Faculty and Staff Research
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Browsing Faculty and Staff Research by Type "Other"
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Item 2008 Farm Bill Update: Conservation and Energy Programs(2009-01) Anderson, Greg; Flynn, Paul; Noty, Lisa; Current, Dean; Hachfeld, Gary; Nichols, Luke; Sackett, Jill; Wilsey, Dave; Wyatt, Gary; Zamora, DiomyThe 2008 Farm Bill contains updated and new conservation programs to protect soil, water, air and wildlife resources while offering economic incentives for landowners and farmers. It also provides for additional energy programs which encourage landowner production and community development of bio-energy feedstocks and bio-industrial systems.Item External revenue and partnerships to sustain a forest landowner education program(University of Minnesota Extension, 2007) Gupta, Angela; Reichenbach, Michael; Sagor, EliThe Woodland Advisor program moved from a cohort to an open model in 2003. This created partnerships, expanded delivery, and increased external revenues. Classes now have flexible content and schedules, participant feedback focuses new electives, and marketing and volunteer support increased. Business tools also focus activities and identify growth areas.Item Invasive species blitz impact analysis(University of Minnesota Extension, 2016) Wood, Christian; Gupta, AngelaBetween 2013 and 2016, the Master Naturalist Invasive Blitz advanced training program engaged participants from across Minnesota on how to identify and manage invasive species in order to address the growing threat of invasives. An impact analysis of the program was performed using data self-reported to the Minnesota Master Naturalist website by Invasive Blitz participants. These data were summarized with descriptive statistics, including totals and averages. In addition, service event data were correlated with zip codes to determine the geographic impact of the program. Results of the data analysis suggest a broad program impact. Over the course of the program, 128 students participated in eleven trainings. After taking the training, these participants engaged in 434 service events across 30 Minnesota counties, totaling 1,197 service hours and impacting an estimated 9,582 acres of land. Based on the program budget of $7,050 and the economic value of service performed by participants of $27,614.79, the cost-benefit ratio of the program was 1:4. Data are limited due to the fact that 30% of Invasive Blitz participants did not report service. Nevertheless, this analysis suggests that the program succeeded in promoting invasive species education and intervention statewide. In terms of broader application, this analysis also provides evidence of the potential impact of invasive-species-related education for natural resource professionals to reference in their own work.Item Jumping worms, community science and course-based undergraduate research experiences(University of Minnesota Extension, 2022) Kressin, Olivia; Gupta, Angela; Olson, Rachel● Inclusion of undergraduates in authentic research is an effective tool to increase interest and competency in a research career. ● Not all undergraduate students are able to participate in these formal research opportunities. ● To expand the connection of undergraduate students with researchers and educators, a Course-based Undergraduate Research Experience (CURE) was developed to engage students through their undergraduate institution. ● This CURE provided undergraduate students at the University of Minnesota Rochester (UMR), an opportunity to participate in ongoing environmental and community-based research and increase their interest, familiarity and confidence in research. ● A collaboration was formed between UMR, the University of Minnesota Extension and the Rochester, MN community. ● Students investigated the microbial community of soils with and without invasive jumping worms.Item Using external revenue and partnerships to sustain an Extension forestry program(University of Minnesota Extension, 2006) Gupta, Angela; Reichenbach, Michael; Sagor, EliThe Woodland Advisor program moved from a cohort participation model to an open model in 2003. This change created new partnerships, expanded delivery capacity, and increased external revenues. Classes now offered have flexible class content and schedules, new electives are created from participant feedback, and program marketing and volunteer support have been increased. Additionally, more business tools are used to help focus activities and identify areas of potential growth.