Plant Sciences & Plant Pathology

Permanent URI for this communityhttps://scholarworks.montana.edu/handle/1/12

The Department of Plant Sciences and Plant Pathology is part of the College of Agriculture at Montana State University in Bozeman. An exciting feature of this department is the diversity of programs in Plant Biology, Crop Science, Plant Pathology, Horticulture, Mycology, Plant Genetics and Entomology. The department offers BS, MS, and Ph.D. degree program

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Climate Change Perceptions and Observations of Agricultural Stakeholders in the Northern Great Plains
(2018-05) Grimberg, Bruna; Ahmed, Selena; Ellis, Colter; Miller, Zachariah J.; Menalled, Fabian D.
Communities reliant on subsistence and small-scale production are typically more vulnerable than others to disasters such as earthquakes. We study the earthquakes that struck Nepal in the spring of 2015 to investigate their impacts on smallholder communities and the diverse trajectories of recovery at the household and community levels. We focus on the first year following the earthquakes because this is when households were still devastated, yet beginning to recover and adapt. Through survey questionnaires, focus group discussions, open-ended interviews, and observations at public meetings we analyze physical impacts to farming systems and cropping cycles. We investigate respondent reports of loss and recovery through a new social-ecological recovery assessment instrument and find that diversification of livelihoods and access to common resources, alongside robust community institutions, were critical components of coping and recovery. There was widespread damage to subsistence farming infrastructure, which potentially accelerated ongoing transitions to cash crop adoption. We also find that perceptions of recovery varied widely among and within the typical predictors of recovery, such as caste and farm size, in sometimes unexpected ways. Although postdisaster recovery has material and psychosocial dimensions, our work shows that these may not change in the same direction.
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.
Perceptions, Experiences, and Priorities Supporting Agro-ecosystem Management Decisions Differ Among Agricultural Producers, Consultants, and Researchers
(2018-11) McKenzie, Sean C.; Parkinson, Hilary A.; Mangold, Jane M.; Burrows, Mary; Ahmed, Selena; Menalled, Fabian D.
The sustainability of agriculture depends as much on the natural resources required for production as it does on the stakeholders that manage those resources. It is thus essential to understand the variables that influence the decision-making process of agricultural stakeholders to design educational programs, interventions, and policies geared towards their specific needs, a required step to enhance agricultural sustainability. This study employed a survey of multiple-choice and open-ended questions to examine the perceptions, experiences, and priorities that influence management decisions of agricultural stakeholders across Montana, United States. A total of 272 respondents completed a survey, representing five distinct agricultural stakeholder groups: 103 (34.9%) conventional producers, 78 (28.7%) consultants, 37 (13.6%) researchers, 33 (12.1%) organic grain producers, and 21 (7.7%) organic vegetable producers. The results revealed that, while stakeholder groups have distinct perceptions, experiences, and priorities, there were similarities across groups (pseudo-F = 22.92, p = 0.001). Specifically, organic vegetable and organic small-grain producers showed similar responses that were, in turn, divergent from those of conventional producers, researchers, and crop consultants. Conventional small-grain producers and researchers showed overlapping response patterns, while crop consultants formed an isolated group. Six clusters resulting from the classification of the multiple-choice response dataset associated with specific agricultural professions (χ2 = 549.72, p = 0.001). The classification of open-ended questions that assessed agronomic challenges and research needs resulted in six distinctive clusters, with specific associations between clusters and agricultural stakeholder groups (χ2 = 164.41, p = 0.001). These results reinforce the need for agricultural education and programs that address unique and shared experiences, priorities, and concerns of multiple stakeholder groups. This study endorses the call for a paradigm shift from the traditional top-down agricultural extension model to one that accounts for participants’ socio-ecological contexts to facilitate the adoption of sustainable agricultural systems that support environmental and human wellbeing.