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