Provide expertise to fill key scientific and professional roles in the food and agricultural labor force, includ- 

 ing the university, government, and business sectors. 



USDA Expectations/Requirements for Relationships with Universities: 



USDA has a unique partnership with land-grant universities to jointly plan and fund research, extension, and 

 teaching programs. This integrated science and education system generates new knowledge, facilitates technology 

 transfer, and assures an adequate and continuing supply of expertise essential to production of safe and nutritious 

 food and fiber products, prudent use of natural resources, and the development of new products and alternate uses for 

 existing raw materials, while addressing economic and social issues. Base programs of ongoing research are sup- 

 ported on a cost-sharing basis with funds that are awarded to States based on a formula driven by the size of agricul- 

 ture and the number of farmers per State. The States themselves currently furnish by far the largest portion of this 

 type of funding. 



Other relationships to all universities are based on competitive award of grants — for fundamental research 

 through the National Research Initiative and through special grants, as well as for strengthening the quality of food 

 and agricultural academic programs through higher education initiatives. In recent years, the relationship with the 

 academic community has broadened, as the missions of the Cooperative State Research Service and those of the 

 State Agricultural Experiment Stations have expanded. Their current missions address a large set of societal issues 

 for which new knowledge is needed, and they must use effectively the tools of modem science and engineering to 

 address these issues. 



Issues with Current Relationships/Barriers to an Effective Relationship: 



• Adequacy of Federal and State funding to continue operating budgets, to meet expanding research needs, 

 and to take advantage of unparalleled opportunities in science. 



• The universities', industries'. States', and Federal government's relative shares of costs of research. 



• Increasing burdens on research universities of Federal administrative and regulatory requirements. 



• Effective methods to coordinate environmental research across performing and sponsoring agencies. 



• Adapting the current research and teaching disciplinary organization to a more cross-disciplinary focus, 

 when needed, and achieving support for long-term, interdisciplinary research. 



• Broad-based access to state-of-the-art research facilities and instruments through replacement, acquisition, 



or sharing. 



• Lack of an accepted frame of reference to relate the contributions of basic science to societal goals and out- 

 comes. 



• Need to strengthen the global competitiveness of U.S. agriculture. 



• Adequate provision in the Federal funding process to support development of scientific and technical 

 expertise. 



» Potential conflict-of-interest rules and the application of scientific discoveries, e.g., joint industry/university 



research. 



• Need to strengthen minority institutions and incorporate underrepresented groups into the food and agricul- 

 tural sciences work force in order to replace an aging scientific work force. 



Elements/Characteristics of a Productive Future Relationship: 



• Develop more effective strategic planning and goal setting for the U.S. science agenda, including linkages 

 among agencies and methods to acquire support for emerging opportunities in science. 



• Ensure a priority position for research and education in dealing with budget deficit reduction. 



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