Progress 01/15/11 to 01/14/16
Outputs
Target Audience:Participants are 1st generation college students and/or underrepresented minority, and/or low-income college students; 5 male and 3 female (1 black, 1 Native America, 4 Hispanic/Latino, and 2 Vietnamese). Our findings support Sanford's (1966) theory of challenges and support. Sanford theorized college students must have equal levels of challenges and support to find success. Sanford indicated if levels of challenge and support are not equal the student will not experience optimal level of success. We can think of this as the scales leaning to one side or the other. For students enrolled in the MSP this was not the case, a productive balance was found between challenges and support. Four primary sub-themes were identified as significant challenges students in the MSP faced, including balancing school and life, feeling anxiety from academic rigor, personal and family challenges, and challenging cultural dynamics. These challenges are not exclusive to multicultural students; many college students face challenges of balancing school and life, academic rigor, and personal struggles. The manner in which these students cope with these typical college challenges may be different across cultures, a topic worthy of further consideration but outside the objectives of this study. This study was able to pinpoint specific cultural dynamics that challenged MSP students. Challenging cultural dynamics included outsiders' expectations for MSP students to speak a different language or originate from a different country, students' inability to fit into a specific peer group, ethnic group isolation on campus, and the perceived lack of connectedness between ethnic identity and science. Based on challenges identified we have two recommendations. Our first is it is imperative that college students not be sheltered from challenges. Our findings support the fact that challenges are a critical component of college students finding success. Without challenges students will be denied the ability to develop confidence, resilience, determination, skills, and experience personal growth. Our second recommendation is for increased awareness that some multicultural students face additional challenges in the college environment, and therefore may require additional support mechanisms to balance the scales and succeed. Without adequate support mechanisms, students enrolled in the MSP may not have experienced the same level of personal growth identified through this study. Fortunately, students in this program identified a variety of sources of support that balanced the scales. These support mechanisms included emotional support, academic support, financial resources, MANRRS, professional experiences, and positive cultural dynamics. The first two of these support structures, emotional and academic support, were products of important individuals. Students indicated both academic and emotional support came from their academic advisor, peers in the MSP, and family members. These support mechanisms illustrate the value others can have in helping students to balance the scales between challenges and support. Financial resources, MANRRS, and professional experiences are all products of the programmatic structure of the MSP. The financial support provided was found to have a positive impact not only on the students, but for the students' families as well. Two of the students identified that the financial support provided by being enrolled in the MSP allowed for reduced financial stress on family members and the chance for their brothers and sisters to attend college. MANRRS and professional experiences were key support mechanisms for students to expand their vision of the science profession as well as their network within the profession. These essential support structures offset the weight of the challenges these student faced throughout the MSP. Students with increased challenges, like those involved in this study, require additional support in order to find success through challenging endeavors (Evans et al., 2009). The final support mechanism identified through this study was positive cultural dynamics. The cultural dynamics experienced by MSP students were identified as both positive and negative factors. In some situations, and for some students in the MSP, the cultural dynamics associated with their college experience were challenges, while for other students, the cultural dynamics were mechanisms of support. Those students who articulated the benefits of their cultural dynamics saw advantages in their unique perspectives, personal identity and their position in multiple cultures. The differing perspective of multicultural students regarding the value of cultural dynamics is a valuable line of research. Identification of the personal and environmental variables that influence a multicultural students' perspective regarding cultural dynamics, either as a support mechanism or as a challenge, would advance our understanding of how to increase the probability of multicultural student success throughout the college experience. Based on our synthesis of the support mechanisms discussed by MSP students, we can identify recommendations for methods to increase multicultural students' success through support. The first recommendation is the utilization of the academic advisor as a source for both academic and emotional support. This recommendation illustrates the need for the academic advisor to be aware of the additional challenges faced by multicultural students as well as a thorough understanding of the academic program to which their students are involved. Students mentioned several times the importance of having an established relationship with a sole academic advisor. This consistency allowed for focused attention, follow through, and relationship building which several MSP students recognized as essential to their success. Our second recommendation is the consideration that involvement opportunities offered to multicultural students include opportunities for students to be exposed to the abundant opportunities available to them through science as well as opportunities to network with professionals and other students through this involvement. The students involved in our study articulated the extreme value of the MANRRS program and the national conference as a potential mechanism to expand their knowledge of professional opportunities and network with professionals in the field. Perhaps this is what led to such resilience and determination of the MSP scholars. The metaphor of a balancing scale illustrates the challenge and support mechanisms faced by multicultural students in the MSP. The product of this balance is increased confidence, resilience, determination, skills, and personal development. Through the MSP, students were pushed to develop these personal attributes through the challenges they faced. When challenges were too much, students relied on the support structures available through the MSP, family, and peers. It is possible that students who recognize the support structures available to them are more willing to face challenges head on and grow from these experiences. In this scenario students identify the support structures as a safety net if they are unable to successfully navigate the challenges that push them further. This research has identified the role of challenges and support in multicultural students' growth. The result of this process is multicultural students graduating with degrees in STEM related discipline with increased confidence, resilience, determination, and skills. These students have the potential to make significant contributions to the STEM community and serve as role-models for future STEM professionals of all cultures. The development of these potential change-makers relies on our understanding of how to utilize both challenges and support to help multicultural students find balance and success throughout college. Changes/Problems:Table 1 Types of Challenges MSP Students Experienced Challenges Participant Quotations Balancing school and life responsibilities "One of the most difficult things about the last year at OSU was finding a balance between all of my priorities. During the school year it is often difficult to find time for exercise and sleep while balancing the workload of classes, extracurricular activities, and a job." (Alice, B55). "The hardest thing about this last year would definitely be my academicschedule. I was taking a great deal of science classes as well astrying to balance research with work...and sleep!" (Donna, B57). Feeling anxiety from academic rigors "[I am] stressed out a lot because of the fact that it is so difficult being in BRR...It's very stressful...that is the main negative is that it is just constant stress...the curriculum here is so intense and I never would have thought that I would ever be able to take on these challenges" (Henry, I23). "The classes that I had to take were the hardest thing for me becauseI am not used to taking science and math courses since I switchedfrom a BA to a BS, so I didn't get the grades I would have liked." (Mary, B58). "I found myself trying to study and then I had the pressure of what if I don't succeed it's not just going to be me that's going to be failing there's going to be a lot of people disappointed" (Tim, I-29). "I just didn't know how everything was going to work out. I didn't know if [this major] was going to be what I wanted to stick with" (Matt, I-16). Personal and family Challenges "I...struggled making new friendships" (Chris, B49). "The hardest thing about last school year was during fall term. I spent Thanksgiving with my grandpa in the hospital, and was told he had a low chance of survival. Finals were very hard for me, because my thoughts were back home; however I got through them" (Ellen, B52). Table 2 Support MSP Students Experienced Support Participant Quotations Emotional Support "I'm grateful for meeting a lot of new people...we're all close and so I feel that I have them to talk to and they understand what I'm going through" (Ellen, I10). "There are people in MSP that I have gotten close to and have been able to become close friends with...we experience a lot of things together going through the same kinds of things...going through the same school curriculum, it really brings you together...there are people that I can share experiences with and that I have become friends with" (Henry, I26). "There are alwayspeople to talk to when you're feeling bad about yourself. I always talked to [advisor] after Idid terrible on an exam and she would always boost my confidence andmake me believe I can accomplish what I had set out to do." (Mary, B58). Academic Support "I didn't give up...because [my advisor] didn't give up on me...and after that I just felt like this person didn't let me quit so why should I quit on myself?...I really feel like there was definitely a lot of support and a lot of faculty that were willing to help out" (Tim, I32). "Thanks to support from my advisor and friends and family, I was slowly getting back up, and digging myself out of an academic hole that I made." (Henry, B53). "I have received a lot of support from my friends being in classes together we help each other study in that manner" (Alice, I1). "I am so thankful tobe done with this last year and wouldn't have made it through myclasses without the support of my family..." (Donna, B57). Table 3 Structure of the MSP Supported Student Growth and Success Structural Component Participant Quotations Financial resources alleviated family burden "It gives the opportunity for myself, a low income family student, to have an opportunity to not worry about money and not worry about finances...so it allows you to focus on your schoolwork, which is very important. The weight that I have taken off my parents shoulders because they do not have to worry about paying my college is extraordinary...it has given me the opportunity to de-stress my parents...to not have to worry about money for my college education" (Henry, I24). "If I had gone to my original university, my younger brother would not have been able to go to [School]. Now with the scholarship money, he will be able to have the same high school experience as me" (Carrie, B47). MANRRS supported student growth "MANRRS conference...was definitely a life changing experience" (Carrie, I5). "MANRRS just opens up your eyes...and allows you to think in so many different ways to expand your mind" (Henry, I25). "MANRRS is a nice opportunity to...open my mind to what else I could possibly do later on" (Matt, I13). MSP provided students with professional experiences "I got work experience out of it...I feel like I wouldn't have been involved if I was doing another major..." (Ellen, I12). "Presenting my research poster gave me valuable experience in having conversations with other professionals about my work" (Alice, N44). "The MSP program has allowed me to increase my communication with people that I normally wouldn't have communicated with" (Tim, I30). Table 4 Cultural Dynamics Support and Challenge MSP Students Sub-Theme Participant Quotations Cultural dynamics have no perceived influence on students "When I'm walking around campus I don't feel like a minority, just when I'm in the classroom...I feel like a minority but it doesn't really stop me from being part of the classroom." (Paul, I21). "I don't think I've ever felt like a minority" (Alysa, I9). Cultural dynamics have perceived positive influence on students "I am a minority...it's offered me an opportunity to be unique in my manner and offer the different things I bring...I think it has served to my advantage" (Alice, I2). "It's who I am and I appreciate it...I'm going to use it as fuel to the best of my ability in a positive way. College has definitely helped me find myself in terms of culture and where I stand in both cultures." (Matt, I14, I16). Cultural dynamics have perceived negative influence on students "I always feel different from people over here... it's kind of hard because when I say I'm Mexican they expect me to speak Spanish...it is kind of hard seeing where I fit in" (Ellen, I10). "I feel like by having it so separated it just isolates each ethnic group in their own little corner and then doesn't really spread the interactions between them as much" (Chris, I4). "The ethnic identity of a Latino/Latina is not science....I am the only hardcore science person from my cousins and my immediate family...it doesn't go with the ethnicity background" (Henry, I25). What opportunities for training and professional development has the project provided?Our 2011 cohort of 8 MSP students have all participated in professional development (resume, interview, E-portfolios, LinkedIn, Diversity and HR Training), leadership (mentoring, officer service, event planning and organization), and community service (educational outreach, environmental stewardship, non-profit fundraising) projects as part of the OSU MANRRS Chapter. The OSU MANRRS Chapter has received Region VI Outstanding Chapter awards consecutively 2011-2016, and National 2nd Place in the Chapter of the Year competitions 2012-2016 for outstanding leadership development, community service/educational outreach, and membership building. Many of our projects are highlighted on the National MANRRS website in the Chapter news section http://manrrs.org/chapter-news/ Students in OSU MANRRS and SACNAS organizations hosted numerous professional development speakers (i.e. Career Services, Graduate School, Weyerhaeuser, Monsanto, Crop Protection Services, etc.) As well as special topic presentations including: The U.N. Right to Food, Cuisine asCultural Heritage andReflectionsonGlobalization and Food Security by Dr. Lisa Price, How to use Social Networking for Professional and Research Benefits by Dr. Sidlauskas, and The Value of Undergraduate Research and How to Prepare and Find on- and off- Campus Opportunities, by Wanda Crannell. Students in these organizations served as peer-mentors during campus visitations by HS students in the fall and spring terms. Community service activities included: Ag. Day, Earth Day Native Plant Sale fundraiser for Avivara (raised $700 for education in Guatamala), Career Wardrobe MakeOver Event (raised over $1000 to support student attendance at National Conference), and Mi Familia Weekend, a bilingual (English/Spanish) program to connect Hispanic/Latino families to the OSU campus, to name a few. Students attending MANRRS regional workshops and National Conferences attended a variety of professional development workshops, fostered professional connections and made significant career development networks. How have the results been disseminated to communities of interest?Worked with MANRRS GTA to organize and present a Saturday workshop for MSP scholars from our 2009, 2011, 2013 cohorts, mentors, alumni and involved faculty. As OSU had a second 2013 USDA NIFA MSP awarded in College of Forestry for renewable materials, we invited and included their students and faculty. Agenda items included: presentation on what it means to be an MSP scholar (expectations and value), team scavenger hunt for finding support resources, and an alumni panel providing academic and professional success advice and Q and A for new MSP students. Research-Based, Interdisciplinary Multicultural Scholars Program at Oregon State University Has a High Graduation Rate of Minority and First-Generation Students in a STEM Major. Field, K. G., W. K. Crannell, L. R. Curtis, P. L. Diebel, D. L. Stone, and J. J. Velez. 2014. NACTA Journal 58: 77. Feb. 2016 provided an invited presentation in Tualatin, OR to three USDA- Farm Service Agency (FSA), Rural Development (RD), and Natural Resource Conservation Services (NRCS) - agencies entitled: Government and non-profit organization partnerships for diverse student success - working to strengthen federal employment pipeline, as part of their Black History Month What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
Goal: Recruitment of 5 of more scholars. We originally recruited 6 scholars (4 males, 2 females) 1 African American, 2 Vietnamese, 3 Hispanic/Latino/a. In addition, two more students were later recruited as replacement scholars; (1 male and 1 female) Native American Veteran that had run out of VA benefits, and one previous College Assistance Migrant Program (CAMP) Latina. We will report on the total 8 MSP scholars that received program support. BRR's minority enrollment recently reached 29.7% (OSU's overall minority enrollment is 18.8%), a greater increase than can be attributed to the MSP, suggesting that building a cohort of multicultural students is enhancing BRR's ability to attract and retain multicultural students. Goal: Scholars complete the BRR curriculum in good standing. Four of the eight scholars have successfully graduated from OSU; with three of the remaining four scheduled to complete degree requirements summer or fall term 2016. Only one left OSU without a degree citing health issues; another graduated in a non-STEM degree. Therefore, for the cohort, we are on-track anticipating 87.5% graduation rate (vs. 61.5% for OSU) and 75% STEM graduation rate (vs. 38% for US underrepresented minorities). One graduate is employed by Dow AgroSciences, another works as a Research Assistant, one has entered graduate school in College Student Support Administration, and another is serving in an environmental leadership fellowship while applying to graduate school in plant and environmental sciences. Experiential Learning: Scholars completed an internship related to their interest and career goals. All 8 were involved in internships including 3 directly with USDA ARS laboratories, other internships were with OHSU Pharmacy, PROMISE-Student Leadership and Involvement, Monsanto Hawaii, CAMP Peer Leadership, and College of Health and Human Sciences Undergraduate Research Awards Program. "I think that my internship has allowed me to have a little bit of foresight to be able to see the kind of challenges that I will continue to face as I go into a research based career focused in medicine. I think it has been nothing but beneficial." All 8 identified research projects and mentors and 7/8 completed, or on-track for completion. "You get to work with these people directly, and you get to show real data that can make a tangible change through policy. You get to work with policy makers first hand. So I think without both [Mandy] and [Andy], I would have never found that." Research projects below* were presented in oral and/or poster sessions both on- and off-campus, four at national MANRRS Career Fair and Training Conferences, 2 at regional NSF-LSAMP Conferences. *Toxicological Investigations of Two Poisonous Plants, Tansy Ragwort (Senecio jacobaea) and Summer Dandelion (Hypochaeris radicata) with Potential Therapeutic Agents, Quillaja and Milk Thistle *Xanthohumol Derivatives Improve Insulin Sensitivity in Obese Mice *Nitrobacter Winogradskyi Responses To FE Limitation *Predation Enhances Survival and Growth of Pathogenic and Non-Pathogenic Isolates of Vibrio Cholerae *In Vitro Circadian Rhythms in the Neuroendocrine Regulation of Reproduction in Females: Vasopressin Receptor Expression *Quality and Patient Satisfaction in Ambulatory Surgery (Arthroscopic Knee Procedures) *Linking Genetic Variability of X. americanum Populations to Virus Vectoring Ability *Identifying Stress Biomarkers from Blood and Assessing Xanthohumol as an Anti-inflammatory and Cancer Chemopreventive Activities For the two students that left the MSP, both left in 'good standing' and with significant training experiences; one started USDA ARS and received training in PCR for plant virus detection and the other worked in the Crop Sciences Department mapping genes in wheat. All 8 (100%) participated in leadership experiences (well beyond the projected 50%) with 6/8 (or 75%) serving as officers in the OSU MANRRS and/or SACNAS Chapters. One completed CAS Leadership minor; and another served as an OSU Pre-College Program Peer-mentor and campus Tour Guide. Participation in so-called enrichment activities was very high including: peer and faculty mentorship, leadership development, undergraduate research, internship participation, study abroad, and professional development activities was very high with each student actively engaged in more than two. MSP helped support student participation in study abroad experiences to Vietnam and London. Service learning: All scholars participated in MANRRS and/or other service learning opportunities. Scholars participate in outreach activities each year, including presentations to K-12 students and Science and Math Investigative Learning Experience SMILE participants
Publications
- Type:
Journal Articles
Status:
Published
Year Published:
2014
Citation:
Research-Based, Interdisciplinary Multicultural Scholars Program at Oregon State University Has a High Graduation Rate of Minority and First-Generation Students in a STEM Major. Field, K. G., W. K. Crannell, L. R. Curtis, P. L. Diebel, D. L. Stone, and J. J. Velez. 2014. NACTA Journal 58: 77.
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Progress 01/15/12 to 01/14/13
Outputs
Target Audience: Our 2011/12MSP participants are 1st generation college students and/or underrepresented minority, and/or low-income college students, 4 male and 2 female (1 black, and 3 Hispanic/Latino, and 2 Vietnamese). Changes/Problems: Cary Green left Oregon State University and has been replaced as CO-PD by Dr. Penny Diebel. Change informaiton has been submitted as required. What opportunities for training and professional development has the project provided? The USDA NIFA Multicultural Scholars Program students at Oregon State University participate fully in the nationally recognized OSU Minorities in Agriculture, Natural Resources and Related Sciences (MANRRS) Chapter. OSU MANRRS received best student organization recognition from Meso American Student Association and Movimiento Estudiantil Chicano de Aztlán (MEChA) in June 2012. MANRRS along with Career Services hosted the professional business attire sale in the MU Ballroom. Students advertise, collect, sort, prepare donations and run the event. OSU MANRRS Chapter earned over $1000 to help support students to attend the National Career Fair. We gratefully recognize the Corvallis community, OSU faculty and staff and OSU Alumni Association for their assistance. ANNUAL Career Wardrobe MAKEOVER event, Students can buy suits and professional attire for $5-$15. OSU MANRRS annual Career Wardrobe MakeOver Event provided over 100 students with professional business attire at ‘student friendly’ prices. http://www.gazettetimes.com/news/local/dressing-students-for-success/article 48 How have the results been disseminated to communities of interest? Through projects, conferences and activities listed under accomplishments above. What do you plan to do during the next reporting period to accomplish the goals? Similar projects will continue in the coming year.
Impacts
What was accomplished under these goals?
The Multicultural Scholars Program (MSP) at Oregon State University, funded by two grants (2009 and 2011) from the National Institute of Food and Agriculture (NIFA) of the US Department of Agriculture (USDA), offers scholarships to undergraduate students of diverse cultural backgrounds and first-generation college students who are interested in Agriculture, Natural Resources, Food Science, or Human Health and Nutrition. MSP Scholars are chosen as first, or second year, students. As part of their award they receive tuition scholarships for up to a four-year period and a stipend to travel to a conference. As a requirement of receiving the scholarship, recipients must pursue a B.S. degree in BioResource Research (BRR) in the College of Agricultural Sciences, and participate in OSU MANRRS (Minorities in Agriculture, Natural Resources and Related Sciences) Chapter leadership, service, and professional development activities. MSP Mentors are upper division students in BRR and MANRRS, who receive scholarships in return for acting as mentors for the MSP Scholars. Mentors meet with students throughout the school year to assist them with overcoming academic, professional, and social challenges. Our 2011 cohort of 6 MSP students have all participated in professional development, leadership, and community service projects as part of the OSU MANRRS Chapter. All but one serves in a Chapter officer role. All six have been very active OSU MANRRS Chapter members building cultural competencies and community among peers and mentors. The have attended Regional Workshops working to refine resume and interview skills. They help plan events and serve as role models during twice-yearly visitations from Jr. MANRRS members from RoseMary Anderson High School, a school for ‘at risk’ youth in Portland, OR. We engage MSP students in high impact practices including: internship and research support, learning communities, civic engagement, study abroad and peer mentoring opportunities. Oregon State University’s Office of Academic Research offers funding for undergraduate students to undertake research projects. The fund, “Undergraduate Research, Innovation, Scholarship, and Creativity (URISC),” is a highly sought after grant that is highly competitive amongst undergraduates. 2011 MSP, Charlie Ta received a grant for Winter and Spring terms of 2012 for his project entitled, “Linking Genetic Variability of X. americanum Populations to Virus Vectoring Ability.” working in a USDA ARS lab with Dr. Zasada. He received Gilman International Scholarship to spend a year study abroad at University of Sussex in England. 2011 MSP, Elyssa Trejo also received a URISC grant for the same time period for her project, “Toxicological Interactions between Quillaja Saponins and Pyrrolizidine Alkaloids.” Elyssa graduated, June 2012. Prior to her graduation, she participated in a summer internship with Monsanto-Hawaii. Her research/thesis project was presented in poster at the National MANRRS Conference and completed in conjunction with the USDA Poisonous Plant Research Lab in Utah. Thesis: Toxicological Investigations of Two Poisonous Plants, Tansy Ragwort (Senecio jacobaea) and Summer Dandelion (Hypochaeris radicata) with Potential Therapeutic Agents, Quillaja and Milk Thistle ?housed in the OSU Libraries ScholarsArchive. Upon graduation, she accepted a position with Dow AgroSciences in Indianapolis, IN. 2012-13 elected OSU MANRRS Chapter President completed a summer PROMISE managerial internship working with OSU Student Leadership and Involvement and another project with the Oregon State College of Public Health. His work documented quality of care and procedural outcomes of outpatient surgeries in Oregon. Results from his project will aid recommendations in best practice policies for outpatient surgery. 2011 MSP, James Thomas, a sophomore in BioResource Research, stated following attending the National MANRRS Career Fair and Training Conference that he deeply valued the opportunity to network with individuals from all over the country and of different cultural backgrounds. “The soft skills of communication and interacting with various people are essential for excellence in any job. Being able to communicate with people who are different than you is a skill that this event helped nurture. Communication and networking skills are arguably more important than any work experience or degree.” We are still working with three 2011 MSP students to find research and internship experiences relevant to their interests and appropriate to their educational standing and abilities. Each has experienced a term on academic warning, a term below a 2.0 GPA. We are working with them on developing educational plans and tools to assist with identifying obstacles to academic success. They will each enroll and completed the Academic Learning Services (ALS) 116 Academic Success course. We are additionally providing academic support resources and enhanced use of our Student Resource room. Once these students are back on firmer academic standing we anticipate moving forward with identifying their experiential learning internship/research experiences. http://agsci.oregonstate.edu/brr/sites/default/files/msp_newsletter_2012.pdf Eleven students attending the 26th National MANRRS Training Conference and Career Fair were current MSP Scholars and Mentors, (four of six 2011 MSP students attended). The students benefited immensely from the experience of attending the national conference. Six students participated in national research contests (Oral and Poster Competitions), with three placing 3rd place or higher. Contest participant and 2009 MSP, Alejandra Marquez (junior in BioResource Research) stated, “Presenting my research poster gave me valuable experience in having conversations with other professionals about my work.” The OSU-MANRRS Chapter also competed in the National Chapter of the Year Contest, taking 2nd place overall. Two of our 2009 MSP received National Officer positions; Tiffany Harper will be the Region VI Undergraduate Vice President and Dominique Sabedra will serve as the Region VI Graduate Vice President.
Publications
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2012
Citation:
Judy Scott (2012) OSU Network for Minorities wins regional and National Awards. http://extension.oregonstate.edu/news/release/2012/04/osu-network-minorities-wins-regional-and-national-awards
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2012
Citation:
AnnaRose Adams (editor 2012) 2012 MSP Newsletter http://agsci.oregonstate.edu/brr/sites/default/files/msp_newsletter_2012.pdf
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2012
Citation:
Crannell, Wanda (editor 2012) Six OSU Students Receive USDA Scholarships. (03/2012) The Network: MANRRS Today Member Interest section page 40,
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Progress 01/15/11 to 01/14/12
Outputs
OUTPUTS: We advertised, interviewed and awarded funding to 6 USDA-NIFA MSP Scholars in 2011 (up to $7,000 scholarships/year, plus a paid internship and funds for travel to a professional meeting). The MSP co-PIs reviewed applications and newly implemented interviews, using both cognitive (grades, college entrance scores, and course rigor) and non-cognitive (leadership, community service, demonstrated interest in Program Areas of Emphasis, interest in pursuing an advanced degree or career in a food and agriculture discipline, and potential to contribute to diversity at the institution and in the career field) variables. All 6 of 6 MSP awardees are minority/underrepresented students with the following demographics: 2 Female and 4 Male students. 2 Asian (both Vietnamese-graduation rates are below other Asian and white graduation rates), 3 Latino/Hispanic, 1 African American. All 6 are either Educational Opportunities Program participants, and/or LSAMP-supported students. The 2011 scholars are profiled on our web page (http://agsci.oregonstate.edu/brr/msp/scholars.) During their first academic year as an MSP Scholar, all 6 of 6 have successfully complete BRR 100 (Great Experiments in BioResource Science) and BRR 200 (DEVELOPING A RESEARCH PROPOSAL: THEORY AND PRACTICE) each earning B+ or better grades. BRR 200 was a course developed and designed specifically to improve the early understanding and exposure to research science and increase cohort connectedness in the BS-BioResource Research interdisciplinary undergradaute research major. The class fills the previous gap between the orientation class and the beginning of research. Thus it sustains commitment and progress, continues to build cohort connections among MSP Scholars and BRR students to create a sense of identity and belonging, and helps students connect with study partners. Also, the class, which is "directed at the understanding of the philosophy of science and research as applied to practical problems in biological and agricultural sciences and natural resources," provides training in proposal writing, critical thinking and problem solving. For 2012, we refined this class based on assessment data, adding multiple sessions of peer review. PARTICIPANTS: Key Personnel PI Kate Field, director, BRR, director, OSU Bioenergy Minor, associate professor, Microbiology:curriculum, instruction, experiential learning, academic guidance, website. Larry Curtis, Associate Dean, CAS: project oversight, reporting, budget. Wanda Crannell, CAS Instructor, Head Adviser, BRR, and MANRRS adviser: instruction, advising, experiential and service learning. Cary Green, Associate Dean, CAS: instruction, assessment. Dave Stone, Director, National Pesticides Information Center, and assistant professor, Environmental and Molecular Toxicology: internship placement and funding, experiential learning. Jonathan Velez, Assistant Professor, Agricultural Education and General Agriculture: assessment, outreach. All key personnel will share responsibilities for major decisions such as selection of scholars. MSP Scholars are required to join MANRRS and participate in chapter activities, regional workshops and the National Conference. Through the MANRRS meetings, MSP scholars can disseminate their research findings, as well as promote the MSP program, to minority students, representatives from government agencies, the private sector, and non-profit agencies. We partner with existing organizations that have a strong record of recruitment, mentoring and retention for underrepresented students at OSU: SMILE, CAMP, EOP and MANRRS TARGET AUDIENCES: The SMILE Program engages OSU with 12 school districts and 15 communities across Oregon, providing science and mathematics enrichment and college readiness support for traditionally underrepresented, rural, and low-income students. The majority of SMILE students are Latino (42%) and Native American (20%). SMILE mentors students from fourth grade into post-secondary education; high school graduates entering OSU may attend a summer bridge-tocollege program. The first objective of MANRRS is to "Increase the number of students studying the agricultural sciences and related fields at both the undergraduate and graduate levels". This goal is accomplished through leadership, scholarship, research, community service, and professional skills development activities. Junior MANRRS is a pre-collegiate outreach program for high school-aged and younger students to expose them to career pathways and educational possibilities in the food, agricultural, environmental and related sciences. CAMP is funded by the US Department of Education to support students whose history includes migrant/seasonal agricultural work. The program provides financial and academic support to first-year freshman students, including academic skills assessment, CAMP orientation and study skills workshops, tutoring, career, financial aid, and personal counseling, academic advising, Supplemental Aid to reduce loans, quarterly textbook allowance, monthly stipends throughout the academic year, and health services. EOP serves historically underserved students, including students of color, older than average students, students with disabilities, single parents, low-income students, and students who have been rurally isolated. EOP provides assistance through the admissions and financial aid processes, orientation, academic and personal advising, review or fill-in courses in math, reading and writing, free tutoring provided by upper division/ graduate students, assistance with finding jobs and internships, writing resumes and cover letters, and preparation for graduate school. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
We leveraged our ability to recruit Scholars, and provide them with excellent academic and social support and mentoring, by taking advantage of very strong programs and expertise at OSU: SMILE (http://smile.oregonstate.edu/philosophy.htm), Educational Opportunities Program (EOP http://oregonstate.edu/dept/eop/), College Assistance Migrant Program (CAMP http://oregonstate.edu/dept/camp/), NSF Northwest Louis Stokes Alliance for Minority Participation in STEM (NW-LSAMP), and MANRRS. We used all of these programs as outlets for recruiting, and to enhance retention and professional development through participation in service learning, professional development activities and training. USDA National Institutes of Food and Agriculture,Multicultural Scholars Program (MSP: Cynthia Le, Jorge Lopez-Contreras, Jose Solis-Ruiz, Charlie Ta, Elyssa Trejo, and James Thomas.) Our first quantitative assessment, which was taken in 2011, allowed us to identify key areas for student growth and success. We summarized our preliminary analysis of these data at the MSP Project Director's biennial meeting 2012. Dr. Larry Curtis (PI) provided a presentation:Intensive mentoring enhances leadership and research participation in Multicultural Scholars Program (MSP) students. As we continue to assess on a yearly basis, we hope to identify programmatic areas for change based on longitudinal assessment. Scores for the 2009 and 2011 MSP cohorts were based on a Likert scale from 1 to 6 . Initial assessment indicated that our older cohort felt more established in their ethnic identity and cultural belonging. We were pleased by this data, as the MSP program seeks to provide many opportunities for cultural connection and inclusion. Both cohorts were very similar and had highest scores in the educational encouragement and undergraduate research scores. This indicates that the students feel supported and feel like they are competent in performing research. Both areas are critical for student success in the MSP program and in future STEM related careers. The goal orientation score is very encouraging. The 2011 cohort has a clearer and more focused goal orientation. In essence, the data indicate that they feel more motivated. We believe the increase with the 2011 cohort is directly based on our increased recruitment and change in the application and acceptance process for our 2011 cohort. A USDA MSP Meet-n-Greet held Sept. 2011 with MSP faculty, 2009 MSP Scholars, our newest 2011 MSP Scholars, and MSP mentors gathered to reconnect following summer, welcome new MSP students, and share dinner. BRR's minority enrollment recently reached 29.7% (OSU's overall minority enrollment is 18.8%), a greater increase than can be attributed to the MSP, suggesting that building a cohort of multicultural students is enhancing BRR's ability to attract and retain multicultural students.
Publications
- 1. Liz Webb (2011) The Source, OSU MANRRS Awarded National Chapter of the Year http://agsci.oregonstate.edu/newsletter/2011/april/manrrs
- 2. Joce DeWitt (2011) The Daily Barometer, MANRRS receives national recognition http://www.dailybarometer.com/news/manrrs-receives-national-recogniti on-1.2385911
- 3. Liz Webb (2011) The Source,Laura Magana receives Grace Wu Memorial Award http://agsci.oregonstate.edu/students/news/2011/laura-magana
- 4. Heather Turner (2011) OSU Club collecting business clothes http://kezi.com/news/local/201513
- 5. Gail Cole (2011) Suiting Up http://www.gazettetimes.com/news/local/article 2a46c61e-35b1-11e0-b6f 9-001cc4c03286.html
- 6. The Hillsboro Argus (2011) Two local students earn scholarships http://www.oregonlive.com/argus/index.ssf/2011/08/two local students earn schola.html
- 7. Rachel Beck (2011)University Relations and Marketing, Six OSU students receive USDA scholarships http://oregonstate.edu/ua/ncs/archives/2011/aug/six-osu-students-rece ive-usda-scholarships
- 8. Gail Cole (2011) Gazette Times, Rewarding Hard Work Oregon State University: Bioresource Research http://www.gazettetimes.com/news/local/article aaee3548-d851-11e0-89e 7-001cc4c03286.html
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