Food Experiences for Agricultural Science Training (FEAST)

FOOD EXPERIENCES FOR AGRICULTURAL SCIENCE TRAINING (FEAST)

Sponsoring Institution

National Institute of Food and Agriculture

Project Status

COMPLETE

Funding Source

AFRI COMPETITIVE GRANT

Reporting Frequency

Annual

Accession No.

1024982

Grant No.

2021-67037-33378

Cumulative Award Amt.

$800,000.00

Proposal No.

2020-09626

Multistate No.

(N/A)

Project Start Date

Nov 1, 2020

Project End Date

Aug 31, 2023

Grant Year

2021

Program Code

[A7701]- SARS-COV-2 Digital Learning Resources

Recipient Organization
UNIV OF HAWAII
3190 MAILE WAY
HONOLULU,HI 96822

Performing Department
College of Education

Non Technical Summary
Remote island communities need agricultural science education to address important regional issues of food security and sustainability, but they lack accessible distance learning resources for students and teachers. The Curriculum Research & Development Group (CRDG) at University of Hawaii at Manoa and The Center for Getting Things Started (C4GTS) will collaborate with 12 master teachers and 15 community leaders in the Hawaii and Guam Farm to School Networks to create, distribute, and implement low-technology distance learning resources for agricultural science education widely across our region. CRDG and C4GTS will provide a professional development course for the master teachers to develop skills in distance learning design and opportunities to work with a team to use these new skills to develop new resources. Hawaii and Guam farm to school networks distribute 21,000 distance learning resource kits to 500 teachers across the region who will use the materials with their students. Feedback from stakeholders will be used to revise the professional development course and distance learning resources, which will be available for free download on the FEAST website.The ultimate goal of FEAST is to increase student access to and participation in agricultural science education by providing teachers with high-quality, low-technology distance learning resources. Society benefits because remote island communities will have increased awareness of food security and sustainability issues, how to grow their own food, and the connections between food and health. Benefits could include children and families eating healthier, locally grown produce; being more consistent in their use of COVID-related safety protocols during meal-preparation and in the garden; and being more aware of the wide range of agriculturally related careers and entrepreneurial opportunities.

Animal Health Component

(N/A)

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
903	5010	3020	100%

Knowledge Area
903 - Communication, Education, and Information Delivery;

Subject Of Investigation
5010 - Food;

Field Of Science
3020 - Education;

Keywords

distance learning resources

professional development

learning gardens

Goals / Objectives
Major Goal 1: To create a self-sustaining professional development model for the creation of accessible, low-technology distance learning resources (DLRs) for students in grades 3 through 8 in Hawai`i and Guam.Objective 1.1: Create a design template and prototype for accessible, low-technology DLRs based on research literature.Objective 1.2: Create a professional development course that trains teacher-authors in best-practices for low-technology distance learning pedagogy and guides the development of FEAST DLR materials.Objective 1.3: Deliver the professional development course to ten teacher-authors.Objective 1.4: Use data from formative project evaluation to revise PD course.Objective 1.5: Submit paperwork to Hawai`i Department of Education to create a permanent course in the PDE3 system.Objective 1.6: Deliver the revised PDE3 course in Summer 2021 to a minimum of 30 teachers.Objective 1.7: Finalize self-sustaining PD model (i.e., PDE3 course established, and final versions of PD facilitator guide, PD participant materials, Grade 3-5 DLR book, and Grade 6-8 DLR book).Major Goal 2: To provide teacher and student access to high-quality agricultural science DLR materials in Hawai`i and Guam.Objective 2.1: Establish a project web landing page (URL TBD) that will serve as a dissemination hub for digital versions of DLR resources.Objective 2.2: Create accessible, high-quality DLRs (two rounds of professional editing, high-quality graphics created, with appropriate front and back matter)Objective 2.4: Publish two sets of the first version DLR materials in PDF form on the project web page and in print for distribution.Objective 2.5: Promote the first version of the DLR materials to at least 375 teachers across our region through a minimum of three information sessions that teacher-authors will provide for teacher-users and develop a distribution list.Objective 2.6: Disseminate the first version of the DLR materials to at least 375 teacher-users via Island Networks.Objective 2.7: 375 Teachers use the first version of the DLRs with their students.Objective 2.8: Gather evaluation feedback on the first version of the DLRs from 100 teacher-users, selected families and their students.Objective 2.9: 15,000 students receive agricultural science instruction using the first version of the DLRs.Objective 2.10: Promote the second version of the DLR materials to 125 teachers across our region through a minimum of three information sessions that teacher-authors will provide for teacher-users and develop a distribution list.Objective 2.11: Disseminate the second version of the DLR materials to at least 125 teacher-users via Island Networks.Objective 2.12: 125 Teachers use the second version of the DLRs with 6,000 students.Objective 2.13: Gather evaluation feedback on the second version of the DLRs from 60 teacher-users, selected families and their students.Objective 2.14: Students receive agricultural science instruction using the second version of the DLRs.Major Goal 3: Formatively evaluate project outcomes for iterative improvements.Objective 3.1: Develop four evaluation measures for professional development outcomes (pre-post teacher-author survey, DLR unit and lesson evaluation rubric, teacher-author self-reflection, participant evaluation of PD).Objective 3.2: Develop tool to gather and analyze DLR distribution data.Objective 3.3: Develop teacher-user survey, family survey, and rubric to analyze student learning samples.Objective 3.4: Report of findings from professional development course outcomes to inform revisions.Objective 3.5: Formatively evaluate ongoing distribution of DLRs and make adjustments as needed to achieve appropriate distribution across the region.Objective 3.6: Formatively evaluate version one DLR implementation to inform revisions to version two DLRs and implementation methods.Objective 3.7: Summative project evaluation report

Project Methods
In this section, we describe the ways in which the project will be conducted, organized by the associated project outcome.Outcome 1: Change in teacher knowledge Several efforts will be used to cause a change in teacher knowledge (i.e., of distance learning pedagogy, content-specific, pedagogy, and distance learning resource design related specifically to teaching agricultural science). The direct cause of the change in teacher knowledge is the professional development training that will be conducted twice: (1) in December 2020 and (2) in Summer 2021. The change in teacher knowledge for each implementation be evaluated through multiple sources of data. The first source is a pre-post questionnaire, "Teacher Outcomes Related to Developing Agri-Science Distance Learning Resources" that will have three sections in which teachers self-report their knowledge of: (1) distance learning pedagogy, (2) content specific pedagogy, and (3) distance learning resource design. Each learning objective will be addressed by multiple items. The second source is a self-reflection writing task about the professional development (PD) experience and the third source is a participant evaluation of PD survey. The validity of these measures will be established by adapting existing measures that are supported by validity evidence, content reviews by subject-matter experts, and reviews by the Advisory Board. Each of the questionnaire items contains a meaningful response scale to directly interpret how good is good enough.Types of evaluation studies:Study 1.1 - Measures will be reviewed by an expert in survey development as well as by the Core Team and Project Advisory Board and revised based on feedback. Written feedback will be retained as process evidence.Study 1.2 - The effect of the PD course on teacher-authors? knowledge of (1) distance learning pedagogy, (2) content specific pedagogy, and (3) DLR design will be determiend from pre-post surveys.Study 1.3 - Analysis of teacher-authors? reflections on their PD experience. The ten teacher-authors will respond in writing to specific prompts about their experiences. The responses will be analyzed and summarized.Study 1.4 - Description of teacher-authors evaluation of their PD experience. The ten teacher-authors will complete a survey after the PD is completed about their perceptions of the experience. Descriptive analysis will be conducted on these data.Outcome 2: Change in condition - New PD course The efforts in Goal 1 to design, develop, implement, and revise the professional development in collaboration with the Advisory Board directly contribute to the change in condition of a new professional development course. These efforts lead to the production of a suite of materials that are a sustainable professional development model, including the syllabus, facilitator guide, participant materials, distance learning resource teacher guides, and student distance learning materials. Each of these items is formatively evaluated during development by the teacher-authors, PI/co-PI, Core Team, and Advisory Board.Types of evaluation studies:Study 2.1 - Formative evaluation of the usability and feasibility of the PD course. The Core Team and Advisory Board will provide feedback on the PD course outline and components for iterative improvements.Study 2.2 - Formative evaluation of the PD course. Ten teacher-authors who participated in version 1 of the PD course will provide feedback via the teacher-user survey that will be used to make iterative improvements.Study 2.3 - Formative evaluation of the PD course. Repeat study 2.2 process for 30 teachers who participate in version 2 of the PD.Outcome 3: Change in knowledge - Students have increased knowledge We will gather evidence to support the argument that the FEAST distance learning resources can and do result in increased student knowledge from multiple sources.Types of evaluation studies:Study 3.1 - Teachers? perceptions of the student outcomes. Teacher-user surveys will be used to collect data on the units and lessons that were implemented, including the number of students who participated and teachers? feedback on lesson quality and utility, as well as student engagement and learning.Study 3.2 - Families? perceptions of the student outcomes. Family surveys will be used to collect data on student interest and engagement with the distance learning materials from a sample of families.Study 3.3 - Students? knowledge of agricultural science. A project-developed rubric will be used to evaluate student learning samples for how learning objectives were met.Outcome 4: Change in condition - Availability and access to distance learning resourcesAvailability and access are contributed to by dissemination efforts. Promotional materials will be developed to advertise the DLRs and recruit teacher-users. The FEAST website serves as a distribution hub for digital versions of the materials. Printed versions of the student books and learning kits that include supplies for activities will be distributed to teachers for use with their students.Types of evaluation studies:Study 4.1 - Descriptive statistics about downloaders. Web analytics, number of downloads, descriptive statisticsStudy 4.2 - Descriptive statistics about teacher and student users. Number of kits distributed, teacher-users, schools, and zip codes. Formative evaluation of dissemination will occur bimonthly to evaluate project reach. Adjustments will be made as needed to increase reach and ensure all areas of the region have access.Outcome 5: Change in condition - Availability of high-quality distance learning resourcesEfforts within the iterative development process ensure the quality of the distance learning resources. The distance learning resource design will be developed by the PI, co-PI, and Core Team. Working drafts of the DLRs will be reviewed by teacher-authors and the PI/co-PI using an evaluation rubric. Iterative improvement occurs throughout the writing process. The final version of the DLR will be reviewed by an expert using an evaluation rubric.Types of evaluation studies:Study 5.1 - Usability and feasibility of the DLR design. The Core Team and Advisory Board will provide feedback on the design.Study 5.2 - DLR Quality. For the summative evaluation, an expert will use a project-developed rubric to determine how well the DLRs produced in this project met design criteria. For formative evaluation, the same rubric will be applied by teacher-authors during the writing process.Study 5.3 - Descriptive analysis of teacher-users? perceptions of the usefulness and quality of DLRs. The 500 teacher-users will complete a survey about the usefulness and quality of the DLRs.Outcome 6: Change in condition - 21,000 students and their families will use FEAST DLRs.Efforts during the dissemination, distribution, and implementation portion of the project contribute to maximizing the numbers of students and their families that will use the materials.Types of evaluation studies:Study 6.1 - DLR distribution records will be analyzed to determine the number of kits/students and teacher-users by school, and zip code. Formative evaluation of dissemination will occur as previously described.Outcome 7: Change in condition - 500 teachers will provide distance learning instruction using FEAST DLRs.Types of evaluation studies:Study 7.1 - DLR distribution records will be analyzed to determine which teachers used FEAST DLRs. Formative evaluation of dissemination will occur as previously described.Study 7.2 - Teacher-user survey data will be used to determine how many teachers used the FEAST DLRs with their students.

Progress 11/01/20 to 08/31/23

Outputs
Target Audience:The target audiences were students (and their families) in grades 3 through 8 in Hawai'iand Guam; and classroom and school garden teachers of students in grades 3 through8 in Hawai?i and Guam. In 2022, we added the Republic of the Marshall Islands and the Commonwealth of the Northern Mariana Islands as recipients of the resources.Although they were not on the initial target audience list, once they saw the place-basedFEAST resources, they asked to be included. Since the resources were island-based, it was very easy for them to adapt to their context. We reached this audience in multiple ways: In 2021 (1) We engaged with ten teacher-authors to participate in the development of the distance learning resource and (2) We delivered 17 (one to two hour) virtual workshops to share the resources with teachers. In 2022/2023 (1) We conducted three virtual 8-week long professional development courses. One foreducators teaching Grades 3 - 5 in the Spring of 2022 and 2023, and in the Fall of 2022, a course for Middle School (Grades 6 - 8). These courses reached 60 teachers and over 3,250 students. (2) We conducted two in-person, 1-day long professional development workshops. One in O?ahu in partnership with the Oahu Farm to School Network and the Hana Hou?oli Professional Development Center, and one on Guam, reaching 35 teachers. (3) We conducted two virtual 4-week long professional development courses, for the Marshall Islands and for the CNMI, reaching 10 educators. (4) Island Networks also conducted shorter (1 - 2 hours) in-person exploratory workshops on the FEAST resources on the islands of Moloka?i, Hawai?i, O?ahu, Lana?i, and Guam. (5) In the summer and fall of 2022, we conducted three revision workshops to improve both the grades 3 -5 and the grades 6 - 8 resources, and to translate some of theresources into ?Olelo Hawai?i (Hawaiian Language). There were a total of 14participants. (6) We disseminated 21,325 printed student workbooks and supply kits to 375 teachers across Hawai'i, Guam, the Marshall Islands, and CNMI. Note that about 50 teachers are repeat "customers" who received kits in 2021 and requested for kits again in 2022. The original number in the proposal was 21,000. Due to some cost savings with the kit supplies and the high demand we were able to create 1,000 more for a total of 22,000printed student workbooks and supply kits. TOTAL Kits distributed in years 1 and 2 Island Gr. 3 - 5 Gr. 6 - 8 Oahu 5,025 2,750 Hawai'i 3,500 1,500 Maui + Lana'i 1,500 800 Moloka'i 750 400 Kauai 1,050 400 Guam 1,600 1,000 Marshall Islands 500 500 CNMI 25 25 13,950 7,375 TOTAL 21,325 Changes/Problems: Lessons learned (Evaluation) Professional Development Even though the 10 teacher-authors from Hawai?i and Guam were hand-picked based on their agriculture-science and classroom experience, they all needed much support in curriculum development. The teachers provided feedback during the curriculum development course that the instructors were packing in too much in too short of the time. Teachers were caught up in "activity mania" and had to be often reminded of meeting FEAST learning outcomes instead of stringing together activities. This was a useful lesson for the instructors. Product modification We ran three HIDOE (Hawaii Department of Education) approved professional development PDE3 courses for teacher-users of FEAST. The most important lesson for the team was the sequencing of the eight FEAST lessons. In reality, the original designed sequence was not practical for classroom application. The design worked well for home situations (original intent) or after school application. Teachers also mentioned that there were not enough clear assessment tools in the resources for classroom application. The creation of these tools by teachers have been a welcome bonus as a result of the professional development PDE3 courses. Student learning outcomes More than 85 teachers from all the project islands submitted samples of their students? work. While most of the learning outcomes were met, teachers indicated that the needed to do more pre-lesson preparation and provide more background. This is reflective of the learning time lost during the pandemic. About 20 Middle School teachers indicated that the Grades 6 - 8 FEAST student workbook was too difficult for their students, and switched to the Grades 3 - 5 version. Distribution The Island networks were key for the successful distribution of close to 22,000 kits. Details are included in Table 1. Next Steps There are still 625 out of the 22,000 FEAST kits left to be distributed. Furthermore, edition 2 has yet to be printed and the Hawaiian Language version still needs to be laid out and printed. Co-PI Koh has written a proposal to fund the delivery of more trainings, the printing of Edition 2, and the layout and printing of the Hawaiian Language version. There have been many requests from teachers of Kindergarten and Grades 1 - 2 for FEAST resources to be developed for their levels. Co-PI Koh is exploring options to fund those resources thus building on the FEAST model (as mentioned above). What opportunities for training and professional development has the project provided?What was accomplished: Goal 1. We disseminated printed student workbooks and supply kits to teachers across Hawai'i, Guam, the Marshall Islands, and CNMI. 6,965 kits were disseminated in 2022. There was one more HIDOE PDE3 online professional development course in 2023 where the rest of the kits were distributed for a grand total of 21,325 kits. Goal 2. We collected feedback from teacher-users on the resources via surveys and focus groups. We then conducted 2 writing retreats, one for each student workbook (Grades 3 -5 and Grades 6 - 8). Six teachers attended each 3 day, 3 night writing retreat representing several islands, rural and urban schools, and targeted Grades. Each student workbook has been revised and updated. These versions will be posted on the website. Goal 3. Findings from the surveys and focus group informed Goal 2. The distribution protocol of partnering with Island Networks proved to be successful in getting out close to 22,000 kits to students on all major islands of the Hawaii, including the very small rural island of Lana'i, to Guam, CNMI and the Marshall Islands. Educators and families responded positively to the high-quality place-based resources. The fact that the CNMI and Marshall Island could rapidly adapt and use materials developed by Hawai'i and Guam speak to the usability of these resources in the Pacific Region. How have the results been disseminated to communities of interest?Partnerships The partnerships with the Island Networks on all islands were crucial. None of the distribution could have been accomplished without their dedicated commitment to the FEAST project. Each island developed innovative ways to distribute the FEAST Kits. MaPS partnership The Marketing and Publication Services of UH M?noa was an essential partner. FEASTowes much of its success to MaPS. Originally contracted to create the FEAST logo,edit, provide graphics, and layout the resources (student workbooks, teacher and family guides), the partnership grew to MaPS taking the lead on ordering and receiving kits supplies, shipping and handling of FEAST kit supplies and student workbooks, fulfilling participant supports needs (eg. stipend and supplies), and thought partnership. The MaPS team was extremely professional and diligent. FEAST Advisory Board Members of the Advisory Board, Dr. Clare Camacho, Dr. Lauren Kaupp, Ms. Nancy Redfeather, and Ms. Amanda Rieux supported the creation as well as reviewed the resources at key steps of the project. The Advisory Board?s objectivity helped these resources to be very place-based and culturally relevant. Additionally, they helped to coordinate trainings and workshops on their respective islands as well as agreeing to be guest speakers at the Teacher Professional Development Courses. Dr. Kaupp was the Hawai?i Department of Education PDE3 (professional development) course sponsor for the Hawai?i courses, and Dr. Camacho played a similar role in Guam. Table 1. Island networks distribution. Island/Partners Innovative distribution method/s Oahu Hawai'i Public Health Institute (HIPHI) Oahu Farm to School Network (OFSN) College of Tropical Agriculture and Human Resources (CTAHR) HIPHI, OFSN and HISGN hosted the School Garden Talk Story where FEAST was promoted in at least three sessions. Feast kits were distributed as part of OFSN/CTAHR teacher PD - GROW in the Fall of 2022. OFSN engaged High School and College students to support the distribution thus widening the reach and building capacity. YMCA Oahu used the kits during summer 2021 enrichment camp. Hawai'i Hawai'i Island School Garden Network (HISGN) HISGN director (who is also one of the authors of theGrade 3 -5 resources) provided in-person trainings to schools all over the Island. This direct contact enabled this island to distribute an extra 1000 kits. Kits were also distributed as part of HISGN teacher PD - Ku Aina Pain the summers of 2021 and 2022. Mountain View Elementary School used the kits during summer 2022 enrichment camp. Maui + Lana'i Grow Some Good/Maui Farm to School Network (GSG/MFSN) GSG/MFSN conducted a parking party to pack the kits to be distributed, which they posted on their Instagram to promote the project. GSG/MSFN combined their pandemic garden kits with the FEAST kits enriching both programs by including potting soil, pots, journals, and more. They also leveraged their school garden coordinator and technicians to share the resources widely around the county which includes Lana'i island. Moloka'i Sustainable Moloka'i (SM) College of Tropical Agriculture and Human Resources (CTAHR) Members of SM conducted a parking party to pack the kits to be distributed. Kits were distributed as part of CTAHR Molokai teacher PD - Ho'oulu'ai in the summers of 2021 and 2022. Moloka'i Middle School and Kaunakakai Elementary School used the kits during summer 2022 enrichment camp. Kauai Malama Kaua'i (MK) MK partnered with a Food Hub and several Farm to Table initiatives to support the distribution of the FEAST Kits, and utilized home school networks to increase use of the kits. The most successful effort was building a partnership with a free to teachers supply store, Kumu's Cupboard, which offered the kits in-store to teachers with signage promoting the resource. This helped to capture teachers looking for supplies to implement creative lessons. Guam University of Guam (UoG) Guam Dept. of Education (GDOE) FEAST resource authors from Guam presented at the GDOE Service Learning virtual conference in 2021 and kits were distributed to every teacher who attended. In summer 2022, UoG held an in-person workshop and distributed the rest of the kits. Republic of the Marshall Islands (RMI) RMI Public School System (PSS) RMI PSS held virtual bi-lingual workshops on FEAST. Commonwealth of the Northern Mariana Islands (CNMI) Public School System (PSS) CNMI PSS conducted a 4 week virtual workshop on FEAST. What do you plan to do during the next reporting period to accomplish the goals?Next Steps There are still 625 out of the 22,000 FEAST kits left to be distributed. Furthermore,edition 2 has yet to be printed and the Hawaiian Language version still needs to be laidout and printed. Co-PI Koh has written a proposal to fund the delivery of more trainings, the printing of Edition 2, and the layout and printing of the Hawaiian Language version. There have been many requests from teachers of Kindergarten and Grades 1 - 2 for FEAST resources to be developed for their levels. Co-PI Koh is exploring options to fund those resources thus building on the FEAST model (as mentioned above).

Impacts
What was accomplished under these goals? Accomplishments in 2022 Major goals of the project Major Goal 1: To create a self-sustaining professional development model for the creation of accessible, low-technology distance learning resources (DLRs) for students in grades 3 through 8 in Hawai`i and Guam. Objective 1.6: Deliver the revised PDE3 course in Summer 2021 to a minimum of 30 teachers. (Note: change to Spring and Fall of 2022). Delivered HIDOE PDE3 online courses in Spring 2022 and Fall 2022 to 40 teachers. Delivered in-person, day long workshops - 35 teachers. Delivered online courses to the Republic of the Marshall Islands and CNMI teachers - 10 teachers. Delivered exploratory workshops to 100 teachers. Objective 1.7: Finalize self-sustaining PD model (i.e., PDE3 course established, and final versions of PD facilitator guide, PD participant materials, Grade 3-5 DLR book, and Grade 6-8 DLR book). PDE3 course established with Course #: SC187073 and Title: Food Experiences for Agricultural Science Training (FEAST) - Pedagogy and Resources for flexible learning environments. Two teacher teams guided by Co-PI, Dr. Koh reviewed and revised the student workbooks, teacher and family guides for Grades 3 -5 and 6 - 8 in the Summer and Fall of 2022. Edition 2 (2022) will be available on www.c4gts.org/FEAST. Major Goal 2: To provide teacher and student access to high-quality agricultural science DLR materials in Hawai`i and Guam. Objective 2.8: Gather evaluation feedback on the first version of the DLRs from 100 teacher-users, selected families and their students. Objective 2.9: 15,000 students receive agricultural science instruction using the first version of the DLRs. Objective 2.10: Promote the second version of the DLR materials to 125 teachers across our region through a minimum of three information sessions that teacher-authors will provide for teacher-users and develop a distribution list. Objective 2.11: Disseminate the second version of the DLR materials to at least 125 teacher-users via Island Networks. Objective 2.12: 125 Teachers use the second version of the DLRs with 6,000 students. Note: we ended up with 7,000 due to savings in materials cost allowed for more books to be printed. Objective 2.13: Gather evaluation feedback on the second version of the DLRs from 60 teacher-users, selected families and their students. Objective 2.14: Students receive agricultural science instruction using the second version of the DLRs. 6,965 kits were disseminated in 2022. There was one more HIDOE PDE3 online professional development course in 2023 where the rest of the kits were distributed for a grand total of 21,325 kits. Two teacher teams guided by Co-PI, Dr. Koh reviewed and revised the student workbooks, teacher and family guides for Grades 3 -5 and 6 - 8 in the Summer and Fall of 2022. Edition 2 (2022) will be available on www.c4gts.org/FEAST. Major Goal 3: Formatively evaluate project outcomes for iterative improvements. Objective 3.4: Report of findings from professional development course outcomes to inform revisions. Objective 3.5: Formatively evaluate ongoing distribution of DLRs and make adjustments as needed to achieve appropriate distribution across the region. Objective 3.6: Formatively evaluate version one DLR implementation to inform revisions to version two DLRs and implementation methods. Objective 3.7: Summative project evaluation report What was accomplished: Goal 1. We disseminated printed student workbooks and supply kits to teachers across Hawai'i, Guam, the Marshall Islands, and CNMI. 6,965 kits were disseminated in 2022. There was one more HIDOE PDE3 online professional development course in 2023 where the rest of the kits were distributed for a grand total of 21,325 kits. Goal 2. We collected feedback from teacher-users on the resources via surveys and focus groups. We then conducted 2 writing retreats, one for each student workbook (Grades 3 -5 and Grades 6 - 8). Six teachers attended each 3 day, 3 night writing retreat representing several islands, rural and urban schools, and targeted Grades. Each student workbook has been revised and updated. These versions will be posted on the website. Goal 3. Findings from the surveys and focus group informed Goal 2. The distribution protocol of partnering with Island Networks proved to be successful in getting out close to 22,000 kits to students on all major islands of the Hawaii, including the very small rural island of Lana'i, to Guam, CNMI and the Marshall Islands. Educators and families responded positively to the high-quality place-based resources. The fact that the CNMI and Marshall Island could rapidly adapt and use materials developed by Hawai'i and Guam speak to the usability of these resources in the Pacific Region.

Publications

Type: Conference Papers and Presentations Status: Published Year Published: 2021 Citation: High, D.J. & Andersen, L. (2021, June 19). FEAST overview: How do leaves help a plant get what it needs? [Project overview and teacher-author sharing about grades 6-8 materials with teachers]. Presented at HaSTA 2021 Summer Conference. https://youtu.be/0B-oQ7I2QOM
Type: Books Status: Published Year Published: 2021 Citation: Koh, M-W., Andersen, L., Acuna, A., Cramer, J., High, D. J., Lewis, J., & Stout, I. (2021). Science and Natures Designs [Book of agricultural science lessons72 pages]. Honolulu, HI: Curriculum Research & Development Group, University of Hawaii.
Type: Books Status: Published Year Published: 2021 Citation: Andersen, L., Koh, M-W., DeMent, L., Keuma, L., Kissida, J., Ritter, A., & Seleen, S. (2021). Food and Our Island Teacher's Guide [Book24 pages]. Honolulu, HI: Curriculum Research & Development Group, University of Hawaii.
Type: Books Status: Published Year Published: 2021 Citation: Koh, M-W., Andersen, L., Acuna, A., Cramer, J., High, D. J., Lewis, J., & Stout, I. (2021). Science and Natures Designs Teacher's Guide [Book25 pages]. Honolulu, HI: Curriculum Research & Development Group, University of Hawaii.
Type: Books Status: Published Year Published: 2022 Citation: Andersen, L., Koh, M-W., DeMent, L., Keuma, L., Kissida, J., Ritter, A., & Seleen, S. (Edition 2, 2022). Food and Our Island [Book of agricultural science lessons72 pages]. Honolulu, HI: Curriculum Research & Development Group, University of Hawaii.
Type: Books Status: Published Year Published: 2022 Citation: Koh, M-W., Andersen, L., Acuna, A., Cramer, J., High, D. J., Lewis, J., & Stout, I. (Edition 2, 2022). Science and Natures Designs [Book of agricultural science lessons72 pages]. Honolulu, HI: Curriculum Research & Development Group, University of Hawaii.
Type: Books Status: Published Year Published: 2022 Citation: Andersen, L., Koh, M-W., DeMent, L., Keuma, L., Kissida, J., Ritter, A., & Seleen, S. (Edition 2, 2022). Food and Our Island Teacher's Guide [Book24 pages]. Honolulu, HI: Curriculum Research & Development Group, University of Hawaii.
Type: Books Status: Published Year Published: 2022 Citation: Koh, M-W., Andersen, L., Acuna, A., Cramer, J., High, D. J., Lewis, J., & Stout, I. (Edition 2, 2022). Science and Natures Designs Teacher's Guide [Book25 pages]. Honolulu, HI: Curriculum Research & Development Group, University of Hawaii.
Type: Books Status: Published Year Published: 2022 Citation: Andersen, L. & Koh, M-W. (2022, April 22). Cultivating equitable distance learning systems. Paper presented at the 2022 Annual Meeting of the American Educational Research Association, San Diego, CA.
Type: Books Status: Published Year Published: 2022 Citation: Andersen, L. & Koh, M.W. (2022, January 7). Agriculture, culturally sustaining pedagogy, and the digital divide: The why, what, and how of low-technology science distance learning. Paper presented at the 29th International Conference of the Association for Science Teacher Educators.
Type: Books Status: Published Year Published: 2021 Citation: Andersen, L., Koh, M-W., DeMent, L., Keuma, L., Kissida, J., Ritter, A., & Seleen, S. (2021). Food and Our Island [Book of agricultural science lessons72 pages]. Honolulu, HI: Curriculum Research & Development Group, University of Hawaii.

Progress 11/01/21 to 10/31/22

Outputs
Target Audience:The target audiences were students (and their families) in grades 3 through 8 in Hawai'i and Guam; and classroom and school garden teachers of students in grades 3 through 8 in Hawai?i and Guam. In 2022, we added the Republic of the Marshall Islands and the Commonwealth of the Northern Mariana Islands as recipients of the resources. Although they were not on the initial target audience list, once they saw the place-based FEAST resources, they asked to be included. Since the resources were Island-based, it was very easy for them to adapt to their context. We reached this audience in multiple ways: (1) we conducted two, virtual, 8 week long professional development courses. One for educators teaching Grades 3 - 5 in the Spring of 2022, and in the Fall of 2022, a course for Middle School (Grades 6 - 8). These courses reached 40 teachers and over 1,350 students. (2) we conducted two in-person, 1 day long professional development workshops. One in O?ahu in partnership with the Oahu Farm to School Network and the Hana Hou?oli Professional Development Center, and one on Guam, reaching 35 teachers. (3) we conducted two, virtual, 4 week long professional development courses, for the Marshall islands and for the CNMI, reaching 10 educators. (4) Island Networks also conducted shorter (1 - 2 hours) in-person exploratory workshops on the FEAST resources on the islands of Moloka?i, Hawai?i, O?ahu, Lana?i, and Guam. (5) We disseminated 6,965 printed student workbooks and supply kits to 145 teachers across Hawai'i, Guam, the Marshall Islands, and CNMI. TOTAL Kits distributed in years 1 and 2 Island Gr. 3 - 5 Gr. 6 - 8 Oahu 5,225 2,750 Hawai'i 3,500 1,500 Maui + Lana'i 1,500 800 Moloka'i 600 500 Kauai 1,050 400 Marshall Islands 1,000 500 13,375 6,450 Changes/Problems:Major changes include: PI left in May 2022, was not replaced until November 2022. Co-PI had to take on all the responsibilities. No-cost extension to complete the teacher and family guides revisions, and update the website. What opportunities for training and professional development has the project provided?(1) we conducted two, virtual, 8 week long professional development courses. One for educators teaching Grades 3 - 5 in the Spring of 2022, and in the Fall of 2022, a course for Middle School (Grades 6 - 8). These courses reached 40 teachers and over 1,350 students. (2) we conducted two in-person, 1 day long professional development workshops. One in O'ahu in partnership with the Oahu Farm to School Network and the Hanahauoli Professional Development Center, and one on Guam, reaching 35 teachers. (3) we conducted two, virtual, 4 week long professional development courses, for the Marshall islands and for the CNMI, reaching 10 educators. (4) Island Networks also conducted shorter (1 - 2 hours) in-person exploratory workshops on the FEAST resources on the islands of Moloka'i, Hawai'i, O'ahu, Lana'i, and Guam. How have the results been disseminated to communities of interest?As written in the proposal, we used the Hawaii Farm to School Hui School Garden Talk Story monthly sessions to share about the resources and findings from teacher-users. What do you plan to do during the next reporting period to accomplish the goals?We have the following to accomplish. Update the FEAST website which will now be hosted at www.c4gts.org/FEAST Update the teacher and family guides which will be posted on the new website. Distribute the last of the Grade 3 - 5 resources (2,175) at one more state-wide Teacher professional development.

Impacts
What was accomplished under these goals? Major goals of the project Major Goal 1: To create a self-sustaining professional development model for the creation of accessible, low-technology distance learning resources (DLRs) for students in grades 3 through 8 in Hawai`i and Guam. Objective 1.6: Deliver the revised PDE3 course in Summer 2021 to a minimum of 30 teachers. (Note: change to Spring and Fall of 2022). Delivered HIDOE PDE3 online courses in Spring 2022 and Fall 2022 to 40 teachers. Delivered in-person, day long workshops - 35 teachers. Delivered online courses to the Republic of the Marshall Islands and CNMI teachers - 10 teachers. Delivered exploratory workshops to 100 teachers. Objective 1.7: Finalize self-sustaining PD model (i.e., PDE3 course established, and final versions of PD facilitator guide, PD participant materials, Grade 3-5 DLR book, and Grade 6-8 DLR book). PDE3 course established with Course #: SC187073 and Title: Food Experiences for Agricultural Science Training (FEAST) - Pedagogy and Resources for flexible learning environments. Two teacher teams guided by Co-PI, Dr. Koh reviewed and revised the student workbooks, teacher and family guides for Grades 3 -5 and 6 - 8 in the Summer and Fall of 2022. Edition 2 (2022) will be available on www.c4gts.org/FEAST. Major Goal 2: To provide teacher and student access to high-quality agricultural science DLR materials in Hawai`i and Guam. Objective 2.8: Gather evaluation feedback on the first version of the DLRs from 100 teacher-users, selected families and their students. Objective 2.9: 15,000 students receive agricultural science instruction using the first version of the DLRs. Objective 2.10: Promote the second version of the DLR materials to 125 teachers across our region through a minimum of three information sessions that teacher-authors will provide for teacher-users and develop a distribution list. Objective 2.11: Disseminate the second version of the DLR materials to at least 125 teacher-users via Island Networks. Objective 2.12: 125 Teachers use the second version of the DLRs with 6,000 students. Note: we ended up with 7,000 due to savings in materials cost allowed for more books to be printed. Objective 2.13: Gather evaluation feedback on the second version of the DLRs from 60 teacher-users, selected families and their students. Objective 2.14: Students receive agricultural science instruction using the second version of the DLRs. 6,965 kits were disseminated in 2022. There will be one more HIDOE PDE3 online professional development course in 2023 where we will distribute the rest of the kits for a grand total of 22,000 kits distributed by the end of January 2023. Two teacher teams guided by Co-PI, Dr. Koh reviewed and revised the student workbooks, teacher and family guides for Grades 3 -5 and 6 - 8 in the Summer and Fall of 2022. Edition 2 (2022) will be available on www.c4gts.org/FEAST. Major Goal 3: Formatively evaluate project outcomes for iterative improvements. Objective 3.4: Report of findings from professional development course outcomes to inform revisions. Objective 3.5: Formatively evaluate ongoing distribution of DLRs and make adjustments as needed to achieve appropriate distribution across the region. Objective 3.6: Formatively evaluate version one DLR implementation to inform revisions to version two DLRs and implementation methods. Objective 3.7: Summative project evaluation report. Goal 1. We disseminated 6,965 printed student workbooks and supply kits to 145 teachers across Hawai'i, Guam, the Marshall Islands, and CNMI. Goal 2. We collected feedback from teacher-users on the resources via surveys and focus groups. We then conducted 2 writing retreats, one for each student workbook (Grades 3 -5 and Grades 6 - 8). Six teachers attended each 3 day, 3 night writing retreat representing several islands, rural and urban schools, and targeted Grades. Each student workbook has been revised and updated. These versions will be posted on the website. Goal 3. Findings from the surveys and focus group informed Goal 2. The distribution protocol of partnering with Island Networks proved to be successful in getting out close to 21,000 kits to students on all major islands of the Hawaii, including the very small rural island of Lana?i, to Guam, CNMI and the Marshall Islands. Educators and families responded positively to the high-quality place-based resources. The fact that the CNMI and Marshall Island could rapidly adapt and use materials developed by Hawai?i and Guam speak to the usability of these resources in the Pacific Region.

Publications

Type: Books Status: Published Year Published: 2022 Citation: Andersen, L., Koh, M-W., DeMent, L., Keuma, L., Kissida, J., Ritter, A., & Seleen, S. (Edition 2, 2022). Food and Our Island [Book of agricultural science lessons72 pages]. Honolulu, HI: Curriculum Research & Development Group, University of Hawaii.
Type: Books Status: Published Year Published: 2022 Citation: Koh, M-W., Andersen, L., Acuna, A., Cramer, J., High, D. J., Lewis, J., & Stout, I. (Edition 2, 2022). Science and Natures Designs [Book of agricultural science lessons72 pages]. Honolulu, HI: Curriculum Research & Development Group, University of Hawaii.
Type: Books Status: Published Year Published: 2022 Citation: Andersen, L., Koh, M-W., DeMent, L., Keuma, L., Kissida, J., Ritter, A., & Seleen, S. (Edition 2, 2022). Food and Our Island Teacher's Guide [Book24 pages]. Honolulu, HI: Curriculum Research & Development Group, University of Hawaii.
Type: Books Status: Published Year Published: 2022 Citation: Koh, M-W., Andersen, L., Acuna, A., Cramer, J., High, D. J., Lewis, J., & Stout, I. (Edition 2, 2022). Science and Natures Designs Teacher's Guide [Book25 pages]. Honolulu, HI: Curriculum Research & Development Group, University of Hawaii.
Type: Conference Papers and Presentations Status: Published Year Published: 2022 Citation: Andersen, L. & Koh, M-W. (2022, April 22). Cultivating equitable distance learning systems. Paper presented at the 2022 Annual Meeting of the American Educational Research Association, San Diego, CA.
Type: Conference Papers and Presentations Status: Published Year Published: 2022 Citation: Andersen, L. & Koh, M.W. (2022, January 7). Agriculture, culturally sustaining pedagogy, and the digital divide: The why, what, and how of low-technology science distance learning. Paper presented at the 29th International Conference of the Association for Science Teacher Educators.

Progress 11/01/20 to 10/31/21

Outputs
Target Audience: The target audiences were students in grades 3 through 8 in Hawai'i and Guam, school garden and farm to school teachers of students in grades 3 through 8 in Hawaii and Guam, and families of students who are taught by school garden and farm to school teachers in grades 3 through 8 in Hawaii and Guam. Our efforts reached public school teachers, private school teachers, homeschool families, and summer enrichment programs (YMCA). The population of Hawai'i and Guam includes large percentages of Native Hawaiians and Pacific Islanders, as well as those who are socially, economically, and educationally disadvantaged. This population includes Native Hawaiian, Pacific Islander, Marshallese, Micronesian, Samoan, Tongan, Asian, South East Asian, and Caucasian mixed ethnic groups. Fifty-one percent of Hawaii students eligible for free and reduced lunch and 12% of Hawaiian children live in poverty (pre-COVID data). We targeted these groups to provide equitable access to agricultural science learning during emergency remote distance learning teaching. We reached this audience in multiple ways: (1) we engaged with ten teacher-authors to participate in the development of the distance learning resources and (2) we disseminated 13,700 printed student workbooks and supply kits to 293 teachers across Hawai'i and Guam. We also delivered 17 workshops to share the resources with teachers. To expand our reach, we directly emailed all the school administrators in our region and the Farm to School Hui and all the Island Networks distributed information about FEAST on their own listservs and social media. We posted about FEAST on Twitter and FaceBook to direct people to our website. We also posted three videos on YouTube posts to promote the DLRs. Changes/Problems: This year we had far more requests for the Grade 3-5 books than for the Grade 6-8 books. We printed 1,200 additional Grade 3-5 books to meet this demand. At the same time, we have 1,000 excess Grade 6-8 books. We decided to print only Grade 3-5 books in Year 2. We believe that the reason for greater demand in elementary school is because elementary teachers may have more flexibility in the materials they use than middle school teachers do. We experienced delays in Year 1 due to the delayed project start date, challenges with procurement of DLR kit supplies, and the timing of the end of the school year. These delays caused our distribution of Year 1 DLRs to be delayed until summer 2021, which then also delayed teachers' use of the materials, and presented challenges in gathering feedback from teacher use. Many teachers informed us that they had not used the materials yet when we contacted them in October.Therefore, we will reach out again to these teachers during the next quarter to ask them to complete the teacher-user survey. What opportunities for training and professional development has the project provided? We created a professional development course that trained 10 teacher-authors in best-practices for low-technology distance learning pedagogy and guided the development of FEAST DLR materials. Link to syllabus. The PI and co-PI delivered the professional development course to ten teacher-authors. The professional development activities resulted in increased knowledge or skill in the areas of distance learning pedagogy and agri-science content pedagogy. We provided 17 information sessions that trained 348 teachers on the FEAST materials. How have the results been disseminated to communities of interest? Nothing Reported What do you plan to do during the next reporting period to accomplish the goals?During the next reporting period we will continue our work to accomplish Goals 1, 2, and 3. Specifically we will: Deliver the revised PDE3 course in Summer 2021 to a minimum of 30 teachers (Objective 1.6). Finalize self-sustaining PD model (i.e., PDE3 course established, and final versions of PD facilitator guide, PD participant materials, Grade 3-5 DLR book, and Grade 6-8 DLR book) (Objective 1.7). 375 teachers use the first version of the DLRs with their students (Objective 2.7) Gather evaluation feedback on the first version of the DLRs from 100 teacher-users, selected families and their students (Objective 2.8). Distribute any remaining first version DLRs of the 15,000 printed. (Objective 2.9) Promote the second version of the DLR materials to 125 teachers across our region through a minimum of three information sessions that teacher-authors will provide for teacher-users and develop a distribution list (Objective 2.10). Disseminate the second version of the DLR materials to at least 125 teacher-users via Island Networks so they can use the materials with their students (Objective 2.11 & 2.12 & 2.14). Gather evaluation feedback on the second version of the DLRs from 60 teacher-users, selected families and their students (Objective 2.13). Formatively evaluate ongoing distribution of DLRs and make adjustments as needed to achieve appropriate distribution across region (Objective 3.5) Formatively evaluate version one DLR implementation to inform revisions to version two DLRs and implementation methods (Objective 3.6) Summative project evaluation report (Objective 3.7)

Impacts
What was accomplished under these goals? The FEAST project is a response to a community need for accessible, low-technology distance learning materials that address agri-science, food security, and sustainability education. Ten teacher-authors participated in training that increased their knowledge of agri-science and distance learning pedagogy, which resulted in collaboration with a science educator and an ecoliteracy educator to create two books of distance learning resources. 13,700 copies of the books were printed and distributed to 293 teachers through six farm-to-school organizations across the Hawaiian Islands and in Guam. These teachers used the materials with their students, who gained important agri-science knowledge and practiced using these new ideas to make informed decisions related to food security, nutrition, and sustainability during the lessons. These students had improved opportunities to learn agri-science concepts, which could lead to greater food security for their families and more sustainable choices within their communities. Major Goal 1: To create a self-sustaining professional development model for the creation of accessible, low-technology distance learning resources (DLRs) for students in grades 3 through 8 in Hawai`i and Guam. Objective 1.1: Create a design template and prototype for accessible, low-technology DLRs based on research literature. Completed. Link to DLR 1, Link to DLR 2 Objective 1.2: Create a professional development course that trains teacher-authors in best-practices for low-technology distance learning pedagogy and guides the development of FEAST DLR materials. Completed. Link to syllabus. Objective 1.3: Deliver the professional development course to ten teacher-authors. Completed. Objective 1.4: Use data from formative project evaluation to revise PD course. In progress. To be completed in Year 2. Objective 1.5: Submit paperwork to Hawai`i Department of Education to create a permanent course in the PDE3 system. Completed. Link to HIDOE course proposal. Objective 1.6: Deliver the revised PDE3 course in Summer 2021 to a minimum of 30 teachers. In progress. To be completed in Year 2. Objective 1.7: Finalize self-sustaining PD model (i.e., PDE3 course established, and final versions of PD facilitator guide, PD participant materials, Grade 3-5 DLR book, and Grade 6-8 DLR book). In progress. To be completed in Year 2. Major Goal 2: To provide teacher and student access to high-quality agricultural science DLR materials in Hawai`i and Guam. Objective 2.1: Establish a project web landing page (URL TBD) that will serve as a dissemination hub for digital versions of DLR resources. Completed. Link to URL. Objective 2.2: Create accessible, high-quality DLRs (two rounds of professional editing, high-quality graphics created, with appropriate front and back matter) Completed. Link to DLR 1, Link to DLR 2 Objective 2.4: Publish two sets of the first version DLR materials in PDF form on the project web page and in print for distribution. Completed. Link to DLR 1, Link to DLR 2 Objective 2.5: Promote the first version of the DLR materials to at least 375 teachers across our region through a minimum of three information sessions that teacher-authors will provide for teacher-users and develop a distribution list. Completed. Provided 17 information sessions that reached 348 teachers. Objective 2.6: Disseminate the first version of the DLR materials to at least 375 teacher-users via Island Networks. Completed. 293 teachers requested the FEAST materials, 218 teachers requested grade 3-5 books, and 75 teachers requested grade 6-8 books. Objective 2.7: 375 Teachers use the first version of the DLRs with their students. In progress. 293 teachers requested books. To be completed in Year 2. Objective 2.8: Gather evaluation feedback on the first version of the DLRs from 100 teacher-users, selected families and their students. In progress. To be completed in Year 2. Objective 2.9: 15,000 students receive agricultural science instruction using the first version of the DLRs. In progress. To be completed in Year 2. Objective 2.10: Promote the second version of the DLR materials to 125 teachers across our region through a minimum of three information sessions that teacher-authors will provide for teacher-users and develop a distribution list. To be completed in Year 2. Objective 2.11: Disseminate the second version of the DLR materials to at least 125 teacher-users via Island Networks. To be completed in Year 2. Objective 2.12: 125 Teachers use the second version of the DLRs with 6,000 students. To be completed in Year 2. Objective 2.13: Gather evaluation feedback on the second version of the DLRs from 60 teacher-users, selected families and their students. To be completed in Year 2. Objective 2.14: Students receive agricultural science instruction using the second version of the DLRs. To be completed in Year 2. Major Goal 3: Formatively evaluate project outcomes for iterative improvements. Objective 3.1: Develop four evaluation measures for professional development outcomes (pre-post teacher-author survey, DLR unit and lesson evaluation rubric, teacher-author self-reflection, participant evaluation of PD). Completed. Objective 3.2: Develop tool to gather and analyze DLR distribution data. Completed. We used spreadsheets for each island to track requests and deliveries. Each month we compared distribution to goals and made adjustments. Objective 3.3: Develop teacher-user survey, family survey, and rubric to analyze student learning samples. Completed. Objective 3.4: Report of findings from professional development course outcomes to inform revisions. Completed. Objective 3.5: Formatively evaluate ongoing distribution of DLRs and make adjustments as needed to achieve appropriate distribution across the region. In progress. To be completed in Year 2. Objective 3.6: Formatively evaluate version one DLR implementation to inform revisions to version two DLRs and implementation methods. In progress. To be completed in Year 2. Objective 3.7: Summative project evaluation report. To be completed in Year 2. Link to detailed Year 1 report with data, analyses, and instruments.

Publications

Type: Books Status: Published Year Published: 2021 Citation: Andersen, L., Koh, M-W., DeMent, L., Keuma, L., Kissida, J., Ritter, A., & Seleen, S. (2021). Food and Our Island [Book of agricultural science lessons72 pages]. Honolulu, HI: Curriculum Research & Development Group, University of Hawaii.
Type: Books Status: Published Year Published: 2021 Citation: Koh, M-W., Andersen, L., Acuna, A., Cramer, J., High, D. J., Lewis, J., & Stout, I. (2021). Science and Natures Designs [Book of agricultural science lessons72 pages]. Honolulu, HI: Curriculum Research & Development Group, University of Hawaii.
Type: Conference Papers and Presentations Status: Accepted Year Published: 2021 Citation: Andersen, L. & Koh, M.W. (2022, April). Cultivating equitable distance learning systems. Paper to be presented at the 2022 Annual Meeting of the American Educational Research Association. Online and in San Diego, CA.
Type: Conference Papers and Presentations Status: Accepted Year Published: 2021 Citation: Andersen, L. & Koh, M.W. (2022, January). Agriculture, culturally sustaining pedagogy, and the digital divide: The why, what, and how of low-technology science distance learning. Paper to be presented at the 29th International Conference of the Association for Science Teacher Educators. Online and in Greenville, SC.
Type: Books Status: Published Year Published: 2021 Citation: Andersen, L., Koh, M-W., DeMent, L., Keuma, L., Kissida, J., Ritter, A., & Seleen, S. (2021). Food and Our Island Teacher?s Guide [Book24 pages]. Honolulu, HI: Curriculum Research & Development Group, University of Hawaii.
Type: Books Status: Published Year Published: 2021 Citation: Koh, M-W., Andersen, L., Acuna, A., Cramer, J., High, D. J., Lewis, J., & Stout, I. (2021). Science and Natures Designs Teacher's Guide [Book25 pages]. Honolulu, HI: Curriculum Research & Development Group, University of Hawaii.
Type: Conference Papers and Presentations Status: Published Year Published: 2021 Citation: High, D.J. & Andersen, L. (2021, June 19). FEAST overview: How do leaves help a plant get what it needs? [Project overview and teacher-author sharing about grades 6-8 materials with teachers]. Presented at HaSTA 2021 Summer Conference. https://youtu.be/0B-oQ7I2QOM
Type: Conference Papers and Presentations Status: Published Year Published: 2021 Citation: Andersen, L. & Koh, M. W. (2021, October 27). Food Experiences for Agricultural Science Training (FEAST): Food and garden-based learning during COVID. Schools of the Future Conference. Honolulu, HI.