Progress 04/15/21 to 04/14/24
Outputs
Target Audience:This proposal aimedto establish collaborative learning communities between 4-H Extension agents and K-5 educators, fostering information exchange to enrich individual and collective agricultural literacy. The goal was to disseminate this knowledge to youth populations across formal and informal educational settings. Specifically, the project targetedTitle I schools in Gates, Guilford, and Forsyth counties, allowing the program to reach youth from limited-resource backgrounds. Thetargeted countieswere prioritized to includeboth rural and urban areas, providing diverse perspectives and feedback to effectively support the program's outcomes. Changes/Problems:Year three of the grant primarily focused on programming initiatives to enhance agricultural and STEM education and sustainability. Despite the team's best efforts, several challenges were encountered, particularly in continued recruitment and participation. 1. Recruitment Issues: Despite concerted efforts, recruitment remained a persistent challenge throughout thethree-year grant cycle. In addition to recruitment, we faced staff turnover with k-5th grade teachers and the program coordinator. The team dedicated significant resources and efforts to recruitment activities but faced difficulties attracting participants to our programs. Additionally, while resources such as curriculum kits and professional development opportunities were available, maintaining strong recruitment proved challenging. Despite the availability of resources, attracting participants to our programs remained a persistent struggle. 2. Expectations vs. Reality: Although programming activities were reported, the programming team had initially expected accelerated participation. However, participation rates did not meet initial expectations due to the abovementioned challenges, highlighting the need for continued efforts to overcome recruitment barriers. We also experienced budget challenges related to spending down funds. Due to staff turnover and programming challenges, our expenditure rate was unrealistic. 3. Timeline Changes: Similar to previous years, timelines and date adjustments were necessary for scheduled training and professional development sessions. While necessary to accommodate evolving circumstances, these changes occasionally disrupted planned activities and required flexibility from all stakeholders involved. Moving Forward: Post-grant, we will continue to explore innovative strategies to overcome recruitment challenges, adapt programming to changing conditions, and maintain open communication with participants to sustain the program. While year three presented its share of challenges, it also provided valuable insights and opportunities for growth. We are confident that by learning from our experiences and leveraging lessons learned, we can overcome obstacles and continue to make meaningful contributions to agricultural and STEM education within the k-5 educational realm. Sustainability Plan: In light of the challenges faced in recruitment and participation, developing a sustainability plan iis essential to ensure our programs' long-term success and impact. Thefollowing components have been considered: 1. Capacity Building:Provide ongoing professional development opportunities for K-5 educators to build their capacity to integrate agricultural and STEM concepts into their curriculum. 2. Continued Curriculum Integration:Develop a plan to disseminate additional curriculum materials and resources aligned with K-5 educational standards and objectives and provide educators with hands-on activitiesintegrating agricultural and STEM concepts across multiple subject areas. 3. Continued Professional Development: Host a summer initiative for educators and Extension professionals to gain insight into additional curriculum. What opportunities for training and professional development has the project provided?Throughout year three of our program, we prioritized opportunities for training and professional development to enhance the skills and expertise of our extension professionals. One of the key strategies was the implementation of bi-weekly team meetings, providing a platform for collaboration, knowledge sharing, and ongoing learning among extension professionals. Communication & Collaboration: Bi-weekly team meetings were scheduled.These meetings offered opportunities for discussing best practices, sharing resources, and staying updated on the latest Ag.-STEM initiatives. Through interactive discussions, participants were equipped with valuable insights and practical strategies to enhance their effectiveness in delivering programming. How have the results been disseminated to communities of interest?Dissemination of Results: 1. ScheduledMonthly Team Meetings:Program results and updateswere communicatedduring monthly team meetings held on the 2nd Monday. These meetings provided a communication and collaborative decision-making platform, allowing participantsto stay informed and engaged. 2.NC Cooperative Extension System: 4-H professionals input monthly reports within the NC Cooperative Extension system, whereprogram reports were generated and shared. This platform servedas a system fortracking program impacts, successes, and challenges. 3.Extension ERS System:Teachers who worked closely with 4-H Agents reported programming impacts shared within the Extension ERS (Extension Reporting System) as impacts and success stories. This system allowedus to capture and showcase the positive outcomes of our programs, demonstrating the value and impact of oureffortsacross our participating counties. We effectively sharedprogram results with participating countiesand fostered engagement.Moving forward post-grant, we will remain committed to enhancing our communication strategies and ensuring that our programs continue to make a meaningful difference. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
Objective 1: Improving Agriculture and STEM Skillset In year three of the AG-STEM Integrated Skills Institute, significant progress was made towards enhancing the agriculture and STEM skillset of 4-H Extension Agents and K-5 educators. To achieve this objective, the following accomplishments were made: 1. Curriculum Kit Development and Dissemination (Kit's four & five): Additional curriculum kits were designed and disseminated for 4th and 5th grade classes in selected counties. These kits focused on integrating agricultural concepts with STEM principles, providing educators with comprehensive resources to enhance classroom instruction. Equipping students with the knowledge and skills necessary to thrive is essential. Additionally,equipping both formal and non-formal educators with the necessary skills through professional development is also necessary. The following were noted as vital learning experiences. Integral Learning Experience: The Ag-STEM curriculum kits provided students with an integral learning experience that combinedscientific principles with real-world applications in agriculture. Students understood how they were interconnected to their everyday lives by exploring these intersections of agriculture and STEM fields. Hands-On Learning Opportunities: The curriculum kits offered hands-on learning opportunities that engaged students in interactive activities, experiments, and projects related to agriculture and STEM. Through experiential learning, students developed critical thinking, problem-solving, and inquiry skills while exploring concepts such as plant growth, soil science, and agricultural technology. Relevance to Real-World Contexts: By integrating agriculture into STEM education, the curriculum kits assistedstudents in understanding the practical applications of STEM concepts in real-world contexts. This enhancedtheir academic knowledge and preparedthem to address challenges and make informed decisions. Promotion of Career Awareness: Additionally, exposing the students to agriculture and STEM early on through curriculum kits sparked interest and curiosity about potential career pathways. Curriculum kits inspired students to explore different career paths related to this industry. Objective 2 - Developing Agricultural Leaders In alignment with the objectives of the AG-STEM Integrated Skills Institute, significant progress has been made toward cultivating the next generation of agricultural leaders through skill-building and hands-on, science-based agricultural interactions. The following accomplishment highlights support this objective. 1. The Reality of Ag Program Gates County hosted another highly successful Reality of Ag program to deepen students' understanding of the significant influence of agriculture on everyday life. Through interactive sessions and hands-on activities, students were immersed in agriculture, gaining valuable insights into various aspects of the agricultural industry. During the Reality of Ag program, students had the opportunity to: Engage in interactive sessions led by agricultural experts, where they learned about different agricultural practices, technologies, and innovations. Participantsengaged in hands-on activities, which allowed them to experience firsthand the diverse facets of agriculture. Participants connected with local farmers, agricultural professionals, and community leaders, fostering mentorship opportunities and inspiring them to consider careers in agriculture. The Reality of Ag program received positive feedback from participants. By providing students with immersive learning experiences and exposing them to the nature of agriculture, the program has effectively contributed to developing future agricultural leaders equipped with the knowledge, skills, and passion to make a positive impact. Objective 3-Develop Mutual Relationships 1. EstablishedCollaborative Platforms: We organized and facilitated workshops, seminars, and networking events to bring together K-5 educators and 4-H agents. These collaborative platforms allowed participants to exchange ideas, share resources, and collaborate on joint projects. 2. EnhancedProfessional Development: Workshops were tailored to the needs of K-5 educators and 4-H agents, covering topics aligned with the curriculum kits. 3. Facilitated Resource Sharing: K-5 educators and 4-H agents couldshare valuable input related to programming and facilitation, which enriched both formal and informal educational interactions for learning. 4.Program Implementation Support:Facilitated interactions provided participants with the supportneeded to implement Ag-STEM programs effectively in their classrooms.
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Progress 04/15/22 to 04/14/23
Outputs
Target Audience: This goal of this proposal was to create cooperative learning communities of practice between 4-H Extension agents and K-5 educators to exchange information to enhance individual and collective agricultural literacy for dissemination to youth populations in both formal and informal educational settings.This project targetsTitle I schools in Gates,Guilford and Forsyth countiesallowing the program to reach limited resource youth. These limited resource communities are the target audience because they specifically have youth who may not have the same opportunities as other youth. The counties were chosen from both rural and urban areas to give contrasting data and feedback to support program outcomes.Due to staff changes in Mecklenburg & Bertie counties resulting in the 4-H Agent departing the counties, the program was extended to Guiford county. Changes/Problems:Phase twoof the grant was largely used for continued recruitment and programming. There were continued issues with recruitment despite the team's best efforts. Programming in post-covid conditions resulted in lack of participation from some school districts. While resources such as curriculum kits and professional development were made available, the ability to maintain strong recruitment was a challenge. Although programming activities were reported, the programming team certainly expected excelerated participation. As with year 1, there were changes to the timelines and date changes for some of the scheduled training and professional development. What opportunities for training and professional development has the project provided? Year-2: Opportunities for training and professional development were made available through team meetings that were scheduled bi-weekly with extension professionals. How have the results been disseminated to communities of interest?Year-2program results (recruiting results & training) have been shared with 4-H Extension professionals and k-5th grade educators via monthly team meetings (2nd Monday of each month) where programming results and updates are shared. Additionally, 4-H professionals' input monthly reports within the NC Cooperative Extension system where reports are also shared. The teachers who work closely with the 4-H Agents report programming impacts which are shared within the Extension ERS system as impacts and success stories. What do you plan to do during the next reporting period to accomplish the goals? Ongoing Plan (Continuation from year 1) Although some of the training and professional development opportunities had to be postponed due to the COVID-19 pandemic and face-to-face campus stipulations, the team has been diligently working to re-envision what programming implementation will look like in the upcoming reporting periods. A teacher/extension agent webinar series was been planned for the next quarter. Thewebinars were conducted virtually with speakers with a diverse knowledge base within the Ag/STEM field. Additionally, planning is underway for the 2024Summer Enrichment Institute that will be for both teachers and 4-H Extension Agents. Theteam attended the National Ag in the Classroom Training in Saratoga Springs, New York. This opportunity allowed the team member to gain valuable professional development that will be used at the 2024 Summer Enrichment Institute.The team is also working on an Ag Literacy Survey to be distributed to teachers and 4-H Extension Agents. Additionally, the following goals were accomplished and will continue to enhance the experience of participants: Blackboard-working classroom, Virtual Community of Practice Blackboard shell designed for network sharing and interactions Virtual resources were created for dissemination in Blackboard. Planning for 2024 Ag-STEM Integrated Skills Institute Summer Enrichment Professional Development Ag-STEM Integrated Field Trips (mini field experience)
Impacts
What was accomplished under these goals?
The following accomplishments were achieved in year-2as they relate to the programming objectives for the AG-STEM Integrated Skills Institute: 1. To improve the agriculture and STEM skillset of 4-H Extension Agents and K-5 educators in agriculture and science. 2. To develop the next generation of agricultural leaders through skill-building and hands on, science-based, agricultural interactions. Designed & Disseminated Curriculum Kits Curriculum Kit 1-Acres of Adventure 4-H Agents have been trained and kit-1 disseminated (train the trainer model) 4-H Agent worked to train teachers on kit-1 materials. Curriculum Kit 2-Agriculture in the Classroom Prepared for dissimmenation Partner Accomplishments Reality of Ag Program Success Story GatesCounty 230 youth Objective 4-H Youth Development Title Reality of Agriculture Situation North Carolina is the second most-threatened state in Agriculture. According to World Farmers Organization of 2017, the average age of farmers is 60 years old. Young people are increasingly pursuing non-agricultural careers rather than following in the footsteps of their parents and grandparents. Response Reality of Ag will introduce youth in grades 6th-12th to the importance of agriculture through annual school career fairs, virtual and in-person classes in public libraries, and after-school programs. Partnerships and collaborations include local cooperative extension centers, FFA, the Board of Education, local USDA offices, Farm Service Agency, community recreations departments and local libraries. To close the generational gap, youth will increase their knowledge of how agriculture influences daily living. Through local and state partnerships, youth will gain knowledge of agriculture, via on-farm experiences, while making the connections between agricultural careers, gardening, and healthy living. Results Through Reality of Agriculture youth were able to -identify specific ways in which agriculture affects daily living. - research and explore agribusiness careers and related topics. - understand food systems and the farm to table process. Upon completing the pre and post test 90% of youth are able to explain how agriculture is relevant in our daily lives. 75% of youth would be able to explain what crops were grown in their area. 100% would like see other hands on activities. 80% would consider joining an ag or 4-H Club. One teacher said "Thank you all so much for ensuring our students had a great experience today! Our students were engaged and that's because of all of the hard work that you all put in" Acres of Adventure Summer Program Guilford County Partner Summer, 2022 14 youth participants Agriculture & Extension Simulation (FFA facilitating Ag. Literacy) Success Story GuilfordCounty Objective 4-H Youth Development Title Eastern Guilford FFA Explores Agriculture and Extension Situation As the world's largest industry, twenty-first century agriculture is expansive and requires a diversified approach to maintain its vital infrastructure. At the core of this approach is agricultural literacy, including knowledge of agriculture-related careers, food systems, and agricultural entrepreneurship. Early implementation of agricultural literacy education enhances its effects and allows students to engage meaningfully with the systems in which they live. Response Guilford County Cooperative Extension partnered with Eastern Guilford FFA to host a career exploration event at the County Extension office and participate in a Shark Tank-style agricultural entrepreneur competition during which students researched innovations in the agriculture industry and presented their proposals to judges. They met with the County Extension Director, Agriculture and 4-H Agents, and representatives from USDA Natural Resources Conservation Service and USDA Farm Service Agency. Results Eight students visited the County Extension center and increased knowledge about Cooperative Extension program areas, the role that agriculture plays in our county, and how agents work to advance the Cooperative Extension mission. In addition to exploring careers in Agriculture, students participated in an activity that required them to think like an entrepreneur in the agriculture industry. Once students researched their ideas, they designed a proposal to present to potential "investors." The County Extension Director participated as a judge in a Shark Tank-style competition. Fifteen students presented projects that ranged from soil enhancers to gene modification technology to support better animal health. The Agriculture Shark Tank experience allowed students to practice public speaking skills, as well as learn about the research and development processes involved in developing agricultural technologies. 3. To develop mutually beneficial relationships between K-5 educators and 4-H agents through facilitated interactions. 4. 4-H Extension Agents and K-5th grade teachers were invited to attend virtual seminars that aligned with the Pillars of Agriculture.
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Progress 04/15/21 to 04/14/22
Outputs
Target Audience: This goal of this proposal was to create cooperative learning communities of practice between 4-H Extension agents and K-5 educators to exchange information to enhance individual and collective agricultural literacy for dissemination to youth populations in both formal and informal educational settings. Title I schools in Gates, Bertie, Mecklenburg, Guilford and Forsyth counties have been targeted allowing the program to reach at-risk youth. These limited resource communities are the target audience because they specifically have youth who may not have the same opportunities as other youth. The counties were chosen from both rural and urban areas to give contrasting data and feedback to support program outcomes. Changes/Problems:Phase one of the grant was largely used for recruitment. There were some issues with recruitment despite the team's best efforts. There were staffing issues with two of the original counties identified (Mecklenburg and Bertie Countiesboth experienced Agent turnover). However, this led to the inclusion of Guilford County into the program. Other nonpreventable problems occurred due to the pandemic to include changes to the timelines for recruitment and date changes for some of the scheduled training and professional development. What opportunities for training and professional development has the project provided? Year-1: Opportunities for training and professional development were made available through team meetings that were scheduled bi-weekly with extension professionals. Additionally, the following program initiatives were planned: Program orientation & training Postponed due to COVID and face-to-face protocol on campus The programming team planned and implemented a 1-1 ratio programming training with 4-H professionals due to group programming being postponed. The team met with each 4-H professional in their respective county to train them to facilitate the Acres of Adventure curriculum. Curriculum kits were also shared with them for classroom use. Additionally, virtual check-ins were scheduled. How have the results been disseminated to communities of interest?Year-1 program results (recruiting results & training) have been shared with 4-H Extension professionals and k-5th grade educators. The Ag. STEM Integrated Skills Institute team hosts monthly team meetings (2nd Monday of each month) where programming results and updates are shared. Additionally, 4-H professionals' input monthly reports within the NC Cooperative Extension system where reports are also shared. What do you plan to do during the next reporting period to accomplish the goals? Although some of the training and professional development opportunities had to be postponed due to the COVID-19 pandemic and face-to-face campus stipulations, the team has been diligently working to re-envision what programming implementationwill look like in the upcoming reporting periods. A teacher/extension agent webinar series has been planned for the next quarter. These webinars will be conducted virtually with speakers with a diverse knowledge base within the Ag/STEM field. Additionally, planning has already started for a Summer Enrichment Institute that will be for both teachers and 4-H Extension Agents. One on One, in-person training is also scheduled for 4-H extension agents. Prior to the end of the next reporting period, the team is scheduled to attend the National Ag in the Classroom Training in Saratoga Springs, New York. This is an opportunity to gain valuable professional development that will be used at the Summer Enrichment Institute and curriculum development. The team is also working on an Ag Literacy Survey to be distributed to teachers and 4-H Extension Agents. 1. Blackboard-working classroom, Virtual Community of Practice Blackboard shell will have built in zoom capabilities for network sharing and interactions Blackboard will allow for the embedding of videos, virtual resources, modules, etc. 2. Ag-STEM Integrated Skills Institute Summer Enrichment Professional Development 3-day, on campus professional development workshops Ag-STEM Integrated Field Trips (mini field experience) 3. Year-2 Timeline/logic model Pilot Demonstrations -May-July Full Implementation,Fall-2022
Impacts
What was accomplished under these goals?
One of our ongoing project outputs is to develop mutually beneficial relationships between K-5 educators and 4-H agents through facilitated interactions. Year one has afforded us the opportunity to plan and recruit educators. Year 1 allowed us to implement the following: 4-H Extension Agentsin participating countiesparticipated inour Ag-STEM Integrated Skills Institute Information session. This session was heldduring the summer of 2021. K-5th grade educators' recruitment began following the 4-H interest meeting. A letter was drafted and shared with school principals. The Ag. STEM Integrated Skills Institute team met with the 4-H Agents on a continuous basis (team meetings) to discuss recruiting strategies and meet withk-5th grade educators to discuss the program and answer questions. 4-H agents received weekly communication encouraging them to access the Community of Practice found in google classroom. This was a virtual platform used to share project concerns, highlights, successes, and teachable moments. The google classroom site has been converted into a Blackboard learning space for educators and 4-H agents to access. Events were planned to improve the skillset of 4-H Extension Agents and K-5 educators in Agriculture. CDC and University guidelines prohibited some of the original programming. LEA restrictions prohibited visitors from coming into the schools, which prevented some of our one-on-one interaction with teachers in the school setting.As previously mentioned, the following resources were created and used during year-1 interactions: Principal letter created for disseminationin k-5th grade schools Ag.-STEM Interated Skills Institute PowerPoint Information session and recruitment Curriculum Alignment with state standards and Pillars of Agricultual Literacy Acres of Adventure curriculum kits design and dissemination Acres of Adventure curriculum training The following accomplishments were achieved in year-1 as they relate to the programming objectives for the AG-STEM Integrated SkillsInstitute: To improve the agriculture and STEM skillset of 4-H Extension Agents and K-5 educators in agriculture and science. Ag. STEM Integrated Skills Institute Program InformationSession (communication) 4-H Extension Agents and k-5th grade teachers were invited to attend virtual program information sessions discussing the following: recruitment,participant recruitment strategies, goals, objectives, timeline, curriculum, professional development opportunities & summer enrichment program. Teacher/Extension Agent partnership Worked with teachers to secure pacing guides K-5th grade teachers shared classroom pacing guides with 4-H Extension professionals to align Ag. STEM after-school activities which reinforce classroom knowledge. Monthly Communication between the school and the Agent To develop the next generation of agricultural leaders through skill-building and hands on, science-based, agricultural interactions. Identified curriculum Acres of Adventure (4-H) Ag in the Classroom Designed curriculum kits Kit 1-Acres of Adventure 4-H Agents have been trained and kit-1 disseminated (train the trainer model) 4-H Agent worked to train teachers on kit-1 materials. Ag. STEM Integrated Skills Institute Summer Enrichment Program planning and development. The summer enrichment is scheduled to take place in July, 2022. To develop mutually beneficial relationships between K-5 educators and 4-H agents through facilitated interactions. Ag. STEM Integrated Skills Institute Program InformationSession (communication) 4-H Extension Agents and k-5th grade teachers were invited to attend virtual program information sessions discussing the following: recruitment, goals, objectives, timeline, curriculum, professional development opportunities & summer enrichment program.
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