Progress 09/01/23 to 08/31/24

Outputs
Target Audience: The Come Back Home Summer Immersion Experience (CBH) project serves tribal college students in Arizona as a primary target audience. Eleven undergraduate students and one graduate student participated during summer 2024, Year 1 of the project. Participants were members of the Navajo Nation and included seven Diné College?(DC) undergraduates, one Cal Poly Humboldt University undergraduate, one University of Arizona (UA) undergraduate, one University of New Mexico undergraduate, one Fort Lewis undergraduate, and one DC graduate student. To the extent participants reported their demographics, the participant audience is as follows: 42% are from low-income households; 42% did not report income status; 33% are first generation college students and 42% did not respond to the latter question. Participant majors are reported via CIP code in the appropriate section. Programming provided by CBH reached additional audiences of undergraduate and graduate students and staff at DC through coursework and research activities. Of the CBH participants, three previously participated in the USDA-NIFA "Advancing Postsecondary Attainment in Research and Science, Technology, Engineering, Agriculture, and Mathematics" (also called Bridge to STEAM, award number 2020-70411-32774). Project personnel and PIs from the two institutions who participated in events are faculty and professionals who serve Native students and/or are in the STEAM fields. Project personnel and affiliated institutional personnel are included in the target audience in an effort to share best practices across institutions. As the project aims, in part, to prepare Native students for careers in STEAM, the recruiting efforts focused on a Native audience of undergraduate students in community colleges and universities across the United States. Changes/Problems:There is a change in personnel that affects one component of the project. UA administrative staff Lori Schultz was included in the proposal as the institutional liaison to Diné College in charge of the research administration consulting. The plan for this role was to provide assessment, training, and development to Diné College research administration staff in both virtual and in-person sessions in order to support the success of this project and future projects. Ms. Schultz left UA in October 2023, shortly after this project launched. There is no plan to fill the now-vacant position at UA and therefore no personnel to accomplish the planned activities. The plan for UA personnel to provide research administrative support to DinéCollege is not critical to the goal of increasing the persistence of Native students in STEAM. We believe the project will satisfy all objectives without the research administration consulting element.? What opportunities for training and professional development has the project provided? The project provided numerous opportunities for training and professional development that were integral to the participants' growth as both researchers and community leaders. During the orientation, participants were introduced to the expectations and professional behaviors required in a research lab setting. They engaged in training on professionalism, including navigating conflict resolution, setting personal and research goals, and understanding how to work effectively with people from diverse backgrounds. This was particularly important for the Native American participants, as it fostered an environment where they could respect and learn from each other's lived experiences, while also learning to collaborate with individuals with different perspectives. One-on-one meetings with their mentor, Dr. Skaltsas, helped participants to establish their professional development goals and understand the importance of aligning their personal aspirations with their academic and research ambitions. Dr. Skaltsas provided a feedback report for each student on their strengths and areas for improvement. Examples of some of the strengths students demonstrated include positive attitude, initiative and curiosity, efficiency and proficiency, team player, reliability, knowledge and confidence, hard work and positive attitude, quick learner, field and lab skills, PCR Skills, and leadership. As part of the training, participants gained hands-on experience in various scientific methods that are critical for environmental research. They learned lab techniques, including amplifying DNA via PCR (polymerase chain reaction), DNA sequencing, and microbiology work, while also engaging in fieldwork to assess plant and soil health. The training focused on the "why" behind each laboratory technique, emphasizing critical thinking skills and technical proficiency. By performing proficiency tests aligned with the learning objectives, participants ensured that they understood not only how to execute the techniques but also the rationale behind them. Leadership roles were also incorporated into the project, allowing participants to practice leading teams, refining their ability to work within and guide a group, which is crucial for future research endeavors in both academic and community settings. ? In addition to lab skills and scientific training, the participants benefited from exposure to data analysis and the broader scope of environmental research that directly impacts their community. By working on research projects within the Navajo Nation, they were trained to connect scientific findings with solutions that could address local environmental challenges. Dr. Skaltsas and the project team made it a priority to cultivate a sense of belonging for the participants, emphasizing the importance of community-based research. The participants were encouraged to use their unique cultural perspectives and place-based knowledge to enhance the research, creating a mutually beneficial learning environment. This approach not only strengthened the participants' scientific expertise but also reinforced their sense of purpose in conducting research that benefits their community, ultimately increasing the capacity of the Navajo Nation to address environmental issues through its own trained members. How have the results been disseminated to communities of interest?Due to the project timeline, results dissemination will begin in project Year 2 and will be included in the Year 2 report. In Year 1, starting September 1, 2023, and concluding August 31, 2024, the participants engaged in an immersive research internship which involved collecting and analyzing data as well as providing feedback on their experience. Participants and investigators plan to have both research results and program evaluation data to disseminate after October 1, 2024. The plan is for participants to present research results at the First Americans Land-Grant Consortium (FALCON) conference and at the annual Diné College science and agriculture community outreach event. Investigators will present program results to their respective institutions and at conferences that focus on undergraduate research and diversity in STEM. Recruiting efforts promoted program details and reached educators, student support personnel, and Native students at 14 institutions across the US and at two conferences that reached a national audience, disseminating the opportunity if not results. What do you plan to do during the next reporting period to accomplish the goals? During the next reporting period, we will focus on continuing the successful implementation of the Year 1 summer program, with a structured approach to program planning, recruitment, and selection. Program planning will take place from October 2024 to May 2025, ensuring all necessary logistics, resources, and partnerships are in place for a smooth operation of the summer immersion program hosted at DC. Recruitment efforts will begin in October of 2024, where we will recruit from a national audience of Native undergraduate students as potential participants, providing them with clear information about the program's objectives, benefits, and application process. The team will advertise the program at the SACNAS National Diversity in STEM conference and at the national American Indian Science and Engineering Society (AISES) conference. The selection process will be conducted in March 2025, followed by travel and housing arrangements in April. In May, participants will complete a pre-program survey, onboard, and attend an orientation session to prepare for their summer research experience, setting the stage for a successful program. The 10-week summer research projects will run from May to August 2025, where participants will engage in fieldwork, lab training, and data analysis with mentoring from Dr. Skaltsas. All elements of the summer immersion program are designed to advance the goals and objectives of the project. Following the summer projects, we will conduct a post-survey and focus group in August 2025 to assess the participants' experiences and gather insights into the program's impact. Evaluation of the project's outcomes will be a key component to assess the program's progress and effectiveness in meeting its objectives and guide any necessary adjustments and improvements for future iterations of the program and dissemination to communities of interest. ? Participants and program personnel will present research findings and programmatic findings at disciplinary conferences, to their respective institutions via workshops and progress reports, and to the Navajo community at events hosted by Diné College.

Impacts
What was accomplished under these goals? The goal of the project, "The Come Back Home Summer Immersion Experience", by the 1862 Land Grant University of Arizona (UAZ) is to increase the persistence of Native students in science, technology, engineering, agriculture, or mathematics (STEAM) majors and increase the number of Native students pursuing graduate school. The project team advanced all objectives through the immersive summer research internship programming. Led by co-PI Skaltsas, a cohort of 12 participants engaged in all elements of the 10-week program as a group, including hands on research and field work, communal living in the Diné College dormitory, shared meals, socializing, team building, and coursework. Co-PI Skaltsas provided culturally responsive and inclusive mentoring throughout the summer program. Participants worked in the field and lab alongside Dr. Skaltsas, met weekly for group mentoring during lab meetings and journal club, and met individually for more personalized mentoring. The project's accomplishments are described in relation to each of three objectives. Objective 1 is to increase and sustain interest in STEAM carers and graduate school. Of the 12 participants, 83.3% indicated they will continue their coursework in STEAM fields with only two participants (16.7%) choosing to pursue non-STEAM fields at the end of the summer program. One participant changed her major to a STEAM field and one entered the accelerated Master of Science program at DC upon completing the summer internship. Objective 2 is to create a sense of belonging and a welcoming environment for Native STEAM students by providing inclusive mentoring from a STEAM faculty member. Participants provided informal feedback to Dr. Skaltsas that the field work, lab experience and mentoring provided by CBH supported their development and confidence as researchers and professionals in STEAM fields. A focus group is still being planned with participants by the evaluator to illuminate their experiences with bridging, bonding, and linking social capital and the cultivation and reinforcement of STEAM identity and career interest. ? Objective 3 is to build a supportive, cohort-based learning community that provides Native STEAM students the opportunities, skillsets, and strategies required to be competitive academically and professionally in STEAM fields through authentic research experiences. Dr. Skaltas observed students developing a sense of growth as researchers and professionals with the majority planning to pursue a graduate degree in a STEAM field. Participants learned or improved their teamwork skills and capacity to support others in research and professional skills development. A survey is being sent to participants to determine whether: 1) they conducted student-led research during the academic year; 2) they applied to a follow up research program; 3) they continued to pursue a STEAM major during the following academic year; and 4) they applied or are planning to apply to graduate school.

Publications