A YOUTH-DRIVEN APPROACH TO MICRO-CREDENTIALING: SUSTAINABLE AGRICULTURE MEETS IOT, HANDS-ON LEARNING, AND DATA SCIENCE

• Sponsoring Institution: National Institute of Food and Agriculture
• Project Status: ACTIVE
• Funding Source: AFRI COMPETITIVE GRANT
• Reporting Frequency: Annual
• Accession No.: 1032697
• Grant No.: 2024-68018-42796
• Cumulative Award Amt.: $749,873.00
• Proposal No.: 2023-11814
• Project Start Date: Sep 1, 2024
• Project End Date: Aug 31, 2027
• Grant Year: 2024
• Program Code: [A7801]- Food and Agricultural Non-formal Education

Recipient Organization
COLORADO STATE UNIVERSITY
(N/A)
FORT COLLINS,CO 80523

Performing Department
(N/A)

Non Technical Summary
An increasing human population and changing climate continue to stress the US ability to sustain food security, while maintaining economic and environmental vitality. Advances in agriculture technologies are key to success, but the workforce has an under-prepared skillset which is not being met by existing academic infrastructures."AI will not completely replace humans, but those who use AI will replace those who do not." this widely cited statement from a 2023 IBM report encapsulates a broader but urgent need in the agricultural workforce. We need innovative programs to train youth in the latest cutting-edge technology, not only in fields like data science and AI but across a range of skills, including Internet-of-Things (IoT) sensors, robotics and automation, and biotechnology. Students must learn to leverage data-driven insights to optimize crop yields, monitor environmental conditions, and implement precision irrigation techniques. Familiarity with advanced technologies in agriculture will prepare the next generation of professionals to address the challenges posed by a growing global population, climate change, and resource constraints (e.g., land, water). Moreover, youth should not only obtain ag technological proficiency but also cultivate essential soft skills that enable them to collaborate effectively within leadership teams while remaining lifelong learners. While a tech-savvy agricultural workforce is clearly needed, the pedagogy of many conventional educational systems is not adapted to train youth in these cutting-edge skills.In this project, we will deliver a transformative micro-credentialing pilot for training youth in ag technology built through a novel experiential learning cycle. The enhanced durable learning approach (following the U-Behavior model) integrates self-paced online learning supported by hands-on training featuring a custom IoT sensors kit and real-world field demonstrations - including observations of how data science and AI impact decision-making. Our program supports the AFRI Farm Bill Priority area of agricultural systems and technology, specifically addressing advanced data science technologies. We build on our successful piloted work by the investigators that teachyouth how IoT soil sensors and app-based irrigation schedulers can improve irrigation management.We will build a more comprehensive badging system that teaches on-farm IoT monitoring in urban, rural, and controlled environments. It also includes how sensors and data science can be used with other technologies (e.g., seed technology, soil health, food safety). High School and college-aged youth in Colorado and Nebraska will jointly learn to integrate fundamental concepts in soil, plant, and food science into a cyber support system that optimizes automation and decision-making using real-time data. Youth will be empowered to co-create and revise badging content to continuously improve the program. We expect over 600 students to earn badges and credentials over the three-year project and several thousand youth to gain awareness of technology's impact and ag careers through community experiment demonstration sites. Collaborating with various industries and professional societies, the program will secure formal recognition for the agricultural technology credentials earned by participants.

Animal Health Component

50%

Research Effort Categories

Basic

0%

Applied

50%

Developmental

50%

Classification

Knowledge Area (KA)	Subject of Investigation (SOI)	Field of Science (FOS)	Percent
806	7210	3020	40%
903	7210	3030	10%
806	0110	2050	10%
806	2499	1060	10%
902	0001	0001	10%
805	7210	3030	10%
806	0210	3100	10%

Knowledge Area
902 - Administration of Projects and Programs; 805 - Community Institutions, Health, and Social Services; 806 - Youth Development; 903 - Communication, Education, and Information Delivery;

Subject Of Investigation
0110 - Soil; 0210 - Water resources; 0001 - Administration; 7210 - Remote sensing equipment and technology; 2499 - Plant research, general;

Field Of Science
0001 - Administration; 1060 - Biology (whole systems); 2050 - Hydrology; 3020 - Education; 3030 - Information and communication; 3100 - Management;

Keywords

iot

youth innovators

data science

durable learning

micro-credential badging

sensors

ai

Goals / Objectives
Goal 1: Improve agriculture workplace readiness in high school and early college-aged youth through micro-credentialled training in emerging agriculture technology skills and topics.Objective 1-1: Design and build online credentialling modules that 1) follow U-Behavior's model for improved durable learning and 2) integrate hands-on learning with agricultural STEM data and technologies. Curriculum addresses how sensors, IoT, data science, and AI can improve Ag production by optimizing and automating irrigation in rural and urban systems as well as other ag technologies that use IoT sensors and data science.Objective 1-2: Facilitate active learning by expanding hands-on learning kits and applied desktop exercises.Objective 1-3: Implement real-world demonstrations of the technology across multiple indoor and outdoor growing sites that can be used in micro-credentialling courses and for public tours increasing youth awareness of agriculture technology.Objective 1-4: Nurture collaboration and leadership essential skills competencies through Youth Innovator program which incorporates hackathons and group activities.Goal 2: Build the organizational foundation to guarantee the longevity of the micro-credentialing system after project completion.?Objective 2-1: Implement the learning system across a network of high schools, community colleges, and university classrooms while empowering students and teachers to customize and improve the badging system over time.Objective 2-2: Create an evaluation mechanism to assess the teaching system's impact on advancing student focused results and propose content adjustments for improved outcomes.

Project Methods
1) EffortsOur approach to developing a micro-credentialling system in Ag technology is the integration of four fundamental high-impact learning strategies:Online Instructional Modules: Our system will feature an expert-curated series of interconnected subject-area badges, culminating in industry-recognized credentials. These online modules will utilize a structured but self-paced learning method known as UBehavior. U-Behavior coaches students to use the well-researched and powerful science of learning behaviors to increase their long-term retention. This will allow students (High School and College) to be prepared for the future with skills ready to solve next-generation Ag technology problems.Hands-on Experiential Learning Kits: Complementing the online content, hands-on kits, and desktop exercises will facilitate active experiential learning. These kits will immerse students in practical exercises, allowing them to apply concepts and problem-solve as they progress through the badging activities.Demonstration Sites with Real-world Applications: To bridge the gap between theory and practice, we will establish demonstration sites showcasing real-world applications of the technology. These sites will serve as immersive learning environments and also provide live data for participants to utilize in completing specific badges related to data science and AI.Youth Involvement: Hackathons and Group Activities: Nurturing collaboration and leadership competencies, our micro-credentialing system incorporates hackathons and group activities, held both in-person and virtually. These events empower students to apply their recently acquired technical proficiency in real-world scenarios while also involving them in the design and enhancement of curriculum content.2) EvaluationWe will employ a comprehensive evaluation plan that combines developmental evaluation (Patton, 2010) and strategic foresight (Carelton et al., 2013) to assess outcomes and guide adjustments for our innovative teaching approach. Our goal is to create an evaluation mechanism for assessing the impact on student-focused results and proposing content adjustments. By integrating these approaches, we aim to explore and adapt to emerging changes, co-creating solutions with participating youth. Our findings will evaluate the effectiveness of integrating hands-on learning in STEM and emerging data technologies, with a focus on the open innovation process and training approaches for safe technology use and agricultural career needs.Evaluands Evaluation Data Collection Methods1) Evaluand: Credentialling Modules with agricultural STEM data and technologiesEvaluationFormative: # of learners, modules, and hands-on learning experiencesSummative: Demonstrated increase in ability to use agricultural STEM data and technologiesData Collection MethodsInstructor feedback, Module/badge user surveys, and data from learning systems.2) Evaluand: Learning systems across networks of NGOs, high schools, community colleges, and university classroomsEvaluationFormative: # of high schools, community colleges, university classrooms, partnersSummative: The network effectively and efficiently implements learning systems youth can use to advance their knowledge, experiences, networks, and career interests; Participating partners work together to create dynamic, stakeholder-focused learning systems that are innovative, effective, and efficient.Data Collection MethodsFocus groups to assess network engagement and goals; Ripple Network map to demonstrate stakeholders, relationships, levels of trust, and resources3) Evaluand: Real-world demonstrations of technology across multiple indoor and outdoor growing sitesEvaluationFormative: # of demonstration sites, # of participants, # of team members, # and types of technologySummative: Do demonstrations 1) increase student understanding of available technologies, and 2) do students plan to use technologies as part of future educational and career experiences in agriculture.Data Collection MethodsPost-then-pre evaluation; Data collected from the sites and kits.4) Evaluand: Evaluation mechanism designed to assess the teaching system's impact on advancing student-focused results and content adjustmentsEvaluationFormative: # of evaluation touchpoints and participants; summary of approaches and strategiesSummative: Novel evaluation approaches and strategies that evolve each year and inform next steps as well as future directionsStrategic: Combine evaluations with Social, Environmental, Economic, Exponential, and Technological signs and signals to create a Futures Playbook Toolkit for easy implementations.Data Collection MethodsStructured team reflections and surveys use case scenarios, timeline, and STEEEP Analysis with Visual indicators5) Evaluand: Organizational foundation to guarantee the longevity of the micro-credentialing systemEvaluationFormative: # of leaders and organizations participating in projectsSummative: Participating organizations and leaders are committed to dedicating time, money, and energy to the micro-credentialing systemData Collection MethodsLeadership Focus Groups; Timeline and Janus Cone outlining past, present, and future commitments and plans.

Progress 09/01/24 to 08/31/25

Outputs
Target Audience: 1. Youth and Students: Cultivating Future Agricultural Innovators The primary audience for this project is youth and early-career students at the elementary, high school, and college levels. The program has been piloted with students at Colorado State University, one Colorado elementary school, several Colorado high schools with agricultural programs (including an Environmental Science and Research program), and students connected through the Texas A&M Agricultural Technology Outreach initiative. By introducing Internet of Things (IoT) and Artificial Intelligence (AI) applications through agricultural technology modules, students learn fundamental concepts in soil, plant, and food science while exploring how technology can transform these career fields. This early exposure is essential: many young people are unaware that agricultural technology and data science offer engaging, high-paying, and purpose-driven career opportunities. Through experiential learning, micro-credentials, and technology demonstrations, students build practical skills and scientific literacy. They gain confidence using real data from community demonstration sites and develop an understanding of sustainability, soil health, and resource stewardship--topics critical to their future in agriculture and environmental science. 2. Teachers and Educators: Expanding Curriculum Capacity The project also directly supports agriculture and STEM educators in high schools, community colleges, and universities. Teachers receive adaptable modules, digital tools, and credential frameworks that integrate seamlessly into existing curricula. The modular structure allows educators to align lessons with local agricultural priorities while connecting students to global issues such as climate resilience, irrigation efficiency, and regenerative soil management. Professional development opportunities help educators learn how to apply IoT and data-driven technologies in the classroom. As agricultural education evolves to emphasize sustainability and technology adoption, our work ensures educators remain confident and well-equipped to guide students toward modern ag-tech careers. 3. Postsecondary Institutions and Professional Societies: Building Recognition Pathways At the college level, the project involves piloting at Colorado State University to integrate our micro-credential system into the soil and crop sciences program so students can earn stackable credentials alongside traditional coursework. Partnerships with the American Society of Agronomy's Certified Crop Advisor (CCA) program and the Colorado Department of Agriculture enable the project to offer Continuing Education Unit (CEU) credit for selected badge courses such as irrigation management and seed conditioning. This alignment bridges youth learning, academic credit, and professional certification--creating a seamless pipeline for lifelong learning in agricultural technology. 4. Community Partners: Demonstrating Innovation and Workforce Readiness This initiative is equally important to agricultural industries, community organizations, and urban food producers that face increasing challenges in water use efficiency, soil health, and workforce development. A network of Technology Demonstration Sites serves as a central component of our applied learning model. These sites include a greenhouse, community youth programs, a high school and elementary school and a county fair. Youth can visit these sites in person to see how technology is used to improve water and nutrient management. Producers and site managers, in turn, benefit from insights into system performance and from mentoring opportunities that connect them with the next generation of ag-tech professionals. 5. Continuous Feedback from Youth and Educators: Co-Creating the Learning Experience A distinguishing feature of this project is continuous feedback from participating youth and educators. Virtual meetings and pilot focus groups allow students and teachers to provide structured input on course content, design, and usability. Their recommendations are recorded as part of the program's evaluation cycle, driving ongoing improvement of the badging system. This participatory approach encourages student ownership of the learning process and strengthens engagement. By incorporating learner perspectives directly into content design, the program models the principles of adaptive, learner-centered education--ensuring the material remains relevant, inclusive, and motivating. Why These Groups Matter The targetaudiences--students, educators, professionals, and community partners--represent the full continuum of agricultural education and workforce development. Engaging all of them ensures lasting and far-reaching impact: Students gain hands-on experience and digital literacy that prepare them for high-demand careers. Educators receive scalable, research-based curriculum tools that modernize agricultural instruction. Industry and professional partners benefit from a skilled and technology-proficient workforce. Communities see tangible innovations improving water management, soil health, and local food access. By aligning educational innovation with real-world workforce and environmental needs, our work directly supports those shaping the future of sustainable agriculture--from the classroom to the field. Changes/Problems: 1. Durable Learning:The PI (James Folkestad) focused on the durable learningportionof theproject wasout on medical leave from December 2024 to July 2025.The durable learning materials and approaches have now been created and will be piloted beginning the fall 2025 semester with two high school instructors. 2. Hands-on Learning Kits:Ourmain source of slippage in Year 1 was related to completing the IoT sensor kits on schedule. Several challenges arose during the manufacturing phase, including both technical issues and external factors such as supply chain disruptions and tariffs that delayedcomponentavailability. The more significant delay, however, stemmed from the timerequiredtofinalizethe kit firmware, which involved developing and debugging a complex set of features to ensure system stability and ease of use for students. Both the hardware and firmware challenges have now been fully resolved, and we are confident that these foundational issues will notimpactfuture timelines. Major Changes or Problems in Approach for Learning Kits:Now that the hardware and firmware challenges have been resolved, we have not made any major changes to our overall approach. The project continues to follow the original plan andobjectivesoutlined in the proposal, with improved readiness for broader deployment. What opportunities for training and professional development has the project provided?Training Activities Completed: The project provided comprehensive effortsto support both training and professional development, ensuring participants are equipped with the agriculture technology skills, tools, and knowledge to advance their work and contribute meaningfully to their fields.These activities included: One-on-One Training and Mentoring: Participating high school teachers received personalized training, which they then leveraged to instruct students in their courses. This hands-on approach enabled teachers to integrate advanced techniques and resources effectively into their curricula. Undergraduate Courses: Micro-credential learning materials and hands-on activities were incorporated into two undergraduate courses as part of the initiative, providing essential training in agricultural concepts and tools. Online Lessons Leading to Microcredentials: Students and their teachers involved in the program had access to online instructional materials designed to earn industry recognized microcredentials. Coaching and Support for AgUpskill Kits: Continuous one-on-one training, coaching, and mentoring were offered throughout year 1 of the grantassist educators in installing and utilizing the hands-on learning soil sensing IoTkits as well as the online lessons and microcredentials. Program evaluations revealed that personalized support was particularly critical in accommodating the diverse schedules and individual needs of participants, ensuring successful implementation and utilization of resources. Professional Development Provided: The project also emphasized professional growth opportunities, enabling national educators to expand their expertise and network with other professionals in the field. Key activities included: Presentations at Professional Conferences: Two presentations were delivered at the American Society of Agronomy Meetings, providing a platform for sharing insights and outcomes of the project. These presentations fostered knowledge dissemination and encouraged collaborative discussions among professionals in agronomy and agricultural education. How have the results been disseminated to communities of interest?Resultshave been disseminated through: 12Linkedin articles were posted and received1985 impressions. 2 professional society presentations. What do you plan to do during the next reporting period to accomplish the goals?Learning Kits: The main focus for Year 2 will be on deployment, content development, and support. Specifically, we plan to: Deliver the completed IoT sensor kits to participating students and teachers. Provide updated and expanded online instructional materials to accompany the kits, ensuring that users have clear guidance for setup, data collection, and analysis. Offer technical support and troubleshooting assistance to students and instructors as they begin using the kits in educational and research settings. These efforts will directly address the delays encountered during Year 1 by ensuring that all stakeholders have the necessary hardware, software, and instructional resources to move forward. The stated goals not yet met--primarily distribution and classroom integration of the kits--will be achieved through this implementation and support phase in Year 2. Online Learning Curriculum: We are on track as planned for eLesson development in soil health and controlled environment agriculture (Greenhouse). Durable Learning: In year two we will be training two key instructors. These ag high school courses will be used to measure any evidence that students are changing their behavior, using durable learning behaviors. We have a baseline on how students have used the modules in the past, without durable learning prompts, so we will be able to do a comparative analysis to see how students change their behavior. The impact of the durable learning modules including behavior change and impact on retention will be reported. Kenady Leighton (graduate students) will use the behavior change data in a master's level project. She will analyze the impact and generate a report for her capstone project. Expanding Partnerships: We will continue to foster new partnerships with high school STEM programs and community college networks, as well as building relationships with industry and professional society partners. Evaluation and Measuring Impacts:The evaluation process will evolve to include program leaders and managers to assess the knowledge, skill, and behavior change by this important group of participants working to implement organizational change while increasing awareness around the importance of AgUpskilling and microcredentialing for the future of career readiness in agriculture and technology.

Impacts
What was accomplished under these goals? 1. Challenge Addressed by the Project The project focuses on preparing the next generation of agricultural professionals to address challenges such as global population growth, climate change, and limited resources. As agriculture transitions into Agriculture 4.0--acyberphysicalsystem of technology-driven food production--students need training incutting-edgetechnologies like AI, IoT sensors, robotics, automation, and biotechnology. Current educational systems struggle to teach these abstract concepts effectively, demanding innovative, experiential learning methods that merge technicalproficiencywith problem-solving and collaboration. By bridging technology and hands-on experience, the project aims to foster critical skills for sustainable agricultural progress. 2. Primary and Secondary Audiences The primary audience for the badging and credentialing system includes students and teachers from agricultural and STEM fields, spanning NGO community courses, Colorado high schools, community colleges, Colorado State University, and Nebraska Northeast Community College and its high school partners. Secondary audiences include K-12 students. Goal 1 Accomplishments Curricula Development:Five online modules with eBooks, quizzes, and two hands-on IoT/AI Sensor Learning kit activities focusing on seed conditioning and food safety. Educational materials on durable learning practices werealsocreatedfor students and teachers. Hands-On Learning Kits:Improved coding and hardware design for the prototype kits; 40 kits were built, tested, andutilizedby students. Technology Demonstrations:Real-world experimentsshowcasedAI-controlled irrigation compared to human-controlled methods. Demonstrations were hosted at5locations, including an urban neighborhood, a county fair, an education center, a university greenhouse, and an elementary school, increasing awareness of agricultural technology. Outcomes: 540 global visitors and 807 page views for four eBooks from Sept 2024 to Aug 31, 2025. 472 middle andhigh school students engaged withjust theIoT learning kits; 150 adults 1185 elementary school students worked with the learning kits 69 undergraduate students and 2 graduate students used the kits and 25 of those completed online course content? 2,850students and adultsvisitedpublic technology demonstrations, with high school studentsshowcasingprojects atacounty fair. Goal 2 Accomplishments A framework for embedding micro-credentials in high school and college curricula has beenpiloted, with one high school recognizing students earning badges at graduation. A comprehensive mixed-methods evaluation approach was developed to measure the teaching system's influence on student achievement. This framework requires participating instructors to complete both a survey instrument and a qualitative interview. Both evaluation components address student-centered outcomes and solicit feedback on curriculum refinement and project improvement strategies. Additionally, a survey for student feedback is used on assess the outcomes and impacts of online courses. And, secondary user data collected from Moodle LMS, CSU Pressbooks for eBooks, and iSpring activities also provide insights to inform course improvements. Key Project Outcomes and Impacts 1. Technology as an Empowerment Tool for Learners Outcome:Students gained confidence and skills in using AgUpSkillkits, transforming into active problem-solvers and innovators. Impact:Expanded opportunities for students to address agricultural challenges, developing technical knowledge and leadership skills. 2. Breaking Traditional Education Barriers Outcome:Students experimented with technology and solved real-world problems, enhancingcritical-thinkingand problem-solving skills. Impact:Promoted broader access to agricultural education and workforce development, particularly for non-traditional learners. 3. Advancing Student-Centered Learning Outcome:Educators adopted student-driven methods thatfosteredexploration and creativity. Impact:Increased student engagement, motivation, and retention of knowledge, transforming classroom learning dynamics. 4.Bridging Technology and Hands-On Experience Outcome:Students integrated digital tools with practical applications in agriculture, creating deeper learning experiences. Impact:Improved understanding of agricultural production, resource management, and sustainability by connecting classroom knowledge to real-world farming. 5. Expanding Educator Knowledge and Innovation Outcome:Educators gained skills to incorporate emerging technologies effectively in teaching, outreach, and agriculture. Impact:Demonstratedcuriosity and confidence inleveragingtools like AgUpSkillkits, saving water, supporting plant growth, and enhancing problem-solving through technology-enabled approaches. Summary The AgUpSkillProgram achieved significant advancements in agricultural education, empowering students to innovate and apply technology to real-world challenges. Educators developed skills to create engaging and technology-rich learning environments. These outcomes align with USDA goals to improve agricultural workforce readiness and foster widespread technology adoption for sustainable industry progress.

Publications

• Type: Conference Papers and Presentations Status: Published Year Published: 2024 Citation: Ham, J. M., Namuth-Covert, D., Folkstad, J., and Reimers-Hild, C. (2024, November). Smart Sensors, Iot, and AI at the Edge Will Transform Irrigation Management. In ASA, CSSA, SSSA International Annual Meeting. ASA-CSSA-SSSA.
• Type: Conference Papers and Presentations Status: Accepted Year Published: 2024 Citation: Ham, J. M., Namuth-Covert, D., Folkstad, J., and Reimers-Hild, C. (2024, November). A Youth-Driven Approach to Micro-Credentialing: Sustainable Agriculture Meets Iot, Hands-on Learning, and Data Science. In ASA, CSSA, SSSA International Annual Meeting. ASA-CSSA-SSSA.
• Type: Book Chapters Status: Published Year Published: 2024 Citation: Pottorff, L., Namuth-Covert, D., Blunt, T., and Novak, R. (2024). Seed Conditioning 102 - Seed Quality. https://colostate.pressbooks.pub/seedconditioning102/
• Type: Book Chapters Status: Published Year Published: 2024 Citation: Pottorff, L., Namuth-Covert, D., Blunt, T., and Novak, R. (2024). Seed Conditioning 103 A - Plant Breeding and Plant Varieties https://colostate.pressbooks.pub/seedconditioning103a/
• Type: Book Chapters Status: Published Year Published: 2024 Citation: Pottorff, L., Namuth-Covert, D., Blunt, T., and Novak, R. (2024). Seed Conditioning 103B -Intellectual Property Protection of Seed and Plant Varieties https://colostate.pressbooks.pub/seedconditioning103b/
• Type: Book Chapters Status: Published Year Published: 2024 Citation: Pottorff, L., Namuth-Covert, D., Blunt, T., Novak, R and Leighton, K. (2024). Seed Conditioning 107 - Seedborne Disease and Treatment https://colostate.pressbooks.pub/seedconditioning107/
• Type: Books Status: Published Year Published: 2025 Citation: Blunt, T. (revised 2025) Food Safety 101. https://colostate.pressbooks.pub/foodsafety101/