Progress 01/01/17 to 12/31/21
Outputs
Target Audience: The target audience is undergraduates in the STEM transfer pathway from 2-year institutions. We were thrilled to fill 10summer undergraduate research and extension positions with students enrolled in their first or 2nd year at a community college or who had transferred to our 4-year program from a 2-year community college. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided? Professional Development is an objective of the project and addressed in the response above. How have the results been disseminated to communities of interest? We are working on a manuscript that explores how an integrated research and extension experience affects transfer rates, success and outcomes for underrepresented students. Addtional products have been entered into the product section of this report. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
To prepare the next generation of leaders and to increase the diversity of those leaders in agriculture science, we are providing faculty-mentored summer research opportunities for undergraduates at a land-grant university. There are far more jobs in the agricultural sciences than there are qualified people to fill them, and this gap is projected to outpace the number of graduates with B.S. degrees in agricultural sciences. The field also lags in participation of women and minorities. The project targets undergraduate students in the 2-year to 4-year transfer pathway. Transfer students are more diverse and have a lower retention rate and academic performance compared to their non-transfer peers. By focusing recruitment on these students, we hope to increase retention in the 4-year degree pathway and contribute to a well-prepared and diverse agricultural science workforce. Activities: Ten students were selected according to criteria described in the grant and on their interest in fields related to agricultural sciences. They were matched according to interest and preferred research site to faculty mentors across the state of Florida. The 10 undergraduates conducted 9 - 12 weeks of research at six different UF research centers. The student projects spanned a broad scope including bioenergy crops, plant nutrition, medical entomology, and fungal plant diseases. Data: Participants were asked to complete the SURE Survey of Undergraduate Research Experiences instrument, which is a published instrument designed to evaluate summer research experiences. The instrument is anonymous and is administered in mulltiple stages. The surveys are anonymous, include an IRB/consent statement, and managed through Qualtrics. A focus group interview was conducted was conducted with these students to further assess the quality and effectiveness of their summer experience. The project succeeded in meeting the goal of providing independent summer undergraduate research experiences at a land-grant university in the area of agricultural sciences. Students gained expertise and research skills in agricultural sciences. Data from the SURE instrument indicates that the students in this summer program posted higher gains than the national average of students completing the SURE in 21 items. Half of the students have not had a prior research experience. All of the respondents indicated being very satisfied with the overall experience and very likely to participate in another research experience in the future. The two recommendations made by students to improve the research experience were to "have the research experience to be more focused on the students' field of study or major" and to provide housing for those in remote areas. In focus groups, Students indicated that the opportunities available for research were very good. However, for some of them, the focus on agricultural sciences was something new and pushed them out of their zone of comfort. Even though students may prefer to be able to choose research experiences closer to their interests, they recognized that learning about something new was exciting and helped them get a more complete understanding of what research is. This new understanding contributes to make them satisfied with the experience - "Research has been the best thing I've ever done at UF. Courses do not allow you to use critical thinking the way this experience allowed me to. I am now excited to do research in the future." One of the successful activities that was held several summers was the symposium The symposium brought together > two dozen undergraduates from various colleges and programs and was held at the Univesrity of Florida each summer. Co-PI Oli developed a resource for students with career exploration and professional development tools and sites and presented resources for students including ones on enhancing resilience. Students were given training in how to construct their project for a presentation, practice interviewing, and develop their resumes. In addition, current graduate students were asked to share their experiences and insightss with the summer students in an open panel session. In addition, Co-PI Galindo delivered a presentation to students on the history and role of extension that provided a unique perspective. We collaborated with the University Career Resource Center to have a career counselor deliver a training to students about crafting their resume/CVs for future opportunities. The training was hands on and helped students translate their research into clear, concise experiences suitable for a resume. In focus groups, students said that the research experience gave students a more solid ground to decide what is that they want to do in the future. For example, it was mentioned that "I have a more concrete idea about the type of research work I'd like to do. Instead of having a vague notion of just wanting to work in a lab, I now know how to develop and eventually market my lab skills to find work at a university lab..." All of the students reported that the experience helped them confirm that research is something that they want to do in the future - "...before, I was unsure if I would like to do research and now I know I am very interested in it." Through collaborations with 2-year institutions, particularly Hispanic-serving institutions, we were able to broaden the pipeline through a very diverse student cohort.Data/Results:Eight of the 2021participants were in their early stage of their undergraduate career "pre-transfer" to a BS program and attend a Minority-Serving 2-year institution. Half of the students were from racial/ethnic minority backgrounds traditionally underrepresented in STEM, and 70% of the participants were women.Outcomes:The project team is particularly proud to have exceeded our goals in increasing the diveristy of the agricultural science workforce.
Publications
- Type:
Journal Articles
Status:
Published
Year Published:
2019
Citation:
Meru, G. , Leyva, D. , Michael, V. , Mainviel, R. , Dorval, M. and Fu, Y. (2019) Genetic Variation among Cucurbita pepo Accessions Varying in Seed Nutrition and Seed Size. American Journal of Plant Sciences, 10, 1536-1547. doi: 10.4236/ajps.2019.109109.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2020
Citation:
Bhargava ., Gorelik MG, Walker AC, Romeo T, and Czyz DM. Identifying Butyrogenic Bacteria in the Human Microbiome. National Institute of Antimicrobial Resistance Research and Education. Knowledge Exchange, Virtual Poster Sessions, 2021
- Type:
Journal Articles
Status:
Published
Year Published:
2021
Citation:
Martinez, I. , Michael, V. , Fu, Y. , Shrestha, S. and Meru, G. (2021) DNA Extraction from a Single Seed for Marker-Assisted Selection in Squash. American Journal of Plant Sciences, 12, 1912-1925. doi: 10.4236/ajps.2021.1212132.
|
Progress 01/01/20 to 12/31/20
Outputs
Target Audience:
Nothing Reported
Changes/Problems:COVID posed a significant challenge to the programas research was halted and lab access was severely restricted. Student research was not permitted in 2020. We planned for a no cost extension and prepared for a robust 2021 summer program. What opportunities for training and professional development has the project provided?
Nothing Reported
How have the results been disseminated to communities of interest?
Nothing Reported
What do you plan to do during the next reporting period to accomplish the goals?Once COVID restrictions are lifted and its safe, we plan to return to training for students. We will be able to support more students than usual in summer 2021.
Impacts
What was accomplished under these goals?
Because of COVID, lab work was suspended in the labs and students were not permitted for research experiences. The PI worked with the extension team to develop materials and educational items for broad audiences to help explain how vaccines work and to help dispel common vaccine myths.
Publications
|
Progress 01/01/19 to 12/31/19
Outputs
Target Audience: The target audience reached the key target of this project: undergraduates in theSTEM transfer pathway from 2-year institutions. Eight undergraduates were selected. We were thrilled to fillall 8 summer undergraduate research and extension positions with students enrolled in their first or 2nd year at a community college or who had transferred to our 4-year program from a 2-year community college. Changes/Problems:We began the application and selection process for summer 2020, but have paused because of the COVID-19 pandemic. Our facilities are closed and no research can be started. Given these circumstances, we will not be able to host students this summer. We will reach out the program officer to determine if the positions can be extended to summer 2021 given the extenuating circumstances. What opportunities for training and professional development has the project provided? Professional Development is an objective of the project and addressed in the response above. How have the results been disseminated to communities of interest?We are working on a manuscript that explores how an integrated research and extension experience affects transfer rates, success and outcomes for underrepresented students. What do you plan to do during the next reporting period to accomplish the goals? We will maintain the project plan outlined in the grant to meet the objectives stated above. We began the application and selection process for summer 2020, but have paused because of the COVID-19 pandemic. Our facilities are closed and no research can be started. Given these circumstances, we will not be able to host students this summer. We will reach out the program officer to determine if the positions can be extended to summer 2021 given the extenuating circumstances.
Impacts
What was accomplished under these goals?
To prepare the next generation of leaders and to increase the diversity of those leaders in agriculture science, we are providing faculty-mentored summer research opportunities for undergraduates at a land-grant university. There are far more jobs in the agricultural sciences than there are qualified people to fill them, and this gap is projected to outpace the number of graduates with B.S. degrees in agricultural sciences. The field also lags in participation of women and minorities. The project targets undergraduate students in the 2-year to 4-year transfer pathway. Transfer students are more diverse and have a lower retention rate and academic performance compared to their non-transfer peers. By focusing recruitment on these students, we hope to increase retention in the 4-year degree pathway and contribute to a well-prepared and diverse agricultural science workforce. Obj. 1. Research experiences. Activities: Eight students were selected according to criteria described in the grant and on their interest in fields related to agricultural sciences. They were matched accordingto interest and preferred research site to faculty mentors across the state of Florida. The 8 undergraduates conducted 9 - 12 weeks ofresearch at six different UF research centers. The student projects spanned a broad scope including bioenergy crops, plant nutrition, medical entomology, and fungal plant diseases. Data: Participants were asked to complete the SURE Survey of Undergraduate Research Experiences instrument, which is a published instrument designed toevaluate summer research experiences. The instrument is anonymous and is administered in mulltiple stages.The surveys are anonymous, include an IRB/consent statement, and managed through Qualtrics. A focus group interview was conducted was conducted with these students to further assess the quality and effectiveness of their summer experience. Result discussion/Outcomes: The project succeeded in meeting the goal of providingindependent summer undergraduate research experiences at a land-grant university in the area of agricultural sciences. Students gained expertise and research skills in agricultural sciences. Data from the SURE instrument indicates that the students in this summer program posted higher gains than the national average of students completing the SURE in 21 items. Half of the students have not had a prior research experience. All of the respondents indicated being very satisfied with the overall experience and very likely to participate in another research experience in the future. The two recommendations made by students to improve the research experience were to "have the research experience to be more focused on the students' field of study or major" and to provide housing for those in remote areas. In focus groups, Students indicated that the opportunities available for research were very good. However, for some of them, the focus on agricultural sciences was something new and pushed them out of their zone of comfort. Even though students may prefer to be able to choose research experiences closer to their interests, they recognized that learning about something new was exciting and helped them get a more complete understanding of what research is. This new understanding contributes to make them satisfied with the experience - "Research has been the best thing I've ever done at UF. Courses do not allow you to use critical thinking the way this experience allowed me to. I am now excited to do research in the future." 2. Integration of extension. Activities: The type of extension activities varied and ranged from shadowing extensionscientist at a county extension center to participating and leading groups at field days to working in a developing public resources and websites for mosquito control. Data: There is considerable researchon the value of undergraduate research experiences, but minimal understanding of undergraduate extension experiences. We would like to use this project to evaluate the effect of integrated research/extension in undergraduate education. Because the n is low each year, we will analyze all years together at the end of the program funding.Discussion results: All 8undergraduates participated inwide-ranging extension projects that were intertwined with their research projects. Outcomes: Students obtainedvaluable and unique experiences in extension as indicated by survey responses. Most of the survey respondents (86%) indicated that the inclusion of extension related activities had made the whole experience either "somewhat better" (29%) or "much better" (57%). The same proportions of students considered that participating in the extension activity had "probably" (29%) or "definitely" (57%) enhanced their understanding of the scientific concepts underlying their research projects. Based on her integrated research and extension summer experience, one student changed her career trajectory and was offered a job at a county extension office at the end of her experience. 3. Promotion and career development. Activities: We provided professional development through a research symposium. Each student delivered a presentation on their research/extension project. The talks were 12 min in length with 2 min of questions. The symposium brought together 24 undergraduates from various colleges and program and was held at the Univesrity of Florida. Co-PI Oli developed a resource for students with career exploration and professional development tools and sitesand presented resources for students. Students were given training in how to construct their project for a presentation. In addition, current graduate students were asked to share their experiences and insightss with the summer students in an open panel session. In addition, Co-PI Galindo delivered a presentation to students on the history and role of extension that provided a unique perspective. We collaborated with the University Career Resource Center to have a career counselor deliver a training to students about crafting their resume/CVs for future opportunities. The training was hands on and helped students translate their research into clear, concise experiences suitable for a resume. In focus groups, students said that the research experience gave students a more solid ground to decide what is that they want to do in the future. For example, it was mentioned that "I have a more concrete idea about the type of research work I'd like to do. Instead of having a vague notion of just wanting to work in a lab, I now know how to develop and eventually market my lab skills to find work at a university lab..." All of the students reported that the experience helped them confirm that research is something that they want to do in the future - "...before, I was unsure if I would like to do research and now I know I am very interested in it." 4. To broaden participation of underrepresented minority students and early stage undergraduate students.Activities: Through collaborations with 2-year institutions, particularly Hispanic-serving institutions, we were able to broaden the pipeline through a very diverse student cohort. Data/Results: Five of the participants were in their early stage of their undergraduate career "pre-transfer" to a BS program and attend a Hispanic-Serving 2-year institution.Half of the students were from racial/ethnic minority backgrounds traditionally underrepresented in STEM, and 66% of the participants were women. Outcomes: The project team is particularly proud to have exceeded our goals in meeting this objective and increasing the diveristy of the agricultural science workforce.
Publications
|
Progress 01/01/18 to 12/31/18
Outputs
Target Audience:The target audience reached the key target of this project: undergraduates in the STEM transfer pathway from 2-year institutions. Six undergraduates were selected. We were thrilled to fill 5/6summer undergraduate research and extension positions withstudents enrolled in their first or 2nd year at a community college and 1 student who had transferred from a community college. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?Professional Development is an objective of the project and addressed in the response above. How have the results been disseminated to communities of interest?Results have been shared with STEM education researcher communities including university symposiums, the NACTA conference for 2019, and at the USDA REEU PI meeting in April 2018. What do you plan to do during the next reporting period to accomplish the goals?We will maintain the project plan outlined in the grant to meet the objectives stated above. We currently have selected 8 students for summer 2019 and are very excited to extend the reach of this program to two new research sites.
Impacts
What was accomplished under these goals?
To prepare the next generation of leaders and to increase the diversity of those leaders in agriculture science, we are providing faculty-mentored summer research opportunities for undergraduates at a land-grant university. There are far more jobs in the agricultural sciences than there are qualified people to fill them, and this gap is projected to outpace the number of graduates with B.S. degrees in agricultural sciences. The field also lags in participation of women and minorities. The project targets undergraduate students in the 2-year to 4-year transfer pathway. Transfer students are more diverse and have a lower retention rate and academic performance compared to their non-transfer peers. By focusing recruitment on these students, we hope to increase retention in the 4-year degree pathway and contribute to a well-prepared and diverse agricultural science workforce. Obj. 1. Research experiences. Activities: Six students were selectedaccording to criteria described in the grant (minimum GPA of 2.5; STEM major or equivalent; in the pre or post transferpathway seeking their BS degree) and on their interest in fields related to agricultural sciences. They were matched according to interest and preferred research site to faculty mentors across the state of Florida. The 6 undergraduates conducted 9 weeks of full-time research at fourdifferent UF research centers. The student projects spanned a broad scope including bioenergy crops, synthetic biology, and microbial ecology.Data: Participants were asked toomplete the SURE Survey of Undergraduate Research Experiences instrument, which is a published instrument designed to evaluate summer research experiences. The instrument is anonymous and is administered in mulltiplestages. Co-PI Galindo designed two evaluation instruments tailored to this program and analysis of the survey data is in progress. The surveys are anonymous, include an IRB/consent statement, and managed through Qualtrics. Result discussion/Outcomes: The project succeeded in meeting the goal of providing independent summer undergraduate research experiences at a land-grant university in the area of agricultural sciences. Students gained expertise and research skills in agricultural sciences. Data from the SURE instrument indicates that the students in this summer program posted higher gains than the national average of students completing the SURE. The students in the REEU program posted the greatest gains in the areas of intepreting results, understanding how knowledge is constructed, and learning laboratory techniques. 2. Integration of extension. Activities: The type of extension activities varied and ranged from shadowing extension scientist at a county extension center to participating and leading groups at field days to working in a plant disease clinic. Data: There is considerable research on the value of undergraduate research experiences, but minimal understanding of undergraduate extension experiences. We would like to use this project to evaluate the effect of integrated research/extension in undergraduate education. Discussion results: All 6 undergraduates participated in wide-ranging extension projects that were intertwined with their research projects. Outcomes: Students obtained valuable and unique experiences in extension. 3. Promotion and career development. Activities: Weprovided professional development through a research symposium. Each student delivered a presentation on their research/extension project. The talks were 12 min in length with 2 min of questions. The symposium brought together 24 undergraduates from various colleges and program and was held at the Univesrity of Florida. Co-PI Oli developed a seminar on career exploration and presented resources for students. Students were given training in how to construct their project for a presentation including a "demo" talk that was carefully annotated by a graduate student. In addition, current graduate students were asked to share their experiences and insightss with the summer students in an open panel session. In addition, Co-PI Galindo delivered a presentation to students on the history and role of extension that provided a unique perspective. 4. To broaden participation of underrepresented minority students and early stage undergraduate students. Activities: Through collaborations with 2-year institutions, particularly Hispanic-serving institutions, we were able to broaden the pipeline through a very diverse student cohort. Data/Results: Five of the sixparticipants were in their early stage of their undergraduate career "pre-transfer" to a BS program. Sixty-sixpercent of the students were from racial/ethnic minority backgrounds traditionally underrepresented in STEM, and 80% of the participants were women. Outcomes: The project team is particularly proud to have exceeded our goals in meeting this objective.
Publications
|
Progress 01/01/17 to 12/31/17
Outputs
Target Audience:The target audience reached in the first year of this project was primarily the key target of this project: undergraduates in the STEM transfer pathway from 2-year institutions. As per the grant, 8 undergraduates were selected. We had originally set a goal to fill at least half of the 8 undergraduate research positions with students currently attending a two-year college and the other four positions with students enrolled in their 3rd or 4th year at UF (the lead institution). However, we were thrilled to fill all summer undergraduate research and extension positions in year 1 with students enrolled in their first or 2nd year at a community college. These students were all working towards transferring into a 4-year STEM program. Students were selected according to the criteria of the grant including a minimum 2.5 GPA, an interest in microbiology, plant science, or other agriculturally related science. All of the target participants attended a Hispanic-Serving Institution. Seventy-five percent of the participants belonged to minority backgrounds traditionally underrepresented in STEM and exactly 50% were women and 50% men. The eight students participated in research projects with UF IFAS faculty located at six different Research and Education centers around the state of Florida. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?Professional Development is an objective of the project and addressed in the response above. How have the results been disseminated to communities of interest?Preliminary results have been disseminated in a poster at the Gordon Conference for Undergraduate Biology Education Research in summer, 2017. What do you plan to do during the next reporting period to accomplish the goals?We will maintain the project plan outlined in the grant to meet the objectives stated above.
Impacts
What was accomplished under these goals?
To prepare the next generation of leaders and to increase the diversity of those leaders in agriculture science, we are providing faculty-mentored summer research opportunities for undergraduates at a land-grant university. There are far more jobs in the agricultural sciences than there are qualified people to fill them, and this gap is projected to outpace the number of graduates with B.S. degrees in agricultural sciences. The field also lags in participation of women and minorities. The project targets undergraduate students in the 2-year to 4-year transfer pathway. Transfer students are more diverse and have a lower retention rate and academic performance compared to their non-transfer peers. By focusing recruitment on these students, we hope to increase retention in the 4-year degree pathway and contribute to a well-prepared and diverse agricultural science workforce. In the first year of the program, eight early stage undergraduates from a Hispanic-Serving 2-year Institution were selected. In the first year cohort, 75% of the students were from underrepresented minority backgrounds and 50% were women. Obj. 1. Research experiences. Activities: The team developed an online application. Eight students were selected according to criteria described in the grant (minimum GPA of 2.5; STEM major or equivalent; in the pre or post transfer pathway seeking their BS degree) and on their interest in fields related to agricultural sciences. They were matched according to interest and preferred research site to faculty mentors across the state of Florida. The 8 undergraduates conducted 10 weeks of full-time research at six different UF research centers. The student projects spanned a broad scope that included the cultivation of hops in Florida for beer making to investigating citrus greening disease. Data: Participants were asked to complete the SURE Survey of Undergraduate Research Experiences instrument, which is a published instrument designed to evaluate summer research experiences. The instrument is anonymous and is administered in 3 stages. At this time, the students have not completed the 3rd stage, which is intended as the follow-up 6-9 months post-experience. Co-PI Galindo designed two evaluation instruments tailored to this program and analysis of the survey data is in progress. The surveys are anonymous, include an IRB/consent statement, and managed through Qualtrics. To explore the program from the perspective of the faculty mentors, Dr. Galindo is piloting a set of interview questions, which were administered in December and the qualitative analysis is in progress. Result discussion/Outcomes: The project succeeded in meeting the goal of providing 8 independent summer undergraduate research experiences at a land-grant university in the area of agricultural sciences. Students gained expertise and research skills in agricultural sciences. Please read excerpts from students, in their own words: "...This internship has been so much fun and full of new information! I am thoroughly enjoying myself each and every day. ... has been a great mentor and has alwaysencouraged us to work on extension projects. So far I have finished a presentation about the banker plant system. The idea was to create a presentation for the home gardener that would explain the banker plant concept and encourage people to use biological controls instead of pesticides. I have also started working on a "Featured Creatures" article abouta predatory beetle. I hope that my work will be of assistance to our local extensions." "The research that I am currently working on is with Mycorrhizae which is a fungus that helps plants develop better root systems. This fungus shares nutrients with the plant in exchanged for carbohydrates. This research will help to test if there is a benefit to adding mycorrhizae to the soil will affect the crop yield, and medicinal compounds found in the plant." "I am enjoying my time at the lab... They are all doing a great job in getting me involved with as much knowledge and hands on learning as possible. I told him I was interested in nutritional science and he is allowing me to look at the seeds at a nutritional level as well as genetic level to identify the similar traits amongst 35 different cultivar. ...I'm really excited with the material I've gained so far and look forward to the next steps" "I am currently working on an experiment that involves the root weevil species that have been creating economic problems in Florida's citrus industry... the results that I yield from my experiment should provide information on the pest and aid in the biological control of it as well." "It has been an unforgettabletime here...They have beenabsolutely supportive,inspiring, and passionate for the work they do." 2. Integration of extension. Activities: For year 1, we requested mentors to integrate their student into their extension program. The type of activities varied and ranged from co-authoring an EDIS article (a peer-reviewed extension publication distributed through UF IFAS), contributing to a website for public audiences, meeting with growers, shadowing an extension scientist at a county extension center, and presenting research to public stakeholders. Data: There is considerable research on the value of undergraduate research experiences, but minimal understanding of undergraduate extension experiences. We would like to use this project to evaluate the effect of integrated research/extension in undergraduate education. We have designed a novel survey instrument, and are analyzing the data. Discussion results: All 8 undergraduates participated in wide-ranging extension projects that were tightly intertwined with their research projects. Outcomes: Students obtained valuable and unique experiences in extension. One student expressed an interest in future work with county extension agents after the summer, one student co-authored a an EDIS and other students have extension publications in preparation. 3. Promotion and career development. Activities: In year 1, we provided professional development through a research symposium. Each student delivered a presentation on their research/extension project. The talks were 8 - 10 min in length with 2 min of questions. The symposium brought together 24 undergraduates from various colleges and program and was held at Valencia College. The symposium agenda also featured a seminar from Dr. Triplett, Chair of Microbiology & Cell Science, about career preparation/development. The PI also participated in a STEM Summit at Valencia College that focused on research, careers, and the USDA REEU program. Data: The survey instruments described above include questions relevant to career development and will provide insights into the effectiveness of the activities when analysis is complete. Results/Outcomes: The Project team is planning improvements for year 2. We are aligning the summer research experiences in Year 2 with the bootcamp lab offered by the MCS program and bringing all 8 students to the main Gainesville campus for a week to learn basic lab skills, tour facilities, attend talks and speak to research and extension professionals at the main campus. 4. To broaden participation of underrepresented minority students and early stage undergraduate students. Activities: Through collaborations with 2-year institutions, particularly Hispanic-serving institutions, we were able to broaden the pipeline through a very diverse student cohort. Data/Results: All of the participants were in their early stage of their undergraduate career "pre-transfer" to a BS program. Seventy-five percent of the students were from racial/ethnic minority backgrounds traditionally underrepresented in STEM, and half of the participants were women. Outcomes: The project team is particularly proud to have exceeded our goals in meeting this objective.
Publications
- Type:
Journal Articles
Status:
Under Review
Year Published:
2018
Citation:
Phenotypic relationships among oil, protein, fatty acid composition and seed size traits in Cucurbita pepo. Journal of Scientia Horticulturae
- Type:
Other
Status:
Published
Year Published:
2017
Citation:
Geofrey Meru, Yuqing Fu, Dayana Leyva, Paul Sarnoski, and Yavuz Yagi. Health Benefts of Pumpkin Seed and Nutrition Profle of 35 Pumpkin Accessions. UF IFAS Extension EDIS HS1312
|
|