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Globally, most human caloric intake is from crops that belong to the grass family (Poaceae), including sugarcane (Saccharum spp.), rice (Oryza sativa), maize (or corn, Zea mays), and wheat (Triticum aestivum). The grasses have a unique morphology and inflorescence architecture, and some have also evolved an uncommon photosynthesis pathway that confers drought and heat tolerance, the C4 pathway. Most secondary-level students are unaware of the global value of these crops and are unfamiliar with plant science fundamentals such as grass architecture and the genetic concepts of genotype and phenotype. Green foxtail millet (Setaria viridis) is a model organism for C4 plants and a close relative of globally important grasses, including sugarcane. It is ideal for teaching about grass morphology, the economic value of grasses, and the C4 photosynthetic pathway. This article details a teaching module that uses S. viridis to engage entire classrooms of students in authentic research through a laboratory investigation of grass morphology, growth cycle, and genetics. This module includes protocols and assignments to guide students through the process of growing one generation of S. viridis mutants and reference wild-type plants from seed to seed, taking measurements, making critical observations of mutant phenotypes, and discussing their physiological implications. 

Abstract Population growth and climate change will impact food security and potentially exacerbate the environmental toll that agriculture has taken on our planet. These existential concerns demand that a passionate, interdisciplinary, and diverse community of plant science professionals is trained during the 21st century. Furthermore, societal trends that question the importance of science and expert knowledge highlight the need to better communicate the value of rigorous fundamental scientific exploration. Engaging students and the general public in the wonder of plants, and science in general, requires renewed efforts that take advantage of advances in technology and new models of funding and knowledge dissemination. In November 2018, funded by the National Science Foundation through the Arabidopsis Research and Training for the 21st century (ART 21) research coordination network, a symposium and workshop were held that included a diverse panel of students, scientists, educators, and administrators from across the US. The purpose of the workshop was to re‐envision how outreach programs are funded, evaluated, acknowledged, and shared within the plant science community. One key objective was to generate a roadmap for future efforts. We hope that this document will serve as such, by providing a comprehensive resource for students and young faculty interested in developing effective outreach programs. We also anticipate that this document will guide the formation of community partnerships to scale up currently successful outreach programs, and lead to the design of future programs that effectively engage with a more diverse student body and citizenry.