College of Agriculture

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As the foundation of the land grant mission at Montana State University, the College of Agriculture and the Montana Agricultural Experiment Station provide instruction in traditional and innovative degree programs and conduct research on old and new challenges for Montana’s agricultural community. This integration creates opportunities for students and faculty to excel through hands-on learning, to serve through campus and community engagement, to explore unique solutions to distinct and interesting questions and to connect Montanans with the global community through research discoveries and outreach.

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Author: search.filters.author.Lawrence, Patrick G.search.filters.applied.f.department: search.filters.department.Land Resources & Environmental Sciences.

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    Vulnerability of dryland agricultural regimes to economic and climatic change
    (2018) Lawrence, Patrick G.; Maxwell, Bruce D.; Rew, Lisa J.; Ellis, Colter; Bekkerman, Anton
    Large-scale agricultural systems are central to food production in North America, but their ubiquity could be threatened by vulnerability to economic and climatic stressors during the 21st century. Prior research has focused on understanding the influence of climatic changes on physiological processes in these systems and has increasingly recognized that other factors such as social, economic, and ecological variation and the interaction among these factors may cause unexpected outcomes. We assess the vulnerability of large-scale agricultural systems to variation in multiple stressors and investigate alternative adaptation strategies under novel conditions. We examine dryland farms in Montana’s northern Great Plains (NGP), which represent large-scale semiarid agricultural systems that are likely to be affected by climate change. Farmers in the NGP have experienced three distinct periods of economic- and drought-related stressors since the 1970s, primarily driven by uncertainty in soil moisture, but at times amplified by uncertainty in nitrogen fertilizer and wheat prices. We seek to better understand how farmers evaluate and respond to these conditions. The results indicate that although farmers perceived few alternative agronomic options for adapting to drought, strategies for adapting to high input prices were more plentiful. Furthermore, we find that increasing the overall resilience of dryland agricultural systems to economic and climatic uncertainty requires intrinsic valuation of crop rotations and their field-specific response to inputs.
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    New Curricula for Undergraduate Food-Systems Education: A Sustainable Agriculture Education Perspective
    (2014-12) Jordan, Nicolas; Grossman, J.; Lawrence, Patrick G.; Harmon, Alison H.; Dyer, William E.; Maxwell, Bruce D.; Cadieux, K.V.; Galt, Ryan; Rojas, A.; Byker Shanks, Carmen; Ahmed, Selena; Bass, Thomas; Kebreab, E.; Singh, V.; Michaels, T.; Tzenis, C.
    New undergraduate degree programs that address food systems have appeared at a number of North American universities in the past decade. These programs seek to complement established food- and agriculture-related courses of instruction with additional curricular elements that build students’ capacity to address complex food-systems issues (e.g., food sustainability, security, quality, equity and justice) in the course of their work in food-related professions. Here, we examine these emerging food-systems curricula, building on our collective experiences developing food-systems degree programs at University of British Columbia, Montana State University, University of California-Davis and the University of Minnesota. We present the conceptual framework that underlies our efforts, based on the premise that our degree programs should help students build “systemic” capacities that complement disciplinary training provided by various specialization “tracks.” Thus, we intend for our graduates to have a dual preparation, in both a particular specialization, and in overarching systemic capacities that enhance their ability to address complex food-system issues. We assess our current curricula in light of our framework, and outline high-priority pathways for further development of these curricula.
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