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Training the Next Generation of Risk Analysts: Taking Risk Analysis Training to the Classroom

Training the Next Generation of Risk Analysts: Taking Risk Analysis Training to the Classroom. International Plant Health Risk Analysis Workshop Niagara Falls, Canada C. Devorshak and A. Neeley USDA APHIS PPQ CPHST PERAL. PPQ Mission.

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Training the Next Generation of Risk Analysts: Taking Risk Analysis Training to the Classroom

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  1. Training the Next Generation of Risk Analysts:Taking Risk Analysis Training to the Classroom International Plant Health Risk Analysis Workshop Niagara Falls, Canada C. Devorshak and A. Neeley USDA APHIS PPQ CPHST PERAL

  2. PPQ Mission To safeguard agriculture and natural resources from the risks associated with the entry, establishment, or spread of plant pests and noxious weeds.

  3. PPQ Mission Fulfillment of this safeguarding role • ensures an abundant, high-quality, and varied food supply • strengthens the marketability of agriculture in domestic and international commerce • contributes to the preservation of the global environment

  4. US agricultural exports, imports and surplus

  5. Requests for Commodity based PRAs

  6. PPQ Risk Analysts • Pre-2000 • Recruited from PPQ workforce • Inspectors • Experience with regulatory environment • Post-2001 • Large part of PPQ workforce move to DHS • Need to hire from outside PPQ • Unfamiliar with regulatory environment

  7. Training and experience • Risk analysis training • Ad hoc workshops • On the job • Risk analysis courses • “Short courses” –e.g. JIFSAN • University courses • None of these specifically address plant health risk analysis • Regulatory plant protection course • Michigan State University

  8. Looking for qualified candidates • Regulatory science is not typically addressed in curricula • Pest risk analysis is poorly understood by those not directly working in the field • Difficult to find qualified candidates

  9. Strengthening ties… • Center for Plant Health Science and Technology established on North Carolina State University campus • PPQ strengthen ties with university • Expose students to regulatory work • Potential employer of new graduates

  10. Regulatory curriculum phase 1 • 1 Credit weekly seminar • 70% not familiar with APHIS • 43% said invasive/exotic organisms not mentioned in other courses • 95% said “role of government agencies have in controlling invasive/exotic organisms” was “never” discussed in other courses. • 37% not aware of any regulatory programs to prevent, eradicate, or control invasive pests.

  11. Regulatory curriculum phase 1 • Results of seminar course • 68% before class said “not at all” interested in working for a regulatory agency such as APHIS • 67% interested in more courses about regulatory plant protection • 70% “somewhat” interested in working for APHIS • including 30% who indicated they were “very” interested

  12. Regulatory curriculum phase 2 • 3-credit hour course (2005) • Undergraduate / graduate level • Purpose: • “to provide applied training to students on the regulatory aspects of plant protection, using real world case studies, scenarios and issues, and by developing hands-on problem solving abilities.”

  13. Objectives and goals • Mission of USDA APHIS PPQ • Role of scientific disciplines • Legal instruments (international / national) • Promoting safe trade in agricultural products and in protecting agricultural resources and the environment. • Methods for • Risk / pathway analysis, • pest detection / identification / surveillance • pest management of exotic plant pests, • port technologies / off-shore programs, • Field / laboratory diagnostics

  14. “Hands – on” • Current topics / news items • SPS Notifications • Inspection exercises • Stakeholder consultations • Emergency programs • Diagnostic testing • Risk analysis • Classroom exercises • Class project

  15. Risk analysis – Practical experience • General principles of risk analysis • Purpose / application • Simple to complex models • Problem solving activities in class • Plant health risk analysis • ISPM 11 • APHIS specific procedures • Review / critique guidelines • Conduct pest initiated risk assessment

  16. Outcomes • Students trained on regulatory plant protection • Interested in pursuing APHIS career • Trained on procedures prior to entering APHIS

  17. Future directions • Continue teaching “Challenges in Plant Resource Protection” • Develop minor in Regulatory Plant Protection • In cooperation with NCSU Entomology and Plant Pathology Depts. • Add courses, including special course on PRA • Distance learning possibilities • Cooperation with other educational institutions

  18. More info • Course website www.cphst.org/course • Accomplice: • Alison Neeley • co-teacher and organizer! • Questions?

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