Source: NORTH CAROLINA A&T STATE UNIV submitted to
TRANSFORMATIONAL LEARNING:PROMOTING STUDENTS` SUCCESS THRU THE PROFESSIONAL DEVELOPMENT ENGAGEMENT PLAN(PDEP) & ACTIVE LEARNING EXPERIENCES
Sponsoring Institution
National Institute of Food and Agriculture
Project Status
TERMINATED
Funding Source
OTHER GRANTS
Reporting Frequency
Annual
Accession No.
0230493
Grant No.
2012-38821-20080
Project No.
NCW-2012-02531
Proposal No.
2012-02531
Multistate No.
(N/A)
Program Code
EP
Project Start Date
Sep 1, 2012
Project End Date
Aug 31, 2016
Grant Year
2012
Project Director
Guy, T. N.
Recipient Organization
NORTH CAROLINA A&T STATE UNIV
1601 EAST MARKET STREET
GREENSBORO,NC 27411
Performing Department
Department of Family and Consumer Sciences
Non Technical Summary
This is a troubling time at colleges and universities nationally and locally relative to retention and graduation rates, achievement levels of students, and recruitment of highly qualified students. The situation is enhanced with an economic recession across the nation impacting higher education programs, services, and personnel. Even more formidable are the fiscal constraints of 1890's agricultural institutions having limited undergraduate scholarships, hiring of a cadre of highly qualified faculty, and insufficient program offerings impacting graduation rates, retention, and student performance. Literature report that unprecedented numbers of historically underserved undergraduate students come to universities and colleges unsure about their professional goals, limited insights in managing learning outcomes, and often unable to meet institutional goals to obtain an undergraduate degree. (Cambridge, 2010). However, for decades, 1890 institutions in food, agricultural, family and environmental sciences professions have prepared competent graduates with the knowledge, skill set and dispositions for the workforce. As the teaching and learning landscape at North Carolina A&T State University (NCA&TSU) is closely examined, emerging patterns and trends from 2007-2011 institutional data consistently suggest that over a fourth of all freshman students underachieved with a grade point average below 2.00 and typically graduated in more than four years. Another alarming trend is that a large number of students are remaining in the Center of Academic Excellence (CAE) at NCA&TSU without claiming an official major. This delayed in practice can immensely impact the student academic ranking, grade point average, financial benefits, and graduation time. Once freshman students officially declare a major in SAES and have a specialized academic advisor, their academic advisor takes on a stronger role as the student seek a career path or road map for success. The later is an acceptable practice in higher education in which advisement takes on a stronger role when the advisor and student are match early in a specialized area as he/she matriculate in school. On the other side of the spectrum, an increased number of students with 3.00 grade point averages and above are formally leaving the institution, students from various professional licensure programs are unsuccessful in obtaining their licenses, and student athletes' inabilities to meet academic standards have impacted the overall growth of the institution. For years, these emerging patterns and trends suggest a critical need for effective advisement, recruitment practices, and mentorship programs with strong student support services. Despite these challenges, the University of North Carolina System including NCA&TSU, are calling for a paradigm shift to advance the intellectual climate, maintain the integrity of students' development, and improve retention and graduation rates. Simply put, there is an urgent need for new "educational paradigm shifts" in the development, integration, and assessment of advising, retaining, and graduating highly qualified students.
Animal Health Component
(N/A)
Research Effort Categories
Basic
20%
Applied
20%
Developmental
60%
Classification

Knowledge Area (KA)Subject of Investigation (SOI)Field of Science (FOS)Percent
9017410302050%
9037410302050%
Knowledge Area
901 - Program and Project Design, and Statistics; 903 - Communication, Education, and Information Delivery;

Subject Of Investigation
7410 - General technology;

Field Of Science
3020 - Education;
Goals / Objectives
Goal (1): To advise SAES undergraduate students from four departments by empowering and enhancing their academic achievement and commitment to their profession using the Professional Development Engagement Plan. Objective (1): To develop annually from 2012-2014 academic years, Professional Developmental Engagement Plans in four SAES departments with 24 SAES freshman students and his/her advisor using videotaping profiling in an e-learning portfolio for 100% of the participating students. GOAL (2): To instruct faculty in the implementation of the Professional Developmental Engagement Plans with SAES undergraduate students as they matriculate within their program of study for three years. Objective (2): Faculty from four SAES departments will implement the three-pronged phase of the Professional Developmental Engagement Plans with clear articulated University learning outcomes and professional engagement activities using TaskStream in an e-learning portfolio for 72 SAES undergraduate students from 2012-2015 academic years. Goal (3): To enhance undergraduate retention rates within four SAES departments using a set of designed PDEP practices in professional learning communities. Objective (3): To strengthen the retention rates and advisement efforts from 2013-2015 academic years of 72 SAES undergraduate students from four SAES departments by documenting the University and SAES program area(s) prescribed learning outcomes and expectations using a collaborated system of multiple measures with metacognition practices, peer mentoring, and cohort's experiences by expanding the students professional learning experiences.
Project Methods
The project will be interdisciplinary within SAES four departments involving faculty, staff, and students in the Department of Family and Consumer Sciences, Department of Animal Sciences, Department of Natural Resources and Environmental Sciences, and Department of Agribusiness, Applied Economics and Agriscience Education.Faculty and administrators will established a departmental profile with learning outcomes and the type of specific professional experiences that all students in their specialization should exhibit before they graduate. This information will be presented in a multiple formats in each department introductory core course to their capstone course. The PDEP is implemented in three-pronged phases with freshman students as they matriculate in their program of study. Each phase is closely developed, assessed, and evaluated each semester using outcomes, responsibilities, and artifacts. The PDEP phases includes: (1) "self-authorship and leadership," (2) "professional and personal growth areas," and (3) "transformation learning and empowerment." In Phase 1, "self-authorship and leadership," is used to promote initial ownership in developing the PDEP with a freshman student. The student will author their PDEP electronic from their developmental assets, strengths/weakness, and limitations, short/long term goals, learning outcomes, and other areas of academic preparation. In Phase 2, students select multiple "professional and personal growth areas" defined as: (a) knowledge-content, (b) developmental dispositions, (c) management of life cycle, and (d) engagement experiences and opportunities. The student and the academic advisor will engage in think-share discussions to increase metacognition "best practices" for professional and personal growth areas. A three-tier humanistic mentoring approach and cohort's engagement process will be used for each student. Two students will be selected from each SAES departments. Students will complete an application, engage in a 30 minutes interview session in which a team of assessors will use a rubric to select students' overall competencies. Student mentors will be assessed and evaluated in an ongoing process each semester using an assessment tool approved by the advisory council. Finally, Phase 3 is called "transformation learning and empowerment," each student mentor/mentee will submit all internal and external academic requirements with artifacts from their specialization areas into a digital e-learning portfolio using the TaskStream assessment tool. All evaluations will be predetermined based on the goals and objectives of each student's PDEP and will be conducted each month individually and will inform each participant of their level of performance. Furthermore, data will be collected using a new evaluating concept with learning outcomes and rubrics from the Valid Assessment of Learning in Undergraduate Education initiative developed by the American Colleges and Universities (2010). The principal investigator will supervise the daily operations with one collaborator from each department assisting the principal investigator to meet the various projected milestones and scholarly artifacts.

Progress 09/01/12 to 08/31/16

Outputs
Target Audience:The target audience engaged in this project were a diverse group of interdisciplinary collaborators as faculty, staff, and students from the College of Agriculture and Environmental Sciences (CAES) within four departments including 15 different disciplines. The four CAES departments and their disciplines are listed below: (1). Department of Family and Consumer Sciences Child Development Early Education & Family Studies Family and Consumer Sciences Education Fashion Merchandising and Design Food and Nutritional Sciences (2). Department of Animal Sciences Laboratory Animal Science Animal Science (Animal Science Industry) Animal Science (3). Department of Natural Resources and & Environmental Sciences Agricultural and Environmental Systems, Concentration in Environmental Studies Agricultural and Environmental Systems, Concentration in Sustainable Land Management Agricultural and Environmental Systems, Concentration in Urban and Community Horticulture Biological Engineering Landscape Architecture (4). Department of Agribusiness, Applied Economics and Agriscience Education. Agricultural and Environmental Systems (Agribusiness and Food Industry Management) Agricultural Education with concentrations in Ag Professional Service or Secondary Education Agricultural Education with concentrations in Professional Licensure or Professional Service Changes/Problems:During the tenure of the project entitled "Transformational Learning: Promoting Student Success through the Professional Development Engagement Plan (PDEP) and Active Learning Experiences in the School of Agriculture and Environmental Sciences (SAES),"several challenges occurred that extended the lifetime of the project. Challenges were defined as internal and external acts that impacted the planning, implementing, assessing process, and the closing out phase in meeting objectives of the project. Four challenges or acts that impacted meeting the outcomes of the project are listed below: 1. An inoperative University web including the College of Agriculture and Environmental Sciences website failed to disseminate a roll out plan for the PDEP project to occur during the fall 2012-2013 academic year. This failed action delayed the project meeting initial goals and deadlines outlined in the grant. Thus, face to face and e-mail interactions supported the project's activities without using any website. 2. Difficulty to secure a vendor within the budget line item in a timely matter outlined in the proposed project's budget/narrative was a major concern to secure appropriate licensing technologies and services. The principal investigator conducted numerous phone meetings with two vendors to agree on proposed licensing technologies, services and budget agreement for the proposed budget. From these perspectives, a financial agreement was made with Taskstream. Taskstream is a technology vendor with assessment tools utilizing licensing technologies and services for higher education institutions, school system, etc., to improve student learning and establish strategic goals to address accountability measures. This financial agreement delayed the project's ability to distribute technologies and provide training services to students and faculty in a timely manner. However, once obtained, Taskstream became a vital source in assessing students' learning. 3. A no-cost extension request was made due to major changes to the principal investigator employment status and responsibilities at the University. The no cost extension request for 2012-2013 was made due to a 50% joint academic liaison/mentor service appointment from the Athletic Department by the Chancellor of the university. This position addressed the football team critical retention issue, failure to meet academic performance requirements, and expand the National Collegiate Athletic Association academic expectations for student-athletes at NCA&TSU. While assuming this 2012-2013 special appointment and later assuming the Principal Investigator's role for the project, it was extremely difficult to serve in additional roles including: (a) faculty member as an Associate Professor while teaching several classes, and (2) Birth-Kindergarten Coordinator for the Department of Family and Consumer Sciences during the initial phase of the project. Given the football team scenario described above with student-athletes and drawing from numerous resources using the Professional Development Engagement Plan© (PDEP),the Athletic Department became more action oriented, data driven, communicate expectations in an open manner, and disseminated information faster to ensure student-athletes' academic success. The principal investigator of this project played a major role during the 2013- 2014 academic year in which the football team was removed off the academic probation by the National Collegiate Athletic Association. 4. An extension request was made to submit the final report of the project. This request was made due to another major change in my employment status and responsibilities at the University. The University implemented a major reorganization plan that supported the Preeminence 2020 - Strategic Plan and Initiatives: Embracing Our Past, Creating Our Future thatestablished the long-term strategic course for the University to advance learning through interdisciplinary research, exemplary instruction, creative scholarship, and intentional community service. Over the last five months, this new action changed my employment status and responsibilities in assuming a new position in the College of Education. It has been extremely difficult to serve two Colleges agendas during the close-out phase of my project. In addition, it took numerous interactions with administrators from the College of Agriculture and Environmental Sciences to obtain electronic equipment to disseminate the close-out phase of the project. This action further delayed the close-out project plan in meeting the target goals and deadlines. This project simultaneously implemented a number of professionals from four cross disciplinary departments including faculty, department chairs, students, and a retention coordinator with different reforms strategies, benchmarks outcomes, and decision making process to support the goals and objectives. The use of the (PDEP) was innovated to various partners that connected professional development opportunities to support retention and graduation rates while enhancing students' success in the classroom. Over the life of the project, qualitative data using the Likert Scale, written narratives and oral comments became key measures to assess and evaluate the effectiveness of the project. The major recommendations from this project stressed the importance of using self-reflections from students and focus group interactions annually to guide the professional development activities. In addition, the investigators identified the reduction of course load for ongoing faculty, more mentoring support for students, and benchmark maintenance of each program reforms to sustain a healthy learning environment that will impact the continuation and success of the project to survive for years to come. The investigators believe that this type of interactions were vital and paramount to the success of the project. What opportunities for training and professional development has the project provided?The project director provided annually two at-large think-share discussions interactions (individual and group) on metacognition, career goals and outcomes, and Taskstream to faculty within the CAES and to the larger learning community. These discussions engaged in presenting preliminary results on retention and graduation progress, professional development and leadership activities. In addition, all participants including mentors played a supportive role in the 20-60 minutes discussions relative to their four to five year PDEP in their profession area. During 2012-2013, the (PI) Dr. Guy had a change in his position at the university. To address a critical need at the university, he received a special academic/service appointment by the chancellor in which his academic role changed. While assuming a 2012-2013 special appointment by the chancellor and later assuming the principal investigators role for the project. He was employed by the athletic department with a 50% joint appointment as an academic liaison mentor and the remaining 50% appointment in his permanent faculty position in the Department of Family and Consumer Sciences (FCS) at North Carolina A&T SU. With this new position in the athletic department, he examined the academic practices and culture of football students' athletes and provide action plans to them using the Professional Development Engagement Plan to improve their NCAA Academic Performance Rate Score needs. Based on Dr. Guy's work, he was a major player in enhancing the academic score of the football team. The athletic department was informed by the NCAA during 2013 that many of their sanctions related to academics would be removed for the upcoming season. With these accomplishments, Dr. Guy's body of works enhanced the retention and graduation rates for the football team. Dr. Guy with one FCS mentordeveloped, implemented, and evaluated the performance of student-athletes academic performance plans using individual and group strategies, and life-skills development plans relative to their careers and aspirations. He prepared several reports and engaged the football student athletes in numerous groups and individual activities. Equally important, as Dr. Guy rolled out the PDEP to the athletic department, two graduate students in adult education requested that their capstone internship experience be with him. The two graduate students added tremendous value to the project and successfully completed their graduate degree. How have the results been disseminated to communities of interest?The results were disseminated in oral, video, print, and in e-learning formats to communities of interest that were either requested by invitation or by submission of scholarly works at NCA&TSU, local, state and national conferences, workshops, or through consultations with faculty, administrators, staff and students. The investigators disseminated results and other pertinent information individually and in groups with and without student support in a user friendly learning community perspective. Countless presentations occurred in meetings that had a direct relationship to retention, graduation, and advisement, and professional development activities. Specifically, the results and other requested information beyond the CAES four departments on campus community included the Academy for Teaching and Learning, Athletic Department results been disseminated to communities of interest. 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 tables and narratives were provided by the associate dean's Office of Academic Studies. (2016). Goal (I): Undergraduate Enrollment in the College of Agriculture and Environmental Sciences has increased by 26% since fall 2012. The student professional development program instituted by Dr. Thurman Guy and other CAES colleges contributed to this increase, as students were more holistically developed and stayed enrolled. Undergraduate enrollment in the College of Agriculture and Environmental Sciences has increased from fall 2014 (777) to Fall 2015 (982). 1. Annually implemented two focus group discussions and two individual think-share discussions with investigators related to specific challenges, outcomes, successes, next steps, and other information outlined in the project. 2. Established a leadership team composed of one co-investigator from each CAES department, CAES associate dean of academics studies, and an undergraduate student/mentor to oversee the project's goals. 3. Members of the leadership team presented at the 2014 and 2013 CAES faculty and staff institute meetings discussed the importance of the project, recruitment and eligibility requirements, professional growth activities for students and implications relative to retention and graduation rates. 4. Investigators from the Department of Agribusiness, Applied Economics and Agriscience Education and the Department of Family and Consumer Sciences implemented Taskstream activities. 5.Investigators advised, integrated and evaluated students' overall use of the PDEP during each academic year to support retention, program concerns, and strengthen professional development activities of students. 6.During the academic years of 2012-2016, the investigators used public relation activities by making 45-90 minutes presentations in introductory courses in the Department of Animal Science and the Department of Family and Consumer Sciences to a total of 455 students. The Department of Agribusiness, Applied Economics and Agriscience Education and the Department of Natural Resources and Environmental Sciences had the lowest enrollment and promoted the project's goals to a total of 55 students. 7. During the tenure of the project, two undergraduate students/mentors with PDEP experience were hired annually and provided weekly group and individual interactions on the conceptual framework, goals of the PDEP and conducted mentoring practices with students. All mentors annually participated or led a minimum of three professional development activities related to the PDEP project at conferences, workshops, and focus group interactions at the university, state or national levels. 8.Annually, the project director provided professional development activities in the following areas to support the mentors: (1) project's overview with goals, outcomes, and timelines, (2) application of the PDEP and metacognition skills, (3) mentor's role, expectations, and accountability measures, (4) leadership skills for the mentors and mentees with cohort experiences and (5) ethical and confidential issues. 9.Supplies including the teaching and learning software and services were secured to meet the project's goals. Goal (II): With regard to Dean's List Achievement the College of Agriculture and Environmental Sciences has had an increase in both fall and Spring Dean's List Attainment since fall 2013. The student professional development program instituted by Dr. Thurman Guy and other CAES colleges has contributed to this increase, as more students have developed improved study skills. The total number of undergraduate students who made the Dean's List in fall 2013 (301) increased consistently to 354 students in spring 2016. 1. Over 109 participants submitted an individualized Professional Developmental Engagement Plan in an e-learning portfolio or a paper copy during the course of the project. 2. Implemented 20 professional development activities that focused on the following components: (1) career engagement activities, (2) leadership strategies, (3) metacognition learning strategies, (4) time management activities, and (5) ethics to meet the project's milestones. 3. Ten mentors participated in the project in which the investigators used a streamline approach in selecting and matching mentors to mentees. 4.Annually designed and implemented mentor and mentee's monthly career engagement activities related to leadership strategies, metacognition learning strategies, time management, and ethics/choices as key focus areas to meet milestones of the project. 5. Forty-seven students in the project were showcased during the annual College of Agriculture and Environmental Sciences banquets relative to their academic achievement, honor societies, leadership abilities, and service contributions. 6. In spring of 2014, twenty students across campus were nominated by faculty and staff to the Leadership Synergy Program and iLEAD Program and completed the PDEP. The PDEP is now the standard professional development reflective scaffold tool that is used with students' as they matriculate in school with Leadership Synergy and iLEAD Programs. Goal (III): With regard to 1st Year Student Retention the College of Agriculture and Environmental Sciences had an increase of 12% from fall 2012 to fall 2013, despite a slight drop in fall 2014, the CAES has maintained an increasing enrollment. The student professional development program instituted by Dr. Thurman Guy and other CAES colleges has help contribute to the overall elevation and attainment of first year retention rate, as student have been given more one on one attention to their respective professional development. The College of Agriculture and Environmental Sciences' 1st year retention rate increased from 76% in fall 2012 to 82% in fall 2014. 1. The project met annually with CAES associate dean of academic studies, faculty and staff that examined learning outcomes, engagement experiences, and student profiles from the PDEP. The investigators advised, integrated and evaluated student's PDEP a minimum of two times each semester. 2. The investigators implemented over 15 think-share discussions relative to metacognition strategies and peer mentoring with cohort's interactions. 3. The Department of Agribusiness, Applied Economics and Agriscience Education, and Department of Family and Consumer Sciences implemented Taskstream activities from 2012-2016 as a web-based electronic portfolio, assessment management, and standards-based instruction.

Publications

  • Type: Conference Papers and Presentations Status: Published Year Published: 2015 Citation: Guy, T., Lumpkin, C., McMillan, V., Williams Wheeler, M. (2015). The American Association of Family and Consumer Sciences. Indianapolis, IN. (Abstract/Presentation). From Leadership Development to Agents of Change.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2015 Citation: Guy, T. (2015). Morrill Act 1862 Anniversary. Professional Development Engagement Plan (PDEP): Innovations and Multidisciplinary Processes with College Students. National Institute of Food and Agriculture 1890 Capacity Building Grants Programs. Washington, DC. p. 1.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2015 Citation: Guy, T. (2015). Morrill Act 1862 Anniversary. Professional Development Engagement Plan (PDEP): Innovations and Multidisciplinary Processes with College Students. National Institute of Food and Agriculture 1890 Capacity Building Grants Programs. Washington, DC.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2014 Citation: Guy, T. (September, 17, 2014). (Poster/Presentation). Professional Development Engagement Plan (PDEP): Innovations and Multidisciplinary Processes with College Students. (Poster Presentation). National Institute of Food and Agriculture 1890 Capacity Building Grants Programs Project Directors Meeting. Washington, DC.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2014 Citation: Guy, T. (September 16-17, 2014). Professional Development Engagement Plan (PDEP): Innovations and Multidisciplinary Processes with College Students. (2014). (Abstract/Presentation). National Institute of Food and Agriculture 1890 Capacity Building Grants Programs Project Directors Meeting. Washington, DC.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2014 Citation: Guy, T., Guy, K., Ferguson, A., & Maize, L. (2014). (Abstract/Presentation), North Carolina Association of Colleges and Teacher Educators-Fall Forum, Raleigh, North Carolina.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2013 Citation: Guy, T. (February, 2013). (Abstract/Presentation). North Carolina Association of Family and Consumer Sciences. Student Leadership Visions and Challenges: The Professional Development Engagement Plan
  • Type: Conference Papers and Presentations Status: Published Year Published: 2016 Citation: Guy, T., Ferguson, A., Hawkins, J. and Dotson-Lassic, S. (2016). Southeastern Council on Family Relations 2016 Conference. Orlando, Florida. (Abstract). Finding the Merriment in Inclusive STEAM Activities with Students, their Families, and the Community.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2015 Citation: Guy, T., Peacock, C., Maize, L., Dotson-Lassic, S., Watkins, E. and Alston, A. (2015). NCACTE-FACS Education Division Conference. Livingstone College in Salisbury, North Carolina. (Presentation). Crisis and Stressors that Affect the 21st Century Child.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2012 Citation: McMillan, V., Guy, T., Wheeler, M., Lumpkin, C. and Benton, J. (2012). (Abstract/Presentation). American Association of Family and Consumer Sciences National Conference. Indianapolis, Indiana. Emerging Student Leaders in Child and Family Health.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2012 Citation: Guy, T. & Wheeler, M. (2012). Family Counseling Conference. North Carolina A&T State University. Greensboro, North Carolina. (Abstract/Presentation). Overcoming Barriers of Families Involvement of School Age Children: Lesson Learned.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2012 Citation: Wheeler, M., Lumpkin, C., Guy, T., & McMillian, V. (2012). (Abstract/Presentation). Lilly National Conference on College Teaching and Learning. Greensboro, North Carolina. Lets Play Ball Using Sports Metaphors to Promote Equitable Group Work.


Progress 09/01/12 to 08/31/13

Outputs
Target Audience:The target audience used is an interdisciplinary approach within the school of Agriculture and Environmental Sciences including undergraduate students (freshmen, sophomores, juniors, and seniors), faculty, staff, and administration from: A. Department of Family and Consumer Sciences B. Department of Animal Sciences C. Department of Natural Resources and Environmental Sciences D. Department of Agribusiness, Applied Economics, and Agriscience Education All undergraduate students were enrolled in one of the above stated Departments from September 2012 until 2013. Total undergraduate students reached= 37 A. Department of Family and Consumer Sciences B. Department of Animal Sciences C. Department of Natural Resources and Environmental Sciences D. Department of Agribusiness, Applied Economics, and Agriscience Education Total graduate students reached= 0 Total faculty= 8 Total staff= 2 Total reached= 47 Changes/Problems:My request for a no-cost extension is due to several factors which occurred on this project of whichthe PIhad no control including an inoperative university web, securing appropriate vendors, and change in job responsibilities. There were major concerns with two of the contracting vendors for securing licensing technologies and equipment for the project entitled, "Transformational Learning Promoting Students' Success through the Professional Development Engagement Plan (PDEP) and Active Learning Experiences. The principal and co-investigators conducted numerous phone meetings with two vendors to agree on proposed products and prices. We came to an agreement with one of the vendor and failed with another vendor. However, we secured the same products with a price agreement with the other vendor that delayed the project. Second, it took numerous meetings without the use of an inoperative university website to disseminate a roll out plan for the PDEP project during the fall 2012. This further delayed the project meeting the goals and deadlines. Finally, another reason for a no cost extension request was a change in my responsibility role at the university. To address a critical need at the university, I received a special academic/service appointment by the chancellor in which my academic role changed. While assuming a 2012-2013 special appointment by the chancellor and later assuming the principal investigators role for the project, it was extremely difficult to move into both roles including teaching several classes during the initial phase of the project. Nevertheless, the following year, the research team made significant progress in reaching several outcomes of the project. Therefore, the PI requested an additional 12 months no cost extension to finalize the content, delivery methods, and results of the Professional Development Engagement Plan project. In addition, the research team desire to pilot-test the Professional Development Engagement Plan to a larger audience of students. After which, the team will conduct a train-the-trainer session with students, faculty and staff to support next steps relative to sustaining the project. Remaining funds will be used to pay for student support including mentors and student assistants. Funds will also be used to travel for scholarly presentations, professional development activities, and to purchase additional supplies to meet the project's overall goals. What opportunities for training and professional development has the project provided?The project director has provided several mini think-share discussion interactions (individual and group) on metacognition, career goals and outcomes, and Taskstream to faculty within the SAES. These discussions engage in presenting preliminary results on professional development and leadership at the national level. In addition, all participants including mentors, engage in a 20-45 minute discussion relative to their three to five year plan in their profession. During 2012-2013, the (PI) Dr. Guy had a change in his position at the university. To address a critical need at the university, he received a special academic/service appointment by the chancellor in which his academic role changed. While assuming a 2012-2013 special appointment by the chancellor and later assuming the Principal Investigators role for the project. He was employed by the athletic department with a 50% joint appointment as an academic liaison mentor and the remaining 50% appointment in his permanent faculty position in the Department of Family and Consumer Sciences (FCS) at North Carolina A&TSU. With this new position in the athletic department, he was charged to examine the academic practices and culture of football students' athletes and provide action plans to them using the Professional Development Engagement Plan to improve their NCAA Academic Performance Rate Score needs. Based on Dr. Guy's work, he was a major player in enhancing the academic score of the football team. The athletic department was informed by the NCAA during 2013 that many of their sanctions related to academics would be removed for the upcoming season. With these accomplishments, Dr. Guy's body of work enhanced the retention and graduation rates for the football team.The PIdeveloped, implemented, and evaluated the performance of students' with academic performance plans using individual and group strategies, and life-skills development plans relative to their careers and aspirations. Finally, the PIprepared several reports and engaged the football student athletes in numerous groups and individual activities. How have the results been disseminated to communities of interest?1. May 23, 2013. North Carolina A&T State University's Alumni Times, "Educator Emilee Christopher Teaches Life Lessons, Not Life Plans." 2. Gengenbach, L. August, 2014. "Child Development Expert Takes New Approach to Advising Students." 3. The Academy for Teaching and Learning 4. The SAES Dean's Office including Student Support Services in the School of Agriculture and Environmental Sciences 5. Disseminated across campus and offices relative to articles above. 6. Presentations on campus and at the national level. What do you plan to do during the next reporting period to accomplish the goals?1. A major focus for 2013-2014 wasto increase the number of freshmen students and mentors/mentees in the four departments within the School of Agriculture and Environmental Sciences. 2. To reexamine the Professional Development Engagement Plan and to make modifications directly related to more reflective and metacognition inquiries for the upcoming participants. 3. To enhance the collaborator's usage and analytical skills in reviewing the individual Professional Development Engagement Plan. 4. To collect and present more scholarly works with students and collaborators. 5. To seek additional financial support for audio and video recording of participants.

Impacts
What was accomplished under these goals? The goals outlined for year one (2012-2013) of this project included: Goal (I): To advise SAES undergraduate students from four departments by empowering and enhancing their academic achievement and commitment to their profession using the Professional Development Engagement Pan. 1. The project director implemented two focus group discussions and two individual think-share discussions with all collaborators related to specific information outlined in the project. 2. The project director established a leadership team including the four collaborators from the different departments, SAES associate dean of academic studies, and an undergraduate student to oversee the project's goals. 3. The project director presented at the 2013 SAES opening meeting to faculty, staff, and campus retention and/or recruitment personnel discussing marketing strategies and the importance of this project with direct implications on retention and recruitment growth. 4. The project director and collaborators were all faculty coordinators of their program area and met individually with their faculty, staff and administrators to develop annual learning outcomes and engagement experiences. All four of the departments completed this task but three of the departments failed to develop a high percentage of specific student (freshmen) learning outcomes/profiles using the PDEP. This was due to a new maverick approach in advising freshmen student's outcomes and profiles using the PDEP. Also, the Department of Animal Sciences, Department of Agribusiness, Applied Economics and Agriscience Education, and Department of Natural Resources and Environmental Sciences did not have any current students utilizing the Professional Development Engagement Plan. The only exception was the Department of Family and Consumer Sciences that had existing students using the PDEP and mentors. 5. The project during 2012-2013 utilized momentum from existing undergraduate participants from the Department of Family and Consumer Sciences who utilized the PDEP by collaborating with current freshman participants in cohort groups. 6. The collaborators from the Department of Agribusiness, Applied Economics and Agriscience Education, and Department of Family and Consumer Sciences implemented Taskstream. Taskstream is a web-based electronic portfolio, assessment management, and standards-based instruction solution. Taskstream advances effective assessment to improve student learning and institutional quality. Taskstream's proven, reliable, and user-friendly technology supports the full cycle of assessment. Two of the collaborators were well trained in submitting and reviewing the participants expected teacher education learning outcomes and PDEP activities in Taskstream. 7. Faculty coordinators advised, integrated and evaluated students' overall use of the PDEP during the academic year to support retention and graduation concerns. 8. The PDEP template with diverse expectations and learning outcomes was reshaped and submitted to the SAES associate dean of academic studies to showcase in an e-learning environment. 9.The project director used public relation activities by making 40-50 minutes presentations in two introductory courses in the Department of Animal Science and the Department of Family and Consumer Sciences with a total of 158 students. The collaborators from the Department of Animal Sciences, Department of Agribusiness, Applied Economics and Agriscience Education, and Department of Natural Resources and Environmental Sciences conducted promotional activities in their introductory courses to recruit and promote the project's goals with a total of 19 students. 10. Two undergraduate student mentors were hired and retrained with two 45 minutes workshops to interact with participants on the development and use of the PDEP and mentoring. 11.The project director provided training and support in the following areas to support the mentor: (1) project's summary, goals/outcomes, and timelines (2) application of the PDEP and metacognition skills (3) leadership skills for the mentees, cohort experiences, and large group interactions (4) mentor's role, responsibilities, expectations, and accountability measures, and (5) ethical and confidential issues relative to the project. Collaborators and existing students in the program from the Department of Family and Consumer Sciences provided think-share discussions with the mentors, mentees, and cohort groups. 12.Some of the basic supplies including the teaching and learning software were secured as needed to complete the first year of the project's goals. Goal (II): To instruct faculty in the implementation of the Professional Developmental Engagement Plan with SAES undergraduate students as they matriculate within their program of study for three years. 1. Over 37 participants completed an individualized Professional Developmental Engagement Plan in an e-learning portfolio and/or paper format and submitted during the first year of this project. Only 3 participants completed the PDEP before the first day of class. 2. Designed and implemented five monthly professional development activities that focused on the following components: (1) career engagement activities, (2) leadership strategies, (3) metacognition learning strategies, (4) time management activities, and (5) ethics to meet the project's milestones with individual faculty and collaborators. 4. Collaborators and faculty members recommended 5 potential student mentors to participate in the project. Four mentors participated in the project in which the collaborators used a streamline approach in selecting and matching mentors to mentees. 5. Failed to design, implement, and update website for the project. To mentor and mentees' success stories and reflections were produced and disseminated to the larger community. Lack of data to analyze related to programs, services, and curricula to inform the Departments' of next steps in obtaining the project's goals. 6.Seven students in the project were showcased during the annual School of Agriculture and Environmental Sciences Banquet specifically relative to their academic achievement, honor societies, and leadership abilities. 7.The PI started interacting across campus with the athletic department, Academy of Teaching and Learning, Office of Student Development, and the Department of Chemistry in showcasing tentative narrative results and lessons learned from the project. Goal (III): To enhance undergraduate retention rates within four SAES departments using a set of designed PDEP practices in professional learning communities. 1.The project met annually with SAES dean, department faculty and staff to examine learning outcomes, engagement experiences, and profiles from the PDEP. 2.Collaborators implemented multiple practices relative to metacognition strategies and peer mentoring with cohort's interactions. (No Data Entered) 3.The collaborators from the Department of Agribusiness, Applied Economics and Agriscience Education, and Department of Family and Consumer Sciences implemented Taskstream. Taskstream is a web-based electronic portfolio, assessment management, and standards-based instruction 4.The principal investigator and collaborators advised, integrated and evaluated student's PDEP a minimum of two times each semester. 5.Produced and disseminated scholarly artifacts in which the project had a direct relationship to the learning community (university, local and national levels). 6. The principal investigator attended and presented at numerous local and national professional development conferences, seminars, and other activities that directly related to the project. 7. Submitted and completed the financial distribution reports annually. 8.Assessment and evaluation of annual project's major goals were presented in the PI (Guy) 2012-2013 Annual Performance Report for the Department of Family and Consumer Sciences.

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