S1071: A framework for secondary schools agriscience education programs that emphasizes the STEM content in agriculture

(Multistate Research Project)

Status: Active

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SAES-422 Reports

Annual/Termination Reports:

[06/01/2023] [09/11/2024]

Date of Annual Report: 06/01/2023

Report Information

Annual Meeting Dates: 05/17/2023 - 05/17/2023
Period the Report Covers: 10/01/2022 - 09/30/2023

Participants

Aaron McKim, Michigan State University
Tyson Sorenson, Utah State University
Kevin Curry, Penn State University
Jessica Blythe, West Virginia University
Rachel Hendrix, West Virginia University
Laura Hasselquist, South Dakota State University
Catherine DiBenedetto, Clemson University
Natalie Ferand, Virginia Tech
Rosemarie Somors, Clemson University
Nicole Ray, Fresno State
Barry Croom, University of Georgia
Jonathan Ulmer, Kansas State University
OP McCubbins, Mississippi State University

Brief Summary of Minutes

Following introductions, the comments from the renewal proposal were shared with the group and there was a discussion of how the Impact Statement that was created for the last 5-year period could best be used. The group then discussed progress on projects under each of the objectives. There was an opportunity for attendees to share other updates to the group on related projects that might be of interest before the meeting adjourned.

Minutes Attachment:

S1071 Multistate Meeting Minutes_5.17.2023.pdf

Accomplishments

A number of collaborative efforts toward each of the project’s objectives were undertaken. Objective 1: Curriculum - Facilitate the adoption and evaluate the impact of agricultural STEM curriculum: Barry Croom and Kevin Curry are developing an effort to identify the problems that exist within post-pandemic STEM learning and develop potential interventions. A proposal is expected to be submitted to NSF in Summer 2024. In an effort led by Johnathon Ulmer, the group is exploring the best way to disseminate and encourage use of the AG-STEM innovation configuration matrix developed during the last 5 year project period. Options being explored include making it available through the American Association for Agricultural Education and working with member institution libraries to make it available as an open education resource.   Objective 2: Teaching Methods and Techniques- Identify teaching methods, resources (facilities, equipment, materials, etc.), and instructional techniques currently utilized by agriscience teachers during exemplary Agricultural STEM instruction: Tyler Sorenson and Aaron McKim have been working on identifying exemplary STEM practices implemented by agriculture teachers in Utah and Michigan.  Interviews and data collection have been ongoing and data analysis should occur soon.   Objective 3.Professional Development: Design and evaluate professional development related to Agricultural STEM Education: Catherine DiBenedetto and Natalie Ferand have been working on a professional development program exploring STEM concepts as applied to the floriculture industry called Stem It Up.  The program shifted from full face-to-face delivery to hybrid delivery after COVID to reach more teachers. Research on the impact of the program has revealed noticeable differences in teachers’ confidence in teaching STEM concepts. This program can serve as a model for other professional development programs geared toward agriscience teachers.

Publications

Impact Statements

Since this is the first year in the new project timeline there is limited impact to report, though the group is making progress toward identifying practices that can contribute to exemplary agriscience education and creating professional development programs that help agriscience teachers feel more confident in delivering STEM concepts in their curricula.

Date of Annual Report: 09/11/2024

Report Information

Annual Meeting Dates: 05/22/2024 - 05/22/2024
Period the Report Covers: 10/01/2023 - 09/30/2024

Participants

Aaron McKim, Michigan State University, amckim@msu.edu

OP McCubbins, Mississippi State University, am4942@msstate.edu

Daniel Foster, Penn State University, foster@psu.edu

Kasee Smith, University of Idaho, klsmith@uidaho.edu

Laura Haselquist, South Dakota State, laura.hasselquist@sdstate.edu

Katie Stofer, University of Florida, stofer@ufl.edu

Kevin Curry, Penn State University, kevincurry@psu.edu

Brief Summary of Minutes

Meeting minutes attached.

Accomplishments

Objective 1: Curriculum - Facilitate the adoption and evaluate the impact of agricultural STEM curriculum:  Group members are translating research and grant projects into useful curriculum for agriculture teachers. One example is within a USDA-funded grant engaging agriculture teachers in floriculture professional development that includes the creation of STEM-based floriculture curriculum to be shared nationally.   Objective 2: Teaching Methods and Techniques- Identify teaching methods, resources (facilities, equipment, materials, etc.), and instructional techniques currently utilized by agriscience teachers during exemplary Agricultural STEM instruction:  Group members are doing a variety of research projects focused on teaching methods. Included in these projects are foci on the integration of AI within classroom instruction and a multi-state study exploring the exemplary STEM teaching methods being facilitated by agriculture teachers in Michigan and Utah. Additionally, the group continues to integrate research-based STEM teaching methods within their preservice education coursework and professional development offered to agriculture teachers across the country.   Objective 3: Professional Development: Design and evaluate professional development related to Agricultural STEM Education:  Work within the group includes a variety of professional development experiences focused on enhancing the STEM education capacities of agriculture teachers. This work includes grants which are connecting agriculture teachers with faculty at the University of Florida; a grant engaging agriculture teachers from across the country in STEM-focused floriculture experiences and curriculum development; and a farm to classroom virtual reality project.

Publications

Norris, W., Swortzel, K., McCubbins, O., VanLeeuwen, D., & Edgar, D. (2024). Keeping agricultural education relevant for the 21st century: Assessing the perceptions of local CTE administration on STEM skills integration. Journal of Agricultural Education, 65(1), 40–57. https://doi.org/10.5032/jae.v65i1.83  McKim, A. J., & Marzolino, T. (2023). The dualism of interdisciplinarity: A model for agriculture, food, and natural resources education. Journal of Agricultural Education, 64(3), 176–183. https://doi.org/10.5032/jae.v64i3.144  Morey, T., Foster, D., & Ewing, J. (2023). Virtual mentoring in agricultural education: Describing digital literacy, technology self-efficacy, and attitudes toward technology of secondary agricultural educators. Journal of Agricultural Education, 64(1), 12–27. https://doi.org/10.5032/jae.v64i1.27  Spence, J. R., Letot, C., Foster, D., Redwine, T., McCubbins, O., & Miller-Foster, M. (2023). Global guides: Defining teachers’ viewpoints about global food insecurity using Q methodology. Journal of Agricultural Education, 64(4). https://doi.org/10.5032/jae.v64i4.151  Smalley, S., Rice, A., & Hasselquist, L. (2023). The effectiveness of virtual CASE institute professional development: A participant perspective. Journal of Agricultural Education, 64(2), 85–98. https://doi.org/10.5032/jae.v64i2.89  Wood, M., Sorensen, T., & Rubenstein, E. (2024). Assessing the Pedagogical Content Knowledge of School-Based Agricultural Education Teachers and Determining their Individualized Need for Professional Development by Licensure Type. Journal of Agricultural Education, 65(2), 54–70. Retrieved from https://jae-online.org/index.php/jae/article/view/119  Norris, W., Swortzel, K., & McCubbins, O. (2023). A quantitative analysis of the perceptions of CTE administrators on the integration of employability skills into agricultural education. Journal of Agricultural Education, 64(3), 243–260. https://doi.org/10.5032/jae.v64i3.85

Impact Statements

The work being done by group members is enhancing the confidence of current and future agriculture teachers to teach STEM concepts and practices within their curriculum.
The group is building networks of agriculture teachers who can support each other in the development and implementation of resources to teach STEM concepts and practices within their curriculum.
The final impact is increased connections among members of the S-1071 group that continue to foster collaborative research, grant, and professional development projects for agriculture teachers.