Recipient Organization
WEST VIRGINIA UNIVERSITY
886 CHESTNUT RIDGE RD RM 202
MORGANTOWN,WV 26505-2742
Performing Department
(N/A)
Non Technical Summary
High school agriculture programs are critical for preparing the next generation of farmers, scientists, and agricultural professionals. Yet many agricultural educators lack access to the latest technologies and tools used in modern plant science. As a result, students may graduate without the skills or knowledge needed to succeed in today's agriculture and food systems. This project addresses that gap by helping West Virginia agricultural educators incorporate advanced plant science technologies into their classrooms, ensuring students are better prepared for careers and continued study. Beyond the classroom, this effort matters for communities and the economy: a strong, modern agricultural workforce supports local food systems, strengthens rural economies, and promotes environmental stewardship.To accomplish this, the project will partner with high school agriculture teachers to pilot plant science technologies and curriculum materials in real classroom settings. Teachers will receive training and support, while the project team evaluates how well the tools work for high school students. Based on this evaluation, practical guides and resources will be created so teachers can easily and effectively use the technology with their students. Results will be shared across West Virginia and nationally through professional networks, including the National Association of Agricultural Educators.The ultimate goal is to increase teacher confidence and student success in plant science education. By giving educators the tools they need and preparing students with industry-relevant skills, this project helps ensure that agriculture education stays connected to the realities of modern farming and science. The anticipated impact is a stronger pipeline of skilled graduates ready to contribute to agriculture, improved teaching across high schools, and a model that can be expanded nationwide to benefit communities, economies, and food systems across the country.
Animal Health Component
40%
Research Effort Categories
Basic
40%
Applied
40%
Developmental
20%
Goals / Objectives
The major goal of this project is to strengthen the capacity of high school agricultural educators to teach plant science effectively through the integration of modern technologies, while simultaneously preparing students for future careers and studies in plant science and related fields. The project will also evaluate the appropriateness and effectiveness of these technologies in high school settings and generate resources that can guide adoption in West Virginia and serve as a model for national dissemination.ObjectivesProvide professional development workshops and ongoing support to West Virginia high school agricultural educators on the use of modern plant science technologies.Pilot the integration of plant science technologies and updated curriculum in selected high school classrooms, in collaboration with participating educators.Collect and analyze data to evaluate the usability, appropriateness, and effectiveness of the technologies and curriculum in secondary agricultural education settings.Develop instructional guides, best practice documents, and supporting resources that enable educators to implement the technologies consistently and effectively.Disseminate project findings and resources at the state and national levels, including through presentations at the National Association of Agricultural Educators (NAAE) Convention, to inform broader adoption.Assess student learning outcomes and skill development resulting from exposure to technology-enhanced plant science instruction, with attention to preparation for postsecondary education and agricultural careers.Foster collaborations among West Virginia educators, curriculum specialists, and national partners (such as Farm-Ed and NAAE) to build a scalable framework for expanding plant science technology integration nationwide.
Project Methods
The AI-Cultivate project will employ a mixed-methods approach to assess how secondary agricultural education teachers in West Virginia adapt to and implement AI-powered plant growth chambers and the Farm-Ed curriculum. Teachers will be selected through an application process that ensures administrative support, program alignment, and readiness for technology integration. Each teacher will receive growth chambers, accompanying curriculum, and ongoing technical support.Implementation will follow an embedded designwhere teachers integrate the technology and curriculum directly into their classrooms according to their own course structures. This allows the project to capture authentic use and adaptation rather than prescribing a rigid implementation model. A significant departure from usual methods is the decision to provide only a brief introduction session, relying on the intuitiveness of the curriculum and inquiry-based learning to shape teacher adoption and efficacy.Data Collection and AnalysisData will be gathered using both quantiative and qualitativemethods.Quantitative measureswill include pre- and post-surveys of teacher self-efficacy, knowledge, and attitudes; structured observation rubrics; and implementation fidelity checklists.Qualitative measures will include classroom observations, teacher interviews, reflective journals, and collection of classroom artifacts (lesson adaptations, student work samples).Analysis will employ descriptive and inferential statistics (paired t-tests, repeated measures comparisons) to measure changes in self-efficacy and knowledge, while thematic coding of interviews and observations will identify perceived barriers, supports, and innovations. Triangulation of data sources will strengthen reliability and validity.Efforts will focus on deliveringscience-based knowledge and support to secondary agriculture teachers throughDirect provision of Farm-Ed curriculum and plant growth chambers.Experiential learning opportunities for teachers as they adapt curriculum in real classrooms.Ongoing mentoring, feedback loops, and technical support.Dissemination of best-practice fact sheets, case studies, and professional development workshops at state and national teacher conferences.These efforts aim to increase teacher self-efficacy, expand instructional capacity in plant science and AI technologies, and ultimately create pathways for students to explore high-tech agricultural careers.Evaluation will be ongoing, integrating several approaches.Formative evaluationwill document early implementation, barriers, and successes through classroom observations, feedback sessions, and surveys. Findings will be used to refine teacher support strategies.? Summative evluationwill assess overall changes in teacher self-efficacy, knowledge, attitudes, and willingness to adopt technology at the conclusion of each project year.Measurable indicators of success will includeStatistically significant increases in teacher self-efficacy scores from pre- to post-survey.Documented examples of curriculum integration and adaptations.Identification of barriers and supports that influence technology adoption.Dissemination of project findings through peer-reviewed publications, conference presentations, and professional development workshops.The impact on the intended audience(secondary agriculture teachers) will be quantified through changes in efficacy and practice, and evaluated qualitatively through reported experiences, observed teaching practices, and case documentation. Longer-term impacts include increased teacher capacity to integrate AI-driven agricultural technology, improved student engagement with plant science, and the creation of replicable best practices for other states.