Year two of the USDA-CSREES Higher Education Challenge Grant Program awarded to MSU has begun with a “Quiet Revolution.” Based on the action research course launched Spring 2008 in Plant Sciences and Plant Pathology (PSPP), a 3 credit University Core course in Research and Creative Activity was approved PSPP 465R entitled Health, Poverty, Agriculture: Concepts and Action Research. Meanwhile, four courses at three other universities sprung up when faculty adapted the PSPP 465 syllabus and teaching methods model. The three-year grant encouraging this Quiet Revolution is “New Paradigm for Discovery-Based Learning: Implementing Bottom-up Development by Listening to Farmers’ Needs and Using Participatory, Holistic Processes” and the P.I. is Dr. Florence Dunkel. Partner schools are Virginia Tech, University of St. Thomas (St. Paul MN), University of California-Davis, University of California-Riverside, Chief Dull Knife College (Lame Deer MT), and the University of Bamako in Mali. This PSPP course and the four sibling courses are typical of the radical teaching style change promoted by the grant. Students address real problems of subsistence farmers holistically, in real time (thanks to solar charged cell phones in remote villages and Internet), interacting weekly with the foreign partner team. Each course is interdisciplinary, linked to partner institutions, and vertically integrated. At University of St. Thomas (UST) where the word agriculture was not spoken until our collaboration began in 2002, 30 students in their School of Business’ M.B.A. program are engaged in a Certified Disease-Free Seed Potato Project Management course. M.B.A. students are linked in teams to six former MSU graduate students. Project leader is Aissata Thera, 2008 M.S. graduate of PSPP. Other former PSPP students leading teams are: Keriba Coulibaly, Abdoulaye Camara, and Adama Berthe. Undergraduate UST students in Sociology, French Language / Literature, and Mechanical Engineering (specifically in the local chapter of Engineers for a Sustainable World) assist. At University of California-Riverside, a molecular entomologist / immunologist in the Department of Entomology linked with the Department of Economics and a Cultural Anthropology professor to create a similar course. At Montana State in PSPP, students in our “Poverty Course”are from Horticulture, Political Science, and Pre-Med (Post Bac) majors. They decided to focus on a subsistence farming village wanting to “erradicate malaria” and who asked for help implementing Malaria IPM. Students will follow up with the villagers on the biocontrol, traditional plants, a cottage industry initiated, and a junior high school community awareness program begun last semester by PSPP students. October 16, students from across the country join PSPP students to discuss poverty concept texts assigned for that week. In the joint video conference students will meet each other and practice the art of listening-to-and-not-leading farmers, putting subsistence farmers in the “driver’s seat,” and valuing traditional wisdom (and each other’s knowledge base). How are we vertically integrated? Graduate students in professional programs link in teams with undergraduates and professional agricultural scientists. Junior high students in a village school link with undergraduates and professors at MSU to solve a community problem in Mali. Manhattan Montana junior high students work on questions posed by local seed potato farmers and each May share their research results in a virtual “Global Science Fair” with high school students in Mali advised by Aissata Thera. Village school students initiating a malaria IPM community awareness campaign answered questions program officers at the USDA Washington. Why do we do this? Students across the US are asking for a holistic approach to real world problems and the skills to address those problems effectively in small groups. What is the ultimate goal? World peace is one goal. Other aspects of the New Paradigm project, and related grants are detailed on the Virtual Center for Rural Poverty Teaching / Learning website http://www.montana.edu/mali.