Progress 09/01/22 to 08/31/23
Outputs
Target Audience:The primary target audience included students at UNM-Taos and New Mexico Highlands University who are from populations underrepresented in the natural resource management field, and many first generation college students. Secondary audiences included Federal and state agencies and local non-profit organizations who provided internships and pre-career mentoring to students while also gaining assistance on priority science projects. Additional audiences include Four-year university partners in the region who admit transfer students from UNM-Taos and provide B.S. degree options in Natural Resources Management. Further, the program reaches other faculty, staff, and students at these institutions; high school students; natural resource agency staff; and community members in the northern New Mexico region. Changes/Problems: At the beginning of this grant year, in August 2022, the impacts of the Covid-19 pandemic were still reverberating in this community, and enrollment had slowed due to the many hardships caused by the pandemic. Educational disruption caused by the pandemic is evident as many students are entering their college career underprepared. The result is a higher proportion ofstudents need additional time to complete their degree, as they must engage in remedial math and literacy classes. The LIFT program's financial support, professional development, peer supportand mentoringare critical to the retention and success of these students.While enrollment dropped during the pandemic, we are now seeing an influx of students and LIFT program participationis at an all-time high. Catastrophic wildfires severly impacted this region in Spring of 2022, and this has resulted in significant engagement from the community around natural resource management, and a wave of local students interested in working towards solutions to natural resource challenges such as this. During the 2022-2023 grant year the original Program Director left her position at UNM-Taos for a tenure track position at a 4 year university. The transition between the previous and new PD caused some slowing in momentum on some program goals, especially the development of additional transfer pathways.Building relationships with other regional universities, and creating additional transfer pathways for students will continue to be a priority for the program. The new PD is a retired natural resource professional and brings new perspective, skills and community relationships which will build upon the already strong LIFT program foundation Feedback from students indicates the change of PD has brought positive changes and continued support. What opportunities for training and professional development has the project provided?LIFT students benefit from a variety of training opportunities, professional development activities, and career development internships. Professional training events over the 2022-2023 grant year included resume development (8 students), mock interview skills workshop (11 students), internship interviews (5 students and 9 Natural Resource Professionals), Climate Change seminar (4 students), summer internships (6 students), Natural Resource Career Exploration course which included guest speakers, experientialfield trips with natural resource professionals (8 students), USAJOBS online job portal account navigation and profile creation (8 students). These activities are especially important for underrepresented minority and first generation students who are more likely to lack the networks and knowledge of how to navigate job search processes or to have job application assistance often required to succeed in entering their desired careers. How have the results been disseminated to communities of interest? In addition to dissemination about LIFT through recruitment activities described above, the project maintains a web site, increased presence on the UNM Main branch and UNM-Taos websites, acknowledgements at presentations and conferences, an increased awareness with professional networks through the agencies and organizational speaker series as well as partnerships as students intern across the county. Additionally, there were several community events that CCC-LIFT participated in: CCC-LIFT program co-sponsored and helped organize a community event in which the CCC-LIFT program was highlighted. This event focused on a local Native American elder's story of fighting fire, and community engagement in natural resource management. This event was attended by over 100 people.The main organizer and facilitator of the event was a CCC-LIFT indigenous student who highly praised the LIFT program from the stage and encouraged others in the community to consider pursuing their education in Natural Resources at UNM-T. The LIFT grant PD also addressed the audience from the stage and described the CCC-LIFT program with acknowledgment of USDA NIFA. The LIFT program was represented with an information table and faculty speaker at a community Earth Day event. STEM activities were provided for students and families at 2 open-campus events, and the LIFT program was highlighted along with the STEM activities.Each of these events were attended by 20-25 community members. What do you plan to do during the next reporting period to accomplish the goals?Built on a solid foundation created during the initial years of this grant as well as the prior USDA NIFA HSI grant, the LIFT project continues to thrive despite the significant challenges of the pandemic, and in spite of impacts still reverberating in this community. As institutional partnerships grow and opportunities open up, the program's capacity for mentoring, internships, public awareness, and job placement also grows. In Year 5, we will continue with the implementation of programming with particular emphasis on shepherding current students through the finish line of degree completion and job placement, and continue to strengthen the transfer support for students, especially at the newer collaborative institutes (NMSU and ASU). Additionally, UNM-Taos has hired new faculty and Program Sirector for the Natural Resources Management program which houses the LIFT project. This is an opportunity to infuse the program with new ideas, approaches and enthusiasm.The new faculty and director intends to expandcommunity engagement with the program including additional internship opportunities, and more engagement with the local high schools to raise awareness of opportunities for Natural Resource career pathways among high school students
Impacts
What was accomplished under these goals?
1. Student Recruitment and Retention During Fall 2022, Spring 2023, and Summer 2023 semesters, 27 students were supported by the CCC-LIFT program thanks to the NIFA grant. Support to those students includes academic stipends, professional development, experiential education, tutoring, peer mentoring, internship opportunities, and transfer guidance. During this reporting period 13 A.S. students,11 B.S. students, and 2 M.S. student received academic stipends in Fall of 2022; 11 A.S. students and 11 B.S. students and 1 M.S. student received academic stipends in Spring of 2023; 1 M.S. student received stipends in Summer of 2023 and 5 students participated in LIFT-supported summer internships with federal and state agencies. In total over $117,606 of academic and internship stipends were distributed to students directly supporting academic achievement and hands-on experiential education. 2. Strategic Transfer Network and Transfer Success Model One of the CCC-LIFT program goals is to establish transfer opportunities with 6 regional 4-year institutions in New Mexico and Colorado. To date 3 institutions have partnered with UNM-Taos and now have formal Articulation Agreements providing a wide array of Natural Resources degree options from Geology, Biology, Wildlife, Forestry, and more. The first institution UNM-Taos formalized transfer options with is New Mexico Highlands University (NMHU). The NMHU collaboration is very strong and continues to grow with additional degree options in development and 4 students from the program going beyond the bachelor's program to pursue a master's degree. As of August 2023, 15 students who transferred from UNM-Taos as part of the LIFT program are having great transfer success: 9 former UNM-Taos students are enrolled at NMHU as undergraduates, working on years 3 and 4 of their bachelor's degree, 4 students obtained their bachelor's degrees via the program in Fall 2022 or Spring 2023, 1 student earned their master's degree in Fall 2022, and 3 students are working on their master's degrees. This year we celebrate the 1st master's degree awarded to a previous UNM-Taos student. This student was supported by NIFA/HSI grants from their A.S. program through their master's. This recent graduate is from the local community, and is now a full-time permanent Forester, working in the region for the U.S. Forest Service. Most UNM-Taos graduates transfer to NMHU because of the strong coordination and support network that has been created through LIFT grant support, however some students have taken advantage of the more recently formalized pathways and have transferred to Adams State University or New Mexico State University. Currently there is 1 student at each university, nearing completion of their B.S. degrees. Additional transfer pathways are in development with other universities in the region. In Fall 2022 8 students participated in the Natural Resource Career Exploration course which included presentations and field experiences with 6 natural resource professionals as well as individual mentoring on career path possibilities and development of Federal resumes. A resume workshop was attended by 8 LIFT students, and individual resume advising was provided to 3 additional students. In Spring 2023 program faculty and staff coordinated a campus visit and transfer workshop to NMHU. Seven UNM-Taos students attended, and NMHU student mentoring included 5 B.S. students, 5 graduate students, 5 faculty and several staff. The campus visit included a campus tour hosted by undergraduate students, research lab tours with LIFT supported graduate students who described their research and personal experience at NMHU, as well as presentations from faculty in the Forestry, Natural Resource Management, Geology and Wildlife Biology disciplines. In Fall 2022 we held two mentoring sessions, one in which current UNM-T students were mentored by students who had transferred from UNM-T to 4-year univeristies, with advice and perspective on the transfer process and adjusting to life at a 4-year university as compared to the small UNM-T campus. The second mentoring session was for alumni who have finished their 4-year degrees and are either working towards a graduate degree or employed in a natural resource job. The alumni mentored UNM-T students with advice for professional paths and finding the job they desired, and perspectives on adjusting from an academic to a professional environment. These activities have all helped students to gain information and confidence as they navigate this critical transition in their academic programs, and further helped the students clarify what professions they want to pursue and develop the confidence to pursue them. 3. Strategic Agency Partnerships for Professional Development and Job Placement Partnering with local federal land management agencies and non-profit organizations, program faculty and staff worked to create internship opportunities based on student interest and agency need and function. These positions were then described and promoted to the CCC-LIFT students who applied based on interest and interviewed at the Internship Fair. The Internship Fair is a collaborative event hosted by the CCC-LIFT program and local NRM professionals where students and agencies are paired for interviews. After the Internship Fair, the students and agency representatives rank the opportunities and interns for placement in NRM positions for the summer. The students were supported through the process via the CCC-LIFT program in resume development and mock interviews to gain confidence and experience preparing them on how to apply for a job. Further support included USAJOBS on-line professional network account creation and practice applying for positions on the network. In summer 2023, 6natural resource focused internships were funded through the LIFT grant. These experiences developed students' career competencies, professional networks, confidence, and motivation. Furthermore, during the 2022-23 period 6 program students gained employment with the USFS (Carson National Forest): 1 program student obtained a permanent Biological Technician position, 1program students obtained seasonal position as a biological technician in Forestry, and 4program students obtained Natural Resources Pathways Positions with the USFS. 4. Leadership Skills Development Students in the program develop leadership skills through public speaking, interviews, field based internships, hands-on experience, and by mentoring peers who are in earlier stages of the program. A.S. students mentor local High School or High School Equivalency students, B.S. students mentor A.S. student, and M.S. students mentor B.S. and A.S. students by meeting to share personal experiences, answer questions, and give advice. In Fall 2022, 7 students enrolled in Terrestrial Ecology presented posters in the STEM building. Their presentations were attended by other A.S. students and UNM-T staff and faculty. The public poster presentation gave LIFT students opportunity to practice their public speaking skills and present ecological research they had engaged in, to an audience with a range of knowledge about their subject. In Spring 2023, 8 students enrolled in Water Resources class participated in a poster session for Taos High School science students. Over 50 high school students attended and interacted with the UNM-Taos students, providing an opportunity for the CCC-LIFT students to gain experience and confidence in presenting their own research and mentoring high school students, as well as exposing high school science students to the LIFT program. CCC-LIFT monthly meetings provide structured activities to promote peer mentoring.
Publications
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2023
Citation:
Oral Presentation. Alexander, D.M. (2023) Using Produced Water to Grow Conifer Seedlings. Capstone Research Presentations to New Mexico Highlands University Faculty. New Mexico Highlands University, Las Vegas, May 5th, 2023
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2023
Citation:
Oral. Cintas, B.A. (2023) Wildlife management and higher education: preparing a PowerPoint based on the effects of elk species considering the Calf Canyon/Hermits Peak Fire, New Mexico Highlands University, Las Vegas, NM, May, 10, 2023
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2023
Citation:
Poster. Moore, Kamren. (2022) Vegetated Land Cover Changes in Taos, New Mexico. Faculty and Student Research Day, New Mexico Highlands University, Las Vegas, April 28, 2023.
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Progress 09/01/21 to 08/31/22
Outputs
Target Audience:The primary target audience included students at UNM-Taos and New Mexico Highlands University who are from populations underrepresented in the natural resource management field, and many first generation college students. Secondary audiences included Federal agencies and local non-profit organizations who provided internships and pre-career mentoring to students while also gaining assistance on priority science projects. Additional audiences include Four-year university partners in the region who admit transfer students from UNM-Taos and provide B.S. degree options in Natural Resources Management. Further, the program reaches other faculty, staff, and students at these institutions; high school students; natural resource agency staff; and community members in the northern New Mexico region. Changes/Problems:The COVID-19 pandemic continues to be a source of emotional and financial strain for current and prospective students, as well as impacts from unprecedented wildfires in the region this spring. Also, New Mexico's requirement that K-12 students attend classes online for over a year disrupted the lives of our college students who have children, and many had to opt to put college on hold or take fewer courses. While the COVID-19 restrictions have ended, UNM-Taos and other higher ed institutions are experiencing lower enrollment and this trend is also reflected in the recruitment of new students into the LIFT grant. In addition, the higher costs of food, gas, rent, etc. are adding an additional strain. That said, continuing students have received a lot of support that has helped them to weather this storm and the LIFT project has been not only an anchor but also a bright spot in their lives. It gives them a sense of moving forward and making progress which is very important during a time of many setbacks. Project implementation continues to shepherd students toward achievement of their full potential and empower them to gain the education and experience they need to get permanent, well-paying jobs in federal mission critical positions. As highlighted by the student quoted below, the LIFT project helps students to find themselves and gain the confidence and the direction they need to succeed professionally: "The CCC has beenmy only academicsocialization since the pandemic.This is my fourth semester andI honestly can'teven count the amount ofhelp and the communitythat I've received from this.It really has changed my path ofwhat I wanted to do and what I'm going to do.[Before] I didn't really havean understanding of howthe degree process worked.I'm a first-generation studentand coming into the CCC,there was opportunities to talk with people [in the conservation field]. The community that [the CCC] provides really allowed for a lookinto what is out there . . . a whole wide worldof education out there. It changed everything from showing me the different degree pathsand the people in the [conservation] communityand everyone invested in workingtogether." - Taos Student What opportunities for training and professional development has the project provided?LIFT students benefit from a variety of training opportunities, professional development activities, and career development internships. Professional training events included resume development (10students), mock interview skills workshop (10students), internship interviews (10students and 11 Natural Resource Professionals), Climate Change seminar (10students), summer internships (10students), USAJOBS online job portal account navigation and profile creation (10 students).These activities are especially important for underrepresented minority and first generation students who are more likely than peers to lack the networks and knowledge of how to navigate job search processes or have job application assistance often required to succeed in entering their desired careers. How have the results been disseminated to communities of interest?In addition to dissemination about LIFT through recruitment activities described above, the project has a new web site, an increased presence on the UNM Main branch and UNM-Taos websites, blog posts on the UNM webpage, acknowledgements at presentations and conferences, an increased awareness with professional networks through the agencies and organizational speaker series as well as partnerships as students intern across the county. What do you plan to do during the next reporting period to accomplish the goals?Built on a solid foundation created during a prior USDA NIFA HSI grant, the LIFT project continues to thrive despite the trialsand tribulations associated with the pandemic. As institutional partnerships grow and opportunities open up, the program'scapacity for mentoring, internships, public awareness, and job placement also grows.In Year 4, we will continue with the implementation of years 1-3 programming with particular emphasis on shepherding current students through the finish line of degree completion andjob placement, and continue to strengthen the transfer support for students, especiallyat the newer collaborative institutes (NMSU and ASU). Additionally, UNM-Taos is hiring new faculty to teach in the Natural Resources Management program which houses the LIFT project and this will be an opportunity to infuse the program with new ideas, approaches and enthusiasm. The ultimate goal is for the significant aspects of the LIFT project to become internalized by UNM-Taos to ensure continuity of student support and success after the grant ends.
Impacts
What was accomplished under these goals?
1. Student Recruitment and Retention During Fall 2021, Spring 2022, and summer 2022semesters, 27students were supported by the CCC-LIFT program thanks to the NIFA grant. Support to those students includes academic stipends, professional development, experiential education, tutoring, peer mentoring,internship opportunities, and transfer guidance. During this reporting period 8 A.S. students,10B.S. students, and 4math pipeline students received academic stipends in Fall of 2021; 10 A.S. students and12B.S. studentsreceived academic stipends in Spring of 2021; 5 M.S. students received stipends in Summer of 2022 and 10 students participated inprogram supported summer internships. In total over $107,000 of academic and internship stipends were distributed to students directly supporting academic achievement and hands-on experiential education.This student's words reflect a sentiment shared by many: "The stipends have helped me incredibly. The stipend is the reason I've been able to pay my rent and keep up with my bills. The money has really helped me be able to be stable here and stay in school. And that's something I immensely appreciate." Despite reduced student retention and recruitment University wide during the COVID-19 pandemic, student retention in the CCC-LIFT program has remained strong. 2. Strategic Transfer Network and Transfer Success Model The Strategic Transfer Network continues to develop. The goal of the program is to establish transfer opportunities with 6 regional 4-year institutions in New Mexico and Colorado. To date 3 institutions have partnered with UNM-Taos and now have formal Articulation Agreements providing a wide array of Natural Resources degree options from Geology, Biology, Wildlife, Forestry, and more. The first institution UNM-Taos formalized transfer options with is New Mexico Highlands University (NMHU). The NMHU collaboration continues to grow with additional degree options in development and a handful of students from the program going beyond the bachelor's program to pursue a master's degree. As of Spring 2022, 8former UNM-Taos students are enrolled at NMHU as undergraduates, working on years 3 and 4 of their bachelor's degree, and 1 studentobtained their bachelor's degrees via the program in Spring 2022. Within year 3of this grant, the goal of establishing UNM-Taos as a regional launchpad for NRM careerssuccessfully moved forward with official articulation agreements in place with both Adams State University, where3 are students enrolled as undergraduates from the program, and New Mexico State University (NMSU), where1 student is enrolled as an undergraduate from the program as of Spring 2022. We look forward to continuing to strengthen these collaborations. UNM-Taos Advising Staff developed Degree Completion Sheets that correspond to each bachelor's degree transfer pathway in natural resource management (NRM).These Degree Completion Sheet formsspecify what coursework students in NRM need to take to complete their Associate Degree and fulfill the articulation agreement requirements.This is an important step because it should result in more effective and accurate advising by the UNM-T advisors of the NRM students.In addition, program staff coordinated3 transfer workshops, 6 individualized consultations with students and academic advisors at all 3 partner institutions, and peer mentoring for transfer support from B.S. students to A.S students.These endeavours have all helped students to navigate this critical transition in their academic programs and further helped the students clarify what professions they want to pursue and develop the confidence to pursue them. 3. Strategic Agency Partnerships for Professional Development and Job Placement Partnering with local federal land management agencies and non-profit organizations program staff worked to create internship opportunities based on need and agency function. These positions were then described and promoted to the CCC-LIFT students who appliedbased on interest and interviewed at the InternshipFair. The Internship Fair is a collaborative event hosted by the CCC-LIFT program and local NRM professionals where studentsand agencies are paired for interviews. After the InternshipFair, the students and agency representatives rank theopportunities and interns for placement in NRM positions for the summer.The students were supported through the process via the CCC-LIFT program in resume development and mock interviews to gain confidence and experience preparing them on how to apply for a job. Further support includedUSAJOBS on-line professional network account creation and practice applying for positons on the network. In summer 2022, 10 internship positions with natural resource agencies and non-profit organizations were funded through the NIFAgrant.These experiences developed students' career competencies, professional networks, confidence, and motivation. Furthermore, 5 program students obtained seasonal positions with the U.S. Forest Service in forestry and biological technician positions in both wildlifeand natural resource management. 4. Leadership Skills Development Students in the program develop leadership skills through public speaking, interviews, field based internships, hand-on experience, and by mentoring peers who are in earlier stages of the program. A.S. students mentor local High School or High School Equivelancy students, B.S. students mentor A.S. student, and M.S. students mentor B.S. and A.S. students by meeting to share personal experiences, answer questions, and give advice. Over the course of the program, students are provided ample opportunity to develop leadership style and skill. As they move through the degree and conquer the challenges presented while in higher education coupled with the requirements of the CCC-LIFT program, students develop confidence, self- worth, and the ability to share their experience with others. The mentoring program highlights these gains in leadership by showcasing student success of former students to newer or incoming students, giving students both the opportunity to be a mentor and a mentee.
Publications
- Type:
Journal Articles
Status:
Published
Year Published:
2021
Citation:
Zanetell, B. A. (2021). Bridging the Gap: 2-Year to 4-Year Transfer and Degree Completion in the Sciences. The Chronicle of Mentoring and Coaching, 5(14): 499-504. Retrieved from https://www.mentor-cmc.com/cmc/cmc2021/MobilePagedReplica.action?pm=2&folio=498#pg498
- Type:
Journal Articles
Status:
Published
Year Published:
2022
Citation:
Zanetell, B. A., and Schusler, T. M. (2022). Building STEM pathways for underrepresented students to natural resources careers: The Northern New Mexico Climate Change Corps. Journal of Environmental Studies and Sciences. https://doi.org/10.1007/s13412-021-00741-x
- Type:
Theses/Dissertations
Status:
Submitted
Year Published:
2022
Citation:
Greaves, C (2022). What Happened with the Snake in the Grass? Decline of Garter Snakes in Response to Climate Change (Unpublished masters degree). New Mexico Highlands University.
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Progress 09/01/20 to 08/31/21
Outputs
Target Audience:The primary target audience included students at UNM-Taos and New Mexico Highlands University who are from populations underrepresented in the natural resource management field, and many first generation college students. Secondary audiences included Federal agencies and local non-profit organizations who provided internships and pre-career mentoring to students while also gaining assistance on priority science projects. Additional audiences include Four-year university partners in the region who admit transfer students from UNM-Taos and provide B.S. degree options in Natural Resources Management. Further, the program reaches other faculty, staff, and students at these institutions; high school students; natural resource agency staff; and community members in the northern New Mexico region. Changes/Problems:As we continue to modify and adapt the program based on COVID-19 restrictions, akey challenge was the pressure of sustaining pre-set requirments, field based programs, student commitments, and overall enthusiasm.Transitioning LIFT activities from in-person course instruction, field trips, and hands-on learning to an online format was challenging and we rose to the challenge. LIFT staff and partners responded effectively and quickly to adapt LIFT activities - including experiential learning, internships, professional development, interacting with natural resources management professionals, transfer workshops, peer mentoring, etc. - so that students continued to benefit from the project's many supports despite these extenuating circumstances. However, over the course of the year pressures at home, internet reliability, and long hours in front of a screen were challenging obstaclesthat left many students in a state of struggle. Some students have chosen to decrease their course load per semester as a result of being needed at home or not being able to cope with such long hours in front of a screen. A number of students have struggled to adapt to the shifts associated with the unforeseen changes in daily life and that has affected their ability to focus on school. Primary examples of these difficulties include lack of child care, poor or no internet access at home, and financial constraints due to lost jobs within the household. We have managed to retain most of the students in the program despite student retention rates dropping University wide. However, we have had difficulty recruiting new students and the incoming student cohort for Fall 2021 is smaller than ever. Despite the circumstances that are out of our control, most of these challenges have been overcome and students and program support staff continue to modify as needed.Students are feeling positive that thethe LIFT program is beneficial and moving forward despite the challenges. Programpartnerships continue to grow and we look forward to supporting students at 2 new partnering University institutions starting in Fall of 2021. Overall, the program is going well, thanks to USDA NIFA support, and it is amazing to see how this federal funding is changing students' lives. That sentiment is highlighted by this quote garnered from a program evaluation meeting: "So when I first got into the CCC, I was just kind of not sure what I was going to do and a little more immature than I am right now. So once I met Dr. Z and got into the program and started rolling with all of the activities that the CCC offered, I found myself learning how to talk better and conduct myself in a more --I won't say professional yet, I mean now I probably could in an interview conduct myself a lot more professionally than I would have before the CCC. But I guess I'm just trying to say that the CCC has helped me look at myself in a different view. I see myself having a lot more potential than I thought I did." - Taos student What opportunities for training and professional development has the project provided? LIFT students benefit from a variety of training opportunities, professional development activities, and career development internships. In 2020-2021 programs were altered for COVID safety practices meaning most of them were on-line. One silver lining about going on-line for this program was the ability to capitalize on the budgeted conference attendance monies allowing all students interested in attending an on-line scientific conference to do so. In total 23 students attended a professional conference; 14 A.S. students, 6 B.S. students, and 3 Math Pipeline students attended either the Society of American Foresters (SAF) or the Geological Society of America (GSA) on-line conference, based on their preference. Further professional training events include resume development (11 students), mock interview skills workshop (12 students), internship interviews (12 students), Climate Change seminar (9 students), summer internships (15 students), USAJOBS on-line job portal account navigation and profile creation (10 students), and summer career field experience interviews with professionals in the Natural Resources field (7 students).These activities are especially important for underrepresented minority and first generation students who are more likely than peers to lack the networks and knowledge of how to navigate job search processes or have job application assistance often required to succeed in entering their desired careers. How have the results been disseminated to communities of interest?In addition to dissemination about LIFT through recruitment activities described above, the project has a new web site, an increasedpresence on the UNM Main branch and UNM-Taos websites, blog posts on the UNM webpage, acknowledgements at presentations and conferences,anincreased awareness with professional networks through the agencies and organizational speaker series as well aspartnerships as students intern across the county. A lack of community events this grant cycle due to COVID thwarted many planned outreach events; however, we hope to resume those plans this coming year. What do you plan to do during the next reporting period to accomplish the goals?Built on a solid foundation created during a prior USDA NIFA HSI grant, the LIFT project continues to thrive despite the trials and tribulations associated with the pandemic. As institutional partnerships grow and opportunities open up, the program's capacity for mentoring, internships, public awareness, and job placement also grows. In Year 3, we will continue with the implementation of years 1 and 2 programming with particular emphasis on further developing the transfer support model with our new partners and a strong focus on student recruitment and retention. Additionally we will continue to evaluate the support systems in place to be sure they areeffectiveand comprehensive.
Impacts
What was accomplished under these goals?
1. Student Recruitment and Retention During Fall 2020, Spring 2021, and summer 2021 semesters, 32 students were supported by the CCC-LIFT program thanks to the NIFA grant. Support to those students includes academic stipends, professional development, experiential education, conference participation, tutoring, internship opportunities, and transfer guidance. During this reporting period 13 A.S. students, 6 B.S. students, and 3 math pipeline students received academic stipends in Fall of 2020; 15 A.S. students, 7 B.S. students, and 3 math pipeline students received academic stipends in Spring of 2021; and 10 students participated in program supported summer internships. In total over $69,ooo of academic and internship stipends were distributed to students directly supporting academic achievement and hands-on experiential education. Despite reduced student retention and recruitment University wide during the COVID-19 pandemic, student retention in the CCC-LIFT program has remained strong. Program administrators have made concerted efforts to work with students to adapt schedules in order for students to continue in school and be more present at home. A few students in the program have chosen to reduce their credit hours, pursuing a slower track towards graduation, and a couple of students have decided to take a semester off after completing the associates degree before starting the bachelors. However, continued involvement in the program remains steady. In an effort to recruit new students into the CCC-LIFT program, project administrators collaborate with the regional high-school dual enrollment program that shepherds aspiring teens towards opportunities to obtain college credit. Four meetings were conducted during the Spring 2021 semester to educate the dual enrollment students about the CCC-LIFT program with current members of the CCC-LIFT program presenting and speaking to the highschool students. From a pool of applications submitted, 2 of these high school students were awarded summer junior internships where they gained hands-on experience by shadowing a career professional on the job. This experience was deemed highly valuable for both students and has furthered their interest in pursuing NRM as a career. 2. Strategic Transfer Network and Transfer Success Model The Strategic Transfer Network continues to develop. The goal of the program is to establish transfer opportunities with 6 regional 4-year institutions in New Mexico and Colorado. To date 3 institutions have partnered with UNM-Taos and now have formal Articulation Agreements providing a wide array of Natural Resources degree options from Geology, Biology, Wildlife, Forestry, and more. The first institution UNM-Taos formalized transfer options with is New Mexico Highlands University (NMHU). The NMHU collaboration continues to grow with additional degree options in development and a handful of students from the program going beyond the bachelor's program to pursue a master's degree.As of Spring 2021, there are 7 former UNM-Taos students enrolled at NMHU as undergraduates, working on years 3 and 4 of their bachelor's degree. Additionally there are 4 students who obtained their bachelor's degrees via the program who are now pursuing a master's degree. Within year 2 of this grant, the goal of establishing UNM-Taos as a regional launchpad for NRM careers has successfully moved forward with official articulation agreements in place with both Adams State University and New Mexico State University (NMSU). In Fall of 2021 students who completed the UNM-Taos Associates of Pre-Science degree will be transferring not only to NMHU but also Adams State and NMSU with the assistance of the CCC-LIFT program. We look forward to continuing to strengthen these collaborations as well as develop 3 additional transfer institution collaboations in year 3 and 4. In addition, program staff have conducted 4 transfer workshops, individualized consultations with students and academic advisors at all 3 partner institutions, peer mentoring for transfer support from B.S. students to A.S students, created a Transfer Guide for students, and hosted a degree showcase with transfer institution faculty for the UNM-Taos students These endeavours have all helped students to navigate this critical transition in their academic programs and further helped the students clarify what professions they want to pursue and develop the confidence to pursue them. 3. Strategic Agency Partnerships for Professional Development and Job Placement In year 2 program staff have expanded agency partnerships by adding guest speakers and mentors from across the country to virtually join classes and meetings. We continue to work with the local land managers and utilize digital technology to work with people from further afield. Thus,we were able to expose the student cohort to more career opportunities and agencies/organizations than ever before. Career professionals from a wider array of NRM career possibilities were able to share their knowledge and experience with the students. Examples of these additional partnerships include the National Park Service, NOAA, Grand Canyon Trust, USFWS, private consultancies, and more totalling 18 guest speakers. Once COVID restrictions were lifted, we offered a field based experiential education event in Spring with a local non-profit and the BLM office, allowing students to gain hands-on experience. And summer field based internships were a much welcomed relief after 18 months of on-line learning. The local federal land management agencies and non-profit organizations create internship opportunities based on need and agency function. These positions were then described and promoted to the CCC-LIFT students who apply based on interest and interview at the Interview Fair. The students are supported through the process via the CCC-LIFT program in resume development and mock interviews to gain confidence and experience preparing them on how to apply for a job. Further support includes USAJOBS on-line professional network account creation and support to attend a scientific conference. The Internship Fair is a collaborative event hosted by the CCC-LIFT program and local NRM professionals where students and agencies are paired for interviews. After the Interview Fair, the students and agency representatives rank the opportunities and interns for placement in NRM positions for the summer. The positions themselves are funded by the NIFA grant. In summer 2021, 10 internship positions were funded through the NIFA supporting grant and 5 internships were paid directly by agencies and organizations to students. These experiences developed students' career competencies, professional networks, confidence, and motivation. 4. Leadership Skills Development Students in the program develop leadership skills through public speaking, interviews, field based internships, hand-on experience, and by mentoring peers who are in earlier stages of the program. Those who excel at certain subjects are offered opportunities to tutor other students. Over the course of the program, students are provided ample opportunity to develop leadership style and skill. As they move through the degree and conquer the challenges presented while in higher education coupled with the requirements of the CCC-LIFT program, students develop confidence, self- worth, and the ability to share their experience with others. The mentoring program highlights these gains in leadership by showcasing student success of former students to newer or incoming students, giving students both the opportunity to be a mentor and a mentee.
Publications
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2020
Citation:
Rosenberg, A. (2020). Case Study of Acequias and Native Bees: Connections and Solutions. 65th Annual New Mexico Water Conference, Meeting New Mexicos Pressing Water Needs: Challenges, Successes, and Opportunities. New Mexico State University, Las Cruces, October 28-29, 2020.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2020
Citation:
Zanetell, B. (2020). Strategic Partnerships for Professional Development and Job Placement. The Mentoring Institute's 13th Annual Mentoring Conference, University of New Mexico, Albuquerque, NM, October 19-23, 2020.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2020
Citation:
De'Scoville, P. (2020). Understanding Water Contamination by Household Chemicals: A Guide to Stop Polluting Taos Water. 65th Annual New Mexico Water Conference, Meeting New Mexicos Pressing Water Needs: Challenges, Successes, and Opportunities. New Mexico State University, Las Cruces, October 28-29, 2020.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2020
Citation:
Zanetell, B. (2020). Distance Mentoring to Increase Degree Completion and Job Placement in Natural Resources Management. HSI Resilience Learning Conference, New Mexico State University, Las Cruces, November 2-4, 2020.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2020
Citation:
Zanetell, B. (2020). Invited Presentation. Success Story - CCC and LIFT Projects. USDA NIFA Webinar on HSA Education Grant Request for Applications, November 17, 2020.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2021
Citation:
Eleven students from the CCC-LIFT program presented posters at the University of New Mexico Undergraduate Research Opportunity Conference, Albuquerque, April 15, 2021.
- Type:
Websites
Status:
Published
Year Published:
2021
Citation:
A new website has been developed after the previous site was hacked and lost functionality. The new and improved website highlights student success and program development in a visual format. It is published on-line at https://naturalresources.unm.edu/
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2020
Citation:
Eleven students from the CCC-LIFT program presented posters at the UNM-Taos Science Poster Session on the Ecology of Taos County, December 8, 2020, virtual event.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2021
Citation:
Six students from the CCC-LIFT program presented posters at the UNM-Taos Water Science Poster Session, May 4, 2021, virtual event.
- Type:
Journal Articles
Status:
Published
Year Published:
2020
Citation:
Zanetell, B. A. 2020. Partnerships for Professional Development and Employment in Natural Resources Management. The Chronicle of Mentoring and Coaching, 4(1): 462-466. https://www.mentor-cmc.com/cmc/cmc2020/MobilePagedReplica.action?pm=2&folio=462#pg462
- Type:
Journal Articles
Status:
Under Review
Year Published:
2021
Citation:
Zanetell, B. A., and Schusler, T. M., 2021, In review. Organizational Structures to Foster the Next Generation of Conservation Scientists. Higher Education, Skills and Work-Based Learning.
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Progress 09/01/19 to 08/31/20
Outputs
Target Audience:Target Audiences included: 1. Underrepresented minority students, particularly Hispanics. Many of the students served werefirst-generation. 2. Federal agencies who provided internships and pre-career mentoring to students while also gainingassistance on priority science projects. 3. Four-year university partners in the region who admit transfer students from UNM-Taos andprovide B.S. degree options in Natural Resources Management. 4. Communities in Northern New Mexico and Southern Colorado. Changes/Problems:A key challenge was the outbreak of COVID-19, which required transitioning LIFT activities from in-person course instruction, field trips, etc. to an online format. LIFT staff and partners responded effectively and quickly to adapt LIFT activities - including experiential learning, internships, professional development, interacting with natural resources management professionals, transfer workshops, peer mentoring, etc. - so that students continued to benefit from the project's many supports despite these extenuating circumstances. We have found creative ways to continue programming online while providing some outdoor field experiences following strict safety protocols. Students are feeling positive that the program is moving forward despite the challenges presented by the COVID-19 pandemic.The subaward partner continues to grow in its capacity to support transfer students and although challenges arise, we are working together closely to address these challenges at many levels so that students are best served.Overall, the program is going well, thanks to USDA NIFA support, and it is exciting because this federal funding is changing students' lives. What opportunities for training and professional development has the project provided?LIFT students benefitted from extensive professional development opportunities. Intensive summer internships and experiential learning helped students to gain research skills and other career competencies specific to natural resources management, while also developing leadership skills like communication and teamwork, building their professional networks, and benefitting from the mentorship of scientists and natural resources managers. Mentoring by LIFT staff supported students to develop resumes, practice interviewing skills, create USAJobs profiles, and apply for federal positions. Partnerships with federal agencies and other natural resources employers enabled specific professional development events, such as a USAJobs application event for seasonal positions in the Carson National Forest and a summer internship hiring fair. These activities are especially important for underrepresented minority and first generation students who are more likely than peers to lack the networks and knowledge of how to navigate job search processes to succeed in entering their desired careers. How have the results been disseminated to communities of interest?In addition to dissemination about LIFT through its recruitment activities, press coverage of the project reached an estimated 15,000 members of the general public. Project results also were presented to public, K-12, and university audiences through multiple poster presentations given by LIFT students at the CCC-LIFT and UNM-Taos Poster Session on the Ecology of Taos County, other outreach presentations given by LIFT students at local science fairs and community events,and oral presentations by the project PI given at the Café Scientifique Teen Science Network and the American Bison Society Conference. What do you plan to do during the next reporting period to accomplish the goals?Built on a solid foundation created during a prior USDA NIFA HSI grant, the LIFT project is off to a strong start and the program is growing in terms of student numbers, institutional capacity, and professional partners for mentoring, internship supervision, and job placement. In Year 2, we will continue with implementation of programming initiated in year 1 with particular emphasis on further developing the transfer support model.
Impacts
What was accomplished under these goals?
LIFT enhanced the nation's scientific work force in natural resources by attracting, retaining, graduating, and placing students with USDA mission-relevant career competencies in jobs at federal agencies and other natural resources management employers. The project's accomplishments in Year 1 advanced four key objectives: STUDENT RECRUITMENT AND RETENTION -- Recruitment and outreach efforts (reaching an estimated 530 high school students, 15 teachers, and over 500 community members) generated strong interest in LIFT. $51,980[ST1] in academic, internship, and remedial math stipends awarded to 26 students (21 undergraduate, 5 graduate) supported their progress towards scientific degrees (13 A.S., 8 B.S., 5 M.S.). Of LIFT participants, 59% were female, 48% underrepresented minorities (Hispanic or Native American), and 37% first generation college students. Students reported that the financial stipends played a critical role enabling them to focus their attention on their studies. Math tutoring and high quality academic advising also promoted their timely academic progress. A new Natural Resources Career Experience course inspired students to persist in their studies as they learned more about the career pathways that will become available to them with scientific degrees. Experiential learning in this and other courses, plus 10 intensive summer internships with natural resources agencies, further encouraged retention. Year 1 degree conferrals included 1 A.S. degree and 3 B.S. degrees. The A.S. graduate transferred to NMHU and all 3 B.S. graduates entered jobs or a graduate program in natural resources management. As a student reflected of LIFT, "It's a great way to network. It's a great way to meet people who are interested in all of the same things and trying to get into the same fields that I'm trying to get into . . . It's great to really just push you along through school. It's a great motivator." STRATEGIC TRANSFER NETWORK AND TRANSFER SUCCESS MODEL - Transfer pathways from UNM-Taos to NMHU were strengthened by addressing issues related to credit transfer and student financial aid. In addition, transfer workshops, individualized consultations with students, and peer mentoring from B.S. to A.S. students helped 3 students to navigate this critical transition in their academic programs. A new partnership initiated between UNM-Taos and New Mexico State University will expand future transfer options available to students. STRATEGIC AGENCY PARTNERSHIPS FOR PROFESSIONAL DEVELOPMENT AND JOB PLACEMENT - 31 partnerships with federal and state natural resources agencies, plus other natural resources management employers, enabled experiential learning (through internships, field trips, guest speakers, and course-based research) and other professional development (such as resume development, mock interviews, and hiring fairs). These experiences developed students' career competencies, professional networks, confidence, and motivation. Year 1 job placement included 8part-time, full-time seasonal, or full-time ongoing positions in natural resources management at the U.S. Forest Service, university, non-profit, and tribal employers. LEADERSHIP SKILLS - LIFT students developed leadership skills, including teamwork, communication, and technical abilities, through 10 intensive summer internships with natural resources agencies, experiential learning embedded within courses, public presentations given about the LIFT project, and peer mentoring.
Publications
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