Progress 09/01/24 to 08/31/25

Outputs
Target Audience:Youth Participants During the current reporting period, project activities engaged over 4,000 youth (grades K-12) through a variety of delivery modes, including virtual learning platforms, formal classroom instruction, afterschool and summer enrichment programs, library-based education, and community outreach events. In Maine, implementation efforts prioritized engagement of youth from rural, tribal, and inland/non-coastal communities, as well as youth with disabilities and at-risk populations. Building upon programming established during Year 1, 4-H aquaculture education was expanded through sustained partnerships with rural school districts and educators; collaborations with Maine tribal communities; programming for youth with disabilities through Camp CaPella Summer Camp; outreach to inland rural communities (e.g., Easton Elementary School); and continued work with alternative education programs serving at-risk youth across multiple local districts. Educators During this period, the project reached more than 150 educators representing both formal (K-12) and informal (out-of-school) learning environments. Engagement occurred through direct professional development, technical assistance and mentorship, and distribution of curriculum and digital resources. Efforts prioritized capacity building among educators, particularly those serving rural and economically disadvantaged communities within Maine. The educator audience expanded beyond Maine this year with participation from educators in other U.S. states and international contexts through the adoption of Virtual Field Trip (VFT) resources and related aquaculture curricula. General Public Project activities also advanced public engagement and outreach related to aquaculture and STEM education. Through 4-H networks, county fairs, community science events, aquaculture industry partnerships, and online dissemination, project content reached an estimated 20,000 members of the general public. In addition, the 4-H Virtual Field Trips released during this reporting period engaged over 100 educators and 4,000 youth learners globally, substantially amplifying program visibility and dissemination of USDA-supported educational resources. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?Project Team and Staff This project has provided substantial opportunities for training and professional development for project staff, particularly in the design and delivery of youth-focused educational experiences in aquaculture and aquaculture technology. Team members strengthened their skills in digital learning design, virtual field trip (VFT) creation using the ThingLink platform, and integration of STEM and workforce readiness concepts into aquaculture education. These efforts have enhanced the team's capacity to create engaging, technology-enabled educational content that supports youth career awareness and technical literacy in the aquaculture sector. Project staff also engaged in professional learning through participation in national and regional conferences, workshops, and organizational meetings. These included the RAS Tech Conference (June 2025), Aquaculture R&D&E Summit (January 2025), and the UMaine Cooperative Extension All-Organization Conference (November 2024). Attendance and presentations at these events provided valuable opportunities for sharing project outcomes, networking with aquaculture and education professionals, and acquiring current knowledge in aquaculture systems, educational technology, and outreach best practices. Collectively, these experiences contributed to increased staff expertise in both aquaculture science and in the design of effective informal and formal learning opportunities that align with USDA and Extension goals for workforce development and rural prosperity. Educator Training and Mentorship For participating educators, the project has delivered ongoing, individualized mentoring, training, and technical support to strengthen their capacity to teach aquaculture and related STEM concepts. Educators received one-on-one assistance in implementing aquaculture technology curricula, incorporating hands-on learning with their students, and utilizing the project's virtual field trips and digital learning resources. A distinguishing feature of this project's educator engagement has been its emphasis on year-round mentorship and sustained professional relationships. This model has supported educator confidence and competence in aquaculture instruction, leading to measurable increases in teacher self-efficacy and classroom implementation. Educators have reported that the personalized guidance and access to project resources have helped them more effectively integrate aquaculture content into their regular teaching practices. The project team also provided formal professional development opportunities for educators through participation in workshops and conferences, including but not limited to: Connected Learning Ecosystems Workshops (February and August 2025) UMaine Research in STEM Education Summit (RISE) (August 2025) Seaweed Educators Summit, hosted by the Maine Aquaculture Innovation Center (October 2024) Additional regional and state-level educator meetings focused on STEM and workforce education Through these venues, the project contributed to building a statewide and regional community of practice among formal and informal educators engaged in aquaculture and marine science education. The combination of direct mentoring, training, and participation in professional networks has resulted in enhanced educator skills, expanded access to instructional resources, and greater capacity to engage youth in experiential learning related to aquaculture, food systems, and STEM, How have the results been disseminated to communities of interest?Our team has adopted a three-pronged approach to expand the reach and impact of the educational products developed through this project: Broad dissemination: We share free, high-quality educational materials through statewide and national networks including emails, listservs, websites, professional associations, press releases, and media outlets to ensure broad visibility and strong engagement with our resources. Targeted outreach: We engage directly with key community partners to offer tailored opportunities for participation in our programs. This outreach focuses on strengthening education and workforce pathways in rural, tribal, and economically underserved areas, ensuring that students and educators across Maine have access to the tools and training needed to pursue careers in aquaculture, marine technology, and other high-demand fields that support local and regional economies. Direct programming: We deliver hands-on youth and family workshops through community events, libraries, and local 4-H programs. These experiences introduce participants to aquaculture and related technologies, encouraging career exploration, entrepreneurship, and technical skill development that align with Maine's economic and workforce priorities. What do you plan to do during the next reporting period to accomplish the goals?In the upcoming reporting period, we will continue to expand access to high-quality aquaculture education and build youth and educator capacity across Maine and beyond. Key activities include: Publish three additional Virtual Field Trips focused on Seaweed, Finfish, and Oyster production, each accompanied by interactive curriculum to reach youth and educators nationwide. These new VFTs will expand exposure to more aquaculture technologies and career pathways, providing hands-on learning in a scalable, accessible format. Sustain and grow the 4-H Aquaculture Ambassador Program by providing ongoing mentorship and support for youth-led projects. Ambassadors will continue to design and lead independent initiatives such as water quality monitoring, aquaponics, and aquaculture outreach; building leadership, technical skills, and public communication abilities that prepare them for careers in Maine's marine economy. Develop a new curriculum module focused on water quality monitoring, system management, and applied STEM skills. This module will complement the existing aquaponics curriculum, provide structured guidance for educators, and equip youth with the technical skills needed for future aquaculture or engineering careers. Conduct expanded program evaluations to measure the impact of our activities on youth knowledge, career awareness, skill development, and aspirations in aquaculture and related STEM fields. Data collected will guide curriculum refinement and ensure that programs are producing measurable outcomes. Continue engaging youth and educators through 4-H programming, including afterschool clubs, summer camps, libraries, and community events, ensuring hands-on access to aquaculture technologies and fostering long-term interest in careers that support Maine's economy and local communities. Strengthen partnerships and dissemination by collaborating with educators, professionals, and industry partners to increase adoption of project resources, share best practices, and expand professional development opportunities for educators in aquaculture STEM education.

Impacts
What was accomplished under these goals? Maine's economy is strongly connected to aquaculture, a growing industry that supports local jobs, strengthens rural and coastal economies, and contributes to the production of high-quality seafood. However, many rural youth face challenges in accessing career pathways in this important sector. Schools and communities often lack the resources, training, and curriculum needed to teach aquaculture and related science, technology, engineering, and math (STEM) skills. The Maine 4-H Aquaculture team addresses these challenges by helping youth and educators gain hands-on experience with aquaculture systems and technologies, building practical knowledge that supports workforce readiness and local economic opportunity. During this reporting period, the project expanded its reach and strengthened partnerships across Maine and beyond. We produced one Virtual Field Trip to Canopy Farms and one Virtual Field Trip (created by a 4-H Aquaculture Ambassador youth) to the UMaine Aquaponics Teaching Lab, each accompanied by curriculum materials. Collectively, these new resources reached over 4,000 learners worldwide, connecting students and teachers to real examples of innovation in food production and technology. Two additional Virtual Field Trips focused on seaweed aquaculture and tribal finfish aquaculture (Mi'kmaq farms) are currently in development and will be released in the next reporting period. Youth involvement was central to this year's accomplishments. Through the 4-H Aquaculture Ambassador Program, four youth were trained to develop and lead aquaculture-focused projects in their communities. These included hands-on projects in seaweed aquaculture, aquaponics, and water quality monitoring, with one youth taking the lead in producing the UMaine Aquaponics Teaching Lab Virtual Field Trip. These experiences built leadership, technical, and communication skills while encouraging community engagement and career exploration. The project also engaged 15 educators and over 600 youth through the 4-H Aquaponics Project, where participants learned to test water quality, design and manage aquaponics systems, and explore career opportunities in Maine's aquaculture and marine industries. Outreach expanded beyond aquaponics this year to include seaweed and shellfish aquaculture, through 4-H programs, community events, and teacher professional development events. In total, the project reached an estimated 20,000 members of the public through fairs, libraries, community programs, and professional development events. To increase educator capacity, the team delivered a virtual aquaponics educator training in October 2024, providing hands-on professional development and ready-to-use classroom materials. Collaboration with the University of Maine Engineering program resulted in a prototype classroom water quality monitoring system designed by undergraduate engineering students. This system will be tested in 4-H and classroom programs next year, alongside new curriculum materials that make technology-based learning more accessible. Partnerships and professional dissemination continued to expand the project's influence. Educators in other states, including Maryland 4-H, have adopted aquaponics programming modeled after our work. Our Virtual Field Trip framework has also inspired at least five new projects led by educators and workforce development professionals across the U.S. The project team presented at multiple regional and national conferences, receiving strong positive feedback and recognition for its innovative integration of youth leadership, technology, and aquaculture education. Outcomes show measurable gains in knowledge and action among both educators and youth. Educators report that the project's Virtual Field Trips and curriculum have made aquaculture learning practical and achievable in classrooms without access to aquaculture systems. Youth participants demonstrated new understanding of aquaculture systems, water chemistry, and production technologies, as well as increased awareness of related career paths. Some youth expressed plans to pursue further education or employment in aquaculture, marine technology, or environmental science. The impact of this work is already visible in Maine's schools and communities. Educators are integrating aquaculture lessons into science and workforce readiness curricula, preparing students with applied STEM skills. Youth are sharing their projects at community events and through 4-H programs, increasing local awareness of aquaculture's role in food production and economic development. By removing financial and geographic barriers through virtual learning and community partnerships, the project has expanded equitable access to high-quality, career-connected education for youth in Maine and beyond. In total, during this reporting period, the project engaged over 4,000 youth, more than 150 educators, and over 20,000 community members. These accomplishments represent measurable progress toward the project's goals of increasing awareness of the aquaculture industry and technologies, building career readiness, and strengthening educator capacity to deliver aquaculture education. In the long term, this project is helping to prepare the next generation of Maine's workforce. By connecting young people to real-world applications in aquaculture and technology, Maine 4-H is equipping them with practical skills that support local industry, job creation, and economic growth - ensuring that Maine's youth are ready to contribute to strong, thriving rural and coastal communities

Publications

Progress 09/01/23 to 08/31/24

Outputs
Target Audience:Youth Participants During this reporting period, the project engaged over 3,000 youth in grades K-12 through virtual learning, formal classrooms, afterschool programs, summer camps, library programs, and community events. Efforts in Maine prioritized underserved populations, reaching youth in tribal, rural, inland/non-coastal communities, as well as youth with disabilities and at-risk youth. Specifically, we delivered and co-created 4-H aquaculture programming with Maine tribal communities (Penobscot Nation, Mi'kmaq Nation, Houlton Band of Maliseets, and Passamaquoddy Tribe); youth with disabilities through Camp CaPella Summer Camp; inland rural communities, such as Madawaska Middle School; and at-risk youth in alternative education programs within local school districts. Educators This reporting period also saw the project engaging 20 educators from both formal and informal educational settings through direct training and mentorship. Support included training, resources, and assistance for under-resourced educators, particularly those serving rural, mid- and low-income communities in Maine. Specific outreach targeted educators working with tribal communities (Penobscot Nation and Houlton Band of Maliseets) and disability communities (Camp CaPella). General Public Aquaculture technology activities reached the broader public through 4-H networks, community events, online resources, aquaculture industry partnerships, and county agricultural fairs, impacting over 20,000 people. Additionally, the 4-H Virtual Field Trips published online this period reached 95 educators and 2,396 learners, significantly broadening the program's reach. Changes/Problems:Our project experienced a significant delay due to extended processing time within our institution's grant management office. Access to funds and HR resources was not granted until January 2024. To mitigate the impact of this delay, we plan to requesta four-month no-cost extension of the project timeline, extending the completion date to December 31, 2027. What opportunities for training and professional development has the project provided?This project has offered significant training and professional development for the project team, particularly in creating youth-centerededucational experiences on the ThingLink virtual field trip platform. Team members have also attended and presented at various aquaculture and science education conferences, where they shared our aquaculture technology education efforts and gained further professional development. For educators who have participated in the project, we have provided 1:1 mentoring, training, and support to them as they facilitate aquaculture technology learning with their students. Our project has a positive reputation for the continued, year-long support and mentorship that we provide for educators, leading to their professional and personal development in aquaculture education. How have the results been disseminated to communities of interest?Our team has adopted a three-pronged approach to share the educational products developed fromthis project: Broad dissemination: We share free educational materials widely through emails, listservs, websites, associations, press releases, and media to maximize visibility and drive engagement with our resources. Targeted outreach: We connect with specific communities to offer tailored participation in our programs, focusing onrural youth and educators, tribal communities, disability communities, and at-risk youth groups. Direct programming: We deliver youth and family workshops through community events, libraries, and local 4-H programs, providing hands-on aquaculture learning experiences directly to youth. What do you plan to do during the next reporting period to accomplish the goals?In the upcoming reporting period, we aim to: Publish two additional virtual field trips (currently in development); Expand the 4-H Aquaculture Ambassador program; Conduct evaluations to measure the impact of our programs on youth awareness, understanding of aquaculture, and career aspirations; Increase participation among youth and educators from underserved communities; and Begin development on our second curriculum module focused on water quality.

Impacts
What was accomplished under these goals? Relevance: Maine's economy is deeply connected to aquaculture, an industry that supports both sustainable seafood production and environmental stewardship. However, rural youth in Maine face challenges such as limited job security, lower wage opportunities, and obstacles in accessing STEM careers, while educators often lack high-quality, accessible aquaculture education resources. Maine 4-H Aquaculture programs work to address these issues, providing educational pathways that enhance career readiness, foster consumer awareness, and expand public understanding of aquaculture technologies and practices. Response: This year, we expanded Maine's 4-H aquaculture offerings to reach diverse audiences and provide high-quality, accessible resources. Our accomplishments include: Developing a virtual field trip and a new curriculum module, reaching 2,396 youth worldwide; Directly engaging 20 educators and 650 youth through our 4-H aquaponics curriculum and outreach; Indirectly reaching over 20,000 members of the general public through our presence at the county agricultural fair and other community events; Launching the 4-H Aquaculture Ambassador program, training four youth as aquaculture advocates in their communities; and Planning an October 2024 aquaponics educator training, bolstered by a dedicated, skilled project team. Outcomes: Our project has increased the accessibility of aquaculture education for diverse audiences, providing free, interactive resources that have proven effective substitutes for in-person field trips. Educators have praised the virtual field trip for making aquaculture accessible, reaching students from Maine to Canada, Europe, and Asia. Participating youth in the 4-H Aquaponics Project report heightened awareness of aquaculture careers, learning skills like water chemistry and aquaponics system management, and naming multiple aquaculture-related jobs. Impact: This reporting period, our project directly reached over 3,630 youth and more than 20 educators, with an additional indirect impact on over 20,000 community members through public events and outreach. Among those most immediately impacted are youth from underserved backgrounds--including tribal, disability, and at-risk communities--who now have access to educational resources and career pathways in aquaculture that they might not have otherwise encountered. Through Maine 4-H's innovative aquaculture programs, these young learners gain hands-on skills and explore career opportunities in aquaculture, building foundational knowledge in areas like aquaculture technology, water quality management, sustainable farming practices, and aquaponics system design. Educators, too, are significantly impacted, as they gain access to high-quality aquaculture resources that they can readily incorporate into their learning settings; for example, using our 4-H Virtual Field Trips as substitutes for in-person field trips. In the long term, this project is not only cultivating a skilled future workforce but is also strengthening local communities by increasing positive perceptions about aquaculture and providing youth with pathways to careers that allow them to stay, work, and thrive in Maine's coastal and rural areas.

Publications