Source: NATIONAL ASSOCIATION OF AGRICULTURAL EDUCATORS, INC. submitted to
THE CURRICULUM FOR AGRICULTURAL SCIENCE EDUCATION (CASE) PATHWAYS FOR TEACHER PROFESSIONAL DEVELOPMENT AND STUDENT SUCCESS
Sponsoring Institution
National Institute of Food and Agriculture
Project Status
TERMINATED
Funding Source
Reporting Frequency
Annual
Accession No.
1015095
Grant No.
2018-68010-27675
Project No.
KY.W-2017-06313
Proposal No.
2017-06313
Multistate No.
(N/A)
Program Code
A7501
Project Start Date
Apr 15, 2018
Project End Date
Apr 14, 2021
Grant Year
2018
Project Director
Jackman, W. J.
Recipient Organization
NATIONAL ASSOCIATION OF AGRICULTURAL EDUCATORS, INC.
300 GARRIGUS BLDG
LEXINGTON,KY 40546
Performing Department
(N/A)
Non Technical Summary
The objective of our project is to provide professional development to teachers that willincrease the number of teachers and students who will gain enhanced skills, experience, andexpertise in state-of-the-art, agricultural science education through a pathway of structured,sequenced courses. Activities include two weeks of immersive professional development foragricultural science education teachers (e.g., laboratory work, discussion and debate, research,etc.) and a research and development capstone project focused on a real-world agriculturalissue. The participants will be CASE teachers who have been certified in the first CASE course,Introduction to Agriculture, Food, and Natural Resources (AFNR) and a second course: eitherPrinciples of Agricultural Science - Plant (ASP) or Principles of Agricultural Science - Animal(ASA). Additionally, the teachers will have expressed their commitment to become certified ina complete CASE Pathway by registering for either Animal and Plant Biotechnology (APB) orFood Science and Safety (FSS) and the culminating Agricultural Research and Development(ARD) capstone course. Preference will be given to teachers from schools with limited resourcesand that have higher numbers of low income and underserved populations. The intendedimpact is to enhance student achievement in the food, agriculture, natural resources, andhuman (FANH) sciences and to increase the number of students choosing agriculture as acareer. The project directly addresses the goals of the AFRI ELI competitive grants program todevelop human capital relevant to overall program goals for U.S. agriculture by deliveringscience-based knowledge to end users so that they can make informed, practical decisions.
Animal Health Component
0%
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
9035010302034%
9037010302033%
9036110302033%
Goals / Objectives
The primary goal of this project is to advance knowledge, skills, and practice in agricultural science education. Other, related major goals are to (1) increase the number of teachers who are CASE Pathway certified; (2) increase the number of teachers who are skilled in promoting agricultural science education to colleagues, students, and the community; (2) increase student achievement in agricultural science education and STEM; (3) increase the number of students prepared to pursue agriculture science in college and careers; and (4) increase the number of students who gain college credit, scholarships, and STEM-related work-study opportunities. Our project will meet the goals by using the funds for teacher professional development that will increase the number of teachers and students who will gain skills, experience, and expertise in state-of-the-art, immersive agricultural science education. Our project explicitly addresses three of the six Farm Bill Priorities: plant health and production and plant products, animal health and production and animal products, and food safety, nutrition and health. Specifically, our project targets teachers who have demonstrated their commitment to professional development to obtain advanced certification in a focused, immersive, and sequenced Pathway of courses in either Animal and Plant Biotechnology (APB) or Food Science and Safety (FSS), and Agricultural Research and Development (ARD).
Project Methods
CASE staff, with other experienced professionals, will develop a scholarship application and scoring rubric and invite eligible teachers to apply for a scholarship. The team will score the applications and the highest scoring teachers (including 2 alternates) will be invited to enroll in one of two specialization courses during the summer of 2018. Animal and Plant Biotechnology will take place July 15-26 at Carroll County Career and Technology Center in Maryland. Food Science and Safety will be held June 4-51 at Beech Grove Schools in Indiana and from July 30-August 9 at South Central College, Minnesota. Each course enrolls up to 20 teachers and consists of 80 hours of instruction over two weeks led by CASE certified instructors. In all CASE courses teachers participate as students in hands-on, immersive lessons that they take back to their schools and implement with relative ease since they have already done what they will teach their students. Research and experimental design are highlighted in the specialization courses as participants develop and conduct industry appropriate investigations. The ARD course is an online, distance learning professional development experience including a capstone agricultural science research project that the teachers plan and implement. Teachers may complete the course either during the 2018-2019 school year or during summer 2019. Teachers who complete the capstone project during the 2018-2019 school year will have the additional option of inviting eligible students to join them to complete their own ARD projects.In Animal and Plant Biotechnology participants gain experiences in industry appropriate applications of biotechnology related to plant and animal agriculture. Hands-on activities are designed to build content knowledge and technical skills in the field of biotechnology. In the labs, teachers will learn how to help students become proficient at biotechnological skills involving micropipetting, bacterial cultures and transformations. Participants conduct research and maintain a research level laboratory notebook throughout the course. They conclude the project by reporting their results through research papers and posters. Units of study include Introduction to Biotechnology, DNA Technologies, Proteins, Agricultural Biotechnology, Research Methods, Electrophoresis, and Polymerase Chain Reaction.In the Food Science and Safety course, participants engage in hands-on activities that simulate actual concepts and situations found in the food science and safety industry. Participants investigate areas of food science including food safety, food chemistry, food processing, food product development, nutrition, and marketing. Participants maintain a research level laboratory notebook throughout the course to document their projects and to help them communicate results to their peers and members of the professional community. Food Science and Safety includes the following units of study: Introduction to Food Science, Chemistry of Food, Safety of Our Food, Food Processing Preservation and Packaging, Food Health and Security, Preference and Product Availability, and Food Product Development.The Agricultural Research and Development (ARD) course is the capstone project designed to culminate participants' experiences in agriculture, based on the Pathway of study they pursued. Woven throughout the course are projects and problems based in practical applications and designed to develop and improve employability skills of students. Participants will learn how to further enhance their students' research, critical thinking, leadership, and teamwork skills as they expand on content knowledge from previous CASE courses. Participants will solve complex, real-world problems through a focused research project that will include conducting research, data analysis and communication, and the development of new products. The ARD course includes the following units of study: Defining Agricultural Research and Development, Problems and Solutions, Methodology, Collecting and Analyzing Data, and Communicating Results.CASE has an exceptionally strong self-sustaining model for professional development with activities beginning in the CASE Institutes to support teachers after the Institutes and throughout their tenure as agricultural science educators. As courses are revised on a four-year rotation, CASE offers live and recorded webinars to explain new instructional practices and changes to activities, projects, and problems. CASE certified teachers receive complimentary updates to the curriculum and many other teacher services including discounts on supplies, equipment, and textbooks used during course implementation. In addition, activities include participants building relationships with the Lead Teachers who facilitated the professional development during their CASE Institute. CASE Lead Teachers are practicing high school teachers who have undergone specific training to facilitate professional development with adult learners. They bring a wealth of knowledge and technical skills as they highlight how the curriculum is taught to high school students. This model is an excellent approach because peer teaching provides an opportunity for Lead Teachers and participants to share common experiences in overcoming barriers for implementation of CASE curriculum. CASE Lead Teachers mentor participants during the CASE Institute and maintain discussion forums throughout the year to provide on-going support as participants begin using CASE in their classrooms. During a CASE Institute, networking and building a Professional Learning Community (PLC) plays a vital role. Professional relationship among the teachers are built as they complete activities, projects, and problems in pairs or teams and continue after hours as teachers collaborate on homework and share meals together.

Progress 04/15/20 to 04/14/21

Outputs
Target Audience:Our project, the Curriculum for Agricultural Science Education (CASE) Pathways for Teacher Professional Development and Student Success, reached 14high school agricultural teachers during the thirdyear. Our project targeted teachers who have demonstrated their commitment to professional development to obtain advanced certification in a focused, immersive, and sequenced pathway of courses in either Animal and Plant Biotechnology (APB) or Food Science and Safety (FSS), and Agricultural Research and Development (ARD). Activities completed by teachers include labs, discussions, field trips, and developing professional learning communities (PLC). These high school agricultural educators selected for this project teach in Connecticut, Illinois, Indiana, Iowa, Kansas, Minnesota, Missouri, Nevada, New York, Oregon, Pennsylvania, Washington, West Virginia, and Wisconsin. It is estimated 546high school agricultural educationstudents enrolled in the courses offered after the teachers completed professional development. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?Participating teachers each received 160 hours of professional development to implement specialization and capstone courses in their respective schools. In addition, as a result of this project,some participating teachers have chosen to continue their professional development by preparing other teachers to become pathway certified. How have the results been disseminated to communities of interest?CASE presented a workshop on career pathwayimplementation at the National Association of Agricultural Educators Convention.Information was shared on the process and value of implementing a career pathway program at the secondary level to improve student achievement in CTE. Duringeach CASE professional development program, leadteachersdiscussed starting a CASE pathway in a secondary school district. What do you plan to do during the next reporting period to accomplish the goals?All teachers will have fully implementeda CASE pathway at their school.It is expected this will increase student achievement in agricultural science education and STEM. Students will use CASE Online, a comprehensive learning management system to complete CASE End-of-Course assessments.Students across the country who meet specific benchmarks will have access to articulated college credit through Rutgers University. We plan to continue building relationships with additional colleges, universities, and the agriculture industry to increase the number of students who gain college credit and STEM-related work-study opportunities.

Impacts
What was accomplished under these goals? By the start of the third year, all participatingteachers had completed the required professional development to be CASE pathway certified. These teachers are demonstratingtheir skills by preparing otherteachers to become CASE certified. Teachershad access to an online learning management system (LMS) for providing pre and end-of-course assessments to students enrolled in courses that are pathway completers. 546 students accessed the LMS system throughout the school year. Students enrolled in the CASE pathway courses learned and practiced career skills preparing them to enter the agricultural career field.

Publications


    Progress 04/15/18 to 04/14/21

    Outputs
    Target Audience:Our project, the Curriculum for Agricultural Science Education (CASE) Pathways for Teacher Professional Development and Student Success reached 22 high school agricultural teachers. These teachersobtained advanced certification in a focused, immersive, and sequenced pathway of courses in either Animal and Plant Biotechnology (APB) or Food Science and Safety (FSS), and Agricultural Research and Development (ARD). Activities completed by teachers included labs, discussions, field trips, and developing professional learning communities (PLC). Agricultural educators selected for this project teach in Connecticut, Illinois, Indiana, Iowa, Kansas, Minnesota, Missouri, Nevada, New York, Oregon, Pennsylvania, Washington, West Virginia, and Wisconsin. It is estimated 692 high school agricultural educations students could enroll in the course offered after the teachers completed professional development. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?All teachers have completed either 100 hours of hands-on, intense professional development in Animal and Plant Biotechnology or 80 hours of hands-on, intense professional development in Food Science and Safety. In addition, all of the twenty-two agriculture teachers participating in this grant have completed fifty hours of professional development in Agricultural Research and Development. How have the results been disseminated to communities of interest?Initial grant impact results, including the list of grant participants, were included in a blog post on the NAAE Communities of Practice website, which serves as a professional networking site for agricultural educators. In addition, an article was featured in the monthly NAAE Newsletter, News and Views. CASE disseminated thenewsletter to all members of the National Association of Agricultural Educators (NAAE). The article was also linked in the CASE Quarterly Chronicle, a newsletter sent to all CASE certified teachers, state leaders, sponsors, and additional stakeholders. These articles were also shared on the CASE initiative's social media accounts and reported during the CASE Quarterly Advisory Committee meeting. CASE has continued to inform teachers of the value of pathway implementation through presentations at CASE Institutes and national conferences such as the National Association of Agricultural Educators convention. What do you plan to do during the next reporting period to accomplish the goals? Nothing Reported

    Impacts
    What was accomplished under these goals? As a part of our first goal, 22 of the 22 teachers participating in this project are now certified in a complete CASE pathway. This increased the number of teachers certified in a complete pathway from 18 to 40 teachers, increasing 222%. This project increased the number of teachers skilled in promoting agricultural science education to colleagues, students, and the community. Also, the number of students prepared to pursue agriculture science in college and careers has increased. The self-reported number of high school students impacted by this project is 1932 students over three years.Students across the country who met specific benchmarks have access to articulated college credit through Rutgers University.

    Publications


      Progress 04/15/19 to 04/14/20

      Outputs
      Target Audience:Our project, the Curriculum for Agricultural Science Education (CASE) Pathways for Teacher Professional Development and Student Success, reached 22 high school agricultural teachers during the second year. Our project targeted teachers who have demonstrated their commitment to professional development to obtain advanced certification in a focused, immersive, and sequenced pathway of courses in either Animal and Plant Biotechnology (APB) or Food Science and Safety (FSS), and Agricultural Research and Development (ARD). Activities completed by teachers include labs, discussions, field trips, and developing professional learning communities (PLC). These high school agricultural educators selected for this project teach in Connecticut, Illinois, Indiana, Iowa, Kansas, Minnesota, Missouri, Nevada, New York, Oregon, Pennsylvania, Washington, West Virginia, and Wisconsin. It is estimated692 high school agricultural educations students were able to enroll in the course offered after the teachers completed professional development. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?As agriculture teachers completed the final round of professional development provided by this grant, all teachers have completed either 100 hours of hands-on, intense professional development in Animal and Plant Biotechnology or 80 hours of hands-on, intense professional development in Food Science and Safety. In addition, all of the twenty-two agriculture teachers participating in this grant have completed fifty hours of professional development in Agricultural Research and Development. How have the results been disseminated to communities of interest?Initial grant impact results including the list of grant participants were included in a blog post on the NAAE Communities of Practice website, which serves as a professional networking site for agricultural educators. In addition, an article was featured in the monthly NAAE Newsletter, News and Views. This newsletter was disseminated to all members of the National Association of Agricultural Educators (NAAE). The article was also linked in the CASE Quarterly Chronicle, which is a newsletter sent to all CASE certified teachers, state leaders, sponsors, and additional stakeholders. These articles were also shared on the CASE initiative's social media accounts and reported about during the CASE Quarterly Advisory Committee meeting. What do you plan to do during the next reporting period to accomplish the goals?During the next reporting period, all teachers will be implementing a full CASE pathway at their school. This will give their students access to a complete CASE pathway focused on rigorous coursework. It is expected this will increase student achievement in agricultural science education and STEM. Students will also have access to CASE Online, a comprehensive learning management system. By increasing student interest through agricultural education and providing students with access to the CASE End-of-Course assessment, students across the country who meet specific benchmarks will have access to articulated college credit through Rutgers University. We plan to continue to build relationships with additional colleges, universities, and with the agriculture industry to increase the number of students who gain college credit and STEM-related work-study opportunities.

      Impacts
      What was accomplished under these goals? As a part of our first goal, 22 of the 22 teachers participating in this project are now certified in a complete CASE pathway. This increased the number of teachers certified in a complete pathway from 18 to 40 teachers - an increase of 222%. This project has increase the number of teachers who are skilled in promoting agricultural science education to colleagues, students, and the community. In addition, the number of students prepared to pursue agriculture science in college and careers has increased. The self-reported number of high school students impacted by this project is 692.

      Publications


        Progress 04/15/18 to 04/14/19

        Outputs
        Target Audience:Our project, the Curriculum for Agricultural Science Education (CASE) Pathways for Teacher Professional Development and Student Success, reached 22 high school agricultural teachers during the first year. Our project targeted teachers who have demonstrated their commitment to professional development to obtain advanced certification in a focused, immersive, and sequenced pathway of courses in either Animal and Plant Biotechnology (APB) or Food Science and Safety (FSS), and Agricultural Research and Development (ARD). Activities completed by teachers include labs, discussions, field trips, and developing professional learning communities (PLC). These high school agricultural educators selected for this project teach in Connecticut, Illinois, Indiana, Iowa, Kansas, Minnesota, Missouri, Nevada, New York, Oregon, Pennsylvania, Washington, West Virginia, and Wisconsin. It is estimated 692 high school agricultural educations students were able to enroll in the course offered after the teachers completed professional development. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?This project provided 100 hours of hands-on, intense professional development in Animal and Plant Biotechnology for five agriculture teachers and 80 hours of hands-on, intense professional development in Food Science and Safety for eleven agriculture teachers. In addition, nineteen of the twenty-two agriculture teachers participating in this grant have completed fifty hours of professional development in Agricultural Research and Development. The remaining teachers will complete the professional development this summer. How have the results been disseminated to communities of interest?Initial grant impact results including the list of grant participants were included in a blog post on the NAAE Communities of Practice website, which serves as a professional networking site for agricultural educators. In addition, an article was featured in the monthly NAAE Newsletter, News and Views. This newsletter was disseminated to all members of the National Association of Agricultural Educators (NAAE). The article was also linked in the CASE Quarterly Chronicle, which is a newsletter sent to all CASE certified teachers, state leaders, sponsors, and additional stakeholders. These articles were also shared on the CASE initiative's social media accounts and reported about during the CASE Quarterly Advisory Committee meeting. What do you plan to do during the next reporting period to accomplish the goals?During the next reporting period, all teachers will have completed the professional development to be fully certified in two CASE courses. Thus, allowing them to implement a full CASE pathway at their school. This will give their students access to a complete CASE pathway focused on rigorous coursework. It is expected this will increase student achievement in agricultural science education and STEM. Students will also have access to CASE Online, a comprehensive learning management system. By increasing student interest through agricultural education and providing students with access to the CASE End-of-Course assessment, students across the country who meet specific benchmarks will have access to articulated college credit through Rutgers University. We plan to continue to build relationships with additional colleges, universities, and with the agriculture industry to increase the number of students who gain college credit and STEM-related work-study opportunities.

        Impacts
        What was accomplished under these goals? As a part of our first goal, 13 of the 22 teachers participating in this project are now certified in a complete CASE pathway. This increased the number of teachers certified in a complete pathway from 18 to 31 teachers - an increase of 58%. The remaining teachers will complete their course certifications to be fully certified in a CASE pathway in 2019. This project has increase the number of teachers who are skilled in promoting agricultural science education to colleagues, students, and the community. In addition, the number of students prepared to pursue agriculture science in college and careers has increased. The self-reported number of high school students impacted by this project is 692.

        Publications