Source: Houston Community College submitted to NRP
DEVELOPING THE HSI COMMUNITY COLLEGE-UNIVERSITY ACADEMY FOR PROFESSIONS IN THE FANH SCIENCES (HSI FANH ACADEMY)
Sponsoring Institution
National Institute of Food and Agriculture
Project Status
ACTIVE
Funding Source
OTHER GRANTS
Reporting Frequency
Annual
Accession No.
1031463
Grant No.
2023-77040-41198
Cumulative Award Amt.
$992,455.00
Proposal No.
2023-04495
Multistate No.
(N/A)
Project Start Date
Sep 15, 2023
Project End Date
Sep 14, 2027
Grant Year
2023
Program Code
[NJ]- Hispanic Serving Institutions Education Grants Program
Recipient Organization
Houston Community College
(N/A)
Houston,TX 77002
Performing Department
(N/A)
Non Technical Summary
The HSI Community College-University Academy for Professions in the FANH Sciences (HSI FANH Academy) creates a seamless academic transition for students between two HSIs - Houston Community College [HCC] and Sam Houston State University [SHSU]. This joint enrollment program will be supported with hands-on experiential learning internships coordinated by Texas A&M AgriLife [AgriLife Extension] including internships with AgriLife Extension, USDA Agencies, state and local agriculture-related organizations, and entities from private and non-profit sectors. To ensure minority student enrollment, the HSI FANH Academy will target four independent school districts [ISD] with high enrollment of youth that are Hispanic, Black, and from other minority groups - Houston, Alief, Katy and Spring Branch ISDs. The expectation is to expand this effort to ten Texas urban areas with community colleges in close proximity to universities that offer studies related to the FANH sciences.There is a significant diversity gap in higher education enrollment and in careers related to food and agriculture due to the negative stigma associated with agricultural field work and lack of awareness of the broad array of careers that comprise this dynamic system. Although the population of Hispanic Americans in urban and suburban areas is increasing, most agriculture programs do not offer FANH science from an urban context. Community colleges provide a cost-effective means for post-secondary education, but significant roadblocks exist in achieving a smooth transition from community colleges to four-year universities. Shortage of active learning programs, acquisition of transferable skillsets, and experiences such as internships are other barriers that prevent underrepresented students from pursuing higher education and careers in agriculture.The HSI FANH Academy complements and builds upon a joint HCC, SHSU, and AgriLife Extension workforce development grant ($550,000) that will be the foundation for urban-relevant pathway from high school to community college to university for professional careers in Urban Agriculture, Horticulture, and Environmental Studies. The pathway will include transferable skill sets and start with individual certifications and certificates, moving toward attainment of two-year Associate of Applied Science [AAS] and Associate of Science [AS] degrees and to Bachelor of Science and graduate degrees. The HSI FANH Academy is innovative and distinguished by three key aspects. (1) The courses offered at HCC and SHSU will be tailored to address prevailing urban issues that are relevant to the students. (2) The credits earned at HCC will all be accepted at SHSU. (3) The internships will not only be relevant to the interns but also the process will allow all interns to learn about the wide array of career opportunities in the FANH sciences. This approach will enable students to acquire knowledge, skills, and abilities for employment and become contributing members to society. For example, the HSI FANH Academy will give particular attention to such issues as food security, food deserts, conservation of urban natural resources, and prevailing health disparities found in today's urban environments.Most people are unaware of the variety of disciplines, cutting edge technology, and great career opportunities available in agriculture and tend to relate it to work on farms or ranches. This negative stigma associated with agriculture along with the lack of financial resources are the major barriers for underrepresented populations, especially Hispanics, to pursue higher education in FANH (Mullinix et al., 2006). Most of the underrepresented students are first generation college students and these families may have the added barrier of the lack of awareness about college admission and federal and state financial aid processes. Lack of understanding of the process is the largest barrier to pursuing higher education for Hispanics.Excelencia in Education [EiE] is an organization with extensive research concerning Latino student success. In their Pathway Programs (n.d) literature, they state "Pathway programs align academic and student support services through transitions between education institutions, which can increase students' persistence to degree attainment". HCC has created two very successful pathways for Engineering with Texas A&M University and University of Houston and will build upon the lessons learned there to establish the HSI FANH Academy.The HSI FANH Academy will resolve both the diversity gap in higher education and ease the transition issues that prevent Hispanic and other community college students from transferring to four-year institutions. Rather than just transferring students, the HSI FANH Academy will seamlessly transition students.The HSI FANH Academy will use transformative learning practices (Simsek, 2012) based upon transdisciplinary research. Transformation occurs when "learners encounter novel experiences, challenges, or diverse viewpoints that challenge their existing mental frameworks".The HSI FANH Academy will hold agricultural bootcamps for underrepresented students from the area schools to increase their awareness of and interest in the multitude of educational and career opportunities in FANH disciplines. These bootcamps will showcase admission and financial aid processes.Finally, the HSI FANH Academy will place students in FANH internships as coordinated by AgriLife Extension at USDA Agencies, AgriLife Extension, private and public companies, non-profit organizations, and educational institutions. These internships will allow students to participate in the wide variety of FANH disciplines available and gain specific skill sets necessary for employment.More specifically, the HSI FANH Academy will establish a Community of Transformation to facilitate students, instructors, and staff transformation that will be measured by reflective journals kept by all project participants. They will examine their assumptions and responses to the learning journey. Not only will the coursework be adjusted to address current and future FANH issues from an urban perspective but also students will follow a focused leadership agenda, will have real-world experiences through internships, the role of AgriLife Extension as a viable partner in higher education will be demonstrated with 20 BS degrees and 10 MS degrees to be awarded. The anticipated benefits are multifold. Firstly, the project seeks to bridge the diversity gap in FANH higher education by providing an accessible pathway for underrepresented students, especially Hispanics, to pursue FANH degrees. Secondly, the project aims to empower students with valuable skills and hands-on experience through internships, making them more competitive in the job market. Ultimately the project aims to create a model than could be expanded to ten urban areas in Texas, fostering a new generation of professionals in the FANH fields.The societal benefits of achieving these goals would result in a more diverse and skilled workforce in the FANH disciplines, helping to address critical issues like food deserts, heat islands, and environmental sustainability in growing urban areas. The project not only benefits the students but also contributes to the resilience and well-being of these communities, make a positive impact on economics, society, and the environment.References.Mullinix, K., Garcia, L., Lewis-Lorentz, A., & Qazi, J. (2006). Latino views of agriculture, careers and education: Dispelling the myths. NACTA Journal, 50(2) 2-11.Simsek, A. (2012). Transformational learning.Encyclopedia of the sciences of learning, 3341-3343.Pathway Programs, Excelencia in Education (n.d.). Retrieved March 30, 2023 from https://www.edexcelencia.org/research/issue-briefs/pathway-programs-approach-increasing-latino-student-degree-attainment
Animal Health Component
10%
Research Effort Categories
Basic
0%
Applied
10%
Developmental
90%
Classification

Knowledge Area (KA)Subject of Investigation (SOI)Field of Science (FOS)Percent
90301993020100%
Knowledge Area
903 - Communication, Education, and Information Delivery;

Subject Of Investigation
0199 - Soil and land, general;

Field Of Science
3020 - Education;
Goals / Objectives
Our Vision is for there to be transitional academic pathways for community college students from U.S. underrepresented populations to achieve undergraduate and graduate degrees in the wide array of disciplines that comprise today's Food, Agriculture, Natural Resources, and Human Sciences (FANH). Our Goal is to develop an academy that is steeped at the intersection of transdisciplinary research and transformative learning to address the myriad and intertwined issues affecting the quality of life of urban dwellers. Our HSI FANH Academy will link high schools with Hispanic-Serving Institutions community colleges and four-year universities in an action-oriented recruitment, retention, graduation, and placement program that includes curriculum development, faculty enhancement, experiential learning, leadership development, and inclusion of the social sciences. To achieve this Goal there are 5 Objectives:Objective 1. Develop a joint transition program of study between HCC and SHSU, by offering courses that enable attaining a Bachelor's or Master's degree to address the wide array of issues affecting urban dwellers related to food, agriculture, natural resources, and human sciences.Objective 2. Improve knowledge of HCC and SHSU faculty and staff to enable the success of urban community college students from U.S. underrepresented populations, by creating a joint Community of Transformation that engages all involved in dialogue about successes and concerns related to this unique population .Objective 3. Recruit and retain at least 15 undergraduate students and 10 graduate students from urban U.S. underrepresented populations, by targeting a larger population of students that have potential to persist.Objective 4. Conduct a minimum of 15 undergraduate and 10 graduate internships for students from U.S. underrepresented populations, by linking the effort through Texas A&M AgriLife Extension Service with AgriLife Extension, USDA agencies, and federal, state, private and non-profit entities.Objective 5. Improve leadership knowledge, skills, and abilities of undergraduate and graduate students from U.S. underrepresented populations by developing a focused leadership development agenda.We will address four of six Educational Need Areas (See table 1) by achieving five objectives. (See tables 1 and 3 Objectives) Because these needs are inextricably interconnected, we have set five objectives with overlapping and mutually beneficial activities. Specifically, Objective 1 corresponds with Need Area 1 by developing a joint HCC and SHSU transition program of courses for attaining a Bachelor's or Master's degree to address issues affecting urban dwellers related to food, agriculture, natural resources and human sciences. Objective 2 matches Need Area 2 by creating a joint Community of Transformation that engages all involved in dialogue about successes and concerns related to this unique population. Objectives 1, 4, and 5 relate to Need Area 5 through increased hands-on laboratory and field exercises; a robust internship program with AgriLife Extension, USDA Agencies and private and non-profit entities; and incorporation of communication and leadership skills into all activities, e.g., student clubs. Objectives 3 and 5 complement Need Area 6 with an aggressive recruitment effort that purposefully extends with on-site HCC counselors in four target ISDs and responsive and engaging retention student-driven retention initiatives at HCC and SHSU.Table 1. Educational Need Areas and ObjectivesObjectivesEducational Need Areas 1. Curricula Design2.Faculty Preparation5.Experiential Learning6. Recruitment and RetentionDevelop Joint Transition ProgramXX2. Increase Faculty and Staff KnowledgeXRecruit and Retain studentsXConduct InternshipsXImprove Student Leadership SkillsXXBecause the HSI FANH Academy is based on a theoretical framework at the intersection of transdisciplinary research and transformative learning (See Transdisciplinary Research and Transformative Learning in Appendices) it will impact food and agricultural sciences in two strategic and long-lasting ways. 1) Students, faculty, and stakeholders will develop a sound understanding of not only the myriad of issues impacting on the quality of lives of urban dwellers but also how the many relevant disciplines must convene to, together and harmoniously, determine joint courses of action. 2) Students, faculty, teachers, extensionists, and stakeholders will transform not only their understanding of a different way of preparing young professionals for the future but also their respective and important roles in the process.
Project Methods
A cornerstone of the project is the use of an External Evaluator who will provide continous feedback. The evaluator will use a mixed-methods formative and summative external process. They will participate in all project meetings and key activities to assess five points: (1) status and progress toward reaching products, results, and measurable outcomes; (2) successes and concerns expressed by stakeholders, e.g., students, project leaders, faculty, internship mentors, and PAC members; (3) identification of areas that merit attention or where research may be conducted (4) lessons being learned; and (5) illuminating next steps.Evaluation activities will start at the onset with a thorough evaluation briefing for the PI, Co-PIs, and PAC including the following key steps. 1) Register base line data for each of the products listed in e. products, results, and measurable outcomes while focusing on number of undergraduate students from HCC that enroll in the program, transfer, persist, or graduate from SHSU and graduate students that enroll, persist, or graduate from SHSU. Data will be collected by HCC and SHSU institutional assessment offices. 2) Conduct a preflection/reflection exercise (affective domain) with each cohort of students to prepare them for the learning experience (preflection) and assess what the students gained from the experience (reflection). Preflection will be conducted upon enrollment while reflection will be conducted at the end of each student's time in the project. 3) Formative focus group surveys/discussions with stakeholders (feedback), e.g., students, project leaders, faculty, internship mentors, and PAC members, will be conducted midway through and at the end of each semester and midway through and end of internships periods. 4) Conduct pre- and post-tests (cognitive domain), which will be developed by faculty for all learning activities, e.g., courses, laboratory experiences, workshops, and field trips, will be administered at the start and end of each learning activity. Satisfaction questions will be included in the post-tests. (See draft preflection/reflection exercise and formative focus group surveys and framework for pre- and post-tests, including satisfaction questions in Other Attachments, Appendices.) Qualitative responses will be content analyzed; quantitative responses will analyzed using SPSS. Timely reports will be submitted to PI for discussion.

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

Outputs
Target Audience:For this reporting period (September 15, 2023, to September 14, 2024), the HSI FANH Academy at Houston Community College (HCC) laid the groundwork to reach a target audience primarily composed of underrepresented, urban students. The program's focus is on Hispanic and other minority populations that historically face barriers to entering FANH (Food, Agriculture, Natural Resources, and Human Sciences) fields. These early activities were crucial in preparing the Academy for its official launch in August 2024, with a co-enrollment program designed to address educational and experiential gaps for urban students and create clear pathways into FANH-related careers. The initial cohort, which began in August 2024, includes seven students representing diverse backgrounds and a strong commitment to academic and career goals. These students are co-enrolled at Houston Community College (HCC) and Sam Houston State University (SHSU), engaging in a structured curriculum that combines agricultural sciences courses taught by SHSU professors with foundational courses taught by HCC faculty. This unique approach ensures a seamless academic transition from community college to university, equipping students to earn an associate degree at HCC and continue toward a bachelor's degree at SHSU. This co-enrollment model provides an integrated, continuous educational pathway that reduces traditional transfer barriers and creates an environment that supports long-term academic and professional growth. During this reporting period, outreach and recruitment efforts targeted diverse socioeconomic backgrounds within Houston and nearby areas. HCC leveraged its partnerships with local Independent School Districts (ISDs) in areas such as Alief, Katy, and Spring Branch to reach students in high schools who may not have considered careers in FANH fields. These ISDs, along with embedded HCC advisors in the high schools, promoted the Academy specifically within student organizations like 4-H, FFA (Future Farmers of America), and FHA (Future Homemakers of America), which already engage underrepresented populations. The Academy used high school partnerships to build interest and provide information about the program, ensuring the target audience could see the opportunities and support available through this pathway. Additionally, in the lead-up to August 2024, faculty and administrative teams at HCC and SHSU prepared the curriculum, established program structures, and set up essential resources to support the Academy's students. The program incorporates experiential learning components that prepare students for FANH careers through hands-on learning and real-world applications. These efforts included planning for internships with Texas A&M AgriLife Extension, USDA agencies, and various local public, private, and nonprofit organizations. This structure ensures that students gain exposure to a wide range of FANH-related career opportunities within a 60-mile radius of the HCC Katy and SHSU campuses. During this period, these partnerships were strengthened and formalized to ensure a seamless experience for students when the program commenced. Another core focus in this early stage was developing leadership and personal development frameworks for the Academy students. Recognizing that many of these students are first-generation college attendees from underrepresented backgrounds, the program integrates leadership development activities within the curriculum to help students acquire essential skills in communication, teamwork, and professionalism. The program's design includes workshops, seminars, and student-led organizations, such as MANRRS (Minorities in Agriculture, Natural Resources, and Related Sciences), which encourage active student participation. By engaging in these structured leadership and professional development activities, students are equipped to navigate academic challenges and prepare for professional success in FANH fields. The development of a "Community of Transformation" was also prioritized, involving faculty, staff, and stakeholders from HCC and SHSU, to establish a support network dedicated to the Academy's unique student population. This community, formed through meetings and workshops, creates an environment where faculty and staff can openly discuss and address the needs of urban, underrepresented students. These discussions fostered an awareness of the challenges these students face and allowed faculty to adopt transformative learning principles in their teaching. This community-building effort promotes an inclusive, supportive environment that is central to the Academy's mission. The Academy also planned recruitment and retention strategies that are critical to reaching its target audience. For the reporting period, these strategies included developing marketing materials, informational sessions in high schools, and outreach through online platforms. HCC advisors and faculty utilized their ISD networks, high school advisors, and peer mentors to engage with potential Academy students, especially through clubs and extracurricular organizations within high schools. Retention plans focused on community-building activities like student clubs, campus events, and conference attendance, which will enhance student engagement as the program progresses. Through these foundational activities, the HSI FANH Academy has strategically prepared for its first year of operation. The Academy aims to meet the diverse needs of its target audience by providing a supportive, practical, and inclusive pathway for underrepresented students in FANH disciplines. By setting up structures for recruitment, academic transition, experiential learning, and leadership development, the program fosters an environment where urban students from diverse backgrounds can thrive academically and professionally. These preliminary efforts during the reporting period have laid a solid foundation for the program's first cohort and established key partnerships and frameworks to support future cohorts as the program grows. The progress made in this reporting period sets the stage for impactful learning experiences that will support underrepresented students in achieving their academic and career goals. As a result, the Academy is poised to contribute to a more inclusive and diverse FANH workforce in Texas and beyond, with a model that can be scaled and adopted by similar institutions. This groundwork ensures that the HSI FANH Academy will be a transformative force in agricultural education, preparing underrepresented students for meaningful careers and addressing key diversity gaps within FANH professions. Changes/Problems:During this reporting period, no major changes were made to the approach outlined in the HSI FANH Academy project plan. However, delays were encountered due to administrative challenges at multiple levels, which impacted the timeline for implementing several objectives. These delays were primarily caused by incomplete paperwork at the USDA, Houston Community College (HCC), and Sam Houston State University (SHSU). This affected activities such as curriculum finalization, faculty training, and partnership agreements with external organizations. To address these issues, the project team engaged in regular follow-ups and collaborative meetings with administrative stakeholders, resolving most pending tasks by the end of the reporting period and enabling smoother implementation moving forward. The delays in administrative processes also compressed the timeline for recruitment, resulting in a smaller-than-expected first cohort of seven students. Despite this challenge, the program prioritized targeted outreach through existing partnerships with Independent School Districts (ISDs) and on-site advisors, successfully recruiting a diverse group of students. Expanded recruitment activities are planned for the next reporting period to meet enrollment goals. Additionally, the administrative delays pushed back planning for experiential learning opportunities and leadership development programs, which require finalized agreements with external partners. While this hindered the full implementation of internships and leadership initiatives, significant groundwork was laid, including identifying potential partners and designing curricular components. These activities will be fully implemented in the next reporting period. Although some activities were shifted into future reporting periods, the overall goals and objectives of the grant remain unchanged. The project team has adjusted the timeline and plans to accelerate implementation in the next phase to ensure all deliverables are achieved. Despite the challenges, the Academy successfully recruited a diverse first cohort and established a strong foundation for future activities. These early successes demonstrate the program's potential impact. However, the delays limited measurable outcomes for this reporting period as many planned activities could not be fully executed. The approved Data Management Plan remains unchanged, and all relevant data collection and reporting processes are on track. Furthermore, no activities involving animals, human subjects, or biohazards were conducted during this period, and no changes to approved protocols are required. All activities and reporting remain in compliance with the award's Terms and Conditions, and no special or additional reporting requirements were triggered. In summary, while the delays caused by administrative challenges affected the timeline for several objectives, these issues have been addressed, and the project is now on track to implement planned activities in the next reporting period. Expanded recruitment efforts, the launch of internships, and the rollout of leadership development programs are priorities for the coming year. The project remains aligned with its vision and goals, laying a strong foundation to achieve transformative outcomes for underrepresented populations in FANH disciplines. What opportunities for training and professional development has the project provided?The HSI FANH Academy grant provided several opportunities for training and professional development during the reporting period, despite its official launch in late August 2024. Key opportunities include: Faculty and Staff Development: Initial planning began for the establishment of a "Community of Transformation," a platform for HCC and SHSU faculty and staff to engage in professional dialogue. This initiative focuses on sharing best practices, addressing challenges, and developing strategies to better support underrepresented student populations. Preliminary discussions aimed at equipping faculty with transformative learning techniques to enhance teaching effectiveness and align their methods with the unique needs of urban students in FANH disciplines. Experiential Learning Internships: Early groundwork was laid for the creation of hands-on internship opportunities for students, in partnership with Texas A&M AgriLife Extension, USDA agencies, and private-sector organizations. While the internships will officially begin in the next phase of the project, planning for this component included discussions on mentor training for supervisors and career readiness preparation for students. Student Leadership Development Planning: The grant emphasized the integration of leadership training into the program curriculum. Early-stage planning included the design of workshops, seminars, and participation in student organizations like MANRRS (Minorities in Agriculture, Natural Resources, and Related Sciences). These activities aim to cultivate professional skills in communication, teamwork, and problem-solving for students and prepare them for leadership roles in FANH careers. Cross-Institutional Collaboration: Meetings between HCC and SHSU faculty, staff, and stakeholders provided opportunities for professional exchange and collaboration. These discussions fostered shared understanding and innovation in developing academic and support services tailored to urban, underrepresented populations. While the official implementation of many training and professional development opportunities will occur in subsequent phases, the foundational activities during this reporting period have laid the groundwork for transformative learning experiences for both faculty and students. How have the results been disseminated to communities of interest?For the HSI FANH Academy grant, dissemination of results to communities of interest during this reporting period has primarily focused on foundational activities and establishing communication channels. Given the Academy's official launch in late August 2024 and the short duration before the end of the reporting period, initial efforts included the following: Community Engagement through ISD Partnerships: Partnerships with local Independent School Districts (ISDs) in areas such as Alief, Katy, and Spring Branch were instrumental in disseminating information about the program. These partnerships enabled on-site HCC advisors to share details about the Academy with students, parents, and educators, raising awareness among underrepresented populations about the opportunities the program offers. Recruitment Efforts and Outreach Events: Recruitment activities, such as participation in transfer fairs and high school outreach events, provided a platform to introduce the Academy to students and community members. These efforts highlighted the program's goals and potential benefits, ensuring key stakeholders were informed about the initiative. Faculty and Staff Collaboration: Initial meetings between HCC and SHSU faculty and staff facilitated knowledge sharing and discussions about the program's objectives. These internal exchanges are a critical first step toward broader dissemination, as they prepare faculty and staff to act as ambassadors for the Academy within their respective networks. Early Planning for Online Presence: Preparations were initiated for a dedicated Academy website and digital communication channels. These tools will serve as central hubs for sharing program updates, success stories, and resources with a broader audience, including other educational institutions, community organizations, and potential partners. While full-scale dissemination of results is planned for future phases as the program matures, these early efforts have ensured that the Academy's vision and objectives are being communicated effectively to key stakeholders and target communities of interest. What do you plan to do during the next reporting period to accomplish the goals?To accomplish the goals of the HSI FANH Academy during the next reporting period, the following key actions are planned: Objective 1: Develop a Joint Transition Program Expand Course Offerings: Ensure that the transition curriculum between HCC and SHSU is fully implemented, with both institutions aligning course materials, schedules, and resources to support seamless student progression. Monitor Academic Performance: Collect and analyze student performance data to refine the curriculum and address any challenges in real time. Objective 2: Faculty and Staff Development Launch the Community of Transformation: Formalize this collaborative platform for faculty and staff from HCC and SHSU to exchange ideas, address challenges, and share best practices for supporting underrepresented students. Train Faculty on Transformative Learning: Conduct workshops to equip faculty and staff with tools and methodologies to enhance teaching and engagement tailored to urban, underrepresented populations. Objective 3: Recruitment and Retention Increase Recruitment Efforts: Build on the success of the first cohort by expanding outreach through ISDs, student organizations (e.g., 4-H, FFA), and community partners. Aim to recruit at least 15 undergraduate and 10 graduate students. Strengthen Retention Initiatives: Develop peer mentorship programs, expand leadership activities, and provide academic and personal support services to improve student persistence. Objective 4: Conduct Internships Implement Experiential Learning: Launch internship opportunities for undergraduate and graduate students in collaboration with Texas A&M AgriLife Extension, USDA agencies, and private-sector partners. Provide pre-internship workshops to prepare students for professional environments. Build Relationships with Industry Partners: Expand the network of internship providers to ensure diverse, high-quality opportunities for students. Objective 5: Leadership Development Incorporate Leadership Training: Embed leadership modules into the curriculum through mandatory workshops, seminars, and coursework like AGRI 1311. Focus on skills such as communication, teamwork, and ethical decision-making. Establish Student Organizations: Facilitate the development of MANRRS and other student-led organizations to foster leadership, networking, and career readiness. Program-Wide Activities Track and Evaluate Progress: Use data-driven methods to assess progress toward each objective, including student retention rates, faculty engagement, and internship outcomes. Adjust strategies as needed to improve effectiveness. Prepare for Future Cohorts: Based on lessons learned, refine recruitment, retention, and curriculum strategies to improve the experience for upcoming cohorts. By focusing on these strategic actions, the Academy aims to make significant progress in achieving its goals of creating transformative academic pathways, fostering leadership, and addressing the unique challenges of urban, underrepresented populations in FANH fields.

Impacts
What was accomplished under these goals? Grant Accomplishments for the Reporting Period During this reporting period, significant groundwork was laid to achieve the goals and objectives of the HSI FANH Academy. Although the Academy officially launched in late August 2024, the first-year reporting period concluded shortly after, on September 15, 2024. Therefore, most accomplishments during this time reflect foundational activities, early recruitment successes, and initial planning efforts for future objectives. Objective 1: Develop a Joint Transition Program of Study A joint Agricultural Sciences Academy was successfully created through a partnership between Houston Community College (HCC) and Sam Houston State University (SHSU). This program establishes a clear academic pathway for students to transition from HCC to SHSU, enabling them to earn bachelor's and master's degrees in FANH disciplines. The collaboration includes a structured curriculum combining general education courses taught by HCC faculty with FANH-specific courses taught by SHSU professors. This transition program directly addresses the educational needs of urban dwellers and creates opportunities for students to engage with interdisciplinary topics critical to food, agriculture, natural resources, and human sciences. Objective 3: Recruit and Retain Students Seven students, including individuals from Black and Hispanic backgrounds, were successfully recruited into the Academy's first cohort. This group represents the target population of underrepresented students in urban areas who are often first-generation college attendees. Recruitment efforts included partnerships with local Independent School Districts (ISDs), on-site counselors, and outreach to organizations such as 4-H and FFA. These efforts were critical to ensuring diversity and inclusion in the program's initial cohort. Objectives 2, 4, and 5: Initial Planning and Meetings Since the Academy began in late August 2024, only a brief window was available for progress on the remaining objectives. Initial meetings were held to discuss and plan the following: Faculty and Staff Knowledge Development (Objective 2): Preliminary discussions were conducted to establish a "Community of Transformation," which will engage faculty and staff in dialogue about supporting underrepresented students. These efforts are aimed at enhancing their capacity to address the unique needs of the Academy's population. Internships (Objective 4): Early-stage planning began for internships in collaboration with Texas A&M AgriLife Extension, USDA agencies, and private-sector partners. These internships will provide hands-on experiential learning for students starting in the second year of the program. Leadership Development (Objective 5): Discussions included integrating leadership skills into the curriculum through workshops, seminars, and participation in student organizations such as MANRRS (Minorities in Agriculture, Natural Resources, and Related Sciences). Challenges and Future Steps Given the short duration between the Academy's launch and the end of the reporting period, limited progress was possible on some objectives. However, the foundational achievements set the stage for full implementation of all goals in the upcoming year. Recruitment success, the establishment of the joint program, and initial planning meetings provide a solid framework for the Academy to achieve its vision of fostering academic pathways for underrepresented populations in FANH fields. In the coming year, the Academy will focus on fully implementing experiential learning opportunities, expanding leadership development activities, and refining faculty and staff training to support the success of its students. These efforts will ensure alignment with the overarching goal of creating transformative educational experiences that prepare students for impactful careers in FANH disciplines.

Publications