Progress 09/01/15 to 02/28/21
Outputs
Target Audience:Teachers/educators, K-12 students, college students, and the community at-large Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?During the project and in the month of June, teachers and educators (representing Tulsa, Oklahoma area schools) received professional development training through the Langston University Summer Teacher Institutes. Through the Teacher Institute, 115 teacher/educators were presented with expert speakers, inspirational support presentations (spanning over several topics related to hydroponics education, hands-on enrichment activities, demonstrations, and experiential field-trip experiences). The institutes included a host of fieldtrips and hands-on activities including healthy cooking demonstrations that were conducted at Platt Culinary College, full-day field trips and professional workshops. Some examples include: Professional training at Living Kitchens Farm and Dairy and "413 Farms" (a homestead farm which provides a Farm to Table Dinners). These experiences included professional hands-on training/workshops, classes, and experiences (on permaculture methods, sustainable practices, organic gardening, natural health, and holistic living). At the farms, the teachers and educators had the opportunities to receive instruction and prepare "Homemade products" as part of the educational component of healthy eating and lifestyles. Every year, educators' responses are always overwhelmingly positive and often indicating the institute was a life changing experience! Over 90 percent of the participants (according to the teacher institute surveys) responded "Definitely" to, "If they could go back in time, they would still attend the Summer Teacher Institute." The Project Director, team members, and GCP taught Fall and Spring (through-out the project) Teacher Seminar Course(s) for Summer Teacher Institute participants at Langston University-Tulsa campus. An example of one of the classes included: a cost analysis for hydroponic system inputs/outputs both in dollars and in pounds of Carbon Dioxide. The team also continued to maintain the hydroponics system at Jordan Plaza Senior Living Housing adjacent to Carver Middle School. The students at Carver Middle School (led by one of the teachers trained during the Summer Teacher Institute) and team members assisted in maintain the system. This was a great accomplishment for the project, and it became a signature "service learning project" for the Carver Middle School (CMS) students, and fresh produce (collected from the hydroponic systems) were shared with the Jordan Senior Residents at the Senior Living Plaza. This was a major highlight for the project and provided YU-ARE interns with the ability to touch the heart of the North Tulsa Senior community (in a unique and enriching way) by giving and serving garden produce and surpluses to the elderly at Jordan Plaza Senior Living Housing adjacent to Carver Middle School while serving the local community. How have the results been disseminated to communities of interest? The project information was disseminated to communities of interest through presentations at professional meetings and conferences (USDA-NIFA Directors meeting), local media, Mayor of the City of Tulsa's office, professional development trainings, social media (Tulsa World New paper and Channel 2 news) and at local community meetings. What do you plan to do during the next reporting period to accomplish the goals?N/A This is the final report and reporting period.
Impacts
What was accomplished under these goals?
The "Engaging Agricultural Science Majors, Urban Pre-College Students, Teachers and Communities in Sustainable Agriculture and Food Production Systems" grant project was a very productive and successful grant. One of the main focuses of the project was designed to enhance STEM competencies and understanding of sustainable agriculture and food production systems education. Other project functions included: training and engaging/empowering students to pursue agricultural sciences and STEM related careers through experiential learning experiences, and train teaching through summer teacher institute designed to support hydroponics education and educational enrichment classroom activities (through redesign/improve, and demonstrate the STEM curriculum to teachers and students through hydroponics, education professional training and educational enrichment classroom activities). The project was also successful in working with faculty members in improving undergraduate agricultural science courses and encouraging inclusion of experiential student-centered learning and service-learning components designed to enhance AG and STEM competencies. The project also provided unique and enriching experiences (for students and teachers) by bridging YU-ARE Interns with internships at local sustainable green businesses in the Tulsa, Oklahoma area and through hosting Summer Teacher Institutes. During the duration of the project, a total of 9 hydroponic systems were set-up and operated at public and charter school sites. Hydroponic systems were recommissioned hydroponic systems at area schools where YU-ARE student interns were trained to work and maintain the hydroponic systems. Green Country Permaculture installed two hydroponics systems (Dutch Bucket System and Ebb/Flow System) at 9 area schools in Tulsa, Oklahoma: Walt Whitman Elementary, Deborah Brown Community School, Dove Science Academy Mayo Demonstration Academy, McLain High School, Legacy Charter School, Webster High School, Burroughs Elementary, McAuliffe Elementary, and 1 high school in Coweta, OK (Coweta High School). Majority of the participating and partnering schools were in low socioeconomic areas with high needs in urban Tulsa, Oklahoma. Facilitated by GCP, all hydroponic school-based systems were planned and installed by select student teams and teachers from partnering schools listed above. All school-based systems were always taken down and cleaned during the winter break. Every year in January, the systems were recommissioned to ensure that they were operable and running properly. The YU-ARE Interns were responsible for reviewing system maintenance procedures during each project period and the Interns did well at retaining these procedures thus far. All objectives were achieved with the following deliverables: (1) Langston University Summer Teacher Institutes - Project team (facilitated by Project Director, Dr. Orlenthea S. McGowan) conducted working meetings during the project and coordinated the planning and implementation (along with project partners) for the five (5) Teacher Institutes serving a total of 115 teachers. Project planning included, but not limited to: (1) Meeting with expert presenters, planning dates and schedules, developing program booklets, working on handouts and materials, organizing professional training and field trips, and planning hydroponics curriculum and activities for the Teacher Institutes; (2) Facilitating five Langston University Summer Teacher Institutes- many professional experts in the field presented during the Summer Teacher Institutes. James Spicer, Green Country Permaculture (GCP), collaborative partners, and faculty trainers provided hydroponic education (incorporating music and plant growth) training for teacher participants. During the Summer Teacher Institutes, teachers and educators were exposed to hands-on demonstrations, (to include: basic hydroponic background and principles as well as classroom applications, music and plant growth, and hands-on experiments-technical troubleshooting) exposure to agroforestry education, and symbiotic plant relationships (through demonstrations and hand-on field experiences). At the end of the Teacher Institutes, participants always presented and participated in "Hydroponics Classroom Environmental Design" presentations, and teachers/educators were also celebrated during the last day of the Teacher Institute at an Awards Luncheon (except for the last teacher institute which was conducted in a virtual program format). Ninety six percent (96%) of the teacher participants responded (on teacher surveys) that the institute was excellent/good (3) Coordinating YU-ARE Interns and Internship experiences - Over the tenure of the project, GCP and Project team members selected 19 students for the summer YU-ARE experiences, and GCP coordinated internship positions for hosting 19 YU-ARE interns, and (4) implementation of educational enrichment classroom activities (by teachers that participated in the Summer Teacher Institute. During the project, over 900 students received education enrichment activities and participated in hydroponics classroom activities, and over 1,000 students attended the STEM Expo designed to expose students to STEM careers and area of academic interest.
Publications
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2018
Citation:
McGowan, O. (2018). Engaging Agricultural Science Majors, Urban Pre-College Students, Teachers and Communities in Sustainable Agriculture and Food Production Systems, 2018 USDA-NIFA 1890 Capacity Building Grant Conference, Washington, DC.
- Type:
Other
Status:
Published
Year Published:
2018
Citation:
KJRH-TV News Channel Two: https://www.kjrh.com/news/local-news/langston-university-tulsa-stem-grant
- Type:
Other
Status:
Published
Year Published:
2018
Citation:
Tulsa World (Newspaper- Business Section): https://www.tulsaworld.com/business/intern-program-introduces-students-to-permaculture-concepts-and-sustainablefarming/article_4ea8b16e-542b-502b-a5984b19aa98140e.html?utm_medium=social&utm_source=facebook&utm_campaign=user-share
|
Progress 09/01/19 to 08/31/20
Outputs
Target Audience:Teachers/educators, K-12 students, college students, and the community at-large. Changes/Problems:Due to Covid 19, the project team will request a 6 month No Cost Extension. Currently, the project is scheduled to end 08/31/20. Due to Covid 19, the project team was unable complete some project activities due to campus closure, limited social gatherings, and the transition to teleworking/virtual campus operations. Due to these COVID 19 circumstances, the project team and school partners experienced delays in completing some project objectives (such as collection of data on the hydroponics systems, trainings, etc.). However, we were successful in shifting to some new changes (i.e., conducting a first-time virtual Summer Teacher Institute, a social distancing and YU-ARE Internship experience, etc.). What opportunities for training and professional development has the project provided?During the month of June 2020, twenty-three teachers and educators (representing Tulsa, Oklahoma area schools) received professional development training through the 2020 Langston University Virtual Summer Teacher Institute. Through the Teacher Institute, participants were presented with expert speakers, inspirational support presentations on-line (spanning over several topics related to hydroponics education, hands-on enrichment activities, demonstrations, and experiential field-trip experiences). The institute also provided virtual demonstrations and activities to keep the participants engaged in the virtual training format. According to the data, over 85 percent of the participants (according to the teacher institute surveys) responded "Definitely" to, "that they would still attend the Summer Teacher Institute," and every year, educators' responses are always overwhelmingly positive and often indicating that the Virtual Summer Teacher Institute was great experiences for them. Up until Covid 19 pandemic, the team continued to maintain the hydroponics systems at select Tulsa area school sites (facilitated by project teachers and educators), and YU-ARE Interns. Participating students tested the system's water, add nutrients, collect the data on the plants, and service the hydroponics systems weekly. In Fall 2019 and leading up to Covid 19, GCP continued set-up the hydroponics systems at each school and provided the monthly maintenance for the system (along with consultation for all the teacher/educator participants and students). As a result of all the professional training this project period, teachers/educators implemented educational enrichment classroom activities, and over 200 students received education enrichment activities and participated in hydroponics classroom activities. How have the results been disseminated to communities of interest?The project information was disseminated to communities of interest through on-line presentations and presentations at Fall 2019 professional conferences, local media, on-line virtual professional development trainings, social media, and at on-line local community meetings. What do you plan to do during the next reporting period to accomplish the goals?Due to Covid 19, the project team will request a 6 month No Cost Extension. The project team will also continue professional training for teachers through a virtual format due to Covid 19, continue up-dating project classroom resources for project sustainability, and continue and complete YU-ARE Experiences II & III (connecting college student mentors and high school interns through virtual training experiences); continue to engage high school and middle school (pre-college) students to pursue agricultural sciences and STEM related careers via exploring experiential learning experiences; and continue to sustainable agriculture and food production systems project.
Impacts
What was accomplished under these goals?
The "Engaging Agricultural Science Majors, Urban Pre-College Students, Teachers and Communities in Sustainable Agriculture and Food Production Systems" grant project was very successful year. The focus of the project this year was designed to enhance STEM competencies and understanding of sustainable agriculture and food production systems education, engage students to pursue agricultural sciences and STEM related careers through experiential learning experiences, and train teaching through summer teacher institute designed to support healthy food systems, hydroponics education and educational enrichment classroom activities. The two primary objectives, during this project period, were and to host the "First Virtual 2020 Langston University Summer Teacher Institute" and to bridge YU-ARE Interns with internships at local sustainable green businesses in the Tulsa, Oklahoma area. Another objective, during this project period, was to continue the recommissioned hydroponic systems at Tulsa area schools, and to train YU-ARE student interns to work and maintain the hydroponic systems. Currently, the location of all the participating project sites is in urban Tulsa, Oklahoma (in low socioeconomic and areas of high poverty, and north Tulsa, Oklahoma with a high concentration of food deserts - areas in which it is difficult to buy affordable or good quality fresh food). The hydroponic systems were installed with students, and teachers from each partnering school, and the systems are always broken down and cleaned for the winter break. At the beginning of the year, the systems were recommissioned to ensure that they were operating properly. The YU-ARE Interns were responsible for recording the data, reviewing hydroponic systems and maintenance procedures during the project period. Through this process of learning, YU-ARE Intern students were encouraged to pursue agricultural sciences and STEM related careers through this experiential learning experiences. All objectives were achieved with the following deliverables: (1) Implementation of the first "Langston University Virtual Summer Teacher Institute" - Project team (facilitated by Project Director, Dr. Orlenthea S. McGowan, project team and partners) conducted working meetings using Zoom technology during this quarter and coordinated the planning and implementation for the 2020 Virtual Summer Teacher Institute (serving 23 teachers/educators). Planning included, but not limited to: Zoom meetings with expert presenters, planning dates and schedules, working on on-line program booklet, and development of on-line educational hydroponics and Leaner-Centered Teaching materials and resources hydroponics curriculum for the Teacher Institute; and (2) During the 2020 Langston University Virtual Summer Teacher Institute, many professional experts in the field presented and conducted on-line demonstrations. Some included: Lillian McConnell, team member and James Spicer, Green Country Permaculture (GCP) provided virtual hydroponic education professional development training and virtual demonstrations (incorporating music and plant growth) for teacher/educator participants. During the reporting period, virtual Summer Teacher Institute participants were exposed to hands-on demonstrations (including basic hydroponic background and principles as well as classroom applications, the connection between music and plant growth, hands-on experiments-technical troubleshooting, etc.). At the end of the Virtual Summer Teacher Institute, participants conducted virtual cooperative group presentations with PowerPoints. Over ninety percent (90%) of the teachers/educators (participants) responded on teacher surveys that the institute was excellent/good. Other project successes included: (1) GCP and Project team members coordinated YU-ARE Interns and Internship experiences, and coordinated internship positions for hosting YU-ARE interns, and (2) implementation of educational enrichment classroom activities Fall 2019 (facilitated by teacher participant). Over 200 students received education enrichment activities to enhance STEM competencies and understanding of sustainable agriculture and food production systems education and participated in hydroponics classroom activities (Fall 2019).
Publications
- Type:
Other
Status:
Other
Year Published:
2020
Citation:
McGowan, o., Spicer, J., & McConnell. L.(2020). 2020 Langston university summer teacher institute. Retrived at:
https://ostatemailokstate-my.sharepoint.com/personal/orlenthea_mcgowan_langston_edu/Documents/Attachments/zoom_0.mp4
|
Progress 09/01/18 to 08/31/19
Outputs
Target Audience:Target Audience:Teachers/educators, K-12 Students, College Students, and the Community At-Large Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?During the month of June 2019, twenty-one teachers and educators (representing Tulsa, Oklahoma area schools) received professional development training through the 2019 Langston University Summer Teacher Institute. Through the Teacher Institute, participants were presented with expert speakers, inspirational support presentations (spanning over several topics related to hydroponics education, hands-on enrichment activities, demonstrations, and experiential field-trip experiences). The institute also included educational fieldtrips and hands-on activities including healthy cooking demonstrations that were conducted at Platt Culinary College, a full-day field trip workshop experience at "413 Farms" (a homestead farm which provided professional hands-on training/workshops for teachers/educators (on permaculture methods, sustainable practices, organic gardening, natural health, and holistic living) and a Farm to Table lunch or dinners. At the farm, the teachers and educators participated in hands-on experiences as part of the educational component of healthy eating and healthy lifestyles. Over 90 percent of the participants (according to the teacher institute surveys) responded "Definitely" to, "that they would still attend the Summer Teacher Institute," and every year, educators' responses are always overwhelmingly positive and often indicating that the Summer Teacher Institute was a life changing experience. The Project Director, faculty curriculum coordinator, and GCP taught Fall and Spring (2018-2019) Teacher Seminar Course(s) for Summer Teacher Institute participants at Langston University-Tulsa campus. The team continued to maintain the hydroponics system at select Tulsa area school sites (facilitated by project teachers and educators), and YU-ARE Interns. Participating students tested the system's water, add nutrients, collect the data on the plants, and service the hydroponics systems weekly. GCP set-up the hydroponics systems at each school and provided the monthly maintenance for the system (along with consultation for all the teacher/educator participants and students). As a result of all the professional training this project period, teachers/educators implemented educational enrichment classroom activities, and over 300 students received education enrichment activities and participated in hydroponics classroom activities. How have the results been disseminated to communities of interest?The project information was disseminated to communities of interest through presentations at professional conferences, local media, professional development trainings, social media, and at local community meetings. What do you plan to do during the next reporting period to accomplish the goals?The project team, along with collaborating partners, will continue the sustainability of school hydroponics projects at school-based sites in the urban Tulsa, Oklahoma area. The project team will also continue the YU-ARE experiences, Summer Teacher Institute Training, in-school educational enrichment activities at partnering school sites, redesigning undergraduate agricultural science course (with an experiential and service-learning component) designed to enhance STEM competencies and understanding of sustainable agriculture and food production systems. ?
Impacts
What was accomplished under these goals?
The "Engaging Agricultural Science Majors, Urban Pre-College Students, Teachers and Communities in Sustainable Agriculture and Food Production Systems" grant project was very productive and successful this year. The focus of the project this year was designed to enhance STEM competencies and understanding of sustainable agriculture and food production systems education, engage students to pursue agricultural sciences and STEM related careers through experiential learning experiences, and train teaching through summer teacher institute designed to support healthy food systems, hydroponics education and educational enrichment classroom activities. The two primary objectives, during this project period, were to bridge YU-ARE Interns with internships at local sustainable green businesses in the Tulsa, Oklahoma area, and to host the 2019 Langston University Summer Teacher Institute. Another objective, during this project period, was to recommission hydroponic systems at Tulsa area schools, and to train YU-ARE student interns to work and maintain the hydroponic systems. Green Country Permaculture installed two hydroponics systems (Dutch Bucket System and Ebb/Flow System) at five area schools (Mayo Demonstration Academy, McClain High School, Deborah Brown Community School, Emerson Elementary School, and Dove Science Academy). Currently, the location of all the participating project sites are in urban Tulsa, Oklahoma in low socioeconomic and areas of high poverty. The hydroponic systems are installed with students, and teachers from each partnering school, and the systems are always broken down and cleaned for the winter break. At the beginning of the year, the systems were recommissioned to ensure that they were operating properly. The YU-ARE Interns were responsible for reviewing hydroponic systems and maintenance procedures during this project period. Through this process of learning, YU-ARE Intern students were encouraged to pursue agricultural sciences and STEM related careers through this experiential learning experiences. All objectives were achieved with the following deliverables: (1) Implementation of the Langston University Summer Teacher Institute - Project team (facilitated by Project Director, Dr. Orlenthea S. McGowan, project team and partners) conducted working meetings during this quarter and coordinated the planning and implementation for the 2019 Summer Teacher Institute (serving 21 teachers/educators). Planning included, but not limited to: meeting with expert presenters, planning dates and schedules, working on program booklet, and educational materials, organizing professional training and educational field trips, tours for the week, and planning hydroponics curriculum for the Teacher Institute; and (2) During the 2019 Langston University Summer Teacher Institute, many professional experts in the field presented during the Summer Teacher Institute. Lillian McConnell, Faculty Trainer and Curriculum Coordinator and James Spicer, Green Country Permaculture (GCP) provided hydroponic education training (incorporating music and plant growth) for teacher/educator participants. During the reporting period, Summer Teacher Institute participants are exposed to hands-on demonstrations (including basic hydroponic background and principles as well as classroom applications, the connection between music and plant growth, hands-on experiments-technical troubleshooting). The summer teacher institutes also provided exposure to agroforestry education, and symbiotic plant relationships (through demonstrations and hand-on tours facilitated by James Spicer (GCP) and representatives from the Thunder Bird Blueberry Farm). At the end of the Teacher Institute, participants present and participate in "Hydroponics Classroom Environmental Design" presentations, and teachers/educators also celebrated during the last day of the Teacher Institute at an Awards Luncheon. Over ninety five percent (95%) of the teachers/educators (participants) responded on teacher surveys that the institute was excellent/good and only one participant rated institute as average. Other project successes included: (1) GCP and Project team members coordinated YU-ARE Interns and Internship experiences, (2) team members selected five students for the summer YU-ARE experience, (3) GCP coordinated internship positions for hosting YU-ARE interns, and (4) implementation of educational enrichment classroom activities (by teachers that participated in the Summer Teacher Institute). Over 300 Students received education enrichment activities to enhance STEM competencies and understanding of sustainable agriculture and food production systems education and participated in hydroponics classroom activities.
Publications
- Type:
Other
Status:
Published
Year Published:
2018
Citation:
Spicer, J. (2018). Langston University Tulsa STEM Grant. Retrieved at: KJRH-TV News Channel Two: https://www.kjrh.com/news/local-news/langston-university-tulsa-stem-grant
|
Progress 09/01/17 to 08/31/18
Outputs
Target Audience:Teachers/educators, K-12 students, College Students, and the Community At-Large Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?During the month of June 2018, thirty-two teachers (32) teachers and educators (representing Tulsa, Oklahoma area schools) received professional developmenttraining through the Langston University Summer Teacher Institute. Through the Teacher Institute, participants were presented with expert speakers, inspirational support presentations (spanning over several topics related to hydroponics education, hands-on enrichment activities, demonstrations, and experiential field-trip experiences).The institute also included a host of fieldtrips and hands-on activities including healthy cooking demonstrations that were conducted at Platt Culinary College, a full-day field trip workshop experience at "Three Fruits & a Veggie Farm" (a homestead farm which provides a Farm to Table Dinners - workshops, classes, and retreat experiences (on permaculture methods, sustainable practices, organic gardening, natural health, and holistic living). At the "Three Fruits & a Veggie Farm," the teachers and educators had the opportunity to receive instruction and prepare "Homemade Jam" as part of the educational component of healthy eating and lifestyles. Every year, educators' responses are always overwhelmingly positive and often indicating the institute was a life changing experience! Over 80 percent of the participants (according to the teacher institute surveys) responded "Definitely" to, "If they could go back in time, they would still attend the Summer Teacher Institute." The Project Director, faculty curriculum coordinator, and GCP taught Fall and Spring (2017-2018) Teacher Seminar Course(s) for Summer Teacher Institute participants at Langston University-Tulsa campus. One of the classes included a cost analysis for hydroponic system inputs/outputs both in dollars and in pounds of Carbon Dioxide. The team continued to maintain the hydroponics system at Jordan Plaza Senior Living Housing adjacent to Carver Middle School. The students at Carver Middle School (led by one of the teachers trained during the Summer Teacher Institute) and team members are continuing to maintain the system. This has become a service learning project for the Carver Middle School (CMS) students, and the produce (collected from the hydroponic systems) were shared with the Jordan Senior Living Plaza residents at the Senior Living Plaza. This provided YU-ARE interns with the ability to touch the heart of the North Tulsa Senior community (in a unique and enriching way) by serving garden surpluses to the elderly at Jordan Plaza Senior Living Housing adjacent to CMS while serving the local community. How have the results been disseminated to communities of interest?The project information was disseminated to communities of interest through presentations at professional conferences (USDA-NIFA Directors meeting), local media, Mayor of the City of Tulsa's office, professional development trainings, social media (Tulsa World New paper and Channel 2 news) and at local community meetings. What do you plan to do during the next reporting period to accomplish the goals?The project team, along with collaborating partners, will request a one-year project extension and continue the sustainability of school hydroponics projects at school-based sites in the urban Tulsa, Oklahoma area. The project team will also continue the Summer Teacher Institute Training, in-school educational enrichment activities at partnering school sites, and other required project goals and objectives.
Impacts
What was accomplished under these goals?
The "Engaging Agricultural Science Majors, Urban Pre-College Students, Teachers and Communities in Sustainable Agriculture and Food Production Systems" grant project was very productive and successful this year. The focus of the project this year was designed to train, redesign/improve, and demonstrate the STEM curriculum to teachers and students through hydroponics education professional training and educational enrichment classroom activities. The two primary objectives during this project period (this year) were to connect YU-ARE Interns with internships at sustainable green businesses, and to host the 2018 Langston University Teacher Institute. Another objective (during this project period) was to recommission hydroponic systems at five area schools, and to train YU-ARE student interns to work and maintain the hydroponic systems. Green Country Permaculture installed two hydroponics systems (Dutch Bucket System and Ebb/Flow System) at five area schools (Mayo Demonstration Academy, McClain High School, Deborah Brown Community School, Emerson Elementary School, and Dove Science Academy). All the participating schools are located in the urban Tulsa, Oklahoma area in low socioeconomic and areas of high needs. The team installed the systems with 2-3 students and 2 teachers from each partnering school. These systems are always taken down and cleaned for Winter Break. In January, the systems were recommissioned to ensure that they were operable and running properly. The YU-ARE Interns were responsible for reviewing system maintenance procedures during this project period and have done very well at retaining these procedures thus far. All objectives were achieved with the following deliverables: (1) Langston University Summer Teacher Institute - Project team (facilitated by Project Director, Dr. Orlenthea S. McGowan) conducted working meetings during this quarter and coordinated the planning and implementation (along with project partners) for the 2018 Teacher Institute serving 32 teachers. Planning included, but not limited to: meeting with expert presenters, planning dates and schedules, working on handouts, brochure, and materials, organizing professional training and field trips, tours for the week, and planning hydroponics curriculum for the Teacher Institute; (2) Facilitating 2018 Langston University Summer Teacher Institute- many professional experts in the field presented during the Summer Teacher Institute. Lillian McConnell, Faculty Trainer and Curriculum Coordinator, James Spicer, Green Country Permaculture (GCP), and Kenda Woodburn, Oklahoma State University Extension Service, provided hydroponic education (incorporating music and plant growth) training for teacher participants. During the Summer Teacher Institute, teachers and educators were exposed to hands-on demonstrations, (to include: basic hydroponic background and principles as well as classroom applications, music and plant growth, and hands-on experiments-technical troubleshooting) exposure to agroforestry education, and symbiotic plant relationships (through demonstrations and hand-on tours to James Spicer's Farm, and the Thunder Bird Blueberry Farm). At the end of the Teacher Institute, participants presented and participated in "Hydroponics Classroom Environmental Design" presentations, and teachers/educators were also celebrated during the last day of the Teacher Institute at an Awards Luncheon. Ninety six percent (96%) of the teacher participants responded (on teacher surveys) that the institute was excellent/good and only one participant rated institute as average, and (3) Coordinating YU-ARE Interns and Internship experiences - GCP and Project team members selected eight (8) students for the summer YU-ARE experience, and GCP coordinated internship positions for hosting YU-ARE interns, and (4) implementation of educational enrichment classroom activities (by teachers that participated in the Summer Teacher Institute. Over 400 Students received education enrichment activities and participated in hydroponics classroom activities.
Publications
- Type:
Other
Status:
Published
Year Published:
2018
Citation:
Mcgowan, O. (2018, July). Engaging Agricultural Science Majors, Urban Pre-College Students, Teachers and Communities in Sustainable Agriculture and Food Production Systems, 2018 USDA-NIFA 1890 Capacity Building Grant Conference, Washington, DC.
Tulsa World (Newspaper- Business Section):
https://www.tulsaworld.com/business/intern-program-introduces-students-to-permaculture-concepts-and-sustainable-farming/article_4ea8b16e-542b-502b-a598-4b19aa98140e.html?utm_medium=social&utm_source=facebook&utm_campaign=user-share
KJRH-TV News Channel Two: https://www.kjrh.com/news/local-news/langston-university-tulsa-stem-grant
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Progress 09/01/16 to 08/31/17
Outputs
Target Audience:The target audience includes: Teachers/Educators, K-12 students, college students, and the community at-large. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?During the month of June 2017,fifteen (15) teachers and educators representing Tulsa, Oklahoma area schools received professional development training through the Langston University Summer Teacher Institute. Through the teacher institute, participants were presented with expert speakers, inspirational support presentations, spanning over several topics related to hydroponics education, 8 hands-on activities, and 4 hands-on experiential field experiences. The educators' response was overwhelmingly positive and often indicating the institute was a life changing experience! The institute also included a host of fieldtrips and hands-on activities including healthy cooking demonstrations that were conducted at Platt Culinary College, a full-day field trip workshop experience at "Living Kitchen Farm and Dairy" (a homestead and artisanal goat, milk dairy and farm which provides a "Farm to Table Dinner). At the "Living Kitchen Farm and Dairy", the teachers/educators had the opportunity to harvest and prepared their food together as part of the educational component of healthy eating and lifestyles. How have the results been disseminated to communities of interest?The project information was disseminated to communities of interest through presentations at professional conferences, local media, professional development trainings, and at local community meetings. What do you plan to do during the next reporting period to accomplish the goals?The project, along with collaborating partners, will continue the sustainability of school hydroponics projects at school-based sites in the urban Tulsa, Oklahoma area. The project team will also continue the in-school educational enrichment activities at partnering school sites and other required project goals/objectives.
Impacts
What was accomplished under these goals?
Thesecond year of the "Engaging Agricultural Science Majors, Urban Pre-College Students, Teachers and Communities in Sustainable Agriculture and Food Production Systems" grant project was very productive and successful. The focus (for the second year) was designed to demonstrate the STEM curriculum to students and teachers through hydroponics professional training and educational enrichment activities in the classroom. The threeprimary objectiveswere to match YU-ARE Interns with internships at green businesses, host the 2017 Langston University Teacher Institute, and assist in re-designundergraduate agricultural science course with an experiential and service learning component (designed to enhance STEM competencies and understanding of sustainable agriculture and food production systems). All objectives were achieved with the following deliverables: 1. Langston University Summer Teacher Institute- Project team and Green Country Permaculture (GCP) conducted working meetings during this quarter helping assist with planning for the 2017 Teacher Institute. Planning included, but not limited to, planning dates and schedules, working on handouts, brochure and materials, orchestrating activities and tours for the week, and planning hydroponics curriculum for the Teacher Institute; 2. Facilitation of the Langston University Summer Teacher Institute- Many professional experts in the field presented during the Summer Teacher Institute. Green Country Permaculture also presented the documentary "FOOD INC" and facilitated a discussion during and after the film. Several teachers stated that the film changed their life in a profound way. Teachers commented that the film demonstrated the health disparities and environmental impacts associated with our food system. During the Summer Teacher Institute, teachers/educators were exposed to hands-on urban Permaculture demonstrations (to include: basic hydroponic background and principles as well as classroom applications and technical troubleshooting) and exposure to agroforestry education, and symbiotic plant and animal relationships. At the end of the Teacher Institute, participants presented and participated in the "Hydroponics Design Challenge" presentation and teachers/educators were celebrated during the last day of the teacher institute at an awards luncheon; and 3. Coordination of Interns and Internship Positions- Project team & GCP identified, interviewed and coordinated internship positions for hosting YU-ARE interns.
Publications
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2017
Citation:
Mcgowan, O. (2017, June). A dynamic model of urban ag education in the classroom utilizing hydroponics education, 2017 National Ag in the Classroom Conference, Kansas City, MO.
Conference proceedings published on the National Ag in Classroom web-site: https://naitcconference.usu.edu/archive/2017/Schedule/Grid_Details.cfm?eid=15471&pg=none&aid=5829&ty=grid&des=reg (Professional Presentation at National conference: A Dynamic Model of Urban Ag Education in the Classroom Utilizing Hydroponics Education; a 75-minute professional workshop presentation at the 2017 National AITC Conference this summer (June 20-23, 2017) in Kansas City, MO.)
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Progress 09/01/15 to 08/31/16
Outputs
Target Audience:Teachers/educators, K-12 students, college students, and the community at-large. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?During the month of June 2016, twenty four (24) teachers/educators representing Tulsa, Oklahoma area schools received professional development training through the Langston University Summer Teacher Institute. Through the teacher institute, participants were presented with expert speakers, inspirational support presentations, spanning over several topics related to hydroponics education, 8 hands-on activities, and 4 hands-on experiential field experiences. The educators' response was overwhelmingly positive and often indicating the institute was a life changing experience! The institute also included a host of fieldtrips and hands-on activities including healthy cooking demonstrations that were conducted at Platt Culinary College, a full-day field trip workshop experience at "Living Kitchen Farm and Dairy" (a homestead and artisanal goat, milk dairy and farm which provides a "Farm to Table Dinner). At the "Living Kitchen Farm and Dairy", the teachers/educators had the opportunity to harvest and prepared their food together as part of the educational component of healthy eating and lifestyles. How have the results been disseminated to communities of interest?The project information was disseminated to communities of interest through presentations at professional conferences, local media, professional development trainings, and at local community meetings. What do you plan to do during the next reporting period to accomplish the goals?The project, along with collaborating partners, will continue the sustainability of school hydroponics projects at school-based sites in the urban Tulsa, Oklahoma area. The project team will also continue the in-school educational enrichment activities at partnering school sites and other required project goals/objectives.
Impacts
What was accomplished under these goals?
The first year of the "Engaging Agricultural Science Majors, Urban Pre-College Students, Teachers and Communities in Sustainable Agriculture and Food Production Systems" grant was very successful. The focus for the first quarter was designed to demonstrate the STEM curriculum to students and teachers through hydroponics professional training and education in the classroom. The two primary objectives (during the first quarter) were to match YU-ARE Interns with internships at green businesses and to host the 2016 Langston University Teacher Institute. Both objectives were achieved with the following deliverables: 1.) Planning for Langston University Summer Teacher Institute- Project team & Green Country Permaculture (GCP) conducted working meetings during this quarter helping assist with planning for the 2016 Teacher Institute. Planning included, but not limited to, planning dates and schedules, working on handouts, brochure and materials, orchestrating activities and tours for the week, and planning hydroponics curriculum for the Teacher Institute; 2.) Facilitating Langston University Summer Teacher Institute- Many professional experts in the field presented during the Summer Teacher Institute. Green Country Permaculture also presented the documentary "FOOD INC" and facilitated a discussion during and after the film. Several teachers stated that the film changed their life in a profound way. Teachers commented that the film demonstrated the health disparities and environmental impacts associated with our food system. During the Summer Teacher Institute, teachers/educators were exposed to hands-on urban Permaculture demonstrations (to include: basic hydroponic background and principles as well as classroom applications and technical troubleshooting) and exposure to agroforestry education, and symbiotic plant and animal relationships. At the end of the Teacher Institute, participants presented and participated in the "Hydroponics Design Challenge" presentations and teachers/educators were celebrated during the last day of the teacher institute at an awards luncheon; 3.) The project director and Co-Director presented at the summer "Fit 2 Learn Conference" at OSU Tulsa. Over 200 teachers/educators attended the event; 4.) Implemented Stem Expo: over 1,000 students attended the STEM Expo designed to expose students to STEM careers and area of academic interest; and 5.) Coordinating Interns and Internship Positions- Project team & GCP identified, interviewed and coordinated internship positions for hosting YU-ARE interns.
Publications
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