Annual/Termination Reports:

[05/11/2002] [06/20/2003] [05/18/2004] [06/12/2005] [05/24/2006]

Report Information

Participants

McCracken, Vicki vccrake@wsu.edu Washington State University; Frick, Marty uadmf@montana.edu Montana State University; Pals, Doug, aeepals@uidao.edu University of Idaho; Elliot, Jack elliot@ag.arizona.edu University of Arizona; Thompson, Greg greg.Thompson@orst.edu Oregon State University; Spielmaker, Debra debras@ext.usu.edu Utah State University; Hubert, Dan dhubert@cc.usu.edu Utah State University; Swan, Mike mswan@wsu.edu Washington State University; Franklin, Ed eafrank@arizoana.edu University of Arizona; Igo, Carl ci10@swr.edu Southwest Texas University

Brief Summary of Minutes

Minutes-April 26, 2002

Western Region Coordinating Committee for Agricultural Literacy (WCC-207)

Annual Meeting

WestCoast River Inn

Spokane, Washington



Those in attendance: V. McCracken (via conference phone), served as the Administrative Advisor sitting in for David Cox who was not in attendance due to family matters; M. Frick, Chairperson; D. Pals, Secretary; J. Elliot, Vice Chairperson; G. Thompson, D. Spielmaker, D. Hubert, M. Swan. AAAE members present for part of the meeting, E. Franklin and C. Igo.



1. Meeting started at 7:57 p.m.  Introductions were made.



2. Minutes of the April 27, 2001 annual meeting held in Carmel, California were reviewed and approved.



3. Agenda for the meeting was discussed. The main items for discussion were a status report and a Plan of Action for the three major objectives approved at the last annual meeting in Carmel.

4. Objective Two  M. Frick and D. Spielmaker

Identify those specific components and practices, which correlate with AITC measurable program successes. These would include:

a. Quality and Comprehensive program indicators that delineate program success, and

b. Data collected which supports analysis of successful components and correlates significant impacts with organizational structure, funding practices, and learner outcomes.

Comments:

7 identified an instrument used by the American Farm Bureau Foundation for Agriculture

7 this questionnaire surveyed the AITC State Coordinators and the Key Participants in the National

Agriculture in the Classroom Program.

7 Discussion followed that the questionnaire would need some major revision in order to collect the

data required. This questionnaire will be used as a template from which to build an instrument that will be administered to State AITC programs to satisfy Objective Two

5. Objective One  M. Swan and G. Thompson

Development of a process to obtain categories and organize AITC baseline knowledge and data. The information would be assembled in a research report and be used as a benchmark for the remainder of the committees existence and for further research.

Comments:

7 Question  How effective are the materials developed by the Ag in the Classroom programs?

A listing of available materials were found in the 2002 Teacher Resource Guide published by the California Foundation for AITC.



7 The successful completion of this objective will be a great accountability piece to ensure funding from potential donors.



7 An important part of this objective is to determine the usage of the materials being used by the AITC programs in the Western Region.



7 A comment relevant to the discussion of this objective was  Ag in the Classroom was identified at the Carmel, CA. meeting as the program to be used in the study, realizing that there are other programs and projects addressing the agricultural literacy issue.







6. Objective Three  J. Elliot and D. Pals



Determine the significant impacts of AITC measurable program successes, which include:



a. Research outcomes that will serve as a mechanism to develop a model, which results in AITC

changes for success measured by increases in efficiency and program effectiveness.



b. Demonstrated increase in students knowledge and appreciation of agriculture (agricultural

literacy) as it relates to science, technology, society, economics and global issues; resulting in a better informed citizenry, consumers, and a future agriculture workforce ) i.e., business leaders, scientists, educators).

Comments:

7 Measurement of learner outcomes

Kellogg project criterion referenced test is available and is a place to start

- discussion followed on the usefulness of these tests

- we would want to consider testing levels

‘ 5th, 7th, 9th grades etc. as long as we dont conflict with state high stakes testing during the same year.

‘ After some discussion, it was determined that maybe after the end of 5th grade would be appropriate.

‘ It was suggested that the piece with objective two ask what high stakes testing (Mandated testing by Departments of Education) is currently being conducted in the western states and this should be considered when selecting a testing level

‘ Comment: The National AITC program is interested in  How the AITC program is delivered may affect the learning outcomes. It was recommended that this research committee consider addressing this concern.

7. The research objective groups are to follow their plan of action and be ready to report back at next years

annual meeting.



8. A question was raised - if the objectives are accomplished what are the possibilities for this committee.

- remaining as a coordinating committee

- convert to a research committee



V. McCraken shared that we need to demonstrate that work we are doing needs to be accomplished by having all states involved. If we keep moving we can be funded as a Regional Research Group.



It was also shared that the National AITC Program is interested in what happens to reflect the entire nation. This would have more value than that of a region. It may also affect funding that may be available for this activity.



9. The meeting was adjourned at 9:35 p.m.



Respectfully submitted,







Douglas A. Pals, Secretary

Accomplishments

The 2002/2003 WCC207 action plan is: That the three groups of committee members (2 per objective) develop a set of ways and means and a timeline related to satisfying their objective (see objectives below). The ways and means are to be submited by July 1, 2002. The minimum timeline should run through next<br /> <br>April in time for our next meeting.<br /> <br><br /> <br>Objective #1 Baseline Know and Data<br /> <br><br /> <br>Thompson, G,<br /> <br>Swan, M.<br /> <br><br /> <br>Objective #2 AITC Components & Practices<br /> <br><br /> <br>Frick, M.J.<br /> <br>Spielmaker, D.<br /> <br><br /> <br>Objective # 3 Measurement of Learner Outcomes<br /> <br><br /> <br>Pals, D.<br /> <br>Elliot. J.<br /> <br><br /> <br>Remember: According to our Appendix B, the committee is to develop a series of research reports that focus on the expected outcomes listed above.<br /> <br>

Publications

Impact Statements

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Report Information

Participants

Cox, David (dcox@ag.arizona.edu) - The University of Arizona; Frick, Marty (uadmf@montana.edu) - Montana State University; Pals, Doug (aeepals@uidaho.edu) - University of Idaho; Elliot, Jack (elliot@ag.arizona.edu) - The University of Arizona; Thompson, Greg (greg.thompson@orst.edu) - Oregon State University; Spielmaker, Debra (debras@ext.usu.edu) - Utah State University; Swan, Mike (mswan@wsu.edu) - Washington State University; Doerfert, David (David.Doerfert@ttu.edu) - Texas Tech University; Baker, Matt (Matt.Baker@ttu.edu) - Texas Tech University; Akers, Cindy (Cindy.akers@ttu.edu) - Texas Tech University; Andreasen, Randy (randaroo@nmsu.edu) - New Mexico State University; Trexler, Cary (cjtrexler@ucdavis.edu) - University of California, Davis

Brief Summary of Minutes

Minutes-April 23-24, 2003

Western Region Coordinating Committee for Agricultural Literacy (WCC-207)

Annual Meeting

McMenamins Edgefield

Troutdale, Oregon





Those in attendance: D. Cox, Administrative Advisor; M. Frick, Chairperson; D. Pals, Retiring Secretary; J. Elliot, Vice Chairperson; G. Thompson, D. Spielmaker, M. Swan. AAAE members present for all or part of the meeting, D. Doerfert, Matt Baker, Cindy Akers, R. Andreasen, T. Kerr, C. Trexler, C. Edwards.



1. Introductions were made.



2. Minutes of the April 26, 2002 annual meeting held in Spokane, Washington, were reviewed and approved.



3. Agenda for the meeting was discussed. The main items for discussion were a status report and a Plan of Action for the three major objectives and what was accomplished since the annual meeting in Spokane.

4. Discussion on the purpose of WCC-207 ensued. The Western Region has the only WCC in Agricultural Education in the United States.

5. Objective Two  M. Frick and D. Spielmaker

Identify those specific components and practices, which correlate with AITC measurable program successes. These would include:

a. Quality and Comprehensive program indicators that delineate program success, and

b. Data collected which supports analysis of successful components and correlates significant impacts with organizational structure, funding practices, and learner outcomes.

Comments:

7 A benchmark questionnaire was discussed. A potential benchmark questionnaire was The Agriculture in the Classroom Survey (Irma Lawrence, USDA). Results of this questionnaire were discussed. Questions were raised on what the survey items really covered. After further discussion, it was decided by the committee that a new instrument needs to be developed early 2003-04. The instrument needs to be distributed to participating states and data needs to be shared at the 2004 annual meeting to be held in Hawaii.

6. Objective One  M. Swan and G. Thompson

Development of a process to obtain categories and organize AITC baseline knowledge and data. The information would be assembled in a research report and be used as a benchmark for the remainder of the committees existence and for further research.

Comments:

After much discussion on the purpose of Objective One, it was decided that this group must focus on the concepts and not the specific titles  to get at the baseline knowledge and data required for Objective One.

** The Oklahoma Standards and Benchmarks are to be used with Objective One. The Oklahoma Standards and

Benchmarks were accepted by the committee as the standards for the project.





7. Objective Three  J. Elliot and D. Pals



Determine the significant impacts of AITC measurable program successes, which include:



a. Research outcomes that will serve as a mechanism to develop a model, which results in AITC

changes for success measured by increases in efficiency and program effectiveness.



b. Demonstrated increase in students knowledge and appreciation of agriculture (agricultural

literacy) as it relates to science, technology, society, economics and global issues; resulting in a better informed citizenry, consumers, and a future agriculture workforce ) i.e., business leaders, scientists, educators).

Comments:

7 The adopted Oklahoma Standards and Benchmarks (Leising Group) would provide the basis for Objective three.

7 Instructional materials will be identified.

7 Research design will be pretest  posttest.

7 Treatment by state

States would fit into one or more of the five theme areas in the Oklahoma Standards and Benchmarks

8. Discussion followed that there were similarities between objectives two and three. These similarities will need to be worked out with the individuals involved with these two objectives.

9. Each objective group (one, two, three) are to write a plan of action, timeline, target population, objectives and procedures and submit to M. Frick by May 23, 2003.

10. Carrie Trexler raised the question that there needs to be goal conceptions for the Standards and Benchmarks developed to further define the standards and benchmarks. Carrie will provide those for the committee.

11. A question was raised about the benefits of a Delphi Study to look at the State AITC Directors to determine the national AITC concerns. After discussion, it was decided that there may be minimal value to this activity.

12. Director Cox raised the question about a pilot project. He was concerned that the committee must focus on the WCC purposes and not get too broad to soon. Does a pilot project fit into this project? The committee needs to not try to do too much?

13. The committee was to meet for an informal session at 7:30 a.m. during breakfast on April 24th. There would be more dialogue on getting clarity on what the committee would do next month and next year?

14. Debra Spielmaker was elected secretary for the coming year.



Respectfully submitted,







Douglas A. Pals, Secretary





Minutes-April 24, 2003

Western Region Coordinating Committee for Agricultural Literacy (WCC-207)

Annual Meeting

McMenamins Edgefield

Troutdale, Oregon





Those in attendance: M. Frick, Chairperson; D. Pals, Retiring Secretary; J. Elliot, Vice Chairperson; D. Spielmaker; M. Swan, R. Andreasen, C. Trexler.



At this informal breakfast meeting the committee discussed in more detail our specific duties for next month and next year. Jack suggested that the group look at pieces of the AITC ag literacy goals and objectives in various states rather than the entire agricultural literacy area nationwide. The group agreed that this would be the best approach.



1. Debra and Marty will work with the USDA to fine-tune the Oklahoma - AITC Study, perhaps gathering the data as an on-line survey.

2. During the next 30 days, minutes would be sent out and an action plan for working on the objectives would be formulated by each objective work group on the committee.



The meeting adjourned at 8:15.



Respectfully submitted,







Debra Spielmaker, Secretary

Accomplishments

Objective Two  M. Frick and D. Spielmaker<br /> <br>Identify those specific components and practices, which correlate with AITC measurable program successes. These would include:<br /> <br>a. Quality and Comprehensive program indicators that delineate program success, and<br /> <br>b. Data collected which supports analysis of successful components and correlates significant impacts with organizational structure, funding practices, and learner outcomes. <br /> <br>Comments:<br /> <br>7 A benchmark questionnaire was discussed. A potential benchmark questionnaire was The Agriculture in the Classroom Survey (Irma Lawrence, USDA). Results of this questionnaire were discussed. Questions were raised on what the survey items really covered. After further discussion, it was decided by the committee that a new instrument needs to be developed early 2003-04. The instrument needs to be distributed to participating states and data needs to be shared at the 2004 annual meeting to be held in Hawaii. <br /> <br><br /> <br><br /> <br>Objective One  M. Swan and G. Thompson<br /> <br>Development of a process to obtain categories and organize AITC baseline knowledge and data. The information would be assembled in a research report and be used as a benchmark for the remainder of the committees existence and for further research.<br /> <br>Comments:<br /> <br> After much discussion on the purpose of Objective One, it was decided that this group must focus on the concepts and not the specific titles  to get at the baseline knowledge and data required for Objective One. <br /> <br>** The Oklahoma Standards and Benchmarks are to be used with Objective One. The Oklahoma Standards and <br /> <br>Benchmarks were accepted by the committee as the standards for the project. <br /> <br><br /> <br><br /> <br>Objective Three  J. Elliot and D. Pals<br /> <br><br /> <br>Determine the significant impacts of AITC measurable program successes, which include:<br /> <br><br /> <br>a. Research outcomes that will serve as a mechanism to develop a model, which results in AITC <br /> <br>changes for success measured by increases in efficiency and program effectiveness. <br /> <br><br /> <br>b. Demonstrated increase in students knowledge and appreciation of agriculture (agricultural <br /> <br>literacy) as it relates to science, technology, society, economics and global issues; resulting in a better informed citizenry, consumers, and a future agriculture workforce ) i.e., business leaders, scientists, educators).<br /> <br> Comments:<br /> <br>7 The adopted Oklahoma Standards and Benchmarks (Leising Group) would provide the basis for Objective three. <br /> <br>7 Instructional materials will be identified.<br /> <br>7 Research design will be pretest  posttest.<br /> <br>7 Treatment by state<br /> <br>States would fit into one or more of the five theme areas in the Oklahoma Standards and Benchmarks

Publications

Leising, James; Pense, Seburn; Portillo, Matthew; Spielmaker, Debra. The Impact of Selected Agriculture in the Classroom Teachers on Student Agricultural Literacy. Final Report to the United States Department of Agriculture.

Impact Statements

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Report Information

Participants

Cox, David, (dcox@ag.arizona.edu) - University of Arizona); Frick, Marty (uadmf@montana.edu) - Montana State University; Spielmaker, Debra (debras@ext.usu.edu) - Utah State University); Thompson, Greg (greg.thompson@orst.edu) - Oregon State University; Swan, Mike (mswan@wsu.edu) - Washington State University; Andreasen, Randy (randaroo@nmsu.edu) - New Mexico State University; Elliot, Jack (elliot@ag.arizona.edu) - University of Arizona (excused during his sabbatical).

Brief Summary of Minutes

Minutes - April 22, 2004

Western Region Coordinating Committee for Agricultural Literacy (WCC-207)

Annual Meeting

Ocean Resort

Honolulu, Hawaii





Those in attendance: D. Cox, Administrative Advisor (University of Arizona); M. Frick, Chairperson (Montana State University); D. Spielmaker, Secretary (Utah State University); G. Thompson (Oregon State University), M. Swan (Washington State University). AAAE member present R. Andreasen (New Mexico State University). J. Elliot, Vice Chairperson (University of Arizona); was excused during his sabbatical.



1. Introductions were made.

2. Minutes of the April 23-34, 2003 annual meeting held in Troutdale, Oregon, were reviewed and approved.

3. Agenda for the meeting was discussed. The main items for discussion were a status report and a Plan of Action for the three major objectives and what was accomplished since the annual meeting in Oregon.

4. Discussion of the past years accomplishments and progress of WCC-207 sub committees ensued.



Objective 1 ? M. Swan and G. Thompson

Develop a process to obtain categories and organize AITC baseline knowledge and data. The information would be assembled in a research report and be used as a benchmark for the remainder of the committee?s existence and for further research.



Comments:

After the discussion in Oregon that this group must focus on the concepts and not the specific content titles ? to get at the baseline knowledge and data required for Objective One, M. Swan and G. Thompson developed a several survey questions they would like to ask Western Region AITC state leaders this next year. The questions were reviewed by the committee and it was determined that the questions should be modified to obtain data not on the current curriculum used but rather what curriculum resources do states need to meet current state standards, (related to agriculture) and the Oklahoma Standards and Benchmarks (adopted by this committee) that are not being met by curriculum packages currently be used by Western AITC programs. In other words how can WCC-207 researchers help with curriculum materials and help to measure the impacts of the materials developed for AITC.



Other data requested could include questions about how state AITC programs currently measure the effectiveness of their ag-literacy efforts; i.e. do the materials they currently use meet state standards? If so which ones? Have they accessed their ag literacy efforts (curriculum, training, classroom materials, etc), and would they welcome research assistance in measuring their impacts? Does your state develop your own AITC materials? Does your AITC program use other state AITC materials? If so what are the top 10 out-of-state instructional materials you use? Do these materials meet your state standards? Additional data should also be gathered about the educational qualifications of AITC education staff. The data gathered from the states can then be utilized by the researchers to develop materials and effective ag-literacy measurement tools (see Objective 3).



With these concepts in mind Objective 1 needs to be modified to reflect this new direction. It was also determined that the data should be gathered by the online data collection system already developed by D. Spielmaker that gathers data for Objective 2. The questions will be added to the current online form and sent to the State Contacts in early January 2005. M. Swan and G. Thompson will be responsible for sending D. Spielmaker formatted questions.



Objective 2 ? M. Frick and D. Spielmaker

Identify those specific components and practices, which correlate with AITC measurable program successes. These would include:

a. Quality and Comprehensive program indicators that delineate program success, and

b. Data collected which supports analysis of successful components and correlates significant impacts with organizational structure, funding practices, and learner outcomes.



Comments:

A new benchmark instrument was developed and implemented by D. Spielmaker per the recommendations of the committee in Oregon. Data was gathered through an online system beginning in March 2004 and the results will be presented at the National AITC meeting in June 2004. The instrument was discussed by the committee. At the time 35 states had submitted data. Questions for objective one will be added next year. Dr. Cox commented that this effort to collect this baseline data reflected real progress. Director Cox also commented that this group may want to assist state AITC programs with information about how to write impact statement in order to get more accurate information on the online survey instruments. D. Spielmaker agreed and will assist with AITC state contact training. Dr. Cox reminded the committee to focus on outcomes and the purposes of WCC-207.



Objective 3? J. Elliot and R. Andreasen



Determine the significant impacts of AITC measurable program successes, which include:



a. Research outcomes that will serve as a mechanism to develop a model, which results in AITC changes for success measured by increases in efficiency and program effectiveness.

b. Demonstrated increase in students? knowledge and appreciation of agriculture (agricultural literacy) as it relates to science, technology, society, economics and global issues; resulting in a better informed citizenry, consumers, and a future agriculture workforce ( i.e., business leaders, scientists, educators).



Comments:

R. Andreasen was added to this sub committee as D. Pals has retired. J. Elliot is on Sabbatical. This Objective was not discussed at length due to time spent on the other two objectives, but data gathered from Objective 1 and 2 will help researchers with Objective 3. In particular this Objective needs data concerning instructional materials currently utilized, to develop a research design using either a pretest ? posttest by state or the qualitative analysis and ?goal conceptions? developed by C. Trexler (see 2004 Western Region AAAE Proceedings). The primary impact to be measured will be how state meet state standards as they are correlated with Oklahoma Standards and Benchmarks for Food and Fiber (agricultural) Literacy.



Next year?s meeting will be held in Prescott Arizona, April 20-23, 2005



Respectfully submitted,







Debra Spielmaker, Secretary

Accomplishments

A new benchmark instrument was developed and implemented by D. Spielmaker per the recommendations of the committee in Oregon.

Publications

Impact Statements

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Report Information

Participants

Cox, David (dcox@ag.arizona.edu) Administrative Advisor - University of Arizona; Elliot, Jack (elliot@ag.arizona.edu) Co-Chair - University of Arizona; Frick, Martin (mfrick@montana.edu) Co-Chair - Montana State University; Spielmaker, Debra (debras@ext.usu.edu) Secretary - Utah State University Extension; Igo, Carl (cigo@montana.edu) - Montana State University; Swan, Michael (mswan@wsu.edu) - Washington State University); Pastor, Monica (mpastor@ag.arizona.edu) - University of Arizona Extension; Andreasen, Randall (randaroo@nmsu.edu) - New Mexico State University; Thompson, Greg (greg.thompson@orst.edu) - Oregon State University; Glassman, Rodney - University of Arizona; Schmidbauer, Katie - University of Arizona; Jepsen, Heather - University of Arizona

Brief Summary of Minutes

Accomplishments

The major accomplishment was a coordinated effort to locate research findings, WERA 207 minutes and other agricultural literacty efforts at the following website: <br /> <br /> www.agclassroom.org/consortium/reports.htm

Publications

Rodney B. Glassman & Jack Elliot (2005). Interactive Agricultural Experiences of 4th Grade Students in the Arid Southwest: A Pilot Examination of the Impact of Hands-on Learning Experiences as a Component of Agriculture in the Classroom Curriculum, Proceedings of the 2005 Western Region Agricultural Education Research Conference, Prescott, AZ.<br /> <br /> Katherine Elizabeth Schmidbauer, Monica Pastor, & Jack Elliot (2005). The Academic Impact of Agriculture in the Classroom on AIMS Test Scores of Select 3rd and 5th Grade Classes in the Gilbert, Arizona Unified Public Unified School District, Proceedings of the 2005 Western Region Agricultural Education Research Conference, Prescott, AZ.<br /> <br /> Kacie Colleen Cameron Tomerlin & Jack Elliot (2005). Effectiveness of the Desert Ventures Agricultural Literacy Program, Proceedings of the 2005 Western Region Agricultural Education Research Conference, Prescott, AZ.

Impact Statements

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Report Information

Participants

Brief Summary of Minutes

Accomplishments

The major accomplishment was the preparation and submission of a multi-state research project proposal.

Publications

Heather Jepsen, Monica Pastor & Jack Elliot (2006). Agricultural Perceptions of Participants of the Summer Agricultural Institute, Proceedings of the 2006 Western Region Agricultural Education Research Conference, Boise, ID.<br /> <br /> Rodney Glassman, Jack Elliot & Jim Knight (2006). Interactive Agricultural Experiences of 4th Grade Students in the Arid Southwest: An Examination of the Impact of Hands-on-Learning Experiences as a Component of Agriculture in the Classroom, Proceedings of the 2006 American Association for Agricultural Education Research Conference, Charlotte, NC.

Impact Statements

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