN, JOY S COGIC Cathedral Day Care Ctr DAVIS, KRYSTLE YVETTE Lee Street Day Care Ctr

50

GANT, FRANCHASTA D COGIC Cathedral Day Care Ctr HARRIS, MICHELLE A Lee Street Day Care Ctr HINES, SANDRA Christ Like Child Care JONES, CRYSTAL Irene's Child Care Services JONES, EBONIE N Christ Like Child Care LITTLE, TAMEKA D COGIC Cathedral Day Care Ctr MCNEILL, TIFFANY D Konnect Kids Child Care Ctr PARKER, COKEEMA Lee Street Day Care Ctr SILLS, HOLLI Pleasant Garden United Methodist TOLBERT, ASHLEY ALISA Konnect Kids Child Care Ctr TOWNSEND, SHANNAN Home Away from Home Ctr WELLS, LATOISHA N River of Life Christian Acad WILLIAMS, ELISHA RK River of Life Christian Acad WILLIAMS, SATONYA N Irene's Child Care Services BRADLEY, KELLY D Christ Like Child Care CARR, TANESHA D Irene's Child Care Services LITTLE, TAMEKA D COGIC Cathedral Day Care Ctr BROWN, TAMEKA S Small Fries By Patti ROSS, BRITTNEY T COGIC Cathedral Day Care Ctr SCOTT, AGRETTA L Small Fries By Patti UNDERDUE, DEELLE T COGIC Cathedral Day Care Ctr WHISNANT, SANTANA COGIC Cathedral Day Care Ctr ALLEN, LONNITA Sedgefield Elementary DUDLEY, CANDACE F Vandalia Elementary ROSS, BRITTNEY T Rankin Elementary FULLER, LASHEA GALE Childcare Network, Inc #56 HAMLIN, LAUREN G Childcare Network, Inc #56 MATTHEWS, BOBBIE G Childcare Network, Inc #56 MCDUFFIE, TAMICA Creative World Of Greensboro MOORE, PATRICIA H Childcare Network, Inc #56 PINKNEY, KENDRA TANNIC Village Kid's Inc SMITH, BRITTANY SEVADA Childcare Network, Inc #56 WILSON, VERSHANDA S Village Kid's Inc WYATT, JERRECOLM M Childcare Network, Inc #56 DOMINICK, NADIA M Chesterbrook Acad (Vandalia) JONES, MEGAN Y Chesterbrook Acad (Vandalia) SPRUILL, TORI L Greensboro Montessori School TAYLOR, LASHONDA O Greensboro Montessori School CRAWFORD, LORI A Childcare Network, Inc #56 AUSTIN, CHAKA M Chesterbrook Acad (Market) BIGGS, KIMBERLY A Creative World Of Greensboro CRAWFORD, LORI A Childcare Network, Inc #56 FULLER, MARY Chesterbrook Acad (Market) HARRISON, ANTHONY S Chesterbrook Acad (Market) JESSUP, TRELISA D Chesterbrook Acad (Market) MAYO, ERICA DANIELLE Chesterbrook Acad (Market) MCKOY, CHRISTY R Chesterbrook Acad (Market) RICH, MIRANDA L Creative World Of Greensboro

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TAYLOR, DANA L Creative World Of Greensboro

AUSTIN, CHAKA M Pilot Elementary BIGGS, KIMBERLY A Millis Road Elementary FULLER, AKIAHA M Alamance Elementary FULLER, ALISHA D Alamance Elementary HAMPTON, AISHA M Alamance Elementary HARRISON, ANTHONY S Bluford Elementary HUNT, ERICA L Archer Elementary MASSEY, SHANNON Frazier Elementary MCKOY, CHRISTY R Frazier Elementary MERGA, ABEBA Alderman Elementary NAYLOR, LAWRENCE A Erwin Montessori STAPLES, SHAMECA J Guilford Primary WHISNANT, SANTANA Pilot Elementary BYRD, MONIQUE L Bluford Elementary GRIER, SHANNON V Johnson Street School HARRIS, DONEIKA L Guilford Primary MAYO, ERICA DANIELLE Archer Elementary SMITH, TONYA R Erwin Montessori WYNN, KYSHIA B Johnson Street School

BYRD, MONIQUE L McElveen CDC FRIMPONG, SARAH McElveen CDC THOMPSON-BAIN, TAMIKA McElveen CDC THOMPSON-BAIN, TAMIKA McElveen CDC

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Child Development Field Experience Placement Spring 2006

Child Development and Family Development (Non Licensure) Child Development Early Education and Family Studies (B-K Licensure)

Department of Family and Consumer Sciences Spring 2006 Field Experience Roster

NAME ASSIGNMENT CRAWFORD, LORI A Alderman Elementary CRAWFORD, LORI A Alderman Elementary DILLAHUNT, LAKEISHA B Alderman Elementary HUNT, ERICA L Alderman Elementary LANCE, NEKESHA N Alderman Elementary FRIMPONG, SARAH Bluford Elementary HAMPTON, AISHA M Bluford Elementary MERGA, ABEBA Brooks Global NAYLOR, LAWRENCE A Brooks Global ROSS, BRITTNEY T Brooks Global ROSS, BRITTNEY T Brooks Global BAILEY, KRYSTAL HOPE Chesterbrook Acad (Market) BUSCH, JADE A Chesterbrook Acad (Market) CAMPBELL, SHARINA Chesterbrook Acad (Market) FREEMAN, PATINA L Chesterbrook Acad (Market) KIDD, ASHLEY E Chesterbrook Acad (Market) BOONE, STACEY A Childcare Network #56 BROWN, JAHSHAD JASRIAL Childcare Network #56 INGRAM, PRINCESS Childcare Network #56 KIZER, CHARITY RENEE Childcare Network #56 MCDOUGALD, MARGO D Childcare Network #56 CROUCH, RUFUS Christ Like Childcare WIGGINS, LEONTYNE M Christ Like Childcare GLOVER, ADRIENNE M Cogic Cathedral CDC GRAHAM, STEPHANIE M Cogic Cathedral CDC HENDERSON-EDWARDS, JEN Cogic Cathedral CDC TANN, SHALAINA B Cogic Cathedral CDC HILL, JUSTON T College Hill Childcare Coop KING, NICOLE College Hill Childcare Coop WIGGINS, KIMBERLY L College Hill Childcare Coop WILLIAMS, TRACEE College Hill Childcare Coop BROWN, LILLIE DONETTA Consult w/Dr. Guy JOHNSON, JAFINEE T Consult w/Dr. Guy WILLIAMS, AGNES B Consult w/Dr. Guy MOORE, AMBER S Creative World of Greensboro ROSS, LAGENTRY Creative World of Greensboro SANDERS, CRYSTAL D Creative World of Greensboro TAYLOR, LASHONDA O Creative World of Greensboro

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WILLIAMS, DONITA TREVA Creative World of Greensboro HOLMES, LEMUEL LEMAR D D's Kids Child care Ctr MOTLEY, CHARISSE TAZRA D D's Kids Child care Ctr BENTLEY, BRITTANY N Family Placement BLACKWELL, KRISTEN R Family Placement BRADLEY, KELLY D Family Placement BROWN, DOMINIQUE A Family Placement BYRD, DANIELLE L Family Placement CAMPBELL, SHARINA Family Placement CARR, TANESHA D Family Placement CARTER, MASHAUNA O Family Placement COLEMAN, JOY S Family Placement COLSON, D'TOYA S Family Placement FREEMAN, PATINA L Family Placement FULLER, AKIAHA M Family Placement FULLER, ALISHA D Family Placement FULLER, LASHEA GALE Family Placement GRAHAM, SHANA Family Placement GRAHAM, STEPHANIE M Family Placement HAIRSTON, BRENDA R Family Placement HARRIS, MICHELLE A Family Placement HOWZE, JAMES L, JR Family Placement JONES, CRYSTAL Family Placement JONES, LORI D Family Placement MATTHEWS, ERICA M Family Placement MAYELA, PRISCILLA Family Placement MCDUFFIE, TAMICA Family Placement MILLER, LATOYA D Family Placement SHERMAN, LEONA D Family Placement SMITH, BRITTANY SEVADA Family Placement TAYBRON, LATOYA S Family Placement TAYLOR, LASHONDA O Family Placement TOWNSEND, SHANNAN Family Placement WASHINGTON, ASHLEY N Family Placement WILSON, VERSHANDA S Family Placement WYNN, KYSHIA B Family Placement CARTER, MASHAUNA O Frazier Elementary RUCKER, LESLIE M Frazier Elementary ALLEN, NINA L Gillespie Park Elem CARR, TANESHA D Guilford Child Dev GRAY, ANIKA Guilford Child Dev ROWE, MICHAEL JOSEPH, Guilford Child Dev SMITH, RONALD Guilford Child Dev STIMPSON, HELEN L Guilford Child Dev SURATI, MONA P Guilford Child Dev PETERS, ANDREA S Guilford Primary RODGERS, GINGER N Guilford Primary WEAST, KARA NICOLE Home Away From Home Ctr

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JENKINS, MONIQUE C In The Beginning Child care II JOHNSON, MENEKA C In The Beginning Child care II PRATT, ELICIA R In The Beginning Child care II RHODES, ANDREA J In The Beginning Child care II MCKOY, KATRINA S Jefferson Elem MILES, KELLIE C Jefferson Elem EDWARDS, JESSICA N Konnect Kids Child Care Ctr GILES, ASHA N Konnect Kids Child Care Ctr PHILLIPS, LA'TASHA RAC Konnect Kids Child Care Ctr DILLAHUNT, RENITA M Lee Street Day Care Center INGRAM, CHARLOTTE E Lee Street Day Care Center JACKSON, MARKIA N Lee Street Day Care Center LEWIS, BRENT E Lee Street Day Care Center OBIE, CHRISTINA Lee Street Day Care Center STAPLES, SHAMECA J Murphey Traditional THOMPSON, JULIET L Murphey Traditional UNDERDUE, DeELLE Murphey Traditional TAYLOR, DANA Murphey Traditional MASSEY, SHANNON Newlin Elem TAYBRON, LATOYA S Next Step Academy WILLIS, NICOLE R Next Step Academy CAIN, PATTI No Form ANDREWS, VERA B Per Dr. Thurman Guy BERNARD, PAULETTE MARI Per Dr. Thurman Guy CARTER, TASSIA S Per Dr. Thurman Guy EVANS, DONNA MARIE Per Dr. Thurman Guy FARRAR, KENYA T Per Dr. Thurman Guy GANT, FRANCHASTA D Per Dr. Thurman Guy GILES, ASHA N Per Dr. Thurman Guy HARRISON, ANTHONY S Per Dr. Thurman Guy HILL, DACIA M Per Dr. Thurman Guy HUSSAIN, FARKHANDA Per Dr. Thurman Guy KIZER, CHARITY RENEE Per Dr. Thurman Guy RANDOLPH, JACQUELINE K Per Dr. Thurman Guy ROSS, LAGENTRY Per Dr. Thurman Guy SPAULDING RAGINS, CAND Per Dr. Thurman Guy WIGGINS, LEONTYNE M Per Dr. Thurman Guy WILLIAMS, ROSEMARY Per Dr. Thurman Guy AUSTIN, CHAKA M Pilot Elementary JACOBS, TELISSA V Pleasant Grove Elem MOORE, ASHLEY N Pleasant Grove Elem BETHUNE, MINNIE M Rankin Elementary HOWZE, JAMES L, JR Rankin Elementary MAYELA, PRISCILLA Rankin Elementary MCKOY, CHRISTY R Triangle Lake Montessori FULLER, AKIAHA M Wiley Elementary FULLER, ALISHA D Wiley Elementary HOWARD, CIGI D Wiley Elementary

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Internship Placements

Fashion Merchandising and Design

Summer 2005

Students Company/Agency Location Duties Sheena Adams Design Archives Greensboro, NC Merchandising Ladocia Crowder Belk, Inc. Charlotte, NC Merchandising Constance Currie The Dollar Tree Greensboro, NC Merchandising Monica Daniels Express Greensboro, NC Merchandising Helena Duncan Fashion Cents Greensboro, NC Merchandising Jessica Edwards Southside Records Lumberton, NC Merchandising and Gear/ Matthews’ Boutique Priscilla Farland David’s Bridal Greensboro, NC Merchandising Teania Jackson Lane Bryant Greensboro, NC Merchandising Jerita Joyner Lane Bryant Greensboro, NC Merchandising Tasha Leach Ann Taylor Loft Raleigh, NC Merchandising Tiffany Lee Ann Taylor Loft Greensboro, NC Merchandising Renecia Lovelace Belk, Inc. Raleigh, NC Merchandising Christan McGill Ross for Less Greensboro, NC Merchandising Miranda Murray David’s Bridal Greensboro, NC Merchandising Naiesha Parks Goody’s Fayetteville, NC Merchandising Yasmine Payne Target Greensboro, NC Merchandising Candace Roberts Flavors Urban Wear Jacksonville, NC Merchandising Cora Sockwell Salvation Army Goldsboro, NC Merchandising Keisha Todman Marvette’s Boutique and Bridal Greensboro, NC Merchandising LaToya Watson David’s Bridal Greensboro, NC Merchandising Kim Williams Belk, Inc. Greensboro, NC Merchandising

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Food and Nutritional Sciences Internship Placements

Summer 2005 Students Company/Agency Location Duties

Keyonica Lassiter USDA Washington, DC Conducting Research

Fall 2005

Students Company/Agency Location Duties Keyonica Lassiter NIH Baltimore, MA Medical Research Vernon Edwards USDA/ARS/ERRC Wyndmoor, PA Conducting Research

Spring 2006

Students Company/Agency Location Duties Porter Myrick USDA/ARS/ERRC Wyndmoor, PA Conducting Research

Student Internships and Coops

Natural Resources and Environmental Resources

Student Company/Agency Location Duties Lance Blackwell USDA/Forest Service Minnesota LA Intern Allen Hunter Cove Creek Greensboro, NC Intern Jennifer Manning Cove Creek Greensboro, NC Intern Janie McClurkin Homeland Security New Jersey Intern Lisa Means NRCS Maine Intern Adrian Mills Design Workshop Asheville, NC LA Intern Stephen Owens Stimmel & Associates Winston-Salem, NC LA Intern Michael Rayburn Cove Creek Greensboro, NC Intern Bryan Talliaferro NREL/DOE Golden, CO Intern

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Appendix B4

Number of Graduates by Department, 2005-2006

______________________________________________________________________ Number of Graduates Department Undergraduate Graduate Total ________________________________________________________________________

Agribusiness, Applied Economics 15 12 27 and Agriscience Education

Animal Science 30 6 36

Family & Consumer Science 25 3 28

Natural Resources 24 6 30

_______________________________________________________________________ Total 94 27 121 _______________________________________________________________________

Appendix B5

Number of Honor Graduates by Department ______________________________________________

Department Number ______________________________________________

Agribusiness 6

Animal Sciences 16

Family & Consumer Sci. 9

Natural Resources 11

_____________________________________________

Total 42 _____________________________________________

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Appendix B6

Student Opinion of Faculty: Ranking of Courses (Average)

Department Spring ‘03 Fall ‘03 Spring ‘04 Fall ‘04 Spring ‘05

Agribusiness 4.7 4.6 4.5 4.5 4.6

Animal Science

4.3 4.3 4.4 4.3 4.4

Family & Consumer Sci

4.3 4.3 4.4 4.3 4.3

Natural Resources

4.2 4.3 4.3 3.9 4.2

SAES 4.3 4.3 4.4 4.2 4.3 University 4.3 4.3 4.3 4.3 4.3

Note: Fall Semester 2005 Student Opinion Surveys were not available

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APPENDIX C

Faculty Data by Department

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Appendix C1

Faculty Density by Rank, Program Area Gender and Ethnicity

Rank Gender Racial/Ethnic Background

Department Assistant Professor

Assoc. Professor

Professor Male Female Black White Other

Agribusiness

3 2 3 7 1 6 1 0

Animal Sciences

0 4 2 3 3 3 1 1

Family & Consumer Sci

10 8 1 6 13 9 3 7

Natural Resources

2 2 7 10 1 5 2 4

TOTAL 15 16 13 26 18 23 7 12

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Appendix C2 Selected Awards and Professional Recognition

________________________________________________________________________ Faculty (5) Inducted in Phi Kappa Phi Honor Society (Thelma Feaster, Thurman Guy,

Ralph Noble, Jane Walker and Osei Yeboah) Faculty (3) Ronald McNair Research Symposium, Outstanding Scholarly Research

Award (Mohamed Ahmedna, Jianmei Yu, and Ipek Goktepe) Faculty (3) Inducted into the Gamma Sigma Delta Honor Society of Agriculture

(Thessalenuere Hinnant-Bernard, W.A.R.N. Fernando and Jianmei Yu) Antoine Alston SAES, Advisor of the Year; Center for Student Success, Academic Advising

Excellence Award Mohamed Ahmedna Promoted to Associate Professor and received tenure; 2006 USAID George

Washington Carver Agricultural Excellence Award; 2006 Bailey Award, American Peanut Research and Education Society, Book Co-Editor, Probiotics In Food Safety and Human Health

M. Jean Baldwin Gamma Sigma Delta 2006 Research Excellence Award, First Place, Paper Presentation, 4-H Youth Development, AED/ARD Service Award

Stacy Branch Managing Editor, Frontiers in Bioscience-Online Peer-Review Journal Travella Free First Place, Paper Presentation, 4-H Youth Development, AED/ARD Service

Award Godfrey Gayle Satisfactory Performance rating of Post-Tenure Review Committee Ipek Goktepe Book Co-Editor, Probiotics In Food Safety and Human Health Salam Ibrahim Promoted to Associate Professor and received tenure Omoanghe Isikhuemhen University Outstanding Young Investigator, 2006 Donald McDowell President, Association of Social and Behavior Scientist, Inc Ray McKinnie Vice-Chairperson, 1890 Association of Extension Administrators Valerie McMillian Received tenure as Associate Professor Rosa Purcell Satisfactory Performance rating of Post-Tenure Review Committee Charles Raczkowski Gamma Sigma Delta 2006 Teaching Excellence Award Geraldine Ray Satisfactory Performance rating of Post-Tenure Review Committee Abolghasem Shahbazi University Outstanding Senior Researcher, 2006 Alton Thompson University Outstanding Administrator, 2006; Chairperson, 1890 Council of

Deans; Vice Chairperson, Association of Research Directors; Agromedicine Institute Board of Directors; Governor Appointed, NC Agricultural Advancement Consortium; Board on Agricultural Assembly (NASULGC).

Rosemarie Vardell Inducted in Kappa Omicron Nu Honor Society Jane Walker Received tenure as Associate Professor and selected as SAES Teacher of the

Year, 2006 Jianmei Yu Gamma Sigma Delta 2006 Research Excellence Award, First Place Poster

Presentation Award, 14th ARD Biennial Research Symposium SAEA Faculty are members or numerous Local, State, National and

International Boards (See Departmental Annual Report) __________________________________________________________________

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Appendix C3 SAES: Awards Received by Sponsor

(Comparison of 2004-05 with 2005-06)

Sponsor May 04 – April 05 May 05 – April 06 Number of Grants Amount Awarded

$ Number of Grants Amount Awarded

$ US Dept of Agriculture 16 2,621,098 23 3,209,410 University of Georgia 2 151,411 4 246,403 National Renewable Energy Laboratory

3 47,684

Opportunities Internationals Center for

Industrialization

2 13,392

UNC-NCSU-NC State University

2 44,950

Virginia Tech 1 47,00 2 259,605 West Virginia State University

2 31,200

Alabama A&M 1 40,000 East Carolina University 1 153,724 NC Department of Agriculture and

Consumer Services

1 4,234

NC Tobacco Trust Fund Commission

1 112,000

Tennessee State University

1 33,200 1 22,000

Texas A&M 1 10,397 1 12,833 U.S. Department of Health & Human

Services for Children and Families

1 150,00

Virginia State 1 8,581 Southern Coastal Agromedicine Consortium

1 161,894

NC Cooperative Extension 1 88,131 National Institute of Environmental Health

1 75,470

State of NC Energy Office 1 59,633 Jarrow Formula 1 25,024 National Renewable Energy Laboratories

1 25,000

NC Department of Agriculture

3 24,371

Langston University 1 12,833 U.S. Poultry & Egg Association

1 3,500

Total 32 $3,338,962 46 $4,356,017

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Appendix C4

SAES: Awards Received by Category (Comparison of 2004-05 with 2005-06)

Report Year May 04 - Apr 05 May 05 - Apr 06 Number Amount Number Amount Category of Grants Awarded of Grants Awarded (dollars) (dollars)

Instruction 4 $ 468,247 8 $1,276,793 Research 18 1,358,089 18 1,041,699 Public Service 8 563,288 13 715,307 Other 2 949,338 7 132,217

Total 32 $ 3,286,418 46 $ 4,356,017

Appendix C4.1

SAES: Proposals Submitted (Comparison of 2004-05 with 2005-06)

Report Year May 04 - Apr 05 May 05 - Apr 06 Number Amount Number Amount of Grant Requested of Grant Requested Applications (dollars) Applications (dollars) 71 $ 15,190,231 72 $ 14,186,963

64

Appendix C5

Proposals Prepared and Funded, by Department/Program ________________________________________________________________________ Award Department Prepared Funded Amount ________________________________________________________________________ Dean’s Office 2 2 $1,175,360 Agribusiness 18 6 724,664 Animal Science 2 1 128,000 Family & Consumer Sciences 13 10 741,354 Natural Resources 19 14 1,359,767 Cooperative Extension 18 13 226,871 ________________________________________________________________________ Total 72 46 $4,356,017 ________________________________________________________________________

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Appendix C6

Faculty Productivity, 2005-2006

Faculty Books Chapters Book

Journal Articles

Other Articles

Public Service

Performance

Public Exhibits

Others

Agribusiness 0 0 6 11 52 24 15

Animal Sciences 0 0 12 26 81 96 0

Family & Consumer Sci.

3 5 10 4 22 80 0

Natural Resources

1 0 11 13 60 4 0

Cooperative Extension

0 1 0 0 40 12 0

Total 4 6 39 54 255 216 15

Appendix C7

Faculty Development, 2005-2006

Faculty Short Courses

Professional Meetings

Workshop & Conferences

Paper & Poster Presentations

Other

Agribusiness 13 46 31 42 17

Animal Sciences 5 56 38 41 22

Family & Consumer Sci.

0 42 52 101 0

Natural Resources

2 42 28 42 17

Cooperative Extension

27 52 62 65 21

Total 47 238 211 291 77

66

Appendix D

Listing of Public Service Activities

• Host, National Diversity Conference • Host, 4th National Small Farm Conference • Host, USDA CSREES Administrators National Conference • Small Farmer of the Year Selection Committee • NC Non-Profit Connection, Raleigh, NC • Red Cross Volunteer • United Way Campaign • Teacher Education Council • Board of Collaborators for the NC Agro-Medicine Institute • USDA Competitive Grant Review Panel for Marketing and Trade • IPM Project in Mali • Institutional Biosafety Committee • Animal Waste Treatment Review Committee • Board of Director Guilford County Humane Society • Diplomat American College of Animal Nutrition • Advisory Board, Animal Programs at Alamance Community College • Guest Appearance on WGHP (FOX 8) News to discuss Bird Flu • Guilford County Science Fair Judge • Reviewer, NRI-USDA Animal Genomics Grants • Liaison, NC State Bioinformatics Center • Guilford County Animal Response Team • Editorial Board, Bulletin of Environmental Contamination and Toxicology • Judge, State Annual Science Fair • Reviewer of Technical Journals • Associate Editor, Journal of Science of Food and Agriculture • Keynote Speaker, Ronald McNair Senior Award Luncheon • Board, International Probiotics Association • Governor Appointed, NC Partnership for Children Board • NC Birth-Kindergarten Higher Education Consortium • President-Elect, Coalition for Black Development • Secretary for W.O.M.E.N., Inc. • Treasure-elect, Board of Human Sciences, NASULGC • Vice-Chair, Higher Education Unit of AAFCS • USDA Capacity Grant Evaluation Committee • Board of Directors for the Peanut CRSP Program, UGA • Board of Directors for the IPM/CRSP • Board of Directors NCSU, College of Veterinary Medicine Foundation • NASULGC Committee on International Agriculture • South African Society of Animal Production • North Carolina Poultry Federation • North Carolina Agromedicine Society • North Carolina Genomics and Bioinformatics Consortium • American Peanut Research and Education Society

67

Appendix D (Con’t)

Listing of Public Service Activities

• University/School/Department Committees • University Search Committees • University Task Forces • University/School Grade Appeal • University Promotion and Tenure Committee • Advisory Board, The Minority Health Council for the State of NC • American Dietetic Association • American Dairy Science Association • American Society for Microbiology • North Carolina Partnership for Children Board, NC • Executive Committee, NC Interagency Coordinating Council • Preschool Standard Task Force, NC Department of Public Instruction • NC Birth-Kindergarten Higher Education Consortium • Policy Council, Regional Child Care Resources and Referral • NC Council of Career and Technical Teacher Educators • Black Child Development • Christian Education Director • Diversity Committee, The International Textile and Apparel Association • Secretary, The Fashion Group International • Guilford County Association of Family and Consumer Sciences • Coalition of Black Development in Home Economics • 1890 Representative, Board of Directors, CAFCS • Vice President for the Board of Human Sciences • Institute of Food Technologies • Coalition for Drug Abuse Prevention for Youth Advisory Council • Greensboro Beautiful Advisory Board • Alamance Community College Biotech Program Advisory Board • Faculty Senator • USDA Capacity Building Grant Evaluation Committee • Demonstration of Ag-Biotech Crops at University Farm • Booth at N.C. State Fair • CEFS Field Day • Treasurer, Daniel D. Godfrey Jr. Memorial Fund • Small Farms Field Day • High School Student Tours • Master of Ceremony, Student Award Banquet • Board of Director, NCSU, College of Veterinary Medicine Foundation • Waste Management Institute Advisory Board • PURSUE Advisory Committee

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• Board of Scientific Directors M.C. Institute of Nutrition • Board of Director Sustainable Agriculture, Central Carolina Community College • Veterinary Technology Advisory Committee • University Faculty Marshall

Appendix D (Con’t)

Listing of Public Service Activities

• North Carolina Genomics and Bioinformatics Consortium • Liaison, NC State Bioinformatics Center • Biotechnology/Biodiversity Team Coordinator • Elementary Schools Career Fairs • Session Reviewer, Professional Conferences • Conducted Mushroom Production Workshops in NC • United Way Leadership and Safe Neighborhood Council • USDA CSREES Panel Member • Center for Disease Control Review Panel • Reviewer, Journal of Food Science, Journal of Dairy Science, Journal of Ag and Food

Chemistry, Journal of Food and Agriculture Transaction of the ASAE • American Dairy Science Association • Appointed, Minority Health Advisory Council, State of NC • Appointed, Smart State Board of Directors, State of NC • Appointed, Governor Council, NC Interagency Coordinating Council • United Child Development Board • Accreditation Review Board • Speaker, Dudley High School Bioenvironmental Engineering • Advisor, Kappa Omicron Nu Society • Facilitators/Moderators, National Conferences • Reviewer of Professional/Scientific Journals • High School and Community Colleges Visitations • External Thesis/Dissertation Examiner • Community Voices Leadership Development State Team Member • North Carolina Interagency Coordinating Council • Family Life Scholarship Advisory Council • Guilford County Walking the Walk Community Action Team • Organized 4-H Clubs • Monetary Management Workshops • Program for Food Stamp Recipients • Community Organization to Resolve Community Problems • Committee member, Children’s Coalition and the Adolescent Parenting Board • Health Fairs at local churches focusing on financial literacy for individuals and families.

69

• Committee Member of Watauga County Landfill Methane Gas Project • CSREES Water Quality Field Team • Diversity Task Force • Extension Call for Engagement Review Panel • Extension Disaster Education Network Delegate • Garden Mosaics National Leadership Team • County Field Days