Performing Department
(N/A)
Non Technical Summary
The Hispanic population is the fastest-growing ethnic group in the United States, yet educational success among Hispanic students lags population growth. To address this gap, a collaborative effort between the University of Arkansas (UA) and Texas A&M University-Kingsville (TAMU-K) aims to enhance educational opportunities for Hispanic students in agriculture, food, natural resources, and human sciences (FANH). The Higher Education Leadership Proficiency (HELP) in Agriculture project will enhance the number of Hispanic students actively participating in agriculture, improve cultural competency, and aid in developing leadership skills among a broad group of quality FANH majors in higher education. The target audience for this project is undergraduate FANH students at two public universities in Arkansas (UA-F) and Texas A&M-Kingsville (TAMU-K). This audience will be reached by creating and administering reusable, asynchronous agricultural leadership curriculum modules. The project leaders will work closely with industry experts (from Fortune 500 companies such as Tyson Foods, Walmart, Simmons Foods, and AR Farm Bureau) to ensure the curriculum reinforces the seven soft skills (leadership, professionalism, teamwork, self-management, decision-making/problem-solving, and communication) as identified in the APLU research study. A total of 40 student participants will reflect on intercultural competency through the administration of the Intercultural Conflict Style Inventory (ICS) and Meyers-Briggs Type Indicator (MBTI) sssessments. The outcomes of this project include an increase in interdisciplinary team working experiences for developing leadership skills and an increased number of Hispanic graduates with advanced degrees and qualifications for careers in the agricultural industry.?
Animal Health Component
20%
Research Effort Categories
Basic
20%
Applied
20%
Developmental
60%
Goals / Objectives
The HELP program will increase the number of Hispanic students actively involved in agriculture, increase cultural competency, and will enhance leadership skills among a diverse group of quality FANH majors in higher education. The impact of this project will be measured using the following objectives:1. Curriculum Development and Expanding Student Career Opportunities:Faculty experts will create reusable asynchronous online AGLE (AGLE) curriculum modules emphasizing the leadership skills identified by the APLU research study.AGLE industry representatives will review the curricula and provide feedback to ensure workforce preparedness instruction is sufficient.Faculty will implement curricula to provide opportunities for cultural exchanges of beliefs, values, customs, and behaviors of Hispanic and Caucasian students.Students will increase in AGLE and cultural competency knowledge through AGLE module completion, the Intercultural Conflict Style Inventory (ICS), Meyers-Briggs Type Indicator (MBTI), and a student capstone leadership industry experience.Students will develop positive attitudes about career opportunities in AGLE though interactions with professionals in AGLE roles.Students will develop confidence in the field AGLE through knowledge and skill development.2. Faculty Preparation and Enhancement for Teaching:Faculty will develop increased competency in asynchronous instructional design.Faculty will work closely with industry professionals in AGLE by seeking feedback on curriculum modules and student leadership competency development.
Project Methods
This project will be managed in two phases with inputs, outputs, and outcomes addressed.Phase 1: Teacher Training and Module DevelopmentPhase 1 focuses on developing the curriculum and integrating the modules into the UA and TAMUK campuses. Seven leadership skills modules will be developed. The leadership skills covered in the modules will include 1) personal leadership development, 2) professionalism, 3) teamwork, 4) self-management, 5) decision making and problem solving, 6) communication, and 7) global AGLE perspectives. Adobe Captivate software will be used to create engaging interactive content while ensuring accessibility. Modules will include interactive components including reflective exercises, case studies, hands-on activities, videos, active learning guides, individual/team assignments, industry expert career highlights, and a capstone leadership industry experience. Industry experts will conduct a curriculum evaluation once the modules are created. Project leaders will work closely with industry experts to ensure the curriculum reinforces the skills identified in the APLU study (Crawford & Fink, 2020).Phase 2: Curriculum Implementation and Evaluation During phase 2 completed modules will be implemented and assessed with 20 undergraduate students (10 at UA and 10 at TAMUK). Feedback will be collected on module effectiveness and modifications will be made. UA and TAMUK students will be paired to work on team projects and during the capstone agricultural industry project. Students will participate in joint discussions via Facebook and Communities of Practice (CoP) accounts.10 TAMUK students who completed the AGLE modules during the previous fall and spring semesters. Students will travel to Washington, DC with supervision provided by the grant personnel, for an immersive experience in agricultural policymaking and global leadership.