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

Outputs
Target Audience:The target audience for this NIFA grant project was high school students actively involved in Future Farmers of America (FFA) programs. These students, typically aged 14-18, come from diverse cultural backgrounds, primarily rural, and share an interest in agriculture and related career pathways. The program primarily reached students who were interested in enhancing their practical agricultural skills and exploring career opportunities in the field. The target audience also included FFA members looking to gain hands-on experience with agricultural projects, develop technical and leadership skills, and strengthen their connections within the agricultural community. Many of these students aimed to expand their knowledge in areas such as livestock management, crop cultivation, agricultural business, and environmental stewardship. Additionally, the project engaged mentors and professionals in the agriculture industry who were dedicated to guiding and educating the next generation. Through mentorship, these professionals provided students with insights into real-world applications of agricultural practices, career advice, and personalized support for their FFA fair projects. This engagement fostered a supportive learning environment that encouraged skill development, resilience, and confidence among students. ? Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?The project created valuable opportunities for training and professional development by allocating dedicated department time for agriculture teachers to plan and organize the summer program. This structured time allowed teachers to collaborate, share best practices, and develop strategies for implementing work-based learning activities that aligned with project goals. Through this collaboration, teachers were able to craft a comprehensive program that integrated hands-on agricultural projects with leadership development and mentorship, setting a solid foundation for the summer experience. During these planning sessions, teachers refined their approaches to mentorship by discussing ways to engage industry professionals and enhance the mentorship experience for students. This collaborative planning also helped teachers identify effective strategies for developing students' leadership skills, creating a framework of workshops and reflection activities to build critical skills like communication, problem-solving, and decision-making. By having the opportunity to work together on program design and structure, agriculture teachers strengthened their own skills in curriculum development and program organization, which in turn enhanced the quality and impact of the student experience. Overall, this professional development time not only supported teachers in successfully organizing and implementing the summer program but also fostered a culture of collaboration and continuous improvement within the department. It provided teachers with the opportunity to grow professionally while enhancing their ability to deliver high-quality, career-focused agricultural education. How have the results been disseminated to communities of interest? Nothing Reported What do you plan to do during the next reporting period to accomplish the goals?During the next reporting period, our primary focus will be on addressing and overcoming the barriers to securing internships for students. This past summer, we encountered significant challenges related to State-level requirements, such as mandated fingerprinting for employers and the complexities of providing workers' compensation for student interns. These legal and logistical requirements led to hesitation among potential employers, ultimately limiting internship opportunities for students. To tackle these obstacles, we plan to explore options for streamlining the internship process. This may involve collaborating with State agencies or local organizations to identify ways to simplify compliance with fingerprinting requirements and to better understand potential pathways for offering workers' compensation coverage for student interns. By proactively addressing these challenges, we hope to create a clearer, more accessible route for employers to engage in the internship program and for students to participate in these valuable hands-on experiences. However, if these barriers prove too difficult to overcome within the current reporting period, we will continue to focus on strengthening our mentorship program as an alternative means of achieving our goals. Based on the success of last summer's mentorship activities, we will build on this approach by expanding the involvement of industry mentors, who can provide students with valuable insights, guidance, and real-world knowledge. Through structured mentorship, we can still offer students meaningful exposure to the agricultural industry, even without traditional internships. Ultimately, our commitment remains to provide students with impactful, career-focused experiences in agriculture, whether through internships or through enriched mentorship opportunities. ?

Impacts
What was accomplished under these goals? This summer, the project made notable strides toward its goals of offering high school students meaningful work-based learning experiences, fostering a career mentoring program, and developing a summer leadership initiative, despite challenges in securing internships. Through a structured mentorship program, students were paired with experienced professionals across various fields within agriculture. These mentorships allowed students to explore a wide range of career pathways, directly supporting the project's objective to broaden students' awareness of the opportunities available in agriculture. Even without formal internships, students benefited from their mentors' expertise and guidance, especially as they worked on projects for the county fair. To further enrich students' understanding of agricultural careers, we organized alternative activities, including guest speaker sessions, and informational meetings with industry professionals. These interactions introduced students to different roles within agriculture, allowing them to engage with experts about the skills and educational pathways required for various careers. Although these experiences did not replace the hands-on aspect of internships, they still provided a valuable foundation of career knowledge, helping students make more informed decisions about their futures. The leadership development component of the program was also highly successful. Through workshops, students engaged in team-building exercises, role-playing scenarios that simulated real-life agricultural challenges, and peer-led activities that encouraged collaboration and problem-solving. The workshops helped students strengthen their communication, decision-making, and problem-solving abilities, crucial skills for future leaders in agriculture. Additionally, students participated in guided reflection sessions where they identified their personal strengths and areas for growth, set leadership goals, and created actionable plans for skill enhancement. This structured approach fostered self-awareness and allowed students to cultivate a growth mindset. Overall, while internships were not feasible this summer, the mentoring and leadership components achieved significant outcomes by strengthening students' agricultural knowledge, leadership abilities, and industry connections. These experiences have set a solid foundation for students, equipping them with the confidence and skills needed to pursue future opportunities in agriculture and preparing them for impactful careers in the field. ?

Publications