Preparing Students to Meet New Information Challenges in Agriculture: A Proposed Course of Study in Precision Agriculture

NACTA Journal, Mar 2005 by Jayroe, Clinton W, Baker, William H, Greenwalt, Amy B

With the advance in technology that today's agricultural industry is experiencing, it is no wonder that those involved in agricultural production feel overwhelmed with the rapidly evolving precision agriculture techniques. However, in a survey on the attitudes of agriculture chemical service providers, 84% agreed that GPS technology increases clientele profits by more efficiently using farm inputs (Parcell & Massey, 2000). This trend has led the College of Agriculture at Arkansas State University to implement precision agriculture and technology related curriculum into existing studies. ASU is located in the delta region of Arkansas where row-crops are a vital component to the local economy. This has been a driving factor in the development of several classes designed to give students real-life scenarios and hands-on experience with new and innovative technologies in agricultural production.

The development of this curriculum involves hands-on experience with the GIS software and advanced technologies which are tools in precision agriculture. It is believed that a basic knowledge of this information is vital to the success of ASU graduates in the employment market. Many graduates typically do not acquire the knowledge, competencies, skills and abilities to accommodate employers' needs (Andelt et al., 1997).

The precision agriculture courses, while still being developed, focus on three phases of education. The first phase is considered to be a basic introduction. This level is possibly the most important; because it is at this phase that the concepts of global positioning systems (GPS), computers, and geographic information systems (GIS) are first introduced. These three components are the foundation for which future theories and concepts will be introduced in the intermediate and advanced levels. Each of these levels will address five areas that make up a precision agriculture system: spatial referencing, crop and soil monitoring, spatial predicting and mapping, decision support, and differential action (Whelan et al., 2003).

Phase I: A Basic Introduction

Perhaps the most vital skill needed in any industry setting today is computer experience. Today's agriculture industry is no exception, especially in precision agriculture. The first step for students entering into the program is an introduction to computers and GPS. The concepts of computer components, file storage, data types, and data analysis with spreadsheets are among the main topics emphasized in a freshman level class. Also, a brief introduction into GPS systems and field data collection will be given in the latter part of the semester.

Sophomores, upon proving competency in the skills from the freshman class, are further introduced to basic GIS software. Multiple types of data will be analyzed emphasizing the two basic types of data used in GIS analysis, raster and vector. Data types will be analyzed and compared, implementing research findings on various crops grown in the delta as well as forestry data. This class is designed to spark an interest in the technologies available as well as being developed so that the students realize the potentials of these newly acquired skills. Repetition of computer related work should be targeted throughout all of the course work in order to keep students familiar and well trained for all aspects of their studies.

Phase II: Intermediate Development

This phase of study is designed for junior-senior level students who have a true interest in precision agriculture. Upon completion of the classes in this level, students will be more marketable to most agriculture service providers and entry level USDA positions. Intermediate development places a strong emphasis on precision agriculture and practices being used today. In this phase theories on production practices and conservation methods will be introduced and tested through case studies. Students will be expected to produce reports on the case studies. Therefore, assessment and writing skills play a major role in their success in these classes. The case studies involved in the classes are real-life situations and provide an opportunity to obtain hands-on experience.

Various types of data will be available in the case studies such as yield data, soil test information, aerial and satellite imagery, surface and groundwater quality data. Students will also be introduced to the numerous types of data available through the internet. All of these data types are expected to be utilized in the reports they produce.

Phase III: An Advanced Application of GIS

This level is designed for both the upper level undergraduate student seeking more advanced training in GIS applications and graduate students. These classes include an advanced GIS class, an application of GIS software in designing nutrient management plans, and a remote sensing class. Each of these three classes overlaps to some extent with the intention of repeating certain concepts for better understanding and retention.

The advanced GIS class involves all of the components from the basic and intermediate classes along with the introduction of metadata which is important in providing documentation of data sources and quality (Hart and Phillips, 1997). This is a skill that is important to government and corporate projects where the facts regarding the development of data are stored. Metadata is essentially data about data. This class targets the development of skills needed for advanced GIS positions in both government and corporate agencies because it has now become an essential tool for creative thought and problem solving.