Source: UNIVERSITY OF TEXAS AT SAN ANTONIO submitted to NRP
PROJECT ASSIST-ADVANCING AND STRENGTHENING SCIENCE IDENTITY THROUGH SYSTEMATIC TRAINING-REGULAR GRANT
Sponsoring Institution
National Institute of Food and Agriculture
Project Status
COMPLETE
Funding Source
OTHER GRANTS
Reporting Frequency
Annual
Accession No.
1016831
Grant No.
2018-38422-28613
Cumulative Award Amt.
$274,991.00
Proposal No.
2018-03950
Multistate No.
(N/A)
Project Start Date
Sep 1, 2018
Project End Date
Aug 31, 2023
Grant Year
2018
Program Code
[NJ]- Hispanic Serving Institutions Education Grants Program
Recipient Organization
UNIVERSITY OF TEXAS AT SAN ANTONIO
1 UTSA CIRCLE
SAN ANTONIO,TX 78249
Performing Department
Environmental Science
Non Technical Summary
Developing dynamic agriculture leaders from underrepresented minority (URM) students remains a national priority. Project ASSIST-U: Advancing and Strengthening Science Identity through Systematic Training for Undergraduates develops and tests a unique model--combining mentoring, writing-to-learn, and public science communication--to enhance the quality of undergraduate agriculture education at a Hispanic-serving institution (UT San Antonio) and to increase retention and graduation rates of undergraduate students pursuing degrees in agriculture fields. The target audiences are 9-12 grade students and undergraduate students. Through holistic mentoring, we seek to strengthen students' science identity by providing integrated, targeted, long-term community support that has been shown to lead to the persistence and graduation of undergraduates. Framed by sustained mentoring are two interrelated communication innovations: (a) writing to-learn activities, integrated across the vertical curriculum of the Environmental Science (ES) degree to improve active learning; and (b) public science communication training, a value-added skill for future leadership. Three major quantitative impact metrics will be evaluated 1) number of high school student declaring a major in natural resources and conservation related degrees, 2) persistence and graduation of students at the baccalaureate level, and 4) increased number of graduates pursuing employment in natural resources and conservation.
Animal Health Component
33%
Research Effort Categories
Basic
33%
Applied
33%
Developmental
34%
Classification

Knowledge Area (KA)Subject of Investigation (SOI)Field of Science (FOS)Percent
9030699302075%
1230699107025%
Knowledge Area
903 - Communication, Education, and Information Delivery; 123 - Management and Sustainability of Forest Resources;

Subject Of Investigation
0699 - Trees, forests, and forest products, general;

Field Of Science
1070 - Ecology; 3020 - Education;
Goals / Objectives
Project ASSIST-U: Advancing and Strengthening Science Identity through Systematic Training for Undergraduates develops and tests a unique model--combining mentoring, writing-to-learn, and public science communication--to enhance the quality of undergraduate agriculture education at a Hispanic-serving institution (UT San Antonio) and to increase retention and graduation rates of undergraduate students pursuing degrees in agriculture fields. Through holistic mentoring, we seek to strengthen students' science identity by providing integrated, targeted, long-term community support that has been shown to lead to the persistence and graduation of undergraduates. Framed by sustained mentoring are two interrelated communication innovations: (a) writing to-learn activities, integrated across the vertical curriculum of the Environmental Science (ES) degree to improve active learning; and (b) public science communication training, a value-added skill for future leadership.Objectives:I. Increase the number of UTSA native and transfer students earning undergraduate and graduate FANH degrees and specifically support the development of science identity for URMs by providing a holistic mentoring experience.II. Increase the number of UTSA native and transfer students earning undergraduate and graduate FANH degrees and specifically support the development of science identity for URMs by providing an integrated writing-to-learn pedagogy.III. Increase the number of UTSA native and transfer students earning undergraduate and graduate FANH degrees and specifically support the development of science identity for URMs by engaging URMs in public deliberation and science communication.IV. Increase the number of high school students who go into FANH fields when they enter postsecondary education
Project Methods
This research science identity can be cultivated through three interventions: 1: Utilize a holistic mentoring experience provided by faculty and project staff that is guided by a validated, theoretical framework to increase student engagement and increase students' self-efficacy, class performance, and leadership skills. 2: Improve content learning for all students by integrating student writing across the curriculum, with particular attention to the writing of URM students. 3: Improve science communication to scientific and public audiences by engaging in mutual learning and public deliberation, especially for URM students. While ASSIST is theoretically grounded and built specifically to support URM persistence and success in the FANH professional and scientific workforce, it needs to be validated empirically. Therefore, our mixed-methods assessment methodology aims to compare the academic performance of URM students who have received the interventions to those who have not received the interventions to test the value of ASSIST for URM students. By evaluating the relationships among each intervention, and their effects on URM students in manifesting that research science identity, ASSIST stands to contribute the necessary tools, training, and assessments through empirically validated best-practices that will be transferable to other minority-serving institutions.

Progress 09/01/18 to 08/31/23

Outputs
Target Audience:We have targeted junior and senior students from two high schools in the San Antonio area, undergraduate students, master's level graduate students, and one doctoral student. Changes/Problems:We had to modify some interactions with the students from face-to-face to virtual because of the pandemic. Yet we feel with the no-cost objectives, we were able to add some of those to the project and we have contributed to the understanding and the reaching of our objectives of the project. What opportunities for training and professional development has the project provided?We are training both undergraduate and graduate students in Writing and science communication Research skills Professional development Leadership skills. USA Jobs application Mentor-Mentee relationships For faculty Holistic mentoring (for faculty) Incorporating writing-to-learn pedagogy (for faculty) Facilitating internship opportunities. We are providing opportunities for attendance at professional conferences and networking. How have the results been disseminated to communities of interest?Results have been shared internally at the University (with other departments and the graduate school). Additionally, results have been shared at workshops with Participants of a newly formed consortium (UT San Antonio, Fort Valley State University, Tuskegee, New Mexico State University) US Fish and Wildlife Service and US Forest Service mid-level leadership. SLOAN and American Association for the Advancement of Science's Equity Pathway Program 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 number of undergraduate students in our program increased from 321 in the Fall of 2019 to 412 in the Fall of 2023 (28%). The number of undergraduate students from marginalized communities in our program increased from 184 in the Fall of 2019 to 254 in the Fall of 2023 (38%). The number of master's level students in our program increased from 28 in the Fall of 2019 to 41 in the Fall of 2023 (46%). The number of MS programs from marginalized communities increased from 11 in the Fall of 2019 to 29 in the Fall of 2023 (164%). The number of new freshmen and transfer undergraduate students increased from 76 in the Fall of 2019 to 81 in the Fall of 2023 (7%). The number of Bachelor of Science degrees awarded in Environmental Science and Environmental Studies increased from 62 in 2019-2021 to 86 in 2022-23 (38%). A total of 280graduated over the grant's life. Two hundred fifty-four (55% of the total) were students from marginalized populations. Master of Science degrees awarded in Environmental Science and Environmental Studies increased from 6in 2019-2021 to 14in 2022-39(133%).A total of 39graduated over the life of the grant. Twenty(51% of the total) were students from marginalized populations.

Publications


    Progress 09/01/21 to 08/31/22

    Outputs
    Target Audience:We are training both undergraduate and graduate students in writing and science communication, research skills, and leadership skills. Facilitating internship opportunities. We are providing opportunities for attendance to professional conferences and networking. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?We are training both undergraduate and graduate students in writing and science communication, research skills, and leadership skills. Facilitating internship opportunities. We are providing opportunities for attendance to professional conferences and networking. 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?We will continue our mentoring, writing, and public science communication interventions with our graduate and undergraduate students. We will continue to provide mentorship to high school students to enhance the pipeline to university. We will begin surveying students to determine the effects of the intervention on their success.

    Impacts
    What was accomplished under these goals? We have increased the number of UTSA native and transfer students who have received a holistic mentoring experience. More time is needed to determine the effects of this intervention on graduation and retention rates. We have increased the number of UTSA native and transfer students who have received integrated writing-to-learn pedagogy. More time is needed to determine the effects of this intervention on graduation and retention rates. We have increase the number of UTSA native and transfer students who have engaged in public deliberation and science communication. More time is needed to determine the effects of this intervention on graduation and retention rates. We have met with high school students from two schools located in the San Antonio area, to discuss FANH fields and college opportunities. We will continue to mentor this group to encourage applying for college and majoring FANH fields.

    Publications


      Progress 09/01/20 to 08/31/21

      Outputs
      Target Audience:We have targeted junior and senior students from two high schools in the San Antonio area, undergraduate students, master's level gradaute students, and one doctoral student. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?We are training both undergraduate and graduate students in writing and science communication, research skills, and leadership skills. Facilitating internship opportunities. We are providing opportunities for attendance to professional conferences and networking. 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?We will continue our mentoring, writing, and public science communication interventions with our graduate and undergraduate students. We will continue to provide mentorship to high school students to enhance the pipeline to university. We will begin surveying students to determine the effects of the intervention on their success.

      Impacts
      What was accomplished under these goals? We have increase the number of UTSA native and transfer students who have received a holistic mentoring experience. More time is needed to determine the effects of this intervention on graduation and retention rates. We have increase the number of UTSA native and transfer students who have received integrated writing-to-learn pedagogy. More time is needed to determine the effects of this intervention on graduation and retention rates. We have increase the number of UTSA native and transfer students who have engaged in public deliberation and science communication. More time is needed to determine the effects of this intervention on graduation and retention rates. We have met with high school students from two schools located in the San Antonio area, to discuss FANH fields and college opportunities. We will continue to mentor this group to encourage applying for college and majoring FANH fields.

      Publications


        Progress 09/01/19 to 08/31/20

        Outputs
        Target Audience:We have targeted junior and senior students from two high schools in the San Antonio area, undergraduate students, master's level gradaute students, and one doctoral student. Changes/Problems:We have had to modify some of the interactions with the students from face-to-face to virtual because of the pandemic. Yet we are continuing with all of the objectives of the project, the modality has changed. What opportunities for training and professional development has the project provided?We are training both undergraduate and graduate students in writing and science communication, research skills, and leadership skills. Facilitating internship opportunities. We are providing opportunities for attendance to professional conferences and networking. 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?We will continue our mentoring, writing, and public science communication interventions with our graduate and undergraduate students. We will continue to provide mentorship to high school students to enhance the pipeline to university. We will begin surveying students to determine the effects of the intervention on their success.

        Impacts
        What was accomplished under these goals? We have increase the number of UTSA native and transfer students who have received a holistic mentoring experience. More time is needed to determine the effects of this intervention on graduation and retention rates. We have increase the number of UTSA native and transfer students who have received integrated writing-to-learn pedagogy. More time is needed to determine the effects of this intervention on graduation and retention rates. We have increase the number of UTSA native and transfer students who have engaged in public deliberation and science communication. More time is needed to determine the effects of this intervention on graduation and retention rates. We have met with high school students from two schools located in the San Antonio area, to discuss FANH fields and college opportunities. We will continue to mentor this group to encourage applying for college and majoring FANH fields.

        Publications


          Progress 09/01/18 to 08/31/19

          Outputs
          Target Audience:To date, we have targeted undergraduate graduate students who will be recieving the mentoring, writing, and public science communication. We also had one of the Co-PI (Dr. Gwen Young) attend the AAHHE conference to present the model we are testing. During this meeting, she interacted with other HSI Institutions with funding through the NIFA HSI Program. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?Work with faculty to develop mentoring strategies. Work with faculty to deliver curriculum for writint-to-learn and public communication. 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?Have workshops and research experineces for students. Begin the writing-to-learn curriculum for students. Begin the science communication curriculum for students. Continue to work with faculty to develop mentoring strategies. Continue to work with faculty to deliver curriculum for writint-to-learn and public communication.

          Impacts
          What was accomplished under these goals? We are in the early stages of the project. Students eligible for the program were encouraged, instructed, and mentored on filling out applictions and requesting letters of recommendation.

          Publications