Source: NORTH CAROLINA STATE UNIV submitted to
AGROECOLOGY SCHOLARS PROGRAM IN RESEARCH AND EXTENSION (ASPIRE) FOR DIVERSITY
Sponsoring Institution
National Institute of Food and Agriculture
Project Status
TERMINATED
Funding Source
AFRI COMPETITIVE GRANT
Reporting Frequency
Annual
Accession No.
1021660
Grant No.
2020-67037-30673
Project No.
NC09888
Proposal No.
2019-05114
Multistate No.
(N/A)
Program Code
A7401
Project Start Date
Apr 1, 2020
Project End Date
Mar 31, 2024
Grant Year
2020
Project Director
Cruz, A. E.
Recipient Organization
NORTH CAROLINA STATE UNIV
(N/A)
RALEIGH,NC 27695
Performing Department
Ctr for Env Farming Sys (CEFS)
Non Technical Summary
To solve complex food system challenges and adapt to climate change, there is a need for agricultural graduates who have technical competence but also understand impacts on the environment and society. In order to meet the growing demand for skilled professionals and increase minority participation in the agricultural workforce, we propose to develop the Agroecology Scholars Program in Research and Extension (ASPIRE) for Diversity REEU program. We will recruit 30 students, 10 per year for 3 years with at least 50% women and at least 40% from traditionally underrepresented groups to participate in a 10-week paid summer program. The program consists of 5 main activities comprising: 1) introductory tour, "Diverse Communities and Agriculture across NC"; 2) faculty-mentored research training; 3) structured ladder mentorship and network opportunities; 4) integrated extension activities; and 5) student-centered professional skills development and agriculture career exploration. Engaging diverse undergraduates in hands-on, cutting-edge sustainable agriculture and food systems research while providing professional development training will increase student interests and capacity in agriculture and food systems. Our project team of multidisciplinary researchers and educators in agroecology, robust stakeholder partnerships within the Center for Environmental Farming Systems (CEFS), Cooperative Extension and resources at North Carolina State University will ensure a quick start and successful program.
Animal Health Component
0%
Research Effort Categories
Basic
50%
Applied
50%
Developmental
(N/A)
Classification

Knowledge Area (KA)Subject of Investigation (SOI)Field of Science (FOS)Percent
80601991060100%
Knowledge Area
806 - Youth Development;

Subject Of Investigation
0199 - Soil and land, general;

Field Of Science
1060 - Biology (whole systems);
Goals / Objectives
The overall project goal is to develop summer-based research, extension and professional development opportunities for 30 undergraduate students in agricultural fields. To meet this goal we have developed 6 program objectives:1) Recruit 30 undergraduate students (10 each year) with a target enrollment of 50% women and 40% underrepresented groups, including underrepresented ethnicities, first generation college students and economically disadvantaged groups.2) Increase students' knowledge and technical skills in sustainable agriculture research through focused faculty mentored research projects.3) Enhance students' awareness of innovative extension programs addressing agriculture and food systems challenges through students' active participation in extension activities and/or curriculum development.4) Increase students' critical thinking, communication, leadership skills and awareness of agricultural career paths through diverse professional development activities and network building.5) Promote ASPIRE for Diversity program as a model for other institutions through journal articles, conference presentations, webinars, social media, and by student and mentor participation in research, extension, and academic conferences.6) Institutionalize and sustain the ASPIRE for Diversity program after the USDA funding ends.
Project Methods
The ASPIRE for Diversity program will provide participants with diverse research, education, extension and professional development opportunities focused on sustainable agriculture and food systems. Activities are organized into five main program elements that include:1) Introductory tour, "Diverse Communities and Agriculture across NC";2) Faculty-mentored research training;3) Structured ladder mentorship and network opportunities,4) Integrated extension activities; and5) Student-centered professional skills development and agriculture career explorationThe first day will include a welcome lunch with all students, Faculty Research Mentors, Project Advisory Team, Extension and Education Support Team and invited Administrators. Students will be given an overview of the ASPIRE for Diversity program goals, expectations and toured through the campus, highlighting key facilities, resources and program staff. On day 2, students will meet with their faculty mentors to discuss project goals and timeline and then an Office of Undergraduate Research Basic Safety Orientation. . Following this, participants will leave for the "Diverse Communities and Agriculture across NC" tour.Beginning in week 2 and for the rest of the program, students will work with their faculty and graduate student mentors on research for 3.5 days each week (Mon-Thur) and then come together as a group 1.5 days/week (half of Thur-Fri) to participate in professional skills development and agriculture career path exploration and extension training. Students will present their research projects in a poster presentation during the last week of the program. All program resources for students will also be organized electronically in a Moodle online site developed specifically for the ASPIRE for Diversity program.Program Elements. Each are described below in detail.1) Introductory tour, "Diverse Communities and Agriculture across NC." Dr. Cruz and Dr. Schroeder-Moreno will lead a 4-day tour across various agroecosystems and communities across NC.2) Faculty-mentored research training. Each student will be matched with a sustainable agriculture research project in one of four core themes aligned with AFRI priority areas (see Table 3). Faculty Research Mentors will meet with their student mentee biweekly (a minimum of 5 times) and help them understand their specific research design, hypothesis, disciplinary literature, methodology, and analysis. Students are expected to learn relevant research skills, read scientific literature, take data and interpret its meaning.3) Structured mentorship and network opportunities. Faculty Research Mentors will meet with students weekly to biweekly (a minimum of 5 times) to help them understand their specific research design, hypothesis, disciplinary literature, methodology, analysis and help them design a poster presentation in the final week. In addition to the Faculty Research Mentors, each student will be paired with a graduate student mentor that is conducting similar research. Graduate students will meet with and work with their student mentee weekly discussing aspects of their experience in graduate school, research and professional development.4) Integrated extension training. All students will participate in at least one extension activity with their faculty-graduate student research mentors. We will develop a total of five extension training activities.5) Student-centered professional skills development and agriculture career exploration. All students will participate in a diversity of weekly professional development activities that include discussions on the research process, scientific communication, leadership training, diversity, equity and inclusion competencies, understanding agriculture career pathways, and graduate and professional networking opportunities. Lastly, students will have the additional opportunity to present their research at a national conference following the ASPIRE for Diversity program to further professional network and career opportunities.EvaluationThe proposed evaluation plan will assess the project implementation process and outcomes to facilitate monitoring, accountability and sustainability by assessing the 1) implementation process, 2) outcomes/impacts, and 3) sustainability. We will utilize two main types of evaluations: A) process evaluation, and B) outcome and impact evaluationA. Process Evaluation. The process evaluation will begin as soon as the project funding begins. The implementation of each major task will be assessed against the project plan and targets. The following major tasks are described to assess the project implementation process.1). Student recruitment, orientation, and retention process,2). Development of planned activities, recruitment and orientation of faculty and graduate mentors,3). Implementation process of specified 5 program elements:4). Development of planned outputs of the projectB. Outcome and Impact Evaluation. The outcome and impact evaluation will focus on evaluating short-term outcomes. The short-term outcome evaluation will answer questions to what extent participants were satisfied with the program, improved their knowledge, skills, and aspired to sustainable agriculture and food systems careers. A pretest and post-test quasi-experimental design will be used to arrange data collecting procedures especially for evaluating the knowledge and skill development of the 30 ASPIRE participants who complete the program. A mixed-method approach will be used to collect evaluation data and information.

Progress 04/01/20 to 03/31/24

Outputs
Target Audience:The goal was to recruit 30 students, 10 per year for 3 years with at least 50% women and at least 40% from traditionally underrepresented groups to participate in a 10-week paid summer program. We far exceeded these goals and had 36 participants complete the program over three years. Summary statistics include: 61% female identifying and 39% male identifying 61% of participants were from underrepresented minorities (black, indigenous, people of color, first-generation college students, and veterans) 42% were from NC State University and 58% were from other colleges and universities around the country.? Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?Students participated in a total of 77 hours of professional development over the course of the program. Professional development activities included seminars and workshops hosted by the ASPIRE coordinators and NC State's Office of Undergraduate Research (OUR). The OUR conducted workshops on pathways to graduate school, research ethics, research safety, funding graduate school, and developing a scientific poster. Other workshops the coordinators facilitated included: 1. Introduction to Racial Equity 2. Introduction to the diverse producers and agricultural production systems across NC. 3. Introduction to Agroecology. 4. Intro to NC Agriculture, Opportunities and challenges for farmers 5. Climate and agriculture 6. Animal Wellfare 101 7. Introduction to your research and professional presentations 8. Soil Health 101 9. Tour of the Soil Testing Laboratories 10. Putting Agroecology into Practice 11. Career Panel: Unexpected Careers in Food & Agriculture 12. Importance of Working with Youth and 4H Curriculum Development 13. Introduction to Food & Ag Policy 14. Small Farms Field Day 15. Extension Career Panel 16. Exploring non profit careers 17. Racial Equity in the Food System Over the course of the internship all students also developed a professional research poster and 4-H activity lesson plan. The interns connected with over 40 professionals from NC State university, NC Extension, industry and non-profit representatives, and business/farm owners. How have the results been disseminated to communities of interest?Results were disseminated within the NC State University community. PI Cruz presented an overview of the program at the USDA Project Directors meeting in 2023. One video about the program was made and there have been numerous social media posts about the ASPIRE program. Moreover, one Masters student completed their Thesis on the program and is working on a journal article. The curriculums on racial equity that were developed as part of this program have been published as 3 separate peer reviewed curriculums. Citations below: Smolski, Andrew, Abbey Piner, Angel Cruz, Rebecca Shisler, and Emma Brinkmeyer. "Racial Equity in the Food System." American Sociological Association's TRAILS: Teaching Resources and Innovations Library for Sociology. Rebecca Shisler, Smolski, Andrew, Abbey Piner, Angel Cruz, and Emma Brinkmeyer. "Applied Social Science as Tools for Change." American Sociological Association's TRAILS: Teaching Resources and Innovations Library for Sociology. Rebecca Shisler, Smolski, Andrew, Angel Cruz, Abbey Piner, Emma Brinkmeyer. "Power & Program Design: Moving From Charity to Innovation." American Sociological Association's TRAILS: Teaching Resources and Innovations Library for Sociology.? What do you plan to do during the next reporting period to accomplish the goals? Nothing Reported

Impacts
What was accomplished under these goals? With a gap between job openings and graduates to fill those openings, agroecology programs can help attract new individuals to agricultural sciences as well as broaden their career prospects. There is a critical need for targeted recruitment of under-represented groups in agricultural sciences. The ASPIRE Internship was a 10-week REEU internship program facilitated by the Center for Environmental Farming Systems (CEFS) and conducted at NC State University. The program consisted of 5 main activities: i) farm tours introducing students to diverse communities & agriculture across NC; ii) faculty & graduate student mentored research training; iii) structured mentorship & networking opportunities; iv) integrated extension activities; and v) student-centered professional skills development & agriculture career exploration. Program coordinators were able to secure additional funding to increase the program size to 36 (increasing the total participants by 6). Each summer, interns worked at least 300 hours with their mentors and spent almost 80 hours doing farm tours,professional development, extension activities, and workshops. All students developed a professional research poster and 4-H activity lesson plan. Each intern connected with over 40 professionals from NC State, NC Extension, industry and non-profit representatives, and business/farm owners. By engaging diverse undergraduates in hands-on, cutting-edge agriculture and food systems research while providing structured professional development training, we increased both student interest and ability to build careers in agriculture and food systems. For most student interns, knowledge, and skills more than doubled over the 10-week internship and there was a 50% increase in plans to pursue a career in food and agriculture. Obj 1: Recruit 30 undergraduates (10/year) with a target enrollment of 50% women and 40% underrepresented groups, including underrepresented ethnicities, first generation college students & economically disadvantaged groups. a) Major activities completed There were over 50 applicants in 2023. The program coordinators along with faculty mentors from five departments hand selected the final 10 undergraduate participants for the program. Overall, 80% of the student applicants were from underrepresented minorities. b) Data collected ethnicity, gender, university/college, degree program, agricultural background. c) Summary statistics & discussion Ethnicity: 30% white (not of hispanic origin), 30% African-American, 20% Hispanic/Latino, 20% Asian ethnicities Gender: 70% female & 30% male interns. 7 total Universities represented 5 Majors represented d) Key outcomes All 10 students finished the program with 80% of participants from underrepresented minorities Obj 2: Increase students' knowledge and technical skills in sustainable agriculture research through focused faculty mentored research projects. a) Major activities completed; Interns worked at least 300 hours with mentors. All students developed an independent research poster and presented at the NC State Undergraduate Research Symposium b) Data collected; Pre & post surveys were conducted of the students knowledge & confidence in conducting research c) Summary statistics & discussion: Pre & post surveys of the students demonstrate increases in knowledge & skill development d) Key outcomes. All students reported increases in knowledge & confidence in their research skills. All students finished research projects and presented their poster. Obj 3: Enhance students' awareness of innovative extension programs addressing agriculture and food systems challenges through students' active participation in extension activities and/or curriculum development. Obj 4: Increase students' critical thinking, communication, leadership skills and awareness of agricultural career paths through diverse professional development activities and network building. (reporting Objectives 3 and 4 together) a) Major activities completed During the course of the program, interns spent 80 hours doing farm tours, professional development, extension activities, and workshops. All students also developed a professional research poster and 4- H activity lesson plan. The interns connected with over 40 professionals from NC State, NC Extension, industry and non-profit representatives, and business/farm owners. b) Data collected; Pre & post evaluation surveys were conducted that evaluated students' knowledge & skills related to agricultural production in North Carolina, understanding the role of Extenion, communicating about sustainable agriculture, and analyzing an agricultural problem, as well as awareness of agricultural career paths and future plans. c) Summary statistics & discussion: Students experienced a self-reported average increase in all 10 of the knowledge area goals, including the following knowledge areas: The research process Career opportunities available in the agriculture sector Curriculum development for teaching an agricultural subject to K-12 students The process of applying to a graduate school program and identifying funding sources The role of Cooperative Extension in NC agriculture and food systems Educational programming associated with Cooperative Extension Diversity of agricultural production practices and producers across NC Identifying specific challenges that producers face in meeting the demands of growing food and fiber sustainably Identifying and explaining the three expressions of racism Understanding how racism has impacted our food systems Students also experienced a self-reported average increase in all nine of the skill areas identified as goals. Skill areas evaluated included: Identifying an agricultural research problem Designing an experiment to address the research problem Collecting valid research data Analyzing data in ways appropriate to the research question and research design Developing a professional poster for presenting your research Communicating your research findings effectively to a professional group Developing an educational lesson plan on an agricultural subject Explaining the topic of sustainable agriculture to various audiences Critically analyze an agricultural or food systems problem The post-internship surveys also measured student aspirations and potential behavior changes that demonstrate more medium- and long-term outcomes of the internship. The biggest changes in plans were increases in the following areas: Plans to engage in agricultural research in the near future Plans to pursue a graduate program in an agricultural discipline Plans to pursue a career in agriculture or food systems? d) Key outcomes: All students reported increases in knowledge, confidence and skills related to our goals. 100% of students reported an interest in graduate school in agriculture and/or a career in agriculture compared to only 50% at the beginning of the program. Obj 5: Promoteprogram as a model for other institutions through journal articles, conference presentations, webinars, social media, and by student and mentor participation in research, extension, and academic conferences. a) Major activities completed PI Cruz presented an overview of the program at the USDA Project Directors meeting in 2023. One video about the program was made and there have been numerous social media posts about the ASPIRE program. One student completed their Thesis on the program and is working on a journal article. Obj 6: Institutionalize & sustain the program after the USDA funding ends. 1) Major activities completed Program coordinators were able to re-apply to USDA and received a 5 year grant for the continuation of the program. Moreover, CEFS was able to fundraise and increase the number of participants.

Publications

  • Type: Conference Papers and Presentations Status: Published Year Published: 2023 Citation: Cruz, A. Sharing our model: Agroecology Scholars Program in Research and Extension (ASPIRE) for Diversity. Oral Presentation at the USDA Research and Education Project Directors Annual Meeting. (April 2023).
  • Type: Journal Articles Status: Under Review Year Published: 2024 Citation: D'Amico-Willman, K.M., Ritchie, D.F., Smith, A.M., Heiberger, H., Huerta, A.I. 20XX. Genetically similar Xanthomonas arboricola pv. pruni strains and associated phage display phenotypic and genotypic variation across 35 years. Phytobiomes. (in review).
  • Type: Conference Papers and Presentations Status: Published Year Published: 2024 Citation: Harnessing beneficial microbes for sustainable agriculture and climate resilience. Carolina Farm Stewardship Association's 2023 Sustainable Agriculture Conference, Durham NC, 11/12/2023
  • Type: Conference Papers and Presentations Status: Published Year Published: 2023 Citation: McCallum L, Serrano Perez M, Betony A, Choudoir M (2023) Rhizobia trait variation offers insights into plant-microbe symbiosis in agroecosystems. ASA, CSSA, SSA International Annual Meeting; St. Louis, MO, October 29-November 1 (poster presentation)
  • Type: Theses/Dissertations Status: Published Year Published: 2023 Citation: Geist, Katrina. "Cultivating connection in the Covid era: student experiences in an in-person agroecology internship after experiencing pandemic learning." Masters Capstone in the Department of Sociology & Anthropology, North Carolina State University.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2023 Citation: Heiberger, H.; D'Amico Willman, K.; Huerta, A. Exploring how bacteriophages infect the peach pathogen, Xanthomonas arboricola pv. pruni. Poster Presentation at the Summer Undergraduate Research & Creativity Symposium. (July 2023)
  • Type: Conference Papers and Presentations Status: Published Year Published: 2023 Citation: Blair, S.E.; Oliveira, L.A.; Havverroth, E.J.; Simpson, E.; Taggart, M.; Cardoso, A.A. Characterizing Water Transport in Biofertilizer Inoculated Crops. Poster Presentation at the Summer Undergraduate Research & Creativity Symposium. (July 2023)
  • Type: Conference Papers and Presentations Status: Published Year Published: 2023 Citation: Godwin, J.; George, A.; Suchoff, D. Analyzing Different Cover Crops for Early Season Weed Control in Fiber Hemp. Poster Presentation at the Summer Undergraduate Research & Creativity Symposium. (July 2023)
  • Type: Conference Papers and Presentations Status: Published Year Published: 2023 Citation: Marks, B.; Schoeppner, E.; Zorilla, A.; Woodley, A.; Huseth, A. Habitat Risk Assessment for Melanotus communus (Gyllenhaal) among Various Cropping Strategies and Forest Succession. Poster Presentation at the Summer Undergraduate Research & Creativity Symposium. (July 2023)
  • Type: Conference Papers and Presentations Status: Published Year Published: 2023 Citation: McCallum, L.; Serrano-Perez, M.; Betony, A.; Choudoir, M. Rhizobia Trait Variation Offers Insights into Plant-Microbe Symbiosis in Agroecosystems. Poster Presentation at the Summer Undergraduate Research & Creativity Symposium. (July 2023)
  • Type: Conference Papers and Presentations Status: Published Year Published: 2023 Citation: Ingram, C.; Smolski, A.; Schulman, M. Building Community Networks: The Role of Farmer Organizations and Keystone Leaders. Poster Presentation at the Summer Undergraduate Research & Creativity Symposium. (July 2023)
  • Type: Conference Papers and Presentations Status: Published Year Published: 2023 Citation: White, G.; Goldsmith, A.; Dobbs, A.; Leon, R.G. Comparing the Efficiency of Aerial RGB vs. Multispectral Imaging in Differentiating Weeds from Corn. Poster Presentation at the Summer Undergraduate Research & Creativity Symposium. (July 2023)
  • Type: Conference Papers and Presentations Status: Published Year Published: 2023 Citation: Zorilla, A.; Teasley, F.; Woodley, A. Characterizing the Spatial Heterogeneity of Soil Health Metrics Across Diverse Farming Systems. Poster Presentation at the Summer Undergraduate Research & Creativity Symposium. (July 2023)
  • Type: Conference Papers and Presentations Status: Published Year Published: 2023 Citation: Coleman, A.; Allen, A. Initial Study of a Trash Trouts Impact on Water Quality. Poster Presentation at the Summer Undergraduate Research & Creativity Symposium. (July 2023)
  • Type: Conference Papers and Presentations Status: Published Year Published: 2023 Citation: Fahlen, E.; Levenson, H. Potential for Biological Control of Spotted Wing Drosophila Using Adventive Parasitoids. Poster Presentation at the Summer Undergraduate Research & Creativity Symposium. (July 2023)


Progress 04/01/22 to 03/31/23

Outputs
Target Audience:The goal was to recruit 30 students, 10 per year for 3 years with at least 50% women and at least 40% from traditionally underrepresented groups to participate in a 10-week paid summer program. For the second year, our REEU program had over 60 applicants. Overall, 46% of the student participants were from underrepresented minorities (black, indigenous, people of color, first-generation college students, and veterans) and 56% of participants identify as women. The interns came from varied agricultural backgrounds. The interns came from 9 different colleges and universities including private liberal arts, ivy league, land grant, and non-land grant institutions. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?During the course of the program, interns worked at least 300 hours with their mentors and spent almost 80 hours doing farm tours, professional development, extension activities, and workshops. Over the course of the internship all students also developed a professional research poster and 4-H activity lesson plan. The interns connected with over 40 professionals from NC State university, NC Extension, industry and non-profit representatives, and business/farm owners. Specific workshops that were developed and implemented for this internship program included: 1. Introduction to Racial Equity 2. Introduction to Sustainable Agriculture and Agroecology 3. Cultural awareness and implicit bias 4. Introduction to farming systems level research 5. Lab Safety 6. Understanding soil health 7. Introduction to Extension and Land Grant Universities 8. Introduction to the Farm Bill and Agricultural Policy 9. Research Ethics 10. Funding Graduate School 11. Importance of Working with Youth and 4-H 12. DiSC Workshop 13. Designing a Research Poster 14. Technology in Agriculture 16. Career Panel: Exploring Careers in Extension 17. Career PAnel: Exploring non profit careers 18. Lecture - State of our food system 19. Discussion with Ag. Professionals "Things every farmer I know wishes you knew" How have the results been disseminated to communities of interest?Results from Year 1 and 2 were disseminated within the NC State University community to Co-Pi's, the Advisory Committee and affiliated faculty and staff. Results were also presented at a national conference of agriculture educators. We are currently working on a publication to submit to the NACTA journal. What do you plan to do during the next reporting period to accomplish the goals? Nothing Reported

Impacts
What was accomplished under these goals? With a gap between job openings & graduates to fill those openings, agroecology educational programs can help attract new individuals to ag sciences as well as broaden their career prospects. There is a critical need for targeted recruitment of under-represented groups in ag sciences. The ASPIRE Internship was a 10-week REEU program facilitated by the Center for Environmental Farming Systems (CEFS) and conducted at NC State University. The program consisted of 5 main activities: i) farm tours introducing students to diverse communities & agriculture across NC; ii) faculty & graduate student mentored research training; iii) structured mentorship & networking ; iv) integrated extension activities; and v) student-centered professional skills development & agriculture career exploration. Program coordinators were able to secure additional funding to increase the program size to 13 participants instead of the original 10. Program coordinators and faculty mentors from 6 departments selected the 13 undergraduate participants for the program. Overall, 46% of the participants were from underrepresented minorities and 54% were female. During the course of the program, interns worked at least 300 hours with their mentors and spent almost 80 hours doing farm tours,professional development, extension activities, and workshops. Over the course of the internship all students developed a professional research poster and 4-H activity lesson plan. The interns connected with over 40 professionals from NC State, NC Extension, industry and non-profit representatives, and business/farm owners. By engaging diverse undergraduates in hands-on, cutting-edge agriculture and food systems research while providing structured professional development training, we have increased both student interest and ability to build careers in agriculture and food systems. Program coordinators evaluated the interns' knowledge and confidence levels before and after the internship as well as potential long term practical changes. For most student interns, knowledge, and skills more than doubled over the 10-week internship. Obj 1: Recruit 30 undergraduates (10/year) with a target enrollment of 50% women and 40% underrepresented groups, including underrepresented ethnicities, first generation college students & economically disadvantaged groups. a) Major activities completed There were over 60 applicants in 2022. Overall, 46% of the student applicants were from underrepresented minorities b) Data collected ethnicity, gender, university/college, degree program, agricultural background. c) Summary statistics & discussion Ethnicity: 54% white (not of hispanic origin), 15% African-American, 15% Hispanic/Latino, 8% American Indian/ Native American, 8% multiple/mixed ethnicities Gender: 54% female & 46% male interns. Universities represented: NC State University (5), Cornell University (1), Duke University (1) UC Berkeley (1), Colorado State University (1), University of North Carolina at Pembroke (1), University of Puerto Rico, Mayagüez Campus (1), Davidson College (1), Robeson Community College (1). Majors represented: Environmental Science and Policy and/or Computer Science, Molecular Environmental Biology, Soil and Crop Sciences, Agroecology & Sustainable Food Systems, Biology: Agriculture Science Emphasis, General Agriculture, Ag Science, Ag and Environmental Systems, Environmental Studies; Spanish Language and Literature, International Agriculture and Rural Development, Associates of Science, Agroecology & Plant Biology d) Key outcomes All 13 students finished the program Obj 2: Increase students' knowledge & technical skills in sustainable agriculture research through focused faculty mentored research projects. a) Major activities completed; During the course of the program, interns worked at least 300 hours with mentors . All students developed an independent research poster and presented at the Undergraduate Research Symposium b) Data collected; Pre & post evaluation surveys were conducted of the students knowledge and confidence in conducting research c) Summary statistics & discussion: Pre & post surveys of the students demonstrate increases in skill development, especially in the areas of: a) Collect valid data; b) Communicate your research findings effectively to a professional group; c) Critically analyze an agricultural or food systems problem. d) Key outcomes. All students reported increases in knowledge & confidence in their research skills. All students finished their research projects and presented a research poster. Obj 3: Enhance students' awareness of innovative extension programs addressing agriculture and food systems challenges through students' active participation in extension activities and/or curriculum development. Obj 4: Increase students' critical thinking, communication, leadership skills and awareness of agriculturalcareer paths through diverse professional development activities and network building. (reporting 3 and 4 together) a) Major activities completed During the course of the program, interns spent 80 hours doing farm tours, professional development, extension activities, and workshops. Over the course of the internship all students developed a professional research poster and 4- H activity lesson plan. The interns connected with 40 professionals from NC State university, NC Extension, industry and non-profit representatives, and business/farm owners. b) Data collected; Pre & post evaluation surveys were conducted of the students knowledge and confidence c) Summary statistics & discussion: Students experienced a self-reported average increase in all 10 of the knowledge area goals. The 3 greatest knowledge gains were in: a) Career Opportunities available in the agriculture sector; b) The role of Cooperative Extension in NC agriculture and food systems; c) The research process. Students experienced a self-reported average increase in all ten of the skill areas identified as goals. The 3 greatest skill gains were in: a) Collect valid data; b) Communicate your research findings effectively to a professional group; c) Critically analyze an agricultural or food systems problem. The post-internship surveys also measured student aspirations and potential behavior changes that demonstrate more medium- and long-term outcomes of the internship. The most reported practice changes included: a) Seeking internship or other professional development opportunities to expand your agricultural knowledge and experience; b) Pursue a career in agriculture or food systems; c) Present your research poster at a professional conference; d) Engage in agricultural research in the near future. d) Key outcomes: All students reported increases in knowledge and confidence and many changed their career plans to pursue a career in agriculture and/or food systems. Obj 5: Promote ASPIRE for Diversity program as a model for other institutions through journal articles, conference presentations, webinars, social media, and by student and mentor participation in research, extension, and academic conferences. a) Major activities completed PI Cruz presented an overview of the program at the Sustainable Agriculture Education Association (SAEA) National Conference in 2022 (citations in products section) and served on a panel discussion at the conference on agroecology research opportunities for undergraduate students. Obj 6: Institutionalize and sustain the ASPIRE for Diversity program after the USDA funding ends. 1) Major activities completed Program coordinators were able to obtain additional funding for the ASPIRE program in Year 1 and 2 to increase participation by 3 students for a total of 13 students for each year (additional 6 students total). We are already moving in the direction of sustaining the program.?

Publications

  • Type: Conference Papers and Presentations Status: Published Year Published: 2022 Citation: Arline, J. R.; Levenson, H. K.; Burrack, H. J. Pest Management Practices in Blackberries and their Impacts on Pollination. Poster Presentation at the Summer Undergraduate Research & Creativity Symposium. (2022)
  • Type: Conference Papers and Presentations Status: Published Year Published: 2022 Citation: Cruz, A., Schroeder-Moreno, M. Creating diverse internships for changing career opportunities in sustainable agriculture and food systems. Oral Presentation at the Sustainable Agriculture Education Association Annual Conference (2022).
  • Type: Conference Papers and Presentations Status: Published Year Published: 2022 Citation: Nordstrom, K., Mendez, M.E., Cruz, A. Undergraduate Agroecology Research Fellowships Transdisciplinary Co-Learning in Agroecology. Panel Presentation at the Sustainable Agriculture Education Association Annual Conference (2022).
  • Type: Conference Papers and Presentations Status: Published Year Published: 2022 Citation: Meis, B. 2022. Poultry Litter Influence on Germination and Radicle Length. Baltimore, MD. ASA, CSSA, and SSSA International Meeting.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2021 Citation: Heather, K.R., S.B. Kulesza, A.L. Woodley, and G.M. Kilroy. 2021. Impact of Cover Crop Type and Management on the Efficacy of Urease Inhibitors. Salt Lake City, UT. ASA, CSSA, and SSSA International Meeting.
  • Type: Journal Articles Status: Submitted Year Published: 2023 Citation: Reading B.J., Pottle, K.B., Andersen, L.K., Ducharme, E.E., Kenter, L.W., Berlinsky, D.L., McGinty, A.S., Hopper, M.S., Clark, R.W. Domestic striped bass (Morone saxatilis) broodstock diets, fecundity, and egg quality. Submitted Summer 2023 to Journal of the World Aquaculture Society.
  • Type: Theses/Dissertations Status: Published Year Published: 2023 Citation: Pottle, K. B. (2023). The Future of Americas Farming Industry Utilizing Aquaculture, Striped Bass: A Case Study Example. Honors Thesis Presentation at Davidson College, Department of Environmental Studies. April 26.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2023 Citation: Pottle, K. B., Andersen, L.K, Reading, B.K. (2023). StriperHub and the National Breeding Program for the Striped Bass Breeding Program. Presented at 2023 World Aquaculture Society Triennial Meeting. February 24-25, 2023. New Orleans, LA. Poster Presentation.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2022 Citation: Pottle, K. B., Andersen, L.K, Reading, B.K. (2022). StriperHub and the National Breeding Program for the Striped Bass Breeding Program. Presented at Davidson College Summer Research Symposium. September 13, 2022. Davidson, NC. Poster Presentation.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2022 Citation: Fox, A.; Ramsey, S. A.; Dobbs, A.; Oreja, F.; Dagar, A.; Leon, R.G. Exploring Interactive Responses Between Cover Cropping and Preemergence Herbicides. Poster Presentation at the Summer Undergraduate Research & Creativity Symposium. (2022)
  • Type: Conference Papers and Presentations Status: Published Year Published: 2022 Citation: Williams, A.; Woodley, A. Kelp as a Soil Amendment - Nutrient Release and Greenhouse Gas Mitigation Potential. Poster Presentation at the Summer Undergraduate Research & Creativity Symposium. (2022)
  • Type: Conference Papers and Presentations Status: Published Year Published: 2022 Citation: Meis, B.; Kulesza, S.; Kilroy, G.; Leon, R.G. Poultry Litter Impacts Germination and Increases Abnormal Radicles. Poster Presentation at the Summer Undergraduate Research & Creativity Symposium. (2022)
  • Type: Conference Papers and Presentations Status: Published Year Published: 2022 Citation: Matusko, B.; Hatton, A.; Gillespie, C.; Hu, S. The Relationship between AMF Colonization and N:P Ratios in Maize. Poster Presentation at the Summer Undergraduate Research & Creativity Symposium. (2022)
  • Type: Conference Papers and Presentations Status: Published Year Published: 2022 Citation: Halker, A.; Helms, C.; Suchoff, D. Investigating No-till Fiber Hemp Production Utilizing Cover Crop Mulch for Weed Management. Poster Presentation at the Summer Undergraduate Research & Creativity Symposium. (2022)
  • Type: Conference Papers and Presentations Status: Published Year Published: 2022 Citation: Jacobs, H.; D'Amico-Willman, K.; Huerta, A. Interactions between the peach pathogen Xanthomonas arboricola pv. pruni and bacteriophage. Poster Presentation at the Summer Undergraduate Research & Creativity Symposium. (2022)
  • Type: Conference Papers and Presentations Status: Published Year Published: 2022 Citation: Chabeda, M.; Butoto, E.; Holland, J.The Effect of Selecting for Early Flowering on Tassel Length in Tropical Maize. Poster Presentation at the Summer Undergraduate Research & Creativity Symposium. (2022)
  • Type: Conference Papers and Presentations Status: Published Year Published: 2022 Citation: Rosendo, M. A.; D'Amico-Willman, K.; Huerta, A. Exploring the phenotypic and genetic diversity of Xanthomonas arboricola pv. pruni, a bacterial pathogen of peach, to develop alternative treatment to copper tolerance in pathogen populations. Poster Presentation at the Summer Undergraduate Research & Creativity Symposium. (2022)
  • Type: Conference Papers and Presentations Status: Published Year Published: 2022 Citation: DiGiovanni, M.; Smolski, A.; Schulman, M.; Pietrosemoli, S.; Tiezz, F. Pasture and Perseverance: Maintaining Sustainable Livelihoods on North Carolina Niche Meat Farms. Poster Presentation at the Summer Undergraduate Research & Creativity Symposium. (2022)
  • Type: Conference Papers and Presentations Status: Published Year Published: 2022 Citation: Pottle, K.; Andersen, L.; Reading, B. StriperHub and the National Breeding Program for the Striped Bass Industry. Poster Presentation at the Summer Undergraduate Research & Creativity Symposium. (2022)
  • Type: Conference Papers and Presentations Status: Published Year Published: 2022 Citation: Lopez-Alfonzo, J. I.; Ward, S.H. Impact of heat stress on lactating dairy cow performance. Poster Presentation at the Summer Undergraduate Research & Creativity Symposium. (2022)


Progress 04/01/21 to 03/31/22

Outputs
Target Audience:The goal was to recruit 30 students, 10 per year for 3 years with at least 50% women and at least 40% from traditionally underrepresented groups to participate in a 10-week paid summer program. For the first year, our REEU program had over 130 applicants. Overall, 60% of the student participants were from underrepresented minorities (black, indigenous, people of color, first-generation college students, and veterans). The interns came from varied agricultural backgrounds. The interns came from 8 different colleges and universities including private liberal arts, ivy league, land grant, and non-land grant institutions. Changes/Problems:COVID-19 presented many challenges for program planning and implementation, yet the program was successfully held in-person with interns and staff following NC State and CDC recommended health and safety guidelines.The 4-day farm tour was converted to shorter 1 day trips and no overnight due to COVID. What opportunities for training and professional development has the project provided?During the course of the program, interns worked at least 320 hours with their mentors and spent almost 80 hours doing farm tours, professional development, extension activities, and workshops. Over the course of the internship all students also developed a professional research poster and 4-H activity lesson plan. The interns connected with over 40 professionals from NC State university, NC Extension, industry and non-profit representatives, and business/farm owners. Specific workshops that were developed and implemented for this internship program included: Introduction to Racial Equity Introduction to Sustainable Agriculture Cultural awareness and implicit bias Introduction to farming systems level research Lab Safety Understanding soil health Introduction to Extension and Land Grant Universities Introduction to the Farm Bill and Agricultural Policy Research Ethics Funding Graduate School Importance of Working with Youth DiSC Workshop Designing a Research Poster Technology in Agriculture Dairy in NC Discussion and Tour Exploring Careers in Extension Exploring non profit careers How have the results been disseminated to communities of interest?Results from Year 1 were dissiminated within the NC State University community. After year 2 is complete, the goal is to work on a publication that will be dissiminated more widely. What do you plan to do during the next reporting period to accomplish the goals? Nothing Reported

Impacts
What was accomplished under these goals? With a gap between job openings and graduates to fill those openings, agroecology educational programs can help attract new individuals to agricultural sciences as well as broaden their career prospects. In addition to attracting and training more students to agricultural careers, there is a critical need for targeted recruitment of under-represented groups in agricultural sciences. The ASPIRE Internship was a 10-week Research and Extension Experience for Undergraduates (REEU) internship program facilitated by the Center for Environmental Farming Systems (CEFS) and conducted at North Carolina State University. The program consisted of 5 main activities: i) farm tours introducing students to diverse communities and agriculture across NC; ii) faculty and graduate student mentored research training; iii) structured mentorship and networking opportunities; iv) integrated extension activities; and v) student-centered professional skills development and agriculture career exploration. Program coordinators were able to secure additional funding to increase the program size to 13 participants instead of the original 10. Program coordinators along with faculty mentors from six departments hand selected the final 13 undergraduate participants for the program. Overall, 69% of the student participants were from underrepresented minorities. During the course of the program, interns worked at least 320 hours with their mentors and spent almost 80 hours doing farm tours, professional development, extension activities, and workshops. Over the course of the internship all students also developed a professional research poster and 4-H activity lesson plan. The interns connected with over 40 professionals from NC State university, NC Extension, industry and non-profit representatives, and business/farm owners. By engaging diverse undergraduates in hands-on, cutting-edge agriculture and food systems research while providing structured professional development training, we have increased both student interest and ability to build careers in agriculture and food systems. Program coordinators evaluated the interns' knowledge and confidence levels before and after the internship as well as potential long term practical changes. For most student interns, knowledge, and skills more than doubled over the 10-week internship. Objective 1:Recruit 30 undergraduate students (10 each year) with a target enrollment of 50% women and 40% underrepresented groups, including underrepresented ethnicities, first generation college students and economically disadvantaged groups. a)Major activities completed There were over 130 applicants. The program coordinators along with faculty mentors from six departments hand selected the final 10 undergraduate participants for the program. Overall, 60% of the student participants were from underrepresented minorities (black, indigenous, or people of color, first-generation college students, and veterans). The interns came from varied agricultural backgrounds ranging from grew up on a farm or spent significant time on a farm to grew up in a suburban area with no exposure to agriculture. The interns came from 8 different colleges and universities including private liberal arts, ivy league, land grant, and non-land grant institutions. b) Data collected; ethnicity, gender, university/college, degree program, agricultural background. c) Summary statistics and discussion of results- Ethnicity: 60% white (not of hispanic origin), 20% African-American, 10% Hispanic/Latino, 10% Asian/Pacific Islander. Gender: 60% female and 40% male interns. Universities represented: NC State University (3 interns), NC A&T University (2 interns), Univerity of Mount Olive (1 intern), Virginia Tech (1 intern), West Virginia University (1 intern), Cornell University (1 intern), Barnard College (1 intern). Majors represented: International Agriculture and Rural Development (1), Agronomy and Spanish language/lit.(1), Agroecology and Sustainable Food Systems (2), Animal Science (1), Agriculture and Environmental Sciences (2), Biological Systems Engineering with a focus in Agriculture (2), Economics (1), Environmental, Soil and Water Sciences (1), Environmental Resources and Livestock Science (1). d) Key outcomes All 10 students finished the program Objective 2:Increase students' knowledge and technical skills in sustainable agriculture research through focused faculty mentored research projects. a) Major activities completed / experiments conducted; During the course of the program, interns worked at least 320 hours with their mentors . All students developed an independent research poster and presented it at the Undergraduate Research Symposium b) Data collected; Pre and post evaluation surveys were conducted of the students knowledge and confidence in conducting research c) Summary statistics & discussion of results Pre and post surveys of the students demonstrate increases in skill development, especially in the areas of: a) Analyzing data in ways appropriate to the research question and research design; b) Critically analyzing an agricultural or food systems problem, d) Key outcomes. All students reported increases in knowledge and confidence in their research skills. All students finished their research projects and presented their research poster. Objective 3:Enhance students' awareness of innovative extension programs addressing agriculture and food systems challenges through students' active participation in extension activities and/or curriculum development. Objective 4:Increase students' critical thinking, communication, leadership skills and awareness of agricultural career paths through diverse professional development activities and network building. (reporting 3 and 4 together) a) Major activities completed / experiments conducted; During the course of the program, interns spent almost 80 hours doing farm tours, professional development, extension activities, and workshops. Over the course of the internship all students also developed a professional research poster and 4-H activity lesson plan. The interns connected with over 40 professionals from NC State university, NC Extension, industry and non-profit representatives, and business/farm owners. b) Data collected; Pre and post evaluation surveys were conducted of the students knowledge and confidence c) Summary statistics & discussion of results Students experienced a self-reported increase in all ten of the knowledge areas goals (Figure 3). The three highest levels of knowledge gains were in: a) Identifying specific challenges that producers face in meeting the demands of growing food and fiber sustainably; b) Diversity of agricultural production practices and producers across North Carolina; and c)The process of applying to a graduate school program and identifying funding sources. Pre and post surveys of the students demonstrate increases in skill development (Figure 4), especially in the areas of: a) Analyzing data in ways appropriate to the research question and research design; b) Critically analyzing an agricultural or food systems problem, and c) Explaining the topic of sustainable agriculture to various audiences. d) Key outcomes All students reported increases in knowledge and confidence Objective 5:Promote ASPIRE for Diversity program as a model for other institutions through journal articles, conference presentations, webinars, social media, and by student and mentor participation in research, extension, and academic conferences. No progress yet Objective 6:Institutionalize and sustain the ASPIRE for Diversity program after the USDA funding ends. 1) Major activities completed / experiments conducted; Program coordinators were able to obtain additional funding for the ASPIRE program in Year 1 to increase participation by 3 students for a total of 13 students. Already moving in the direction of sustaining the program.

Publications


    Progress 04/01/20 to 03/31/21

    Outputs
    Target Audience: Nothing Reported Changes/Problems:Despite the delayed start due to COVID-19, we expect no major change to the program or objectives. 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?1) We are currently recruiting students and plan to host our first round of 10 interns this summer. 2) We have developed an evaluation plan to measure progress through goals 2-4. 3) We are currently conducting a literature review to move us forward in writing up a publication about the internship program and share the model with other institutions.

    Impacts
    What was accomplished under these goals? We had planned to launch the program in 2020, but due to COVID-19, we delayed the launch until 2021. At this point we are recruiting students and no official programming has taken place. We did recruit 10 top students, with 60% women and 50% from underrepresented groups. However, they were not able to participate in the program because it was cancelled.

    Publications