Performing Department
(N/A)
Non Technical Summary
Fairs and exhibitions can spread Influenza A viruses (IAV) between animals and people, causing illnesses that range from mild to severe. Animals and people from different places are in close contact for days, which goes against standard biosecurity practices. We want to reduce the risk of H5 influenza and other diseases at animal fairs by teaching biosecurity to youth and fair managers. To do this, we will create required learning modules for 4-H youth on biosecurity and animal-to-human disease risks. We will also help fair leaders learn about biosecurity and make a plan for their event. Our 4-H curriculum will cover more than basic biosecurity. Decision-makers will learn to review current practices, reduce risks, check improvements, and improve long-term biosecurity. Youth will learn important skills to stay informed, while fair boards will be ready to spot risks and solve problems for both current and future events. This approach will make fairs safer for both people and animals.
Animal Health Component
(N/A)
Research Effort Categories
Basic
(N/A)
Applied
(N/A)
Developmental
(N/A)
Goals / Objectives
We propose to reduce the risk of H5 influenza viruses and other pathogens at agricultural animal fairs and exhibitions following these two objectives:Objective 1: Develop a curriculum and train 4-H exhibitors about biosecurity1.1 Create curricula for required Livestock Quality Assurance & Ethics (LQA&E) 4-H training Minnesota 4-H requires youth in animal science projects to complete Livestock Quality Assurance & Ethics (LQA&E) training every three years. Training is offered at two levels: Level 1 (grades 6-7 and younger) and Level 2 (grade 8+), with content tailored by age and language preference. Biosecurity is currently an optional module in sub-regional LQA&E training.1.1.1. Biosecurity curriculum. Biosecurity curriculum will include modular content with resources and supplies. One required module will rotate annually at LQA&E workshops.Level 1 introduces biosecurity with two modules covering four key concepts. Level 2 expands on practice and theory, rotating through four in-depth modules for grades 8+. Development starts with evaluating existing materials from 4-H, UMN, MSU, and others. Modules will provide diverse content and hands-on learning, with 46 teaching kits for interactive activities.Years 1-2 focus on development, teaching, and evaluation. Instructor usability and long-term impact on youth and families will be assessed post-workshop.1.1.1.2. Active learning. Two escape room kits are successfully being used to provide an active learning challenge to engage 4-H youth in biosecurity and zoonosis education. They will easily work into the Level 1 and 2 modules for LQA&E training. These resources will engage youth by allowing them to experience first-hand the importance of preventing disease transmission pathways between animals and humans.1.2 Biosecurity Train the Trainer1.2.1 Train 4-H staff on the importance of Biosecurity. Some 4-H educators have limited experience with animal sciences, biosecurity, or how to teach these concepts. Project members will provide in-person workshops for MN 4-H staff on biosecurity's importance at home and during fairs. Training will cover key concepts from Fig. 1, human health, and livestock management procedures. Workshops in years 1 and 2 will ensure new educators understand biosecurity, safe animal interactions, and available expert resources.1.2.2 Biosecurity Training for Animal Science Youth Leadership Team. The animal science youth leadership team consists of select 4-H members who serve as role models for Minnesota 4-H and the animal science program. Through training, they become agents of change by promoting biosecurity among peers, mentors, and industry professionals. They will receive in-depth biosecurity training at bi-annual retreats, focusing on public relations and engaging fair boards to improve local fair biosecurity. These members will also serve as youth advisors in Objective 2.?1.3 Biosecurity resources for county fairs and exhibitions 1.3.1 Biosecurity resources library. The team will create a public library of resources for 4-H clubs, counties, and fair boards to use. The goal is to provide information for the public interacting with animals at agricultural events, helping them make informed decisions for their families. Signage and displays will be designed for easy comprehension at a 6th-grade reading level, covering guidelines to prevent disease outbreaks and promote safety for both animals and humans.These resources, along with new learning modules, will be shared with collaborators at Michigan State, North Dakota State, South Dakota State, and other national colleagues to enhance animal disease prevention and biosecurity education.Objective 2: Develop and implement biosecurity for agricultural animal fairs and exhibitionsCounty fair boards and exhibition managers have not implemented biosecurity plans, with this issue being more pronounced in 2024 due to the potential threat of H5Nx influenza at fairs in Minnesota. This objective aims to introduce The Compendium of Measures to Prevent Disease Associated with Animals in Public Settingsto end-users, enabling practical implementation of its recommendations. The research team will work directly with 5-10 county fair organizations to assess and improve their biosecurity practices.2.1 Assessment of biosecurity2.1.1 Pre-assessment. Two pre-assessments will be completed at the start of each county-specific project, to establish a baseline evaluation and identify existing gaps in biosecurity practices. The first assessment will be completed by the research team and a second assessment will be completed by the fair or exhibition organizers to provide unique perspectives. The evaluation will be guided by the Compendium recommendations for public health with added animal biosecurity recommendations.2.1.2 Post-assessment. In year two, participating organizations will complete a second assessment, similar to the pre-assessment, allowing change makers to evaluate the effectiveness of implemented measures and highlight successful transformations. The research team will also conduct a post-assessment, auditing the biosecurity plan before, during, and after the fair, leading to a report with observations and recommendations. This process aims to build local capacity for managing and mitigating biosecurity risks, addressing long-term challenges.?2.2 Biosecurity education and critical thinking 2.2.1 Complete a flow analysis. Education for fair boards on conceptual biosecurity will be delivered using adapted curriculum from a graduate-level poultry biosecurity course by the PD and collaborators. The project team and fair leadership will complete a flow analysis based on the Compendium recommendations and pre-assessment results, with non-fair events potentially requiring separate analyses. The flow analysis will identify potential sources and routes of disease transmission.2.2.2 Teaching evaluation skills. Tools from UMN Extension such as Risk and Reward (https://z.umn.edu/RiskandRewardGuide) or RICE (21,22) will be used to teach concepts of environmental spread of pathogens to foster critical thinking among fair decision makers to collaboratively address risks identified in the pre-assessment.2.3 Writing Biosecurity plans2.3.1 Fair Biosecurity Plan workshops. Beyond basic biosecurity principles in the NPIP biosecurity plan audit, fairs and exhibitions require precise biosecurity strategies. Pre-assessment results will help tailor effective strategies for mitigating risks and creating a flexible biosecurity plan. The PD, with extensive experience assisting breeders and small flock producers, will guide the development of these plans as working documents to adapt to changing conditions.2.4 Train the trainer2.4.1 County-based agriculture extension educators. Including county-based extension educators will enhance the effectiveness and sustainability of the project. Extension educators possess deep local knowledge and often have established connections with members of fair organizers, and other stakeholders. We should leverage their expertise to build a network that can provide ongoing support and biosecurity education to fair participants and guests.2.4.2 Animal Science Youth Leadership Team. The individuals (described in section 1.2.2) will be invited as youth contributors to the fair board, offering a dynamic approach to spreading biosecurity knowledge. Their hands-on experience and enthusiasm for 4-H and animal sciences will provide valuable insights on the practicality of biosecurity protocols, helping bridge the communication gap between adult leaders and youth participants.
Project Methods
We propose to reduce the risk of H5 influenza viruses and other pathogens at agricultural animal fairs and exhibitions following these two objectives:Objective 1: Develop a curriculum and train 4-H exhibitors about biosecurity1.1 Create curricula for required Livestock Quality Assurance & Ethics (LQA&E) 4-H trainingMinnesota 4-H requires youth in animal science projects to complete Livestock Quality Assurance & Ethics (LQA&E) training every three years. Training is offered at two levels: Level 1 (grades 6-7 and younger) and Level 2 (grade 8+), with content tailored by age and language preference. Biosecurity is currently an optional module in sub-regional LQA&E training.1.1.1. Biosecurity curriculum.Biosecurity curriculum will include modular content with resources and supplies. One required module will rotate annually at LQA&E workshops.Level 1 introduces biosecurity with two modules covering four key concepts. Level 2 expands on practice and theory, rotating through four in-depth modules for grades 8+. Development starts with evaluating existing materials from 4-H, UMN, MSU, and others. Modules will provide diverse content and hands-on learning, with 46 teaching kits for interactive activities.Years 1-2 focus on development, teaching, and evaluation. Instructor usability and long-term impact on youth and families will be assessed post-workshop.1.1.1.2. Active learning. Two escape room kits are successfully being used to provide an active learning challenge to engage 4-H youth in biosecurity and zoonosis education. They will easily work into the Level 1 and 2 modules for LQA&E training. These resources will engage youth by allowing them to experience first-hand the importance of preventing disease transmission pathways between animals and humans.1.2 Biosecurity Train the Trainer1.2.1 Train 4-H staff on the importance of Biosecurity.Some 4-H educators have limited experience with animal sciences, biosecurity, or how to teach these concepts. Project members will provide in-person workshops for MN 4-H staff on biosecurity's importance at home and during fairs. Training will cover key concepts from Fig. 1, human health, and livestock management procedures. Workshops in years 1 and 2 will ensure new educators understand biosecurity, safe animal interactions, and available expert resources.1.2.2 Biosecurity Training for Animal Science Youth Leadership Team.The animal science youth leadership team consists of select 4-H members who serve as role models for Minnesota 4-H and the animal science program. Through training, they become agents of change by promoting biosecurity among peers, mentors, and industry professionals. They will receive in-depth biosecurity training at bi-annual retreats, focusing on public relations and engaging fair boards to improve local fair biosecurity. These members will also serve as youth advisors in Objective 2.?1.3 Biosecurity resources for county fairs and exhibitions 1.3.1 Biosecurity resources library.The team will create a public library of resources for 4-H clubs, counties, and fair boards to use. The goal is to provide information for the public interacting with animals at agricultural events, helping them make informed decisions for their families. Signage and displays will be designed for easy comprehension at a 6th-grade reading level, covering guidelines to prevent disease outbreaks and promote safety for both animals and humans.These resources, along with new learning modules, will be shared with collaborators at Michigan State, North Dakota State, South Dakota State, and other national colleagues to enhance animal disease prevention and biosecurity education.Objective 2: Develop and implement biosecurity for agricultural animal fairs and exhibitionsCounty fair boards and exhibition managers have not implemented biosecurity plans, with this issue being more pronounced in 2024 due to the potential threat of H5Nx influenza at fairs in Minnesota. This objective aims to introduce The Compendium of Measures to Prevent Disease Associated with Animals in Public Settingsto end-users, enabling practical implementation of its recommendations. The research team will work directly with 5-10 county fair organizations to assess and improve their biosecurity practices.2.1Assessment of biosecurity2.1.1 Pre-assessment.Two pre-assessments will be completed at the start of each county-specific project, to establish a baseline evaluation and identify existing gaps in biosecurity practices. The first assessment will be completed by the research team and a second assessment will be completed by the fair or exhibition organizers to provide unique perspectives. The evaluation will be guided by the Compendium recommendations for public health with added animal biosecurity recommendations.2.1.2 Post-assessment.In year two, participating organizations will complete a second assessment, similar to the pre-assessment, allowing change makers to evaluate the effectiveness of implemented measures and highlight successful transformations. The research team will also conduct a post-assessment, auditing the biosecurity plan before, during, and after the fair, leading to a report with observations and recommendations. This process aims to build local capacity for managing and mitigating biosecurity risks, addressing long-term challenges.?2.2 Biosecurity education and critical thinking 2.2.1 Complete a flow analysis.Education for fair boards on conceptual biosecurity will be delivered using adapted curriculum from a graduate-level poultry biosecurity course by the PD and collaborators. The project team and fair leadership will complete a flow analysis based on the Compendium recommendations and pre-assessment results, with non-fair events potentially requiring separate analyses. The flow analysis will identify potential sources and routes of disease transmission.2.2.2 Teaching evaluation skills.Tools from UMN Extension such as Risk and Reward(https://z.umn.edu/RiskandRewardGuide) or RICE (21,22) will be used to teach concepts of environmental spread of pathogens to foster critical thinking among fair decision makers to collaboratively address risks identified in the pre-assessment.2.3 Writing Biosecurity plans2.3.1 Fair Biosecurity Plan workshops.Beyond basic biosecurity principles in the NPIP biosecurity plan audit, fairs and exhibitions require precise biosecurity strategies. Pre-assessment results will help tailor effective strategies for mitigating risks and creating a flexible biosecurity plan. The PD, with extensive experience assisting breeders and small flock producers, will guide the development of these plans as working documents to adapt to changing conditions.2.4 Train the trainer2.4.1 County-based agriculture extension educators.Including county-based extension educators will enhance the effectiveness and sustainability of the project. Extension educators possess deep local knowledge and often have established connections with members of fair organizers, and other stakeholders. We should leverage their expertise to build a network that can provide ongoing support and biosecurity education to fair participants and guests.2.4.2 Animal Science Youth Leadership Team.The individuals (described in section 1.2.2) will be invited as youth contributors to the fair board, offering a dynamic approach to spreading biosecurity knowledge. Their hands-on experience and enthusiasm for 4-H and animal sciences will provide valuable insights on the practicality of biosecurity protocols, helping bridge the communication gap between adult leaders and youth participants.