Progress 11/01/24 to 10/31/25

Outputs
Target Audience:Site-Based Clubs Garden Club - Elementary Youth (300+ participants) The Garden Club engages over 300 elementary-aged youth in hands-on gardening experiences that promote plant science literacy, healthy eating, and environmental stewardship. Youth participate in planting, cultivating, and harvesting activities, gaining an understanding of plant growth cycles, soil health, and sustainable gardening practices. The club fosters teamwork, responsibility, and curiosity, providing youth with repeated opportunities to observe plant development, experiment with growing techniques, and connect classroom knowledge to real-world applications. 4-H & FFA Crop Scouting Challenge Intermediate/High School Youth (14 teams, 60+ participants) The 4-H & FFA Crop Scouting Challenge engages youth in grades 7-12 in in-depth agronomy and crop management experiences. Fourteen teams, representing over 60 youth, participate in hands-on scouting, data collection, pest and disease identification, and crop observation. Evaluators report that this program fosters deep learning, as youth apply scientific principles, critical thinking, and problem-solving skills to real-world agricultural scenarios. Teams develop collaboration and communication skills while making evidence-based recommendations, reflecting the program's emphasis on both knowledge acquisition and practical application. 4-H Virtual Agronomy / Plant Science Offerings Youth across Grades 3-12 The 4-H Virtual Agronomy and Plant Science offerings provide accessible, flexible learning opportunities for youth who may not have direct access to field-based programs. These offerings include: 4-H Science Sprouts (Grades 3-5): Youth explore foundational plant science concepts through guided experiments and interactive lessons, building early STEM skills and curiosity about agriculture. Explorers in Ag (Grades 6-8): Middle school youth engage in more complex agronomy activities, including crop identification, soil testing, and plant health observation, bridging classroom knowledge with real-world applications. Deeper Dives (Grades 9-12): High school youth participate in advanced plant science experiences, including virtual field tours, crop scouting simulations, and data analysis projects, emphasizing critical thinking, problem-solving, and career readiness in agricultural sciences. Through these virtual programs, youth gain meaningful science and agronomy knowledge, develop analytical and technical skills, and deepen their understanding of agriculture and STEM careers. Summary Collectively, these programs reach hundreds of youth across age groups, providing both hands-on and virtual experiences that promote plant science literacy, critical thinking, and collaborative learning. Youth participants develop confidence, curiosity, and real-world problem-solving skills while building connections to agriculture, STEM, and their communities. Changes/Problems:One challenge encountered during this reporting period has been the need for additional funding to fully support the growing interest and demand for programming. While current resources have allowed us to provide valuable training and professional development, expanding opportunities for staff, volunteers, and educators requires greater investment. Increased funding would allow us to reach more participants, develop new curriculum materials, and provide hands-on learning experiences at a scale that matches youth interest. Without additional financial support, the ability to grow and sustain these impactful programs may be limited. What opportunities for training and professional development has the project provided?As part of the grant-supported efforts, training and professional development opportunities were provided to both staff and volunteers to strengthen programming and support youth learning. Three virtual staff meetings were conducted, engaging 85 staff members from across the state. These meetings offered professional development and updates related to programming priorities, helping staff build confidence and consistency in delivering educational experiences connected to the grant. In addition, two virtual volunteer meetings were held with 45 adult volunteers. These sessions focused on strategies for supporting youth participants and strengthening the overall volunteer experience while connecting directly to program goals such as 4-H and FFA Crop Scouting. Beyond the virtual opportunities, two in-person training events reached more than 70 agriculture teachers, who serve as key partners in both 4-H and FFA programming. These in-depth sessions provided teachers with resources, hands-on experiences, and instructional strategies to better prepare youth for participation in activities like the Crop Scouting Challenge and other agri-science opportunities. By reaching a broad audience of staff, volunteers, and teachers, the professional development efforts under this grant have created a strong network of trained adults who are equipped to engage youth in meaningful, science-based learning connected to agriculture. How have the results been disseminated to communities of interest?The data and information collected through this grant have been shared broadly to ensure transparency, encourage collaboration, and strengthen future programming. Key findings and outcomes have been presented to the 4-H Plant Science Committee, which provides guidance and leadership for statewide plant science initiatives. This group has used the information to shape priorities, identify areas for growth, and develop new opportunities that align with youth interests and industry needs. Sharing results with this committee has also fostered dialogue about emerging trends in agriculture and how 4-H programming can remain responsive and relevant. In addition to committee updates, information has been incorporated into general Extension staff meetings. These sessions allowed colleagues outside of 4-H to learn about the successes and impact of plant science programming, creating stronger connections across program areas and encouraging interdisciplinary collaboration. Updates were also provided during 4-H staff meetings, where detailed results and evaluation data were shared to help staff refine program delivery, replicate best practices, and strengthen engagement strategies with both youth and volunteers. By sharing findings through multiple channels, the information collected has informed decision-making at multiple levels, supported professional development, and ensured that grant-funded efforts have a lasting and far-reaching impact. What do you plan to do during the next reporting period to accomplish the goals?During the next reporting period, we plan to expand training and outreach efforts to continue building capacity among staff, volunteers, and partner educators. This will include offering additional virtual professional development sessions for staff and volunteers, focusing on both technical knowledge and strategies for engaging youth in agriculture and plant science programming. We also plan to strengthen connections with agriculture teachers by providing in-person workshops that highlight new curriculum resources and experiential learning opportunities such as 4-H and FFA Crop Scouting. In addition, we will continue to collect and analyze evaluation data to measure program effectiveness and identify areas for improvement. Findings will be shared with the 4-H Plant Science Committee, Extension colleagues, and other stakeholders to guide decision-making and ensure programming remains responsive to youth and community needs. By broadening training opportunities, deepening partnerships, and applying lessons learned from evaluation, we aim to enhance program quality, expand reach, and move closer to achieving the overall goals of the grant.

Impacts
What was accomplished under these goals? CURRICULUM As part of this project, videos corresponding to curriculum lessons 1, 4, 5, 9, and 10 were finalized. These videos were developed to provide visual demonstrations, real-world agricultural examples, and practical explanations of key plant science and agronomy concepts. By aligning with the curriculum, each video serves as a reinforcement tool for learners. PLANT Virtual programming continues to be an integral component of our educational delivery, providing opportunities for youth from across Minnesota to participate through accessible technology. To date, more than 935 youth have engaged in virtual learning experiences. Participation highlights include 120 youth in Science Sprouts, 715 youth in Grow a Monster - Potato, 55 youth in Sensational Soybeans, 35 youth in Plant Science Trivia, and 48 youth in Explorers in Agriculture. Evaluation feedback indicates that families value the convenience and accessibility of virtual opportunities, noting that these programs provide meaningful learning. Youth reported increased curiosity about plant science and agriculture, as well as a stronger sense of belonging in 4-H. LEARN Industry tours continue to provide valuable opportunities for youth to explore careers in plant science and related agricultural fields. These experiences are designed to connect classroom learning with real-world applications, while fostering awareness of diverse career paths within the agricultural sector. Over 150 youth engaged in these tours, representing a range of grade levels and counties, which reflects a broad interest in agricultural careers. GROW The Explorers in Ag virtual experience is designed for youth in grades 6-8 to provide a deeper and more challenging learning opportunity focused on global agriculture. The program engages participants in exploring agricultural practices from around the world while building cultural awareness and career exploration skills. A total of 45 youth actively participated in this program, representing diverse communities and demonstrating strong interest in learning about global agriculture. Participants reported that the sessions helped them understand both the similarities and differences in farming practices worldwide. Many youth expressed an increased appreciation for how global agriculture connects to food systems, trade, and sustainability. Cultivate 4-H CLUB EFFORTS The 4-H Garden Club engages over 300 elementary-aged youth in hands-on learning experiences designed to foster curiosity, environmental stewardship, and an understanding of plant science. Through regular club meetings and project-based activities, participants gain practical knowledge in gardening, including planting, maintaining, and harvesting crops. The Garden Club serves as a critical entry point for young learners to explore agricultural sciences, healthy eating, and sustainability practices in a supportive, youth-centered environment. Youth Engagement and Learning Participation in the Garden Club provides elementary youth with repeated, hands-on opportunities to observe plant growth, experiment with different gardening techniques, and track their results over time. Youth learn foundational science concepts, such as plant biology, soil health, water cycles, and the role of pollinators, while developing critical thinking and problem-solving skills. Collaborative activities encourage teamwork, communication, and leadership, as youth work together to plan garden layouts, care for plants, and share responsibilities. Importance and Impact The Garden Club contributes significantly to youth development by connecting science learning to real-world applications. Engaging over 300 youth, the program reaches diverse learners, including those with limited access to agricultural experiences outside of school. Research and program evaluation consistently show that hands-on gardening programs enhance science literacy, foster positive attitudes toward healthy food choices, and promote environmental awareness. Additionally, participation in the Garden Club helps youth build self-confidence, resilience, and a sense of accomplishment as they witness the tangible results of their efforts. By connecting the structured learning environment of 4-H with the excitement of a hands-on garden, the program cultivates both knowledge and life skills. It prepares youth to make informed decisions about nutrition, the environment, and STEM-related pursuits, establishing a strong foundation for continued engagement in agricultural education and 4-H programming. YOUTH LEADERSHIP EFFORTS Program Overview The Minnesota 4-H Agriculture Ambassadors program cultivates youth leaders who serve as advocates for agriculture and agricultural literacy across the state. Ambassadors engage with their communities by presenting educational programs, leading workshops, and representing 4-H at agricultural events, industry gatherings, and public forums. Through this program, youth develop leadership, communication, and advocacy skills while fostering a deeper understanding of the agricultural industry. Youth Engagement and Reach The MN 4-H Agriculture Ambassadors actively reach over 3,000 elementary-aged youth each year through school visits, community presentations, and hands-on learning activities. Ambassadors bring agriculture to life for younger audiences, introducing concepts such as plant and animal science, crop production, sustainability, and food systems. Through interactive demonstrations and engaging presentations, youth develop awareness and appreciation for agriculture, laying the foundation for future interest in STEM and ag-related careers. Continued Presence in Agriculture Beyond youth education, the Ambassadors maintain a consistent presence at agriculture industry events, trade shows, and galas, connecting with producers, educators, and business leaders. Their participation strengthens the bridge between the next generation of agricultural learners and industry professionals, providing real-world contexts for their advocacy work. Ambassadors gain valuable experience networking, public speaking, and representing 4-H in professional settings, reinforcing skills in leadership, communication, and teamwork. 4-H & FFA CROP SCOUTING CHALLENGE The 4-H & FFA Crop Scouting Challenge brought together 14 teams and over 60 youth participants, showcasing their knowledge and skills in crop identification, pest and disease recognition, sampling techniques, and data collection. Teamwork and collaboration were evident throughout the challenge, with many teams effectively communicating roles, sharing responsibilities, and supporting one another in completing the tasks. In summary, the challenge highlighted the talent and dedication of all participants. Teams showed considerable growth in scouting skills, collaboration, and practical application of agricultural knowledge. GROW A MONSTER CHALLENGE The Grow the Monster: Potato Challenge engaged over 450 youth in a hands-on learning experience focused on potato growth, plant care, and scientific observation. Overall, participants reported high levels of enjoyment, with many highlighting the interactive and practical activities--such as planting, measuring, and tracking potato growth--as their favorite parts of the challenge. In summary, the feedback reflects a highly positive experience, with participants gaining both knowledge and practical skills in crop science. The challenge successfully combined educational content with hands-on engagement.

Publications

Progress 11/01/21 to 10/14/25

Outputs
Target Audience:Four-Year Summary of Accomplishments Over the past four years, the Minnesota 4-H Plant Science and Agronomy Initiative has expanded from pilot projects into a statewide model of agricultural STEM education. Through strategic curriculum development, hands-on learning, virtual programming, and youth leadership, the initiative connects young people to the science and systems behind agriculture while preparing them for future study and careers. Curriculum Development The initiative began with one pilot video and a hydroponics addendum to the Fields, Food & You: Cultivating Agriculture Awareness curriculum. Building on that foundation, it now includes 11 curriculum-aligned videos featuring demonstrations from 4-H Agriculture Ambassadors and real-world agricultural examples. Each video supports educators with visual instruction, reinforces inquiry-based learning, and helps standardize delivery across classrooms and clubs. This suite of multimedia resources has strengthened curriculum consistency, improved engagement, and made plant science education more accessible to rural and urban audiences alike. Virtual and Site-Based Learning Virtual programs have become a cornerstone of the initiative, providing access to youth who may not have local clubs or transportation options. Participation has grown from a few hundred youth annually in the early years to more than 900 per year, reaching over 3,500 youth in total through engaging, flexible learning opportunities. Signature programs such as Science Sprouts, Grow a Monster (Sunflower, Watermelon, Potato), Sensational Soybeans, Explorers in Agriculture, and Plant Science Trivia serve youth in grades 3-12. Participants consistently report increased curiosity about agriculture and confidence in their scientific understanding. Families emphasize the flexibility and engagement of these programs, noting they make 4-H accessible statewide. Industry and College Tours Experiential learning remains a central component of the initiative. Early tours introduced youth to dairy operations and local colleges. The program has since expanded to include hands-on visits to the USDA Soils Lab, Agvise Soil Testing, CVEC Ethanol Plant, Bonanza Beans, and research gardens, connecting youth to a wide range of agricultural sectors. Participation has grown from 50 youth in the first year to over 150 youth annually. These experiences allow youth to explore soil science, crop production, food processing, and renewable energy systems. Evaluation data indicate that youth gain a stronger understanding of agricultural careers and an increased interest in related postsecondary education and training. Crop Scouting and Leadership The 4-H & FFA Crop Scouting Challenge and 4-H Agriculture Ambassadors programs have become flagship leadership experiences for middle and high school youth. The Crop Scouting Challenge has expanded from 8 teams (30 youth) to 16 teams (70 youth), now including a pre-event "Crop School," interactive learning stations, and a career networking component with university and industry professionals. Minnesota also hosted a multi-state regional challenge, strengthening collaboration and national recognition in plant science education. The Agriculture Ambassador program engages 24 youth annually, who reach over 2,000 peers each year through school presentations, community events, and industry outreach. Ambassadors participate in leadership development, represent Minnesota 4-H at National 4-H Congress and Ignite, and appear in curriculum videos as youth role models. Participants report growth in communication, confidence, and understanding of agricultural systems. Global Agriculture Learning Introduced in Year 3, Explorers in Agriculture expands the learning horizon globally for middle-school youth. Participants study agriculture in more than 10 countries, including China, Ghana, Norway, and Costa Rica, engaging in live sessions with industry professionals and guided pre-session learning. The program serves about 45 youth annually, helping them develop cross-cultural awareness and a deeper understanding of global food systems, sustainability, and environmental issues. It has become a unique and impactful part of Minnesota 4-H's global STEM learning portfolio. Program Growth and Reach Area Year 1 Year 4 Outcome Curriculum Videos 1 pilot 11 total Comprehensive multimedia curriculum Virtual Participation ~300 youth 935 youth 3× growth and statewide access Industry Tours 50 youth 150 youth Expanded career exploration Crop Scouting 8 teams / 30 youth 16 teams / 70 youth Doubled engagement Agriculture Ambassadors 21 youth 24 youth Sustained youth leadership Global Learning -- 45 youth Added international component Total Annual Reach -- 4,500+ youth Statewide impact Outcomes and Impact The initiative's combined efforts have: Developed an accessible, high-quality agricultural STEM curriculum used statewide. Increased youth participation and engagement by more than 300% in four years. Built strong partnerships with universities, agribusinesses, and industry professionals. Created sustainable pathways for youth leadership through peer-led teaching and national recognition. Expanded agricultural literacy, career awareness, and global understanding among youth of all backgrounds. Evaluation feedback consistently highlights increased knowledge of plant systems, stronger connections to agriculture, and greater confidence in pursuing science-based education. Parents and educators report that the combination of video curriculum, hands-on tours, and virtual programming has made 4-H plant science more engaging and relevant than ever before. Conclusion In four years, the Minnesota 4-H Plant Science and Agronomy Initiative has transformed from a small pilot into a comprehensive statewide system for agricultural learning. It integrates curriculum, leadership, and experiential education to reach thousands of youth annually--building curiosity, confidence, and capacity for future careers in agriculture and STEM. By combining modern educational tools with authentic, real-world experiences, the program continues to cultivate a new generation of thinkers and problem solvers prepared to lead in plant science, sustainability, and the future of food. Changes/Problems:Over the four-year duration of this grant, the Minnesota 4-H Plant Science and Agronomy Initiative maintained consistent alignment with its goals while continuously strengthening program delivery, curriculum development, and youth engagement. The project successfully expanded plant science education across Minnesota, reaching both rural and urban communities, and providing high-quality, hands-on and virtual learning opportunities. A notable development during this period was a staffing adjustment in the second year, which allowed the initiative to enhance capacity and broaden expertise. This adjustment provided an opportunity to refine project leadership, strengthen collaboration among educators, and improve overall operational efficiency. During this time, new staff joined the team and were integrated into ongoing programming. These refinements strengthened program management, supported consistent delivery of curriculum and virtual programs, and enhanced the team's ability to respond proactively to emerging opportunities and participant needs. As a result of this adjustment, the initiative benefited from a more collaborative structure. This approach improved cross-regional communication, fostered shared ownership of program goals, and enhanced the sustainability of the initiative. It also allowed the team to maintain momentum while expanding outreach and engagement across the state. Throughout the four-year period, the program continued to meet and exceed its objectives. Curriculum development progressed steadily, resulting in the completion of 11 instructional videos aligned with Fields, Food & You: Cultivating Agriculture Awareness. These videos, many featuring Minnesota 4-H Agriculture Ambassadors, provided youth with authentic, peer-led demonstrations and allowed educators to deliver complex content in accessible, engaging ways. Plant science programming reached more than 3,500 youth through a combination of site-based clubs and virtual offerings. Virtual programs such as Science Sprouts, Grow a Monster, Sensational Soybeans, Explorers in Agriculture, and Plant Science Trivia provided flexible, interactive learning experiences for grades 3-12, connecting youth to plant science, agronomy, and global agricultural practices. Families consistently reported that virtual programming improved accessibility for youth who might face transportation or geographic barriers. Professional development for staff, volunteers, and educators was a core component of the initiative. Virtual staff trainings engaged 85 participants, while volunteer sessions reached over 40 adult mentors. In-person workshops provided hands-on training for more than 70 agriculture educators, equipping them to integrate plant science content into classrooms, 4-H clubs, and FFA activities. Collectively, these efforts created a highly skilled network of adults capable of delivering consistent, high-quality programming and supporting youth leadership development. The initiative also expanded opportunities for experiential learning and career exploration. Youth participated in industry and college tours, including visits to dairy operations, the USDA Soils Lab, Agvise Soil Testing, CVEC Ethanol Plant, and Bonanza Beans. Tours engaged over 150 youth statewide and introduced them to careers in plant science, soil science, agronomy, and renewable energy. Participants consistently reported increased understanding of career pathways and stronger interest in agriculture-related postsecondary opportunities. Leadership and applied learning were further strengthened through the 4-H & FFA Crop Scouting Challenge and the 4-H Agriculture Ambassadors program. Participation in the Crop Scouting Challenge grew from 8 teams (30 youth) to 16 teams (70+ youth), incorporating career booths, pre-competition "Crop School," and multi-state regional participation. The 4-H Agriculture Ambassadors expanded their reach to over 2,000 youth annually through school presentations, farm tours, and statewide outreach, while also contributing to curriculum videos and presenting at national conferences. Explorers in Agriculture, a virtual program for grades 6-8, engaged 45 youth annually in global agriculture learning. Participants explored farming practices in countries including China, Norway, Costa Rica, Ghana, and Cambodia, gaining cultural awareness, critical thinking skills, and a broader understanding of international food systems. The staffing adjustment, while a minor organizational change, ultimately strengthened program coordination and sustainability. It enabled a collaborative leadership model, reinforced communication systems, and supported a consistent statewide delivery of high-quality programming. No other major problems or deviations from the original plan occurred during the four-year period. Financial and reporting practices remained fully compliant with the award's Terms and Conditions. All expenditures aligned with approved budget categories, and no reallocations were required. Standard reporting requirements were met on time, and no additional or special reporting conditions were requested. In summary, over four years, the initiative has achieved measurable growth and success in curriculum development, youth engagement, professional development, and community outreach. The small staffing adjustment enhanced the project's capacity and effectiveness, while the team maintained continuity in program delivery and expanded reach across Minnesota. The Minnesota 4-H Plant Science and Agronomy Initiative now stands as a model of adaptive, sustainable, and impactful agricultural education, preparing youth for leadership and future careers in STEM and agriculture. What opportunities for training and professional development has the project provided?Professional Development and Capacity Building Strengthening Staff, Volunteers, and Educators through Statewide Training Over the past four years, grant-supported professional development has played a pivotal role in expanding the quality, reach, and consistency of Minnesota 4-H Plant Science and Agronomy programming. Through a comprehensive approach that included staff training, volunteer engagement, and educator development, the initiative built a sustainable foundation of knowledgeable adults who can confidently deliver agricultural STEM education to youth across the state. Staff Development and Collaboration To ensure program excellence and consistent delivery, three statewide virtual staff meetings were conducted, engaging 85 Extension educators and program staff from across Minnesota. These sessions provided targeted professional development aligned with the initiative's goals, focusing on: Strengthening facilitation skills for experiential learning in agriculture and STEM. Sharing successful outreach models and best practices from regional teams. Providing updates on curriculum tools, evaluation strategies, and youth engagement methods. Each session emphasized collaboration, reflection, and resource sharing to help staff deliver programs more effectively. Participants reported increased confidence in teaching agronomy and plant science topics, greater awareness of virtual program delivery tools, and improved alignment with 4-H's statewide educational priorities. Outcome: These sessions created a unified team of professionals better equipped to deliver consistent, high-quality agricultural education. Staff collaboration increased, regional disparities decreased, and the quality of learning experiences strengthened through shared expertise and professional connection. Volunteer Training and Empowerment Volunteers are essential to Minnesota 4-H's success, often serving as local program facilitators and mentors. To strengthen this network, two virtual volunteer training sessions were conducted, reaching 45 adult volunteers from counties across Minnesota. These sessions provided volunteers with: Strategies for engaging youth through inquiry-based, hands-on learning. Practical tools for supporting team-based events like the 4-H and FFA Crop Scouting Challenge. Guidance on creating inclusive, welcoming environments for all youth participants. Volunteers also shared challenges and successes from their local programs, building peer-to-peer learning and cross-county support systems. Outcome: Volunteers reported feeling more connected to the statewide mission and better equipped to guide youth in agricultural learning. Many have since implemented new instructional techniques, recruited additional participants, and taken on leadership roles within county-level programming. This professional support has enhanced volunteer retention and improved program continuity. Educator and Partner Engagement Recognizing the vital role of educators in supporting youth pathways into agricultural science, two in-person professional development events were hosted for more than 70 agriculture teachers. These teachers--many of whom serve dual roles in both 4-H and FFA--received intensive, hands-on training designed to: Deepen their understanding of agronomy and plant science concepts. Equip them with classroom-ready materials and lab-based resources aligned with 4-H curriculum. Strengthen school-to-4-H connections by helping teachers integrate extracurricular opportunities like the Crop Scouting Challenge and Explorers in Agriculture into their instruction. Teachers participated in field-based workshops, toured research facilities, and interacted directly with university and industry professionals. Feedback highlighted the value of connecting academic content with real-world agricultural practices and exposing educators to emerging industry trends. Outcome: Agriculture teachers left training sessions with stronger instructional tools and greater confidence in preparing students for applied learning opportunities. This professional development not only enhanced classroom instruction but also increased student participation in statewide 4-H programs, bridging formal and nonformal education more effectively. Statewide Network Impact The combined impact of these training opportunities is significant. In total, over 200 professionals, volunteers, and educators have participated in structured development sessions under this initiative. This growing network now represents a statewide learning community dedicated to advancing agricultural STEM education through shared standards, innovative delivery models, and continuous improvement. Collectively, these participants represent nearly every region of Minnesota--rural, suburban, and urban--and bring unique perspectives to program delivery. This cross-regional collaboration ensures equitable access for youth, especially in areas where local expertise or resources were previously limited. Outcomes and Achievements: Enhanced Quality: Staff and volunteers now have consistent access to tools, strategies, and shared understanding of curriculum goals. Expanded Reach: Professional development directly contributed to the expansion of programming from hundreds to more than 4,500 youth annually. Increased Collaboration: Connections among educators, industry partners, and Extension professionals fostered coordinated statewide events and learning experiences. Sustainable Capacity: Ongoing training built leadership pipelines within both 4-H and FFA networks, ensuring the long-term viability of agricultural STEM programming. Participants consistently report that the professional development opportunities increased their confidence in engaging youth, deepened their agricultural knowledge, and helped them deliver content that connects science, technology, and agriculture in meaningful ways. Evaluation data also indicate higher satisfaction among staff and volunteers who participated in training sessions, with many citing renewed motivation and stronger program alignment. Building a Culture of Continuous Learning These professional development investments go beyond individual skill-building--they have cultivated a culture of continuous learning and collaboration within Minnesota 4-H. Staff and volunteers now regularly exchange resources, share curriculum adaptations, and co-lead professional discussions. Agriculture teachers have become champions for connecting classroom learning to 4-H enrichment, creating new entry points for students who may not have participated previously. By intentionally linking professional development to youth program outcomes, this initiative ensures that the adults who guide young people in agricultural learning are well-prepared, inspired, and connected to a statewide system of support. How have the results been disseminated to communities of interest?Four-Year Professional Development and Dissemination Summary Minnesota 4-H Plant Science and Agronomy Initiative Over the past four years, professional development supported through this initiative has created a strong, connected, and informed network of educators, volunteers, and community partners who are delivering high-quality, science-based agricultural learning experiences to youth across Minnesota. By investing in adult learning, collaboration, and communication, the program has not only improved delivery quality but also expanded access and engagement across the state. Building Statewide Staff Capacity Three statewide virtual staff development sessions were held over four years, engaging 85 Extension educators and program staff from all regions of Minnesota. These sessions focused on enhancing facilitation skills, deepening understanding of plant science and agronomy content, and aligning local efforts with statewide goals. Staff were introduced to newly developed resources, videos, and curriculum aligned with Fields, Food & You: Cultivating Agriculture Awareness and other 4-H agri-science materials. The virtual model allowed staff from both rural and urban counties to participate, exchange ideas, and share successful program strategies. Follow-up evaluations showed significant growth in staff confidence, improved consistency in program delivery, and stronger alignment between regional and statewide initiatives. Result: Staff are now better equipped to deliver plant science programming, integrate youth leadership components, and measure impact across counties--contributing to a more cohesive statewide network of educators. Volunteer Engagement and Leadership Two virtual volunteer training sessions reached 45 adult volunteers, who are critical to 4-H's success at the local level. These sessions focused on improving volunteer confidence in leading agricultural learning activities, supporting youth teams, and creating inclusive, inquiry-based learning environments. Volunteers received updated guides, lesson templates, and communication tools connecting them directly to statewide programming such as the 4-H and FFA Crop Scouting Challenge and Explorers in Agriculture. These resources helped volunteers better understand how their efforts connect to broader educational goals and youth development outcomes. Result: Volunteer retention and satisfaction have increased, and local volunteers now actively promote and recruit for regional and statewide opportunities, serving as trusted ambassadors for 4-H's plant science programs in their communities. Empowering Agriculture Educators Recognizing that agriculture teachers are key partners bridging 4-H and FFA, two in-person professional development events were organized, engaging more than 70 teachers from across Minnesota. These workshops provided teachers with: Hands-on experience using 4-H plant science and crop scouting materials. Classroom-ready lessons aligned with current agricultural science standards. Connections to industry professionals, university faculty, and Extension resources. Participants explored soil and crop management demonstrations, evaluated pest and weed samples, and discussed strategies for incorporating experiential learning into their curriculum. Teachers reported increased student participation in extracurricular programs such as the Crop Scouting Challenge, expanded classroom application of 4-H materials, and stronger partnerships with Extension staff. Result: A growing number of schools now integrate 4-H agronomy and plant science content into classroom learning, creating a seamless bridge between formal and nonformal education. Dissemination to Communities of Interest Results and resources developed through these efforts have been widely shared with multiple communities of interest to ensure visibility, accessibility, and sustainability. Dissemination strategies include: Internal Staff Communication and Statewide Meetings: Findings and resources are presented during statewide Extension staff meetings and regional updates. A digital resource library was created to house curricula, videos, and training materials for ongoing access by educators and volunteers. Monthly newsletters and intranet postings highlight success stories and evaluation results. Volunteer and Community Networks: County-level newsletters and local 4-H websites share program updates, training recordings, and success stories from youth participants. Volunteers receive post-event summaries that include data on participation, outcomes, and program impact, which they can share with local partners and advisory boards. School and FFA Partnerships: Agriculture teachers integrate evaluation findings and materials into FFA and classroom projects, expanding awareness among hundreds of additional youth annually. Results are shared at state and regional agriculture education conferences, reaching an audience of educators and administrators who can replicate 4-H models in their schools. Public Outreach and Recognition: Program highlights and impact data are featured in Extension news releases, social media posts, and statewide reports distributed to stakeholders and funders. Youth and adult participants share their experiences through local media, state fair presentations, and Farmfest events, amplifying public understanding of 4-H's contribution to agricultural education. Result: Dissemination efforts have built strong visibility and understanding of program outcomes among educators, volunteers, families, and industry partners. Each audience--staff, teachers, and community members--receives tailored communications that encourage continued participation and support. What do you plan to do during the next reporting period to accomplish the goals? Nothing Reported

Impacts
What was accomplished under these goals? (Curriculum • Programs • Outreach) Over the past four years, the Minnesota 4-H Plant Science and Agronomy Initiative has advanced from early pilot work to a statewide model of agricultural STEM learning. Through integrated curriculum, virtual and site-based programs, industry engagement, and youth leadership development, the initiative continues to expand access to high-quality, hands-on agricultural education for youth across Minnesota. Curriculum Development The initiative has progressed from concept to a comprehensive suite of teaching tools aligned with Fields, Food & You: Cultivating Agriculture Awareness. Years 1-2: Partnered with a professional video editor to produce the first instructional videos and develop a hydroponics addendum. Three completed videos enhanced the existing curriculum, providing visual demonstrations and teacher support. Years 3-4: Added eight more curriculum-aligned videos featuring crop scouting, plant systems, and real-world agricultural practices. 4-H Agriculture Ambassadors appeared in these videos, adding an authentic youth voice and relevance. Impact: A total of 11 curriculum videos now support instructors statewide. Each video provides step-by-step guidance, visual demonstrations, and peer-led storytelling, connecting youth to modern agriculture through accessible, engaging content. These tools ensure consistent, high-quality delivery and have expanded plant science access to diverse audiences statewide. Plant Science & Virtual Programming Plant science learning has evolved from small local clubs to a hybrid statewide program offering both in-person and virtual options. Annual participation grew from a few hundred in early years to over 935 youth in Year 4, totaling more than 3,500 youth reached across all virtual platforms. Signature programs such as Science Sprouts, Grow a Monster (Sunflower, Watermelon, Potato), Sensational Soybeans, Explorers in Agriculture, and Plant Science Trivia provide flexible, interactive learning for grades 3-12. Families consistently report that these virtual programs make 4-H participation possible for youth who face transportation or geographic barriers. Evaluations highlight gains in curiosity, science understanding, and confidence in applying agricultural concepts. Accomplishment: Virtual programming now serves as a cornerstone of 4-H plant science education--broadening access, improving equity, and connecting youth statewide through technology-enabled learning. Learning Through Industry and College Tours Hands-on learning continues to be a hallmark of this initiative. Youth engage with agriculture beyond the classroom through targeted site visits and career exploration tours. Early Years: Tours included dairy operations, Ridgewater and Riverland Colleges, and local agribusinesses, offering firsthand exposure to agronomy and livestock systems. Recent Years: Expanded to the USDA Soils Lab, Agvise Soil Testing, CVEC Ethanol Plant, and Bonanza Beans, where youth explored soil analysis, renewable energy, and food processing. Participation increased from 50 youth in Year 1 to more than 150 in Year 4. Youth reported a stronger understanding of agricultural systems, sustainability, and potential career paths in plant and soil sciences. Accomplishment: Industry and college tours now serve as a proven pipeline for connecting youth with real-world agriculture, career awareness, and postsecondary opportunities. Crop Scouting and Leadership Development Leadership and applied agronomy experiences are central to program growth through the 4-H & FFA Crop Scouting Challenge and the 4-H Agriculture Ambassador program. Crop Scouting Challenge: Expanded from 8 teams (30 youth) to 16 teams (70+ youth). The event now includes a pre-competition Crop School, educational booths, and partnerships with university faculty and agribusiness professionals. Minnesota also hosted a multi-state regional challenge, positioning the state as a leader in youth agronomy education. 4-H Agriculture Ambassadors: Grew from 21 to 24 youth annually, reaching over 2,000 youth each year through school presentations, farm tours, and outreach at Farmfest, trade shows, and the Minnesota State Fair. Ambassadors have presented at National 4-H Congress and Ignite, while also contributing to curriculum videos and mentoring peers. Accomplishment: These programs have become signature components of Minnesota 4-H--cultivating leadership, communication, and career readiness skills while deepening youth engagement in agriculture and STEM. Explorers in Agriculture: Global Learning Introduced in Year 3, Explorers in Agriculture gives youth in grades 6-8 a unique window into global food systems and agricultural sustainability. Participants explored practices in 10+ countries, including China, Norway, Ghana, Costa Rica, and Cambodia. Each virtual session featured guest experts and guided pre-session learning. About 45 youth participate annually, building cultural understanding and critical thinking about world agriculture. Accomplishment: Youth reported greater awareness of global food systems, trade, and environmental sustainability, connecting local learning to international perspectives and global citizenship. Program Growth and Reach Area Year 1 Year 4 Growth/Impact Curriculum Videos 1 pilot 11 total Fully developed multimedia curriculum Virtual Participation ~300 youth 935 youth annually 3× growth, statewide accessibility Industry Tours 50 youth 150 youth Expanded partnerships, hands-on relevance Crop Scouting 8 teams / 30 youth 16 teams / 70 youth Doubled engagement and scope Agriculture Ambassadors 21 youth 24 youth Sustained statewide leadership Global Ag Explorers -- 45 youth New international learning component Total Youth Impact -- 4,500+ annually Comprehensive statewide reach Outcomes and Impact Across four years, the initiative has achieved measurable progress in curriculum quality, educational access, and youth development. Key outcomes include: Expanded reach and inclusion--Over 4,500 youth annually engaged in plant science, agronomy, and agricultural STEM. Enhanced curriculum tools--11 professional videos now strengthen educator confidence and instructional quality. Strengthened partnerships--Collaboration with universities, colleges, and agribusinesses connects education to workforce needs. Leadership development--Youth gain real-world skills in communication, problem-solving, and critical thinking. Career awareness--Hands-on learning and industry exposure have inspired youth to pursue agriculture-related studies and professions. Evaluation results show strong increases in agricultural literacy, confidence, and curiosity among participants. Parents and educators report that youth view agriculture as both a science and a career pathway, directly linking learning to real-world applications. Conclusion In just four years, the 4-H Plant Science and Agronomy Initiative has grown from a post-pandemic pilot into a comprehensive statewide system of agricultural learning. Through high-quality curriculum, immersive hands-on and virtual experiences, and authentic industry partnerships, the program prepares Minnesota youth to be informed, innovative, and inspired leaders in the future of agriculture. By integrating science, technology, and leadership development, Minnesota 4-H continues to cultivate a generation of thinkers and problem solvers ready to shape the future of food, farming, and sustainability.

Publications

Progress 11/01/23 to 10/31/24

Outputs
Target Audience:Site Based Clubs (Youth Audience) The site-based Plant Science clubs continue to meet and offer new learning experiences for youth. Highlights from recent club activities include students at Hall STEM Academy planting, tending, and harvesting hydroponic lettuce, collard greens, kale, and bok choy. In Carver County, 75 youth from Lakeview Elementary learned about the differences between monocots and dicots. Additionally, youth from Eden Prairie had the opportunity to tour the University of Minnesota's St. Paul campus, where they explored higher education opportunities in agriculture and related fields. 4-H & FFA Crop Scouting Over 70 youth, forming 16 teams, from 12 counties--a 20% increase from 2023--participated in the 4-H & FFA Crop Scouting Challenge. Seven of these 12 counties face economic challenges related to income, access to technology, and transportation. 4-H Virtual Agronomy (Plant Science) offerings Over 900 youth participated in five virtual 4-H Plant Science programs, engaging in interactive and hands-on learning experiences from the comfort of their homes. These programs introduced youth to a variety of plant science topics, including watermelons, soybeans, plant science trivia, and exploring agriculture practices from different counties. Through virtual workshops, demonstrations, and activities, participants were able to explore the science behind plant growth, experiment with different planting techniques, and learn about the role of plants in our ecosystems. The virtual format allowed youth from diverse geographic locations, including those in rural and underserved communities, to access high-quality educational content and connect with peers and experts in the field. These programs not only expanded their knowledge of plant science but also fostered curiosity and a deeper appreciation for agriculture and environmental stewardship. Changes/Problems:This year we did not experience any changes or problems to change our approach in the grant. The only real challenge is working with the number of youth who want to experience the program. What opportunities for training and professional development has the project provided?We provided both in-person and virtual opportunities for University of Minnesota Extension staff across the state. Staff in the Department of Youth Development were offered four distinct virtual sessions to learn about the program. Additionally, a virtual presentation was made available to all U of M Extension staff. We also organized a dedicated session for FFA teachers to introduce them to the 4-H & FFA Crop Scouting Challenge. How have the results been disseminated to communities of interest?In 2024, we delivered workshops for both youth and educators to introduce them to the program and its opportunities. Additionally, we conducted multiple school visits to engage with staff and students, discussing available opportunities within the program. What do you plan to do during the next reporting period to accomplish the goals?We will continue to engage with youth by reaching them in their schools and communities, ensuring we connect with them where they are already located.

Impacts
What was accomplished under these goals? Staffing After reviewing the budget, funds were allocated for an additional staff member for a year, focusing on two counties. In collaboration with the Youth Development Program Leader in the Central region, we selected an individual to deliver plant science programming, reaching an additional 4,592 youth. This expanded capacity also allowed outreach to schools in suburban areas, connecting with youth not previously reached, nearly achieving a total impact of 5,000 youth. Curriculum Three new videos were produced, including an MN 4-H & FFA Crop Scouting Challenge video and supplementary videos for the "Fields, Food & You" curriculum modules. MN 4-H Agriculture Ambassadors contributed to voiceovers and hands-on demonstrations. Virtual Programs Virtual programming has expanded access for youth across the state, engaging over 850 youth. Highlights include: Science Sprouts: 110 participants Grow a Monster - Watermelon: 650 participants Sensational Soybeans: 50 participants Plant Science Trivia: 30 participants Explorers in Agriculture: 25 participants Industry Tours Youth gained insights into plant science careers through industry tours to companies like Bonanza Bean and Stoney Ridge Foods, exposing them to career opportunities in agriculture. Explorers in Ag This virtual program for youth in grades 6-8 explored agricultural practices in countries like China, Norway, and Ghana. Experts shared insights, and participants studied country-specific content prior to each session. Over 30 youth are actively participating. Crop Scouting Challenge The 4-H & FFA Crop Scouting Challenge grew by 20%, with 16 teams and over 70 youth participating. A new "Crop School" feature was introduced, offering youth the chance to learn from industry professionals. Minnesota also hosted the Regional Challenge, welcoming teams from five states, and 11 teams participated. 4-H Agriculture Ambassadors The Minnesota 4-H Agriculture Ambassadors, a group of 24 youth, reached over 2,000 youth through in-school teaching and events. They engaged communities at agricultural gatherings and presented at the National 4-H Ignite Conference, showcasing their leadership and agricultural education efforts. 4-H Club Highlights Hall STEM Academy: Youth planted, tended, and harvested hydroponic crops. Carver County: 75 youth from Lakeview Elementary learned about monocots and dicots. Eden Prairie: Youth toured the University of Minnesota's St. Paul campus, exploring higher education opportunities in agriculture. Youth Leadership The Ag Ed Leader program, piloted in six counties, offered youth opportunities to explore agriculture through farm tours, workshops, and in-school teaching sessions. Over 200 youth participated, with a youth-led teaching model reaching over 2,000 students statewide. Junior Crop Scouting & Field School Programs like Junior Crop Scouting and Field Schools attracted 15 and 30 youth, respectively, offering hands-on learning experiences in crop scouting and agriculture. Sensational Soybeans Fifty youth participated in a learning experience focused on soybeans, exploring the crop's growth and role in agriculture. They learned about the uses of soybeans in food and biofuels, gaining a deeper understanding of environmental sustainability and agriculture. Grow a Monster Melon Challenge Over 650 youth participated in this watermelon-growing challenge, learning about soil health, irrigation, pest management, and sustainability. This challenge fostered teamwork, with participants collaborating to maximize melon growth, emphasizing the importance of local food production and agriculture's role in community well-being.

Publications

Progress 11/01/22 to 10/31/23

Outputs
Target Audience: Site-Based Clubs (Youth Audience) Two Rural Clubs - Currently we have two identified rural clubs. 1.)Mahnomen - is in a socially economically challenged area with limited technology and other funding which makes it an economically challenged area. 2.) Kandiyohi County is a diverse population that we are reaching. This is a Samali and Hmong audience potentially economically challenged. This opportunity is being provided to youth in a very diverse community. Two urban clubs- Currently we have two identified urban clubs. 1.) North High located in Minneapolis is an urban group comprised of African American students. 2.) Eden Prairie School is an urban group with a diversely mixed group. Promotion is happening in their communities with a high diversity population. 4-H Agriculture Ambassadors - currently we have 24 high school-age youth who are 4-H Agriculture Ambassadors. Some of the youth come from economically & technology-challenged counties. This means that their counties are of low economic status and they have limited technology available to them. AgED Youth Leadership -We have expanded our youth leadership experience to include youth from five different counties. There are over 70 youth in these counties some coming from economically and technology challenged communities. 4-H/FFA Crop Scouting Over 50 youth from over nine counties participated in the 4-H/FFA crop scouting. Six of the nine counties are economically challenged because of jobs, distance, and lack of technology. 4-H Virtual Agronomy offerings Over 800 youth from over 85 counties participated in our virtual agronomy experiences. We have reached homeschooled youth, youth in economically poor areas, and youth who do not have regular access to reliable transportation through our virtual agronomy opportunities. This method has ensured access to youth who might not have participated because they did not have access to transportation or the lack of the opportunity in their county. Changes/Problems:The program has experienced some of the challenges outlined in the first year. Some of them we have overcome such as participation, staffing, and the video editor. Some still remain such as the mentorships but we are working on that. One new issue is as the program is becoming more known people are aware is having to say no because of the capacity of either providing programs or attending functions because not enough time. What opportunities for training and professional development has the project provided?We continue to provide either in-person or virtual experiences for staff to learn about the variety of aspects of the program as it continues to offer program opportunities for youth in the counties around the state of Minnesota. How have the results been disseminated to communities of interest?In 2023 we had visits with schools with highly diverse populations and had conversations with teachers about providing opportunities for their students to participate. We had one school participate in our 4-H and FFA Crop scouting due to our visit to their school. What do you plan to do during the next reporting period to accomplish the goals?We plan to keep promoting and sharing opportunities with youth in the communities and schools we are targeting. We are also making onsite visits to learn and share what we have and make a connection to the community.

Impacts
What was accomplished under these goals? Here is an update on the accomplishments to date: Curriculum - With the guidance of a video editor we have completed three videos this year that will enhance the Fields, Food and You curriculum. Each of the videos will demonstrate how to use one of the curriculum. These video aides will guide the instructor as they learn and lead the various curriculum pieces. Plant - Site-based clubs continue to meet and grow. The site based clubs are a great place to connect young people into the content of Plant Science. This year our virtual reach and programming continues to grow. Reaching over 870 youth with a variety of topics. These topic areas includes Growing a Monster Sunflower (600 youth), Science Sprouts (over 80 youth), The Great Seed Mystery (over 70 youth), and Plant Science Trivia Nights (over 50 youth). Grow A variety of tour options were provided for youth to learn about agronomy-related. Over 80 youth were reached by providing site-based tours. Three locations in the state provided tours for youth to learn about agronomy, plant science, and the world of agriculture. Getting youth first-hand experience onsite locations provides them with real-world exposure to agriculture. 4-H Agriculture Ambassadors were quests at two locations learning about a variety of agriculture. They were guests and toured an organic vegetable farm and also guested and toured a small-scale dairy farm. Both experiences provided with youth with real-world experiences and learning from individuals with passions in agriculture. 4-H Agronomy Field Day - a 4-H Agronomy day was provided for youth to learn about forages and livestock directly at a large-scale dairy operation. By learning from the staff about the forages they feed their cows youth were able to see firsthand what is grown and fed to the animals. 50 youth from over eight counties attended this unique event located right on the sight of the farm. Cultivate The 4-H/FFA crop scouting was a successful event this year. This event keeps growing in participation and success of the event. Over 50 youth participated in 13 teams to compete in the 4-H & FFA Crop scouting challenge. Some successes beyond participation growth included an inner-city FFA team comprised of non-white participants, a new opportunity for younger youth to help with the sustainability of the program, educational and business booths added for youth to explore college and careers, and new partners and program support people as the program continues to grow. This year we have 24 youth who will be agriculture ambassadors. This was five short of our goal but we have youth represented from many places around the state of Minnesota. This will help with our reach over the year. The youth will be involved in a variety of programming, in-school presenting, and the beginning stages of mentoring as stated in our narrative. We have a great team and are in a good place to make this all happen. In 2023 the 4-H Agriculture Ambassadors reached 1,000 youth during National Agriculture Week. Our goal in 2024 is to reach over 1,500 with new lessons and curriculum support. In 2023 they also attended three agriculture trade shows, supported efforts at the 2023 Farmfest, and provided educational tours at the MN State Fair reaching over 100 youth in oneday4-H Agriuculture Ambassadors also attended two different National 4-H experiences including National 4-H Congress and the National Ignite Conference.

Publications

Progress 11/01/21 to 10/31/22

Outputs
Target Audience:Target Audience Site-Based Clubs (Youth Audience) Two Rural Clubs - Currently we have two identified rural clubs. 1.)Mahnomen - is in a socially economically challenged area with limited technology and other funding which makes it aneconomically challenged area. 2.) Kandiyohi County is a diverse population that we are reaching. This is a Samali and Hmong audience potentially economically challenged. This opportunity is being provided to youth in a very diverse community. Two urban clubs- Currently we have two identified urban clubs. 1.) North High located in Minneapolis is an urban group comprised of African American students. 2.) Eden Prairie School is an urban group with a diversely mixed group. Promotion is happening in their communities with a high diversity population. 4-H Agriculture Ambassadors - currently we have 21high school-age youth who are 4-H Agriculture Ambassadors. Some of the youth come from economically & technology-challenged counties. This means that their counties are of low economic status and they have limited technology available to them. 4-H/FFA Crop Scouting Over 30 youths from over nine counties participated in the 4-H/FFA crop scouting. Four of the nine counties are economically challenged because of jobs, distance, and lack of technology. 4-H Virtual Agronomy offerings Over 180 youth from over 80 counties participated in our virtual agronomy experiences. We have reached homeschooled youth, youth in economically poor areas, and youth who do not have regular access to reliable transportation through our virtual agronomy opportunities. This method has ensured access to youth who might not have participated because they did not have access to transportation or lack of the opportunity in their county. Changes/Problems:Year one of the Growing Global Agriculturist has provided many successes but has also had some challenges. I will outline some of the challenges we have encountered: Staffing - In our narrative, we highlighted the need for a position to really be able to focus on the implementation of the program. There were some internal situations with the hiring process and we were not able to get the position started until the end of May. This delay in the start of the position put the progress of many of the events and activities on hold till the person was able to get on staff. Post-COVID participation- Coming out of a pandemic has shown a variety of challenges when we try to engage families and young people. Families and youth have been slow to return back to full participation in an afterschool setting program. There has been the continuous promotion of programmatic opportunities in communities and school systems but we still are running into the issue of people feeling safe and wanting to do things with multiple people. This has been an unforeseen challenge and has had an issue withour progress onour goals. Video editor - One of our pieces was to hire a video editor to provide videos with our agronomy curriculum. With the delay with our staff member has pushed back our time on getting the video editor. We are in the beginning stages of it but not as far as we wanted to be at this time. We are in the process of securing someone it has just taken time. Timing on mentorships - We also stated work around mentorships. This has also been another post-pandemic issue with adults either not being able to get off work or having to deal with workplace shortages and not being able to get the time off to support projects like this. Adult Volunteers - Looking to sustain this program we are challenged at finding adults with the time and dedication to provide leadership to the opportunities as we develop them. With post-pandemic issues such as employee shortages, it is making it difficult for adults to get time off of work to help support initiatives such as this one. We are looking at creative ways to workwith employers to overcome this lack of volunteering. What opportunities for training and professional development has the project provided?Staff Development This was not originally in our narrative but, as programs and opportunities have been developed we have provideda variety of opportunities for staff around the state to learn about our programs through virtual and in-person opportunities. Sessions have been provided to staff to learn about all of the opportunities provided. In-person and virtual opportunities have brought staff up to speed on the growth of the program. How have the results been disseminated to communities of interest? Nothing Reported What do you plan to do during the next reporting period to accomplish the goals?We plan to keep promoting and sharing opportunities with youth in the communities and schools we are targeting. We are also making onsight visits to learn and share what we have and make a connection to the community.

Impacts
What was accomplished under these goals? Here is an update on the accomplishments to date: Curriculum - We are at the beginning stages of working with a video editor to help with the production of the videos connected to our existing curriculum. We are also in the development of writing a piece and adding an addendum around Hydroponics. A video is being discussed as a pilot to be used to produce the other reminding videos. Plant - Site-based clubs have taken a slow start due to post-pandemic reasons with families and youth participating in programs. Four sites have been established (two rural Mahnomen & Kandiyohi and two suburban Minneapolis north and Eiden Prairie)- Plans are continuing on the progression and establishment of the site-based clubs. Virtual agronomy opportunities - with post-pandemic problems, we developed some virtual opportunities to help youth participate in our programs and keep them connected to the agronomy movement. Reaching youth who might not have access to transportation, are not able to get to an opportunity because of distance or because their county does not offer this type of quality program. Virtual opportunities ensure all youth have access to programming. Grow A variety of tour options were provided for youth to learn about agronomy-related. Over 50 youth were able to see college Campuses such as Riverland near Austin MN, Large Dairy operations by Murdock MN, or learn from experts from other Colleges such as Ridgewater college near Willmar, MN. These tours provided the youth the opportunity to learn about agriculture business and classes offered by colleges by seeing first hand and learning from the farmers or faculty first hand. 4-H Agronomy Field Day - a 4-H Agronomy day was provided for youth to learn about forages and livestock directly at a large-scale dairy operation. By learning from the staff about the forages they feed their cows youth were able to see firsthand what is grown and fed to the animals. 38 youth from over eight counties attended this unique event located right on sight of the farm. Cultivate The 4-H/FFA crop scouting was a successful event this year. The first success was holding it on the University of Minnesota St. Pauls campus. We were able to use the test plots and research facilities to hold the event. The second success was having over 30 young people attend the event. 8 teams were represented for this in-person experience. The third success was involving university faculty along with private industry people to be the officials of the event. We were very pleased with the success of this event and have started to plan for the 2023 event. This year we have 21youth who will be agriculture ambassadors. This was five short of our goal but we have youth represented from many places around the state of Minnesota. This willhelp with our reach over the year. The youth will be involved in a variety of programming, in-school presenting, and the beginning stages of mentoring as stated in our narrative. We have a great team and are in a good place to make this all happen.

Publications