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

Outputs
Target Audience:The AMP summer program directly impacted twenty 8th to 10th grade students and five STEM teachers. Thirteen of the 20 students have presented in their communities at this point, 10 of which have completed their final data collection point. Presentations have been delivered to school boards, researchers at the Noble Research Center, teachers, churches, graduate students in the Ferguson College of Agriculture, Farm Bureau, Rotary Clubs, 4-H leaders, and parents of 4-H members. Presentations thus far have resulted in 167 public responses to their surveys. Six of the 7 remaining participants have their presentations scheduled, with the last one taking place on September 12th. The final student is working to finalize a presentation opportunity at their school once teachers return. In general, over half (61.6%) of the public participating in the presentations was either not familiar or only slightly familiar with agricultural microbiomes. The presentations were identified as impactful, as 91.8% of participants said the student presentation they watched changed how they think about agriculture. Similarly, 93.8% of participants said the presentation changed how they thought about microbiomes. Presentation participants ranged in age from 13 to 73 years of age, with half coming from rural communities and the other half being urban and suburban communities. Participants ranged from those with a high school diploma (9.2%) to those with a terminal degree (11.3%; i.e., Ph.D., Ed.D., M.D., D.V.M.). The AMP microscopes were used for teacher professional development with 27 school-based agricultural education teachers from across the country (14 state represented) who were at OSU for a weeklong curriculum training Total = 219 reached Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?The AMP microscopes were used for teacher professional development with 27 school-based agricultural education teachers from across the country (14 state represented) who were at OSU for a weeklong curriculum training. How have the results been disseminated to communities of interest?Thirteen of the 20 student participants have presented in their communities at this point, 10 of which have completed their final data collection point. Presentations have been delivered to school boards, researchers at the Noble Research Center, teachers, churches, graduate students in the Ferguson College of Agriculture, Farm Bureau, Rotary Clubs, 4-H leaders, and parents of 4-H members. Presentations thus far have resulted in 167 public responses to their surveys. Six of the 7 remaining participants have their presentations scheduled, with the last one taking place on September 12th. The final student is working to finalize a presentation opportunity at their school once teachers return. What do you plan to do during the next reporting period to accomplish the goals?In our third year (September 2025-2026) of funding we proposed in our revised timeline document to: Goal 1. Continue Agriculture Microbiome Program (AMP) advertisement, recruitment, application process and website construction as required. Goal 2. Continue to recruit 2ndAMP cohort (20 students and 5 STEM teachers), hire AMP undergraduate students. Goal 3. Evaluator team prepares for 2ndAMP program evaluation and student evaluations for community presentations. Goal 4. Run the second AMP summer progam. Goal 5. Evaluator team assess 2ndAMP program - make changes . Goal 6. Recruit 2nd AMP cohort (20 students - 5 STEM teachers). Materials and videos will be revamped based on evaluations of 1st AMP program. Goal 7. Prepare and submit grant proposal(s) to sustain program, and produce publications and presentations.

Impacts
What was accomplished under these goals? In our second year (September 2024-2025) of funding we proposed in our revised timeline document to: Goal 1. Continue Agriculture Microbiome Program (AMP) advertisement, recruitment, application process and website construction as required.This task is ongoing. Goal 2. Continue to recruit 1st AMP cohort (20 students and 5 STEM teachers) Hire AMP graduate and undergraduate students. We had 138 students open theAMPapplication with 71 submitted applications. Of those, nearly 20 were duplicate submissions and many were left incomplete, resulting in 28 completed applications. Reference requests were sent out for those 28 completed applications, of which 20 reference letters were received, and the 20 students with reference letters were matriculated into the AMP program.We then recruited teachers based on geographical location based on selected students, 9 teachers applied, 6 of whom were available during the selected camp dates and 5 were selected to attend. We hired 2 graduate students within the Department of Agricultural Education, Communication and Leadership with AMP funds and Department of BIochemistry and Molecular Biology funded another graduate student. A total of 6 undergraduates were also hired. Goal 3. Evaluator team prepares for 1st AMP program evaluation and student evaluations for community presentations. This task is ongoing. Goal 4. Run the first AMP summer progam.This task is completed. Participating students took part in immersive experiences in the wheat field, cattle production and research facilities, the entomology lab, and a microbiology laboratory. Participants were put in partner pair groups for the duration of the AMP, each of which had a STEM teacher who served as a mentor and resource throughout the program. These groupings helped to facilitate the exchange of ideas, team building, and reflective opportunities as they worked through the AMP activities. All AMP instructors and the STEM teachers also helped to facilitate learning and promoted positive youth development. Each day included field, laboratory, and classroom activities related to production agriculture and natural resources, the collection and analysis of samples, and the preparation of outreach presentations. At the end of each day, participants reflected on their experience using Swivl M2 technology, a generative AI based platform, helping the AMP team make adjustments as needed throughout the program. Two focus group interviews with the STEM teachers served as both a formative and summative assessments to continually improve the program. Apart from daily academic activities, participants enjoyed a tour of the university campus, engaged with faculty and university recruiters, built collaborative relationships, and participated in recreational activities. Goal 5. Evaluator team assess 1st AMP program - make changes as required.This task is ongoing. Increasing perception of oneself as a scientist, commonly referred to as STEM identity, during adolescence is essential for increasing participation in STEM majors. AMP uses real-world agricultural contexts with the goal of increasing microbiology literacy and lab skill acquisition amongst participants while strengthening students' STEM identity during its critical development in adolescence. We recruited 20 students (grades 8-10) and 5 STEM teachers to AMP. Participants viewed pre-camp videos and completed a 5-day camp exploring microbiomes from agriculture. Students isolated single microbes from wheat roots, cow rumen and burying beetles, extracted DNA from these isolates, conducted PCR, and obtained 16S rDNA sequences to determine microbe identity. Through AMP, microbiome literacy, practical lab skills, and STEM identity were assessed using pre- and post-tests, skill mastery rubrics, and factor analysis estimates respectively. The average microbiome knowledge increased from 58.3 to 68.6 between pre and post assessment, yielding an improvement of +10.3 (p = 0.002). Students demonstrated significant gains in pipetting with scores increasing from a mean of2.7 to 3.9(p < 0.0001) with mastery rates rising from 38% to 92%. Microscopy scores improved from a mean of 3.0 to 3.9 (p < 0.0001) with mastery increasing from 0% to 85%. Students' confidence in understanding STEM concepts increased from a mean of 4.0 to 4.4 (p = 0.028), while other identity metrics remained stable, indicating that AMP reinforced rather than transformed students' STEM self-perception. From these results, we conclude the AMP program improved students' understanding of microbiome content and lab skill mastery, demonstrating that agricultural models made abstract microbiological notions more tangible and relevant for younger learners. This informal learning model demonstrates promise for scaling microbiome education and fostering STEM knowledge in student participants. We are presently analyzing other evaluation data obtained for the AMP program. Goal 6. Recruit 2nd AMP cohort (20 students - 5 STEM teachers). Materials and website are prepared.This task is ongoing. Goal 7. Prepare and submit grant proposal(s) to sustain program, publications and presentations. We have had two poster presentations accepted - Vanhauwaert, L., O. B. Fakunle, S. Wetzel, C. Eck, J. E. Gustafson and A. Mattison. 2025. The Agricultural Microbiome Program: Integrating Agricultural Microbiomes to Enhance Microbiology Knowledge and STEM Identity in Secondary School Students. Meeting of the American Society of Microbiology Conference for Undergraduate Educators. 11/21-23/2025. Fakunle, O. B., Wetzel, S. P., Eck, C. J., Vanhauwaert, L., Mattison, A., & J. E. Gustafson. 2025. The Agriculture Microbiome Program: A non-formal education program for high school students and STEM teachers. 2025 North Central AAAE Conference, 10/1-3/25. Work on a peer-reviewd publication and a new grant proposal to sustain the AMP Program is ongoing. Additional activities associated and supported by the grant. The AMP microscopes were used for teacher professional development with 27 school-based agricultural education teachers from across the country (14 state represented) who were at OSU for a weeklong curriculum training.

Publications

• Type: Conference Papers and Presentations Status: Accepted Year Published: 2025 Citation: Vanhauwaert, L., O. B. Fakunle, S. Wetzel, C. Eck, J. E. Gustafson and A. Mattison. 2025. The Agricultural Microbiome Program: Integrating Agricultural Microbiomes to Enhance Microbiology Knowledge and STEM Identity in Secondary School Students. Meeting of the American Society of Microbiology Conference for Undergraduate Educators. 11/21-23/2025.
• Type: Conference Papers and Presentations Status: Accepted Year Published: 2025 Citation: Fakunle, O. B., Wetzel, S. P., Eck, C. J., Vanhauwaert, L., Mattison, A., & J. E. Gustafson. 2025. The Agriculture Microbiome Program: A non-formal education program for high school students and STEM teachers. 2025 North Central AAAE Conference, 10/1-3/25.

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

Outputs
Target Audience:In our first year (September 2023-2024) of funding we proposed to: Goal 1. Prepare and implement Agriculture Microbiome Program (AMP) advertisement, recruitment, application process and website construction; Goal 2. Hire AMP graduate and undergraduate students; Goal 3. Prepare all program evaluation material and procedures; and Goal 4. Prepare AMP summer and virtual module curriculum, materials, and set up campus room and board. Status of goal 1. 1. We have prepared an OSU AMP logo with OSU brand management and a AMP website https://agriculture.okstate.edu/departments-programs/biochemistry/osu-agriculture-microbiome-program/ which will provide access to, and return of, all documents required for recruitment and the AMP application process for student and STEM teacher participants. Qualtrics will be used to collect applications and required forms for the program (https://okstatecasnr.az1.qualtrics.com/jfe/form/SV_42bEu0Fa8t8Skg6). We are in the process of promoting the AMP through; OSU extension and county educators, a school superintendent listserv, a science and agriculture teacher listserv, and via social media channels of OSU Extension, 4-H, the Ferguson College of Agriculture, and through the participating departments. Status of goal 2. 1. We have hired 2 Ph.D. agricultural education students. Benjamin Fakunle (M.S. Purdue, hired on 8/15/24, anticipated graduation 5/27). Benjamin will be working to recruit, select, and onboard students and STEM teachers for the AMP program. He will work with the science and education review team to develop and refine content for the AMP program. Benjamin will help students prepare presentations and evaluation tools to determine their community's perception of their AMP presentations. Shane Wetzel (Hired on 8/1/24, anticipated graduation 5/27). Shane has been teaching agricultural education for 24 years in New Mexico and Idaho. His will help refine AMP science, presentation and evaluation content to make sure that it is age-appropriate for AMP students, and he will prepare AMP students for their public outreach presentations and evaluations. Shane will employ his expertise to develop online modules and corresponding student learning activities. In addition to content preparation and development, Shane will help with AMP program operations and certain undergraduate student worker onboarding and supervision. 2. Since our timeline has changed due to the new funding start date of September 1, 2023, we will hire undergraduates before the 1st AMP program begins in April 2025. We have identified a number of undergraduates who are interested in these positions, and intend to hire 3 undergraduates in spring 2025 to work with science content members who are preparing for the hands-on authentic research experience all AMP participants will participate in. Status of goal 3. 1. We have prepared all AMP participant evaluation material and procedures which will be used to analyze participant learning outcomes and AMP perceptions using pre- and post-test designs along with formative and summative assessments. These evaluation materials were prepared with the full input of the science content, communication and extension education teams, and were critically analyzed for age-appropriateness by the science content review team. All of this material was prepared with the guidance of the OSU IRB committee who approved our evaluation materials (Application Number: IRB-24-204). We have also purchased a Swivl Mirror which is a stand-alone reflection tool that allows us to record AMP participants and instructors in order to analyze individual or group reflection. AMP content will be used to customize reflection prompts and interview questions in order to maximize student, STEM teacher, and AMP team leader engagement and data collection throughout the program. Status of goal 4. 1. We have outlined the tentative summer camp; however it is likely changes will occur in order to fit all the material we will teach into the 5-day time frame. We have added a number of extracurricular activities around Stillwater to improve student learning outcomes and to enhance their overall experience. We are also in the process of outlining the pre-camp asynchronous virtual module science curriculum and activities. We have recorded most of the science and presentation skill content videos for our pre-camp virtual modules on subjects such as: introduction to AMP and instructors; impacting your community with an AMP presentation; DNA sequencingand PCR, highly conserved molecules, microbes, microbe isolation and microscopy, human microbiome research, cow microbiome research, plant and soil microbiome research, burying beetle biology, and burying beetle microbiome research. All of this content has been scrutinized for age appropriateness by the science content review team. 2. As we organize the AMP summer camp program, we are preparing a list of all molecular biology kits, powdered agar media and broth, inoculating needles and plate spreaders, pipettor sets, plastic petri dishes, plant growth materials, chemicals, materials for burying beetle colony maintenance and experiments, to purchase. We have purchased 10 Olympus CX23 binocular microscopes to support the AMP program. In addition we will purchase 60 foldscopes for an additional home exercise for AMP program participants developed by Drs Wardlaw and Mattison. "How to videos" will be made to aid the students in the process on utilizing these instruments. During the exercise, students will utilize foldscopes to view prepared slides that will teach them the foldscope system and viewing mechanisms. After learning how to use the apparatus, they will prepare their own slides of plant tissue and they will learn wet mounting techniques with safe household samples of their own choosing (e.g. soil, phone swabs, pond water etc.). There will be a photo contest on Canvas that will encourage collaboration and competition as the participants explore the microscopic world. 3. AMP summer program rooms/beds/linens etc. for the 25 participants have been secured and is within budget. We have developed a catering plan and received quotes to cover meals/snacks for the AMP participants when they are on campus. Additional activities associated and supported by the grant. 1. We have added Dr. Asley Mattison as a team member. Dr. Mattison is a newly hired tenure-track faculty member in the Department of Biochemistry and Molecular Biology with an 80% teaching and 20% extension appointment. Dr. Mattison has helped organize all scientific content and program materials and will participate in publication/presentation preparation and will be a Co-PI on the next grant written to sustain the project in the future. Dr. Mattison utilized the AMP funded microscopes to engage 7th-12th graders in a 'Microbe Mystery' workshop at 4H Roundup. In the program students were introduced to various types of microbes. The microscopes played a key role in observing cellular level characteristics and interpreting Gram stain results. Approximately 30 students attended the workshop which proved successful. 2. Dr. Eck used the AMP-funded microscopes in a high school agriscience teacher training event that focused on novel animal science curriculum designed to improve teacher programs, STEM integration, and student engagement. The microscopes were used to investigate a variety of feed stuffs, animal fecal samples, animal semen samples, and animal cell slides.Twenty-four high school agriscience teachers from 11 states attended the workshop which was well attended and appreciated. Changes/Problems:2. Since our timeline has changed due to the new funding start date of September 1, 2023, we will hire undergraduates before the 1st AMP program begins in April 2025. What opportunities for training and professional development has the project provided? Nothing Reported 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? Nothing Reported

Impacts
What was accomplished under these goals? In our first year (September 2023-2024) of funding we proposed to: Goal 1. Prepare and implement Agriculture Microbiome Program (AMP) advertisement, recruitment, application process and website construction; Goal 2. Hire AMP graduate and undergraduate students; Goal 3. Prepare all program evaluation material and procedures; and Goal 4. Prepare AMP summer and virtual module curriculum, materials, and set up campus room and board. Status of goal 1. 1. We have prepared an OSU AMP logo with OSU brand management and a AMP website https://agriculture.okstate.edu/departments-programs/biochemistry/osu-agriculture-microbiome-program/ which will provide access to, and return of, all documents required for recruitment and the AMP application process for student and STEM teacher participants. Qualtrics will be used to collect applications and required forms for the program (https://okstatecasnr.az1.qualtrics.com/jfe/form/SV_42bEu0Fa8t8Skg6). We are in the process of promoting the AMP through; OSU extension and county educators, a school superintendent listserv, a science and agriculture teacher listserv, and via social media channels of OSU Extension, 4-H, the Ferguson College of Agriculture, and through the participating departments. Status of goal 2. 1. We have hired 2 Ph.D. agricultural education students. Benjamin Fakunle (M.S. Purdue, hired on 8/15/24, anticipated graduation 5/27). Benjamin will be working to recruit, select, and onboard students and STEM teachers for the AMP program. He will work with the science and education review team to develop and refine content for the AMP program. Benjamin will help students prepare presentations and evaluation tools to determine their community's perception of their AMP presentations. Shane Wetzel (Hired on 8/1/24, anticipated graduation 5/27). Shane has been teaching agricultural education for 24 years in New Mexico and Idaho. His will help refine AMP science, presentation and evaluation content to make sure that it is age-appropriate for AMP students, and he will prepare AMP students for their public outreach presentations and evaluations. Shane will employ his expertise to develop online modules and corresponding student learning activities. In addition to content preparation and development, Shane will help with AMP program operations and certain undergraduate student worker onboarding and supervision. 2. Since our timeline has changed due to the new funding start date of September 1, 2023, we will hire undergraduates before the 1st AMP program begins in April 2025. We have identified a number of undergraduates who are interested in these positions, and intend to hire 3 undergraduates in spring 2025 to work with science content members who are preparing for the hands-on authentic research experience all AMP participants will participate in. Status of goal 3. 1. We have prepared all AMP participant evaluation material and procedures which will be used to analyze participant learning outcomes and AMP perceptions using pre- and post-test designs along with formative and summative assessments. These evaluation materials were prepared with the full input of the science content, communication and extension education teams, and were critically analyzed for age-appropriateness by the science content review team. All of this material was prepared with the guidance of the OSU IRB committee who approved our evaluation materials (Application Number: IRB-24-204). We have also purchased a Swivl Mirror which is a stand-alone reflection tool that allows us to record AMP participants and instructors in order to analyze individual or group reflection. AMP content will be used to customize reflection prompts and interview questions in order to maximize student, STEM teacher, and AMP team leader engagement and data collection throughout the program. Status of goal 4. 1. We have outlined the tentative summer camp; however it is likely changes will occur in order to fit all the material we will teach into the 5-day time frame. We have added a number of extracurricular activities around Stillwater to improve student learning outcomes and to enhance their overall experience. We are also in the process of outlining the pre-camp asynchronous virtual module science curriculum and activities. We have recorded most of the science and presentation skill content videos for our pre-camp virtual modules on subjects such as: introduction to AMP and instructors; impacting your community with an AMP presentation; DNA sequencingand PCR, highly conserved molecules, microbes, microbe isolation and microscopy, human microbiome research, cow microbiome research, plant and soil microbiome research, burying beetle biology, and burying beetle microbiome research. All of this content has been scrutinized for age appropriateness by the science content review team. 2. As we organize the AMP summer camp program, we are preparing a list of all molecular biology kits, powdered agar media and broth, inoculating needles and plate spreaders, pipettor sets, plastic petri dishes, plant growth materials, chemicals, materials for burying beetle colony maintenance and experiments, to purchase. We have purchased 10 Olympus CX23 binocular microscopes to support the AMP program. In addition we will purchase 60 foldscopes for an additional home exercise for AMP program participants developed by Drs Wardlaw and Mattison. "How to videos" will be made to aid the students in the process on utilizing these instruments. During the exercise, students will utilize foldscopes to view prepared slides that will teach them the foldscope system and viewing mechanisms. After learning how to use the apparatus, they will prepare their own slides of plant tissue and they will learn wet mounting techniques with safe household samples of their own choosing (e.g. soil, phone swabs, pond water etc.). There will be a photo contest on Canvas that will encourage collaboration and competition as the participants explore the microscopic world. 3. AMP summer program rooms/beds/linens etc. for the 25 participants have been secured and is within budget. We have developed a catering plan and received quotes to cover meals/snacks for the AMP participants when they are on campus. Additional activities associated and supported by the grant. 1. We have added Dr. Asley Mattison as a team member. Dr. Mattison is a newly hired tenure-track faculty member in the Department of Biochemistry and Molecular Biology with an 80% teaching and 20% extension appointment. Dr. Mattison has helped organize all scientific content and program materials and will participate in publication/presentation preparation and will be a Co-PI on the next grant written to sustain the project in the future. Dr. Mattison utilized the AMP funded microscopes to engage 7th-12th graders in a 'Microbe Mystery' workshop at 4H Roundup. In the program students were introduced to various types of microbes. The microscopes played a key role in observing cellular level characteristics and interpreting Gram stain results. Approximately 30 students attended the workshop which proved successful. 2. Dr. Eck used the AMP-funded microscopes in a high school agriscience teacher training event that focused on novel animal science curriculum designed to improve teacher programs, STEM integration, and student engagement. The microscopes were used to investigate a variety of feed stuffs, animal fecal samples, animal semen samples, and animal cell slides.Twenty-four high school agriscience teachers from 11 states attended the workshop which was well attended and appreciated.

Publications