Progress 05/15/24 to 05/14/25
Outputs
Target Audience:Target Audience: Faculty, graduate students, college students, teachers/educators and the community at-large. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?The project provided multifaceted professional development and training opportunities, primarily centered on enhancing faculty capacity to create and sustain effective learning environments. A fundamental component involved direct training for faculty members in the redesign and improvement of curricula, with a strong and consistent emphasis on the adoption of student-centered learning principles. The National Conference on Learner-Centered Teaching (NCLCT) stood out as a significant event for professional growth. This conference not only served to promote learner-centered teaching strategies but also functioned as a key platform for building and strengthening faculty partnerships, particularly between 1890 and 1862 land-grant universities, through dedicated professional development training and exchange experiences. In addition to the conference, the project incorporated pre-conference webinars as a means to further prepare faculty and foster collaboration among participants, thereby maximizing the impact of the professional development initiatives. Based on the results of the conference evaluation, most participants perceived their abilities in learner-centered instruction as being enriched by attending the joint conference. This was especially true regarding their ability to predict educational hurdles and assess motivational challenges associated with transitioning to learner-centered teaching. The development of learning modules focused on the critical intersection of Learner-Centered Teaching (LCT) and gender inclusion is underway. The modules currently under development are designed to equip educators with the knowledge and skills necessary to create more inclusive and equitable learning environments. Key topics being addressed include the analysis of classroom dynamics through a gender lens, strategies for facilitating inclusive discussions, the importance and implementation of inclusive language, methods for mitigating gender bias in pedagogical practices, and approaches to fostering a welcoming classroom environment for all learners. These elements are directly aligned with the objective's emphasis on culturally engagement strategies and the creation of inclusive learning spaces. How have the results been disseminated to communities of interest?The project employed a variety of channels to disseminate its results to communities of interest. A primary channel was the National Conference on Learner-Centered Teaching (NCLCT), which served as a platform for sharing and promoting learner-centered teaching strategies. This conference facilitated professional development and exchange experiences among faculty, particularly from 1890 and 1862 Land-Grant Universities. Faculty members also disseminated results through course redesign, as seen at Purdue University, where faculty incorporated culturally responsive, learner-centered teaching strategies and utilized LCT modules. Furthermore, the project fostered collaboration and knowledge sharing through pre-conference webinars. In addition to these methods, Dr. Phillip Lewis disseminated project information through the Power Hour radio show on KBOB 89.9 FM, which is concurrently live streamed on Facebook, Twitch and YouTube. This dissemination extends the reach to a broader audience. The National LCT Partnership website (https://sites.google.com/view/learnercenteredteaching/home) was also promoted as a key resource for sharing project outcomes and materials. What do you plan to do during the next reporting period to accomplish the goals?The project team, along with collaborating partners will continue to address the three project objectives. First, Purdue University will host the 2025 National Learner-Centered Teaching Partnership and the Faculty Visitation Exchange. Faculty from Langston University, Alcorn State University, University of Arkansas-Pine Bluff, and Kentucky State University will attend a one-day preconference to build relationships and promote collaborative projects. Second, the virtual Summer Teacher Institute will engage K-12 teachers in a two-day professional development experience on June 11-12. Third, the LCT modules on gender will be recorded and published and LCT webinars will be conducted to engage faculty on relevant and innovative topics on LCT.
Impacts
What was accomplished under these goals?
The "An Integrated Model for Teaching Excellence: Learner-Centered Education in Agriculture through Culturally Relevant eNgagement (LEARN) partnership was productive in addressing the goals for this year. The focus of the project this year was designed to train, redesign and develop faculty through multi-college/university collaborative teaching and educational innovation which: (1) energized teaching faculty and teachers to create "student-centered" learning classrooms/communities, (2) built faculty partnerships across the 1890 land-grant community through professional development training and exchange experiences, (3) strengthened relationships between 1890 and 1862 land-grant partners, and (4) engaged college and K-12 students in unique and enriching educational and learning experiences (through LCT culturally relevant classroom experiences). Three activities were conducted to address Project Objective #1: (1) National Learner-Centered Teaching Conference; (2) future faculty exchange with the University of Kentucky and Kentucky State University; and (3) Enhancing Learner-Centered Teaching Using Artificial Intelligence Tools. First, the project actively fostered the creation of student-centered learning environments through several key initiatives. The 2024 National Conference on Learner-Centered Teaching (NCLCT), in collaboration with the North Central Region of the American Association for Agricultural Education, served as a platform for sharing and promoting learner-centered teaching strategies. This conference was hosted by Langston University, who was able to showcase the Tulsa campus and the Black Wall Street District. This provided culturally responsive professional development, increased awareness of historical issues that have polarized differences among 1862 and 1890 land-grant university faculty. As such, the professional development at the conference emphasized communication, mutual understanding and building trust among faculty and graduate students that would strengthen partnerships. Nearly all the participants who completed the conference evaluation agreed they were highly engaged in the conference. Participants were asked an open-ended question regarding what they liked best about attending the joint conference. Two primary themes emerged from participant responses: Interdisciplinary Perspectives and Networking & Collaboration. Half of the participants who responded to the questionnaire agreed they planned to work on a collaborative project with faculty from a prospective partner university. Notably, six LCT presentations were authored or co-authored by faculty from 1890 Historically Black Colleges and Universities, demonstrating active participation and contribution from this community. Overall, 23 LCT abstracts were submitted, and 18 were presented at the 2024 North Central AAAE Conference, showcasing the LCT's significant role within the broader agricultural education community. Upon completion of the conference, participants indicated great synergy to engage with colleagues from other institutions. They were optimistic and willing to apply new learner centered techniques as well explore new research topics because of attending the conference. Second, a student exchange between Purdue University, the University of Kentucky, and Kentucky State University, while primarily focused on graduate students from the Agricultural Sciences Education and Communication (ASEC) Graduate Student Organization at Purdue, indirectly and potentially directly contributed to Project Objective #1. The trip fostered faculty networking and collaboration during the planning and execution of the trip, exposing Purdue faculty to different institutional contexts and pedagogical approaches at the partner universities, and laying the groundwork for future formal faculty exchange programs. Furthermore, the exchange provided valuable professional development opportunities for the participating graduate students, who represent the future faculty in Agricultural Sciences, Education, and related STEM fields, by enhancing their networking skills, presentation abilities, and understanding of diverse academic environments. Overall, the student exchange contributed to the long-term goals of increasing learner-centered teaching knowledge and networking within these disciplines. Third, the 'Enhancing Learner-Centered Teaching Using Artificial Intelligence Tools' webinar, held in May 2025 and led by Elizabeth Ogar (doctoral student, Purdue University) and Dr. George & Dr. Ravola (professors, Alcorn State University), successfully engaged 13 attendees from a total of 7 different universities. This broad participation underscores the relevance and interest in this topic across our network of partner institutions and beyond. The diverse representation from these universities facilitated a rich exchange of ideas and perspectives on the potential of AI to enhance learner-centered teaching practices in various contexts. This reach directly contributes to the objective of increasing learner-centered teaching knowledge and skills among faculty in Agricultural Sciences, Education, and other disciplines through online professional development opportunities. Two activities were conducted to address Project Objective #2: (1) Summer Teacher Institute (preparation); and, (2) Extension PDC workshop. First, the planning of the 2025 Virtual Summer Teachers Institute on June 11-12 hosted by Langston University and Purdue University directly contributes to meeting Project Objective 2, which focuses on developing learner-centered teaching knowledge, teacher exchange knowledge, and skills in in-service teachers, Extension educators, and community-based educators through summer teacher institutes and service-learning opportunities. The institute's agenda outlines a structured two-day program designed to enhance participants' understanding and application of learner-centered teaching. Specifically, sessions such as "LCT Model" and "LCT Model with AI Tools" are included to develop learner-centered teaching knowledge. Furthermore, the institute is a collaborative effort involving faculty and students from multiple universities, including Langston University, Purdue University, the University of Kentucky, and Northeastern State University, which fosters community-university partnerships as envisioned in the objective. The 'Engaging Youth through Food System Activities' workshop was presented at the 2024 Purdue Extension Professional Development Conference, aligning with Project Objective 2's focus on 'Community-University Teaching Partnerships' by contributing to the development of learner-centered teaching knowledge and skills among Extension educators. The workshop directly addressed learner-centered teaching by equipping participants with strategies to design and implement STEM activities within food systems education, emphasizing critical thinking, problem-solving, and interdisciplinary learning. By providing Extension educators with practical tools and knowledge to engage youth, this workshop served to enhance their teaching practices, a key component of Objective 2's goal to develop skills in this specific target audience. Two activities were conducted to address Project Objective #3: (1) LCT modules used for graduate education; and (2) gender modules. First, faculty members at Purdue University redesigned their courses to incorporate culturally responsive, learner-centered teaching strategies, directly implementing the project's goal. This redesign, along with the utilization of LCT modules in courses like Professors Reviewing Excellent Practices (PREP) 2025 and ASEC 54500: Teaching STEM Through Agriculture, Food and Natural Resources, demonstrates a tangible effort to energize both faculty and students to enhance and implement student-centered learning.
Publications
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2024
Citation:
Jaramillo, A. P., Knobloch, N. A., & Wang, H-H. (2024). Food Insecurity in a Local Food System: A Food Desert Index Activity. National Conference on Learner-Centered Teaching. Tulsa, OK.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2024
Citation:
Albright, E. A., Knobloch, N. A., McKim, A. J., & Delk, D. W. (2024). Enhancing Student Social Well-Being at University Campuses. National Conference on Learner-Centered Teaching. Tulsa, OK.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2024
Citation:
Ntaganzwa, O., & Knobloch, N. A. (2024). A Learner-centered Design of a Poultry Production and Marketing Website. National Conference on Learner-Centered Teaching. Tulsa, OK.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2024
Citation:
Albright, E. A., & McGowan, O. (2024). Using Q Methodology to Better Understand Student Experiences. National Conference on Learner-Centered Teaching. Tulsa, OK.
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Progress 05/15/23 to 05/14/24
Outputs
Target Audience:Faculty, graduate students, college students, teachers/educators and the community at-large. Changes/Problems:Change of Project Director: Former Director Changed to another College: Dr. Orlenthea McGowan New Projector: Phillip Lewis What opportunities for training and professional development has the project provided?During the summer months, two professional webinars were conducted for faculty in preparation for the National Conference on Learner-Centered Teaching conference. This conference was in conjunction with the North Central Region of the American Association for Agricultural Education (NCAAAE). The conference provided professional development for 70 professional faculty and graduate students from the 1862 & 1890 university community. Faculty members from more than 15 different states presented professional presentations, including documented research. Based on the evaluations of the 2023 LCT/NCAAAE conference faculty continued to showcase professional innovation and evolution. Not only did it further solidify NC-AAAE/NCLCT collaboration, it also incorporated participants from the multi-institutional mentoring network for transforming organizational culture (MENTOR) initiative. At the end of the conference, a retrospective analysis was conducted to evaluate perceived aptitudinal change regarding participants' learner-centered teaching and professional mentoring skills and knowledge. Using a 5-point Likert type scale, participants expressed enhanced overall aptitude in learner-centered teaching after engaging in the conference. Most participants perceived their abilities in leaner-centered instruction as being enriched by attending the joint conference. This was especially true regarding their ability to effectively implement student mentoring strategies within the profession. Furthermore, participants also indicated that they reached out beyond their disciplines and explored opportunities to network with others. Responses also indicate that cross disciplinary networking was prominent during the conference. Future Collaborative Topics and Ideas: LCT/NCAAAE Participants identified seven prominent areas for future topics and collaborative ideas. Thematic responses included: 1. Learner-centered teaching techniques 2. Systems thinking 3. How to support alternative certified teachers 4. Creativity 5. Socio-emotional learning outcomes 6. Teacher certification and retention 7. International engagement and mentoring How have the results been disseminated to communities of interest?The project information was disseminated to communities of interest through presentations at professional conferences (national and local conferences), professional development trainings, social media and at local community meetings. What do you plan to do during the next reporting period to accomplish the goals?The project team, along with collaborating partners will continue implementing the project goals and objectives.
Impacts
What was accomplished under these goals?
The "An Integrated Model for Teaching Excellence: Learner-Centered Education in Agriculture through Culturally Relevant eNgagement (LEARN) partnership was productive and successful this year. The focus of the project this year was designed to train, redesign and improve curriculum to faculty through university collaborative teaching, online training modules, and educational innovation which: (1) energized teaching faculty and teachers to create "student-centered" learning classrooms/communities, (2) built faculty partnerships across the 1890 land-grant community through professional development training and exchange experiences, (3) strengthened relationships with 1862 land-grant partners, and (4) engaged college and K-12 students in unique and enriching educational and learning experiences (through LCT culturally relevant classroom experiences). The project team collaborated to build institutional capacity between Langston University, Purdue University and collaborating university partners to perform the project during this reporting period. Thus far, the project has strengthened participating institutions' teaching, education, and extension capacity on participating respective university campuses through the project's unique approach to faculty utilizing the Learner-Centered Teaching (LCT) Modules developed by faculty from Purdue University (designed to improve the teaching and learning experience utilizing LCT strategies). This past year, faculty worked toward redesigning their courses to incorporate culturally responsive learner-centered teaching strategies. Another major success this year was the planning, designing and implementation of the National Conference on Learner-Centered Teaching (LCT). The National LCT Conference increase learner-centered teaching knowledge, skills and networking of LCT faculty and provided online professional development modules and videos. Furthermore, Project investigators, project coordinator, curriculum development trainer and LCT/NCAAAE faculty planned and coordinated a National Conference on Learner Centered Teaching (LCT). The LCT project team and faculty, representatives from North Central American Association for Agricultural Education Conference (NCAAE), host university representatives from South Dakota State University and other 1890 faculty cohort members participated in a series of LCT pre- conference planning webinars. The LCT National conference offered extensive approaches and hands-on sessions to 70 faculty and graduate students on LCT which allowed 1890 and 1862 faculty to network and share knowledge in discipline areas and courses. A total of 14 LCT abstracts were submitted. Based on quality rankings and time allotted in the conference schedule, 12 abstracts were selected for presentations and two abstracts were accepted as posters at the 2023 National Learner-Centered Teaching& North Central Region American Association of Agricultural Education. With a focus on building collaborative partnerships between 1890 and 1862 Land-Grant Universities, majority of the LCT presentations were authored or co-authored by faculty from 1890 Historically Black Colleges and Universities. The conference also provided a forum for innovation of teaching and learning.
Publications
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2023
Citation:
Delk, D. & Johnson, O. (2023). Langston university implementing Learner Centered research experiences for undergraduate students: A collaborative effort between a HSI and a HBCU, 2023 National Learner-Centered Teaching & North Central Region American Association of Agricultural Education, University of South Dakota, Brookings, SD.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2023
Citation:
Albright, E.A., Knobloch, N., Martin, M., & Robinson, A. (2023). Making learning relevant, 2023 National Learner-Centered Teaching & North Central Region American Association of Agricultural Education, University of South Dakota, Brookings, SD.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2023
Citation:
Abney, A. (2023). Culturally relevant teacher education: Strategies for supporting minority students in a post-pandemic school setting, 2023 National Learner-Centered Teaching & North Central Region American Association of Agricultural Education, University of South Dakota, Brookings, SD.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2023
Citation:
Wang, H.H., Davis, K., & McGowan, O. (2023). Integrating practice-based strategies and culturally responsive pedagogy through service-learning, 2023 National Learner-Centered Teaching & North Central Region American Association of Agricultural Education, University of South Dakota, Brookings, SD.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2023
Citation:
Lewis, P.D., & McGowan, O. (2023). Intervention & resilience: The use of learner-centered teaching, 2023 National Learner-Centered Teaching & North Central Region American Association of Agricultural Education, University of South Dakota, Brookings, SD.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2023
Citation:
Maytubby, E., Bailey, M., Wheat, J. & Coleman, L. (2023). Learner-centered teaching through experiential learning: An adaptive approach, 2023 National Learner-Centered Teaching & North Central Region American Association of Agricultural Education, University of South Dakota, Brookings, SD.
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