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
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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
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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
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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
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