Progress 09/01/10 to 08/31/13
Outputs
Target Audience:The student participants were a diverse group. Total ethnic composition of the two groups across bothtwo summerswas as follows:fourteenHispanic,fiveAfrican-American,eightWhite,two Asian-American. There were thirteen female participants andsixteenmale participants. One student was a disabled veteran. Although we did not collect data on this specifically, we know that many of the participants were first-generation college students, and most receive some type of financial aid. Project efforts included training sessions to help students learn about soil science. These were conducted early in the research experience each summer. Later sessions involved mentoring and supervision of team research. Field trips to USDA offices and visits from USDA scientists provided opportunities for students to learn about agricultural science and careers in USDA-related fields. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?Opportunities for training and professional development were provided to student participants on a basis of eight hours per day, two days per weekthroughout the duration of the 10-week summer session. In addition, participants presented their work at the SACNAS annual meeting, which involved travel to a 3-4 day scientificconference. Participants interacted with scientists at a land-grant institution; spent two days with scientists at a USDA-ARS national laboratory; visitedlocal grain, dairy, hog, and cattle farms; were mentored in extensive soil science training sessions with USDA-NRCS soil scientists; andtook part in soil survey learning activities such as analysis of soils in soil pits. How have the results been disseminated to communities of interest?Students presented ten research presentations at the SACNAS annual scientific conference. Additional presentations were made at the Northeastern Illinois Unviersity Student Summer Research Symposium and the Louis Stokes Alliance for Minority Participation (LS-AMP) regional conference. Faculty presentations of data resulting from the project have included at the Geological Society of America regional and national meetings and at a regional meeting of SENCER. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
The TIERRA Project engaged 29 rising sophomores at an urban, commuter Hispanic-Serving Institution in summer field research, soil science, and exploration of graduate education and careers related to agriculture. Students conducted authentic soil science research and presented it at scientific conferences. Interactions between students, program faculty, research faculty at a land-grant university, USDA-ARS, and USDA-NRCS supported participants to connect urban soil issues to security of global food supply, and to apply this knowledge to choices for their futures. The broad objectives of the TIERRA project are to increase underrepresented minorities in STEM disciplines and majors, increase student awareness of careers in agricultural science and related disciplines, and encourage students to complete degrees qualifying them for careers related to agricultural science. The project targeted students between their freshman and sophomore years of college and engaged them in participation in a summer research project related to soils. Student participants completed the research with support from earth science faculty and a student peer mentor, worked with agricultural scientists, attended seminars with minority role models, and presented their research results at conferences. Specific objectives of the TIERRA Project included the following: 1) Objective: Recruitment and engagement of 16 students each year. Accomplishment: We engaged 13 students the first year, 16 students the second year, and on a no-cost extension, supported 3 students on summer research internships at a USDA-ARS national laboratory. 2) Objective: At least 30 percent of the participants will be Hispanic. Accomplishment: 48% percent of the participants were Hispanic. 3) Objective: Student participants will gain basic skills in soil science including methods of soil sampling, field textural analysis of soil samples, and evaluation of basic soil chemistry and mineralogy. Accomplishment: As demonstrated in the project evaluator's final report, student participants gained skills in these areas. 4) Objective: All participants will be able to implement, conduct, and interpret results from a scientific research project. Accomplishment: Ten student research abstracts were accepted for presentation at the SACNAS conference. An additional research poster was presented at the Northeastern Illinois University Student Summer Research Symposium. All 29 TIERRA students participated in the research design, implementation of methods, data analysis and interpretation, abstract writing and poster design, and presentation of the research results. 5) Objective: Students will be able to list the steps involved in scientific methods, apply scientific methods to their research project, and list the main components of a peer reviewed scientific research paper, as well as apply this model to their own work. Accomplishment: As demonstrated in the project evaluator's report, all students met this criterion. 6) Objective: Student participants will present their research results to a variety of audiences at national and local conferences. Accomplishment: 7) Objective: Students will attend mentoring sessions with visiting scientists that are members of underrepresented groups, therefore gaining exposure to minorities working in agricultural sciences. Accomplishment: Students met with these scientists in mentoring sessions at the University of Illinois at Urbana-Champaign (a land-grant institution), during a visit to a USDA-ARS national laboratory, at a mentoring luncheon with the USDA-NRCS-Indiana, and in a visit to the headquarters of the USDA-NRCS-Illinois. 8) Objective: Projected outcomes of TIERRA are that 20 percent of the student participants will declare a major in a STEM related field by the end of their sophomore year, with 5 percent of the students declaring a major in Earth Science. Accomplishment: 49% of the student participants declared a major in STEM, with 28% of the participants declaring a major in Earth Science. 9) Objective: Career planning and mentoring will include collaborations with the National Resources Conservation Service, the USDA Earth Team Volunteers program, and with faculty working in the Department of Agricultural, Consumer, and Environmental Sciences (ACES) at the University of Illinois at Urbana Champaign. Accomplishment: Students interacted extensively with scientists from the USDA-NRCS-Illinois. The group also met with the UIUC research faculty and ACES staff for mentoring sessions. 10) Objective: Students will utilize resources at Northeastern Illinois University, including the Student Center for Science Engagement and the Office of Career Planning, to identify and obtain internships, explore employment opportunities, and to investigate potential graduate degree opportunities. Accomplishment: The Student Center for Science Engagement was integral to the success of the project. TIERRA participants visited the Center and interacted with the staff regularly and frequently.
Publications
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2012
Citation:
Voglesonger, Kenneth, Jean Hemzacek, and Laura Sanders. 2012. The TIERRA (Targeted Investigations of Earth Resources Related to Agriculture) Project: A summer research experience for first-year students at a Hispanic-serving institution (abstract). Abstracts with Program, Geological Society of America Annual Meeting in Charlotte, North Carolina, November 4 - 7, 2012.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2012
Citation:
Green, Mariah; Gregory Rodriguez; Pedro Solis; Jean Hemzacek; Laura Sanders; and Kenneth Voglesonger. 2012. Interpretation of Sand Layers within a Soil Profile in an Urban Nature Center (abstract): 2012 SACNAS Annual Conference, Seattle, Washington, Oct. 10-14, 2012.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2012
Citation:
Vicencio, Ricardo; Adriana Roman; Rickie Wright; Laura Sanders; Jean Hemzacek; and Kenneth Voglesonger. 2012. Variations in Soil Chemistry and Biological Activity with Tree Cover in an Urban Nature Center (abstract): 2012 SACNAS Annual Conference, Seattle, Washington, Oct. 10-14, 2012.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2012
Citation:
Shaier, Jonathan; Jeremy Firestein; Alex Velez; Kenneth Voglesonger; Jean Hemzacek; and Laura Sanders. 2012. Variation of Soil Properties with Water Saturation in a Swale (abstract): 2012 SACNAS Annual Conference, Seattle, Washington, Oct. 10-14, 2012.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2012
Citation:
Sievers, Joshua; Danielle Whitfield; Jean Hemzacek; Laura Sanders; and Kenneth Voglesonger. 2012. Relationship Between Soil Properties and Erosion in a Stream Affected by Urban Runoff (abstract): 2012 SACNAS Annual Conference, Seattle, Washington, Oct. 10-14, 2012.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2012
Citation:
Martin, Bradley; Bella Arroyo; Laura Sanders; Kenneth Voglesonger; and Jean Hemzacek. 2012. Relationship of Runoff, Erosion, and Sediment Properties in an Urban Drainage Channel (abstract): 2012 SACNAS Annual Conference, Seattle, Washington, Oct. 10-14, 2012.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2015
Citation:
Voglesonger, Kenneth, Sanders, Laura L. and Hemzacek, Jean M. 2015. The role of research experiences for rising sophomores in increasing academic success, retention, and participation in earth science and other STEM disciplines. North-Central Section Annual Meeting (19-20 May 2015), Madison, WI. Geological Society of America Abstracts with Programs, Vol. 47, No. 5, p. 76.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2015
Citation:
Voglesonger, Kenneth, Jean Hemzacek, and Laura Sanders. 2015. Connecting Urban Students to Geosciences and their Environment Using Field and Research Experiences. SENCER SCI-Midwest Regional Conference, Chicago, Illinois March 14, 2015.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2014
Citation:
Villegas, Jazmin, Thalika Saintil, Wendy Francesconi, Jean Hemzacek, and Laura L. Sanders. 2014. Implementing Silt Socks in Tile Risers to Reduce Sediment and Nutrient Transport: 2014 SACNAS Annual Conference, Los Angeles, California, Oct. 16-18, 2014.
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Progress 09/01/11 to 08/31/12
Outputs
OUTPUTS: The major output of the TIERRA Project at Northeastern Illinois University (NEIU) was development and implementation of a student summer research experience on soil science. We selected 16 students following their first year at NEIU to learn concepts of soil science during a 10-week summer internship. A Peer Mentor helped guide the interns. Project activities included close collaboration with the Natural Resources Conservation Service (NRCS), the Agricultural Research Service (ARS), and the agricultural college at an 1862 Land Grant institution, the University of Illinois at Urbana-Champaign (UIUC). A website (www.neiu.edu/~deptesci/tierra) describes the project and links to recruiting materials, applications, and photo galleries. More than 2000 photos document activities of students at work in field and laboratory. Student interns, project directors, and a Peer Mentor worked for two eight-hour days per week during the 10 weeks. In the first few weeks, students learned basic concepts of soil science, emphasizing field description and field skills. Thereafter, small groups of students selected a research question, devised a research plan, and conducted research on soils. Sites included the North Park Village Nature Center (NPVNC), an urban nature center located near NEIU, a county forest preserve, and the NEIU campus. NRCS personnel visited the NEIU campus and research sites, and conducted a trip and day-long workshop involving close examination of soils in soil pits. Field trips were taken to an NRCS field office (Sycamore, Illinois), farms (dairy, hog, cattle, and grains), and the NRCS-Illinois office. A trip to UIUC taught the interns about options for graduate school and USDA-related careers that would open to them after graduate school. The USDA Hispanic-Serving Institutions National Program Regional Director Illinois-Midwest spoke to the interns about USDA opportunities. A trip to the ARS National Soil Erosion Research Laboratory (NSERL), co-located at Purdue University, gave an in-depth look at agricultural research careers. While at NSERL/Purdue, the students stayed overnight in dormitories, providing a taste of the graduate experience at a residential campus. The second day included a trip to see NSERL field monitoring operations in the St. Joseph River watershed. NRCS-Indiana made a presentation on careers. Dissemination included interaction with USDA staff at NRCS-Illinois, NRCS-Indiana, local NRCS offices, the ARS-NSERL, and the Hispanic-Serving Institutions National Program Regional Director. All are potential partners for future collaborations. UIUC faculty and administrators already have collaborated with NEIU on projects. A strong relationship was forged with the NPVNC. Dissemination included preparation, submission, and acceptance of conference abstracts. In Project Year 2, students made four presentations at SACNAS 2011; six abstracts are under review for SACNAS 2012. An abstract and talk were presented at the 2011 Geological Society of America annual meeting, and a second abstract was accepted for the October 2012 meeting. A presentation was made at the 2011 Hispanic Association of Colleges and Universities annual meeting. PARTICIPANTS: 1) Laura Sanders, Professor of Earth Science. Dr. Sanders served as the Project Director. She organized development of recruitment materials and constructed the website. She served as the fiscal agent. She organized all field trips and visits by USDA personnel. She worked in the laboratory and field with the students during all scheduled sessions. 2) Kenneth Voglesonger, Assistant Professor of Earth Science. Dr. Voglesonger was responsible for interactions between the TIERRA project and the department, college, and university. He was the alternate fiscal agent, and took charge of purchases of equipment and supplies. Dr. Voglesonger performed recruiting activities and participated in development of the project application and other materials. He worked in the laboratory and field with the students during all scheduled sessions. 3) Jean Hemzacek, Instructor of Earth Science. Ms. Hemzacek conducted soil science training sessions. She performed recruiting activities and helped develop the project application and other materials. She has expertise in assessment and was responsible for development of most of the assessment instruments. She worked in the laboratory and field with the students during all scheduled sessions. 4) Tiffany Probst, Peer Mentor. Ms. Probst worked with the interns in the laboratory and field during all scheduled sessions, and worked with the faculty on preparation of activities. She provided support to students in regard to academic skills, communication, group dynamics, and navigating the internship experience. 5) Marilyn Saavedra-Leyva, Administrative Assistant. Ms. Saavedra-Leyva was responsible for managing flow of student paperwork, including hiring forms, timesheets, paychecks, and all other non-scientific student concerns related to completion of their assignments. She also completed all purchasing paperwork and took charge of reservations for vehicles and accommodations. 6) Students Bella Arroyo, Ricardo Barron, Cesar Bustos, Jeremy Firestein, Mariah Green, Bradley Martin, Greg Rodriguez, Adriana Roman, Jonathan Shaier, Josh Sievers, Pedro Solis, Alex Velez, Ricardo Vicencio, Jazmin Villegas, Danielle Whitfield, and Rickie Wright. These students received stipends to participate in the project. Students worked two eight-hour days per week for 10 weeks, and received an additional stipend for preparation of a poster for presentation at a scientific research conference. Total student effort was up to 190 hours each. COLLABORATORS: Ivan Dozier, State Conservationist, NRCS-Illinois. Mark Bramstedt, Soil Scientist, NRCS-Illinois, Watseka Field Office. Mike Richolson, District Conservationist, NRCS-Illinois, Sycamore Field Office. Julie Sacco, Director, North Park Village Nature Center, Chicago Park District, Illinois. Chi-Hua Huang, Research Leader, USDA-ARS National Soil Erosion Research Laboratory. Julio Puentes, USDA Hispanic-Serving Institutions National Program, Regional Director, Illinois-Midwest. Jesse Thompson, Assistant Dean, College of Agricultural, Consumer, and Environmental Sciences, University of Illinois at Urbana-Champaign. Lindsay Martinez, Program Manager, Hispanic Emphasis Program, NRCS-Indiana. TARGET AUDIENCES: Ethnic and gender composition of the group was as follows: ten Hispanic (three females, seven males), three African-American females, three white males. Although we did not collect data on this specifically, we know that many of the participants are first-generation college students, and most receive some type of college financial aid. Project efforts included training sessions to help students learn about soil science. These were conducted early in the project. Later sessions involved mentoring and supervision of team research. Field trips to USDA offices and visits from USDA scientists provided opportunities for students to learn about agricultural science and careers in USDA-related fields. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
The project involved 16 students in activities related to soil science and career exploration in the agricultural science. Students participated in 21 eight-hour days of field trips and research activities. Ten of the students were Hispanic Americans, and three were African Americans. Outcomes and impacts are clearly documented in the project evaluator's report, which identified the following specific findings. Data from assessment instruments revealed that the student participants found the project field trips interesting and relevant, that they contributed to students' recognition of the range of career opportunities in agricultural science, and showed the students that there are multiple pathways toward those careers. Students rated a two-day visit to an Agricultural Research Service laboratory and its research watershed as the most interesting trip. They rated a day-long session with an NRCS Soil Scientist as the most relevant to their own research. New knowledge gained from the field trips ranged from specific content knowledge to an understanding of the complexity of the field and the public value of the field of agricultural science. Comparing pre- to post-participation survey results, three-fourths of the students indicated an increased likelihood of majoring in the agricultural, environmental, or earth sciences as a result of project participation. Evaluation of pre- and post-tests showed an increase in students' content knowledge related to soil science. Career awareness and likelihood of pursuing a career in specific fields increased between the beginning and the end of the program. For the specific careers of "soil conservationist", "soil scientist", and "hydrologist", 75% to 88% reported interest in the career by the end of the program. These were also the careers in which most students could envision themselves. Program faculty commented that the project engaged first-year students in the kind of research experience that usually does not take place until senior year. Several students commented that the trips to UIUC and Purdue University increased their awareness about and interest in attending graduate school. Because NEIU is a commuter campus, the students had never been in a college residence before. It made the abstraction of graduate school more of a possibility. It is not unreasonable to conclude that students' confidence in themselves as researchers and ability to see themselves in that role may have contributed to their interest in attending graduate school. As the project faculty noted, and several students mentioned, most had never been on a farm. Many had not even been out of the city. The TIERRA project offered students a tangible understanding of the relationship between agriculture, farming, and their own food supply.
Publications
- Voglesonger, Kenneth, Jean M. Hemzacek, and Laura L. Sanders. 2011. Engaging early career undergraduates in the geosciences through field and research activities: Abstracts with Program, Geological Society of America Annual Meeting in Minneapolis, Minnesota, October 9-12, 2011.
- TIERRA Project at Northeastern Illinois University. 2012. http://www.neiu.edu/~deptesci/tierra/ (Includes links to photo galleries.)
- Voglesonger, Kenneth, Jean M. Hemzacek, and Laura L. Sanders. 2011. Engaging early career undergraduates in the geosciences through field and research activities: Abstracts with Program, Geological Society of America Annual Meeting in Minneapolis, Minnesota, October 9-12, 2011.
- Voglesonger, Kenneth, Jean M. Hemzacek, Laura L. Sanders. 2012. TIERRA (Targeted Investigations of Earth Resources Related to Agriculture): Research Experiences for First Year Undergraduates in the Geosciences. Presented at the National Institute on Food and Agriculture Project Directors Conference and Workshop, May 30-June 2, 2012. Edinburg, TX.
- Barkstrom, Dyln, Elexius Thompson, Juan Torres, Laura Sanders, Jean Hemzacek, Kenneth Voglesonger. 2011. Investigation of a possible ancient beach deposit within soil in an urban nature center. NEIU Student Center for Science Engagement Research Symposium, September 16, 2011, Chicago, IL.
- Park, Jenny, Krystina Gomez, Laura Sanders, Jean Hemzacek, Kenneth Voglesonger. 2011. Organic and biological differences in soils. NEIU Student Center for Science Engagement Research Symposium, September 16, 2011, Chicago, IL.
- Park, Jenny, Krystina Gomez, Laura Sanders, Jean Hemzacek, Kenneth Voglesonger. 2011. Organic and biological differences in soils. National Meeting of the Society for the Advancement of Chicanos and Native Americans in Science (SACNAS) National Meeting, October 27-31, 2011, San Jose, CA.
- Probst, Tiffany, Nathan Leonard, Eric Allen, Laura Sanders, Jean Hemzacek, Kenneth Voglesonger. 2011. Variation of soil chemistry within a soil series across ecosystem types. NEIU Student Center for Science Engagement Research Symposium, September 16, 2011, Chicago, IL.
- Probst, Tiffany, Nathan Leonard, Eric Allen, Laura Sanders, Jean Hemzacek, Kenneth Voglesonger. 2011. Variation of soil chemistry within a soil series across ecosystem types. National Meeting of the Society for the Advancement of Chicanos and Native Americans in Science (SACNAS) National Meeting, October 27-31, 2011, San Jose, CA.
- Schwartz, Colleen, Patricia Jaimes, Yesenia Herrera, Laura Sanders, Kenneth Voglesonger, Jean Hemzacek. 2012. Variation of Soil Physical Properties within a Soil Series across Prairie and Woodland Ecosystems. 20th Annual NEIU Research and Creative Activities Symposium, April 13, 2012, Chicago, IL.
- Barkstrom, Dyln, Elexius Thompson, Juan Torres, Laura Sanders, Jean Hemzacek, Kenneth Voglesonger. 2011. Investigation of a possible ancient beach deposit within soil in an urban nature center. National Meeting of the Society for the Advancement of Chicanos and Native Americans in Science (SACNAS) National Meeting, October 27-31, 2011, San Jose, CA.
- Herrera, Yesenia, Patricia Jaimes, Colleen Schwartz, Laura Sanders, Kenneth Voglesonger, Jean Hemzacek. 2011. Variation of Soil Physical Properties within a Soil Series across Prairie and Woodland Ecosystems. NEIU Student Center for Science Engagement Research Symposium, September 16, 2011, Chicago, IL.
- Herrera, Yesenia, Colleen Schwartz, Patricia James, Laura Sanders, Jean Hemzacek, Kenneth Voglesonger. 2011. Variation of soil physical properties within a soil series across prairie and woodland ecosystems. National Meeting of the Society for the Advancement of Chicanos and Native Americans in Science (SACNAS) National Meeting, October 27-31, 2011, San Jose, CA.
- Jaimes, Patricia, Colleen Schwartz, Yesenia Herrera, Laura Sanders, Jean Hemzacek, Kenneth Voglesonger. 2012. Variation of soil physical properties within a soil series across prairie and woodland ecosystems. 2012 Spring Symposium and Student Research in STEM, IL-LSAMP, February 3-4, 2012, Chicago, IL. Award Winning Presentation.
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Progress 09/01/10 to 08/31/11
Outputs
OUTPUTS: The major output of the TIERRA Project at Northeastern Illinois University (NEIU) was the organization and implementation of a student summer research experience on soil science. The summer experience recruited and selected 13 first-year students to learn concepts of soil science. The students performed a soils-related research project during a 10-week summer internship. Project activities included close collaboration with the Natural Resources Conservation Service (NRCS), the Agricultural Research Service (ARS), and the agricultural college at a 1862 Land Grant institution, the University of Illinois at Urbana-Champaign (UIUC). A website was established (http://www.neiu.edu/~deptesci/tierra/) that describes the project and links to recruiting materials, applications, and the project photo gallery. The gallery documents project activities with more than 1300 photos of students at work in the field and laboratory. Student participants and the project directors worked for two eight-hour days per week during the experience. In the first few weeks, students learned basic concepts of soil science, with an emphasis on field description and field skills. Thereafter, groups of two or three students selected a research question, devised a research plan, and conducted research on soils at the North Park Village Nature Center (NPVNC), an urban nature center located near NEIU. Field trips to USDA offices were part of the project agenda. NRCS personnel visited the NEIU campus and the TIERRA research sites, and conducted a trip to a site with soil pits. Field trips were taken to an NRCS field office (Sycamore, Illinois), a dairy farm, and the NRCS-Illinois office. A trip to the UIUC campus, hosted by the College of Agricultural, Consumer, and Environmental Sciences, taught the students about options for graduate school and USDA-related careers that would be open to them after graduate school. A trip to the National Soil Erosion Research Laboratory (NSERL), an ARS unit located at Purdue University, exposed the students to an in-depth look at agricultural research careers. While at Purdue, the students stayed overnight in dormitories, giving them a taste of the graduate school experience at a residential campus (NEIU is an urban commuter school). Dissemination included interactions with USDA staff at the state NRCS and several local NRCS offices, the ARS-NSERL facility, and the Hispanic-Serving Institutions National Program Regional Director. All are potential partners for future collaborations. The UIUC faculty and administrators already have collaborated with NEIU on projects. In addition, a strong relationship was forged with the NPVNC, which may be the site of continued research during the second year of the project. Dissemination also included preparation, submission, and acceptance of five abstracts for the annual SACNAS conference, one for the Geological Society of America annual meeting, and one for the Hispanic Association of Colleges and Universities annual meeting. These acceptances occurred during the project reporting period; however, the presentations occurred in the second year of the project and will be reported in that year. PARTICIPANTS: 1) Laura L. Sanders, Ph.D., Professor of Earth Science. Dr. Sanders served as the Project Director. She organized development of recruitment materials and constructed the website. She served as the fiscal agent. She was responsible for organizing all field trips and visits by USDA personnel. She worked in the laboratory and field with the students during all scheduled sessions. 2) Kenneth M. Voglesonger, Ph.D., Assistant Professor of Earth Science. Dr. Voglesonger is the Earth Science Department Coordinator, and as such he was responsible for interactions between the TIERRA project and the department, college, and university. He is the alternate fiscal agent, and took charge of purchases of equipment and supplies. Dr. Voglesonger performed recruiting activities and participated in development of the project application and other materials. He worked in the laboratory and field with the students during all scheduled sessions. 3) Jean M. Hemzacek, M.S., Instructor of Earth Science. Ms. Hemzacek has expertise in soil science and conducted most of the early training sessions. She performed recruiting activities and participated in the development of the project application and other materials. She has expertise in assessment and was responsible for development of most of the assessment instruments. She worked in the laboratory and field with the students during all scheduled sessions. 4) Marilyn Saavedra-Leyva, Administrative Assistant. Ms. Saavedra-Leyva was responsible for managing flow of student paperwork, including hiring forms, timesheets, paychecks, and all other non-scientific student concerns related to completion of their assignments. She also completed all purchasing paperwork and took charge of reservations for vehicles and accommodations. 5) Students Eric Allen, Dyln Barkstrom, Krystina Gomez, Yesenia Herrera, Patricia Jaimes, Min Jia Jiang, Nate Leonard, Jason Malek, Jenny Park, Tif Probst, Colleen Schwartz, Elexius Thompson, and Juan Torres. These students received stipends to participate in the project. Students worked two eight-hour days per week for 10 weeks, and then received an additional stipend for preparation of a poster for presentation at a scientific research conference. Total student effort was up to 190 hours each. TARGET AUDIENCES: The student participants were a diverse group. The ethnic composition of the group was as follows: five White, four Hispanic, two African-American, two Asian-American. Seven participants are female; six are male. One student is a disabled veteran. Although we did not collect data on this specifically, we know that many of the participants are first-generation college students, and most receive some type of financial aid. Project efforts included training sessions to help students learn about soil science. These were conducted early in the project. Later sessions involved mentoring and supervision of team research. Field trips to USDA offices and visits from USDA scientists provided opportunities for students to learn about agricultural science and careers in USDA-related fields. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
Outcomes and impacts are clearly documented in the project evaluator's report, which identified the following specific findings. As a result of the project, there was an increase in students' average self-reported understanding of soil science concepts. Twelve of the 13 students indicated that project trainings increased their science knowledge, in particular of soil science concepts. Four said their work with NRCS soil scientists contributed to soil or earth science knowledge or skills. While students' self-reported knowledge of scientific skills (for example, plotting data on a graph, analyzing graphs, writing a research abstract) exhibited a range prior to participation in the project, by the end of the 10 weeks their average rating of knowledge of four of the skills was very high. In post-project self-reflections, students described how various facets of the project increased their self-confidence or self-efficacy as researchers, in conducting research projects, or in their ability to perform particular research tasks. Eleven of the 13 students described acquiring greater awareness of and/or interest in a career in agricultural, earth, or soil science. Nine of the eleven students described acquiring both a greater awareness of, and interest in, these careers. After the project, there was a significant increase in the number of STEM fields students said they were likely to select as a major. In written post-project reflections, the main themes addressed by students (as identified by the project evaluator) included the following: 1) Familiarization with research: Several students described how key project activities gave them a chance to see and/or experience what "real scientific research is like." Program faculty commented that the project engaged first-year students in the kind of research experience that usually does not take place until senior year. 2) The ability to work in a group: Several students reflected on how the soil research project improved their ability to work well in a group, to "be able to collaborate". 3) Self-confidence and satisfaction: Most students identified realms related to conducting and presenting research in which they gained self confidence: working with others, preparing an abstract, acting like "an actual scientist." 4) General familiarity with and interest in graduate school: Several students commented that the trips to UIUC and Purdue University increased their awareness about and interest in attending graduate school. Because NEIU is a commuter campus, the students had never been in a college residence before. It made the abstraction of graduate school more of a possibility. It is not unreasonable to surmise that students' confidence in themselves as researchers and ability to see themselves in that role may have contributed to their interest in attending graduate school. 5) Understanding of agriculture and connection to the food supply: As the project faculty noted, and several students mentioned, most had never been on a farm. Many had not even been out of the city. The TIERRA project offered students a tangible understanding of the relationship between agriculture, farming, and their own food supply.
Publications
- No publications reported this period
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