Progress 06/01/24 to 05/31/25

Outputs
Target Audience:This Tier III project strengthens the long-term capacity of USDA and its partners by cultivating a new generation of leaders through a coordinated, comprehensive pipeline that spans high schools, community learning centers, and higher education institutions. Academic students were engaged, from minority serving institutions in Alaska, Arizona, Hawaii, and Guam--this project targets academic students, faculty and staff, food and agriculture enterprise partners (including USDA and other internship hosts), and community members who are vital to shaping a resilient, community-centered food system. By partnering with institutions like the University of Alaska Fairbanks, Arizona State University, Hawaii Pacific University, University of Guam, and FoodCorps, this effort equips academic personnel and students with experiential tools--such as role-playing simulations, USDA service gap analysis, and immersive internships--that prepare participants to enter and strengthen the federal workforce. These activities are designed to reflect real-world challenges faced by farmers, ranchers, food producers, and decision makers engaged in the food ecosystem connecting academic training to USDA mission areas and service delivery. Food and agriculture enterprise partners, including USDA agencies and internship hosts, will benefit from a talent pipeline equipped with contextual knowledge and a strong public service ethic. Community members will be engaged in dialogue to surface local service needs, ensuring federal programs and policies are responsive to ground-level realities, especially in rural and remote regions. This initiative aligns with USDA's strategic goals of workforce restructuring, rural revitalization, and ecological disruptions. By fostering collaboration among academic institutions, federal partners, enterprise leaders, and communities, this project builds the foundation for a stronger, more comprehensive federal workforce dedicated to supporting U.S. farmers and producers and securing the future of American agriculture. Engagements Between Summer 2024 and Spring 2025, a total of 241 students participated in the project as NextGen scholarship recipients only (121 graduate, 77 undergraduate), interns only (2 graduate, 33 undergraduate), or both (8 undergraduate). Across all grant activities, there were 1,618 engagements of NextGen students. Engagements represent the number of points of contact students had with grant activities, including each semester they received a scholarship, each semester they participated in an internship, each advising session attended, and participation in project workshops, symposia, and simulations. In addition, there were 81 non-NextGen individuals who participated in workshops (all or nearly all of whom were students). There were 59 community members who participated in community listening sessions. Changes/Problems:While this past year has brought many notable successes that our Partnership can and should be proud of, it was not without its challenges. Changes to dedicated staffing across the Partnership led to minor shifts in timelines--a natural part of a multi-institutional initiative of this scale. However, the most significant and disruptive challenge was the prolonged uncertainty surrounding project funding. The impact of funding instability on a project of this scope cannot be overstated. The cornerstone of this work is built on sustained programming and financial support. Yet over the past year, limited communication regarding the long-term sustainability of funding has created considerable strain. This uncertainty has affected planning, programming, and the student experience at all levels of the Partnership. The USDA NextGen program--and similar efforts--are intentionally designed to foster relationship-building across academic institutions, students, university partners, and food and agriculture stakeholders such as producers and community members. At the heart of this approach is trust--trust that when objectives are established and actions set in motion, there will be continuity, support, and results. The absence of reliable information on continued funding has undermined this trust and has had real, tangible impacts on our work. In particular, the effects have been most deeply felt by students. With months of federal layoffs, hiring freezes, and budgetary ambiguity at the USDA and across the federal government, many students who were pursuing pathways into federal service have been discouraged. The following quotes from two ASU students illustrate the weight of this uncertainty: "One of the biggest factors that has influenced my career goals recently is the federal hiring freeze. After participating in NextGen, I was really looking forward to finding a path into the USDA. I felt like my values and skills aligned with the agency's work, especially around food access, sustainability, and equity. But with the current administration's policies and the freeze on hiring, I've had to shift my thinking." "...in terms of real-world events, I have been discouraged by the change in administration in terms of career feasibility with any government agency given all the downsizing going on. I hope that long term this trend reverses and sustainability becomes a top priority again, but in the meantime it has made me very hesitant about the stability of pursuing a government job." Despite these challenges, our Partnership remains committed. We continue to promote scholarships, internships, and academic programming as we work toward our shared objectives. USDA remains an essential federal agency, delivering vital services across the food and agriculture system--from producers to consumers. With that in mind, the need for a skilled, resilient, and prepared future workforce has never been more critical. Amid the uncertainty, hope still remains. A student from the University of Guam shared: "Being a part of the USDA NextGen Program has been an incredibly meaningful experience. It has helped me realize how deeply interconnected agriculture, life sciences, and public well-being truly are. This program hasn't just supported my academic journey financially--it has broadened my perspective on the vital role that research, education, and policy play in improving lives and building healthier communities." This perspective reflects the enduring impact of the program and underscores why our continued investment in students, communities, and the broader agricultural ecosystem is essential. What opportunities for training and professional development has the project provided?Non-Formal Education Activities-Food and Climate Symposium: (ELP) (O1, O2) 191 students attended a live, online, or asynchronous session of the Introductory USDA Food and Climate Symposium: Changes and Challenges ("Introductory FCS") and the Advanced USDA Food and Climate Symposium: Student-led Exploration of Issues and Opportunities ("Advanced FCS"). The event covered topics related to the impacts of climate on food security, ecosystem services in terms of the benefits that people obtain from natural ecosystems, and land use management. Each of these topics was considered both globally and in regard to the four locations of students (Alaska, Arizona, Guam, and Hawaii) and highlighted adaptation strategies. Between 67% and 75% of attendees reported substantial growth in their understanding of how climate impacts food security, both globally and uniquely in Alaska, Arizona, Guam, and Hawaii, as well as its impact on land use and management. Over one-half of respondents indicated extensive growth in their understanding of different types of ecosystem services (59%) and potential solutions for adapting to or mitigating food security risks (52%). A UAF student reported, "I was really impacted by how interrelated and connected food security issues [are] - I thought only Alaska faced [these issues], and how they are actually present in a variety of areas." For students who had previously attended the Introductory FCS they attended the Advanced FCS which covered issues related to food security, but also considered climate impacts on fish and fisheries. The event also provided greater coverage of the vulnerabilities of food systems to climate impacts on food insecurity and adaptation strategies. Between 54% and 59% of attendees reported substantial growth in their understanding of how climate impacts food security, both globally and uniquely in Alaska, Arizona, Guam, and Hawaii. Over one-half of respondents indicated extensive growth in their understanding of environmental consequences that impact fisheries and the ocean and reported increased understanding of adaptation solutions (64%) and resources to teach others (72%). An HPU student reported, "My biggest takeaway from the symposium was some of the creative ways people are already working to increase sustainability across the nation and even the globe, such as the composting law in Vermont, agrivoltaics, and how tech is recycled around the world." USDA Exposure Activities-USDA Overview Information Session: (OEP) (O1) The USDA Overview Information Session introduced 151 NextGen students and 11 non-NextGen participants to the USDA, including its organizational structure and a brief overview of career opportunities. The session lasted between one hour and ninety minutes and was offered in both live and asynchronous formats. Arizona State University hosted live sessions on September 18, 2024, and March 27, 2025. Hawaii Pacific University hosted a live session on February 11, 2025. A recording from an earlier ASU event, held in March 2024, was made available as an asynchronous option.Between 80% and 81% of attendees reported a solid understanding of the USDA as a field-based department and the job types, skills, and expertise used by USDA employees after attending the event. Further, 62% of attendees reported that participation in the event substantially increased their understanding of the USDA. The event also increased attendees' interest in working at the USDA. Overall, 74% reported that their interest in working at the USDA had increased. Additionally, the percentage of attendees who agreed they could see themselves working at the USDA rose from 43% before the event to 87% afterthe event. An ASU student noted, "The fact that they offer internships in so many fields, from science to management, makes me think there could be a good fit for my skills and interests. I'm now seriously considering applying for an internship or looking into entry-level positions with USDA after graduation." USDA Exposure Activities-ASU MS Immersive Classes: (SSP/ELP) (O1, O2, O4) During the 2024-2025 academic year, 110 students participated in two immersive, week-long educational experiences focused on food systems, policy, and professional development. 57 students participated in the Arizona ASU MS Immersive (Dec. 2-7, 2024), touring food-related businesses and community programs. This experiential learning opportunity exposed students to real-world models of community-based food systems, teaching innovation, and industry engagement. In May 2025, 53 students traveled to Washington, D.C. (May 4-9) where they engaged directly with former and current USDA leaders, visited the Whitten Building, attended policy panels featuring experts from industry, NGOs, and government, and networked with professionals across the food and agriculture landscape. Between 88% and 100% of participants reported gaining new knowledge into federal policy, national politics, congressional and executive branch operations, and future career pathways. One student reflected: "I intend to be more engaged in legislation at my state level and also track, support, and advocate for policies on the federal level that align with my work." Internships: (ELP) (O1, O2, O4) Evaluation data indicated that 92% of respondents agreed that their internship provided valuable opportunities to learn new skills, develop skills relevant to their career goals; including skills related to communication, collaboration, and problem-solving. Further, 75% agreed their participation improved their conflict negotiation skills. 96% of interns expressed very high levels of satisfaction with their overall internship experience. One ASU student spoke about how their internship helped them reach their goals of building professional communication skills through conducting outreach, coordinating with vendors, and participating in meetings, stating that the experience "helped me get more comfortable using clear, field-specific language and taught me how to communicate across different teams." Experiential Learning-Model USDA: (ELP/OEP) (O1, O2, O4) Participants within each of the Model USDA scenarios gained key knowledge of FANH-related topics, policy, and how the USDA functions. 84-92% of participants in Scenario A: Healthy and Sustainable Dietary Guidelines for Americans (DGAs) agreed they increased their knowledge of how dietary guidelines are developed and how the inclusion of environmental sustainability considerations impact dietary guidelines. 68-75% of participants in Scenario B: Expanding Nutrition Education to Schools Nationwide agreed they increased their knowledge of the federal rule-making process and current nutrition education programs in schools. 76-79% of attendees in Scenario C: Growing Urban Agriculture agreed they increased their knowledge of how stakeholders with competing points of view inform and influence USDA strategy and policy and the challenges and barriers of urban farmers. Finally, 82 to 88% of participants in Scenario D: Investing in Rural America reported increased knowledge of how the USDA strategizes to improve the economy and quality of life in rural America and how Congress and federal agencies define "rural." Participants also gained key professional skills: 78-88% of participants agreed they improved their public speaking abilities, understanding of how to research food or agricultural issues, problem-solving skills, negotiation skills, and collaboration/teamwork skills. Further, over two-thirds (67%) reported improved leadership skills. One ASU student reflected on the experience by saying "writing and participating in the rural development scenario raised my awareness around rural issues and how they are important/interact with agriculture and food systems. Due to this awareness, I'm taking an elective this semester on Rural Planning and Development.". How have the results been disseminated to communities of interest?A variety of engagements such as non-formal educational activities and some career development activities have been open to university community members such as the USDA Overview Information Session and the annual Food and Climate Symposium. All of the project partners have utilized those sessions as an opportunity to recruit students and bring awareness to the NextGen program.Partners have reached out to USDA agencies and academic units at their respective institutions to communicate about opportunities for collaboration with the NextGen program. Some USDA agencies were not aware of the program so that gave the opportunity for the team to explain the scope of the project and engage with collaborative discussions. Those agencies that did know about the program were receptive to collaborating and placing interns at their organizations in the future.Other activites included attendance by NextGen students at various events to engage with respective audiences relevant to USDA and the NextGen program. Alaska FFA Annual Conference: (OEP) (O1, O2) At the 2025 FFA Annual Conference in Palmer, Alaska (April 17, 2025), 19 high school students participated in two interactive sessions of "USDA Jeopardy." The activity was designed to engage students in a fun, educational format while introducing them to pathways in food, agriculture, natural resources, and human sciences (FANH). Between 88% and 95% of participants reported that the sessions improved their understanding of educational opportunities in FANH fields, career pathways within agriculture and the USDA, and internship options across the food and agriculture sectors. This engagement helped spark early interest in USDA careers and expanded student awareness of future possibilities in the FANH careers. Conference Attendance: (OEP) (O1, O2, O4) In the 2024-2025 academic year, 18 University of Alaska Fairbanks (UAF) students actively participated in two major statewide agricultural conferences: the Alaska Farm Bureau and Western SARE 2024 Alaska Agriculture Conference: Farmers Sustaining Alaska (4 in-person; November 15-16, 2024, Fairbanks), and the 2025 Alaska Food Policy Council Food Festival and Conference (7 in-person, 7 virtual; March 28-29, 2025, Kodiak). These immersive experiences allowed students to engage directly with key stakeholders across Alaska's food system--including legislators, farmers, ranchers, and nonprofit leaders. As a result, students gained a deeper understanding of the breadth and depth of challenges facing Alaskan agriculture, the role of the USDA in the food supply chain, and have since secured paid internships and ongoing collaborations with farms and agricultural organizations statewide. Many of our community members have felt overlooked by USDA and the federal government. To help address this, university partners are working to host community gatherings--both virtual and in person--to gather ideas on how USDA can better meet the local needs of our communities and provide that input to USDA leadership. Engaging parents and elders in reimagining the USDA workforce, including job descriptions and qualifications to fill existing gaps, will help raise the value of FANH careers and elevate USDA as a desirable employer. Community Assessments: (OEP) (O5) During the Fall 2024, ASU conducted a USDA NextGen Listening Session via Zoom to gather input from identified key stakeholders to give feedback to build a process for future community listening sessions. In the Spring of 2025, ASU participated in two tribal community meetings--one at the Navajo Nation in Arizona and another near Santa Fe, New Mexico. During these sessions the goals of the USDA NextGen grant were shared and there was dialogue with community members to learn about their needs and goals related to workforce development, funding, and educational opportunities. A total of 55 participants, primarily tribal members including high school teachers, elders, veterans, educators, farmers, youth, and health and food advocates attended these sessions. Engagement included a focused two-hour Zoom meeting and two two-hour place-based community discussions. These meetings increased participants' awareness of USDA resources, particularly the NextGen grant scholarships available for tribal and first-generation students interested in sustainable food systems. Community members expressed both frustration and excitement regarding access to federal resources, especially considering recent changes, providing valuable insights for future outreach efforts. Communication Campaigns (OEP) (O1) To broaden awareness and engagement with the USDA's NextGen program, a diverse range of communication mediums has been strategically deployed. These efforts target students, faculty, internal and external partners, and the general public, effectively highlighting the USDA's vital role as a federal executive department in the daily lives of Americans. Through printed materials, dynamic website content, interactive flipbooks, and digital outreach via platforms like LinkedIn and YouTube, the project is delivering tailored resources that resonate with each audience segment. A standout example from the past year is the Model USDA campaign, which showcased the breadth and impact of the program. This initiative featured seven dedicated web pages, twelve speeches and videos, and was actively promoted through the Model USDA website and associated events. Additionally, fifteen student award recipients were publicly recognized for their contributions, and nine original blog posts were developed to further illustrate the program's reach and relevance. Together, these efforts are fostering stronger connections to USDA programs and amplifying NextGen's mission across partner institutions and communities. ASU: https://globalfutures.asu.edu/food/usda-nextgen-grant/ UAF: https://www.uaf.edu/ces/initiatives/nextgen/ What do you plan to do during the next reporting period to accomplish the goals?To maintain alignment on objectives and deliverables across four geographically unique universities, the project continues to prioritize structured and consistent communication. Monthly Partnership meetings and biweekly Data Working Group sessions play a critical role in supporting process improvements and keeping all partners on track. Additionally, ongoing efforts to streamline communication and enhance responsiveness to USDA data requests and opportunities have led to the development of new systems over the past year. All partner institutions successfully aligned this past year and are now providing academic financial support through NextGen scholarships, expanding access to educational funding for students and that will continue. Strategic discussions are also in progress around the creation of a Partnership-wide onboarding webinar for new NextGen students. This initiative would clarify roles and responsibilities, while also facilitating early networking, collaboration, and shared learning across the expanding student cohorts. In preparation for year three, development is underway to revise the annual Food and Climate Symposium. These changes aim to better serve continuing NextGen students by adapting how information and resources are delivered, ensuring sustained engagement over multiple years. Each partner will also host their annual community assessments, which will gather feedback from stakeholders. As well as offer USDA Overview and USAJOBS information sessions to new incoming NextGen students in the program. Model USDA was a major success over the past year, and plans are in motion to further scale and diversify this experiential learning opportunity. There is strong interest in engaging all 33 NextGen projects, either virtually or in person, to extend the reach and impact of the Model USDA educational experience. From the project's inception, the intention has been to make these materials accessible beyond the immediate partners, and concrete strategies are now being explored to work towards that goal. Plans are already in motion to offer the next Model USDA experience to project NextGen students in Spring of 2026. The Partnership continues to actively explore virtual communication tools to strengthen connectivity, accelerate idea sharing, and enhance coordination across educational programming. Finally, through collaboration with the University Office of Evaluation and Educational Effectiveness (UOEEE) at Arizona State University, which serves as the external evaluator for this project, ongoing process improvements are made possible. Moving forward, UOEEE evaluators will continue to meet regularly with project leadership to discuss evolving project needs, provide strategic input on planning, and develop enhanced evaluation instruments aimed at assessing program impact and identifying further areas for improvement. In partnership with project leadership, evaluators will build upon the existing Airtable interfaces created this last year. There will be ongoing refinement to the student-facing platform to help students efficiently track their completion of required program activities and report administrative information. The leadership interface will also be expanded to improve monitoring of student progress and streamline program administration. These tools will further empower students to fulfill program requirements while enabling leadership to proactively identify students who may need additional support, all while reducing administrative workloads. Throughout the upcoming reporting period, UOEEE evaluators will design and deploy updated surveys tailored to specific events, onboarding processes, and partner activities, continuing to gather robust data from NextGen student participants. Leadership surveys and event observations will also continue to be utilized to provide comprehensive insights. Findings and recommendations will be regularly shared with project stakeholders through presentations, data briefs, and formal reports to guide ongoing program improvements. There were 241 NextGen student participant survey instruments deployed this last reporting year.

Impacts
What was accomplished under these goals? Over the reporting period, significant progress was made toward advancing key objectives central to our project. Through strategic programming and targeted activities, we achieved meaningful outcomes that reflect our focused work to educate, support, and engage the next generation of federal workforce professionals. We successfully increased awareness and understanding of the U.S. Department of Agriculture (USDA) and its role, deepened knowledge of critical Food, Agriculture, Natural Resources, and Human Sciences (FANH) issues, and strengthened educational pathways for a variety of learners. Additionally, we expanded leadership opportunities within FANH disciplines and fostered impactful connections between community-based learners and the USDA. Collectively, these objectives support the broader aim of benefiting farmers, ranchers, producers, non-industrial foresters, and rural communities. The accomplishments outlined below highlight the tangible outcomes and impacts of these efforts and their lasting contributions to workforce development in the food and agriculture enterprise. Each of the following activities contributed to one or more project objectives. The objectives addressed by each activity are indicated in parentheses (e.g., O1, O2, O3, O4, O5) referencing the above list: Scholarships: (SSP) (O3) 206 unique individuals received a scholarship for at least one semester from Summer 2024-Spring 2025, with 56 individuals receiving a scholarship for one semester, 128 two semesters, and 22 three semesters. Scholarships were awarded based on GPA, career goals, and demonstrated interest in alignment with the food and agriculture sector. 46% of scholarship recipients were first-generation college students. Evaluation data indicated five key outcomes for scholarship recipients, with 86% of scholarship recipients agreeing that their scholarship positively impacted their ability to remain enrolled, make progress toward graduation, focus on their studies by reducing financial stress and allowing them to worry less about how to pay for school. Further, 78% of students agreed their scholarship helped maintain or improve their academic performance. One UAF student reported, "receiving a NextGen scholarship has enabled me to balance my academic responsibilities much more easily. Being able to dedicate more time to my studies has allowed me to maintain my 4.0 GPA and apply for research opportunities at my school, which would simply not be possible if I had to work-study at my school." Internships and Experiential Learning:(ELP) (O1, O2, O4) A total of 57 internships were completed by 43 students in internships lasting from one semester to a full academic year. Of these, 31 students completed internships for one semester, 10 for two semesters, and 2 for three semesters, providing sustained student experiences across a variety of learning experiences. 8 interns were placed with USDA agencies for one or more semesters, 35 with other organizations enabling students to gain experience in a variety of different environments within the food and agriculture career ecosystem. Internships provided a strong foundation for students to understand the role of a variety of key stakeholder career paths that impact the food security in the United States and interface with farmers and producers within the food system.These internships proved highly impactful in strengthening career readiness: 88% of participants agreed that their experience helped clarify their career or educational goals, built confidence in pursuing their chosen field, enhanced their preparedness for employment, improved job prospects, and connected them with potential employers. One student from Hawaii Pacific University noted "Through NextGen, I was able to get paid to be an intern for one of my professors. I got hands-on experience in water quality monitoring, fish tagging, and Hawaiian agriculture. This helped me realize that I like doing field research and can see myself doing it as a future career." Experiential Learning-Model USDA: (ELP/OEP) (O1, O2, O4) On January 31 to February 2, 2025, a total of 160 students (94 graduate and 66 undergraduate) attended the three-day virtual Model USDA event. The event included 4 USDA food and agriculture-related scenario simulations. Through this unique experiential learning opportunity, students gained improved knowledge of the USDA, understanding of FANH-related issues facing the nation, and professional skills. 75% of all attendees reported increased knowledge of how food policy is made, and 88% agreed they improved their understanding of how the USDA works. Between 69% and 87% of students agreed that participating in Model USDA increased or affirmed their interest in working in food and agriculture and/or for the USDA, as well as their understanding of the types of jobs, skills, and expertise used by USDA employees. Between 80%-89% agreed that participating strengthened their interest in working on food policy and food system sustainability. As one Foodcorps student reported, "Being a part of the Model USDA participation encouraged me to apply for a job at the American Heart Association, one of the key stakeholders that work with the USDA. I worked as [part of] the nutrition committee [in the simulation...], and I truly enjoyed it." The Model USDA event was highly rated, with 85% rating it positively and 79 - 95% agreeing that the simulation was challenging, engaging, well-organized, and a good learning experience. Career Development Activities-Advising: (ELP) (O1, O3) 110 students participated in at least one advising session. The format of advising sessions varied, including meeting with a NextGen Project Manager, an Academic Advisor or attending a group advising workshop. Group advising sessions have been implemented by one of the university partners and entitled 'Academic Advisement Workshop' which is facilitated by an Academic Advisor. Several students were able to secure a new job opportunity with the support of Career Services.One ASU student admitted, "It has been helpful to also have required advising sessions as part of the program. I'm not sure I would have utilized the career services resources without that prompt." Career Development Activities-USAJOBS Information Session: (OEP) (O1) A total of 66 students attended the USAJOBS Information Session either in person or online, while an additional 29 students participated asynchronously by viewing a recording. In addition, 19 individuals who were not part of the NextGen program--such as other students or community members--also attended the session.The session was designed to enhance participants' knowledge and skills related to applying for federal jobs through the USAJOBS website. Among student attendees, 84% to 85% reported that the event improved their understanding of how to navigate USAJOBS, apply for government positions, and prepare a federal résumé. A student from the University of Guam who explained that due to the information sessions, they realized they "want to pursue a profession within the United States Department of Agriculture (USDA), more especially working with conservation agencies." and further explained that "after gaining an understanding of the significant part that USDA agencies play in safeguarding our natural resources, my enthusiasm for making a contribution to environmental stewardship has increased even more."

Publications

Progress 06/01/23 to 05/31/24

Outputs
Target Audience:This Tier III project is centered on educating NextGen food policy leaders. From high school and community learning centers through to University of Alaska Fairbanks, Hawai'i Pacific University, University of Guam, Arizona State University, and FoodCorps, the partnership ("Partnership") will create a pipeline of diverse young leaders prepared and excited to join the federal workforce across various agencies, positions, and GS levels. It will engage the community as well, hosting conversations about future USDA workforce needs based on community-identified gaps in service. By creating a broad understanding of the vast array of employment opportunities at USDA and related agencies, this project will engage 9,000+ students from across the country, with concentrated support for students from underrepresented communities and in the states of Alaska, Arizona, Hawai'i and the territory of Guam. Project innovations include role-playing simulations (MyUSDA app and Model USDA), communications campaigns, curated internships, talent pipeline ladder, USDA service gap analysis, and an annual Climate & Food Symposium. Educational tools developed as part of this project will be open access, available for use by USDA, universities, and other organizations like 4-H and the Sustainable Agriculture Education Association. Through student scholarship projects (SSP), experiential learning projects (ELP), outreach and engagement projects (OEP) and multi-tiered experiential learning experiences, this project will demonstrate to students why federal service matters in our climate- and equity-challenged world. Our Partnership will identify pathways into public service for high school, bachelor, and graduate degree holders, with the goal of strengthening USDA's future workforce byincreasing the number of food, agriculture, natural resources, and human sciences (FANH) knowledgeable employees from underrepresented groups and geographies. Changes/Problems:No significant changes in approach are needed for this project at this time. Some aspects of project development required a longer timeline than was given or that was anticipated. Work is being done to streamline communication and timelines across the "Partnership". A stronger emphasis will be placed on coordination related to streamlining communication,marketing, and implementing evaluation processes to illustrate student impacts of the project as a whole moving forward. What opportunities for training and professional development has the project provided?Opportunities for training and professional development were provided by all of the Partnership organizations. ASU provided a USDA Info Session, How to Apply for Federal Employment, USAJobs.gov, career counseling workshop and career presentation panels for students. Guam provided information sessions to other non-NextGen projects. UAF and HPU offered several talks, training, and outreach opportunities directly to students and used some of the opportunities such as the ASU USAJobs.gov and the annual Food and Climate Symposium to start recruiting students and bringing awareness to the NextGen program. Based on the annual student survey that was deployed across the "Partnership" this last spring, students indicated that through participating their professional skills improved "quite a bit" or "a great deal" in the following areas: Networking with the USDA Working on a research or project team Being innovative Communicating orally (e.g., presenting research, participating in research meetings or outreach activities, speeches,speaking persuasively) How have the results been disseminated to communities of interest?All outreach engagements such as professional development and other educational sessions have been open to university community members such as the USDA Info Session and the annual Food and Climate Symposium. All of the Partnership used those sessions as an opportunity to recruit students and bring awareness to the NextGen program. The annual Food and Climate Symposium covered a broad range of topics linking NextGen/USDA topics with up-to-date climate science and modeling. The workshop was broken into four topics: a climate change overview, climate change and landscape level ecology, climate change and land management, and climate change and food security. For each of these topics, participants learned,explored, and discussed issues relevant to USDA workforce development and to the regions of interest to the participating institutions. These workshops gave scholars and other participants a chance to virtually meet and interact from their own institution and others. Partners have reached out to USDA agencies and academic units at their respective institutions to communicate about opportunities for collaboration with the NextGen program. Some USDA agencies were not aware of the program so that gave the opportunity for the team to explain the scope of the project and engage with collaborative discussions. Those agenciesthat did know about the program were receptive to collaborating and having interns in the future. What do you plan to do during the next reporting period to accomplish the goals?Beginning the Summer of 2024 ASU will have seven of the eight internship sites that hosted interns in the spring semester and will be hosting interns this coming summer. The eighth site plans to host an intern again in the fall semester and three more intern sites are slated to start up this summer. UOG has current efforts focusing on faculty content expertise in FANH areas and identifying research/project opportunities for interns. This is currently underway and to be finalized by early summer. HPU plans to have nine (one graduate and eight undergraduate) student interns placed this summer with some in process currently. UAF is spending the summer continuing to set-up infrastructure for processing scholarships and internships and recruiting students for the program. In addition, as the lead institution, following-up on streamlining processes for the Partnership related to data collection, more cross institutional communication, and collaboration efforts across the "Partnership". Ongoing: Continue monthly Partnership meetings and biweekly 'data working group' meetings to keep everyone informed across the project and refine processes moving forward. The group is working on ways to streamline communication and be more responsive to USDA data requests and other opportunities. There have been many lessons learned regarding working across many time zones and distances. All of the Partnership is planning on having USDA NextGen scholarships awarded in Fall of 2024. Development is underway to modify the annual Food and Climate Symposium for year two. In addition to new scholars attending the four-hour introduction session a new aspect will be developed. Scholars that are continuing with the program and who have already attended the first symposium will be provided an opportunity to take a two-hour virtual workshop on trending climate issues. This new session will be offered in October 2024. Strategy discussions are underway regarding the possibility of developing an onboarding webinar for USDA NextGenScholars to attend across the Partnership to clarify roles, responsibilities, and kick-off networking, collaboration, and learning across the larger cohort of scholars this next year. An ASU USDA NextGen Scholar has been leading the design of an innovative interactive learning opportunity for the project called Model USDA. Six additional graduate students have joined the design team. Over the course of this summer, the completion will take place of four designs of five total simulated scenarios related to: dietary guidance; school food; rural development; and urban agriculture. The first Model USDA event will take place Spring 2025, but in the meantime, this teamof graduate students are learning much about USDA. All the partners plan to host their annual community convenings to hear feedback from stakeholders regarding impressions of USDA as well as USDA information sessions, and USAJobs.gov introductory workshops for USDA NextGen Scholars.Virtual communication tools are being researched to assist the "Partnership" in staying connected and expedite the sharing of ideas, impacts, and coordination of educational programming.

Impacts
What was accomplished under these goals? In the first year of the grant, 91 undergraduate and graduate students received scholarships or participated as interns. Of these, more than two-thirds (69%) self-identified as members of underrepresented groups or as first-generation college students. Over two-thirds (69%) of funded students self-identified as members of an underrepresented group or as first-generation students, providing important opportunities for students from groups historically excluded from the USDA to develop knowledge and skills and learn of relevant pathways to public service with the USDA or in the agricultural field more generally. Through participation in event activities and receiving scholarship and internship funding, students gained increased awareness and knowledge about the USDA during the first grant year. For example, 80 students participated in a USDA Information Session hosted at Arizona State University. During the session, students learned about the USDA's structure and organization, its annual budget, its field-based operations across the U.S. and globally, and the wide variety of job opportunities in various fields available at the USDA-"Everything from A-to-Z!". The percentage of students who were"moderately" or "extremely" familiar with the USDA grew from about one-half (52%) before the event to nearly all (89%)afterward. Following the event, students shared the following key takeaways: "The scope of the USDA is much wider than I thought," "...that there were so many different types of jobs available that fit my differing passions within food systems," and"My key takeaway is that the USDA's mandate is broad and far-reaching." With the help of [ASU] sustainability students, it can be fulfilled more effectively and sustainably." After the event, the most common reasons attendees gave for being interestedin working for the USDA in the future were (1) the opportunity to work on agriculture, food, and/or nutrition issues (93%); (2)the chance to work on environmental issues (80%); and (3) the ability to pursue a variety of career paths (78%). 71 students attended a one-hour session on USAJobs Information Session on April 16, 2024, entitled "How to Land a Federal Job." During the event, students learned about the variety of opportunities available at federal agencies, including the USDA,as well as eligibility requirements for federal employment, service categories, hiring paths, and special hiring authorities.Further, the session provided guidance on how federal resumes differ from typical resumes, how to tailor resumes and cover letters for specific jobs, and how to navigate the USAJobs website. Additionally, students learned about the types of federal interviews, the interview process, and what to expect during the post-interview hiring stages. Students reported the workshop improved their understanding of how to (1) apply for a job with the federal government (91%) and (2) use USAjobs.gov (90%).The event also led to growth in the percentage of students who (1) envisioned themselves as working in a federal job someday (growth from 61% before to 83% after the event), (2) specifically saw themselves working at the USDA someday(growth from 67% to 86%), (3) expressed interest in applying for a USA federal internship or job (growth from 63% to 84%),and (4) indicated interest in applying for an internship or job specifically at the USDA (growth from 64% to 80%). 62 students attended the annual Food and Climate Symposium. The impact of the first symposium on participants' knowledge of food, agriculture, natural resources, and human sciences (FANH) topics was somewhat less than expected, with only 28%and 58% of participants reporting "quite a bit" or "a great deal" of growth in understanding of these topics. However, over 78%of attendees reported at least "some" growth in understanding across key areas, including: (1) food and agriculture-related issues (90%), (2) food and agriculture-related leadership opportunities (78%), (3) concepts associated with food and agriculture field(s) of study (85%), (4) how food and agriculture specific research helps people address real-world issues(93%), (5) which problems are addressed by food and agriculture research and work (95%), (6) potential career pathway(s)associated with the food and agriculture specific field(s) of study (80%), and (7) food and agriculture topics that are related to regional context (80%). Students reported their key takeaway from the event was a deeper understanding of the connection between climate-related issues and food security: "Food security is dependent on many other climate-related issues.";"Climate issues impact all parts of food systems."; and "[I know have] more of an expanded understanding of how climate change affects landlocked areas. Such as food security, drought, water availability, etc." Additionally, students highlighted how they learned that climate issues are complex and require collective efforts and solutions to address: "We need many people engaged in these issues and thinking critically, the status quo isn't working and we need to step in to prevent complete climate catastrophe." This project aims to improve recruitment, retention, and graduation rates of diverse learners, with a particular focus on fostering a culture of inclusion. A primary goal of the project is to ensure that 75% of the total student support funds are allocated to underrepresented minority and or first generation college students. In the first year 63 underrepresented minority or first generation college students received 91.1% of the overall fund. A strong sense of belonging was evident among the USDA Scholars. Between 85-89% of Scholars felt that USDA NextGen addressed six of the ten key diversity, equity, and inclusion (DEI) areas in the annual student survey. Further, 89-94% of scholars reported feeling a significant sense of belonging in eight of the ten "I feel..." statements. 41 ASU Sustainable Food Systems MS students completed two classes in which students spend a week per class touring Arizona food-related businesses and engaging with leaders at USDA in Washington DC. The Arizona Food and Farm Immersion created opportunities for community-based teaching and learning. Students learned directly from farmers,ranchers, food processors, hunger relief agencies, food entrepreneurs, USDA Arizona, and others while immersing themselves in the state of Arizona's vibrant food system. This included USDA Arizona's NRCS, FSA, and RD, Oatman Flats Ranch, Yuma Fresh Vegg, Desert Premium Farms, Paloma Dairy, Justice Brothers Ranch, Alcantara Vineyard & Winery,Sinagua Malt, Hauser and Hauser Farms, Hayden Flour Mills, Echo Canyon School, and Duncan Family Farms. The goal of the course was to drive home the message that one should never design food policy without direct conversations with those producing food. In DC, students visited with various USDA leaders and influencers impacting policy. Students were able to understand the process by which food and agriculture policy ideas are developed by being immersed in the ecosystem where it all happens. Students left the experience with a new network of professional contacts and a professional headshot with the Capitol Dome as the background. For many students, it was their first time traveling to Arizona or DC. One student stated,"Through the immersive classes, students were able to put together all they had been learning in the classes. It also provided a great networking opportunity. The immersive classes are what makes this program so unique!"

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