Progress 09/01/11 to 08/31/14
Outputs
Target Audience: This project has three target audiences: high school students, community college students and the La Verne biology majors. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?
Nothing Reported
How have the results been disseminated to communities of interest? Two students, who were significantly involved in the grant activities, gave a poster presentation at NACTA. They described how elements of the project nurtured their research training and professional development. The PD of this grant also gave a talk at the NACTA meeting to share our USDA grant program with peers who are also vested in the development of more effective education in the ag-sciences. In addition, several students presented their research at meetings, giving credit to our USDA sponsored program (see citations in “other products”). Brochures were also developed for the community service course and summer science camp and distributed to a number of local schools. Below are links to online articles about our program: http://www.pe.com/local-news/local-news-headlines/20130603-inland-empire-university-offers-free-summer-science-camp.ece http://laverne.edu/news/2013/07/la-verne-hosts-usda-summer-science-camp/ http://www.pe.com/local-news/local-news-headlines/20120513-region-summer-science-camps-for-high-school-students-offered.ece What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
A primary focus of this grant was to successfully increase our Hispanic student recruitment into the biological sciences and assist in retention through graduation. Prior to the grant (2008-2010), the percentage of Hispanic students entering the La Verne biology program was 29% and that number increased during the grant period to an average of 39% in years 2011-2014. In addition, retention and graduation rates for Hispanic students increased. The percentage of Hispanic students graduating with a biology degree increased from 18.5% to 38.4% in the same years. The community service course was equally successful, connecting with many of the predominately Hispanic high schools in the Los Angeles/Inland Empire areas. Over three years, La Verne students presented biology lessons at several local high schools, recruited for our USDA summer science camp, and contacted over 3,500 students, of which, more than 1,000 were Hispanic. The summer camps brought in 65 high school students, community college students, and LV incoming biology majors and introduced them to the possibilities of a career with the USDA. The percentage of Hispanic student attendance increased with each year of camp, and had an overall final average of 50%. Camp exit evaluations had an overall average of a 9.2 on a 10 point scale, and students expressed an increased interest in a career with the USDA. These values indicate that the camp was engaging, inspiring, and informative, clearly redirecting interest and attention to a career with the USDA. The external evaluator reflected on our recruitment/retention efforts by saying the following: “This team has demonstrated that the recruitment, retention and graduation of students from traditionally underrepresented populations is not only possible, but can be done most successfully. The increase in the number of Hispanic students enrolled in La Verne’s biology-related courses, including those established through funding from this grant, illustrates that there is a population of students within the greater Los Angeles metro area who are interested in, are seeking, and will benefit from direct engagement in the STEM fields.” Several of our summer camp students and many students who participated in the program have gone on to complete research in line with the USDA goals. Two of our 2013 Hispanic graduates who were involved in the grant program recently obtained positions with the US Forest Service as Plant Biology Technicians in theAngeles National Forest. A few of our current research students are planning to go on to Ph.D. programs in Plant Biology, however, many of our students remain in route to other professional programs, such as medical school. In fact, two students who were very much immersed in our USDA program just entered medical school. Although students are completing their senior research in plant biology, yet going on to professional school, this grant has put Plant Biology on the map at La Verne and has nurtured the creation of a program, an option in Agricultural Biology, which has inspired others to pursue the plant sciences. This was evident in the surge of student interest in plant research, which increased three-fold over the duration of the grant. According to the external evaluation, students rated the USDA program’s ability to help improve confidence and add to knowledge of research/laboratory skills as a 4.75 on a 5.0 scale (n=16). During the grant period, we published two papers in plant biology peer-reviewed journals with undergraduate student co-authors, and two of the three students were Hispanic. Other students have observed this success and have turned their attention to research in plant-related work. Currently, the student demographics in the two labs that are most plant-based in our department have shifted in numbers from being 30% to 50% Hispanic students. It is evident that our successful Hispanic students are serving as a role model for others. It is a goal that was not anticipated, but should be reported, even though our “n” is small and it is anecdotal. In line with the project objectives, two new courses, Rangeland Ecology and Plant Productivity were newly developed and taught during the grant period. In addition, our microbiology course was modified to incorporate a study of soil microbes (including lab work) and their importance in plant success. In the university course evaluation, the instructors for Plant Productivity received a 3.9 on a 4.0 point scale, indicating a high degree of student satisfaction. On the external review survey of these courses (data collected by external evaluator) students scored these courses as a 4.4 on a 5.0 point scale. In addition, the survey monkey data demonstrated that through the coursework and/or camp experiences as teaching assistants, students felt better prepared for graduate school in an ag-related discipline, and the grant program made jobs within the USDA more tangible/less abstract. On a 5 point scale, students rated us as a 4.30 (n=19). It should also be noted that among the newly offered courses and the modified microbiology course, approximately 50% of the students enrolled were Hispanic. Training in techniques for achievement in the biological sciences was also an integral part of this grant, and our external evaluation also revealed success in this regard. Our goal was to prepare students for graduate school in the plant sciences through close mentorship, laboratory training, field-research training, and by helping students develop strong leadership and presentation skills. The external review through survey monkey showed that on a 5 point scale our scores were: 4.6 (leadership skills), 4.83 (verbal presentation skills), 4.63 (grant writing skills), 4.75 (research skills). The external evaluator also reported that “…the student responses to open-ended questions yielded consistent patterns. When asked about the most beneficial part of their participation, the LV-USDA grant, students identified: learning how to write a grant, learning effective teaching skills, individual attention from a faculty mentor, identifying a field of study that interested them, and the financial benefits.” Student financial support was a key part of this grant as well. Funds were provided as scholarships, summer stipends to conduct research, and grant money for research supplies. The percentage of Hispanic students funded through this USDA support for their senior research projects increased from 25% in year one of the grant to an average of 68% in years 2 and 3. Thus, 15 of the 32 students funded for research in line with USDA goals were Hispanic. Of the six students who received stipends and scholarships five were Hispanic. One Hispanic student in particular is a clear success story. She began in the program at its inception, received three summer stipends, two years of scholarships, and the outcome has been amazing. During that time in the program she presented her research at the Southern California CUR meeting, presented at NACTA, received the 2nd place Dean’s award for her research project, co-authored a review paper with the PD of this grant, maintained a 3.8 GPA, graduated in spring 2014, scored in the 87th percentile on the math and verbal sections of the GRE (98th percentile on the writing), continues to conduct research with the PD, and is now applying to plant biology Ph.D. programs. The external evaluator also recognized the positive impact of the financial support. She states, “…the financial assistance provided to a number of La Verne students was clearly a “game-changer” for many individuals; students who received scholarships/stipends noted that it was this financial assistance that enabled them to remain not only engaged in their studies but also enrolled in college.”
Publications
- Type:
Journal Articles
Status:
Published
Year Published:
2014
Citation:
Novak S.D., Luna L.J. and Gamage R.N. (2014) Role of Auxin in orchid development. Plant Signaling and Behavior: 9:e32169; http//dx.doi.org/10.4161/psb.32169; PMID:25153202.
- Type:
Journal Articles
Status:
Published
Year Published:
2013
Citation:
Novak S.D. and Whitehouse G.A. (2013) Auxin regulates first leaf development and promotes the formation of protocorm trichomes and rhizome-like structures in developing seedlings of Spathoglottis plicata (Orchidaceae). AoB Plants 5: pls053; doi:10.1093/aobpla/pls053.
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Progress 09/01/12 to 08/31/13
Outputs
Target Audience: This project has three target audiences: high school students, community college students and the La Verne biology majors. Changes/Problems: We encountered some difficulty in identifying transfer students with a clear intent on a USDA career pathway, thus we had one remaining scholarship unawarded. I did not feel that there were any applicants left in the pool that fit the scholarship requirement (e.g. seems to be heading for a USDA-type career).However, I felt that one traditional student who was conducting research on a maize project, was an ideal candidate. (Hispanic, and a junior with a very high GPA.) I submitted my justification for wanting to award the remaining scholarship to this traditional student to the USDA NIFA office, and it was approved by Josue Lopez. What opportunities for training and professional development has the project provided?
Nothing Reported
How have the results been disseminated to communities of interest? Two students (one Hispanic) presented a poster on their experiences in our program at the 2013 NACTA Conference, Virginia Tech, Blacksburg, Virginia entitled, “The USDA-HSI program fosters professional development and research skills in undergraduates at the University of La Verne: a student perspective”. I also gave an oral presentation at this conference entitled, “Service Learning: An avenue for outreach, recruitment and training”. Three of our plant biology research students have submitted abstracts to present their work on maize and orchid at the Southern California Conferences for Undergraduates (SCCUR) in November 2013. During the last reporting period, we had a provisionally accepted paper. This paper was published by AoB Plants in January 2013. It was co-authored by my undergraduate research student, who is half Hispanic. She is now in a graduate program at Indiana University studying childhood obesity. Currently, I am working with another undergraduate, Hispanic student, Lila Luna, on an invited, auxin review paper for Plant Signaling and Behavior. What do you plan to do during the next reporting period to accomplish the goals? We are continuing with student research that reflects the USDA goals (fall, spring, summer), offering the community service course (spring), and running the USDA sceince camp (summer). In addition, we now have some students who are just completing the program, and we are assisting these seniors in their application to graduate school. During this third year, the "soils" microbiology course was offered (fall), five of our students presented their research at student/facuty research day (October), work is being done on a student-co-authored review paper, and three students will be presenting at an undergraduate research meeting, SCCUR (November). All of these activities contribute to our student -focused, grant goals: recruitment, retention and training.
Impacts
What was accomplished under these goals?
Grant activities for the 2012/2013 academic year included recruitment from community colleges and high schools, running our community service course, and engaging students in the USDA summer science camp. This year our numbers in the community service course increased from 11 to 16. In the community service course, our La Verne biology majors (10 of which were Hispanic) presented engaging science lessons on environmental and/or plant-based topics which addressed USDA goals while they promoted our USDA summer camp. Last year our La Verne students reached 1,875 and this year our numbers were over 2000 students, of which approximately 700 were Hispanic. We based this number on the reported Hispanic enrollment at the schools. The camp was conducted from July 8th to July 12th. Of those camp attendees who reported ethnicity on our exit evaluations, 52% were Hispanic, which is higher than last year’s percentage of 41%. Similar to last year, camp included five activities: seminars from two USDA speakers, a field trip to the UCR Salinity Lab, and the National Clonal Germplasm Repositiory for Citrus and Dates, a field experience at Mt Baldy, a molecular biology lab experience and a college admissions workshop. The USDA camp was written up in a local newspaper, The Press Enterprise (http://www.pe.com/local-news/local-news-headlines/20130603-inland-empire-university-offers-free-summer-science-camp.ece) and reported on the La Verne website (http://laverne.edu/news/2013/07/la-verne-hosts-usda-summer-science-camp/). During this granting period, we reviewed scholarship and summer research applications in the spring. Scholarships were awarded to two La Verne students, both Hispanic. One is a continuing student in the program, Lila Luna, and the second student, Peter Marquez, has taken all the course work in the Agricultural Biology program and is conducting research in environmental biology. Three community college students were awarded scholarships this granting period, one of which was Hispanic. We have encountered some difficulty in identifying transfers with a clear intent on a USDA career pathway, thus we have one remaining scholarship which I hope to award to a Hispanic traditional student who is conducting research on an ag-related project. Of the 11 students funded for research projects, 9 were Hispanic. One of the new courses required for our Ag-Bio program, Rangeland Ecology, was offered in 2012, and in the spring (2013) we offered the second new course, Plant Productivity. Being a specialized topic and newly offered, enrollment was somewhat low. However, 60% of the students in the course were Hispanic. In addition, we have completed the revamping of our Microbiology course such that it emphasizes the study of soil microbes. Last semester (spring 2013) students isolated nitrogen-fixing bacteria, tested them in culture with plants, and PCR amplified rDNA for sequencing to identify novel nitrogen fixers. Of the 32 students who completed the course in spring 2013, 47% were Hispanic. This micro/soils course is also being taught again this fall (2013) and currently has a 46% Hispanic student enrollment. Outcomes: Since receiving this grant in the fall of 2011, we have seen an increase the number Hispanic students in the major and an increase in graduation rates for Hispanic students. Between 2008 and 2010 the percentage of entering Hispanic freshmen was 29% and between 2011 and 2013 that number increased to 39%. In addition, percentage of students who are Hispanic that graduated with a B.S. in biology increased from 18% in 2009-2010 to 36% in 2011-2012, and 32% expected in spring 2013. Success in research project completion, presentations at meetings, writing/publishing papers (see below), indicates that we have also been successful in producing a better prepared student for graduate school. Similar to last year, the summer camp program successfully increased the awareness of USDA job opportunities and provided high school students with a good sense for what type of work they would do as a USDA employee. On a 1-10 scale, students provided an average score of 9 out of 10 on questions regarding laboratory and field experience, understanding USDA career options, and overall camp experience. This year we conducted a pre and post camp evaluation of interest level in pursuing a USDA-related major/USDA career. Average pre-values on a 1-10 scale were 3 and the post evaluation score was a 7, indicating that the camp was successful in portraying the exciting and interesting aspects of working for the USDA. La Verne students are continuing to see and act upon the opportunities provided through this grant. Based upon numbers of students enrolled in the new courses of our Ag-Bio program and the community service course, about 15 students (half of which are Hispanic) have either made the decision or expressed a strong interest in redirecting their academic goals towards graduate school in USDA-related careers. Two students (one Hispanic) presented a poster on their experiences in our program at the 2013 NACTA Conference, Virginia Tech, Blacksburg, Virginia entitled, “The USDA-HSI program fosters professional development and research skills in undergraduates at the University of La Verne: a student perspective”. I also gave an oral presentation at this conference entitled, “Service Learning: An avenue for outreach, recruitment and training”. Three of our plant biology research students have submitted abstracts to present their work on maize and orchid at the Southern California Conferences for Undergraduates (SCCUR) in November 2013. During the last reporting period, we had a provisionally accepted paper. This paper was published by AoB Plants in January 2013. It was co-authored by my undergraduate research student, who is half Hispanic. She is now in a graduate program at Indiana University studying childhood obesity. Currently, I am working with another undergraduate, Hispanic student, Lila Luna, on an invited, auxin review paper for Plant Signaling and Behavior. She will begin to apply for admission to Plant Biology PhD programs in the fall of 2014. We continue to have students interested in working for the US Forest Service, and five Hispanic students are working with our contact, Fabian Garcia, to secure a paid internship.
Publications
- Type:
Journal Articles
Status:
Published
Year Published:
2013
Citation:
Novak S.D. and Whitehouse G. A. (2013) Auxin regulates first leaf development and promotes the formation of protocorm trichomes and rhizome-like structures in developing seedlings of Spathoglottis plicata (Orchidaceae). AoB Plants 5: pls053; doi:10.1093/aobpla/pls053.
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Progress 09/01/11 to 08/31/12
Outputs
OUTPUTS: The activities for the grant began in the fall of 2011, when notified of receiving the award. Since the original, submitted timeline began in the summer of 2011, some changes were made to "catch up" with this proposed timeline. In spring 2012, the website (http://biology.laverne.edu/usda) was live, the USDA camp brochure was prepared, and the community service course for outreach to the local high schools was offered. In the community service course, eleven of our La Verne biology majors (6 Hispanic) presented engaging science lessons/activities to local high school students. Many were environmental or plant-based and addressed USDA goals. They also recruited students for our USDA summer camp. The La Verne students reached 1,875 students, of which approximately 700 were Hispanic. We based this number on the reported Hispanic enrollment at these schools. The camp was conducted from July 16th to July 20th and 32 students attended, of which 11 were Hispanic. Camp included five distinct activities: seminars at La Verne from two USDA speakers (one from APHIS and the other from the US Forest Service), a field trip to the UCR Salinity Lab, and the National Clonal Germplasm Repositiory for Citrus and Dates, a field experience at Mt Baldy (San Antonio Creek), a molecular biology lab experience and a college admissions workshop. Three of the six La Verne teaching assistants hired to help with the camp were Hispanic. The USDA camp was also written up in a local newspaper, The Press Enterprise (http://www.pe.com/local-news/local-news-headlines/20120513-region-su mmer-science-camps-for-high-school-students-offered.ece). During this granting period, we reviewed scholarship and summer research position applicants in the spring. Scholarships were awarded to two La Verne students, both Hispanic. In addition, two Hispanic students received the summer stipend money to conduct research on projects that address the USDA goals. Oscar Valencia studied metal toxicants at our Montana Field Station and Lila Luna did molecular work to identify genes in plant development. In addition, half of the student research awards for supplies (7) went to Hispanic students. In our first year grant activities, we began to implement our new program offering, an Agricultural Biology option housed in our Environmental Biology concentration. One of the new courses required for this option, Rangeland Ecology, was developed in the spring and offered during summer of 2012. Student enrollment was somewhat low, since it was the first time the course was offered, but there were two Hispanic students in the class. We are currently developing the course Plant Productivity, and it will be offered in the spring of 2013. Two other courses are now under revision to include topics of nutrition in our required Biochemistry course and a soils lab in our Microbiology course, which will also be taught in Spring 2013. The soils lab will include several weeks of cultivation dependent and independent laboratory studies to address the biodiversity question of agricultural soils. PARTICIPANTS: Stacey Darling-Novak (PD) was responsible for running the Community Service course, organizing/running the USDA summer camp, mentoring student research, curriculum development for Plant Productivity, recruitment from high schools for camp, running USDA internship application workshops and review of scholarships/summer stipend/camp applications/research supply awards. Kat Weaver (co-PD) was responsible for, curriculum development for Rangeland Ecology and running the course during the summer, running the field days for summer camp, mentoring student research, and reviewing applications for summer stipends and research supply awards. Pablo Weaver (community college outreach liaison) recruited community college students for camp, helped with running the field activity for camp and assisted with the Rangeland Ecology course. For this project we partnered with two USDA agencies housed on the UC Riverside campus. Donald Suarez, director of the Salinity Lab and Richard Lee, director of the National Clonal Germplasm Repositiory for Citrus and Dates, provided students with a lecture/tour of the facilities. Ryan McCreary of APHIS and Fabian Garcia of the U.S. Forest Service provided seminars on USDA job opportunities for camp attendees. Recruitment contacts included several instructors, principals and department chairs from community colleges (Citrus, Chaffey, Mt. San Antonio College, Pasadena) and high schools (Los Osos, Norco, Etiwanda, Rialto, Claremont, Alta Loma, Chino Hill, Damien, Upland). Six La Verne third and fourth year biology majors were also involved as teaching assistants for the camp activities. TARGET AUDIENCES: This project has three target audiences: high school students, community college students and the La Verne biology majors. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.
Impacts
The overarching outcomes of this project were to produce a higher quality student who would be prepared for graduate school, increase the number Hispanic students in the major, increase graduation rates for Hispanic students and increase the number of students that pursue graduate work to prepare for a USDA-related career. It is too early in the project for incoming and graduating class data, but we are seeing evidence of interest and redirection in student career pathways that reflect the influence of the grant activities. The summer camp program successfully increased the awareness of USDA job opportunities and provided high school students with a good sense for what type of work they would do as a USDA employee. As per the student exit evaluation, the laboratory and field experience was very positive with a score of 9 out of 10 possible. They also indicated that they had a good handle on USDA career descriptions, with a score of 9. On the question regarding interest in pursuing a USDA career, the overall score was a 7, however there were 14 scores, from the 32 students, that ranged from 8-10, indicating that nearly half of the students had a high interest in this career direction. The evaluation sheet will be redesigned to determine pre and post camp perceptions rather than end point only. Through research experience in the field and laboratory, scholarships and the new visibility of USDA careers, La Verne students are beginning to see and act upon the opportunities provided through this grant. Already, there have been five students who have redirected their academic goals towards graduate school in USDA-related careers, four of which are Hispanic. One student, who is half Hispanic, entered graduate school this fall at the University of Indiana to study childhood obesity in their Public Health program. This student also presented a poster at the UTPA-USDA HSI Grant Program Conference. In addition, she is a co-author on a provisionally accepted paper for the peer reviewed journal, AoB Plants. The completion of this paper was made possible by equipment that was acquired on funds from this grant. A second Hispanic student, who conducted research this summer and will present her work at the NACTA conference in 2013. She now plans to obtain a Ph.D. in plant biology and is considering a USDA career. Two other Hispanic students are actively applying for internships with the US Forest Service. Through our intern application workshops offered in the fall of 2011, eight students applied through the portal, six of which were Hispanic.
Publications
- No publications reported this period
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