This paper explores the history of descriptor lists (DLs) -scientific standards for documenting plant genetic resources -which have been published by Bioversity International since 1976 (formerly IBPGR 1974(formerly IBPGR -1991 IPGRI 1991 IPGRI -2006. Each DL represents an important tool; together, they constitute the basis for a standardized characterization system that provides an internationally agreed format and universally understood 'language' for plant genetic resources data.The paper also presents an analysis of data collected through questionnaires and web statistics on the impact of DLs in order to understand their use by major stakeholders. The usefulness of Bioversity's DLs was measured in terms of their value in facilitating the establishment of databases, and improving collaborations and information exchange among organizations. Most survey respondents reported that they not only used Bioversity's DLs, but recognized them as the standards for plant genetic resources data collection and management. Bioversity's DLs are widely respected because they are developed by large groups of crop specialists. Together, the DLs are helping Bioversity to meet the ambitious objective of establishing a Clearing-House Mechanism as set forth by the Convention on Biological Diversity (CBD) Article 18.3, which seeks to promote and facilitate information exchange among parties, Governments and stakeholders in order to assure a full implementation of the CBD. A number of areas for improvement were identified, although some of them are either outside Bioversity's mandate or depend on human or financial capital for implementation.

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Writing performance of a complex recommendation report produced by student teams for an actual client during a 15-week semester was compared in a writing-intensive Agronomy 356 course and in paired Agronomy 356/ English 309 courses. The longitudinal study investigated differences that existed between reports produced for each learning environment in terms of argument effectiveness, document usability, and professionalism. Three agronomy and three professional communication raters ranked the 12 lengthy reports in the sample. The study found that all top-rated reports were generated in the paired courses and all lowest-rated reports were generated in the stand-alone agronomy course. Four pedagogical factors appear influential in this result: working in dual problem-solving spaces, pushing the boundaries on problem solving, incorporating workplace realities, and using just-in-time teaching.

Online learning modes can provide convenience and flexibility to students. But communicating the value of online education in technical and professional communication should not end there. Program directors should rearticulate the narrative about the value of online graduate education beyond flexibility and convenience by reevaluating the ways that program assessment is designed and implemented. This pilot study suggests that a community of inquiry framework can help to communicate the value of the online learning environment to a variety of stakeholders, including prospective and current students, administrators, instructors, and potential employers.

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