Progress 09/15/23 to 09/14/24

Outputs
Target Audience:Undergraduate students: Objective#1 (Curriculum development) We planned for 30 students per year and reached out to 27 through enrollment. Objective# 2 (Experiential and project-based learning in research): We planned for 10 students per year, and we gave the opportunity to 12 students with financial support and 9 through enrolling and performing research in Capstone Research Experience courses. Objective #3 (Skills) = We planned for10 students per year, and we gave the opportunity to 12 students Graduate students: ? Objective#1 (Curriculum development): We planned for 10students per year andreached out to 12 through enrollment. Objective# 2 (Experiential and project-based learning in research): We planned for10 students per year, and we gave the opportunity to 8students with financial support and 2 through enrolling and performing research in the Master Project course. Objective #3 (Skills) =We planned for10 students per year, and we gave the opportunity to 8students Entrepreneurship workshop: Hosted at the University of Houston on April 19th, 2024, this workshop had two sessions: "Social Entrepreneurship in Technology and Science" and "Lean Canvas Models." Around 20 students (8 graduate and 12 undergraduate students), from biotechnology and engineering attended. Dr. Hyunseok Hwang explained the basics of entrepreneurship, while Dr. Tanu Chatterji from Bauer College of Business explained the Lean Canvas Model, a one-page business plan for testing and validating business ideas. Research Club: Conducted a 10-session Biotechnology Research Club for 15 junior-level undergraduates and two graduate students, focusing on research methodologies in biotechnology, including experiment planning, literature review, experimental design, data collection and interpretation, and scientific writing for 10 weeks. Students meet once a week for 1 hour, either listening or giving a short presentation on pre-defined research topics related to Food and Agriculture Biotechnology. Instrumentation Day: In Spring 2024, 22 undergraduates and graduates participated in the Instrumentation Day. They gained hands-on experience in several areas: (i) DNA Sample Preparation: Techniques include gel electrophoresis and quantification using nanodrop and Qubit, (ii) RNA work: Students learned TNA extraction, cDNA synthesis and qRT-PCR-related reaction preparation and analysis, (iii) Photosynthesis Measurements: Using LI-COR 6800 for photosynthesis and LICOR 600 for chlorophyll fluorescence, (iv) HPLC analysis: Sample preparation and analysis of microbial products. Students were introduced to the basic functions, purposes, and anatomy of the HPLC, learning about mobile and stationary phases, sample pathways, and compound elution speeds. They interpreted HPLC results using existing data and practiced preparing, loading, and running samples. A simplified introduction to the software was also provided. Research Day: This year's Research Day at UH Sugar Land saw 58 graduate and undergraduate biotechnology presenting collaborative projects. The event featured poster presentations and elevator pitches judged by faculty from Cullen College of Engineering, The College of Natural Sciences and Mathematics and industry professionals. Students showcased their innovation, leadership, and investigative skills across various topics, including genetic engineering of watermelons, biopesticides, plant physiology, microbiome, and bioinformatics analysis of genes. Farm Day: Twenty students fromUH and Texas A&M University (TAMU) participated in Farm Day to learn about current technologies for producing food production, specifically leafy greens, at the Kalera vertical farming facility. They also observed how automation reduces labor and increases yields, how apps and software efficiency, and saw good manufacturing practices (GMP) in action. Climate Smart Workshop: Our project team hosted a workshop on climate-smart agriculture at TAMU, College Station, TX from May 15-17, 2024. The workshop featured talks on topics such as hydroponic crop production, greenhouses and indoor farms lightings, bio stimulants for climate-smart plant growth, environmental benefits of using micro and macroalgae, production of therapeutic proteins using plants, farming practices to increase carbon sequestration, applications of synthetic biology, biotechnology in climate-smart agriculture, and social entrepreneurship. Talks were delivered by project PIs and invited speakers from TAMU.The workshop also included hands-on learning opportunities on hydroponics production of leafy greens and fruiting vegetables at the TAMU Horticultural Department's teaching greenhouse. Peer Research Café: We organized 2-hour Writing Café and peer forum meetings monthly for senior undergraduate and graduate students to enhance their writing, research, and presentation skills. Participants gained a comprehensive understanding of academic writing conventions, practical skills in reference management and received individualized feedback on their research presentations. Presenting and discussing their work in an academically supportive setting significantly bolstered their confidence and refined their presentation skills. The collaborative and interactive nature of the meetings fostered a strong sense of community and facilitated peer-to-peer learning and networking. Ten students actively participated in these enriching academic exchanges. Invited Seminars: Two invited speakers presented their research work and life experiences and discussed how they undertook the research path. Summer Lab Assistantship/Internship program: Twenty-one students (12 undergraduate and 8 graduate students) participated in experiential and project-based learning opportunities. These students received financial support for the summer months ($2,400 for undergraduates and $3,200 for graduate students). Each student either worked on an individual project or continued their research from their capstone class. This program enhanced their knowledge and skills in plant biotechnology and genetic engineering. Changes/Problems: We merged the "Writing Cafe" and "Peer Forum" into one activity "Peer Research Forum". This will help to improve delivering quality information to student's communication skills. The overall purpose of the activity will remain the same as proposed in the project document. We also merged "Instrumentation Day" and "Experimentation Day" into Instrumentation and Experimentation Day" to ensure smooth implementation and give opportunities for students to participate more.The overall purpose of the activity will remain the same as proposed in the project document. What opportunities for training and professional development has the project provided?We organized two workshops --Climate Smart Hydroponics and Entrepreneurship --and conducted training sessions on various lab instruments to enhance students' knowledge, skills, and leadership in Food and Agricultural Sciences. Two students participated in a 3-days intensive training on Photosynthesis Analysis in Agriculture at Li-COR in Nebraska. They later served as master trainers, teaching other students how to use the instruments effectively. The project offered a wide range of training and professional development opportunities. Participants gained hands-on research experience through a summer internship, improved their skills with advanced scientific equipment during Instrumentation Day, and developed their writing and presentation abilities through the Peer Forum and Writing Café. Farm Day provided practical agricultural experience, while the Research Club encouraged critical thinking and discussion. The Entrepreneurship Workshop equipped students with the skills needed to launch and manage ventures in the agricultural sector. Students from junior to senior undergraduate levels, as well as graduate students, engaged in project-based research to enhance their analytical, critical, and problem-solving skills. Lab-based research also bolstered their confidence and reinforced the knowledge acquired from theoretical courses in the program. How have the results been disseminated to communities of interest?The project activities were shared on X (Twitter; #NIFAImpacts), LinkedIn, the project website, and UH news. Some examples of these news items are https://uh.edu/news-events/stories/2024/january/01022024-climate-weather-crops.php and https://uh.edu/news-events/stories/2024/january/01022024-climate-weather-crops.php We organized info sessions for sophomores on the USDA-HSI program's objectives, activities, and benefits of joining it. We also reached out to high school students from Fort Bend and Houston ISD to disseminate project activities and the benefits of joining programs at UH and TAMU. What do you plan to do during the next reporting period to accomplish the goals?Enhancing Project Activities: We will continue to advance our planned activities for each objective and their associated tasks. Efforts will be intensified to reach a broader student audience, increase enrollment in relevant curricula, and incorporate additional topics related to agricultural and food sciences. Expanding Participation: We will actively promote project activities and opportunities to diverse student groups, emphasizing involvement in experiential and project-based learning activities. Building Industry Internship Connections: We will collaborate with industry partners to facilitate internships for senior students. We will engage companies such as Kalera Inc., Biora, and Lonza to provide 2.5-month internship opportunities. Refining Feedback Mechanisms: Timely feedback is crucial. We will enhance our methods for collecting and following up on participant feedback to ensure more effective and prompt responses.

Impacts
What was accomplished under these goals? Objective#1:Design and develop new synthetic biology and plant biotechnology courses. Task 1.1: We have prepared the syllabus for the plant biotechnology (3-credit course; BTEC 4397-30(25792), which has been approved by the Program Core Committee, the Department, and the academic office. This elective course is available to undergraduate students at the junior to senior level. It covers topics such as crop physiology, defense and immune mechanisms, plant-microbe interactions, cell culture, breeding, agronomy, phytochemicals, industrial uses, cloning and transformation, genomics, gene editing, and climate change biology. The course includes lectures, student presentations, discussions, homework, quizzes, and four project-based learning (PBL) exercises. For fall 2024, enrollment stands at 3 students, but we anticipate an increase in future semesters through program advisor promotions. We have enhanced the existing mandatory graduate course (BTEC 6325 Molecular Techniques; 3 credits), by incorporating more topics on agricultural biotechnology. Students now learn to apply agriculture biotechnology approaches in their experiments. Key topics include plant molecular biology protocols (DNA, RNA, protein extraction, gene expression analysis, and transcriptomics) and project-based learning activities where students collaboratively solve problems and present their findings. Task 1.2:We have developed and added four new 1.5-hour lectures on Synthetic Biology to the course BTEC3302 (Molecular Genetics and Biotechnology). These include DNA Assembly Techniques, Synthetic Biology, Metabolic Engineering, and Genome Editing Techniques. Additionally, four existing lectures on Recombinant DNA Technology, Recombinant Protein Expression, Protein Engineering, and Genetically Modified Organisms have been updated with a stronger emphasis on Genetic Engineering, closely related to Synthetic Biology. The Molecular Genetics and Biotechnology course enrolled 27 students for Spring 2024. Task 1.3: The Capstone Research Experience program, which spans two semesters and is mandatory for graduation is currently underway. To promote undergraduate independent research, we aimed to offer equivalent thesis courses. Although no students enrolled this year, two students have signed up for the plant biology thesis course for Fall 2024. Task 1.4: Certification workshop on climate-smart hydroponics: From May 15-17, 2024, our team hosted a workshop at Texas A&M University (College Station, TX) focusing on climate-smart agriculture. The event covered hydroponic crop production, greenhouse and indoor farm lighting, biostimulants for climate-smart growth, environmental benefits of micro and macroalgae, plant-based therapeutic protein production, carbon sequestration practices, synthetic biology applications, and social entrepreneurship. Presentations were given by project PIs and TAMU guest speakers. The workshop also included hands-on training in hydroponic production of leafy greens and fruiting vegetables at TAMU's teaching greenhouse. Objective#2:Create experiential and project-based learning opportunities for the students. Task#2.1: Through the capstone project, we recruited 9 undergraduate students in hands-on research activities. Their projects include: (i) Cordycepin as a Biocontrol Agent? (ii) ACC Deaminase-Producing Microbial Symbiosis in Drought Stress? and (iii) Gibberellin Biosynthesis in Fungi?. The students designed experiments, conducted lab work, prepared weekly progress reports, created posters, presented their findings at Research Day, and submitted detailed research reports. Task#2.2: Two MS students perform research work for their MS Project Course on: (i) Extracellular enzyme analysis of the plant rhizosphere during heat stress conditions to soybean and (ii) nano plastics impacts on plant growth and development. They carried out lab work and presented their findings at the course's conclusion. Additionally, one post-graduate student completed a research project on the flooding stress microbiome of soybean plants. Task#2.3: We organized Farm Day at Kalera Vertical Farm for 20 students, Instrumentation Day at UH for 22 students, and Research Day at UH for 58 students. These events provided hands-on research experiences and opportunities for students to present their work to peers and professors. Task#2.4: We offered summer lab assistantship and internship to 23 undergrad and graduate students across various labs in UH and TAMU. This opportunity enables them to conduct experiments and manage project independently, with mentorship from faculty and a PhD student to enhance their skills and knowledge. Objective#3:Improve research, leadership, and communication skills in Agrisciences. Task#3.1: Two students intensive three-day training on photosynthesis analysis in agriculture at Li-COR (Nebraska). They then served as master trainers, teaching other students about the instruments. Additionally, two students presented their capstone research project at the Southeast Texas Evolutionary Genetics and Genomics (STEGG) Symposium. Task#3.2: We organized a Research Club for sophomore and junior students to explore the research workflow, and a Peer Research Café for graduate students to share their research experiences and challenges. Task#3.3. We held an Entrepreneurship Workshop at UH, where over 8 students learned principles of starting food and agriscience-related businesses. Task#3.4. After each activity or event, we conducted a timely feedback survey. Additionally, a Qualtrics survey was administered to students who participated in the Entrepreneurship workshop. Evaluator's comments: The project activities spanned different levels of graduate and undergraduate students, and some program activities were disseminated to high school students. The project team has met its targets by providing experiential and project-based opportunities to diverse students. Curriculum development is in process, and the team plans to improve enrollment in new and revised existing curricula in plant sciences.

Publications