Final report for SPDP22-15
Project Information
Aquaponics, the integration of hydroponics and aquaculture, has emerged over the past three decades as a viable and sustainable agricultural method, attracting growing interest due to its water conservation potential, suitability for urban agriculture, and promise as an alternative for salt-inundated coastal farmland. Despite increased public and grower curiosity, many agricultural educators lack the hands-on experience necessary to effectively guide producers in system design, food safety, and cost evaluation. This project developed and delivered a hybrid (online/in-person) training program for agricultural professionals across the Southern U.S. to address this gap. The training significantly enhanced participants’ knowledge and confidence in aquaponics systems. Pre- and post-test assessments of 37 participants revealed a dramatic average score increase from 30.14 to 83.90, indicating a mean improvement of 53.76 points. The consistency of gains across learners (SD = 6.51) confirmed the reliability of the instructional approach. Survey data also showed that 83.3% of respondents felt the training met their professional needs, and all reported gaining actionable knowledge they intended to apply in their work. Topic-specific learning gains were strongest in business strategies and food safety, with average increases of +2.8 on a 5-point scale. Even the lowest-scoring area reflected a meaningful gain (+1.9), underscoring the training's comprehensive impact. Hands-on sessions, particularly those focused on water quality and system design, were well-received by 66.7% of participants, though feedback indicated a desire for more interactive, applied learning experiences. The online platform supporting the training was rated highly (average 4.9/5 for usability and structure), and participants appreciated the blend of visual examples, practical content, and instructor support. Open-ended responses recommended enhancements in delivery pacing, question clarity, and session flexibility. Overall, the project successfully equipped educators with foundational and practical aquaponics knowledge, preparing them to better assist growers in assessing the feasibility and implementation of aquaponic systems. Future improvements should include expanding dynamic in-person engagement, refining presentation quality, and incorporating more flexible content delivery methods.
The project goal is to develop a hybrid online and in-person training program for educators to learn the fundamentals and best practices of working with an aquaponics production system. This training will enable educators to introduce aquaponics as a sustainable technology for food production to small agricultural business entrepreneurs and homeowners, demonstrate the essential system components, examine production and financial management strategies, and convey food safety best practices to implement during the production and harvest of fish and produce. The training material will be accessible online for other land grant universities, colleges, secondary education, USDA agencies, and other government and non-government organizations to utilize.
The specific objective includes: 1) developing learning modules covering introductory material, system components, operational management, harvesting, food safety protocols, and business/marketing strategies; 2) formatting the modules to consist of PowerPoint presentations, videos, interactive activities, quizzes, and other online material essential to exploring all aspects of aquaponics; and 3) completing the training course with a visit to the aquaponics greenhouse or mobile unit for a hands-on field day to explore operational systems and practice concepts learned in the online course.
Aquaponics—an integrated system combining aquaculture and hydroponics—has gained increasing attention over the past three decades for its potential to address challenges in sustainable agriculture, water conservation, and urban food access. Despite growing public interest and its relevance to emerging agricultural needs, many educators lack the practical training to support producers in system design, economic evaluation, and food safety implementation. A hybrid (online and in-person) training program was developed and delivered to agricultural professionals across the Southern United States to address this gap. The initiative aimed to equip educators with foundational knowledge and hands-on experience in aquaponics, enabling them to guide small producers, entrepreneurs, and homeowners effectively. This report details the training program's development, implementation, and outcomes, highlighting participant learning gains, feedback, and opportunities for future program refinement.
Cooperators
- - Technical Advisor
- - Technical Advisor
- - Technical Advisor
Education
Overview
As part of the project's educational initiative, a comprehensive suite of instructional modules was developed to introduce and support participants in understanding and implementing aquaponics systems. This multi-phase approach incorporated digital learning materials, assessments, and hands-on workshops to enhance knowledge retention and practical skills.
Module Development
The project began with creating a series of short PowerPoint presentations, each designed to serve as a standalone instructional module. These modules covered key topics essential for the understanding and operation of aquaponics systems:
- Introduction to Aquaponics: Provided foundational knowledge on aquaponics, including a comparison with hydroponics and an overview of system efficiency and complexity.
- System Components: Explained critical infrastructure components such as fish tanks, filtration systems (mechanical and biological), water circulation, and aeration. The module guides the selection of system parts tailored to individual management preferences to ensure operational efficiency and minimal maintenance.
- Operational Procedures: Focused on the biological and technical processes required for system success, emphasizing maintaining optimal water quality.
- Fish and Plant Selection: Offered detailed considerations for choosing appropriate fish species based on system needs and plant species based on operator preferences. The module highlighted the system's flexibility to support various crops.
- Water Quality Management: Provided in-depth instruction on maintaining optimal chemical and biological parameters in the system, with practical guidance on nutrient management and system monitoring.
- Plant Management: Addressed plant health, pest and disease prevention, and nutrient deficiency identification and correction.
- Food Safety: Covered risks associated with food handling and processing within aquaponics systems. Topics included foodborne pathogens such as E. coli and Listeria, harvesting and packaging best practices, and adherence to Good Agricultural Practices (GAP).
- Business Considerations: Explored the viability of aquaponics as a commercial venture, including feasibility assessment, financial and marketing planning, business growth strategies, and potential funding sources.
Each module was professionally narrated with voice-over content to enhance clarity and accessibility. Modules were uploaded to a digital library hosted by Clemson Online, enabling participants to engage with the material at their own pace.
Assessment and Evaluation
To assess learning outcomes, each module included a pre-and post-test. Participants completed questions before engaging with the module content and again immediately after. The pre-and post-tests allowed the instructional team to assess knowledge gains and identify areas requiring further clarification or emphasis.
In-Person Workshops
Two in-person workshops were scheduled to complement the digital modules—one in the fall and one in the spring. These workshops were designed to reinforce online content through direct engagement and hands-on experience. Activities included:
- A guided walkthrough of the aquaponics greenhouse to review system components.
- Practical exercises on water quality testing, including analysis of pH, ammonia, nitrite, nitrate, and other key compounds.
- Demonstrations on safe food handling procedures and discussion of food safety protocols.
- Business-focused sessions on startup costs, operational expenses, and long-term planning for aquaponics ventures.
Education & Outreach Initiatives
The project team developed a series of instructional modules consisting of short PowerPoint presentations introducing participants to aquaponics. Topics included an introduction to aquaponics, system components, fish and plant selection, food safety and handling, and economic considerations. The introductory module provided foundational knowledge and distinguished aquaponics from hydroponics, highlighting its operational complexity and comparative efficiency.
The modules on system components addressed key elements such as the fish tank, mechanical and biological filtration, water circulation, and aeration. Guidance was provided to help participants select appropriate components aligned with their management preferences. Emphasis was placed on efficient system design and ease of maintenance.
The modules enabled participants to engage with core concepts of aquaponics, including system operation and maintenance. Feedback indicated that the materials provided a sufficient understanding of aquaponic principles, preparing participants for practical application.
Pre- and post-tests were developed for each module to measure participants' knowledge acquisition. Participants completed a test before and after each module to assess learning gains.
Each test consisted of multiple-choice and true/false questions directly aligned with the module content. The assessments were designed to capture participants' baseline understanding and measure improvement following module completion.
The tests provided valuable data on participants' knowledge progression, helping the team evaluate the effectiveness of the instructional content and identify areas for potential improvement.
Post-evaluations were conducted to assess participant satisfaction, gauge their confidence in applying the information, and collect feedback for overall program improvement.
Participants responded to a combination of yes/no questions and a sliding scale assessment to rate their understanding before and after the program. Questions covered module content, test formats, and the in-person workshop.
Evaluation data revealed participants' enthusiasm for learning and provided insights into the perceived value of the modules and workshops. These responses will be instrumental in the final project analysis and refinement of future offerings.
In-person workshops were held in both fall and spring to reinforce the content covered in the modules and offer hands-on experience with an operational aquaponics system.
Participants first toured a working aquaponics system in a greenhouse, where they reviewed system components and posed questions. Activities included water quality testing and discussions on pH, ammonia, nitrite, and nitrate parameters. Additional sessions addressed food safety practices and the economic aspects of aquaponics system implementation and maintenance.
The workshops provided a practical context for the theoretical knowledge gained through the modules. Participants better understood system functionality, water quality requirements, and the importance of nutrient-rich water circulation.
This component aimed to recruit educators to evaluate the modules, tests, and surveys and assess the project's effectiveness in meeting its objectives.
In Fall 2023, a group of educators participated in the program, completing the modules, assessments, and final survey. The team completed training in the Spring, Summer, and Fall of 2024, followed by another in the Spring of 2025. Due to travel issues, the training in 2025 was moved to Zoom for the greenhouse visit. The team requested a no-cost extension for additional training for 2024 and 2025 recruitment and data collection.
Although they offered more training sessions, the team was somewhat troubled by the low numbers recruited for all the training sessions. After completing all the training, we felt the data was limited, but the team felt confident in the data collection for final analysis and reporting.
Educational & Outreach Activities
Participation Summary:
Learning Outcomes
Project Outcomes
Learning
The aquaponics educator training project produced a range of measurable outcomes demonstrating meaningful educational impact, resource development, and potential for long-term capacity building. A total of 55 educators participated in the training, completing pre- and post-tests that revealed substantial knowledge gains. Average scores improved from 30.14 to 83.90, indicating a mean increase of 53.76 points. This consistent improvement across participants demonstrates the effectiveness of the instructional methods and the reliability of learning outcomes. Specific topic areas showing the greatest improvement included business planning and food safety, with gains of +2.8 points on a 5-point scale. Even the smallest area of improvement, at +1.9 points, reflected significant learning.
To support learning, the project team developed eight instructional modules, each covering a key aspect of aquaponics systems. Topics included an introduction to aquaponics, system components, operational management, fish and plant selection, water quality management, plant health, food safety, and business/marketing considerations. Each module was presented as a narrated PowerPoint presentation and supplemented with videos, quizzes, and interactive activities. These materials were hosted on Clemson Online, creating a user-friendly digital library accessible to participants and partner organizations across the Southern region.
Two in-person workshops were held—one in the fall and one in the spring—to reinforce the digital learning. Participants toured a working aquaponics system, conducted water quality tests, reviewed safe food handling practices, and participated in discussions around economic planning and system implementation. These hands-on sessions allowed participants to apply theoretical knowledge in a real-world setting, helping solidify their understanding of system operation and maintenance.
Survey data collected from 13 participants confirmed high levels of satisfaction with the training. A majority (83.3%) reported that the training met their professional development needs, and 100% stated that they gained new knowledge they planned to apply in their work. Participants appreciated the accessibility and organization of the online content, with average usability scores of 4.9 out of 5. Hands-on components also received positive feedback, though participants suggested increasing interactivity through activities like system building and real-time data collection. Additional feedback recommended improved pacing in presentations, clearer test questions, and expanded access options, such as Zoom recordings.
Survey
Training sessions were conducted in Fall 2023; Spring, Summer, and Fall 2024; and Spring 2025. A no-cost extension was requested to continue participant recruitment and data collection beyond the original timeline. Although the team faced challenges in recruiting larger cohorts for each session, they successfully established a repeatable training structure and compiled reliable data to support program evaluation and refinement.
Overall, this project enhanced the aquaponics-related knowledge and consulting capacity of agricultural educators in the Southern U.S. It provided accessible, high-quality learning materials, built educator confidence, and laid a foundation for future expansion of aquaponics education across multiple institutions and regions.
Unanticipated Outcomes
During the implementation of the aquaponics educator training project, several unanticipated outcomes emerged that offered new insights into both the strengths and challenges of delivering hybrid technical training to agricultural professionals.
- Increased Interest in Broader Aquaculture and Food Safety Topics
Although the training was designed specifically around aquaponics, participants expressed strong interest in related areas such as general aquaculture practices, integrated pest management for water-based systems, and more in-depth food safety protocols. This unexpected demand revealed an opportunity to broaden future curricula to include adjacent fields of interest and support a more comprehensive understanding of sustainable aquatic food production systems. - Elevated Appreciation for Online Learning Tools
While online modules were originally intended as preparatory tools for in-person learning, feedback revealed that many participants found the digital content sufficient as a standalone educational resource. The clarity of narration, organization, and the on-demand nature of the course exceeded expectations, suggesting that digital formats may play an even more prominent role in future educator training programs, particularly for geographically dispersed audiences. - Technology Limitations During In-Person Components
During the Spring 2025 greenhouse training, unanticipated travel difficulties led to a virtual Zoom-based session, which limited the hands-on experience. While this pivot allowed the session to proceed, it emphasized the need for a hybrid-compatible field day model that ensures robust virtual engagement when in-person attendance is not feasible. - Underreporting in Post-Session Evaluations
A key challenge encountered was the low survey response rate from several training cohorts. Despite strong participation in training, the disconnect between completion and post-evaluation reporting limited the depth of feedback data collected. This outcome suggests the need for more integrated or incentivized survey strategies in future iterations to improve post-session evaluation rates.
These unanticipated outcomes provided valuable insights for improving future training models and confirmed that aquaponics education has the potential to reach a wide and diverse audience. They will inform future revisions of content delivery, recruitment strategy, and impact assessment efforts.
Recommendations for Future Study and Comments
While the aquaponics educator training program achieved strong learning outcomes and high participant satisfaction, several areas emerged where further study and refinement are recommended to improve future offerings and expand impact.
- Increase Participant Engagement and Recruitment Strategies:
Despite multiple training sessions, recruitment numbers remained lower than anticipated. Future efforts should explore targeted outreach strategies, including partnerships with agricultural extension networks, school systems, and state agencies to increase educator participation. Offering continuing education credits or professional development certificates may incentivize enrollment. - Enhance Interactivity in Hands-On Components:
Participants expressed interest in more dynamic in-person activities, such as building small-scale systems, performing troubleshooting exercises, and collecting real-time data. Expanding hands-on engagement will strengthen learning retention and better prepare educators to assist growers with real-world system implementation. - Expand Online Learning Flexibility:
The online modules were well received; however, several participants recommended incorporating recorded live sessions, optional Q&A forums, and downloadable resources to support varying learning styles and schedules. Providing mobile-accessible content and transcripts may also improve accessibility and engagement, particularly in rural areas with limited internet connectivity. - Broaden Assessment Tools for Deeper Analysis:
While pre- and post-tests effectively measured knowledge gain, adding case studies, reflection prompts, or scenario-based questions could capture more insights into participant readiness and application skills. Longitudinal tracking of how participants use the training in their roles would also provide valuable outcome data. - Tailor Materials for Specific Audiences:
Several participants suggested developing audience-specific content tracks, such as modules tailored for high school educators, commercial producers, or community garden managers. Adapting content based on users’ goals and backgrounds would improve relevance and uptake. - Conduct Impact Evaluation Post-Training:
Future studies should explore how educators apply their training in practice—whether advising producers, integrating aquaponics into classroom curricula, or developing demonstration systems. Collecting follow-up data six to twelve months after training would help assess longer-term impacts on sustainable agriculture education and implementation.
In summary, the project demonstrated the effectiveness of a hybrid aquaponics training program for educators and laid a strong foundation for broader implementation. Future initiatives should focus on expanding access, increasing practical engagement, and capturing long-term outcomes to support the growth of sustainable food systems through aquaponics education.