Final report for WPDP22-001
Project Information
This project equipped agricultural educators with the experiences and support needed to develop successful learner-centered educational programs through an outcome-based design approach that involves producers as co-educators. Using a cohort model, the project supported seven educators across Oregon to work with producers throughout the educational planning, design, and teaching process, ensuring that the programs met the needs of farmers and ranchers. To explore their teaching philosophies, the educators participated in a Real Colors® temperament workshop and completed a personal learning styles assessment. They also examined the core principles of adult education and how to apply effective teaching and learning strategies. To develop relevant programs, cohort members received instructional design and planning tools, guidance on engaging producers as co-educators, and guidance on developing teaching and learning plans. Throughout the project, cohort members received mentorship from experienced farmer-educators and other members of the leadership team. Cohort members had ample opportunities to interact, share information, practice new skills, and give peer feedback to enhance learning. At the final cohort retreat, participants shared insights from their experiences working with a producer co-educator, reflected on their learning journey, and contributed to a ripple effect map. This project resulted in a cohort-based process and resources that can be transferred to promote effective, sustainable farming and ranching practices. Project outcomes include cohort members applying their knowledge of OBE and partnering with producer co-educators to implement 21 educational programs for farmers, ranchers, and agricultural service providers, reaching 173 participants. Event surveys showed that 118 producers gained new skills or changed their attitudes, while 22 agricultural professionals plan to use the new knowledge and skills they acquired.
To enhance agricultural educators' knowledge and skills in developing instructional designs that enable producers to achieve relevant, authentic learning outcomes.
To expand agricultural educators' skills to more effectively facilitate adult learning experiences through having them teach in project meetings using the practices outlined in Sustainable Agriculture Through Sustainable Learning (Bell and McAllister, 2021).
To enhance agricultural educators' ability to engage with producers as co-educators throughout the educational planning and design process to ensure the resulting programs will meet the needs of the participating farmers and ranchers.
To support agricultural educators in exploring how personality tendencies and perspectives on learning influence their approaches to program design and teaching with producer co-educators.
To enhance agricultural educators' program evaluation skills, specifically in creating instruments to gather valuable feedback from producers, thereby improving future programs and documenting behavior change.
To enable agricultural educators to gain the skills to conduct cost recovery, including funds to compensate producers as experts and educators.
To empower farmers and ranchers to see themselves as co-educators and value their time by being paid as consultants.
To enable agricultural educators to identify the community-level impacts of outcome-based educational programming co-developed and co-taught with producers -co-educators using Ripple Effect Mapping.
To articulate a cohort-based professional development process and create transferable resources that can be used by others working with agricultural educators to further promote the implementation of effective, sustainable farming and ranching practices.
Educators are often hired for their content expertise and may need professional development to acquire skills in curriculum design and adult education. These professionals aim to deliver effective programming and are interested in expanding their skills to support behavior change. Additionally, producers seek education that incorporates the experiences and perspectives of other producers. This cohort-based project combined learning how to partner with a producer as a co-educator with practical experience developing outcome-based programming for adult learners. The leadership team included two experienced farmer-educators who served as mentors to the participants, sharing their hands-on experience and knowledge on how to increase progress towards sustainability when working in collaboration with producer co-educators. Regular meetings connected the cohort members and provided essential knowledge, complemented by authentic learning experiences and constructive feedback. The desired outcome was for the cohort members to receive support in partnering with producers to provide relevant and engaging sustainable agricultural programming, resulting in increased adoption and application of sustainable practices by Oregon farmers and ranchers.
Recruitment plan, 2023
A single cohort of ASPs was recruited at the beginning of the first year. To be accepted, participants must have expressed an interest in improving their knowledge and skills in learner-centered approaches to adult education and developing an outreach program with producers that focuses on one or more aspects of enhancing agricultural sustainability.
Monthly online meetings, 2023 to 2024
Before each monthly meeting, an agenda was sent to gather suggestions for what would help the cohort at that stage in the program. The leadership team shared a core learning topic that was explored as part of an intentional sequence. Cohort members discussed new ideas, shared their experiences, and received feedback on their workshop plans. In these two-hour meetings, educators had the opportunity to lead part of the meeting by teaching their peers creative ways to implement the principles of adult education and gain confidence in their abilities.
In-person retreats, 2023 and 2024
There were two in-person workshops to go deeper into the work and enable further co-learning. The first retreat was designed for cohort members to explore their learning styles and teaching approaches and draft outcome-based education designs. Participants gained insights into their existing teaching frameworks using the Real Colors® assessment tool, completed their initial teaching plans with feedback from peers and farmers-educators, and shared learnings from self-study on agricultural sustainability. The second retreat focused on sharing lessons learned, exploring program evaluation data, participating in a Ripple Effect Mapping process, and a final reflection to unpack this professional development experience.
Producer workshops, 2023 to 2024
Collaborating with producers experienced in sustainable agriculture, the cohort members co-designed and co-taught producer-centered workshops for other producers.
Cooperators
- - Technical Advisor - Producer (Educator)
- - Technical Advisor - Producer (Educator)
- - Technical Advisor
Education
This project is based on an outcome-based and learner-centered approach to co-learning with a diverse cohort of agricultural educators. The three main educational strategies included: monthly two-hour meetings, in-person annual retreats, and workshops for producers co-led by the cohort members. The leadership team employed a shared leadership model, where cohort members’ needs and interests guided the meetings and retreats, and they acted as educators to both their peers and the leadership team. All events employed active learning approaches, peer teaching, and open conversations to create a supportive space for exploring potentially challenging topics and making it safe not to know. The project also used an Extension Foundation Campus Moodle classroom to share resources, archive project files, and post files for feedback.
For a year and a half, the leadership team met monthly, over Zoom, with the cohort members to support the exchange of ideas and build skills for creating producer-centered approaches and engaging with producer co-educators. Before each monthly meeting, an agenda was sent to gather input from the cohort about what would help them at that stage in the program. At each meeting, the leadership team shared a core learning topic that was explored as part of an intentional sequence. Cohort members discussed new ideas, shared their experiences, and received feedback on their workshop plans. In these meetings, educators had the opportunity to lead parts of the meetings by teaching their peers creative ways to implement adult education principles introduced in Sustainable Agriculture Through Sustainable Learning (Bell and McAllister, 2021), thereby gaining confidence in their teaching abilities.
The two in-person retreats allowed the group to go deeper into the work and enable further co-learning. The first retreat was designed for cohort members to explore their learning styles and teaching approaches, draft outcome-based education designs, and build relationships with other cohort members. The educators gained insights into their existing teaching and learning perspectives using the Real Colors® assessment tool and completed their initial teaching plans with feedback from peers and farmer-educators. The second retreat focused on sharing lessons learned, exploring program evaluation data, participating in a Ripple Effect Mapping process, and a final reflection to unpack lessons learned and skills gained from this professional development experience.
The final approach was the workshops co-led by the cohort members with producer co-educators. Collaborating with producers experienced in sustainable agriculture, the cohort members designed, implemented and evaluated producer-centered workshops that employed active learning approaches and were co-taught with experienced producers.
Education & Outreach Initiatives
Cohort members use project tools and resources to create outcome-based programming that incorporates evidence-based adult learning practices.
Each month for two hours, the leadership team and cohort members met to discuss adapting and employing project tools to implement an outcome-based educational planning framework. Through creatively applying the practices in the SARE Sustainable Agriculture through Sustainable Education publication, cohort members co-demonstrated to the group new approaches for effectively engaging adult audiences. Time was allocated for idea sharing and providing cohort members with feedback on educational plans (aka workshopping).
The cohort members adapted the outcome-based and adult learning strategies to co-create and co-teach producer-centered sustainable agriculture programming.
Cohort members will find a producer co-educator to collaborate with, explore ways to build a relationship, co-create an outcome-based educational program plan, and co-teach the program using evidence-based adult learning strategies.
During the monthly meetings and annual retreats, the team and cohort members explored new ways of working with producers as co-educators to create a positive partnership. Topic areas included: finding a producer co-educator, co-designing relevant programming, ways of supporting a producer in feeling comfortable in co-teaching, discussing the payment rate for their time and expertise and using a cost recovery worksheet to develop program budgets that include financial compensation for farmer co-educators.
Each cohort member partnered with one or more producers as co-educators. This new approach changed the educational programming and expanded the roles of the educators to include mentors, facilitators, and listeners.
Cohort members co-lead sustainable agriculture educational programming for producers.
Cohort members, in partnership with a producer co-educator, promoted, facilitated, and evaluated programming for other producers.
Twenty-one programs were offered by the cohort members and producer co-educators. In total, the seven cohort members reached 173 producers and 94 ag service providers. Evaluation data captured that 118 producers increased their knowledge, skills or changed their attitudes, and 22 ag service providers intended to use their new knowledge, skills or awareness.
Educational & Outreach Activities
2 annual in-person cohort retreats
Participation Summary:
Learning Outcomes
Project Outcomes
Cohort Member Learnings and Transformations
Cohort members in the WSARE professional development project gained profound insights through collaboration with experienced farmer educators who served on the leadership team. Their presence brought authenticity and grounded perspectives to the educational process, helping non-producer educators better understand the realities of agricultural life. One member emphasized the importance of hearing directly from producers, noting that success should be defined by those living the experience, not imposed academically. These farmer educators also played a key role in fostering trust and collegial relationships, offering guidance that helped cohort members avoid missteps and build stronger connections with producer co-educators.
Outcome-Based Education and Co-Design
The use of an outcome-based education framework and a structured teaching and learning plan enabled educators and producers to co-create meaningful learning activities. This approach emphasized relevance and authenticity, ensuring that learners could meet program goals. Cohort members learned to create space for peer-to-peer learning among producers, rather than relying solely on instructor-led sessions. Many reported gaining valuable skills in listening, adapting, and pivoting their programs in response to feedback. One member reflected that the group’s shared knowledge and ideas would contribute to long-term success in their training efforts.
Retreats and Relationship Building
The 2023 and 2024 retreats were pivotal in deepening relationships and enhancing learning. Activities like the Real Colors assessment fostered vulnerability, trust, and connection among cohort members. These gatherings created a collaborative environment where members could workshop ideas, receive feedback, and refine their educational programs. The retreats also sparked personal growth, with members expressing how diverse perspectives broadened their understanding and inspired new approaches in their own work. The sense of community built during these events boosted confidence and motivation, with many planning future collaborations.
Shifting Roles and Valuing Experience
A significant shift occurred in how cohort members viewed producers—not just as participants, but as co-educators whose experiential knowledge enriched educational programming. This recognition led to more inclusive planning and teaching practices, with producers actively involved in shaping content. The project helped normalize the value of lived experience and the importance of compensating producers for their time and expertise. Educators began transitioning from traditional expert roles to facilitators of learning, embracing a more collaborative and responsive approach.
Ripple Effects and Broader Influence
During the Ripple Effect Mapping evaluation at the final retreat, cohort members shared how they were influencing their colleagues and organizations to embrace producer co-education. They supported others in building relationships with community educators and redefined education as a service that farmers can provide. This ripple effect extended the project’s impact beyond the initial cohort, embedding producer-centered practices into broader institutional frameworks.
Partnering with Producer Co-Educators Workbook
To support ongoing efforts, the leadership team developed a workbook to guide educators in co-designing producer-centered, outcome-based programs. Accepted as a peer-reviewed PNW Extension Publication, it will be available online through the University of Idaho and Oregon State University in early 2026. The workbook covers key topics, including partnering with producers, designing for change, crafting learning plans, and evaluating outcomes, and features real-world case examples from the cohort.
Supporting Documents
Partnering with Producer Educators to Develop and Teach Outcome-Based Educational Programs. 2023 BPASS Conference presentation about the WSARE PDP Partnering with Producer Educators to Develop and Teach Outcome-Based educational Programs Project.
Rethinking How We Train in Meat Processing. Feature Niche Meat Marketing Assistance Network article posted in April 2025.
Cultivating Impactful Programs Ripple Effects Map. The cohort members created this Ripple Effects Map at the second (final) project retreat. It captures their shared insights from working with a producer co-educator and reflecting on their learning journeys in this cohort-based experience.
Farmer co-educator makes content more relatable
“I felt that our pairing was really powerful for the students. (The ag educator) was able to bring his extensive knowledge and wisdom of not only his many years in the field but also his experience at working in a varying range of positions within this field. On the other hand, I felt I was able to make the content more relatable to a larger portion of the students as I had personally experienced the effects of neglected SOPs all the way through to embraced SOPs. Because of this, my opinion was hopefully given more weight."
An insight producer co-educator has about their own farming operation
A producer co-educator shared after the program, “For myself, the chance to articulate my struggles to improve my pastures in a semi-professional setting is a great reminder that this is a career and should be managed and thought of as such.”
Use of real data grounds education in reality
“The Know Your Cost to Grow app has been helping me so much and I'd love any chance to share my experiences, learning process, or results. I want all small farmers to be successful...I believe seeing the tool in action with real data is extremely helpful to farmers and hopefully inspires farmers to want to use the tool as well.”
Farmer co-educator leads learning outcome development
A natural resource educator partnered with a farmer co-educator. The farmer identified five learning outcomes around which they built the education program. Reflecting on the event, the natural resource educator said, “…knowing the goals and our content needs for the event were farmer-provided certainly reduces the background anxieties of “what if nobody wants to come?” “will this actually fill people’s needs?”, etc. We knew we were grounded in those aspects.”
We encourage investment in professional programming that utilizes a cohort model to create a safe co-learning space, fostering lasting change. This model enables multi-directional learning, including peer-to-peer, peer-to-leadership team, and producer-to-peer interactions. It is essential to provide empowering experiences and positive feedback so that when things do not go as planned, there is support that enables trying new approaches and making changes.
Professional development requires a longer runway for adult education and curriculum design, making it crucial to provide this experience, as many educators lack the necessary skills and expertise. We advocate for projects that allow sufficient time, two years or more, for learning, skill development, practice, application, and evaluation. If project leaders are to follow an effective learning model, they cannot stop at knowledge gain. Educators need time to build and practice new skills, as well as for reflection to deepen their learning; both require an investment of time and ongoing support. To ensure sustainable agricultural programming is relevant to farmers and ranchers, educators need to be able to facilitate participatory approaches.
We also recommend that educators take a participatory approach to education (and research), ensuring that farmers' learned experiences are at the forefront of educational program design and that farmers are involved as co-educators throughout the program development, implementation, and evaluation processes. Partnering with producer co-educators helps educators transition from a traditional educational format that emphasizes increasing understanding through the dissemination of knowledge to an active learning approach, where the focus is on applying knowledge and developing skills.