Progress 08/15/24 to 02/14/25
Outputs
Target Audience:Our focus is on HSI learners at typical teaching and learning institutions such as WNMU and SFCC, but not bounded by this focus. While we are focused primarily on youth given the critical role and predicted growth of HSI youth, we are also including adult learners. The curriculum is designed for both undergraduates pursuing traditional degrees and communitycollege learners seeking non-traditional diplomas such as certificates, AA and AS degrees, and program completion certifications. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?
Nothing Reported
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?
Nothing Reported
Impacts
What was accomplished under these goals?
Throughout this reporting period we have: Defined pedagogical strategy across modes of instruction (online, face-to-face, hybrid) that are culturally relevant and responsive to HSI learners. Developed and designed a curriculum module focused on interdisciplinary food and agriculture studies for secondary education. Through the ongoing development of the curriculum "Crops and Culture: New Mexico's Agricultural Heritage and Innovations" we have defined a culturally relevant and responsive pedagogical strategy across different modes of instruction for HSI (Hispanic-Serving Institution) learners involving several key principles and practices that can be implemented in a structural approach based on Academic Success, Cultural Competence and Critical Consciousness using the ORID framework/pedagogical tool for discussion guidance. Through analysis and disaggregation of our conference participants' research papers, transcripts and respondent/responder forums in the fields of rural and urban economic development, food, nutrition, sustainability, health, agricultural science, business, education, and cultural studies we have made steady progress in the development of our comprehensive curriculum. We have defined the goals and objectives of this curriculum, identified key themes and topics, designed a curriculum structure and format for multi-modal instruction, and incorporated active learning strategies and appropriate assessment models. In addition, we have also curated resources and materials for instructions including guest speakers and field experiences.
Publications
|
Progress 08/15/23 to 08/14/24
Outputs
Target Audience:Our focus is on HSI learners at typical teaching and learning institutions such as WNMU and SFCC, but not bounded by this focus. While we are focused primarily on youth given the critical role and predicted growth of HSI youth, we are also including adult learners. The curriculum is designed for both undergraduates pursuing traditional degrees and community-college learners seeking non-traditional diplomas such as certificates, AA and AS degrees, and program completion certifications. Changes/Problems:There has been a notable delay in the development, implementation, and the delivery of qualitative survey evaluations for our curriculum. This setback is primarily due to the departure of key personnel. Consequently, we have been unable to assign a dedicated faculty or staff member to oversee project implementation, particularly the evaluation survey plan for our final curriculum. As we approach the end of the implementation phase in a month's time, it is unlikely that we will have sufficient time to conduct a specific evaluation survey of the curriculum with external institutions. However, we will provide our final comprehensive curriculum and an overarching synthesis in our concluding report. What opportunities for training and professional development has the project provided?Professional Development by way of the formation of food and agriculture curriculum working groups and networks across HSI institutions as well as international institutions at our October 21-23, 2022 conference. 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?The last phase of this project will consist of the evaluation and assessment of our completed Curriculum across various stakeholders including feedback and revision, dissemination of results, and implementation planning.
Impacts
What was accomplished under these goals?
WNMU and our institutional partners have organized a regional and international conference, October 21-23, 2022, of agriculture and food experts to begin to design a food and agriculture curriculum that targets Hispanic Serving Institutions. This is designed to target our common profile of New Mexico learner who is often Hispanic. New Mexico learners may likely come from an economically and socially disadvantaged, rural community. We have begun to identify and define an alternative set of academic programs and pathways that empower our students to succeed in agriculture and food studies programs and a career in agriculture. Conference happenings included observations by subject experts, the formation of food and agriculture curriculum working groups and networks based on participants, the formation of an broad interdisciplinary curriculum targeting HSIs and HSI learners across rural and urban environments, the collection of baseline definitions and curriculum connections to modes of instruction (online, hybrid, face-to-face) and pedagogies or teaching methods (problem-based, experiential, group activities, peer instructional, etc.) that have helped us to: • Better understand the role of instructional design, online and mobile learning. • Better understand social context and foundation of rural identity and the challenges of globalization that promote a "rural narrative of decline." • Better engage the needs of rural learners who like all learners seek self-efficacy, a sense of belonging, and the social context to persevere in the face of significant barriers to advancement. • Better understand some of the big challenges associated with teaching in engaging ways the challenges in turn of preserving local agriculture and food in our common era of globalization. • Better understand by learning firsthand about real-world strategies that help preserve local food practices and enable participation in the global economy. • Better understand the mechanics and realities of local food supply chains and food security • Better understand ways that youth and learners can relate to food systems - from food production, to harvesting, distribution, consumption, and experiential learning. Through the ongoing development of the curriculum we have defined a culturally relevant and responsive pedagogical strategy across different modes of instruction for HSI (Hispanic-Serving Institution) learners involving several key principles and practices that can be implemented in a structural approach based on Academic Success, Cultural Competence and Critical Consciousness. Through analysis and disaggregation of our conference participants' research papers, transcripts and respondent/responder forums in the fields of rural and urban economic development, food, nutrition, sustainability, health, agricultural science, business, education, and cultural studies we have made steady progress inthe development of our comprehensive curriculum. We have defined the goals and objectives of this curriculum, identified key themes and topics, designed a curriculum structure and format for multi-modal instruction, and incorporated active learning strategies and appropriate assessment models. In addition, we have also curated resources and materials for instructions including guest speakers and field experiences.
Publications
|
Progress 08/15/22 to 08/14/23
Outputs
Target Audience:Our focus is on HSI learners at typical teaching and learning institutions such as WNMU and SFCC, but not bounded by this focus. While we are focused primarily on youth given the critical role and predicted growth of HSI youth, we are also including adult learners. The curriculum is designed for both undergraduates pursuing traditional degrees and community-college learners seeking non-traditional diplomas such as certificates, AA and AS degrees, and program completion certifications. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?Professional Development by way ofthe formation of food and agriculture curriculum working groups and networks accross HSI institutions as well as international institutions at ourOctober 21-23, 2022 conference. 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?
Nothing Reported
Impacts
What was accomplished under these goals?
WNMU and our institutional partners have organized a regional and international conference, October 21-23, 2022, of agriculture and food experts to begin to design a food and agriculture curriculum that targets Hispanic Serving Institutions. This is designed to target our common profile of New Mexico learner who is often Hispanic. New Mexico learners may likely come from an economically and socially disadvantaged, rural community. We have begun to identify and define an alternative set of academic programs and pathways that empower our students to succeed in agriculture and food studies programs and a career in agriculture. Conference happenings included observations by subnect experts, the formation of food and agriculture curriculum working groups and networks based on participants, the formation of an broad interdisciplinary curriculum targeting HSIs and HSI learners across rural and urban environments, the collection of baseline definitions and curriculum connections to modes of instruction (online, hybrid, face-to-face) and pedagogies or teaching methods (problem-based, experiential, group activities, peer instructional, etc.) that have helped us to: Better understand the role of instructional design, online and mobile learning. Better understand social context and foundation of rural identity and the challenges of globalization that promote a "rural narrative of decline." Better engage the needs of rural learners who like all learners seek self-efficacy, a sense of belonging, and the social context to persevere in the face of significant barriers to advancement. Better understand some of the big challenges associated with teaching in engaging ways the challenges in turn of preserving local agriculture and food in our common era of globalization. Better understand by learning firsthand about real-world strategies that help preserve local food practices and enable participation in the global economy. Better understand the mechanics and realities of local food supply chains and food security Better understand ways that youth and learners can relate to food systems - from food production, to harvesting, distribution, consumption, and experiential learning.
Publications
|
|