Rooted in community: Supporting agricultural education by design

Through our work with several unique clients, Wold has recently had the opportunity to support agricultural learning environments that reflect deeply rooted educational philosophies and community priorities. From Montessori campuses to rural vocational agriculture (Vo-Ag) programs, these educational models blend academics and real-world skill-building in distinctive ways that few other disciplines can replicate.

Each program is shaped by its community, landscape and educational philosophy, and Wold’s role is to translate those priorities into effective teaching and learning environments. Our design approach focuses on two core considerations:

• Community context: understanding the culture, industries and priorities of the communities these schools serve and designing spaces that reflect those local connections.
• Teaching and learning environments: creating flexible spaces that support the specific ways each program operates, from farm-based Montessori learning to traditional rural Vo-Ag programs.

Designing learning spaces for the future of agriculture

Interest in agricultural and environmental careers is rising, but awareness and workforce capacity lag behind demand. Only 19% of students report considering a career in agriculture, and just 36% of those are familiar with options beyond farming. More recent data suggests that 37% of high school students express interest in careers in food, agriculture, natural resources and the environment, yet a national shortage of agricultural educators persists. This disconnect highlights the importance of well-designed facilities that can sustain programs even as staffing and curriculum evolve.

Agricultural education takes many forms, but two models Wold has worked closely with illustrate how differing philosophies shape distinct spatial and facility needs:

1. Montessori “Erdkinder” agriculture: Learning through living systems

Montessori agricultural campuses differ from the CTE focus of other schools by emphasizing self-directed learning through real-world systems such as farming and enterprise. With the Montessori model, the farm is a living classroom and part of a student-run microeconomy focused on independence, stewardship and systems thinking.

At St. Vrain Community Montessori School (CO), Wold incorporated hydroponic gardens and agricultural learning spaces that connect students directly to food systems, sustainability and entrepreneurship. These environments prioritize experimentation and reflection, requiring design strategies that support year-round growing and flexible, indoor-outdoor learning transitions. Specific design strategies that Wold has developed to support Montessori programs include:

• Designing strong visual and physical connections between classrooms and the farm, allowing students to observe and engage with agricultural systems as a daily part of their learning experience.
• Positioning the farm as a central organizing element of the campus, with site design and building placement oriented around working landscapes that reinforce hands-on learning and stewardship.
• Creating seamless indoor-outdoor learning environments, particularly in climates like Colorado’s, where adjacent outdoor work areas allow students to move easily between classrooms, gardens and field-based activities throughout the day.

Traditional Vo-Ag and FFA programs emphasize applied skills and industry pathways. These models focus on preparing students for real-world careers in modern agriculture, similar to pure career and technical education.

Integrated agriculture and CTE environments at Owatonna High School (MN) and Manzanola PK‑12 (CO) combine disciplines such as digital fabrication and outdoor classrooms into cohesive learning ecosystems. Wold designed these spaces to balance hands-on labs and community-facing facilities that reflect regional industry needs. Specific design strategies that Wold has developed to support rural vo-ag programs include:

• Designing agricultural shops to accommodate full-size equipment and trailers, ensuring students can safely work with the same machinery and tools they will encounter in real-world agricultural settings.
• Planning flexible shop layouts that support multiple disciplines, allowing spaces to shift easily between welding, fabrication, mechanics and equipment repair as program needs evolve.
• Integrating robust building infrastructure, including dust collection systems, distributed power, ventilation and safe storage for fuels and hazardous materials, to support hands-on technical learning environments.
• Maintaining strong visual and auditory connections between classrooms and shops, enabling instructors to supervise multiple learning zones and communicate clearly with students even when equipment is operating.

Design strategies that strengthen community, culture and identity

When outdoor classrooms and learning patios tie curriculum directly to local environments, students become more connected to their communities. At St‌.‌ Croix Central High School (WI), Wold designed outdoor learning spaces and framed views of surrounding farmland to link everyday learning to local agriculture and reinforce each area’s identity. Similarly, in Chisago Lakes School District's (MN) high school, Wold designed additions and renovations to career trades spaces – including greenhouses supporting horticulture programs – alongside community-shared fitness facilities, reinforcing both applied learning and neighborhood connection.

Agricultural programs often serve as civic connectors, with farmstands and greenhouses doubling as shared spaces for the community. For students, seeing real crops growing and animals being cared for sparks curiosity and interest, helping them envision themselves in these programs and inspiring them to enroll. Regionally sourced materials, murals and interpretive graphics can further celebrate native stories and reinforce stewardship values. This sense of place strengthens a sense of belonging and maintains the relevance of education to daily life.

Community input, which Wold has incorporated in rural Minnesota districts like Milaca, ensures programs reflect local priorities and can be maintained for years of students. This locally-driven visioning helps define both curriculum and facilities, strengthening programs as staffing and educational needs evolve.

Modern agricultural education blends heritage skills with emerging technologies. For example, many spaces can support specialties such as horticulture and animal science alongside emerging tech, like drones for field coverage and hydroponics for crop and soil management. Similarly, modular infrastructure grids and expandable greenhouse zones allow these curricula to evolve. In other programs, multi-use fabrication shops can flex between welding, mechanics and advanced manufacturing, ensuring long-term adaptability.

Challenges and opportunities in rural agricultural design

Recruiting specialized instructors remains a persistent challenge, particularly in rural districts. Flexible, interdisciplinary spaces – like those Wold designed in Milaca Public Schools and Owatonna High School – allow programs to continue even as expertise shifts, further supporting continuity and cross-disciplinary teaching.

Cold climates and school academic calendars can also impede on traditional growing seasons. At St‌.‌ Croix Central High School (WI), Wold designed and implemented greenhouses and indoor hydroponic labs to enable year-round learning for students and mitigate seasonal gaps.

Agricultural facilities often rely on a mix of funding sources, ranging from BEST grants in Colorado and referendums in Minnesota and Wisconsin to industry partnerships, like ROCORI School District’s meat processing facility. For example, in ROCORI, Wold designed a specialized CTE environment to strengthen the district’s in-demand agricultural education program and provide learning opportunities that support student interest in local industries.

Wold offers districts flexible, scalable design plans that ensure every dollar invested delivers long-term value and aligns with evolving funding realities.

What’s next for agricultural learning environment design

As agriculture evolves through automation and data-driven farming, schools must prepare students not just for today’s fields and facilities, but tomorrow’s. Designing environments that are versatile and community-rooted will be essential to sustaining these programs.

Wold’s experience spans Montessori campuses, rural Vo-Ag programs, CTE integration and natural resources education. Our multidisciplinary teams align architecture, engineering and educational planning to help districts create relevant, resilient learning spaces that reflect local identity.

Have a rural, agricultural or experiential learning vision on the horizon? Contact Wold to learn how we can help your community shape spaces rooted in place and purpose.