Presented By: Angel Cruz, North Carolina State University

Despite the increasing diversity in the US population, 95% of all principal farm operators are white. Moreover, the average age of principal farm operators was at 57.5 years in 2017. With this reality, agricultural educators, extension personnel, and agricultural businesses are looking for innovative strategies to recruit and effectively train the next generation of diverse farm operators. On-farm apprenticeships in the U.S. are an increasingly popular method of training future farmers. Registered apprenticeships are an emerging trend in workforce development with rapidly increasing popularity among non-traditional trade occupations such as healthcare and information technology, but are still relatively new in agriculture. Registered apprenticeship programs have been shown to help recruit and develop a diverse and highly skilled workforce, increase productivity, allow employers to participate in training, and increase job retention. At the Center for Environmental Farming Systems (CEFS), we developed North Carolina's first two registered agricultural apprenticeship programs. This study includes data from our pilot program and our first two cohorts of apprentices. This study evaluated competency gains of apprentices in the program, as well as evaluated applicant demographic and background data. Apprentices complete a skills assessment at the beginning, mid-point, and end of the apprenticeship to track their competency progression, as well as a baseline survey that collects demographic information as well as information on apprentices' military service, farming goals, and agricultural background. During the first two pilot cohorts we have seen over 100 total applications with more than 40 applications from military veterans with 13 veterans joining the apprenticeship program. Findings demonstrate that registered agricultural apprenticeships are a viable pathway for recruiting and effectively training veteran and minority beginning farmers.

Presented By: Sherifat Alabi, The Ohio State University
Co-Authors: Joy Rumble, The Ohio State University
Nicole Volk, The Ohio State University

The lack of or limited exposure to agriculture among young children has contributed to the lack of basic knowledge of the origins of the food they eat. Field trips, therefore, offer learners of all ages access to direct experiential learning opportunities. Electronic field trips (EFTs) are a viable solution, particularly in accessibility and cost-effectiveness. This presentation's objectives are to 1) share our model for EFTs and 2) report on our EFTs series' impact. Collaborating with community partners, we created a cohesive EFTs series on the tomato food system with well-defined learning objectives to enhance the food literacy of elementary learners. The teachers were equipped with lesson plans that matched the state learning standards, including demonstration kits for effective classroom facilitation. Also, a clear designation of roles, responsibilities, and expectations among partners was communicated and understood. More than 1600 students participated in the live EFTs series, and the series' recordings have garnered 274 YouTube views to date. Teachers reported high engagement and interest among students during the EFTs series. They also referenced improved learning outcomes assessed through students' pre- and post- activities. One teacher said, “I was amazed to see the difference in drawings.” In addition, teachers reported students' remarkable curiosity and involvement during the cooking demonstration, including their intentions to practice the activity at home. One teacher said, “they were confused at first if we were making ”˜real salsa' and why it didn't come in a jar.” Others emphasized EFTs' role in bridging educational disparities among resource-limited schools and learners of diverse backgrounds. A teacher said, “some of our student population rarely get to experience this.” In a generation where the comfort of processed and ready-made food is commonplace, creating opportunities for children to explore the food system can stimulate a more informed and connected younger generation to agriculture.

Presented By: Hoyt Nebgen, Texas Tech University
Co-Authors: Jason Headrick, Texas Tech University
Erica Irlbeck, Texas Tech University

Rural communities face a unique set of experiences in comparison to their urban counterparts. For rural youth, these experiences are just as important. Ties to education and community create a foundation for how they view rural America. This content analysis reviews existing literature on education, out-migration, civic engagement, community vitality, and belongingness for students in rural areas. Through this analysis, researchers aimed to better understand the landscape of rural education and community experiences through an application-based approach. The objectives of this presentation are to inform the audience on the status of rural students' academic and community experiences and provide direction for future research in this area. Using Elsevier, MDPI, Springer, Wiley Online Library, and Taylor & Francis databases, the research team reviewed and analyzed 28 articles. These articles were published no later than 2012 to provide relevant, timely information. Analysis reveals that rural communities face higher out-migration, fewer educational opportunities, aging populations, and higher poverty rates that contribute to a sense of belongingness. Establishing community programs founded on civic-based education can promote civic engagement, but more research is needed to understand how to create sustained engagement. When it comes to youth, they tend to be attracted more towards symbolic factors in the community as compared to material factors. Nevertheless, there is a gap in the literature that shows the specific role of youth and how to establish a sense of belongingness. Through this content analysis, we can better recognize and validate the lived experiences of youth in rural America. Researchers in this area should continue to promote and advocate for the resiliency of these communities through practical, application-oriented studies.