SeedWorld names RegenPGC CoPD Dr. Susana Goggi a top 50 woman

Susan Goggi award flyer

RegenPGC CoPd Dr. Susana Goggi was recently recognized by SeedWorld magazine as one of thirty “high-impact women” in the US seed industry. According to SeedWorld, Dr. Goggi and her distinguished peers have “carved out space in a field long dominated by others, proving that grit, skill, and collaboration are the true markers of excellence. From the lab to the boardroom, from seed physiology to supply chain, they are rewriting what impactful leadership looks like in our industry.”

Having Dr. Goggi on our team, we could not agree more with this assessment! Learn more about Dr. Goggi and the SeedWorld high-impact women’s group at: Nielson, Aimee (2025, September 23). A league of her own: 30 high-impact women. SeedWorld. https://www.seedworld.com/us/2025/09/23/shes-in-a-league-of-her-own-3/

Jack Moran thesis is available for download

Jack Moran Master's Thesis

RegenPGC graduate student Jack Moran’s master’s thesis, Improving the establishment of Kentucky Bluegrass as a perennial groundcover, is now available to download at https://lnkd.in/gRUhFFDs

Jack’s key research takeaway is: “Strategies such as using Hydroloc™ seed treatment and optimizing seed ratios and rates can significantly improve the establishment of Kentucky bluegrass as a perennial groundcover in corn production.”

Additional topics discussed include:
– Seed treatments for crop establishment
– Impact of irrigation on plant growth
– Economic considerations in agricultural practices

Learn more about Jack and the entire RegenPGC Graduate Education Community at https://www.regenpgc.org/theme-3-education/graduate-education-copy/

RegenPGC interns and mentors get deserved recognition

It’s easy to get jaded in the age of endless social media, but we never tire of seeing our team recognized for its research, extension, education, and outreach efforts!

Today, our Education Team gets a shoutout from the Iowa State University Marketing and Communications Division and from Axios in the article, “Summer research program for teachers brings ISU science to K-12 classrooms.”

The article features Iowa State’s participation in the national REU (Research Experience for Undergraduates )and RET (Research Experience for Teachers programs. At RegenPGC, our team members provide mentorship for three RETs and 5 REUs. Mentees benefit, mentors benefit. It’s the ultimate educational win-win.

Check out the full article at https://www.news.iastate.edu/news/summer-research-program-teachers-brings-isu-science-k-12-classrooms. Learn more about our REUs and RETs at https://www.regenpgc.org/theme-3-education/2023-ret-reu-programs-copy/

Meet Audrey Tucker, Undergrad researcher and trombonist

Audrey Tucker Headshot

Meet Audrey Tucker who come to RegenPGC via Wartburg College. Audrey brings something truly unique to the project… she is a trombone player.

My name is Audrey Tucker. I am 19 years old from Mount Vernon, Iowa. I am currently a first-year student at Wartburg College (Waverly, Iowa). I am studying biology and education and plan to have an endorsement in All-Science. I enjoy running, wrestling, reading, and hiking. Something unexpected is that I play the trombone at Wartburg.

I applied to the REU program because… it will be a good experience, and an amazing way to spend my summer. Participating in this program will help me use new tools to become a better teacher in the future. It could help me understand concepts, so I’m able to help teach students in the future and help others my age as well.

My expectations from the REU program are… for everyone to put in an equal amount of work, and questions, and not be afraid to make mistakes.

Why do you want to become a teacher? I was always frustrated in school because I never understood science. In my sophomore year of high school, my teacher helped me understand the content by drawing diagrams for me. Two years later, I had her as a teacher again. The first thing that she said to me that year was “I remember you learned by diagrams and drawings.” At that point, I realized that I wanted to be able to help students understand science just like my teacher. She made me enjoy science again. I want to be able to do that for others.

Meet future teacher Alex Haus

Alex Haus 2025 REU

Every teacher has a story, and everyone who wants to become a teacher has their own inspiration. Learn what drives Alex Haus, a 2025 RegeNPGC “Research Experience for Undergraduates” participant.

Alex Haus, Wartburg College

I grew up in the small town of Charles City, Iowa. I’m a first-year student at Wartburg College (Waverly, Iowa), studying to become a middle school teacher with a focus on grades 5–8 science and math, along with a coaching endorsement. While I’m still gaining experience, I’m passionate about education and excited to help future students grow. I have a twin, and I’ve ridden in RAGBRAI twice, an experience that really challenged and inspired me. In my free time, I love fishing, listening to music, and playing the ukulele.

I applied to the REU program because… of my desire to gain useful experience in math and science that I can bring into my future classroom. As someone who will be teaching middle school in the future, I understand that real-world learning, particularly in STEM, often requires trial and error and, at times, failure. I want to demonstrate to my students that failure is not the end but rather a component of the learning process. I am aware that I will encounter challenges and difficulties in this program, and I am confident that those experiences will improve my teaching abilities. When I tackle challenges on my own, I can assist my students in grasping that making mistakes, looking for assistance, and endurance are all accepted actions. It is just as important to learn how to fail in the future as it is to reach the appropriate response. I desire for my classroom to be a space in which students feel safe, curious, and supported, particularly when challenges arise.

My expectations from the REU program are… to gain real-world experience in science and math from the summer RET/REU program that I can use in my future classroom. I also look forward to the chance to collaborate with others from around the country, working together with people I have yet to meet. I think collaborating with people from various backgrounds and viewpoints will be extremely beneficial. Not only will it assist me in getting new ideas and methods, but it will also prompt me to communicate and resolve issues in ways that may vary from my regular procedures.

Why do you want to become a teacher? My decision to become a STEM teacher stems from a strong desire to learn and share knowledge. STEM topics always attracted my interest because of their ability to tackle current issues and promote creativity. I hope to inspire the next generation of thinkers and innovators by making these topics more approachable and entertaining. Teaching allows you to spark students’ interest, assist them in understanding complex ideas, and promote critical thinking and problem-solving—all of which are essential abilities in any field.

Meet Kylie Bucholz, future STEM teacher

Kylie Bucholz headshot

Meet RegenPGC Research Experience for Undergraduates intern Kylie Bucholz. She will be mentored this summer by RegenPGC researchers Dr. Shui-zhang Fei and graduate student Cameron Krumm. Here is Kylie in her own words:

I am currently a 2nd year Elementary Education Major attending Wartburg College (Waverly, Iowa).  I am pursuing my K-8 Reading Endorsement and my Middle School Math and Science Endorsement. I am originally from Cedar Falls, Iowa. In my free time, I love to sing songs with my friends, ride my bike with my family, and color pictures!

I applied to the REU program because…  I think it will be a great experience that pushes me to become a better teacher while in a structured environment. This program will allow me to complete hands-on research that I can reference when I am working with my own students in the future. Additionally, this experience will push me out of my comfort zone by placing me in a new place where I will have to learn how to navigate around both Ames and Iowa State.

My expectations from the REU program are… to include many activities that will help develop me as a future educator, being put in situations that push me and are out of my comfort zone, and lots of learning! I will be completing research and attending professional development events, both of which will be completed alongside others, so we can learn together!

Why do you want to become a teacher? Ever since I was in 3rd grade, I knew I wanted to become a teacher, but it wasn’t always going to be in a STEM field. I didn’t decide I wanted to become a teacher in a STEM field until last year, but the idea had been growing on me since middle school. While I was growing up, I always excelled in my STEM classes and found myself wanting to learn more. This was due to my amazing teachers in elementary and middle school. My teachers were able to figure out what I enjoyed and relate my assignments to those things. They gave me extension activities to ensure I was being pushed to my full potential, and they supported me as a whole human, not just as a student.

Additionally, they encouraged me to join the robotics team at my school. By joining this team, I was able to push myself to do my best and think outside of the box when faced with challenges. It also allowed me to see how science and math have practical applications. Due to the amazing experiences I had growing up with my STEM teachers, the idea of becoming one grew on me. Finally, last year I had multiple different people mention to me that I would be a good science teacher and encourage me to explore that route. Ultimately, I have decided to take that route. I now want to become a middle school science teacher so I can encourage my future students to explore their passions and interests the same way that my teachers did for me. I also want to show them that they can do whatever they want if they put their mind to it. The STEM experiences that I had growing up had a huge impact on my decision to teach in a STEM field, and I want to ensure that other kids are able to have these same (or similar) experiences that I did.

 

Reporting research makes it real!

“Above all else, show the data.” (Edward R. Tufte). We agree! This is why we share our progress reports and all our research updates. Our Year 4 Q3 report shows our team moving towards our goal of “creating well-adapted PGC systems for a range of farm operations that require low labor inputs, provide significant ecosystem benefits, increase row crop resiliency, and have similar economic profiles as conventional row crop practices.”

You can check out our Year 4 Q3 report here. We think you will also conclude that we continue demonstrating strong momentum, with significant achievements across all five research objectives and four cross-cutting themes. RegenPGC is effectively transitioning from foundational research to practical application and knowledge transfer, positioning itself well for Year 5!

Field Day Season is Here!

Dan Andersen leads field day class

It’s not just summer; it’s field day season! Field days are our opportunity to share information about our project with folks working in agriculture. It’s the ultimate win-win —we share information and get feedback from people making a living from the land.

Our first field day event of the year, on June 20th, just north of Waterloo, IA, was a joint project with our colleagues at the Blackhawk Soil & Water Conservation District, who are leading the CIG grant*. We anticipate hosting several field days during the fall. Follow us on LinkedIn and BlueSky Social (‪@regenpgc.bsky.social‬) for updates, or shoot us an email for more details as they become available.

The turnout was excellent – we had a great turnout of farmers, NRCS folks, and ISU-PGC faculty, staff, and grad students. RegenPGC CoPD Marshall McDaniel (Soil Health & Nutrient Management) brought several team members. Graduate student Cameron Krumm (Plant Breeding & Genetics) was also able to accompany RegenPGC Project Director Raj Raman and CoPd Dan Andersen (Extension Theme).

The day’s highlight was the presentations by RegenPGC Collaborator Brent Wilson (Corteva, ret.) and Dan Andersen. Unfortunately, the morning’s torrential rains precluded a visit to Rick Rottinghaus’ fields. Still, they didn’t impact the fantastic hospitality of Rick and his spouse Mona, along with the organizational help from NRCS staff members Shaffer Ridgeway and Jenna Curran.

*Perennial Groundcover: A Scalable Systems Approach to Achieving Soil & Water Conservation with High-Yield, Row Crop Production in Iowa (Blackhawk Soil & Water Conservation District)

Seed Science Center recognizes RegenPGC’s Amina Moro

Amina Moro in the lab

This article is a reprint from the Iowa State University Seed Center, originally published online May 6, 2025.

Shedding Light on Shade Avoidance: Seed Scientist Studies Corn’s Early Stress Signals | Seed Science Center

AMES, IA – In the glow of the Seed Science Center’s growth chambers, graduate student Amina Moro is hard at work uncovering how corn responds to one of its earliest stress signals—shade.

Moro, an international student from Ghana and a graduate assistant to Professor Susana Goggi, is investigating the Shade Avoidance Response (SAR) in corn. This phenomenon, triggered when corn perceives competition from nearby plants, causes the crop to adjust its growth—often in counterproductive ways.

“When corn senses that it’s being shaded by nearby vegetation, it reacts quickly,” said Moro. “It starts reallocating energy to grow taller or change its leaf angles in an effort to capture more light. But that comes at a cost—less energy goes into producing strong roots or healthy grain.”

Her research focuses on how SAR is triggered when corn is grown in proximity to perennial grasses, specifically rye. These interactions are particularly relevant as farmers increasingly adopt cover cropping systems for soil health, which often include species like rye.

“In our study, we’re trying to pinpoint the exact distance at which corn begins to detect the presence of rye and initiates the shade avoidance response,” explained Moro. “We planted the corn and rye in separate containers and placed them at different distances from one another to isolate above-ground competition.”

By using controlled lighting and a strategic container setup, Moro can monitor changes in red to far-red light ratios—the signal plants use to detect nearby competitors. This enables her to identify not only when SAR is triggered but which parts of the corn plant respond first.

“We’re looking at how the plant reallocates its resources—whether it prioritizes stem elongation, leaf development, or other changes,” she said. “Ultimately, we hope this data helps farmers and researchers better understand how to manage competition in early corn development without sacrificing yield.”

As Moro continues her work, she’s optimistic about how these findings could inform smarter planting strategies in diversified cropping systems.

“Coming from Ghana, where smallholder farmers often grow multiple crops together, I understand how important it is to make intercropping work,” she said. “I’m excited to contribute research that could help make these systems more productive and sustainable.”

About the Seed Science Center

The Seed Science Center at Iowa State University is a national and international center of excellence in seed research, education, technology transfer, and global seed programs.

 Contact: Cynthia Hicks, Seed Science Center, 515-296-5386, cghicks@iastate.edu

Elobeid honored with research award

CoPd Amani Elobeid Headshot

It’s raining awards on our RegenPGC Team, but that’s no surprise given the quality of our research collaborators and graduate students. Today, the sun shines brightly on Dr. Amani Elobeid from our Socioeconomic Impacts & Policy Objective.

Dr. Elobeid, who is an Iowa State University professor in economics and the Ron and Lynn Deiter Endowed Chair for Sustaining Excellence in Agricultural Business, has been honored with the term faculty 2025 Outstanding Achievement in Research Award from the Iowa State University – College of Agriculture and Life Sciences.

Dr. Elobeid was recognized for her impressive research portfolio that addresses such issues as the causes of food insecurity, World Trade Organization trade agreements and their impact on the developing world, and the effects of biofuels, among other issues. Dr. Elobeid has more than 30 academic publications. She also has a powerful teaching presence at Iowa State University.

USDA National Institute of Food and Agriculture Iowa State University
(Photo: Courtesy of Iowa State University College of Agriculture & Life Sciences)