SAES-422 Multistate Research Activity Accomplishments Report
Sections
Status: Approved
Basic Information
- Project No. and Title: S1071 : A framework for secondary schools agriscience education programs that emphasizes the STEM content in agriculture
- Period Covered: 10/01/2023 to 09/30/2024
- Date of Report: 09/11/2024
- Annual Meeting Dates: 05/22/2024 to 05/22/2024
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
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.
Impacts
- 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.
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