Source: UNIVERSITY OF TENNESSEE EXTENSION submitted to
THE STUDENTS TRAINING IN AGRICULTURE AND RELATED SCIENCES (STARS) INITIATIVE: A CULTURALLY COMPETENT APPROACH FOR UNDERSTANDING FOOD SECURIT
Sponsoring Institution
National Institute of Food and Agriculture
Project Status
COMPLETE
Funding Source
OTHER GRANTS
Reporting Frequency
Annual
Accession No.
0230524
Grant No.
2012-70003-19991
Cumulative Award Amt.
$142,762.00
Proposal No.
2012-02736
Multistate No.
(N/A)
Project Start Date
Sep 1, 2012
Project End Date
Aug 31, 2015
Grant Year
2012
Program Code
[ER]- Higher Ed Challenge
Project Director
Jean-Philippe, S.
Recipient Organization
UNIVERSITY OF TENNESSEE EXTENSION
2621 MORGAN CIR
KNOXVILLE,TN 37996-4540
Performing Department
College of Agriculture
Non Technical Summary
Agriculture is the foundation of any society, but in the U.S., agriculture and related fields are poorly understood hence undervalued. As a result there is a strong need for additional diversity among students pursing food and agricultural sciences STEM fields. The dramatic demographic shift in the United States has significantly increased the numbers of ethnic minorities college age populations indicating an urgent need to educate an increasingly diverse student body. Unfortunately students from minority groups remain seriously underrepresented at the nation's public colleges and universities in STEM disciplines particularly agriculture. Representation in international experiences is even more dismal. Students and their families may not be knowledgeable about the short and long-term benefits of a global experience. With the retirement of trained scientists in agricultural science disciplines and the lack of a strong and diverse pool of new students entering the STEM fields this will pose a serious challenge in the foreseeable future and threaten the nation's preeminence in food production and food safety research. This proposal seeks an innovative approach to the recruitment and retention of underrepresented populations into agriculture and natural resources disciplines through the marriage of servant leadership and peer-to-peer engagement. Servant leadership will be used as a mechanism to enhance the awareness of food and agricultural careers by having students use knowledge gained in servant leadership activities related to food and agriculture that benefit the community, the nation, and the world. To aid in the development of servant leadership abilities, a heavy emphasis will be placed on peer-to-peer engagement. The purpose of connecting servant leadership activities and international experience are trifold; to increase cultural awareness of program participants, to develop individuals who are self-actualizing; and to facilitate undergraduate research participation. These tri-fold connections are geared towards agriculture and food sciences which encompasses the USDA-NIFA Priority Areas food security and hunger and food safety. Outcomes of the STARS Initiatives include; increased numbers of underrepresented students majoring in agricultural sciences and natural resource fields; program interns facilitating and program participants engaging in servant leadership activities will be impacted by developing a higher sense of self-actualization. In addition community members (regional and global) impacted by the servant leadership activities will have a greater sense of value for the community; knowledge of food security and hunger and food safety; and increased awareness of the culture around them; program participants will develop greater cultural competency as demonstrated through greater cultural sensitivity and knowledge as well as adaptation to and acceptance of cultural differences; and increased awareness and understanding of food security and hunger as well as food safety issues.
Animal Health Component
75%
Research Effort Categories
Basic
(N/A)
Applied
75%
Developmental
25%
Classification

Knowledge Area (KA)Subject of Investigation (SOI)Field of Science (FOS)Percent
1250699106012%
7036010302012%
7046050302012%
7115010200012%
7125010200012%
9036099302040%
Knowledge Area
703 - Nutrition Education and Behavior; 711 - Ensure Food Products Free of Harmful Chemicals, Including Residues from Agricultural and Other Sources; 125 - Agroforestry; 712 - Protect Food from Contamination by Pathogenic Microorganisms, Parasites, and Naturally Occurring Toxins; 903 - Communication, Education, and Information Delivery; 704 - Nutrition and Hunger in the Population;

Subject Of Investigation
6010 - Individuals; 6099 - People and communities, general/other; 0699 - Trees, forests, and forest products, general; 6050 - Communities, areas, and regions; 5010 - Food;

Field Of Science
1060 - Biology (whole systems); 3020 - Education; 2000 - Chemistry;
Goals / Objectives
The target objectives for this proposal are to increase cultural competence in agricultural fields supported by local and global projects through; addressing issues couched in the USDA-NIFA Priory areas, food security and hunger, food safety, through the development of a for-credit academic course; student-lead servant leadership activities; and undergraduate research projects in agricultural science. The anticipated outcomes are to increase undergraduate students' knowledge, of food security and hunger and food safety by participating in regional and global servant leadership activities. The program will increase the number of graduates with a baccalaureate degree in the food and agricultural sciences and potentially those considering advanced graduate degrees. It will also help students meet workplace needs by increasing the quality of undergraduate instruction by developing analytical, interpersonal, leadership, communications, problem-solving and, decision-making skills and abilities. The project goals of this proposal are; to promote agriculture and food sciences as a desirable major and viable career choice for underrepresented students; to produce graduates proficient in analytical and critical thinking skills, foster a diverse global perspective of agricultural-STEM disciplines capable of obtaining employment and/or graduate/professional schools positions; and finally, in accordance with the land grant mission this project seeks to increase cultural competence in agricultural fields supported by local student-lead servant leadership activities. Results of the STARS Initiative are: availability of materials on two Priority Areas to the public through podcasts and videos; publication and availability of survey instrument for others who need to monitor interest in agricultural sciences; undergraduate research projects that have increased interest in the Priority Areas to a wider audience. Outcomes/Impacts of the STARS Initiatives include; increased numbers of underrepresented students majoring in agricultural sciences and natural resource fields; program interns facilitating and program participants engaging in servant leadership activities will be impacted by developing a higher sense of self-actualization. In addition, community members (regional and global) impacted by the servant leadership activities will have a greater sense of value for the community; knowledge of food security and hunger and food safety; and increased awareness of the culture around them; program participants will develop greater cultural competency as demonstrated through greater cultural sensitivity and knowledge as well as adaptation to and acceptance of cultural differences; and increased awareness and understanding of food security and hunger as well as food safety issues.
Project Methods
The evaluation team will employ a mixed-methods research design integrating selected quantitative and qualitative data collection techniques appropriate for addressing the evaluation study questions. The rationale for the use of a mixed-method design is rooted in the evaluation requirement to simultaneously address project results and project. In consultation with project staff, the evaluation team has established the following evaluation questions to guide data collection, analysis and reporting: to what extent are the project purpose and objectives being achieved; how do key project stakeholders (students, faculty, and administration) perceive the effectiveness of the project as well as its strengths and weaknesses; what implementation problems and successes have been encountered and how have the problems been addressed; and how effective are project dissemination efforts and what effects are the efforts having on the wider adoption and application of the curriculum Outcome A-Increase the number of underrepresented students majoring in agricultural fields in CASNR. Document review of student enrollment records for UTIA and each academic unit housed within will provide evidence of underrepresented student enrollment. Baseline data will be collected from students enrolled in Fall 2012. By the end of the project, underrepresented students majoring in agricultural fields in CASNR is expected to increase by a statistically significant. Outcome B-Program interns and program participants engaging in servant leadership activities demonstrate servant leadership attitudes and practices. Interns and program participants will be administered a modified version of the Servant Leadership Questionnaire designed to assess the extent to which the STARS Scholars demonstrate servant leadership attitudes and practices throughout the activities of the program. Outcome C-Program participants will develop greater cultural competency as demonstrated through greater cultural sensitivity and knowledge as well as adaptation to and acceptance of cultural differences. This will be assessed through participant interviews and a survey instrument designed to measure the level of cultural competency. Outcome D-Increased participant awareness and understanding of food security and hunger as well as food safety issues. A pre/post instrument will be developed and validated to measure students' content knowledge, self-efficacy, and dispositions of food security and food safety. This instrument will be administered before summer learning experiences and again after the international servant leadership experience. Outcome E-Curricula developed for For-credit Courses will be effective and of high instructional quality. The evaluation team will support the collection of student outcomes data from each course developed for this project.

Progress 09/01/12 to 08/31/15

Outputs
Target Audience: Journal of Agriculture Education Pledge and Promise Students Campus Community Colleges of Agriculture Administration and Faculty General Public Changes/Problems: We recruited two STARS mentors to work with undergraduates during the fall of 2014. What opportunities for training and professional development has the project provided? International Urban Education Conference, Montego Bay Jamaica Diversity Summit Workshop How have the results been disseminated to communities of interest?STARS students have participated into two fall semester seminars 2014 & 2015 2015 STARS YouTube video: https://www.youtube.com/watch?v=2I8WrBWECbo What do you plan to do during the next reporting period to accomplish the goals? Nothing Reported

Impacts
What was accomplished under these goals? Course(s) completion: Fall 2012 - Fall 2015 Course development, implementation and completion Fall 2012, Spring 2013, Fall 2013, Spring 2014, Fall 2014 and Spring 2015: Semester Courses Taught Agricultural Leadership Development Servant Leadership (ALEC 450: 3 hrs.) (spring 2013, spring 2014) First Year Studies (FYS) 129: Food Safety, Security and Hunger Local (fall 2013, fall 2014) First Year Studies (FYS) 129: Food Safety, Security and Hunger International (spring 2014, spring 2015) Five interns (senior undergraduate) were recruited the spring of 2013 from ALEC 450 who work for one month to develop The S.T.A.R.S. Initiative Intern Manual that covered Cultural Competence, Servant Leadership, Animal Husbandry, Community Gardens and Agroforestry. Additionally, interns started construction of the agroforestry plot at Knoxville Botanical Garden and Arboretum in Knoxville, TN the summer of 2013. The interns were given pre- and post-surveys regarding their experiences within the course. The S.T.A.R.S. Manual was utilized in the fall 2013, spring 2014, fall 2014 and spring 2015 for both FYS 129: Food Safety, Security and Hunger courses (local and international). A total of 46 students participated in the both courses (42 students enrolled in the course). Community Gardens project Completion (2013 - 2015) Local Knoxville Project Completion of 15 ag plots donated to 15 families to nurture and cultivate at Knoxville Botanical Gardens and Arboretum, Knoxville, TN (2013 - 2014 Cohort) The students were instrumental in clearing a new garden area of approximately 6000 square feet. That garden area consists of five terraces, and is a highly visible part of the Center for Urban Agriculture. Planted in those beds were heirloom vegetables, a large patch of sweet potatoes, and in the lowest terrace five family garden beds. We would estimate the yield of harvested food to be around 2,800 pounds. (2014 - 2015 Cohort) Study aboard (spring 2014 - spring 2015) Spring 2014 May 21 - June 3rd trip to Jamaica for 15 days Eleven undergraduates and four faculty members (Jean-Philippe, Richards, Pulte and Smith) accompanied the students. Constructed a local community gardens, painted and brought school supplies for primary school in Kingston Jamaica Spring 2015 May 23 - June 7 trip to Thailand for 15 days Eight undergraduates and five faculty members (Jean-Philippe, Cooper, Richards, Pulte and Smith) accompanied the students.

Publications

  • Type: Journal Articles Status: Other Year Published: 2015 Citation: Jean-Philippe, S.R., Pulte, A. Cooper, T., Richards, J., Smith, M.O. & Stephens, C. 2015. Diverse experience shift perspectives and perceptions of agriculture through the use of cultural competency. Journal of Agricultural Education.
  • Type: Journal Articles Status: Other Year Published: 2015 Citation: Jean-Philippe, S.R., Pulte, A. Cooper, T., Richards, J., Smith, M.O. & Stephens, C. 2015. Can study aboard experiences enhance agriculture and natural resource knowledge?
  • Type: Other Status: Published Year Published: 2015 Citation: 2015 STARS YouTube Video: https://www.youtube.com/watch?v=2I8WrBWECbo
  • Type: Other Status: Published Year Published: 2015 Citation: 2015 Final Thailand Project Seminar PowerPoint
  • Type: Other Status: Published Year Published: 2014 Citation: 2013-2014 STARS Interns Manual


Progress 09/01/14 to 08/31/15

Outputs
Target Audience: Journal of Agriculture Education Pledge and Promise Students Campus Community Colleges of Agriculture Administration and Faculty General Public Changes/Problems:We recruited two STARS mentors to work with undergraduates during the fall of 2014. What opportunities for training and professional development has the project provided? International Urban Education Conference, Montego Bay Jamaica Diversity Summit Workshop How have the results been disseminated to communities of interest?STARS students have participated into two fall semester seminars 2014 & 2015 2015 STARS YouTube video: https://www.youtube.com/watch?v=2I8WrBWECbo What do you plan to do during the next reporting period to accomplish the goals? Nothing Reported

Impacts
What was accomplished under these goals? Course(s) completion: Fall 2012 - Fall 2015 Course development, implementation and completion Fall 2012, Spring 2013, Fall 2013, Spring 2014, Fall 2014 and Spring 2015: Semester Courses Taught Agricultural Leadership Development Servant Leadership (ALEC 450: 3 hrs.) (spring 2013, spring 2014) First Year Studies (FYS) 129: Food Safety, Security and Hunger Local (fall 2013, fall 2014) First Year Studies (FYS) 129: Food Safety, Security and Hunger International (spring 2014, spring 2015) Five interns (senior undergraduate) were recruited the spring of 2013 from ALEC 450 who work for one month to develop The S.T.A.R.S. Initiative Intern Manual that covered Cultural Competence, Servant Leadership, Animal Husbandry, Community Gardens and Agroforestry. Additionally, interns started construction of the agroforestry plot at Knoxville Botanical Garden and Arboretum in Knoxville, TN the summer of 2013. The interns were given pre- and post-surveys regarding their experiences within the course. The S.T.A.R.S. Manual was utilized in the fall 2013, spring 2014, fall 2014 and spring 2015 for both FYS 129: Food Safety, Security and Hunger courses (local and international). A total of 46 students participated in the both courses (42 students enrolled in the course). Community Gardens project Completion (2013 - 2015) Local Knoxville Project Completion of 15 ag plots donated to 15 families to nurture and cultivate at Knoxville Botanical Gardens and Arboretum, Knoxville, TN (2013 - 2014 Cohort) The students were instrumental in clearing a new garden area of approximately 6000 square feet. That garden area consists of five terraces, and is a highly visible part of the Center for Urban Agriculture. Planted in those beds were heirloom vegetables, a large patch of sweet potatoes, and in the lowest terrace five family garden beds. We would estimate the yield of harvested food to be around 2,800 pounds. (2014 - 2015 Cohort) Study aboard (spring 2014 - spring 2015) Spring 2014 May 21 - June 3rd trip to Jamaica for 15 days Eleven undergraduates and four faculty members (Jean-Philippe, Richards, Pulte and Smith) accompanied the students. Constructed a local community gardens, painted and brought school supplies for primary school in Kingston Jamaica Spring 2015 May 23 - June 7 trip to Thailand for 15 days Eight undergraduates and five faculty members (Jean-Philippe, Cooper, Richards, Pulte and Smith) accompanied the students.

Publications

  • Type: Books Status: Other Year Published: 2015 Citation: Jean-Philippe, S.R., Pulte, A. Cooper, T., Richards, J., Smith, M.O. & Stephens, C. (2015). Diverse experience shift perspectives and perceptions of agriculture through the use of cultural competency. Journal of Agricultural Education. In preparation. Jean-Philippe, S.R., Pulte, A. Cooper, T., Richards, J., Smith, M.O. & Stephens, C. (2015). Can study aboard experiences enhance agriculture and natural resource knowledge? In preparation.
  • Type: Other Status: Published Year Published: 2015 Citation: 2015 STARS YouTube Video: https://www.youtube.com/watch?v=2I8WrBWECbo
  • Type: Theses/Dissertations Status: Submitted Year Published: 2015 Citation: 2015 Final Thailand Project Seminar PowerPoint


Progress 09/01/13 to 08/31/14

Outputs
Target Audience: Journal of Agriculture Education Pledge and Promise Students Campus Community Colleges of Agriculture Administration and Faculty General Public Changes/Problems: We recruited two STARS mentors to work with undergraduates during the fall of 2014. What opportunities for training and professional development has the project provided? International Urban Education Conference, Montego Bay Jamaica How have the results been disseminated to communities of interest? First Year Studies 129 course “Food Safety, Security and Hunger: Local" September 24, 2014, Seminar on 2014 Jamaica Study Aboard What do you plan to do during the next reporting period to accomplish the goals? There will be three course taught during the spring 2014: ALEC 450 Servant Leadership (3hrs.), FYS 129: Food Safety, Security and Hunger International (1 hr.) and Agriculture and Natural Resources (AGNR 491, 1 hr.). We will recruit the undergraduate mentors from ALEC 450 course. These students will work specifically with the incoming 2015 freshman. The FYS 129 Food Safety, Security and Hunger International course will be taught the second session of spring leading up to the first international trip. The course objectives are listed below: Enhance cross-cultural experience and understanding among program participants (STARS students); Foster an understanding of the concept of global agricultural commerce; Expose students to the nature of the agricultural industry, natural resource management in a Third World environment; Promote a greater understanding of the socio-cultural context in which agriculture, natural resource management, agri-tourism and commercial tourism. Nine students are scheduled to study aboard in Thailand. This will be an intensive two-week, travel-study tour in Jamaica (late May - early June) studying issues related to the agricultural industry and natural resource management within the context of society and culture. These students are required to register for a course (AGNR 491) during mini-term.

Impacts
What was accomplished under these goals? Course(s) completion and Study Aboard: Fall 2013 – Spring 2014 Agricultural Leadership Development Servant Leadership (ALEC 450: 3 hrs.) First Year Studies 129 (one hour): Food Safety, Security and Hunger Local – Knoxville, TN First Year Studies 129 (one hour credit): Food Safety, Security and Hunger International Agriculture and Natural Resources International Experience (AGNR 491) – Kingston, Jamaica Local Knoxville Project Completion of 15 ag plots donated to 15 families to nurture and cultivate at Knoxville Botanical Gardens and Arboretum, Knoxville, TN Study aboard Spring 2014 May 21 – June 3rd trip to Jamaica for 15 days Eleven undergraduates and three faculty members (Jean-Philippe, Pulte and Smith) accompanied the students. Fall 2014 FYS 129 Course completion and Develop of new Plots at Knoxville Botanical Gardens Two mentors were recruited from ALEC 450 served as peer mentors to 12 undergraduate’s freshman in Food Safety, Security and Hunger Local. STARS mentors covered in FYS 129 covered Cultural Competence, Servant Leadership, Animal Husbandry, Community Gardens and Agroforestry.

Publications

  • Type: Other Status: Other Year Published: 2014 Citation: 2013-2014 STARS Manual
  • Type: Other Status: Other Year Published: 2014 Citation: Final Jamaica Project PowerPoint


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

Outputs
Target Audience: Pledge and Promise Students Campus Community Colleges of Agriculture Administration and Faculty General Public Changes/Problems: The recruitment of undergraduate students was changed from the spring/summer of 2013 to late summer/fall of 2013. What opportunities for training and professional development has the project provided? Nothing Reported How have the results been disseminated to communities of interest? We have recruited a senior majoring in Food Science and Technology in the College of Agriculture and Natural Resources at the University of Tennessee in the to act as a liaison between the Knoxville Botanical Gardens and Arboretum and East Knoxville community that surrounds the gardens. Her primary responsibility will be to disseminate information about current community gardens activities available to residents. What do you plan to do during the next reporting period to accomplish the goals? There will be three course taught during the spring 2014: ALEC 450 Servant Leadership (3hrs.), FYS 129: Food Safety, Security and Hunger International (1 hr.) and Agriculture and Natural Resources (AGNR 491, 1 hr.). We will recruit the undergraduate mentors from ALEC 450 course. These students will work specifically with the incoming 2014 freshman. The FYS 129 Food Safety, Security and Hunger International course will be taught the second session of spring leading up to the first international trip. The course objectives are listed below: Enhance cross-cultural experience and understanding among program participants (STARS students); Foster an understanding of the concept of global agricultural commerce; Expose students to the nature of the agricultural industry, natural resource management in a Third World environment; Promote a greater understanding of the socio-cultural context in which agriculture, natural resource management, agri-tourism and commercial tourism. Twelve students are scheduled to study aboard in Jamaica. This will be an intensive two-week, travel-study tour in Jamaica (late May - early June) studying issues related to the agricultural industry and natural resource management within the context of society and culture. These students are required to register for a course (AGNR 491) during mini-term.

Impacts
What was accomplished under these goals? Course development and completion: Development and first year course completion of Agricultural Leadership Development Servant Leadership (ALEC 450: 3 hrs.) and First Year Studies (FYS 129: 1 hr.) Food Safety, Security and Hunger Local courses. We recruited 5 undergraduate senior mentors the spring of 2013 from ALEC 450 who work for one month to develop The S.T.A.R.S. Initiative Intern Manual that covered Cultural Competence, Servant Leadership, Animal Husbandry, Community Gardens and Agroforestry. Additionally, interns started construction of the agroforestry plot at Knoxville Botanical Garden and Arboretum in Knoxville, TN the summer of 2013. The interns were given pre- and post-surveys regarding their experiences within the course. The S.T.A.R.S. Manual was utilized in the fall 2013 FYS 129: Food Safety, Security and Hunger course. Thirteen students enrolled in the fall 2013 FYS 129 course. These students were recruited the summer prior to undergraduates enrolling in FYS 129 the fall of 2013. This course specifically covered: Concepts related to and associated with food safety, security and hunger. How to lead and leadership attributes that make them a positive leader. Cultural competence concepts that considered the use of stereotypes in society and how to overcome situations with stereotypes. Understanding of food desert, food security, and the benefits of implementing a community garden within a local context.

Publications