Instructor: Dr. Arden Campbell |
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Contact Information
You can contact me by e-mail or telephone. Usually e-mail will be the best way. If you try to phone and cannot reach me, please leave a message or send an e-mail message and I will get back to you as soon as possible. Appointments for phone conferences can be easily arranged by e-mail.
Course Overview
- Basic principles in the genetic improvement of crop plants and seed production.
- Relationships of reproductive attributes to genetic characteristics of crops.
- Methods of cultivar development in self-pollinating and cross-pollinating crops.
- Factors affecting cultivar release, multiplication, and distribution of high quality seed.
The first part of this course focuses on the basic features of plant reproductive biology and Mendelian genetic principles. A species' reproductive mode — which may be sexual, asexual or a combination of both — is fundamental to the strategies applied to develop superior cultivars. Plant breeders take advantage of the variation that occurs within a population to develop new, improved varieties. But what are the sources of that variation and what is the fate of the variation from generation to generation? We'll discuss patterns of genetic inheritance for qualitative and quantitative traits, and examine the effects of selection intensity and genetic recombination on breeding progress. Understanding the genetics of desirable, as well as undesirable, characteristics enhances the efficiency of the plant improvement process.
The second part of the course emphasizes the objectives and methodology relevant to breeding of both self-pollinating and cross-pollinating crops. You will learn about basic plant breeding methods and field trial designs commonly used for crop improvement in different crop types (seed-propagated, both non-hybrid and hybrid, and clonally-propagated cultivars) and compare the advantages and disadvantages of those procedures. In addition to traditional, field-based breeding methods, the course material covers molecular techniques that enable breeders to perform a variety of tasks: for example, to generate genetic variability, transfer genes between unrelated species, move synthetic genes into crops, and make selections at the molecular, cellular, or tissue levels. New developments in the field of molecular biology provide insights and technologies that not only further our basic understanding of genes and their regulation, but also provide tools for crop improvement. Finally, we will examine procedures by which a cultivar is released, multiplied, and made available for distribution to farmers in such a way that its genetic purity and identity are maintained.
Agronomy 511 builds on skills and knowledge that you obtained in the three foundation courses in the Master of Science in Agronomy program-Agronomy 501, 502, and 503. Due to the nature of plant breeding as a science, you'll have an opportunity to combine and apply information from your own experience with that from both the basic and advanced courses in this graduate program-genetic improvement of crops involves research in many fields of science (e.g., genetics, pathology, physiology, entomology, biochemistry, statistics).
As stated in the overview to Agronomy 501: ”The interaction of genotype and environment determine crop performance and yield. Genotype sets the potential and environment determines the degree to which that potential is realized. Such information is valuable for developing crop [...pest, and agroecosystem...] management systems and improving cultivars.“ The aim of Agronomy 511 is to provide you with awareness of the essential features of plant reproduction, genetics, and crop improvement methods so that you will be better prepared to develop and evaluate plant breeding practices.
Textbook and Additional Readings
The basic textbook for this course is:
- Sleper, D.A., and J.M. Poehlman. 2006. Breeding Field Crops. 5th edition. Blackwell Publishing, Ames, IA.
- Gonick, Larry and Wheelis, Mark. 1991. The Cartoon Guide to Genetics. 1st edition, revised. HarperCollins Publishers. ISBN: 0062730991 (This is a paperback book and is available online from Barnes & Noble and probably other booksellers.)
Lesson Timetable
Time management is essential for your success in this course. There are a total of 14 lessons in the course, each of which is designed to take one week to complete. You are encouraged to do discussion postings and assignments in advance of their due dates. Each lesson will start on a Monday and assignments, discussions, and lesson reflections will be due on Tuesday eight days after the lesson start date. Be sure to check the course calendar weekly for current start and due dates, and other important scheduled events.
- Assignments and your initial Discussion Topic postings are due eight days after a lesson‘s start date.
- Assignments and Discussion Topics are due at 8 AM on the scheduled due date.
Need extra time to meet a deadline? Explain the situation to your instructor in advance and accommodation can be made.
Study Tips
- Start each lesson on the date indicated on the calendar. Allow about 7 to 8 hours per lesson per week — including time to finish the readings in the textbook and lesson materials, complete all interactive components of the lesson, participate in discussions, and do assignments. Spread your study time over several days. Work ahead when you know that you will be out-of-town or unable to do a lesson during its designated period. Avoid getting behind!
- Do each In Detail as you come across its link in the lesson. In Details contain required information. Also, visit each FYI page.
- Do each Study Question and Try This! as encountered. These interactive features are specifically designed to enhance your learning, provide opportunities to apply the information presented, and let you evaluate your understanding of the material. They often expand on the concepts.
- Assignments and Discussion Topics may be done as they appear, or as you are finishing the lesson and readings. Be sure to submit all assignments and discussion postings on time. They are an integral part of the course. Discussion Topic responses should be posted to the Discussion Forum part of the Student Notebook System discussion board.
- Interact with your classmates and instructor. Visit the discussion board often! Discussions need not be limited to assigned topics-use the Discussion Board (or e-mail) to ask questions, share an interesting article or observation, or comment on current and relevant events. General announcements will also be posted on the Main Forum part of the Discussion Board. Keep informed-check the main Discussion Board frequently. If you work ahead, be sure to go back and check the Discussion Boards (and post your comments and responses to classmates) during that lesson's scheduled period.
- Do the text readings as they are assigned. The textbook, Breeding Field Crops, is by David A. Sleper and John M. Poehlman. Readings from the textbook augment the material presented in the lessons and are required. In Lesson 1, a Study Supplement describing the typical angiosperm plant life cycle reinforces the concepts presented in the lesson. This comprises another opportunity to learn.
- Something unclear? Please consult with your instructor and/or classmates.
Course Grading System
Your course grade will be composed of the following categories:
Assignments |
~25% |
Lesson Reflection | ~25% |
Discussions |
~ 10% |
Midterm Exam |
~20% |
Final Exam |
~20% |
| 100% |
The grading scale below along with plus/minus grading is what I prefer to apply to determine course grades:
A's | 90% and above |
B's | 80-89% |
C's | 70-79% |
D's | 60-69% |
F | Below 60% |
However, if the class average for the entire course is less than I hope for, I will use the class average as the division between B and B+ grades and assign letter grades on that basis.
- Assignments are worth 10 points each. There are a total of 11 assignments. Practice your professionalism—writing quality (not quantity) counts. Points will be assigned based on the following rubric.
Grading Guidelines for Assignments
| Criteria | Excellent (9-10 points) |
Good (6-8 points) |
Needs Improvement (3-5 points) |
Unacceptable (1-2 points) |
|---|---|---|---|---|
| Content (70 %) |
Clear, accurate, and complete account of lesson. | One or two concepts were not present (incomplete), or Inaccurate in one or two concepts, or Unclear. | Faulty in two of the following areas:
1. One or two concepts were not present (incomplete) 2. Inaccurate in one or two concepts 3. Unclear OR Faulty in one of the following areas: 1. Three or more concepts were not present (incomplete) 2. Inaccurate in three or more concepts. |
Incomplete, inaccurate, AND unclear account of lesson. |
| Organization and Style (20 %) |
Summary is arranged logically and flows smoothly. | Summary is arranged logically, but does not flow smoothly, or flows smoothly, but is not arranged logically. | Summary is not arranged logically and does not flow smoothly. | Summary is unorganized and is difficult to understand. |
| Spelling and grammar (10 %) |
Free of writing and spelling errors. | Contains few writing and spelling errors. | Contains some writing and spelling errors. | Contains many writing and spelling errors. |
- Lesson Reflection appears as the last ”task“ in each lesson. Each lesson's reflection is worth 9 possible points. The purpose of the Reflection is to enhance your learning and information retention. The questions are designed to help you reflect on the lesson and obtain instructor feedback on your learning.
General expectations for each section of the Lesson Reflection:
- Summarize the main points (7 points). As a general guideline, this entry should be less than 150 words in length. This lesson summary should provide an overview of the lesson in your own words, highlighting and concisely discussing the major concepts of the lesson; where appropriate, briefly relate the lesson's main points to other concepts learned. Avoid minutiae. Simply listing main points without some indication that you understand them will not receive full credit for content.
- Value or usefulness of concepts learned (1 point). Connect the information learned to the 'real world' and/or to other information you know.
- Unclear items (1 point). If anything remains hazy, or you are unsure about some point, please ask! This is another opportunity for you to verify your understanding and to solicit clarification from the instructor. This question also serves to identify those topics that need improved presentation. Future students thank you!
- Discussion Topics are worth a total of 50 points combined. Points are earned through your active participation in your assigned discussion group. Instead of listing all student responses to the topics in one long “threaded” discussion, in order to facilitate dialogue among a group of a more manageable size the class will be divided into discussion groups of approximately five persons.
- Discussion Participation requires you to contribute at least one comment to each assigned discussion topic; there are a total of ten topics during the course. The number of points earned, up to 5 for each topic, will reflect the quality of your contribution. You are strongly encouraged to visit the discussion board frequently and respond to your classmates' postings and their comments on yours. Submit your comments to the Discussion Forum section of the discussion board.
- Discussion Summaries can earn additional points towards your total discussion score. How? For each discussion topic, one member of your group is required to summarize your group's discussion and post that summary for all class members to read on the discussion board in the DT Summaries for that discussion topic. As there are ten discussion topics, each person must contribute two summaries sometime during the course. Each summary is worth up to 5 points. Work it out within your group so that each member has an opportunity to do two of the ten summaries.
- Main Discussion Board. This is an excellent place to post questions and comments relevant to the lesson or of general interest. The main board is also used for general communications among students and instructor. Although postings on the main discussion board are not graded (with the exception of the summaries described above), you are expected to read and participate in this forum regularly.
- Midterm exam (100 points) includes information from Lessons 1 through 7, inclusive. Be able to integrate and apply concepts and information across lessons. The exam will be mailed to your designated proctor; or you may take the exam on campus. More specific information will be provided later.
- Final exam (100 points) is from Lesson 8 through 14 (although some concepts may be overlap with materials from the first part of the course). Again, be able to integrate and apply concepts and information across lessons. The exam will be mailed to your designated proctor; or you may take the exam on campus. More specific will be sent information later.
- Late submissions One point will be deducted for each day that an assignment, lesson reflection, discussion topic, or discussion summary is late. Discussion topic submissions that are posted after the deadline for discussion summaries will receive no points as they cannot be included in a group's summary. Plan ahead and submit all items by the deadline date and time or before.