Note: This site is for reviewing legacy plan of work data from 2007-2011. If you are looking for the current plan of work interface, visit pow.nmsu.edu.

Integrated Pest Management Systems

Plan Goal

Program specialist(s) and County Extension staff will regularly disseminate basic information on IPM, entomology & the various arthropods impacting New Mexico producers and consumers.

Situation Statement

Alfalfa hay, pecan nuts, greenhouse/nursery crops, cotton, chile, onions, corn and small grains are consistent leading plant crops for New Mexico producers. Cash receipts for the top 20 plant and animal crops in 2003 exceeded $2.1 million.

Successful eradication projects for both boll weevil and pink bollworm in cotton have significantly reduced insecticide use in this crop; widespread use of genetically engineered cultivars also has impacted insecticide use. Alfalfa weevil and several species of aphids and caterpillars are primary pests on alfalfa. Establishment of parasitoids in parts of New Mexico has decreased losses to alfalfa weevil; however, these parasitoids have failed to establish on other strains of alfalfa weevil. Several species of aphids and caterpillars are annual problems for corn, small grain, nut and fruit crop producers.

Invasive species continue to threaten productivity and profitability for many New Mexico crops. Since 1990, the state has been invaded by Africanized honey bees, red imported fire ant, apple maggot, Japanese beetles, oak-pecan phylloxera, and weevils affecting cotton, pecan nuts and chile. Additional counties have been confirmed for European corn borer, pecan nut casebearer and silverleaf whitefly. Glassy winged sharpshooters, cactus moth, gypsy moth, exotic fruit flies and various grape pests are anticipated and are included in several cooperative annual surveys.

Approximately 70 million acres in the state are devoted to livestock grazing; nearly 10 million acres of non-federal land are forested. Grasshoppers, white grubs and various forest pests (defoliating caterpillars and, most recently, bark beetles) are periodic pests in these rangeland or forested areas; in addition, invasive, exotic weeds (musk thistle, various knapweeds, yellow star thistle, camelthorn, etc.) are spreading and replacing native plants with less desirable, less palatable and even toxic species for grazing animals.

Of the approximately 1.9 million people in the state, over 75% live in urban centers with 2500 or more people. The state’s population increased over 20% from 1990-2000 with most growth in urban/suburban areas. Having relocated from other states, many new residents have no experience with alkaline or saline soils or water; irrigation practices are unfamiliar. Consequently, urban pests affect an increasing percentage of Extension clientele. Casual surveys continue to indicate over-reliance on commercially available pesticides by homeowners and pest control operators to control key and nuisance pests as well as perceived pests. The Master Gardener program is increasingly popular, with at least 12 classes offered in 11 communities. Youth in 4H and Future Farmers of America programs continue to study entomology projects developed for them at New Mexico State University. They and an increasing number of public and private schools continue to request outreach programs in entomology; teachers report these programs provide youth with needed natural science activities and understanding while satisfying several of the state’s educational curriculum objectives.

An advisory group exists for the urban landscapes IPM program; commodity groups for cotton, pecan, alfalfa and chile also make suggestions for IPM activities, subject matter for presentations at annual meetings and general investigations. In addition to the outreach programs on entomology and general pest management described above, training and certification programs and literature are prepared annually for licensed pesticide applicators.

Integrated pest management programs, certification and training materials and outreach programs in New Mexico continue to be dynamic and responsive to the changes experienced by the various clientele in the state.

Target Audience and Actions

Preparation of PowerPoint programs, supplementary handouts, displays, presentations, web-site fact sheets, news releases and publications on subjects pertinent to clientele information needs will be prepared and delivered as needed. Attention will be given to commodity organizations in or serving New Mexico producers as well as pesticide applicators, Master Gardeners and garden clubs, youth (4H, Future Farmers of America and other groups and conferences) and the general public. No restrictions will be made on who can attend these functions beyond the requirements of the sponsoring organization. For remote locations, especially where audiences may be considered underserved or under represented, an additional presentation may be offered through the county agent’s office to area schools, seniors’ organizations, community clubs or similar organizations. Over time, some of these PowerPoint presentations may be entered onto Centra (or similar computer-assisted long-distance program delivery mechanism) for replay as needed or condensed into fact sheets or publications.

County Extension personnel are key liaisons between entomologist(s) and pest management specialist(s) at the state level and their clientele: farmers, ranchers, Master Gardeners, industry, homeowners, youth and other audience groups. Ideally, information flow and requests for information will go both ways---from specialist(s) through the County Extension personnel to audience groups---or in the reverse, from county audience groups through County Extension personnel to state specialist(s)---establishing professional and timely dialogues that ultimately strengthen the relationships among all participants. County Extension personnel may request special programs and program materials from specialist(s) to share with clientele as well as any special training needed, such that they feel competent to not only present but also explain or interpret these program materials to clients by themselves, as needed.

Regular dissemination of basic information on integrated pest management, entomology and the various arthropods, native and invasive, that impact producers and consumers in New Mexico is the basic goal of this Plan of Work. State specialist(s) as well as County Extension staff disseminate this information as well as respond to county, district or statewide needs for general or specific information.
Tabulations of contacts by County Extension personnel and/or their clientele about pest management or entomology matters are useful in gauging audience awareness, background knowledge, experience, attitudes, opinions, etc. as well as identifying new information needs for clientele as well as County Extension staff. Clientele survey instruments will be shared between state IPM specialist(s) and County Extension staff, as needed. Since insects, mites and other arthropods are found statewide interacting with plants, animals, and our multi-cultural clientele, all New Mexico counties and County Extension staff should be (and are welcomed to be) represented in these contact statistics.
After at least a year of IPM specialist(s) casual interactions with County Extension personnel on IPM and entomology issues, both entities will identify and prioritize at least three of these issues (e.g. particular IPM strategies, emerging pest problems, new invasive pests, etc.) that will require development of new or revised program materials as described above. County Extension staff will receive and be trained on these program materials such that they also can disseminate the information accurately and confidently as needed.

Short-Term Objectives

IPM program participants in pesticide applicator and commodity organization classes will self-report their understanding of key features of selected horticultural and commodity pests, their life cycles, types of damage caused and potential management strategies has increased by at least 50% at the end of the program.

Master Gardeners taking Entomology IPM classes will will self-report their understanding of key features of selected horticultural or landscape pests, their life cycles, types of damage caused and controls has increased by at least 10% by the end of the program.

Participants in entomology outreach programs (including 4H, FFA, school science and the general public) will become aware of at least 10 common arthropods that they are likely to encounter around their homes. They will also become aware of key characteristics for at least 5 common arthropod taxa that occur in New Mexico. Youth programs will reflect New Mexico’s educational standards and benchmarks for the sciences and mathematics. Brochures appropriate for K-4, 5-8 and 9-12 will relate this information to teachers, administrators, parents and others.

Medium-Term Objectives

After at least two training/review sessions, Entomology IPM program participants in pesticide applicator and commodity organization classes will self-report an increase of at least 10% in their confidence levels at identifying 5 key arthropod pests and correctly stating their damage potentials, mouthpart and metamorphosis types. They also will be able to define IPM and list/describe at least three potential IPM strategies for managing certain insect pests.

Entomology IPM participants in Master Gardener (and similar) programs will self-report an increase of at least 10% in their confidence levels for identifying 5 key arthropod pests they are likely to encounter around their homes and correctly stating the damage potentials, mouthpart and metamorphosis types for these pests. They also will be able to define IPM and list at least three potential IPM strategies for managing certain insect pests.

To provide teachers with tangible evidence of student listening and learning, age-appropriate activity sheets will be developed to complement entomology displays and presentations as they address educational standards and benchmarks.
At least six Extension agents will review newly developed IPM training materials, rating them for content, clarity and information value by clients as well as County Extension staff using appropriate survey questionnaires. For the latter, increases in staff knowledge on program materials as well as confidence levels in presenting and interpreting these materials to clientele will be estimated as part of their survey questionnaires.

Long-Term Objectives

Entomology IPM program participants in pesticide applicator (advanced class) and commodity organization classes will self-report at least a 10% increase in their understanding of how to incorporate new information on key existing pests or invasive species into their pest survey/scouting routines and IPM programs. Program participants will be able to describe how to collect samples of unknown arthropods for identification and evaluation by their county agents and/or the entomology specialist(s).

Entomology IPM participants in Master Gardener (and similar) programs will be self report at least a 10% increase in their understanding of how they will incorporate new information on key existing pests or invasive species into their pest survey/scouting routines and IPM programs. Program participants will be able to describe how to collect samples of unknown arthropods for identification and evaluation by their county agents and/or the entomology specialist(s).

Once teachers, administrators, parents and others interested in youth education understand how entomology displays and presentations address New Mexico’s educational standards and benchmarks (through the brochures) and that activity sheets are available to evaluate student progress and understanding, requests for these programs and associated support materials (already published or available on line) are expected to increase at least 5% annually. Cumulative data on presentations given, audience types and numbers plus shared information on improved student comprehension are essential to justify continued university support of the arthropod collection and Extension entomology programs for a variety of clientele statewide.
After at least 2 years of disseminating and reinforcing IPM program information to clientele, state IPM specialist(s) and County Extension staff will share appropriate survey questionnaires to determine measurable changes in client social, economic or environmental situations as evidence of the impact dynamic IPM programs have on individuals, businesses and industries within each county. Training objectives and course materials will be improved and updated as necessary.

Evaluation Plan

Pre-post workshop surveys will assess increases in knowledge by IPM program participants in pesticide applicator and commodity organization classes. These pre-post surveys will be written for both beginner (licensing exams yet to be taken and passed) and licensed applicators. Changes in confidence levels for making identifications or management recommendations will be measured by asking participants how strongly they agree or disagree with a series of statements describing course content.
Pre-post workshop surveys will assess increases in knowledge by novice Master Gardeners taking Entomology IPM. Pre-post workshop surveys are also appropriate for returning Master Gardeners taking refresher classes or for those participating in entomology classes at a state or regional Master Gardener conference. Changes in confidence levels for making identifications or management recommendations will be measured by asking participants how strongly they agree or disagree with a series of statements describing course content.
Teachers using entomology displays and other outreach efforts and materials will respond to an annual questionnaire evaluating how well these programs address New Mexico’s educational standards and benchmarks. Teacher/class demand and student activity sheet results will be essential for continued improvement of the displays, programs and other training materials; these data also may promote additional program support and funding, in part by showing continued relevance of entomology to everyday life as well as education and environmental understanding.