Frontier: Creating parallel SmartAg systems certificate programs for engineering and applied science graduate students

Authors: BURKS, THOMAS - University Of Florida; WATSON, ADAM - University Of Florida; FREDERICK, QUENTIN - University Of Florida; MIGLIACCIO, KATI - University Of Florida; Lu, Renfu

Submitted to: Journal of the ASABE
Publication Type: Peer Reviewed Journal
Publication Acceptance Date: 2/3/2023
Publication Date: 2/3/2023
Citation: Burks, T., Watson, A., Frederick, Q., Migliaccio, K., Lu, R. 2023. Frontier: Creating parallel SmartAg systems certificate programs for engineering and applied science graduate students. Journal of the ASABE. 66(5):1187-1203. https://doi.org/10.13031/ja.15358.
DOI: https://doi.org/10.13031/ja.15358

Interpretive Summary: Population growth, rapid urbanization, epidemics, political instability, and resource constraints are contributing to disruptions in food supplies and farm labor shortages, increasing input costs, and reducing food security. The convergence of recent scientific (e.g., genomics) and engineering (e.g., smart sensors, robotics, artificial intelligence) technologies in agriculture has the potential to create more efficient, productive, sustainable, and resilient food systems. Yet, this fusion of agricultural practices with modern, information-based technologies requires a trained workforce that includes engineers, scientists, and production personnel to develop and apply solutions to address critical challenges in agricultural and natural resources. In response to these needs and discussion amongst experts in the field, faculty in the Agricultural and Biological Engineering (ABE) Department at the University of Florida developed two graduate certificates to provide specialized training for students interested in technical careers in agriculture. These smart agriculture (SmartAg) certificates provide students with a curated sequence of required courses in addition to elective courses in an area of their interest. Students in the Engineered SmartAg Certificate (Eng_SmartAg) design, integrate, and implement hardware and software solutions while science students in the Applied Methods for SmartAg Systems (App_SmartAg) including operators, managers, and technologists apply solutions from existing systems and components. In this paper, we present the curriculum and certificate development processes in different stages. We start with motivations, program needs, and highlight key discussions amongst experts in the agricultural engineering field that led to the conceptualization for the certificates. Next, we discuss two new integral courses that were developed for each certificate and describe course objectives, curriculum maps, projects, and key assessments. We then describe the process for certificate program assessment detailing their program missions, alignment, goals, and student learning outcomes as well as assessment plans and approaches to course evaluation and program improvement. We summarize feedback provided by students enrolled in the first cohorts of these courses and discuss changes and revisions to facilitate student learning opportunities, to improve instructional effectiveness, and strengthen the courses and certificates. Finally, we discuss early challenges in launching both certificates and future plans to market, advertise, and attract students and professionals from different engineering disciplines and agricultural backgrounds interested in agriculture and food system innovations.

Technical Abstract: Population growth, rapid urbanization, epidemics, political instability, and resource constraints are contributing to disruptions in food supplies and farm labor shortages, increasing input costs, and reducing food security. The convergence of recent scientific (e.g., genomics) and engineering (e.g., smart sensors, robotics, artificial intelligence) technologies in agriculture has the potential to create more efficient, productive, sustainable, and resilient food systems. Yet, this fusion of agricultural practices with modern, information-based technologies requires a trained workforce that includes engineers, scientists, and production personnel to develop and apply solutions to address critical challenges in agricultural and natural resources. In response to these needs and discussion amongst experts in the field, faculty in the Agricultural and Biological Engineering (ABE) Department at the University of Florida developed two graduate certificates to provide specialized training for students interested in technical careers in agriculture. The ABE faculty have expertise in the application of innovative technology in agricultural and food systems and are uniquely positioned to develop curriculum for broader engineering and agricultural sciences audiences. These smart agriculture (SmartAg) certificates provide students with a curated sequence of required courses in addition to elective courses in an area of their interest. Students in the Engineered SmartAg Certificate (Eng_SmartAg) design, integrate, and implement hardware and software solutions while science students in the Applied Methods for SmartAg Systems (App_SmartAg) including operators, managers, and technologists apply solutions from existing systems and components. In this paper, we present the curriculum and certificate development processes in different stages. We start with motivations, program needs, and highlight key discussions amongst experts in the agricultural engineering field that led to the conceptualization for the certificates. Next, we discuss two new integral courses that were developed for each certificate and describe course objectives, curriculum maps, projects, and key assessments. We then describe the process for certificate program assessment detailing their program missions, alignment, goals, and student learning outcomes as well as assessment plans and approaches to course evaluation and program improvement. We summarize feedback provided by students enrolled in the first cohorts of these courses and discuss changes and revisions to facilitate student learning opportunities, to improve instructional effectiveness, and strengthen the courses and certificates. Finally, we discuss early challenges in launching both certificates and future plans to market, advertise, and attract students and professionals from different engineering disciplines and agricultural backgrounds interested in agriculture and food system innovations.