Non Technical Summary
Extension programming is critical for the adoption of integrated pest management (IPM) practices, and stakeholders engage best with extension programs that are dynamic and interactive.3D printing creates three dimensional objects from Computer-Aided Design (CAD) or digital 3D models. 3D printed products can be quickly produced, cost effective and are highly customizable leading to a broad suite of applications. 3D printing offers great promise to improve stakeholder engagement. However, the use of 3D printing in extension programming is underutilized, likely due to a poor understanding of potential applications of the technology and a perceived steep learning curve to use 3D printing. In this Extension-led ARDP proposal, we will address common roadblocks of 3D printing by providing novel case studies in extension programming and 3D printing workshops tailored toward extension educators. This proposal supports the AFRI goal to develop, "Plant protection tools and tactics", by developing several applications of 3D printing that will encourage the use of IPM in three different systems. The specific objectives of this work are to 1) Provide case studies showcasing the application of 3D printing in extension programming to improve the knowledge and adoption of IPM practices, 2) Identify barriers and facilitators of adoption of 3D printing amongst various stakeholders, and 3) Develop an online workshop for extension educators to learn the basics of 3D printing. These objectives will achieve the overall aim of improving IPM awareness and adoption as well as arming extension educators with a valuable resrouce to enrich their programming.

Classification

Knowledge Area (KA)	Subject of Investigation (SOI)	Field of Science (FOS)	Percent
205	1139	1130	33%
205	1820	1130	33%
205	1499	1130	34%

Knowledge Area
205 - Plant Management Systems;

Subject Of Investigation
1499 - Vegetables, general/other; 1820 - Soybean; 1139 - Grapes, general/other;

Field Of Science
1130 - Entomology and acarology;

Goals / Objectives
3D printing has the potential to improve extension programming through the development and application of customized products. While the 3D printed products featured in this proposal are unique, the IPM challenges we highlight are not. Many agricultural systems struggle with invasive species detection, scouting, and IPM adoption. We aim to showcase the broad application of 3D printing to help confront these challenges. In achieveing this goal we have three supporting objectives including, 1)Provide case studies showcasing the application of 3D printing in extension programming to improve the knowledge and adoption of IPM practices., 2)Identify barriers and facilitators of adoption of 3D printing amongst various stakeholders. and 3)Develop an online workshop for extension educators to learn the basics of 3D printing. Overall,in this Extension-led ARDP proposal, we will address common roadblocks of 3D printing by providing novel case studies in extension programming and 3D printing workshops tailored toward extension educators.

Project Methods
Objective 1: We will create and test 6 unque 3D prints that will serve as the case studies for this proposal. This includes 1)Case study #1 Seeing what's not there: Spotted Lanternfly Scavenger Hunt,Case study #2 Bean counting: Soybean defoliation thresholds, andCase study #3 Spot the beetle butt: cucurbit pest identification. The associated prints will be designed and printed using Tinkercad and PRUSIA printers. All products will be made with polylactic acid polymer (PLA), a thermoplastic made from natural materials (i.e., one of the most biodegradable). All excercises will be evaluated usingsurveys prior to and directly after training exercises. The pre-questionnaire will gauge the individual's preexisting knowledge of the material, and post-questionnaire will ask the same questions in addition to their experience with the activity.Surveys will be reviewed and revised if needed by OSU Extension Learning and Organizational Development (LOD) unit to ensure a high-quality assessment.Objective 2:The team will develop questions to be integrated into the workshops detailed in obj. 1 to learn more about any potential barriers to adoption from the various stakeholders. The questions will be integrated into the pre-post tests for each workshop. Data will be analyzed and reported to see changes in their perceptions towards using 3D printed tools. Furthermore, the team will conduct focus groups with 10-15 participants from each case study (obj.1). Qualitative data will give more insight into the use of 3D printed tools for IPM. Data will be analyzed and used to create a module for extension professionals to learn how to address potential barriers to adoption (obj. 3).Objective 3:A workshop will be developed to cover the basics of 3D printing. Each module will be 90-120 minutes in length. We will split modules into sections so educators can space the information out and make it more tenable than 1-2 continuous hours of online content. We will offer a total of three 3-week sessions (=2 modules/wk) in the second year of the grant in which educators can enroll in the material and then we will hold virtual "office hours" allowing the educators to meet with us to clarify concepts and diagnose problems. For those that cannot meet locally, we have web-enabled cameras (i.e. Ring cameras) linked to each printer so that the participant can watch their product being printed in real-time.We will also survey the educators on how the course could be improved, their knowledge and skill gain, as well as how they plan to implement the course material into their pre-existing extension programming. This survey data is described above, 'Data collection/Notes' (Table 1).