Source: Eastern New Mexico University submitted to NRP
AGRICULTURAL SCIENCE TEACHERS INDUSTRY-ALIGNED EDUCATION AND DEVELOPMENT (AGRI-TED)
Sponsoring Institution
National Institute of Food and Agriculture
Project Status
ACTIVE
Funding Source
AFRI COMPETITIVE GRANT
Reporting Frequency
Annual
Accession No.
1032217
Grant No.
2024-67038-42605
Cumulative Award Amt.
$490,000.00
Proposal No.
2023-09847
Multistate No.
(N/A)
Project Start Date
Jul 15, 2024
Project End Date
Jul 14, 2028
Grant Year
2024
Program Code
[A7501]- Professional Development for Agricultural Literacy
Recipient Organization
Eastern New Mexico University
1500 S Ave K
Portales,NM 88130
Performing Department
(N/A)
Non Technical Summary
The agricultural literacy of America's youth has a significant economic, social, and environmental impact on the U.S. Currently, the agricultural industry needs a competent and qualified workforce to meet the demand for food and fiber. Agricultural educators within middle and high schools provide students with important agricultural industry skills and knowledge. Furthermore, an effective educator is the leading indicator of student achievement, and comprehensive professional development is the most efficient method of improving the effectiveness of educators. This project aims to provide targeted professional development opportunities for New Mexico secondary agricultural educators. This 48-month project would select a cohort of ten New Mexico agricultural educators each year for a total of 40 participants over the life of the project. The first cohort would receive a year-long immersive animal science experience, with each following year's cohorts receiving comprehensive professional development on agricultural power and technology, welding, and plant science. These themes were selected based on the professional development needs of agricultural educators. The model used in this project utilizes industry partners to provide a three-day meeting conducted on New Mexico State University's campus, monthly Zoom meetings with the participants, and an industry immersion travel experience for the participants. Furthermore, each of the participants would be paired with a mentor in order to provide them with continuous support throughout the project's duration. The industry partners in this project (DNMC, GENEX, Coterra, Pattern Energy, Power Distributors, Lincoln Electric, and Mrs. Gute and Klinger) are critical to providing the industry-aligned professional development proposed.
Animal Health Component
(N/A)
Research Effort Categories
Basic
(N/A)
Applied
(N/A)
Developmental
(N/A)
Classification

Knowledge Area (KA)Subject of Investigation (SOI)Field of Science (FOS)Percent
90360993020100%
Knowledge Area
903 - Communication, Education, and Information Delivery;

Subject Of Investigation
6099 - People and communities, general/other;

Field Of Science
3020 - Education;
Goals / Objectives
Goal 1: Provide professional development to school-based agricultural educators in three topic areas: Animal Health and Production and Animal Products, Agriculture Systems and Technology, and Plant Health and Production and Plant ProductsGoal 2: Provide mentoring to school-based agricultural educators in three topic areas:Animal Health and Production and Animal Products, Agriculture Systems and Technology, and Plant Health and Production and Plant ProductsObjective 1: Develop an immersive professional development program for agricultural educators.Rationale: The most effective way to change the practices of teachers in their classrooms is through professional development (Supovitz & Turner, 2000). The core features of effective professional development include content focus, active learning, and collective participation (Desimone, 2009).Activity 1.1: Develop four immersive professional development experiences for agricultural educators.Design/Management: Based on the needs of agricultural educators in our state the following four topic areas will be utilized to design immersive professional development experiences: 1) Animal Science; 2) Agricultural Mechanics; 3) Agricultural Power and Technologies; 4) Plant Science. The immersive professional development experience will be developed to allow agricultural educators to gain knowledge and skills currently being utilized within the industries which they can then incorporate into their curriculums. Each participant will receive a toolkit during the year with supplies for implementing this curriculum into their classrooms.Activity 1.2: Develop monthly distance workshops for agricultural educators during their academic year.Design/Management: Monthly online workshops will be created based on the topic for the year. These workshops will provide the agricultural educators and their mentors with opportunities to learn, share, and reflect on different topics each month. During these workshops video modules of experienced educators demonstrating the topics within the classroom will be utilized. Mentors will be asked to join in the workshops to provide their expertise.Activity 1.3: Develop yearly three-day professional development conference with experiential learning opportunities and mentor relationship building activities.Design/Management: At the beginning of each recruitment year participants and mentors will participate in a three-day professional development conference on the NMSU campus. During this time agricultural educators will have an opportunity to discuss areas they need assistance with, meet and interact with their mentor, and participate in experiential professional development.Objective 2: Create a career mentoring program for AGRI-TED participants.Rationale: The diverse nature of teaching agriscience can cause it to be challenging (Tummons et al., 2016). Early career agriscience educators often report issues of isolation and being overwhelmed by all their professional duties (Greiman, Walker, & Birkenholz, 2005). To aid in solving these issues educational leaders have implemented induction programs with mentoring components (Ingersoll & Smith, 2004). Mentors are individuals with similar experiences that committed to supporting a protégé (Kram, 1985). Studies have shown that educators in their early career that participate in a mentor program have increased job satisfaction and higher job retention (Koberg et al., 1994; Watt, 2022). Further watching others teach can be a meaningful professional development practice (Desimore, 2009).Activity 2.1: Train mentors to provide career and psychosocial support for protégés.Design/Management: During the initial three-day professional development conference mentors will participate in professional development programming focused on effective mentoring behaviors and activities. Training will focus on the mentor's roles and responsibilities and will include topics ranging from interpersonal communication, relationship building, guided reflection.Activity 2.2: Create Video-based modules of experienced agricultural educators for each workshop topic.Design/Management: For this activity experienced professionals in the topic area will be asked to allow the filming of teaching. These video modules will then be viewed during the monthly web workshop and discussed. This will allow for the participants to ask questions and have discussion about the teaching methods utilized.
Project Methods
Approach to Agricultural Science Professional DevelopmentProfessional development will be provided for school-based agricultural educators through on-campus meeting, web-based conferences, industry immersion experience, and through a mentor program.On-Campus Meeting- The annual on-campus meetings content will depend on that year's professional development theme. The meeting will be held in November each year to provide initial professional development to the participants and determine the needs of the participants within the cohort to help develop the immersion experience. Participants will be assigned their mentors then.Web-Based Conferences- The web-based conferences will allow each participant to reflect upon the instructional methods used to teach the content knowledge gained in the on-campus meeting, collaborate with their mentors, and it will provide a time for project evaluation and qualitative data collection between the senior personnel and the participants. These engaging web conferences will allow the senior personnel and the mentors to provide continued support for the participants throughout the school year.Industry Immersion Experience- The industry immersion experience will allow the participants to engage with current agricultural practices within each year's selected theme. The project collaborators (DNMC, Genex, Coterra, Pattern Energy, Lincoln Electric, and Ms. Klinger and Gute) will assist in planning immersive industry professional development. This professional development will allow educators to experience industry practices first-hand and further develop their content knowledge and instructional practices. In the first year, each participant will be trained and certified in Artificial Insemination (AI) by qualified GENEX trainers. In addition, DNMC has agreed to provide hands-on and industry-relevant training to the participants in the areas of animal nutrition, animal pathology, breeding selection, etc. The second year's on-campus meeting will provide professional development in the area of agricultural mechanics. The Lincoln Welding company agreed to provide industry-aligned training in Shielded Metal Arc Welding (SMAW), Gas Metal Arc Welding (GMAW), oxy-fuel metallurgy practices, and Tungsten Inert Gas (TIG) welding. The third year's theme is Agricultural Power and the industry professionals at Coterra and Pattern Energy have agreed to provide professional development on agricultural mechanization. The final year of the project will give educators industry-applicable experience in Plant Science. Jessie Gute and Jan Klinger, experienced plant science educator have agreed to provide this professional development. Local Greenhouse tours will be set up closer to the anticipated implementation. These immersive experiences will allow the participants to research, try, solve, and reflect upon industry-aligned knowledge and skills. This will improve the instructional abilities of agricultural educators by ensuring their content knowledge is up-to-date and aligned with industry practices.Mentor Program- The mentor program will allow experienced agricultural educators to counsel early-career agricultural educators. Currently, 50% of agricultural educators leave the profession in their first five years of employment. A strong mentor teacher has been shown to approve educator attrition rates. This mentor program will allow experienced agricultural educators to guide those less experienced as they navigate the difficulties of an agricultural educator. Five experienced agricultural educators will go through mentor training and then be assigned to two of the participants. By assigning mentors the participants will have someone that can assist them throughout their career.Evaluation MethodsThe evaluation of this program will be conducted by an external evaluator, Dr. Ryan Anderson. Dr. Anderson has been involved in several USDA grant projects as a PD and Co-PD where he has worked closely with program evaluators. He has extensive experience developing and delivering professional development programming to agricultural educators. To measure the overall objective of developing an immersive professional development experience for agricultural educators, all participants will be surveyed at the end of their experience to determine the success. The curriculum from the monthly professional development, along with the three days on campus and summer immersion program will be evaluated throughout the program. The table below describes the proposed evaluation measures for each activity over the life of this program.The intent of the evaluation is to contribute to the success of this program. Accordingly, it employs a mixed method approach that continually assesses progress towards and achievement of project objectives. To achieve this, input will be collected from program participants and stakeholders from formative assessments and summative evaluations. Elements comprising the evaluation plan are pre-flection and reflection exercises; formative feedback; reflection sessions, observations, and informal interviews throughout the institute; tracking quantifiable outcomes; and post-completion follow-up interviews with participants. The evaluation plan culminates in annual Project Assessment Reports. To eliminate bias and the possibility of subjective interpretation, data will be provided in writing as appropriate.Pre-flection and reflection exercises are qualitative questionnaires administered at the onset and the end of key activities. Formative feedback will be acquired using qualitative survey questionnaires along with follow-up focus group discussions designed to collect input from participants and stakeholders. Institute participants will complete the surveys and participate in the focus group discussions at least once annually.

Progress 07/15/24 to 07/14/25

Outputs
Target Audience:During this reporting period, the project reached a target audience of nine school-based agricultural educators who were in the early to mid-stages of their careers. These educators were selected based on their demonstrated need for professional development in animal science, with the goal of enhancing both their technical expertise and instructional capacity. Collectively, these nine educators are responsible for teaching 447 junior high and high school students enrolled in agricultural education programs, thereby extending the impact of the project to a broad student population. To meet the professional development needs of this audience, the project delivered a comprehensive series of learning opportunities. Participants engaged in a two-day in-person instructional workshop, three virtual professional development sessions, and a three-day, industry-recognized certification program. These activities provided a combination of hands-on technical training, exposure to current industry practices, and classroom application strategies. By focusing on this specific group of educators, the project directly strengthened agricultural education programs while indirectly benefiting the hundreds of students they serve. Changes/Problems:There were not any major changes to the project. There was a minor change in that no mentors were assigned during this project year. Applications for mentors were sent out at the beginning of the project, with only three applying. The goal was to have five mentors, with each mentor mentoring two participants. When we planned the project, we had letters of support from numerous agricultural educators stating their desire to assist. Of the three that applied, only one responded to any communications. The plan is to still assign the nine participants from this project year mentors, but they will mentor them over the next year. The next problem we had was commitment from the participants. We originally had ten participants, with one choosing not to participate the week before the first professional development. We tried to recruit from the other applicants, but no one was willing to accept. Additionally, some participants did not participate in all of the professional development opportunities. This next project year, we plan to have the participants sign an agreement so they are aware of expectations. What opportunities for training and professional development has the project provided?The projectprovided a diverse array of training and professional development opportunities designed to strengthen the technical expertise, instructional skills, and industry connections of school-based agricultural educators. Over the reporting period, nine agricultural educators participated in both in-person and virtual learning experiences focused on Animal Health and Production. These opportunities were intentionally structured to combine hands-on technical training, exposure to current industry practices, and the development of engaging instructional strategies to support classroom and Supervised Agricultural Experience (SAE) programs. The professional development series began with a two-day, in-person workshop held in November. Day one focused on technical skill development, including hands-on sessions in sheep raising and showmanship, the application of wireless GPS fencing technology, and the principles of animal nutrition and reproduction. These sessions provided educators with current, real-world knowledge that can be directly incorporated into both instruction and experiential learning programs for students. Day two of the workshop emphasized instructional applications. Participants were guided through methods for enhancing their animal science curricula, structuring effective SAE programs, and designing interactive learning activities that could be adapted to any animal science topic. This combination of technical knowledge and pedagogy supported the project's mission to not only enhance teacher expertise but also improve student engagement and learning outcomes. Following the in-person training, a series of virtual professional development sessions reinforced and expanded these skills. In December, the session focused on best practices for SAE recordkeeping, equipping educators to better mentor students in documenting progress, meeting program requirements, and preparing for opportunities such as FFA awards and scholarships. In January, professional development shifted to lesson design, emphasizing strategies for creating engaging, interactive animal science lessons that align with both classroom objectives and real-world applications. In March, the project hosted a virtual session featuring an industry ruminant nutritionist. This session connected educators with up-to-date production practices and provided insights into the skills and knowledge required for a career in animal nutrition. By incorporating industry expertise, the training strengthened participants' ability to contextualize classroom content within current agricultural practices and share authentic career pathways with their students. The culminating professional development opportunity was a three-day, in-person artificial insemination (AI) certification program. This advanced training provided educators with hands-on experience in reproductive management and the opportunity to earn a recognized certification. Beyond personal skill enhancement, this certification empowers educators to mentor students in livestock reproduction practices and to integrate high-level experiential opportunities into their programs. How have the results been disseminated to communities of interest?Results were presented at the National Association for Agricultural Educators conference in May. Additionally, an article was published in the Journal of Agricultural Education. Research will also be presented at the Western Region Association for Agricultural Educators in September. What do you plan to do during the next reporting period to accomplish the goals?During the next reporting period the project will accept a new cohort of ten agricultural educators. Below are the planned activities. Two-day conference Topics: MIG and SMAW Virtual Workshops Construction Math Rafter Calculations Electrical Triangle (Volts, Amps, and Watts) Job Costing Tape Measure Agricultural Structures Types of lumber Sizes of lumber Basic Construction principles Teaching Strategies and Classroom/Shop Management Managing shop projects Keeping students engaged and safe General Shop Safety Small Engines Parts and Tools Maintenance Schedules Finding Funding for Agricultural Mechanics Projects Grant Writing Selling Shop Projects Five-day industry training Lincoln train the trainer

Impacts
What was accomplished under these goals? The professional development series began with an intensive two-day, in-person workshop hosted in November. The first day of the workshop immersed participants in hands-on learning related to sheep raising and showmanship techniques, the utilization of wireless GPS fencing systems, and key principles of animal nutrition and reproduction. These sessions not only provided participants with the knowledge required to teach these subjects effectively but also exposed them to modern technologies and methods that can be incorporated into their school-based agricultural programs. The second day of the November workshop was designed to support the integration of agricultural content into the classroom and Supervised Agricultural Experiences (SAEs). Participants engaged in training focused on developing animal science curriculum resources, structuring effective SAEs, and creating interactive, student-centered activities that could be adapted for any animal science topic. This combination of technical content and pedagogical strategies ensured that educators left the workshop with tools to both enhance student engagement and support experiential learning. Following the initial in-person training, the project provided a series of virtual professional development sessions to reinforce and expand on the skills introduced. In December, the training focused on best practices for maintaining accurate records for Supervised Agricultural Experiences. Recordkeeping is a foundational component of successful agricultural education, and this session equipped educators with methods to guide their students in tracking progress, meeting program requirements, and demonstrating outcomes for future opportunities such as FFA awards or scholarships. The January virtual session shifted attention to instructional strategies, specifically on designing and delivering engaging animal science lessons. Educators explored techniques for creating interactive lessons that align with industry standards and captivate students' interest. By combining content knowledge with creative teaching strategies, this session helped participants enhance their classroom instruction and increase student involvement in animal science coursework. In March, the project hosted a specialized virtual professional development session featuring a guest industry expert--a ruminant nutritionist. This training provided educators with up-to-date insights into current production practices and the critical skills and knowledge required to pursue a career as a professional nutritionist. Exposure to industry expertise enabled participants to make stronger connections between classroom content and real-world applications, ultimately benefiting students by preparing them with knowledge that reflects current agricultural industry standards. The capstone experience for Goal Number One was a three-day, in-person artificial insemination (AI) certification program. This advanced training allowed participating educators to gain hands-on experience and earn a recognized certification that they can directly apply in their teaching and Supervised Agricultural Experience programs. By completing the AI certification, educators not only enhanced their personal skill sets but also became better equipped to mentor students pursuing similar certifications or careers in animal reproduction and livestock management. Collectively, the professional development opportunities offered under this goal advanced the project's mission to strengthen the technical expertise, instructional capacity, and industry connections of school-based agricultural educators. Participants gained practical skills in animal health, production practices, and animal products; learned effective methods for guiding and documenting SAEs; developed engaging instructional strategies; and received exposure to cutting-edge technologies and career pathways within the agricultural industry. By providing a combination of hands-on training, virtual instruction, and industry collaboration, the year one portion of this goal was fully achieved, resulting in meaningful and lasting professional growth for the nine participating agricultural educators and, ultimately, improved educational outcomes for the students they serve.

Publications

  • Type: Peer Reviewed Journal Articles Status: Accepted Year Published: 2025 Citation: Norris, W., & Baldock, K.2025. Voices from the classroom: Identifying animal science professional development needs of early-career agricultural educators who teach predominantly minority students in low-income schools. Journal of Agricultural Education, 66, 2, 18. https://doi.org/10.5032/jae.v66i2.3188
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2025 Citation: Norris, W., & Baldock, K.2025. Voices from the classroom: Identifying animal science professional development needs of early-career agricultural educators who teach predominantly minority students in low-income schools. Presented at the National Association for Agricultural Educators in Lubbock, Texas.