SAES-422 Multistate Research Activity Accomplishments Report
Sections
Status: Approved
Basic Information
- Project No. and Title: WERA207 : Agricultural Literacy
- Period Covered: 04/01/2002 to 04/01/2003
- Date of Report: 06/20/2003
- Annual Meeting Dates: 04/23/2003 to 04/24/2003
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
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
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
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.
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.
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
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.
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.
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
Impacts
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.