Investment Return on Conservation Efforts Decision Case: Teaching Note

AG-861
2000

TEACHING NOTE

All materials in this package are copyrighted. All materials (with one exception-see below) can be copied once for instructors; additional copies require permission. Send copyright permission inquiries to: Copyright Coordinator, University of Minnesota Extension Service, 405 Coffey Hall, St. Paul, MN 55108-6068.You may also e-mail your request to: copyright@extension.umn.edu or fax to 612-625-2207.The exceptions to this guideline are the cases and the exhibits, which are copyrighted, but copies (for participants only) can be made without further permission. Note: These documents have a "Reprinted with Permission" statement attached.

Overview
Investment Return on Conservation Efforts describes a farmer's dilemma regarding whether or not to install conservation stands of trees near his livestock buildings. This decision case lets participants learn how the Conservation Reserve Program assists landowners with conservation practices, and to discuss factors that landowners might consider when making decisions about using conservation stands of trees near livestock facilities.

Case Objectives
While participating in this decision case participants will:

¨ Learn about the services that the Natural Resources Conservation Service (NRCS) and Soil and Water Conservation Districts (SWCD) provide landowners.

¨ Learn about the Conservation Reserve Program (CRP) and the conservation practices available to farmers and landowners.

¨ Discuss the financial, environmental, and aesthetic impacts of using a stand of trees near livestock facilities.

¨ Become more confident in their ability to make decisions.

Use of the Case
This case was developed for use by Extension Educators and other professionals to facilitate discussion among farmers and landowners about using stands of trees, shrubs, or native grasses near livestock facilities and along roadways to protect the areas from blowing and drifting snow.

Lesson Plan
This decision case is designed to be used in a 1-2 hour period.

Materials needed
Ö Copies of the written portion of the case and exhibits.
Ö Blackboard, flip chart, overhead projector, or other means of displaying participants' comments.

I. Introduction
	A. Possible opening questions:
		1.	How many of you have ever faced a difficult decision?
		2.	How many decisions do you think we make in an average day? (over 1,000)
	B. Overview of decision case teaching:
		1.	Focus on a real situation.
		2.	Practice problem solving.
		3.	There is no single right answer, because each person and situation is unique.

II. The Case Activity
	A.	Distribute the decision case and exhibits.
	B.	Allow enough time for each person to read the material.
	C.	Divide into several small groups of 2 or 3 to discuss the case.
	D.	Conduct a large group discussion of the case using the discussion questions.

III. Conclusion
	A.	Group members might vote on an option.
	B.	Give your closing comments.

Discussion Outline
To organize the discussion, you may want to fill an overhead or chalkboard with participants' comments as the discussion progresses. Some possible headings are shown below. You can change these headings to meet your specific goals.

I. Background
A. The dilemma
B. Approach

II. Issues

III. Options

Exhibits
A. Map of Area
B. CRP Fact Sheet
C. CRP Flyer

Investment Return on Conservation Efforts
General Principles of Case Teaching

Decision cases are a special kind of case study that focuses on an actual situation or dilemma that requires a decision. They are called "problem-solving" cases and are unique because the narrative that explains the dilemma does not include the final decision. The participants in the case discussion take on the role of decision makers.

Decision case teaching is an active learning process centered on organizing discussion around solving the problem. This is done by analyzing the situation and evaluating a variety of solutions. It is a group process based on the premise that several heads are better than one. The case teacher does not teach as the traditional "sage on a stage," but rather guides the discussion by asking probing questions, providing reference or bridging statements, recording the discussion on the board, and recognizing participants' contributions.

Case teaching can be intense. Some cases precipitate arguments and some participants become frustrated when the instructor insists that "there is no one right answer." Good cases can have several decision possibilities and participants quickly learn that, although more information would be helpful and that no perfect solution exists, a decision must still be made. Such is real world decision making and problem solving. However, by exchanging information through discussion, participants are exposed to a variety of viewpoints they may not have considered previously.

Room arrangement plays an important part in the case discussion. Most rooms are arranged in rows so that the instructor is the focal point; however, this physical setting can stifle effective teaching. If possible, the ideal situation is to place the seats in a "U" or horseshoe shape so participants can easily see one another and the case teacher can get close to the students and move to and from the blackboard.

An effective strategy for case teachers is to make use of the chalkboard, overhead projector, or easel with newsprint to help organize discussions that may at times seem to be going in many directions at once. By doing so, teachers give students a chance to see their contributions to the discussion validated. Teachers can organize the outline by the key questions asked or topic of the discussion. This Teaching Note contains a discussion outline option in the "Lesson Plan" section.

Managing time is one of the most difficult parts of teaching with cases. It may be helpful to indicate approximate times on the question outline notes to keep on track.

When closing a discussion, most case teachers use a summary statement or a debriefing of the case. One may ask the group to make a decision about the case.

Not everyone will agree. Again, the case teacher can point out that it is okay to have several decisions in a dilemma situation.

Another option is to ask the group, "What just happened here?" This gives participants an opportunity to talk about their perceptions of the case process and share their insight after participating in the decision case discussion. The method of closing the case depends on the objectives and style of the case teacher.

Investment Return on Conservation Efforts
Discussion Questions

These are examples of the questions you could use to stimulate discussion of the issues in the case. You could ask participants to discuss questions in small groups of two or three, followed by discussion by the entire group.

1.		What is Mark's dilemma? Mark's dilemma is whether or not to invest time and money in planting a stand of trees for conservation efforts near his two livestock barn sites, in addition to planting one along the curve outside his house (Exhibit A: Map of Area).
2.		What does Mark see as the pros and cons of installing the stands of trees near his livestock barns? Pros: A line of trees on the north sides of the sites could help control snow build-up. A line of trees on the south sides of the sites could improve the appearance of the farm by partially concealing the buildings from people driving by. It would be an environmentally friendly practice. Cost assistance is available from the CRP. Professional landscaping assistance is available from the NRCS and SWCD staff. Cons: Maintenance is required. Some crop land must be taken out of production. It may impair the functioning of Mark's naturally ventilated barns and have a negative impact on the health of the hogs. The effectiveness of the trees will not be measurable for 4 to 5 years. It requires a 10-15 year commitment. Mark doesn't want to be the first person to try a new farm management practice. It may not help livestock odor.
3.		What are some of Mark's options to resolve his dilemma? Mark has several options he could pursue, including: planting stands of trees near his hog barn sites; planting a stand of trees near only one of his two sites; waiting to make a decision until he has had time to research some of his concerns, such as the effect of the trees on odor and on the functioning of naturally ventilated barns; or putting off making a decision until he has had the stand of trees on the curve for a few years and has gained some first-hand experience on the benefits and/or drawbacks of the trees.
4.		Do you think attractive landscaping would affect people's perception of hog facilities? Participants' responses to this question may vary. Some participants may feel that landscaping is a worthwhile endeavor and that it can help improve people's perception of livestock production. Others may feel that landscaping is a misguided effort that only serves as a Band-Aid on the larger problems of unsightly livestock facilities and intolerable production odors.
5.		Do you think the CRP is good use of taxpayer funds? Some participants may feel that the CRP is a valuable program and worthy of taxpayer funds. Others, including farmers, may feel that it is wrong to use taxpayer money to fund a program that takes land out of production or uses public funds to enhance building sites of producers that are ultimately the producer's responsibility (Exhibit B: CRP Fact Sheet and Exhibit C: CRP Flyer).
6.		Do you think Mark is making the right decision to plant the living snow fence on the curve? If so, should he use trees, shrubs, or native grasses?

Acknowledgements:
We thank the decision maker for his time and help with completing this project.

Developed by:
Catherine Willeford, Project Leader, Program for Decision Cases, University of Minnesota College of Agricultural, Food and Environmental Sciences
Marla Reicks, Associate Professor, Department of Food Science and Nutrition, University of Minnesota

Reviewed by:
William Wilcke, Associate Professor, Department of Biosystems and Agricultural Engineering, University of Minnesota
Gary Wyatt, Extension Educator, University of Minnesota

Teaching Note: General Principles of Case Teaching taken from the Crossroads in Sustainable Agriculture Series, College of Agriculture Program for Decision Cases.

The opinions expressed by decision makers or in exhibits are being presented in the case by the authors, but this should not indicate endorsement by the University or its staff.

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