Brief Summary of Minutes of Annual Meeting

This report highlights the substantial achievements in agricultural literacy and agricultural education. These initiatives have made significant strides in cultivating a well-informed, agriculturally literate society through curriculum innovation, cross-agency partnerships, teacher engagement, and cutting-edge research. Major accomplishments include curriculum piloting and assessment, teacher training, community engagement, resource development, and significant advancements in national agricultural literacy standards. Future work with the W4006 will continue to expand these efforts, providing educators, students, and communities with the knowledge and tools to navigate and contribute to an increasingly complex agricultural landscape.

PROJECT GROWTH: Agricultural literacy efforts were coordinated at 15 different college institutions in 13 states, Australia, and Ghana. In a comparison of reported publications and presentations in 2020-2021 versus 2023-2024, there was an increase of 250%, with nearly every partner reporting an avenue of dissemination.

Major Accomplishments and Outputs

Evaluation and Development of the Agricultural Literacy Certification Project (ALCP) As the evaluator for the USDA NIFA grant pilot project, Katie Stofer focused on assessing the Agricultural Literacy Certification Project (ALCP) for the National Center for Agricultural Literacy (NCAL). The evaluation framework included pre- and post-assessments for participants completing the 8-module ALC program. Additionally, Dr. Amelia Miller's dissertation explored parents' perceptions of agriculture and agricultural literacy, yielding insights supporting ongoing ALC improvements. This project also led to a proposal for adapting the ALC curriculum to high school students, intending to extend its reach and impact among younger audiences.

Cross-Agency Agricultural Education and Agricultural Literacy Projects Collaborative efforts with the Department of Defense (DoD), Department of Homeland Security (DHS), Federal Bureau of Investigation (FBI), and the Arctic Domain Awareness Center (ADAC @ the University of Alaska at Anchorage) have integrated career awareness and national security into agricultural literacy education. These partnerships emphasize the importance of agriculture and extend literacy efforts to include topics such as invasive species control, biosecurity measures, border issues, production, immigration, agricultural sustainability, and national security.

Teacher and Faculty Training in Agricultural Literacy An agricultural certification program launched for pre-service teachers and faculty provides professional development in agricultural literacy, with incentives for early participants. Due to a USDA-NIFA PDAL grant, over 600 participants received participation incentives that encouraged wider engagement and agricultural literacy across educator networks. Over 1,500 educators and volunteers have completed the ALC course, a significant number in the first six months!

Industry-Focused Research and Community-Based Projects Faculty members have led efforts in producing fallow land and implementing agricultural literacy projects, increasing community access to agriculture and highlighting sustainable practices. Additionally, the Denver lab at Colorado State University’s Spur campus incorporates Problem-Based Learning (PBL) into accessible agricultural pathways, fostering early exposure to agricultural problem-solving in real-world contexts.

"CAMs on the Road" Program and Summer Institute Partnership. The “CAMs on the Road” initiative at CSU Spur provides mobile educational experiences across communities, increasing agricultural visibility and engagement. A summer institute was implemented in partnership with the Oregon Farm Bureau, offering professional development to teachers and supporting agricultural education.

Grants and Research Expansion Oregon State University's “Coffee Crop Chats” project was designed to support agricultural education through direct dialogues with producers. This project received a SPECA grant focused on workforce development in teacher education, expanding teacher competencies in agricultural systems thinking and sustainability. Additionally, a grant proposal was submitted to fund research on systems thinking applied to Oregon’s commodity crops. Several W3006 institutions supervised PhD students examining critical agricultural literacy topics, such as urban-agriculture industry connections, agritourism, social media’s impact on agricultural perceptions, and veterinary students’ role in promoting agricultural literacy through multi-species learning centers. These studies expand research on non-traditional pathways to agricultural literacy, fostering a more holistic understanding of agriculture’s role within society.

Curriculum Development in Agricultural Communication and Decision-Making Efforts Modules on decision-making and food security viewed through a gender lens provided educators with tools to address equity in agriculture. Research also focused on agricultural communication strategies, underscoring the importance of an agricultural science curriculum at the university level. This included assessing Texas A&M students’ agricultural literacy levels and providing a baseline for future instructional improvements.

National Standards and Instrument Validation The NCAL team (USU) contributed to validating a literacy instrument specifically for grades 6-8, setting a benchmark for middle school agricultural literacy. Adaptations to the ALCP curriculum for high school students are underway, enabling broader implementation and accessibility for secondary education audiences. Additionally, updates to national agricultural literacy standards (NALO, JMALI/LMALI) were achieved through rigorous research, ensuring that literacy frameworks meet current educational needs.

Special Initiatives and Future Directions Ongoing investigations explore the role of badging in agricultural literacy and the effects of Problem-Based Learning (PBL) on student attitudes toward agriculture. By examining the link between agricultural knowledge and attitudes, this research aims to deepen understanding of literacy development and promote engagement with agricultural topics. Farm-to-food tours,

integrated through sky tours, enhance agricultural literacy by providing students and educators firsthand experiences in food production and supply chain dynamics.

TRAINING AND PROFESSIONAL DEVELOPMENT

Agricultural Certification Program for Formal and Nonformal Educators and Volunteers This program offered structured training for educators, focusing on fundamental agricultural concepts, current challenges, and pedagogical strategies for teaching agricultural literacy. Financial incentives (e.g., $100 gift cards) encouraged early participation, and the program aimed to improve educators' content knowledge and instructional skills, enabling them to effectively integrate agricultural concepts into their teaching.

Problem-Based Learning (PBL) Integration at CSU Spur and “CAMs on the Road” The use of Problem-Based Learning (PBL) in the CSU Spur lab and mobile “CAMs on the Road” programs created hands-on, inquiry-driven professional development experiences for educators. These programs trained educators to use PBL to engage students in agricultural and environmental challenges, making the curriculum accessible and relevant. This training helped educators in both formal classrooms and nonformal settings, like community programs, build competencies in experiential learning.

“Coffee Crop Chats” and Workforce Development Initiatives The “Coffee Crop Chats” and workforce-focused grants, such as SPECA, emphasized systems thinking, sustainable agriculture, and teacher workforce readiness. These initiatives equipped educators with interdisciplinary skills and updated content knowledge, preparing them to address current agricultural and environmental issues in diverse educational settings.

Graduate-Level Research Supervision and Collaboration PhD students engaged in agricultural literacy research, such as exploring agritourism and social media's impact on perceptions of agriculture, provided opportunities for educators to learn from cutting-edge studies and apply insights in their teaching. Through collaborative discussions and dissemination of findings, educators gained an in-depth understanding of new trends in agricultural literacy, enhancing their instructional practices.

Development of Agricultural Communication and Decision-Making Modules Modules focused on decision-making, food security, and agricultural communication provided educators with tools to teach critical thinking and informed decision-making through an agricultural lens. These resources empowered educators to address complex topics, like food security and gender in agriculture, through a structured curriculum, fostering awareness and professional skill growth.

Adaptation and Validation of Educational Standards and Instruments The validation of literacy instruments for grades 6–8 established assessments that educators can use to measure student understanding and development in agricultural literacy. Having validated instruments and updated standards allowed educators to benchmark their teaching and adjust methods for maximum impact on student learning outcomes.

Professional Development Opportunities in Agricultural Literacy with DoD and DHS Collaborating with the Departments of Defense, FBI and Homeland Security, linked agricultural education to broader career awareness, showing the importance of agriculture for national security. Educators gained exposure to industry applications in agriculture, which helped them understand career pathways students could pursue within these fields and highlighted the broader role of agriculture in society. These combined efforts have provided a comprehensive professional development structure integrating agricultural literacy for formal and nonformal educational environments, enhancing educators' content knowledge, instructional skills, and ability to engage diverse audiences in meaningful agricultural education.

PLAN OF WORK

The W3006 team submitted and was approved for the W4006 Multistate Agricultural Literacy Project. The new project will begin October 1, 2024. It has new critical objectives that will guide the team members through 9/30/2029. Dr. Brian Warnick will continue as the Project Administrator at USU. Dr. Rose Judd-Murray (USU) will guide and transition project leadership to Dr. Michelle Burrows (USU), who will become the Project Leader for two years, with Dr. Annie Specht (Ohio State) as the leader-elect and Dr. Amelia Miller (USU) as the team Secretary. Our annual meeting is anticipated to continue in conjunction with the AAAE Western Region Meeting (fall season).

Presentations

Bayity, K., & Norris-Parish, S. L. (2023, April). Digitizing the divide: Breaking down digital and precision agricultural messaging for science communicators [Oral Presentation]. Association for International Agricultural and Extension Education (AIAEE) Annual Conference. Guelph, Canada.

Donaldson, A.*, & Rice, A. H. (2023). Experiences of recently graduated women school-based agricultural education students. Proceedings of the National American Association for Agricultural Education Research Conference, Raleigh, NC

Easley-Smith, F., & Norris-Parish, S. L. (2023, June). Building a foundation: A case study of interpersonal and technical skills desired by undergraduate students in agricultural communications courses at New Mexico State University [Oral Presentation]. Association of Communication Excellence (ACE). Asheville, North Carolina.

Lemley, S.M., & Morrison, C.C. (2023). How’d that get into my lunchbox: Taking a bite into ag literacy and socio-emotional learning. Mississippi Early Childhood Association, Meridian, MS.

Lemley, S.M., Clary, R.M., Marlow, T., Bright, T., Reed, K., & Tucker, D. (2023). Integrating agriculture and active literacy strategies in your student-centered science classroom. Presentation proposal for the Mississippi Science Teacher Association Annual Conference, Biloxi, MS.

Lemley, S.M., Clary, R.M., Swanson, R., & Alley, K.M. (accepted). Teachers’ scientific inertia: Misconception persistence after an intensive 10-day agricultural literacy institute. The paper proposal was submitted to the Literacy Research Association Annual Conference, Atlanta, GA. (Nov. 2023)

Lemley, S.M., Alley, K.M., & Clary, R.M. (accepted). Building the architecture to incorporate ‘literacy’ in agricultural literacy. Paper presentation proposal for the Literacy Research Association Annual Conference, Atlanta: GA. (Nov. 2023)

McCarty, R., & Norris-Parish, S. L. (2023, February). Relevancy of print magazines: A Q methodological examination of Generation Z’s publication preferences [Oral Presentation]. National Agricultural Communications Symposium (NACS). Oklahoma City, OK.

Norris-Parish, S. L., Turner, C., & Turner, T. (2023, March). CES 105: Promotion, marketing, and mass media for Extension programs. NM Education Designed to Generate Excellence (EDGE) in the Public Sector, NMSU Cooperative Extension Service, and NMSU Department of Government, Las Cruces, NM.

Norris-Parish, S. L. (2023, February). Crystal clear: Establishing winning communication techniques and effective goal setting. Workshop for the Doña Ana County 4-H Leadership Team, Las Cruces, NM.

Norris-Parish, S. L. (2023, February). Landing the job: The secret to effective interviewing and connection with employers. Professional development session for Alpha Gamma Rho and Sigma Alpha, New Mexico State University, Las Cruces, NM.

Parish, M., & Norris-Parish, S. L. (2023, July). Pasture to plate: Connecting beef production to consumer education. Texas Farm Bureau Workshop, Huntsville, TX.

Parish, M., & Norris-Parish, S. L. (2023, January). Identifying innovative ways to connect lay audiences to agricultural education through holiday tradition. Radio Interview for the Nebraska Rural Radio Network based in Lincoln, Nebraska, San Juan, Puerto Rico.

Summerfield, E., Volk, N., Specht, A. R., & Claflin, K. (2023, May). They don't know Diddly Squat: The influence of Clarkson's Farm on college students' knowledge and perceptions of agriculture. Paper presented at the 2023 American Association for Agricultural Education National Conference. Raleigh, NC.

Accessible Agricultural Education, 2022, Presentation made to the Colorado State University System Board of Governors November 2022, “Open Panel- Ag Literacy and CAM’s Classroom, Extension STEM for Fairs, Ag in the Classroom” Colorado Fairs and Shows Conference, Pueblo, CO. Dr. Kellie Enns & Jenny Bennett, presenters.

Accessible Agricultural Education with CAM's Agriculture Academy and CSU Spur. Presentation made to Global Forum for Rural Advisory Services, Denver, CO, 2023. Dr. Kellie Enns & Jenny Bennett, presenters.

January 2023. " Including Agricultural Literacy Programming in your Next Community Event" Colorado Farm Show, Greeley, CO. Dr. Kellie Enns & Jenny Bennett, presenters.

February 2023. “Exploration of Agricultural Literacy with CSU Agricultural Education and Colorado Ag in the Classroom” Colorado Ag Forum, Westminster, CO. Dr. Kellie Enns & Jenny Bennett, presenters.

September 2023. “Examining a Perception-based Pedagogical Content Knowledge Survey for Agricultural Educators in Colorado,” American Association of Agricultural Education. Western Region, speaker, Logan, Utah. Dr. Kellie Enns & Jenny Bennett, presenters.

Publications

Appel, S., Enns, K., Bennett, J., (2022). Emotions in literacy: Exploring the role of affinity in agricultural literacy. In poster proceedings of the American Association for Agricultural Education, Western Region conference, fall conference.

Bennett, J. (2023). The power of partnerships in agricultural literacy outreach. The Agricultural Education Magazine, 95(4).

Bennett, J., Baxter, A., Clark, N., Enns, K., (2023). Examining a perception-based pedagogical content knowledge survey for agricultural educators in Colorado. In poster proceedings for the American Association for Agricultural Education, Western Region conference, fall conference.

Bennett, J., Spielmaker, D., Burrows, M., (2022). A synthesis of recommendations within agricultural literacy intervention research. In poster proceedings of the American Association of Agricultural Education National research conference, spring conference.

Chambers, A., Hock, G., Hill, N. College student perceptions of importance of Farm Bureau advocacy areas. (2023, June). North American Colleges and Teachers of Agriculture Journal, 2023 NACTA Abstracts Supplement, 67(1). Abstract.

Claflin, K., Hock, G. Specht, A. R., Hill, N., & (May, 2023). Talking about diddly squat: A content analysis of tweets about Clarkson’s Farm. Poster presented at the National American Association for Agricultural Education Conference, Raleigh, NC.

Easley-Smith, F., Greene, P., & Norris-Parish, S. L. (2023, June). It’s an art, a process, and an act: Teaching effective speech delivery in agricultural communications [Poster Presentation]. Association of Communication Excellence (ACE). Asheville, NC. Note: Awarded Outstanding Innovative Poster.

Easley-Smith, F., Greene, P., & Norris-Parish, S. L. (2023, September). Tell me about it! Undergraduate student self-evaluation assessment of public speaking performance [Poster Presentation]. Western Region of the American Association for Agricultural Education (WAAAE) Research Conference. Logan, UT.

Enns, K., 2023. Innovation in Ag Literacy. Agricultural Educator Magazine, 95(4).

Eshelman, K., & Shepardson, R., (2023) Bringing Literacy to the County Fair. Agricultural Educator Magazine, 95(4).

Judd-Murray, R., Hill, N., Norris-Parish, S., & Hock, G. (2024). A Multi-State Agricultural Literacy Assessment of Extension Professionals and Volunteers. Journal of Agricultural Education, 65(2).

Judd-Murray, R., Warnick, B. K., Coster, D. C., & Longhurst, M. L. (2024). Development and validation of a high school agricultural literacy assessment. Advancements in Agricultural Development, 5(3), 91-104.

Norris, W., Norris-Parish, S., & Crayton, T. (2024). The Administrative Paradox: Assessing how Teaching Experience Affects Superintendents’ Perceptions of the Importance of Educational Law to Agricultural Educators. Journal of Agricultural Education, 65(3).

Stofer, K. A., Flory, S. L., Albrecht, D., Hall, R., Watts, J., Fahey, C., ... & Petri, T. (2024). Collaborative Professional Development on Authentic Science May Reduce Barriers to Implementation in High School Classrooms. Florida Journal of Educational Research, 61(1).