- Agricultural & Biological Engineering
- Agricultural & Consumer Economics
- Agricultural Education
- Animal Sciences
- Crop Sciences
- Food Science & Human Nutrition
- Human Development & Family Studies
- Natural Resources & Environmental Sciences
- Division of Nutritional Sciences
- Agricultural Communications Program
Offices and Services:
Never underestimate the power of a scholarship! I was reminded of this recently while attending the Illinois Landscape Contractors Association (ILCA) Awards Night during which ACES alum Leo Kelly humbly accepted the ILCA 2012 Man of the Year award. Leo (an ornamental horticulture alum ’80) richly deserves this award. Here on campus, we know Leo as a highly accomplished and well respected professional (owner of Kellygreen Design, Inc.), and a dedicated ACES volunteer—serving on the ACES Alumni Board and in a key role on the McFarland Carillon Garden team (among other projects). It was no surprise to learn that Leo has also has been an active, unflagging supporter of ILCA for decades (serving on the Education & Design Committees, and as ILCA President in 2000-2001). As Leo accepted his award we did learn something surprising—that Leo’s first connection with ILCA stemmed from a single horticulture scholarship awarded by ILCA during his senior year at University of Illinois, more than 30 years ago.
“The work Leo does is second to none. Everybody raves about the quality of his craftsmanship,” says ILCA Executive Director Scott Grams. “He puts that same amount of time and effort into his volunteer efforts, too.”
In my kitchen cabinet is a jar labeled “Dad’s Pecans.” The jar of pecans is not from a mass-produced operation rather, from my father’s hard work. Nearing 90, my father’s days of baling hay and castrating pigs are behind him but his strong work ethic still persists. He often says, “I can’t do what I used to but I can do this.”
Over 20 years ago, my father planted a few pecan trees. According to my dad, it takes 17 years for pecan trees to mature to bear fruit. Two of the three trees are great producers so in late fall, my father picks pecans and spends the winter shelling the pecans. His fingers, now stiff and swollen from arthritis strain to place each pecan in the nut cracker. Then my father uses his remaining might to pound away on the cracker breaking the shell. Once broken, Dad carefully removes the perfectly shaped nut with a pick and adds the nut to a jar to be later gifted to his children or friends. If a nut is stubborn, it may splinter into smaller pieces. The broken bits are placed in another jar—those are the ones he keeps for himself.
What lessons have I learned from my father? I have learned too many lessons to include in a short post but from my dad’s pecans, I have learned,
1) It is wise to plant seeds for your future, even wiser to plant more than you need because some will not bear fruit.
2) Even if you have set backs or challenges, you can still contribute something of value to those around you.
3) Hard work isn’t easy (Hint: that is why it is called hard).
4) Always, give your best to others.
At the Women Changing the Face of Agriculture Conference on March 8, I interviewed many young women who aspired to agricultural careers. That’s when I heard it – agricultural communications. One student was considering a career in my chosen field. Half an hour later, after I described the classes, the people and the opportunities, I had sold her on our program here at the University of Illinois. She said this conversation made all the difference because it touched on many questions her guidance counselor couldn’t answer. All it took was a little conversation.
I don’t think we realize how much power we have to impact the lives of others in such simplistic ways. Because of that brief conversation, she may go on to find a university that suits her and an education that equips her for a bright career that she loves. I implore each and every one of you take the initiative to spark these conversations because you never know how far the impact of that discussion will reach.
A while back, I had introduced an activity in the Lactation Biology class that took place at the Dairy Farm (2-7-13). During the following week, student groups continued their discussions and solved several additional mastitis case studies. They were challenged to develop their case solutions and address several specific tasks, including developing a description of each case, identifying the primary risk factors contributing to the problem, identifying the most likely type of mastitis and the most likely pathogen causing the problem, and making recommendations to fix the problem and prevent future problems.
To report their findings, we used a visual method I call a mosaic. Student groups draw pictures that represent their findings and conclusions. The pictures are posted around the classroom walls. Drawings from several groups for each case illustrate the collective vision of those students about the cases and their solutions to the cases. Students from each group then go to the wall and explain a part of their case solution to the rest of the class. At the end, I provide the original findings and final conclusions about the cases from Dr. Morin.
Such a report allows for a broader, more creative means of communicating the students’ findings and conclusions compared to a written report. The approach also provides an efficient means for each group to share their findings with the rest of the class. It allows me to respond to their visual report in a manner where all students can gain from my comments. And, it provides an environment conducive to creativity and fun.
On February 13 and 14, I participated in a review of industry-linked capstone design projects. The capstone design is a required course offered every spring semester for the B.S. degree in Agricultural and Biological Engineering (ABE) at Illinois. Most ABE seniors take it right before graduation in May. The course provides students practical learning experience in engineering design. Every team of five to six students works on a “real-world” project identified by a sponsoring organization.
This spring, the sponsors include an off-road equipment manufacturer, an agricultural chemical company, a waste water treatment plant, a grain postharvest loss research institute, and a non-governmental organization. The sponsors present challenging problems and the student teams respond with engineering solutions within approximately 15 weeks. The students are required to work as professional engineers and engineering project managers. They take systems approaches that integrate the knowledge and skills acquired from their previous courses to solve the problems. The deliverables are quantitative analyses, engineering designs, prototype evaluation, a high quality written report, and an oral presentation. Most projects have staff engineers from the sponsoring organizations acting as technical resource persons for the student teams. Many projects also have faculty members serving as their academic advisors. Steve Zahos is the instructor for the course and Dr. Alan Hansen is the faculty member overseeing the development of the course.
The purpose of the February review was to assess the progress of all nine projects. Every project team presented its analyses of the problem scope, alternative solutions, potential design concepts, and cost estimations. The design projects cover a wide range of engineering problems. Examples include devices for pollen sample screening, sensors for grain storage conditions, improved mechanical parts and operations for large agricultural machineries, and processes for water treatment. Several projects are working to improve the quality of life in developing countries.
It is always delightful for me to watch how our students creatively apply their knowledge to solve open-ended problems. The effective ways they connect their educational experience to “professional” practices are clearly demonstrated in their independent contributions and team work in conducting their projects. The capstone design provides an opportunity for students to use what they have learned and learn how to develop professionally. The course is truly designed to bring together the learning partnership of the students, teachers, and industry/business.
Today’s my last blog post in celebration of “I Love Illinois" Week. Yesterday was the University of Illinois’ 146th birthday, and as we look forward to the next 150 years or so of this institution, we have to think about what will get us there. I believe it’s the people.
5) The people are what make the University of Illinois what it is. We are more than 40,000 individuals. We are a family. We care about each other’s success and work together to achieve countless amazing accomplishments. I am more than a UIN here. I am greeted in the halls and called by name in my classes. And, I hope I am one of the people that makes others thrilled to be a part of our Illinois family.
So in case you haven’t been keeping track, the top five reasons I love Illinois are: the campus, RSOs, opportunities, education and people. Cheers to the next 146 years!
It’s day four of “I Love Illinois" Week, but more importantly today marks the University of Illinois’ 146th birthday! To celebrate, I’ve been sharing one of my top five reasons why I love Illinois each day. So far, I’ve told you about Illinois’ campus, RSOs, and opportunities. Today I think it’s fitting that I talk about this institution’s world-class educational system.
4) The education. That’s the real reason we are all here, and I know I couldn’t have chosen a better place for my field (agricultural communications) or any other. We have world-renowned faculty who go above and beyond to ensure that their students absorb, retain, and apply the material. We know that when we leave the hallowed halls of Illinois, we will be leaving with educations that will carry us through our professions.