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Chad Jordan

Alumni Distinguished Undergraduate Professor, Plant Biology Undergraduate Program Director

Gardner Hall 2214A


Courses taught:

  • PB 103 – Perspectives on Botany
  • PB 200 – Plant Life
  • PB 219 – Plants in Folklore, Myth, and Religion
  • PB 321 – Whole Plant Physiology
  • PB 325 – Culinary Botany
  • PB 413/513 – Plant Anatomy
  • PB 480/580 – Introduction to Plant Biotechnology

Area(s) of Expertise

General Botany


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Date: 07/01/07 - 9/30/10
Amount: $139,237.00
Funding Agencies: US Dept. of Agriculture (USDA)

Project/Summary Abstract Degree Level: Baccalaureate degree-level teaching improvement project in the food and agricultural science Priority Need Areas: delivery of for-credit, academic coursework that prepares graduates in the following; a) animal and plant bio-security b) new, bio-based products and technologies Primary Educational Strategies: Curricula Design and Materials Development Instruction Delivery Systems Summary The objectives of this grant will be to: 1. Develop a quality three hour 200 level undergraduate distance education course in html format that addresses trends and issues regarding agricultural biotechnology in today?s society while teaching the basic biological sciences behind the technology. The course will be integrated to include the current applications of animal science, plant biology and environmental biotechnology and will be cross listed in the animal science, plant biology and agricultural and extension education departments. Instruction will be delivered using multimedia tools which will allow for mass delivery to many audiences. Instructional methods that encourage inquiry learning, problem solving and analytical thinking will be utilized and emphasized. Pre-requisites would include one biology course. Non-science students could take this course as their second required science course. Science and education majors could take as an interdisciplinary course or as an elective. After completion students will be encourage to take the lab but will not be required to do so. 2. Develop a one hour 200 level undergraduate hands on laboratory that allows students the opportunity to use tools and carry out protocols that demonstrate and replicate their current and futuristic use in the agricultural industry. Prior completion of the on-line course will be required. Instructional methods will be developed that tie the use of the tool or protocol back to a current trend or issue related to agricultural biotechnology. 3. Carry out research to compare the use of various instructional strategies to teach integrated topics in an on-line course. Multiple sections of an on line course over a two year period will allow us to set up quasi-experimental studies to determine the most effective on-line instructional strategies. 4. Carry out research to determine the contribution of hands on learning to the understanding of biotechnology principles by comparing those students that take the lab and those that do not. Measurable outcomes: 1. Peer reviews of the on line course by qualified faculty in five peer institutions. Student course evaluations and exam scores will also be used to access the quality of the course. 2. Peer reviews of the lab modules by qualified faculty in five peer institutions. Student course evaluations and exam scores will also be used to access the quality of the course. 3. Review of the on line course and the lab by an advisory committee made up of a minimum of 5 agricultural industry representatives that utilize biotechnology tools. 4. Educational research or scholarship of teaching to be submitted for publication in educational journals and to be presented at educational conferences. 5. Survey of students in non-science careers to determine their modified literacy of the agricultural industry. Relevance to HEC program Goals: 1. Since this course will be in an on-line format multiple sections thousands of students could potentially take the course in the next ten years. a.) Students in science related agricultural degree programs often become frustrated with the plethora of general unapplied courses that they must take in their freshmen and sophomore year and this course would feel that gap in their four year program. The lab also has the potential to retain students in an agricultural degree program by allowing them to use and learn applications of biotechnology that they would normally be exposed to in advanced courses their senior year. In addition, after taking the course in their sophomore year, students may choose to enroll in the bio

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