Performing Department
(N/A)
Non Technical Summary
ENGAGED in Agriculture Systems and Technology (ENGAGED in AST) is an integrated project that provides educational opportunities and research experiences for undergraduate students, particularly those who are underrepresented in engineering, to: develop an understanding of the challenges surrounding agriculture and food production, explore national and worldwide food insecurity issues, experience the research process and create effective technology solutions that enable farmers, ranchers and others to address critical challenges related to agriculture and food production. The goal of ENGAGED in AST is to support underrepresented students' persistence toward engineering degree completion, pursue a career or graduate studies in agriculture systems and technology or a related field and become change agents in their communities.In addition to serving UArizona students, students from Central Arizona College (CAC) serve as ENGAGED in AST Fellows.
Animal Health Component
100%
Research Effort Categories
Basic
0%
Applied
100%
Developmental
0%
Goals / Objectives
ENGAGED in AST integrates engaging educational activities, faculty-mentored research experiences, and a peer-to-peer community to support marginalized undergraduate students to complete their bachelor's degree in engineering and to consider a career or graduate studies in agriculture systems and technology. Underrepresented students eligible to participate in this program include engineering students who are female, low-income, from a rural area, from a minoritized ethnic group (Latinx, Native American, or African American), disabled, first-generation college students and/or veterans. Four cohorts of 3-4 Fellows each will participate each project year after one planning cycle at each of the two locations. In total, we anticipate up to 32 Fellows will receive mentorship, engagement with AST research experiences and other forms of support through this program.
Project Methods
The intervention consists of a guided research and extension experience for URM undergraduates, preceeded by an online learning module for students and a mentor training and selection process for faculty mentors. The project will be evaluated through docoument review of student self-evaluations, pre- and post- student surveys of engineering identity and belongingness, institutional data on academic outcomes (persistence orsuccessful transfer, GPA, and graduation), and data analysis of interviews with student participants to co-construct the meaning of place-based critical consciousness.