Brief Summary of Minutes of Annual Meeting

Major Accomplishments

Two influential publications were produced by members of this committee to better direct and frame the research conducted by the W2006 Multistate. These publications had a significant impact and are foundational references now found in agricultural literacy literature.

Enns, K., Martin, M., & Spielmaker, D. M. (2016). Research priority 1: Public and policy maker understanding of agriculture and natural resources. Roberts, T. G., Harder, A., & Brashears, M. T. (Eds). American Association for Agricultural Education National Research Agenda: 2016-2020. Gainesville, FL: Department of Agricultural Education and Communication. Retrieved from http://aaaeonline.org/National-Research-Agenda (Cited by 157)

Keeton, E., Hock, G., Enns, Martin, M., Spielmaker, D. M., & Stewardson, D. M. (2016, September). Simplifying the process: Agricultural literacy publications search framework. Poster session presented at the Western Region Conference of the American Association for Agricultural Education, Tucson, AZ. Retrieved from http://aaaeonline.org/resources/Documents/Western%20Region/2016%20WRAAE%20CONFERENCE%20PROCEEDINGS.pdf

Accomplishments and Impacts by Objective

The objectives for the multistate project served as a scope of work for committee members. This final report is organized by research objective. Member names are bolded on publications (many of these were done jointly). Members have noted other relevant accomplishments and impact such as presentations and ongoing or planned research. It is noted that not all members reported.

Objective 1: Assess agricultural knowledge of diverse segments of the population: a) What are the points of acquisition of agricultural knowledge? b) What decisions are made based upon assessed knowledge?

Kellie Enns, Colorado State University

Impacts: To address challenges in non-agriculture populations regarding knowledge in agriculture, in 2016-2019, Dr. Mike Martin and Dr. Kellie Enns engaged in development and engagement of curriculum around education of K-12 populations in Colorado who attend CSU Agriculture Adventure Programs (at ARDEC - Ft. Collins and National Western Stockshow - Denver). Over 1300 third grade students in Ft. Collins, and over 2500 K-5th grade students attended and received education around agriculture literacy. Additional programming provided relevant agriculture knowledge to over 1000 K-5th grade students in enrichment experiences, field days, or science nights at local elementary schools from 2014-2019.

Over 60 percent of students in the College of Agricultural Sciences (CAS) at Colorado State University are attending from areas that are not considered rural or agricultural based. To address the challenges of experiences, CSU with assistance from Dr. Martin and Dr. Enns has developed and delivered an experiential learning class for three fall semesters (2017, 2018, 2019). To goal of broadening the understanding of agriculture through these experiences was achieved.

Focusing on adult literacy, a curriculum was produced entitled “A Call to Action” designed to train and help adults to facilitate agriculture knowledge in the local community. Over 450 adults were trained to implement the curriculum state-wide.

Presentations:

2018 “Teaching and Advocating for Agriculture.” Workshop for College of Agricultural Sciences Students, Fort Collins, CO, Organized and Presented by Enns, K.

2017 Agriculture in the Classroom – Experiencing Food and Agriculture: 8 Agriculture Enrichment Lessons presented by AGED 220 to Rice Elementary Afterschool Program. Presented and coordinated by Enns, K.

2017 “Garden in a Glove” and “Butter Making” Presented to Rice Elementary School Science Night. Presented by Enns, K., Clark, N., 12 undergraduate students, Wellington, CO

2015 “Garden in a Glove” and “Butter Making” Presented to Rice Elementary School Science Night. Presented by Enns, K., Clark, N., Martin, M., 12 undergraduate students, Wellington, CO

2015 “A Call to Action” Curriculum Rollout Presentation. Presented to Colorado Vocational Agriculture Teachers Association Mid-Winter Conference, Presented by Enns, K., Martin, M. & Millar, C. Colorado Springs, CO.

2015 “A Call to Action” Curriculum Rollout Presentation. Presented to Colorado Young Farmers Educational Association Institute, Presented by Enns, K., Martin, M. & Millar, C. Loveland, CO.

2014 “Garden in a Glove.” Presented to Rice Elementary School Science Night. Presented by Enns, K., N. Clark, M. Martin, Rudder, E., (undergraduate), Stevens, B., (undergraduate) & Dreitz, R., (undergraduate), Wellington, CO

2014 “A Call to Action” Colorado Young Farmers Educational Association Curriculum Project Pilot. Presented to Colorado Young Farmers Educational Association, Presented by M. Martin & Enns, K., Windsor, CO

Ongoing or Planned Research: Dr. Kellie Enns is currently collecting data on agricultural literacy related to the first-year agriculture student experience at Colorado State University. Planned collections related to the National Agricultural Literacy Outcomes is under consideration for participants in CSU Agriculture Adventure Programs.

Gaea Hock, Kansas State University

Impacts: In 2017, Dr. Hock worked to establish the Kansas Youth Water Advocates Conference. She collaborated with a high school student who had the initial idea to establish the program. An undergraduate researcher (Katelyn Bohnenblust) received the Morse Family and Community Public Policy Scholarship ($3,000) to work on the inaugural conference and conduct research.

In 2017 we had 11 high school students and one parent attend the Kansas Youth Water Advocates Conference in July. The conference took place on the Kansas State University campus, Manhattan, KS. Students learned about water issues in the state, how they can communicate about the issues, and set goals for the upcoming year. Over the course of the next year, students worked a water education booth at the Kansas State Fair, presented at a variety of functions about what they learned, and participated in follow-up surveys. It is hard to estimate the number of people who visited their booth at the State Fair, but it would range from elementary age children to adults. This exposure helped increase the interest in the program.

In March 2018, 10 high school students and one high school agriculture teacher attended the Western Kansas Youth Water Advocates Conference in Garden City, KS. The content of the conference shifted to focus on issues specific to that area of the state. Students were asked to share messages, both written and verbally, about what they learned at the conference during the next year. The state FFA prepared public speaking winner was a completer of the program and her speech focused on water issues. In November 2018 we had 13 high school students and one high school science teacher attend the Kansas Youth Water Advocates Conference in Manhattan, KS. The conference was held in conjunction with the Kansas Governor's Conference. Students were asked to share messages, both written and verbally, about what they learned at the conference in their home communities.

Presentations: Dr. Hock has shared with multiple audiences about the work of the Kansas Youth Water Advocates. Presentations have occurred at regional, state, national, and international conferences.

Ongoing or Planned Research: The training program is planned to continue for the foreseeable future. Efforts have been made to take advantage of existing conferences and programs to capitalize on expertise and resources. The fourth KS-YWAC will take place in November 2019 in tandem with the Kansas Governor’s Water Conference. IRB approval has been obtained to collect data from the participants.

Debra Spielmaker, Utah State University

Impacts: In 2018 two large projects were undertaken by Dr. Spielmaker with the support of two other USU researchers (Dr. Max Longhurst and Dr. Brian Warnick), and a graduate student, Rose Judd-Murray. The research was funded by USDA ($26,881) to develop two assessments— one for grades 2-5 students in elementary schools and one for students in grades 9-12. The assessments were designed using the National Agricultural Literacy Outcomes (NALOs) (Spielmaker & Liesing, 2013) as the benchmarks for measurement. The NALOs grew out of previous work completed by a previous agricultural literacy research committee (W2001). The development of the NALOs was a significant step forward toward addressing agricultural literacy. However, in order for educators and administrators to effectively use them in the classroom, an assessment instrument was needed. Both assessments were developed using modified Delphi techniques. To support this effort, a Teacher Advisory Committee was formed to design the 2-5 grade-level appropriate assessment questions meeting NALO indicators for agricultural literacy. Additionally, a panel of agricultural experts reviewed the questions to ensure that the language, vocabulary and context of the questions was accurate and appropriate. The instruments were designed to measure three levels of agricultural knowledge (exposure, factual literacy, and applicably proficient), and expert). These three levels of agricultural literacy provide a continuum of agricultural understanding and knowledge. The assessment instrument is intended to provide a benchmark for agricultural literacy at the 2nd and 5th grade levels. The framework presented here supports the analysis that a continuum of learning exists and that all learners are somewhere on that scale.

In April and May seven states from across the country were invited to participate in data collection (Maryland, Michigan, Nebraska, North Carolina, Pennsylvania, Utah, and Wisconsin). The required an IRB protocol for each school district and each state. Approximately 350 second grade students and 350 fifth grade students responded to the instrument prepared for the particular grade level. Currently, data from the initial assessment instrument delivery is being analyzed for reliability and validity. The final questions/assessment will be publicly available in February of 2019.

The grade 9-12 assessment was developed with similar methodology using the same levels to measure understanding. University professors served as the advisory committee for question development. In early September of 2018 the instrument was given to college freshmen and sophomores at Utah State University (517 students) as these students would have completed 12th grade and should possess the necessary knowledge to aid researchers with determining the reliability and validity of the questions in each of the three criteria. The results were analyzed and was the subject of Rose Judd-Murray’s dissertation (as noted above under publications).

These two ambitious research projects address Objective 1 and are congruent with the outcomes of the Agricultural Literacy Logic Model (Spielmaker, Pastor, & Stewardson, 2014), and grew out of previous research (Brandt, 2016) supported by a W2006 researcher (Forbes) at the University of Nebraska-Lincoln. Upon final assessments are available online at http://agliteracy.org. these assessments are crucial to measuring agricultural literacy across the nation to make valid comparisons and to develop comprehensive strategies to increase agricultural literacy. It is anticipated that these instruments will be used to measure agricultural literacy knowledge nationwide and provide data for program and curricular development. Impacts: The assessments have been downloaded 12 times in just the last two months (when they were made available). One other publication has resulted from this research and another has been submitted for publication.

Presentations:  A USDA grant provided funding for the delivery of professional development related to this NALO assessment research. Spielmaker presented the K-5 and 9-12 NALO assessments at the 2019 National Agriculture in the Classroom State Contact meeting (47 participants).

Ongoing or Planned Research: The W3006 has agreed to use the 9-12 assessment to measure student levels of agricultural literacy at their respective institutions in 2020 to gather a baseline on college freshmen, grade 12 completers. A “common measure” blanket IRB for using of these assessments to collect data in 2020 will be developed at USU for other institutions to reference. Data has been collected on the researchers that downloaded the assessments and follow-up research will be conducted with these researchers.

Objective 2: Assess attitudes and perceptions and motivations concerning agriculture of diverse segments of the population. a) How are perceptions, attitudes and motivations developed? b) What decisions are made based upon assessed attitudes, perceptions and motivations?

Michael Martin, Colorado State University

Impacts:  Michael’s work in this area has impacted students, instructors, and faculty at Colorado State University as well as governmental agencies in Colorado. Specifically, his research on perceptions of diverse populations has been disseminated to various educational groups in the past year.  These groups include the Region 8 Specialists of the Environmental Protection Agency, National Western Center Planning Committees headquartered in Denver, and a wide range of diversity related groups at Colorado State University. Of particular note, the National Western Center will be a state of the art educational center focusing on agricultural literacy in Denver that is estimated to draw hundreds of thousands of people annually. Michael has worked on various committees of the Center as an expert on agricultural literacy. Michael also chairs and serves on diversity related committees at Colorado State University. The overarching impact of this work, based on his research, was to make agricultural literacy efforts more inclusive of the diverse population of Colorado and beyond.

Presentations: Michael has conducted numerous presentations and training sessions on the topic of a more inclusive agricultural literacy approach to students, educators, specialists, and youth. 

Ongoing or Planned Research: Michael’s research focus continues to be the general impact and outcomes of agricultural literacy with a focus on context of diversity and inclusion in agricultural literacy and education broadly. 

Gaea Hock, Kansas State University

Impacts: Dr. Hock is one of three faculty members working on a USDA grant focused on connecting research station scientists with high school agriculture students and teachers. Investigation included the current perceptions held by agriculture teachers to engage their students in agriculture research. A survey was sent to research station faculty in three states (analysis is still pending).

Presentations: Five on-site trainings took place with the research station scientists during the Fall 2018. In the Spring 2019, teachers and their students were invited to the sites to meet the scientists and participate in further training. The work of this project was shared at a regional meeting in Fall 2019.

Ongoing or Planned Research: Continued research on the perceptions of agriculture research will occur as students complete their projects during this school year. Further research on how teachers’ perceptions have changed regarding assisting their students when conducting agriculture research. Additionally, working to assess how students’ perceptions and attitudes toward agriculture research and innovation change after participating in this grant project.

Katie Stofer, University of Florida

Impacts: Stofer joined the project in late 2017. Her publications and presentations have included one undergraduate student, Hallie Odell, who produced an honors thesis, two graduate student collaborators, Milton Newberry, III, and Tracee Schiebel, and one faculty member, Joy Rumble (Ohio State University). To date, her research examines adult literacy, particularly around the influence and sources of agricultural experience and contemporary topics. The results of her qualitative analysis of sources of agricultural experience will be incorporated in future quantitative assessments of agricultural literacy, including perceptions and values.

Presentations: No additional presentations

Ongoing or Planned Research: Stofer has current USDA funding to investigate gene editing perceptions of American adults using focus groups and national surveys, including designing and testing educational materials based on the results of the perceptions research. Stofer will participate in W3006 efforts to use the 9-12 assessment with incoming college freshmen at UF and continue to incorporate investigations of U.S. adults with both the designed quantitative assessments and qualitative measures.

Jonathan Velez, Oregon State University

Impacts: Velez currently oversees the Oregon State University Summer Agricultural Institute (SAI), a one-week intensive agricultural literacy initiative.  This program has been an ongoing initiative at OSU for the past 29 years and has reached over 1,000 teachers throughout Oregon. For the duration of this multistate, our SAI program has reached 223 teachers, with an estimated initial student impact of over 15,000 students. Depending on teacher career stage, it is likely that the additive impact over the years would be much greater.

Velez is a Board Member and active in service to the Oregon Agriculture in the Classroom Foundation, a non-profit organization housed within our department and dedicated to providing agricultural literacy materials and workshops throughout Oregon.  The Oregon AITC Foundation has a significant impact on the agricultural literacy in our state.  In 2018-2019 alone, the Oregon AITC Foundation reached 239,747 students, 3,371 educators, distributed 1,627 classroom resource kits and over 400 free lesson plans to teachers.

Presentations: Velez has been active every year in delivering presentations to the Oregon Farm Bureau’s Foundation for Education, a group that supports agricultural literacy efforts throughout Oregon.  Presentations include an overview of the SAI program, teacher impacts, and ways we can collectively work to support agricultural literacy.

Ongoing or Planned Research: Velez is a new member of this multistate and plans to continue research which examines perceptions related to agricultural literacy and agricultural education.  He plans to continue exploring the impact of literacy initiatives on both K-12 teachers as well as students currently enrolled in college.

Objective 3: Evaluate agricultural literacy programs to measure the program impact. a) What is effective programming? b) What is the impact of effective programming, both short-term and longitudinal? c) What knowledge, attitudes, and motivations exist for individuals that participate in agricultural literacy initiatives (formal programs, informal programs, voluntary programs)?

Debra Spielmaker, Utah State University

Impacts: I worked on two areas related to objective 3.

1) The research I conducted related to program evaluation began with the development of sample professional development survey instruments that could be used by agricultural literacy programs to measure the effectiveness of their preservice and in-service teacher programs. These evaluation tools are publically available on the National Center for Agricultural Literacy website, https://www.agliteracy.org/research/evaluation.cfm, and have been downloaded and used by 11 state programs. A poster abstract on this topic was published (2017) that used these instruments for the evaluation of Utah Agriculture in the Classroom’s elementary preservice programs.

2) While most of this year’s efforts focused on Objective 1, I worked with a graduate student, Amelia Miller, on a research poster, accepted by the Mobile Lab Coalition on a foundational study, “Investigating Mobile Agricultural Classrooms for Agricultural Literacy Programming,” (Miller & Spielmaker, 2018) to describe current programs and existing evaluation measures used by mobile agricultural classrooms/labs. The findings from this survey’s research were used as background research to develop an award winning proposal, “Evaluating Michigan’s Food, Agriculture, and Resources in Motion (FARM) Science Lab as a Modality for Agricultural Literacy” presented by the Association for Communications Excellence. This proposal was awarded the 2018 Outstanding Student Research Proposal. The data was collected, analyzed and published in the Miller thesis, Evaluating Michigan's Food, Agriculture, and Resources in Motion (FARM) Science Lab as a Modality for Agricultural Literacy.  Impact: The findings of this research was presented in a peer-reviewed poster, won the “People’s Choice Award” and demonstrated that a mobile lab had an effectiveness equal to that of a classroom setting for increasing agricultural literacy.

Presentations: A presentation was made at the 2018 Agriculture in the Classroom Leadership Summit attended by 43 state contacts. The presentation shared why evaluation was important to program success and how to use the survey instruments. Impact: Eleven states now use the measure developed and results may be analyzed in the future. The Mobile Lab research was presented at the 2019 National Agriculture in the Classroom State Contacts Annual Meeting to 46 state contacts. Impact: Several state programs are considering mobile labs as a modality for increasing agricultural literacy, however the data collected showed that in a cost-benefit analysis, teacher’s presenting agricultural lessons in their classrooms may be just as effective.

Ongoing or Planned Research: The data gathered from the evaluation data using the evaluation instruments will be used in a correlational study using previously collected state program descriptive data.

Publications Related to Objective 1

Bohnenblust, K., Hock, G., & Callaghan, Z. (November, 2017). Measuring the Knowledge, Self-Efficacy and Satisfaction of Students Attending the Kansas Youth Water Advocates Conference. Referred poster presented at the Governor’s Water Conference, Manhattan, KS.

Bradford, T., Hock, G., Greenhaw, L., & Kingery, W. (2019). Comparing experiential learning techniques and direct instruction on student knowledge of agriculture in private school students. Journal of Agricultural Education, 60(3), 80-96. doi:10.5032/jae.2019.03080

Brandt, M. R. (2016). Exploring elementary students' agricultural and scientific knowledge using evidence centered design (Master's thesis, University of Nebraska-Lincoln). Retrieved from http://digitalcommons.unl.edu/natresdiss/131/. (Major Professor, Cory Forbs, W2006)

Callaghan, Z. & Hock, G. (October, 2018). Assessing a Water-Focused Youth Education Training Program. Referred poster presented at the International Conference on Educational Innovation in Agrarian Topics, Lima, Peru.

Edwards, E. B. (2016). Dig into learning: A program evaluation of an agricultural literacy innovation (Doctoral dissertation, GARDNER-WEBB UNIVERSITY). Retrieved from https://digitalcommons.gardner-webb.edu/education_etd/187/. (Committee Member, Debra Spielmaker, W2006)

Enns, K., Martin, M., & Spielmaker, D. M. (2016). Research priority 1: Public and policy maker understanding of agriculture and natural resources. Roberts, T. G., Harder, A., & Brashears, M. T. (Eds). American Association for Agricultural Education National Research Agenda: 2016-2020. Gainesville, FL: Department of Agricultural Education and Communication. Retrieved from http://aaaeonline.org/National-Research-Agenda

Hock, G., Bohnenblust, K., & Callaghan, Z. (2018, June). Developing the Next Generation of Water Advocates. North American Colleges and Teachers of Agriculture Journal, 2018 NACTA Abstracts Supplement, 62(1). Abstract.

Hock, G., Bohnenblust, K. & Roth, G. (2017, September/October). Water Literacy: Training the Next Generation of Water Advocates. The Agricultural Education Magazine, 90(2), 18-20.

Hock, G. & Callaghan, Z. (October, 2019). Tapping the Next Generation of Water Advocates. Referred poster accepted to the Engagement Scholarship Consortium Conference, Denver, CO.

Judd-Murray, R. (2019). Development and validation of an agricultural literacy instrument using the National Agricultural Literacy Outcomes. (Doctoral dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7562/. (Committee Member, Debra Spielmaker, W2006)

Judd-Murray, R., Warnick, B. K., Spielmaker, D. M., Longhurst, M. L., Coster, D. C., & Stewart, C. (2019). Development and validation of an agricultural literacy instrument using the National Agricultural Literacy Outcomes. Paper presented at the Western Region Conference of the American Association for Agricultural Education, Anchorage, AK. Retrieved from http://aaaeonline.org/resources/Documents/Western%20Region/Meeting%202019/2019WesternRegionAAAEProceedings.pdf.

Keeton, E., Hock, G., Enns, Martin, M., Spielmaker, D. M., & Stewardson, D. M. (2016, September). Simplifying the process: Agricultural literacy publications search framework. Poster presented at the Western Region Conference of the American Association for Agricultural Education, Tucson, AZ. Retrieved from http://aaaeonline.org/resources/Documents/Western%20Region/2016%20WRAAE%20CONFERENCE%20PROCEEDINGS.pdf

Longhurst, M. L., Judd-Murray, R., Coster, D. C., & Spielmaker, D. M. (submitted). Measuring agricultural literacy: Grade 3-5 instrument development and validation. Journal of Agricultural Education.

Martin, M. J., Parra, I. & Enns, K. J. (2019). Evaluation Schematic for Agricultural Literacy Programming. Poster presented at the Western Region Conference of the American Association for Agricultural Education, Anchorage, AK. Retrieved from http://aaaeonline.org/resources/Documents/Western%20Region/Meeting%202019/2019_WAAAE_Poster_Proceedings.pdf

Spielmaker, D. M. (2016, September). Developing agricultural literacy outcomes: A synthesis of research-based expectations. Poster presented at the Western Region Conference of the American Association for Agricultural Education, Tucson, AZ. Retrieved from http://aaaeonline.org/resources/Documents/Western%20Region/2016%20WRAAE%20CONFERENCE%20PROCEEDINGS.pdf

Spielmaker, D. M., Pastor, M., & Stewardson, D. M. (2014). A logic model for agricultural literacy programming. Proceedings of the 41st annual meeting of the American Association for Agricultural Education, Snowbird, UT. Retrieved from http://www.aaaeonline.org/Resources/Documents/National/Poster%20and%20Research%20Schedule,%20National2014.pdf. [Blind review, awarded first place in the innovative poster category, 230 participants]

Spielmaker, D. M., & Leising, J. G. (2013). National agricultural literacy outcomes. Logan, UT: Utah State University, School of Applied Sciences & Technology. Retrieved from http://www.agclassroom.org/get/doc/NALObooklet.pdf

Stofer. K. A. , & Schiebel, T. (2018). What do we know? Review of U.S. public genetic modification literacy reveals little empirical data. Journal of Human Sciences and Extension,
6(4), 59-76.

Wray, P., & Spielmaker, D. M. (2016, September). Farm field days as a learning model for agricultural literacy. Poster presented at the Western Region Conference of the American Association for Agricultural Education, Tucson, AZ. Retrieved from http://aaaeonline.org/resources/Documents/Western%20Region/2016%20WRAAE%20CONFERENCE%20PROCEEDINGS.pdf

Wray, P. (2017). Evaluating the effectiveness of Utah farm field days (Master's thesis). Retrieved from https://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=6853&context=etd. (Major Professor, Debra Spielmaker, W2006)

Publications Related to Objective 2

Chriestenson, C., Martin M. J., Thilmany, D., Sullins, M., & Jablonksi, B. (2017). Public attitudes about agriculture in Colorado. A study by the Colorado Department of Agriculture. Retrieved from https://www.colorado.gov/pacific/sites/default/files/2016%20Public%20Attitudes%20Report%20Final.pdf

Judd-Murray, R., & Spielmaker, D. M., Stewardson, D. M. (2017, September). Evaluating the effectiveness of an agricultural literacy preservice teacher workshop. Poster presented at the Western Region Conference of the American Association for Agricultural Education, Fort Collins, CO. Retrieved from http://aaaeonline.org/Western-Conference

Koehlmoos, E. & Hock, G. (May, 2018). Perceptions of Barriers Limiting FFA Agriscience Fair Participation. Referred paper session presented at the National AAAE Conference, Charleston, SC.

Martin, M. J. (2016). The polarization of agriculture: The evolving context of Extension work. Journal of Extension, 54(2). Retrieved from http://www.joe.org/joe/2016april/comm1.php

Martin, M. J., & Enns, K. J. (2017). The conflicts of agriculture: Exploring the agriculture values of university agricultural education students. Journal of Agricultural Education, 58(1), 210-255. Retrieved from https://eric.ed.gov/?id=EJ1138975

Martin, M. J. & Hartmann, K. (2018). Who is against agriculture? Agricultural Education Magazine, 91, 2, 22-23.

Martin, M. J., & Wight, R. A. (2016). The need for a critical pedagogy of agriculture. NACTA Journal, 60(4), 448.

Stofer, K. A., Odell, H., Rumble, J. (2019). Sources of agricultural background among Florida residents includes variety of everyday experiences. Paper presented at the Western Region Conference of the American Association for Agricultural Education, Anchorage, AK. Retrieved from http://aaaeonline.org/resources/Documents/Western%20Region/Meeting%202019/2019WesternRegionAAAEProceedings.pdf.

Stofer, K. A., & Newberry, III, M. G. (2017). When defining agriculture and science, explicit is not a bad word. Journal of Agricultural Education, 58(1), 131-150. https://doi.org/10.5032/jae.2017.01131

Stofer, K. A., & Schiebel, T. (2017). U.S. adults with agriculture experience are likely more familiar with genetic engineering than those without. Journal of Agricultural Education. 58 (4), 160-174.

Yamashita, L., Hayes, K., & Trexler, C. J. (2015). How pre-service teachers navigate trade-offs of food systems across time scales: A lens for exploring understandings of sustainability. Environmental Education Research, 1-33. Retrieved from http://www.tandfonline.com/doi/abs/10.1080/13504622.2015.1074662#.Vg21PflVhBc

Anderson, S. M., Velez, J. J., & Thompson, G. W. (2014). An analysis of K-12 teachers' conceptions of agriculture prior to and after engaging in an agricultural literacy program. Journal of Agricultural Education, 55(3), 132-146. doi: 10.5032/jae.2014.03132

McKim, A. J., Pauley, C. M., Velez, J. J., & Sorensen, T. J. (2018). Interdisciplinary learning opportunities in agriculture, food, natural resources, and science: The role of the teacher. Journal of Agricultural Education, 59(2), 179-196. doi:10.5032/jae.2018.02179

McKim, A. J., Kohn, C., Lambert, M. D., Velez, J. J., & Balschweid, M. A. (2018, March/April). A teacher’s guide to illuminating science within agriculture, food, and natural resources education. Agricultural Education Magazine, 90(5), 14-17.

Publications Related to Objective 3

Judd-Murray, R., & Spielmaker, D. M., Stewardson, D. M. (2017, September). Evaluating the effectiveness of an agricultural literacy preservice teacher workshop. Poster presented at the Western Region Conference of the American Association for Agricultural Education, Fort Collins, CO. Retrieved from http://aaaeonline.org/Western-Conference

Miller, A. J. (2019). Evaluating Michigan's food, agriculture, and resources in motion (FARM) science lab as a modality for agricultural literacy. (Master’s thesis). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/7470/. (Major Professor, Debra Spielmaker, W2006)

Miller, A. J., Spielmaker, D. M., Hall, K. L., Lawver, R. G., & Stewardson, D. M. (2019). Evaluating Michigan's food, agriculture, and resources in motion (FARM) science lab as a modality for agricultural literacy. Poster presented at the Western Region Conference of the American Association for Agricultural Education, Anchorage, AK. Retrieved from http://aaaeonline.org/resources/Documents/Western%20Region/Meeting%202019/2019_WAAAE_Poster_Proceedings.pdf.

Miller, A., Spielmaker, D. M. (2018, July). Investigating Mobile Agricultural Classrooms for Agricultural Literacy Programming. Poster presented at the Mobile Lab Coalition Annual Conference, Detroit, MI.

Martin, M. J., Hill, R. L., van Sandt, A., & Thilmany, D. D. (2016). Colorado residents trusted Sources of agricultural, biotechnology and food information. AgBioForum, 19(1), 1-10. Retrieved from http://agbioforum.org/v19n1/v19n1a04-martin.htm

Spielmaker, D. M. (2019). The green book: Chapter 2 – Agricultural Literacy. The Agricultural Education Magazine, 91(6), 22-25.  

Spielmaker, D. M. (2019). Integrating technology: A journey to 2050. Science Scope, 91(6), 40-46.