Training the Next Generation of Risk Analysts:

Taking Risk Analysis Training to the Classroom

International Plant Health Risk Analysis WorkshopNiagara Falls, Canada

C. Devorshak and A. NeeleyUSDA APHIS PPQ

CPHST PERAL

PPQ Mission

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

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

Importers 1990 1995 2000

World 201.8 310.5 295.2

European Union 52.2 66.0 54.3

United States 25.8 33.6 40.5

Japan 25.8 37.4 31.4

Canada 7.2 9.1 12.1

Former Soviet Union 7.9 12.8 11.8

Mexico 4.7 5.3 10.3

China (Mainland) 3.9 11.9 9.5

US agricultural exports, imports and surplus

Percentage Share of U.S. Fresh Vegetable and Fruit Consumption Derived From

Imports

0

5

10

15

20

25

30

Year

Per

cent

Fresh Vegetable

Source: USDA, Economic Research Service

Fresh Fruit excluding bananas

Requests for Commodity based PRAs

0

20

40

60

80

100

120

1401991

1992

1993

1994

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

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

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

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

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

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.

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

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.”

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

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

– Classroom exercises – Class project

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

Outcomes

• Students trained on regulatory plant protection

• Interested in pursuing APHIS career

• Trained on procedures prior to entering APHIS

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

More info

• Course websitewww.cphst.org/course

• Accomplice:– Alison Neeley – co-teacher and organizer!

• Questions?