Non Technical Summary
Although research has noted the widespread impacts of climate change on agro-ecological systems, unfortunately, farmers represent some of the most climate skeptical groups of individuals, with upwards of 88% denying the contributions of humans of modern day climate change. Fortunately however, research has found that children, including agricultural high school students appear to be better at coming to a point of concensus on climate change, unlike their adult counterparts. As such, this transfer application proposes an integrated project that aligns with the AFRI Farm Bill Priority Area of bioenergy, natural resources, and environmenta with the overall goal of leveraging the unique climate change views of agriculture high school students to increase the climate concern and willingess to implement climate resilient agriculture behaviors of their parents, through intergenerational transfer. To do this, 36 North Carolina high school agriculture teachers will be trained in the Project Learning Tree module, Southeastern Forests and Climate Change, and experimentally test the curriculum's effects on a minimum of 1800 students and 540 parents. To accomplish this, preservice agricultural teachers and environmental educators at North Carolina State University will be engaged through a robust service learning project giving them hands-on experience with teaching in agricultural classrooms and social science research methods. This project contributes to the overall AFRI goal of promoting the sustainability of agricultural ecosystems.

Classification

Knowledge Area (KA)	Subject of Investigation (SOI)	Field of Science (FOS)	Percent
806	0430	3020	100%

Knowledge Area
806 - Youth Development;

Subject Of Investigation
0430 - Climate;

Field Of Science
3020 - Education;

Goals / Objectives
The overall goals of this project aimed at testing how climate change-basedintergenerational learning from children to parents in agriculture communitiesinclude: 1) recruiting and training 36 high school agriculture teachers in the Project Learning Tree Southeastern Forests and Climate Change module and 2) engaging over 100 undergraduate and 10 graduate students in a robust service learning project experience complete with training in the Southeastern Forests and Climate Change.Objectives associated with goal 1 include:1) increasing self-efficacy in teaching climate change among agriculture teachers2) reaching 1,800 students and 540 parents over two years3) increasing climate change concern among high school teachers and students4) increasing climate resilient agricultural practices among high school students and their parents5) experimentally testing if SFCC training and implementation increases climate concern and climate resilient agricultural practices among high school students and their parents through intergenerational transfer regardless of personal ideologies (e.g., politics, worldview)Objectives associated with goal 2 include:1) increasing climate concern among pre-service agriculture teachers and pre-service environmental educators2) increasing self-efficacy of teaching climate change to agriculture audiences in pre-service agriculture teachers and environmental educators3) increase the likelihood that pre-service environmental educators will include education and extension based activities in their future careers4) increasing knowledge among all participating NCSU students of social science research methods, including survey design, sampling, data collection, and analysis5) engaging a minimum of 12 undergraduates and 10 graduate students in the data collection, analysis, and publication process

Project Methods
Modification of the Southeastern Forests and Climate Change Curriculum This project leverages the already existing USDA-NIFA funded Southeastern Forests and Climate Change (SFCC) Project Learning Tree curricula. The curriculum will be modeled tofollow the identified best practices of intergenerational transfer curricula (Duvall & Zint, 2007), and will include: 1) hands-on, action oriented lessons, 2) a focus on agricultural and climate change impacts in the Southeast, 3) a service-learning project on a local farm that connects to climate change, and 4) facilitated conversations between students and their parents through homework-based activities. SFCC's design already meets criteria one and two. I will create an additional lesson in fall 2019 that guides teachers in the service learning project and reflection to meet criteria three and four. I will help connect teachers with local farms in their areas, and teachers will be asked to engage their students in a service learning project that 1) connects to climate change, 2) is on a local farm, and 3) requires three hours spent outdoors. The additional activity will also include an interview between students and their parents and a reflective blog post to be included on a PSU-hosted project website.Creation of the Parent, Student, and Teacher QuestionnairesSurvey instruments will be created for parents, students, and teachers through relying on previously created scales. I will measure climate concern of both students and their parents through use of the climate concern scale in the 2011 nation-wide climate change adolescent survey . To assess parent and student commitment to resilient agricultural practices, I will modify the Climate Change Behavior Scale from Stevenson and Peterson (2015) to include agriculture specific behaviors that promote agricultural resiliency (e.g., use of cover crops, carbon storage practices). To understand child perceived perceptions of influence and adult involvement in school activities, which are key components of facilitating intergenerational transfer (Duvall & Zint, 2007), I will rely on the scale developed and used by Lawson et al. (2018b) in their climate change intergenerational transfer study. For teachers, I will measure comfort in teaching climate change as a subject in the agriculture classroomthrough modification of the scale utilized by Stevenson, Peterson, and Bradshaw (2016).Sampling and Recruitment To evaluate the impacts of SFCC on the intergenerational transfer of climate literacy and agricultural climate resiliency, I will use a pre-posttest treatment-control experimental design (Creswell & Creswell, 2018). I will use a hierarchical sampling design (Ericson & Gonzalez,2003), for this experiment to first sample teachers, then their students, and through students, their parents. I will recruit a minimum of 36 teachers;interested teachers will be randomly assigned to treatment and control groups. These teachers will then be trained in the curriculum during the summer (treatment) or at the end of the project (control).Data Collection and AnalysisI will use multiple linear regression models to test impacts of the curricular treatment. Among the high school students, I will model changes in climate concern and climate resilient agricultural behaviors as a function of treatment group membership, pretest scores to account for any ceiling effect (Keith, 2015), and other variables associated with student learning around climate change such as gender, ethnicity, socioeconomic status, and teacher training (Stevensonet al., 2014). Among parents, I will predict changes in climate literacy and climate agricultural behaviors as a function of their student scores, and demographics including gender, age, income, and political affiliation. I will also account for correlation in responses of members from the same classroom or family through inclusion of random effects model (Keith, 2015). In a similar fashion, I will test for impacts of teaching and being trained in the SFCC module for the agricultural teachers through predicting changes in climate literacy and self-efficacy in teaching climate change as a function of pretest scores and demographics.