Source: CLEMSON UNIVERSITY submitted to NRP
IMMERSIVE PROFESSIONAL DEVELOPMENT EXPERIENCES FOR AGRISCIENCE TEACHERS TO EXPLORE THE FLORICULTURE INDUSTRY
Sponsoring Institution
National Institute of Food and Agriculture
Project Status
ACTIVE
Funding Source
AFRI COMPETITIVE GRANT
Reporting Frequency
Annual
Accession No.
1030549
Grant No.
2023-67037-39955
Cumulative Award Amt.
$500,000.00
Proposal No.
2022-08877
Multistate No.
(N/A)
Project Start Date
Jun 1, 2023
Project End Date
May 31, 2026
Grant Year
2023
Program Code
[A7501]- Professional Development for Agricultural Literacy
Recipient Organization
CLEMSON UNIVERSITY
(N/A)
CLEMSON,SC 29634
Performing Department
(N/A)
Non Technical Summary
The Immersive Professional Development Experiences for Agriscience Teachers to Explore the Floriculture Industry: STEM it Up Squared (SIU2) program will create, model, and replicate best practices to illuminate the science, technology, engineering, and mathematics (STEM) concepts embedded within the plant science curricula for school-based agricultural education (SBAE) programs. The goal of SIU2 is to address the need to prepare a broadened STEM workforce which has been well documented over the past decade (Carnevale et al., 2011; Crowell, 2016; NCEE, 2007; NASNAEIOM, 2007; NRC, 2012). Career and Technical Education (CTE), including SBAE, has been instrumental in preparing a STEM-literate workforce (ACTE, 2009). However, to be successful in preparing students to meet future challenges, K-12 agriscience teachers need resources and support from universities and industry partners to help highlight STEM in SBAE programs. Floriculture, the cultivation of ornamental flowering plants, is typically taught by SBAE teachers through floral design, marketing, use and sale of florist crops, but is not necessarily deeply focused on the production aspects of the industry, which connect to STEM concepts and curricular standards (AFNR and NGSS) taught nationwide in SBAE programs. Our project will provide an innovative, immersive, professional development (PD) program for the target audience - secondary (grades 7-12) agriscience teachers. SIU2 will leverage partnerships with education, industry, and teaching/learning experts to enhance agriscience teachers' content knowledge of the floriculture industry. The application and use of inquiry-based instruction will be modeled and practiced in all facets of the PD program.The project addresses two NIFA/AFRI priority areas: (a) plant health and production and plant products and (b) agriculture economics and rural communities. Educators will be immersed in floriculture industry-authentic learning experiences, and then create instructional modules intended to empower students with knowledge, skills, and dispositions applicable within the industry. Agriscience teachers will implement their enhanced literacy of an entire agricultural system (i.e., floriculture/green industry), design new curricula, and create experiences to extend the understanding of their students. In concert, rural students better prepared to work and innovate within agricultural industries will bolster rural communities through, as examples, career readiness and entrepreneurship. SIU2 aligns with the PDAL program area priorities targeting educational professionals in food and agricultural sciences. Specifically, the proposed floriculture SIU2 program combines an immersive experience with virtual and hands-on research, experiential learning opportunities, and training for secondary agriscience teachers.
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
20621293020100%
Knowledge Area
206 - Basic Plant Biology;

Subject Of Investigation
2129 - Florist crops, other;

Field Of Science
3020 - Education;
Goals / Objectives
The Immersive Professional Development Experiences for Agriscience Teachers to Explore the Floriculture Industry: STEM it Up Squared (SIU2) project addresses the need to prepare a broadened STEM workforce for the floriculture/green industry. NIFA/AFRI priority areas: (a) plant health and production and plant products and (b) agriculture economics and rural communities are addressed. SIU2 aligns with the PDAL program area priorities targeting educational professionals in food and agricultural sciences. The objectives of SIU2 are to: 1) Engage 16 (7-12 grade) agriscience teachers in immersive professional development (PD) experiences through virtual and in-person exploration of the floriculture industry; 2) develop, evaluate, and disseminate eight innovative learning modules to enhance floriculture curricula to strengthen agricultural literacy, STEM skills, and focus on career exploration in plant health and production and plant products; and 3) evaluate the SIU2 program's exponential growth model where the 16 participating agriscience teachers first create instructional modules, then facilitate PD workshops to peer agriscience teachers in their respective states and regions. The project combines virtual and hands-on research with experiential learning opportunities to transfer STEM knowledge and skills from the teacher to the student to develop literacy in subject matter through understanding of industry techniques and scientific core ideas. Impacts of the project will expand awareness and literacy of the floriculture industry, resulting in authentic learning experiences for teachers and students to increase awareness of, and interest in, STEM careers in those related fields of food and agriculture by expanding the pipeline of students ready to enter the green industry.
Project Methods
Plan of Operation and Methodology: Our plan of operation and methodology for the SIU2 outlines three phases aligned with each focus area: 1) PD focused on training to create innovative, interactive curricula and instruction, and virtual exploration of the international floral industry; 2) a firsthand immersive 8-day domestic travel experience following destinations along the floral distribution channel; 3) exponential growth. The 16 SIU2 teachers will be separated into two teams of eight, with project team members assigned to each team to provide coaching and support. The groups will be assembled to support peer to peer mentoring and include members with dissimilar experience and demographics. The nature of the participant activities intends to establish an environment to build a cohort of individuals who will support each other throughout, and beyond the PD experience. Engaging agriscience teachers with local floral/green industry partners is the keystone of this project. Our overarching PD approach will draw on the traditional train-the-trainer (TTT) model. Using the TTT model, SIU2 provides critical knowledge, skills, and resources to change agents in SBAE to ensure the curricula from this program are disseminated to a variety of stakeholders. Advisory board input will be utilized to modify curricular materials.Project Evaluation and Reporting: Project evaluation will be conducted and communicated using pillars for high-quality PD, guided by a logic model and linked to the proposal objectives and project timeline. We will use Guskey and Sparks' (2000) model to evaluate the effectiveness of the SIU2 program. A nationally recognized external evaluator affiliated with the University of Florida will evaluate recommended levels of evaluation information: 1) SIU2 teachers' reactions, i.e., their satisfaction of the PD experience, 2) SIU2 teachers' learning (new skills and knowledge), 3) organization support and change, 4) SIU2 teachers' use of new knowledge and skills, i.e., implementation, and 5) student learning outcomes (Guskey, 2002). Evaluator Diaz will convene annual program reviews with core stakeholders, including research team, and advisory board members, and program participants to report progress of project milestones, participant online learning modules, participant feedback, and workshop outcomes measured through longitudinal satisfaction surveys, productivity outcomes, content knowledge assessments, and perceptions for integrating STEM concepts in SBAE plant science career pathways. SIU2 teachers will provide qualitative and quantitative feedback throughout the entire cycle of the program. In addition, the participants in workshops presented by the SIU2 teachers at the state and regional conferences will also provide feedback collected from surveys that will be used for evaluation.

Progress 06/01/24 to 05/31/25

Outputs
Target Audience:The primary audience impacted through year two efforts included 16 school-based agricultural educators who teach plant systems/floriculture who represented the demographic diversity of the United States. Changes/Problems:Two problems were addressed by the project team. First, our communication challenges with our travel partner, WorldStrides, proved to be a major hurdle during the immersive experience. WorldStrides did not coordinate our logistics (i.e., meals, lodging) at the level we were expecting. Therefore, the project team spent significant time during the immersive experience coordinating and confirming logistics. We followed up with WorldStrides and shared our frustrations and concerns. The second problem was an assumption the project team made regarding teachers' preparedness to create curriculum. The team initially invested training time in higher-level teaching strategies like inquiry-based instruction and incorporating technology, assuming teachers possessed foundational knowledge around lesson planning. When we received draft curriculum from teachers, we realized participants did not hold the skills we assumed they had around lesson planning. We adapted our approach to backfill training on lesson planning via one-on-one and small-group interactions. This work is ongoing, but there is positive momentum and observable growth in participants' ability to plan curriculum. What opportunities for training and professional development has the project provided? PreImmersion: PD Workshops: Getting ready to travel! Preparing for the Immersive Experience andPreparing to Explore the Floriculture Industry, Review of Project Support and Funding, Program Requirements, and Incentives PD Workshops Included: Global floriculture markets, utilizing educational technology - Canva, iPads, Environmental Sensor workshop, 10-day immersive tour of the Floriculture Industry that includeded,Guided tour of the Clemson Botanical Gardens, Workshop on inquiry-based STEM instruction, Workshop on sensor monitoring in floriculture settings, Workshop on planning STEM-based instruction, Immersive experiences in Clemson University floriculture labs, led by Dr. Jim Faust, focused on cut flower physiology, Immersive experience at River Bend Blooms in Kentucky, - small scale cut flower farm, Immersive experience at Miami Airport - the science and security of importing flowers. Immersive experience at Jet Fresh Flowers, Miami, Florida - wholesale cut flower distributor. Immersive experience at Costa Farms - large-scale floral supplier and direct-to-consumer marketing, Immersive experience at Soroa Orchids, Miami, Florida- orchid grower and distributor Post Immersion Workshops onCurriculum Design and Development and Individual Support through instructional Coaching. How have the results been disseminated to communities of interest?The STEM-it-Up2 website was created and mocked up to be published in year three, disseminating relevant information that is publicly available for agricultural education in formal and nonformal settings. Teacher-participants are actively developing eight inquiry-based, STEM-focused educational modules which will be disseminated to agriculture teachers across the country once complete. Additionally, scholarly outputs (i.e., research papers, research posters) were shared at regional research conferences within agricultural education. Research papers have been submitted and are in preparation forapplicable journals for further dissemination of the findings from these activities. What do you plan to do during the next reporting period to accomplish the goals?We will engage participants in continued professional development sessions yielding the eight innovative curricular modules. We will strategically disseminate the eight inquiry-based, STEM-focused educational modules to agriculture teachers across the United States once finalized. We will conduct ongoing evaluations on participants including completing the integrating agriscience survey and content knowledge assessment. We will continue to disseminate the research results from the innovative, immersive experience via relevant professional conferences and academic and practitioner-focused outlets.

Impacts
What was accomplished under these goals? The following were accomplished within each of our project objectives. Project Objective One: Engage 16 (7-12 grade) agriscience teachers in immersive professional development (PD) experiences through virtual and in-person exploration of the floriculture industry; The project team, in collaboration with WorldStrides, coordinated the immersive experience for teachers, engaging them in authentic, industry-based floriculture experiences in South Carolina, Kentucky, and Florida. The project team facilitated trainings for teachers on inquiry-based instruction, lesson planning, and educational technology to enhance their immersive experience. Project Objective Two: Develop, evaluate, and disseminate eight innovative learning modules to enhance floriculture curricula to strengthen agricultural literacy, STEM skills, and focus on career exploration in plant health and production and plant products; and The project team facilitated shared reflection experiences after the immersive experience, including support translating the experience into curriculum. The project team continues to work with teachers to finalize the eight curriculum modules emerging from the experience. Once complete, these modules will be disseminated to agriscience teachers in school-based agricultural education programs throughout the nation. Project Objective Three: Evaluate the SIU2program's exponential growth model where the 16 participating agriscience teachers first create instructional modules, then facilitate PD workshops to peer agriscience teachers in their respective states and regions. The evaluation plan was executed by the project team during the immersive experience, including participant engagement in daily photo-voice reflections, participation in reflective focus groups, and completion of a Q-sort. Follow up collection of teacher perceptions of agriscience are underway via the Integrating Agriscience Instrument.

Publications

  • Type: Conference Papers and Presentations Status: Published Year Published: 2025 Citation: Ferand, N., DiBenedetto, C. A., Roberts, R., Dale, L., Robison, R., & McKim, A. J. (2025). Illuminating STEM in the floriculture curriculum: A case study of agriscience teachers experiences during an immersive professional development. Proceedings of the Southern Region Agricultural Education Research Conference, Irving, TX.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2025 Citation: DiBenedetto, C. A., Ferand, N., Roberts, R., Dale, L., Robison, R., & McKim, A. J. (2025). Agriscience teachers beliefs about a professional development experience focused on enhancing their illumination of STEM when teaching floriculture: A Q sort study. Proceedings of the Southern Region Agricultural Education Research Conference, Irving, TX.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2025 Citation: Robison, R. L., DiBenedetto, C. A., & Ferand, N. K. (2024). Immersive professional development for agriscience teachers to explore the floriculture industry [Poster presentation]. American Association for Agricultural Education Research Southern Region Conference. Irving, Texas.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2025 Citation: Robison, R. L., DiBenedetto, C. A., & Ferand, N. K. (2024). Using Grounded Theory to Evaluate the Employability Skills Framework [Poster presentation]. American Association for Agricultural Education Research Southern Region Conference. Irving, Texas.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2024 Citation: Robison, R. L. & DiBenedetto, C. A.. (2024, September). STEM it Up2: Immersing Agriscience Teachers in AG Tech. Clemson University-Center for Agricultural Technology (CU-CAT) 3rd Annual Ag Tech Spotlight Event, Clemson University, Clemson, SC


Progress 06/01/23 to 05/31/24

Outputs
Target Audience:The audience impacted through year one efforts included school-based agricultural educators who teach plant systems/floriculture content in the United States. We recruited from this population and received 306 applicants to participate in our professional development experiences (i.e., both online and immersive) exploring the floriculture industry. We selected 24 participants (i.e., 16 immersive and 8 immersive alternates) who engaged in the online professional development experiences in project year one. The selected agriculture teachers represented the demographic diversity represented throughout the United States. Changes/Problems:The first minor problem we have encountered to fostering clear and consistent communication with WorldStrides, the organization who is preparing the travel logistics for our immersive 10-day travel experience. These issues are being resolved through persistent communication with our contact at WorldStrides. The second minor problem we have encountered is participants' scheduling and engagement in the online professional development sessions. Due to teacher schedules, some of the 24 participants had to miss some of the professional development sessions; however, the majority of participants attended each session. The project team recognizes this as an ongoing challenge when working with agriculture teachers. Make-up assignments were provided as needed to assist with scheduling conflicts. Additionally, in the event a teacher did not fully engage and complete the requirements outlined in the online professional development experiences, the project team replaced them with one of the selected alternates. What opportunities for training and professional development has the project provided?Four 90-minute virtual professional development sessions were held for 24 participants (i.e., both those selected for the immersive experience and alternates). PD Session 1 (Dec 2023) - facilitated by the project leadership team, we built connections among participants and introduced participants to the program requirements and incentives. PD Session 2 (Feb 2024) - facilitated by the project leadership team, we described the domestic methods for flower distribution, identified major cut-flower producers in the United States, and evaluated production practices and care of fresh cut-flowers. PD Session 3 (March 2024) - facilitated by Dr. Jim Faust (Clemson University), we discussed the international floral market/industry. PD Session 4 (April 2024) - facilitated by the project leadership team, we discussed the wholesale cut flower industry, defined key terminology related to the wholesale cut flower industry, and created a list of lesson topics to teach terminology related to the wholesale cut flower industry. How have the results been disseminated to communities of interest?Four professional development proposals were submitted to the National Association for Agricultural Educators to begin to disseminate the results of this project to other agriscience teachers across the nation - results of these submissions are pending. Additionally, the STEM-It-Up2 website was created and published, disseminating relevant information that is publicly available for agricultural education in formal and nonformal settings. What do you plan to do during the next reporting period to accomplish the goals?In project year two, we will facilitate two additional online professional development sessions exploring additional components of the floriculture industry and preparing participants for the immersive travel experience in July 2024. In Program Phase 2we will engage participants in a 10-day immersive exploring the floriculture industry in South Carolina, Kentucky, and Florida in July 2024. Additionally, in Fall 2024 we will begin Phase 3 of the program. We will engage participants in fourfollow-up professional development sessions (September - December 2024) in which they will begin developing their innovative curricular modules stemming from the immersive experience. Additionally, we will conduct ongoing evaluations on participants experiences including facilitation of focus groups interviews, daily photo-voice reporting during the immersive experience, and completion of the integrating agriscience survey. We will also provide opportunities for individual, pair and team support for development of the curricular modules.

Impacts
What was accomplished under these goals? The following were accomplished within each of our project objectives. Project Objective One: Engage 16 (7-12 grade) agriscience teachers in immersive professional development (PD) experiences through virtual and in-person exploration of the floriculture industry; Project team developed the participant application; recruited nationwide for participants using a variety of approaches. Applicants were scored by research team, all application were scored by 3 individuals, averaged and top 32 were selected for interviews. 32 interviews were conducted to determine the top 16 immersive experience participants who were invited to join the program. Two teacher team leaders were selected for the first phase of the program. Eight participants were selected as immersive-experience alternates. Four online professional development sessions were scheduled and facilitated with selected participants. The STEM-It-Up2 website was created. Branding guide and program logo were created. Technology for participant support was purchased. Immersive professional development schedule was prepared. Project Objective Two: Develop, evaluate, and disseminate eight innovative learning modules to enhance floriculture curricula to strengthen agricultural literacy, STEM skills, and focus on career exploration in plant health and production and plant products; and The immersive experience, which will serve as the context to develop the modules, was scheduled. Additionally, participants for the immersive experience were selected and initial, online professional development sessions, were completed. No other major accomplishments for this objective in project year one. Project Objective Three: Evaluate the SIU2program's exponential growth model where the 16 participating agriscience teachers first create instructional modules, then facilitate PD workshops to peer agriscience teachers in their respective states and regions. All pre-experience evaluations were completed, providing a baseline of data on participants perceptions of STEM within floriculture. No other major accomplishments for this objective were completed in project year one.

Publications