CAN - 420 - Cultivation of Cannabis

2024-2025 Undergraduate Course New

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  • Department*
  • School/College Curriculum Committee
    Departments in CLAS or SCMA can ignore this question. This question only needs to be answered if your proposal is in the SoE or SoB.
  • Subject*
    Course Number*
    420
    420
  • Title*
    Cultivation of Cannabis
    Cultivation of Cannabis
    Course titles longer than 30 characters will be abbreviated by the Registrar's Office.
  • Course Type*
  • Catalog Course Description*

    This course provides an in-depth exploration of the principles involved in the cultivation of cannabis plants. Through a combination of lectures, discussions, and practical exercises, students will gain comprehensive knowledge of the cultivation process, including plant biology, growth cycles, cultivation techniques, policy, and best practices for maximizing yield and quality.

    Write a concise catalog course description (50 words or less) for the college catalog, including the course goals and/or content.
  • Prerequisite:

    2nd year standing OR non-matriculated status OR instructor permission

    Please indicate if prerequisite should include "or instructor permission". The college catalog specifies that courses at the 300 and 400 level are expected to have prerequisites. Try to avoid cascading prerequisites. Instead, include only the last course the student would be expected to take in sequence of courses. Be sure to specify “and” or “or” between prerequisite courses. It is not necessary to include a prerequisites’ own prerequisites. For example: if MAT 161 is the prerequisite to MAT 162, any course whose prerequisite is MAT 162 should not also list MAT 161 as a prerequisite. Please note that minimum grade requirements for a major are not enforced course prerequisites. If a minimum grade is part of a course prerequisite, please be sure to list that here.
  • Should the prerequisite also include "or instructor permission"?*
    Prerequisites that include the "or instructor permission" allow the advisor and department chair to submit/approve a prerequisite override. If this statement is not part of the prerequisite, the advisor needs to submit a prerequisite deviation form for the student, and the department chair needs to review and approve the registration.
  • Co-requisite:

    N/A

    Indicate any course the student is also required to take along with this new course.
  • Equivalent Course:
    N/A
    N/A
    Use for equivalent courses where a student with credit in one may not earn credit in the other. Example: HIS 204 – “Not open to students who have credit in ANT 203.”
  • Offered:*
    Check all that apply - checking a semester indicates to students that this course will always be offered in that semester.
  • Credit:*
    3
    3
    Indicate credit hours appropriate to course content. Variable credit courses should list “low figure OR high figure” or “low figure TO high figure.” The low figure represents the minimum number of credits for which a student may enroll in any one semester or term. The high figure represents the maximum number of credits for which a student may enroll in any one semester or term. Where a course is to be taken only for one credit value OR another higher credit value, the entry would be "(low value OR high value)." For example, if a course may be taken for either 3 or 6 credits (never less than 3, never 4 or 5, never more than 6), the entry would be 3 OR 6. Variable credit courses that may be taken for a range of credit, such as, from 1 to 9 credits (including 2, 3, 4, 5, 6, 7, 8, or 9 credits, but never exceeding 9) the entry would be "(1 TO 9)" credits.
  • Is this course repeatable?*
  • Repeat Credit Limit
    Enter the maximum number of credits the student can earn for all instances of this course.
  • Is there a lab associated with this course?*
  • If yes, what is the lab course name?
    N/A
    N/A
    (i.e. BIO 110)
  • How many credits is the lab?
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  • Grade Mode*
  • Mode of Instruction*
    Check the primary mode
  • Special Section Attributes
    Check all that apply. You may find a description of each special section in the following document: https://docs.google.com/spreadsheets/d/e/2PACX-1vT53TjC4Gj0ZmfCmVd9_ccHhqts7jO4FgjVVY_a7z2TcRYRkxZom6jkL3I/pubhtml
  • Is this new course to be added to an "area of study" within a major/minor?*
    Examples of "areas of study" /"concentration" include: Art: Art History Non-Western; History Western; History Modern or Contemporary; History Medieval/Renaissance; Museum Studies; Foundations; etc. English: Reading and Critical Methods; Literary Histories, Cultural Aesthetics & Transformations of Power (Before 1700, 1700-1900, After 1900); History: US History; European History; World Transnational/Comparative History; African, Asian or Latin American History
  • If yes, which area?
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  • Justification

    Justify the need for the course in a particular program of study. Explain the unique contributions of this course within the canon of your offered courses. Include such details as: Targeted student population, rationale for class size, rationale for elective or required status, and why the course is offered at a particular level.

  • Justification of new course*

     The cannabis industry is experiencing exponential growth, with legalization efforts spreading across various regions (including NYS). As a result, there's a substantial demand for skilled professionals in cannabis cultivation.

    Cannabis cultivation presents significant economic opportunities for individuals and communities. By providing education and training in this field, we can empower individuals to enter a lucrative industry and contribute to economic growth. Growing cannabis is not as easy as putting seeds in the ground. Following evidence-based practices (which students would learn in this class) could significantly increase flower yield and have positive impacts on return on investment.

    With the increasing legalization of cannabis, there's a growing need for cultivators who understand and comply with regulatory requirements (this is especially true in NYS). A dedicated course on cultivation can educate individuals on legal frameworks, best practices, and compliance standards in cannabis cultivation. This would help with quality control and safety which is paramount. A specialized course can focus on techniques for maintaining quality control, managing pests and diseases, and implementing safety protocols to produce high-quality, safe cannabis products.

    Cannabis cultivation is not only about growing plants but also about innovation and research. By offering a course in this field, we can foster innovation, encourage research initiatives, and advance the science of cannabis cultivation.

  • Course Information

    List the course objectives in measurable terms (i.e. list what the student is expected to do as a result of this course). Avoid non-measurable terms, such as: Understand, Familiarize, Appreciate, Help, Learn

    Unacceptable Examples:
    1. Students will understand important terms and events.
    2. Students will appreciate nuanced criticisms.

    Use measurable objectives:
    Critically Examine, Describe, Discuss and compare, Analyze and interpret, Demonstrate

    Acceptable Examples:
    1. Students will analyze and interpret important terms and events.
    2. Students will demonstrate informed criticism.
    3. Students will produce a project that will...
    4. Students will identify important historical resources...

  • Course Objectives*
    1. Students will demonstrate an understanding of the botanical characteristics and life cycle of cannabis plants; in addition to the principles of myriad cultivation methods, including indoor, outdoor, and greenhouse techniques.
    2. Students will examine research concerning cannabis cultivation such as genetics, propagation, soil conditions, pest management, plant nutrition, and yield optimization. 
    3. Students will analyze existing research concerning environmental control for indoor and outdoor cultivation that includes lighting, temperature, humidity, and ventilation.
    4. Students will identify important principles related to the legal and regulatory frameworks governing cannabis cultivation, including licensing requirements and compliance with local laws.
  • Expanded Course Description for Course Outline*

    This course provides a comprehensive overview of cannabis cultivation practices within a general context and that of New York State's regulations and environmental conditions. Students will learn fundamental concepts, techniques, and best practices for cultivating cannabis plants, with an emphasis on compliance, sustainability, and quality control.

    This class will be predominantly lecture-based. Lectures will involve some reiteration of the reading assignments to clarify aspects of the reading, but will mostly serve as a supplement to the reading to provide context through which to make sense of what they had read in preparation for class.

    Class time will also be devoted to discussion of the content. Small group discussions will involve the instructor posing some questions related to a particular module to students who will then be broken up into groups to discuss the answers among themselves before reporting out to the rest of the class and engaging in a class-wide conversation. Discussions will also comprise a more general classwide discussion of readings, lectures, and other potential sources of content (e.g., videos, documentaries, current news articles, and/or new policies). 

    Please give an expanded description of the course content. This should be an elaboration of the catalog description above. If necessary, follow the expectations of your departments and/or programs particularly as they relate to other campus requirements, or the accreditation process (for example: General Education, the Schools of Education or Business, or the Art Department). The intended audiences for this course description are future instructors for the course and future students in the course.
  • Course Outline*

    Module 1: Introduction to Cannabis Cultivation (Outcomes 1-4)

    Examples include but are not limited to:

    • Overview of the cannabis industry in New York State
    • Legal and regulatory framework for cannabis cultivation
    • Basics of cannabis botany and genetics

    Module 2: Cultivation Methods and Techniques (Outcomes 1, 2, 3)

    Examples include but are not limited to:

    • Indoor vs. outdoor cultivation
    • Hydroponic, soil-based substrate, and other cultivation methods
    • Pruning and plant training
    • Climate and environmental considerations in New York State

    Module 3: Sustainable Cultivation Practices (Outcomes 1, 2, 3)

    Examples include but are not limited to:

    • Energy efficiency and resource conservation
    • Organic and non-organic cultivation methods

    Module 4: Pest and Disease Management (Outcomes 1-4)

    Examples include but are not limited to:

    • Common pests and diseases in cannabis cultivation
    • Prevention, identification, and treatment methods
    • Identifying and preventing mold and mildew
    • Regulatory requirements for pesticide use

    Module 5: Harvesting, Processing, and Curing (Outcomes 1-4)

    Examples include but are not limited to:

    • Timing and techniques for harvesting cannabis plants
    • Post-harvest processing and curing methods
    • Quality control standards for dried cannabis flower

    Module 6: Quality Control and Testing (Outcomes 2, 3, 4)

    Examples include but are not limited to:

    • Importance of quality assurance in cannabis cultivation
    • Testing requirements for potency, contaminants, and other parameters
    • Interpretation of testing results and compliance with regulations

    Module 7: Innovation and Research in Cannabis Cultivation (Outcomes 1-4)

    Examples include but are not limited to:

    • Current trends and innovations in cannabis cultivation
    • Opportunities for research and development
    • Collaboration with academic institutions and industry partner
    Most course outlines contain the following: Course Content; Methods of Instruction; and Course Requirements. This may include: an outline, a bulleted list, or a prose description. UCC will not enforce a specific format for the Course Outline. If necessary, follow the expectations of your departments and/or programs particularly as they relate to other campus requirements, or the accreditation process (for example: General Education, the Schools of Education or Business, or the Art Department).
  • Methods of Evaluation*

    Course evaluations can comprise small reading and reflection assignments corresponding to all or some of the modules. Students could also be evaluated on their ability to contribute substantially to class discussion whether in group settings or in general, class-wide discussions. Moreover, open-notes or closed-notes quizzes and/or exams might be implemented as instructors see fit. Lastly, students will write a term paper/project throughout, during, or at the end of the semester. This project can be split into component drafts or involve one rough draft. Feedback will be provided on rough drafts and students will be allowed to address the feedback before completing a final draft.

    Describe the types of assignments or assessments that may be used to evaluate student learning outcomes. You should not specify the frequency, number or duration of these activities. For example- The methods of evaluation include: participation in classroom discussions, oral presentations, written projects, quizzes and exams.
  • Textbook(s)/Course materials*

    Zheng, Y. (Ed.). (2022). Handbook of cannabis production in controlled environments. CRC Press.

    Potter, G., Bouchard, M. M., & Decorte, M. T. (Eds.). (2013). World wide weed: Global trends in cannabis cultivation and its control. Ashgate Publishing, Ltd..

    Rosenthal, E. (2009). Marijuana Grower's Handbook: Your complete guide for medical and personal marijuana cultivation. Ed Rosenthal.

  • Bibliography*

    Beckman, S., Castañeda, X., Rivas, L., & Schenker, M. B. (2023). California cannabis cultivation and processing workers: A qualitative analysis of physiological exposures and health effects. American Journal of Industrial Medicine, 66(1), 75-84.

    Beckman, S., Eastman Langer, C., & Schenker, M. B. (2023). A pilot study of respiratory and dermal symptoms in California cannabis cultivation workers. Journal of Agromedicine, 28(1), 28-35.

    Decorte, T. (2010). The case for small-scale domestic cannabis cultivation. International Journal of Drug Policy, 21(4), 271-275.

    Chandra, S., Lata, H., ElSohly, M. A., Walker, L. A., & Potter, D. (2017). Cannabis cultivation: methodological issues for obtaining medical-grade product. Epilepsy & Behavior, 70, 302-312.

    Zheng, Z., Fiddes, K., & Yang, L. (2021). A narrative review on environmental impacts of cannabis cultivation. Journal of Cannabis Research, 3, 1-10.

    Weisheit, R. A. (2016). Cannabis cultivation in the United States. In World wide weed (pp. 145-161). Routledge.

    Malabadi, R. B., Kolkar, K. P., Chalannavar, R. K., Mondal, M., Lavanya, L., Abdi, G., & Baijnath, H. (2023). Cannabis sativa: Release of volatile organic compounds (VOCs) affecting air quality. International Journal of Research and Innovation in Applied Science, 8(5), 23-35.

    Zandkarimi, F., Decatur, J., Casali, J., Gordon, T., Skibola, C., & Nuckolls, C. (2023). Comparison of the cannabinoid and terpene profiles in commercial cannabis from natural and artificial cultivation. Molecules, 28(2), 833.

    Wani, K. A., Andrabi, S. J., Manzoor, J., Qadir, H., & Jan, K. (2023). Cultivation of Cannabis: Medicinal, Social, and Legal Aspects. Cannabis sativa Cultivation, Production, and Applications in Pharmaceuticals and Cosmetics, 43-51.

    Fleming, H., Chamberlain, Z., Zager, J. J., & Lange, B. M. (2023). Controlled environments for cannabis cultivation to support “omics” research studies and production. In Methods in Enzymology (Vol. 680, pp. 353-380). Academic Press.

    Vernon, M., Kouzani, A. Z., Webb, L. D., & Adams, S. D. (2023). A Survey of Modern Greenhouse Technologies and Practices for Commercial Cannabis Cultivation. IEEE Access.

    Wartenberg, A. C., Holden, P. A., Bodwitch, H., Parker-Shames, P., Novotny, T., Harmon, T. C., ... & Butsic, V. (2021). Cannabis and the environment: what science tells us and what we still need to know. Environmental Science & Technology Letters, 8(2), 98-107.

    Belackova, V., van de Ven, K., & Roubalova, M. (2020). “More than just counting the plants”: Different home cannabis cultivation policies, cannabis supply contexts and approaches to their evaluation. In Legalizing Cannabis (pp. 154-179). Routledge.

    Portugal, E., & Hwan, J. (2020). Applied Science to Inform Management Efforts for Cannabis Cultivation, Humboldt, County, California. Calif. Fish Game, 106, 13-30.

    Stoa, R. B. (2021). Equity in cannabis agriculture. BUL Rev., 101, 1135.

    Mills, E., & Zeramby, S. (2021). Energy use by the indoor cannabis industry: Inconvenient truths for producers, consumers, and policy makers. In The Routledge Handbook of Post-Prohibition Cannabis Research (pp. 243-265). Routledge.

    Summers, H. M., Sproul, E., & Quinn, J. C. (2021). The greenhouse gas emissions of indoor cannabis production in the United States. Nature Sustainability, 4(7), 644-650.

    Malabadi, R. B., Nethravathi, T. L., Kolkar, K. P., Chalannavar, R. K., Mudigoudra, B. S., Lavanya, L., ... & Baijnath, H. (2023). Cannabis sativa: applications of artificial intelligence and plant tissue culture for micropropagation. International Journal of Research and Innovations in Applied Science (IJRIAS), 8(6), 117-142.

    Folina, A., Roussis, I., Kouneli, V., Kakabouki, I., Karidogianni, S., & Bilalis, D. (2019). Opportunities for cultivation of medical Cannabis (Cannabis sativa L.) in Greece. Scientific Papers. Series A. Agronomy, 62(1).

    Vanhove, W., Van Damme, P., & Meert, N. (2011). Factors determining yield and quality of illicit indoor cannabis (Cannabis spp.) production. Forensic Science International, 212(1-3), 158-163.

    Engler, N., & Krarti, M. (2021). Review of energy efficiency in controlled environment agriculture. Renewable and Sustainable Energy Reviews, 141, 110786.

    Tanney, C. A., Backer, R., Geitmann, A., & Smith, D. L. (2021). Cannabis glandular trichomes: A cellular metabolite factory. Frontiers in Plant Science, 12, 721986.

    Pomoni, D. I., Koukou, M. K., Vrachopoulos, M. G., & Vasiliadis, L. (2023). A review of hydroponics and conventional agriculture based on energy and water consumption, environmental impact, and land use. Energies, 16(4), 1690.

    Magagnini, G., Grassi, G., & Kotiranta, S. (2018). The effect of light spectrum on the morphology and cannabinoid content of Cannabis sativa L. Medical Cannabis and Cannabinoids, 1(1), 19-27.

    Provide a current bibliography that reflects course content (within last 5 years), written in a consistent style (such as APA, MLA, etc.). If there are no recent works, justify why.
  • Library Resources*

    Students will have to use library resources to incorporate peer-reviewed articles in their written assignments. I will also use journal articles as some of the readings for this course in addition to textbooks.

    Indicate the digital, print, and/or other library resources (for faculty or students) that you intend to use, or are currently using, when offering this course. If you will need additional resources, please contact your subject librarian in Penfield Library. Provide examples such as: databases, journals, physical materials, course guides, course reserves, liaison collaboration, etc
  • Computer Technology Resources*

    N/A

    Indicate the computer technology resources and/or computer lab software, etc. (for faculty or students) that you intend to use, or are currently using, when offering this course. If you will need additional resources, please contact Campus Technology Services, or if appropriate, the Chief Technology Officer.
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