Purpose
The Iowa Manure Applicator Certification program has transitioned from a traditional lecture-based format to a multimodal learning approach that integrates lectures, discussion, and hands-on activities. This shift was implemented to create more engaging and memorable training experiences, fostering discussion and peer-to-peer knowledge sharing while improving knowledge retention and practical skill application.
Hands-on learning has been widely recognized as an effective educational strategy. Research indicates that individuals retain more information through active engagement rather than passive listening. However, developing these engaged learning opportunities requires additional time and commitment from educators and a willingness from participants to fully engage in the learning process. Our goal was to transform the training environment from passive listening to an interactive space where participants could explore activities, facilitate discussions, and share personal experiences within groups.
What Did We Do?
To achieve this transformation, we restructured the program to incorporate interactive activities designed to bring real-world challenges into the classroom. Instead of serving solely as lecturers, facilitators became discussion leaders, encouraging participants to actively engage with the material. Starting in approximately 2014, we started adding one module to training based on fostering discussion and participant interaction. As the training occurs annually, with livestock farmers or commercial manure applicators required to attend annually, different modules were created each year with at least a three-year break before an existing module is used again.
Some of the hands-on activities integrated into the program include:
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- Carousel Exercise – Applicators rotate through stations, responding to questions on environmental impacts and operational challenges, sparking peer-to-peer discussions.
- Spill Response Scenario – Groups rank and discuss response steps to manure spills, often incorporating real-world examples shared by applicators and insights from Iowa DNR regulators.
- Load Loss Competition – Model trucks are used to visually demonstrate best practices for material containment.
- Stockpiling Locations – Hands-on exercises with topographic, soil, and aerial imagery to develop regulatory knowledge and practical application skills.
- Application Rate Calibration – Three simulated manures (bed pack [wetted straw], open lot [wetted sand], and turkey litter [wetted wood shavings]) were supplied to each group and a plastic tarp. Each group was asked to apply a prescribed manure application and then to estimate the application rate of other groups. The actual application rate was calculated based on the weight added to the tarp and compared to group estimates.
- DOT Compliance Activity – Participants perform checklist inspections on model trucks to identify vehicle issues and understand road rules.
- Video-Based Farm Walkthrough – Applicators observe an Iowa DNR site inspection via video before using Google Maps and a farm description to evaluate livestock production sites for compliance readiness.
- Biosecurity Bench – Glow germ was placed on at a simulated barn entry and producers went through a Danish style entry. At the end we evaluated how much glow germ made it to the clean side of the entry.
- Manure Transport Route Selection – Participants were divided into groups and given a map and worksheet. The map identified the location of the farm with manure and the field to which manure was to be applied. Groups were required to select a route from farm to field with the worksheet providing talking points such as travel time, neighbors, and bridge considerations.
Each of these activities was designed to promote critical thinking in manure management and spill prevention while allowing facilitators to assess current knowledge levels among participants.
What Have We Learned?
While some participants and facilitators initially approached this transition with skepticism, feedback has been positive. Evaluations suggest that these engaged learning techniques have resulted in increased participant investment, improved knowledge retention, and greater willingness to discuss challenges and ask questions.
Facilitators also report stronger engagement with applicators, who now feel more comfortable sharing experiences, discussing obstacles, and applying learned concepts in real-world situations. Additionally, peer-to-peer learning has emerged as a significant benefit, with applicators contributing valuable insights that complement the formal curriculum.
Data obtained from the Iowa Department of Natural Resources Hazardous Material Release Database (https://programs.iowadnr.gov/hazardousspills/Reports/EPCManureRelease.aspx) was used to track total incidents of manure releases and surface water impacts from these releases. Within this report, incidents are broken down by species (Hog, cattle, or poultry, by facility type (open lot, confinement), and if they occurred from the facility, because of land application, or during manure transport. A summary of total events is provided in Figure 2. A before and after analysis using 2012 as the break point indicated a statistically lower number of spills (29.9 ± 9.6 compared to 49.9 ± 6.4 spills) after 2014 (p<0.001). However, the number of water quality impacts from spills remained unchanged (10.9 ± 4.6 compared to 10.0 ± 4.8). A breakpoint regression analysis was used to evaluate if the occurrence of spills has changed with time (Figure 2). The breakpoint year was set at 2013 (the year before our first active learning activity was implemented) and results indicated that before 2013 the occurrence of spills was constant with time, while after 2013 we have been decreasing by 3.1 spills per year. Similarly, for water quality impacts the breakpoint year was set at 2013 with results indicating that before 2013 impacts on water (spills reaching a surface water) were constant with time, while after 2013 impacts have been decreasing by 0.3 incidences per year. While other changes certainty played a role in the reduction of manure spills and water impacts (increased adoption of flow meters and automated flow shutoff systems, a change from tanks to umbilical application to reduce road traffic, and regulatory interventions) our program reviews and spill impact assessment suggest the Iowa Manure Applicator training played a role in helping improve industry performance.
Future Plans
We plan to continue refining the program by incorporating additional interactive elements and expanding hands-on learning opportunities. Future initiatives may include:
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- Enhancing real-world application exercises by integrating on-farm training opportunities.
- Collecting and analyzing long-term data to assess the impact of training on manure management practices and environmental outcomes.
- Exploring digital and remote learning tools to reach a broader audience while maintaining interactive engagement.
Authors
Presenting & corresponding author
Daniel Andersen, Associate Professor, Iowa State University, Dsa@iastate.edu
Additional authors
Rachel Kennedy, Iowa State University
Melissa McEnany, Iowa State University
Tony Mensing, Iowa State University
Kapil Aurora, Iowa State University
Kris Kohl, Iowa State University
Additional Information
@drmanure
https://www.facebook.com/IowaManure/
https://www.extension.iastate.edu/immag/commercial-manure-applicators
Acknowledgements
Iowa DNR
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