Progress 04/01/20 to 03/31/25
Outputs
Target Audience:Collaborations with OSU units includingthe Colleges of Agricultural Sciences, and Health, Pre-College Programs and Global Opportunites have improved ourtraining foragriculture,natural resources and STEM,--creating service-learningmutually beneficial relationships for our students as well as for government agencies, educational institutions, and nonprofit community organizations. We have collaborated with numerous state, federal, and nonprofit organizations on a wide range of initiatives, including water quality monitoring, ecological restoration projects, trash and debris removal, the development and delivery of agricultural and natural resources curriculum for K-12 students, and the creation and support of community and school gardens. We advertised and solicited applications from undergraduate students with high interests in research, STEM and career training in food, agriculture, natural resources and human sciences. We had three times the number of applicants than we could accommodate. Our selection process for 22 scholars prioritizedfirst-generation, low income, most as Degree Partnership Program which are dual enrolled students at state community collegesor transfer students as prescribed by grant priorities.REEU funding in our last cohort, academic year 2024-25 enabled 22 undergraduate and 2 graduateOSU students across six colleges (Agricultural Sciences, Forestry, Science, Health, Earth, Ocean and Atmospheric Sciences, and Engineering) and 13 majors to participate in academic-year research, service-learning, and professional development. The program goal was to serve 30 students but ultimately resulted in 67 completedresearch projects from 61 students across three summer and two academic year cohorts, achieving a 98% retention/graduation rate and thus far a 30% matriculation rate to graduate or professional school. Key findings highlight the power of community-building, near-peer mentorship, and flexible programming in supporting student persistence and expanding access to Food, Agriculture, Natural resources, and Human sciences (FANH) careers. Service-learning, viacommunity gardens play an important role in this effort by enhancing nutrition, encouraging physical activity, and fostering environmental education and public health--all of which contribute to a higher quality of life. Another service-learning aspect included outreach to high school students allowing research fellows to design curriculum, and share their reserch work improving organization and science communication skills. Student Experience Participants consistently cited the "community of scholars" model as the most significant contributor to their academic and personal growth: Mentorship and peer learning were foundational to project success . Service-learning expanded civic engagement and world view perspective, particularly during Puerto Rico experiences. Professional development workshops enhanced preparedness for employment and graduate school. Changes/Problems:Implementation Challenges and Lessons Learned Recruitment and participation challengesduring COVIDwere mitigated through remote professional development programming, and virtual and hybrid service-learning and peer mentoring. Stipend inadequacy due to inflation prompted a shift to academic-year programs. Research access for community college students improved through Degree Partnership Program and service-learning integration. During years 1 and 2 we were most impacted by Covid and difficulties to match new students to research and resulted in remote or hybrid programming but opend up opportunities to match students to Branch Experiment Station research at locations across the state. Year 3 was a struggle due to inflation and similar to year 5, resulted in academic year research programs. Only Year 4 fit the summer, full-time, residential model and half the program recruits came from Puerto Rico. The savings from not having to pay for summer housing during all 5 years, allowed us to more than double the number of students trainied. REEU funding in 2025 - Year 5 - enabled 24 OSU students across six colleges and 13 majors to participate in academic-year research, service-learning, and professional development. In 2024 - Year 4-, six students traveled to Puerto Rico for service-based training and then recruited and hosted six peers from InterAmerican University for summer research fellowships at OSU. All 12 from 2024 and all 22 undergrads from 2025completed faculty-mentored research projects, contributing to scholarship across agricultural science, biotechnology, environmental sustainability, public health, andeducation. The following year, this exchange model was adopted by our faculty host, USDA plant biotechnology researcher, Dr. Alok Arun, at InterAmerican University in Puerto Rico and replicated at California State University, Stanislaus--evidence of the program'snational impact. From this experience, several best practices emerged: Flexibility and responsiveness are essential for ethical short-term partnerships. Partner-defined success ensures relevance and community benefit. Material support--not just labor--can extend the value of university partnerships. Guided student preparation and reflection helpsbuildstudents understanding of complex social and food systemissues. Student learning and community impact were documented in several ways. At some of the partner sites, staff members took photos and videos of the collaboration and shared them on the organization's social media pages to highlight the partnership. In addition, our students created impact posters that reflected on both their personal learning and the tangible contributions made to community partners. These were presented at two college-based events. To continue sharing what we've learned and to promote best practices in ethical, community-centered global engagement, our instructor team plans to present this service-learning model at the 2025 OSU Engagement Conference. Key outcomes include: A scalablemodel for study abroad and undergraduate research. Significant gains in student achievement, scholarly output, and mentoring relationships. Integration of service-learning and international engagement into research preparation. Lastingchanges through interdisciplinary faculty partnerships. This university-community-federal partnership demonstrates a powerful model for embedding scholarship, and real-world relevance into undergraduate education, aligning with and amplifying OSU's mission of discovery, access, and global engagement. What opportunities for training and professional development has the project provided?The following 22 undergraduate research projects were completed with research faculty mentors during 20 weeks Oct-Mar-- Fall 24 and Winter 25 terms and presented on the OSU campus during Celebrating Undergraduate Excellence.All research projects include the following acknowledgement -- This work is supported by theUSDA NIFA AFRI EWDREEU--2020-67037-30670/1021806from the U.S. Department of Agriculture, National Institute of Food and Agriculture and results are disseminated at annual Project Director meetings, federal reports and publications and presentations. *Investigation Of Grape Skin Thickness And Grape Skin Lipid Content For Differences In Smoke Taint Composition. *Crop production (wheat/tomatos) evaluation and improvements *Does SGLT2 Inhibitor Treatment Impact Skeletal Muscle in Mitochondrial Structure? *Identifying the Role of PS5α and Beta-nu Integrin in the Self-Recognition Pathway of Drosophila melanogaster *Corporate Sustainability and Nature: How Global Corporations Address Biodiversity and Nature Loss in Their Sustainability Reports *Ground Water Elevations within OSU sheep farm, Corvallis, OR. *The Effect Of Pulsed Electric Field On INDAZIFLAM And SIMAZINE Degradation From Soil *Characterization of Electrophysiological Properties of KTaV-3 Cells Using Whole-Cell Patch-Clamp *Single cell protein production from agro-waste, potato peels and edible fungi Rhizopus oligosporus & Aspergillus oryzae *Futile to Utile: Plastics to Fuel Design *From Relief to Resilience: Addressing Food Insecurity in Puerto Rico *Investigating Breast Cancer Metastasis: 3D Spheroid Models Reveal Collective Invasion Dynamics *Effects of HIV and AIDs in lower income communities *Exploring Cytotoxicity of Alkylated Polycyclic Aromatic Hydrocarbons in Primary Human Bronchial Epithelial Cells *Systems analysis of solar array on blueberry plant growth and yield. *The Impact of Gentrification on Housing in Puerto Rican Communities *Variation in Diatom Abundance in the Guts of Annelid Hosts of Ceratonova Shasta *The Impact of Workforce Shortages on Long-Term Care Safety. *Investigating the Impact of HPV Vaccination on Adolescent Sexual Health *Determining if minor active cannabinoidsin hemp seeds have an anti-inflammatory effect *Ocular, cervical, and rectal isolated clinical strains of Chlamydia trachomatisdemonstrate both ompAand pmpEhybrid lineages acquired through HGT *Student Voices, Global Choices: Study Abroad Expectations from CAS Students These research projects added to the total 67 completed projects for all five yearsunder the thematic areas -- *Thematic Area --Number of Projects Food, Nutrition & Health --12 Soil & Environmental Science -- 9 Water and & Irrigation --5 Public Health & Community Engagement --6 Plant Biology and Crop Improvement -- 7 Insect and Animal Scinece -- 8 Food Safety & Chemical Analysis -- 4 Renewable Energy and Sustainability -- 4 Social Science & Education --6 Other (biotech, wildlife microbiology, etc) --6 Intentional program design--rooted in mentorship, flexibility, and civic responsibility--can foster both student success and broader outreachchanges. Educational researchers and practitioners can adapt this model to other STEM disciplines, especially when aiming to improve participation, retention and graduation success for undergraduate students, particularly those without access to strong research opportunities. Best Practices Identified: Include intentional community-building activities for research scholars. Use near-peer mentors to scaffold student learning. Prioritize community-defined outcomes in service-learning. Provide flexible, part-time research opportunities to accommodate financial and academic needs. All 5 cohorts included service-learning, faculty-mentored research experience, science communicationtraining, access to USDA research science professionals, and food, agricultural, natural resources and human sciences career exploration. How have the results been disseminated to communities of interest? We are submitting abstract for the upcomingthird annual OSU Engagement Conference (December 4, 2025) forOSU faculty, staff, students, and community partners with current or future interest in public engagement and community-engaged scholarship. This conference is not discipline-specific. The call for proposals is now open. Submission deadline is September 12, 2025, 11:59 PM. We plan to share in ourproposalstrong examples of ourengagement work; reference relevant frameworks and best practices; and provide attendees with tools and ideas to apply to their own teaching, research, and/or outreach and engagement efforts. A key strategy for promoting broadly shared prosperity has been the development of our faculty-led, service-learning courses focused on supporting first-generation and low incomestudents and communities. Community gardens play an important role in this effort by enhancing nutrition, encouraging physical activity, and fostering environmental education and public health--all of which contribute to a higher quality of life. As a U.S. territory, Puerto Rico offers a unique cultural and historical setting for Oregon State University students to learn and engage. Many of our Spanish-speaking students find opportunities to strengthen their voice and leadership through this course. Additionally, Puerto Rico faces a poverty rate nearly double that of any U.S. mainland state, and its island geography makes it particularly vulnerable to natural disasters--underscoring the importance of service-learning efforts that are both meaningful and responsive to community needs. Collaboration with university partners--including Precollege Programs, MANRRS and SACNAS chapters at OSU, Global Opportunities, the College of Agricultural Sciences, and the College of Health--has created mutually beneficial relationships for our students as well as for government agencies, educational institutions, and nonprofit community organizations. We have collaborated with numerous state, federal, and nonprofit organizations on a wide range of initiatives, including water quality monitoring, ecological restoration projects, trash and debris removal, the development and delivery of agricultural and natural resources curriculum for K-12 students, and the creation and support of community and school gardens. USDA NIFA training grants have been leveraged to support student participation, foster a community of undergraduate research scholars, and provide structured opportunities for reporting and disseminating reflective impact posters, research, and program outcomes and improvements. 2025 Puerto Rico Service-Learning Trip: A Transformative Spring Break -- story is included on the College of Agricultural Sciences web site. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
Over spring break 2025, 24 students from Oregon State University embarked on an immersive 8-day service-learning journey through Puerto Rico, co-led by Dr. Rachel Jones (College of Agricultural Sciences), Dr. Doris Cancel-Tirado (College of Health), and Wanda Crannell (BioResource Research), and 2 MPH graduate program assistants and mentors. With a focus on sustainable agriculture, community resilience, and engaged communitylearning, the trip offered students hands-on experience working alongside local partners in San Juan, Luquillo, and Río Grande. Collaborating with organizations like the Capetillo Community Garden, Luz de Amor, and the Caño Martín Peña Land Trust, students explored topics spanning urban agriculture, public health, and sustainable development. The program included everything from community-led bike tours and garden restoration projects to visits at the USDA's tropical forestry institute and visits toEl Yunque National Forest and historic San Juan. Deep partnerships with Puerto Rican leaders and scientists enriched the experience, emphasizing mutual learning and long-term impact. While the trip challenged participants with logistical hurdles and the island's tropical temperature and humidity, it ultimately left them with lasting insights into the power of local leadership, willingness to engage in community-based exploration and learning, and community-engaged scholarship. Students were able to apply skills learned in the classroom to real-world situations. These 22 students join the previous four cohorts, of45undergraduate research projects,and outcomes of a five-year, USDA-funded Research and Extension Experiences for Undergraduates (REEU) program focused on engaging and training first-generation, low income and students without out previous access to strong research opportunities,in agricultural and STEM fields through related FANH research training and service-learning. The program goal was to serve 30 students but ultimately resulted in 67 completed research projectsfrom 61 students across three summer and two academic year cohorts, achieving a 98% retention/graduation rate and thus far a 30% matriculation rate to graduate or professional school. Key findings highlight the power of community-building, near-peer mentorship, and flexible programming in supporting student persistence and expanding access to Food, Agriculture, Natural resources, and Human sciences (FANH) careers. A key strategy for promoting broadly shared prosperity has been the development of our faculty-led, service-learning courses focused on supporting first-generation and low income students and communities. Community gardens play an important role in this effort by enhancing nutrition, encouraging physical activity, and fostering environmental education and public health--all of which contribute to a higher quality of life. The project demonstrates an adaptable model for integrating community-engaged learning with research participation, especially for first generation, and low income studentsin higher education.
Publications
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2024
Citation:
Colon, C.A., Mermer, S., Renteria, D., Berset, J. Schmokel, C. Dept of Environmental and Molecular Toxicology, Oregon State U. 97331. Assessing the Prevalence of Per- and Polyfluoroalkyl Substances (PFAS) in Bottled Water. 2024 ACS local Section Puerto Rico 47th ACS Senior Technical Meeting.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2025
Citation:
Crannell, WK, Caballero-Ignacio, C. Association of Public-Land Grant Universities, Academic Programs Staff Development Workshop: Real-world Research in Times of Disengagement Means Meeting Students Where They Are. Tucson, AZ on February 10-12, 2025 (selected presentation).
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2024
Citation:
Crannell, WK, Jones, R., Rowe, S. Research Fellowships to Prepare Students for Careers in Food, Agriculture, Natural resources and Human sciences, FANrHs. REEU-ECN National PD meeting in Kansas City, MO. Oct. 10-11, 2024. (invited presentation).
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Progress 04/01/23 to 03/31/24
Outputs
Target Audience: Student Engaged, Service-Learning, Alive and Well at Oregon State University Instead of staying home, sleeping-in and preparing for a new term to begin, 22 Oregon State University students (6 REEUs)headed to Puerto Rico for an intensive 8-day program that left them tired, bruised, blistered, sunburned, bug-bitten and exhilarated. Students visited Old San Juan and Castillo San Felipe del Morro, El Yunque National Forest, snorkeled La Parguera Reef, planted 100 endemic forest trees with the non-profit organization Para la Naturaleza, cleared land and planted coffee trees at a local farm, collected garbage in Toro Negro Forest, and Cabo Rojo National Wildlife Refuge, delivered agricultural programming to over 80 high school students, dropped in on Campo Caribe hydroponics research production site and created a medicinal garden including gravity-fed irrigation system, fence installation, and created garden beds inspired by waves and Taino sun motifs on the grounds of Universidad Interamericana Barranquitas, Puerto Rico. Dr. Alok Arun, USDA Researcher connected us to his work sharinghis plant biotechnology research laboratory, and scheduled a visit to the University's Interactive Sciences Museum. We fell into our beds each night to the sounds of the coquis. While the accomplishments were great, the connections and collaborations made with the students, faculty and community members were even more impactful. We identified 6 OSU undergraduate research students to recruit from Puerto Rico andlook forward to welcoming students from Puerto Rico to the OSU Campus forsummer 2024 for an 8-week USDA NIFA REEU undergraduate research program. Changes/Problems:Our PI Shawn Rowehas left OSU and we had a delay in reporting due to having to change the PI and obtaining access to the reporting portal. Co-PI Crannell stepped up to continue the summer 2024 programming on-boarding and training the co-hort of 12 students in June. What opportunities for training and professional development has the project provided?Students were able to attend region VI MANRRS cluster and National SACNAS conferences to meet with USDA representatatives and learn about Pathways internships and federal hiring practices and share their research experiences. How have the results been disseminated to communities of interest?Student Engaged, Service-Learning, Alive and Well at Oregon State University College of Agricultural Sciences Student posters were presented at the College of Agricultural Sciences Ag and Natural Resource Day. * indicates REEU student 2024 Puerto Rico trip Amelia Harper -Coastal Resilience in Pueto Rico: Hurricanes and Food Security Amber Fultz -Community-based Conservation Projects in Puerto Rico: Enhancing Resilience and Sustainability *Brandy Deliguin -Agriculture for the Tropics Carolyn Crofford -Conserving the Canopy: Puerto Rico Inspiring Resiliency Through Cooperative Conservation. *Daniel Gonzalez Giron -Water Filtration: A Guide to Combat Water Pollution Elizabeth Sissi Lopez -Harnessing Algae for Sustainability and Self-Sufficiency in Puerto Rico Jessica Chavez Chairez -Building Food Sovereignty in Puerto Rico Through Innovative, Sustainable, and Resilient Agriculture Guadalupe Licona Hernandez -Microplastics in Puerto Rico: While visiting Barranquitas we did a beach clean-up and were surprised by the amount of microplastics. Hunter (Akúnvaan) Grove -Puerto Rican Ameiva Impacts from Invasive Iguanas Jamon Jordan -A Community-Driven Approach to Sargassum Monitoring Spencer Mitchell -Invaders of Paradise: Overview of Invasive Species Challenges faced in Puerto Rico Myles Tallmadge -A Moral Muse: The fine line between inspiration and appropriation Nicole Guevara -Puerto Rico: Budding food resiliency and farm crops Victoria Flores Parra -Puerto Rico: Embracing Community and Sharing Passion *David Bugarin -Planting Plantains and Cultivating Community in Puerto Rico Andrea Fernando -A Green Future for Puerto Rico Roberto Ponce Velez -Unmatched Hospitality and Resiliency -- Puerto Rico from the Perspective of an Oregon State University student Roberto Ponce Velez *Tai- Renée King -An All too Familiar Story About Hunger *Sofia X. Vazquez-Fernandez -From Mountain to Coast -Puerto Rico's Forests Valeria Coronado-Tourism & Puerto Rico's Beaches *Wesley Armendarez -Emerging Hydroponic Lettuce Production in Puerto Rico Jimena Anguiano -Aquaculture: Production of Aquatic Organisms What do you plan to do during the next reporting period to accomplish the goals?We will continue to engage the 6 OSU students in research and to match the 6 recruited students from Puerto Rico for a 10-week summer experience here at OSU with research faculty mentors. Students will attend professional development workshops including science communications, graduate school preparation, library and literature Zotero, visit natural resource and extension sites.
Impacts
What was accomplished under these goals?
Recruitment of 6 first-generation, low socio-economic status students from OSU with strong STEM academics and interest in pursuingagricultural careers were matched with faculty mentors and engaged in research. These students further were ableto serve as near peer-mentors for thesummer 2024 program by engaging in community service projects during the Spring Break trip. These 6 students were part of the OSU Global Opportunities service-learning course of 22 students to Puerto Rico. We were able to recruit an additional 6 students from InterAmerican University in agricultural biotechnology to come to OSU for summer 2024 undergraduate research training. Assessing the Prevalence of Per- and Polyfluoroalkyl Substances (PFAS) in Bottled Water - Impact of Hanseniaspora uvarum Yeast from Oregon on Wine Quality - Developing a dynamic in vitro digestion model for SHIME that simulates digestion of preterm infants - Anthopleura elegantissima - Behaviors of Competition in Intertidal Anemones of the Oregon Coast - Hyperspectral Imaging System for Evaluating Seed Moisture Content in Perennial Ryegrass - Evaluating spoilage potential of Brettanomyces isolates from Oregon - Effect of Pulsed Electric Field on Indaziflam Degradation from Soil: Methods Validation - Soil Physical Properties in a Riparian Pasture and Traditional Pasture in the Willamette Valley, Oregon - Supporting Diversity in STEM through Art: Returning the "A" to STEM Through Art Therapy - Exploring Methods for Breaking Seed Dormancy in an Oregon Native Plant, Mentzelia, mollis - Anthopleura elegantissima - Behaviors of Competition in Intertidal Anemones of the Oregon Coast -
Publications
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Progress 04/01/22 to 03/31/23
Outputs
Target Audience:We reached 12 undergreduate students with our 2022-2023 cohort, all of whom came from populations traditionally underserved by agricultural science higher education (primarily LatinX students from rural communities in Oregon). Faculty PIs, graduate assistants, and 8 peer mentors, most of whom are alumni of earlier years of this program, also reached 45 high-school students from schools in the Portland, OR, metropolitan area as part of a week-long summer leadership institute. We also reached 23 faculty and graduate student resaerch mentors who hosted the research proejcts of the 12 undergraduate mentees as well as the 8 peer mentors. Additionally we were able to support 2 graduate studnets in College of Agricultural Sciences and the Environmental Sciences Program at OSU to assist with project recruitment, peer mentoring, and evaluation. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided? In addition to their field placements, students attended a weekly mentoring meeting held via zoom with the rest of the cohort, graduate students, and project PIs built around professional development activities that included: • Excel skills and statistics • Research ethics and authorship • Bibliography software and building a literature review • Writing conference and paper abstracts • Creating better scientific posters and presentations • Finding federal jobs and federal resume writing • Social media (e.g., Linkdin; Facebook) and resume writing • Interviewing and negotiating salary Students also were supported to attend the Oregon Sea Grant State of the Coast regional conference, the National SACNAS conference in 2022 and the National MANRRS conference in 2023 as well as local and regional conferences including planning and leading the OSU 2023 Jr. MANRRS Leadership Institute. How have the results been disseminated to communities of interest?Project progress and results of student projects were highlighted on the Oregon Sea Grant REEU website and through OSU Extension. Individual student projects were presented at local and national conferences as described above, and the participating students shared their work, including virtual tours of the labs and field stations where they completed their work with about 45high school students from communities underrepresented in college STEM majors attending the week-long Jr. MANRRS Leadership Institute at OSU in summer 2023. What do you plan to do during the next reporting period to accomplish the goals?For the 2023-24 cohort we are returning to a 10-week summer experience from mid June through August 2024. Our structure will remain similar to past years in terms of placements and professional development as well as opportunities to submit abstracts to the annual SACNAS conference in fall 2024 and be paid to attend. For the next cohort, we are working with partners at the Interamerican University of Puerto Rico to recruit Puerto Rican undergraduate students for the summer REEU experience in Oregon. We believe this will provice new opportunities for Puerto Rican students as well as provide deeper intercultural communication experiences for our peer mentors.
Impacts
What was accomplished under these goals?
For the 2022-2023 cohort, we decided to embed the 10-week research experience into a more heavily guided, academic year-long set of experiences for a larger cohort of students. To that end, in September, we recruited 8 undergraduate peer mentors from earlier REEU cohorts and in October recruited 12 undergraduate mentees. The last half of fall quarter was spent in weekly meetings for orientation, getting to know each other, attending the MANNRS regional conference, library skills, and office hours for mentees. Winter term was devoted to weekly professional development in science communication, data collection and ethics, etiquette for job interview dinners and identifying faculty mentors and projects, which were carried out in winter and spring terms. Participants also attended and presented their research at the MANRRS National Conference. This longer term, weekly engagement allowed us to double the number of students we have been able to serve in a summer term and provided opportunities for students for whom a summer experience is not possible given work or family obligations, something we learned from recruitment in earlier years. A primary goal of the project is for students to "understand and practice research, including acquisition and integration of knowledge through observation and experimentation, and the use of evidence." In the 2022-23 cohort, all 12 students completed and presented findings from experiments in their respective labs. Students and their projects included: David Bugarin: Quantifying Nutrient Transport in Western Oregon Soil after the Addition of Dairy Manure Gabby Chavez Tista: Oregon Double Up Food Bucks Statewide Evaluation Fatima Flores: Evaluating moisture sensors and irrigation systems Zoe Griffith: Flax to linen: Exploring rapid screening methods for fiber content in flax (Linum usitatissimum L.) Jose Naranjo Mendez: Impact of Additives in the Chemical Recycling of Plastic Waste Using Heterogenous Tandem Dehydrogenation and Olefin metathesis Ximena Nava Diaz: Flame Retardants and Home Environment on Children's School Readiness Study Silas Osborne: Groundwater and Surface Water Interactions of Oak Creek and OSU agricultural fields. Adam Thomas: Take care of yourself: survey of soil, people, and food sovereignty Sugar Todd: Characterizing naked barley varieties to develop lab-scale flaking and cooking protocols. Ariana Villa: Ag channel macroinvertebrate project In addition, undergraduate peer mentors also completed projects, some of which were begun as mentees in previous years. Anton Alvarez: Using a Single Sequence Repeat (SSR) fingerprinting set to characterize the U.S. national Ribes collection Ryan Auld: Adapting the YSI NitraLED sensor for in-situ monitoring of soil nitrate levels Charlotte Epps: Exploring the growth habits of sweet potatoes (Ipomoea batatas) in the Willamette Valley Tai-Renée King: Addressing food deserts with common gardens Liz Lopez: Colonization samples of Fusarium sambucinum Venecia Rollins: Plastic and contaminant bioaccumulation in Pacific lamprey of the Columbia River Basin Michael Sonza: Identifying Diazotrophic Komagataeibacter in Kombucha Using nif-Gene Homology Xavier Tacker: Cracking The Genetic Code of Tissue Regeneration In Poplar Trees: The Key to Bioengineering. We also have goals of having students "Competently convey the meaning of research results in written and oral format and demonstrate the ability the ability to communicate with both professionals and the general public AND Demonstrate professionalism, a strong work ethic, and the ability to contribute to a team. As in years 1 and 2, students had many opportunities to communicate their work to both peer and public audiences. All 12 students and 8 peer mentors presented their work in poster form at the OSU Ag and Natural Resources Day student research event and the OSU College of Agricultural Sciences Undergraduate Student Experience showcase for peer and publica audiences. Additionally, all students submitted abstracts to the MANRRS National Conference. Some of the students worked with project PIs and the OSU MANRRS chapter faculty and students to plan and host the week-long Jr. MANRRS Leadership Institute at OSU. This event provides REEU students the opportunity to serve as near-peer mentors for high-school youth who are learning about and preparing for college in agricultural and natural resource related degree areas and to present their work (including tours of labs and field sites) to those youth and their peers.
Publications
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Progress 04/01/21 to 03/31/22
Outputs
Target Audience: We reached 6 undergraduate students from 4-year colleges, all of whom came from populations traditionally underserved by agricutlural science higher education (primarily LatinX and mainly from rural communities). Those students along with faculty PIs, graduate assistants, and faculty mentors also reached 40 high-school students from schools in the Portland, OR school district as part of a week-long leadership institute. We also reached 9 Research and Extension faculty at Oregon State University and regional federal labs serving as mentors for these students as well as the additional 20-30 undergraduate, graduate, and post-doc members of their labs who interacted with project staff and supported students. Additionally, we were able to support 2 graduate students to serve as project near peer mentors and to assist with project evaluation. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?In addition to their field placements, students attended a weekly mentoring meeting held via zoom with the rest of the cohort, graduate students, and project PIs built around professional development activities that included: Excel skills and statistics Research ethics and authorship Bibliography software and building a literature review Writing conference and paper abstracts Creating better scientific posters and presentations Finding federal jobs and federal resume writing Social media (e.g., Linkdin; Facebook) and resume writing Interviewing and negotiating salary Students also were supported to attend the National SACNAS conference in 2021 and the National MANRRS conference as well as local and regional conferences. Two of the students presenting at MANRRS received awards, one for 1st place in the student poster session and one for 1st place in the oral presentations category. How have the results been disseminated to communities of interest?Project progress and results of student projects were highlighted on the Oregon Sea Grant REEU website and through OSU Extension. Individual student projects were presented at local and national conferences as described above, and the participating students shared their work, including virtual tours of the labs and field stations where they completed their work with about 40 high school students from communities underrepresented in college STEM majors attending the week-long Jr. MANRRS Leadership Institute at OSU in summer 2021. What do you plan to do during the next reporting period to accomplish the goals?For academic year 2022-23, we are moving to a year-long support process rather than a summer experience with recruitment in October 2022 and activities stretching into summer 2023. The primary goal of this change is to provide additional support and wider access to other campus-based support systems for lower-division students. We will also be recruiting a larger number of students (total of 12) and adding additional faculty mentors to maintain a mix of experienced and new to the REEU experience faculty. This will support development of a larger pool of potential mentors as well as provide faculty with mentoring from experience REEU mentors. 2022 recruitment will focus on lower-division students who will be supported by 12 Peer Mentors recruited from the 2020 and 2021 student cohorts in September 2022. This was a part of the original proposal but was not feasible in the first two years of the program. We have also begun conversations with other research and internship experience programs on campus funded by NSF, Sea Grant (NOAA), and colleges to expand the range of aquatic animal health and aquaculture field experiences available to students.
Impacts
What was accomplished under these goals?
This 5-year project increases participation of underrepresented students in STEM/agricultural and environmental fields through summer research projects at Oregon State University (OSU), OSU Hatfield Marine Science Center (HMSC), OSU Branch Experiment Stations (BES), OSU Extension, US Forest Service Pacific Northwest Research Laboratory, OSU Food Innovation Center, and USDA ARS Horticultural Crops Research Laboratory. The NIFA foundational area is Food Safety, Nutrition, and Health, and the project is multidisciplinary, relevant to plant and animal health, food, bioenergy, and natural resource sciences. Students are recruited from community colleges, CAMP (College Assistance Migrant Program), SMILE (Science and Math Learning Experience) and OSU. The project embodies three layers of mentoring: the project leadership team, experienced faculty research mentors, and peer/professional/career mentors. Our team has specific and appropriate experience through work with CAMP, SMILE, OSU MANRRS (Minorities in Agriculture, and Related Resources), SACNAS (Society for the Advancement of Chicanos and Native Americans in Sciences), BioResource Research (BRR; research-based biosciences major in College of Agricultural Sciences), two NSF-funded REU Programs involving community college students, and five USDA Multicultural Scholars Programs (MSP). For the second year 10-week summer session, 6 new students of junior or senior standing were recruited from OSU and participated in an eight-week research project, matched to their interests, with experienced research mentors. As in year 1, upper division students were recruited because project staff were concerned that due to lingering issues with COVID-19, especially in rural communities in Oregon where partnering field stations and labs are located continuing absence of in-person mentoring, introductions to lab work and techniques, and student support services, students of freshmen or sophomore standing would not have adequate support to step into research in a more self-guided way. One of the six students graduated in June 2022, two in August 2022, and the four of the remaining students will all graduate at the end of the 2022-2023 school year. Goal 1: Understand and practice research, including acquisition and integration of knowledge through observation and experimentation and the use of evidence. All six student in the second cohort completed experiments in their respective labs. Projects included Kevin Mauricio Sanchez: Monitoring Resistance In Onion Thrips (Thrip tabaci) to N-methyl Carbamate and Cyantraniliprole in the Treasure Valley Tyler Sato Spofford: Invest in Vegetables: A cost-benefit analysis of container-grown tomatoes. Charlotte Epps: Exploring the Growth and Cultural Significance of Sweetpotatoes (Ipomoea batatas) in the Willamette Valley of Western Oregon Dennet Flores Elizondo: Monitoring Onion Thrips Resistance to Insecticides Agri-Mek SC and Lannate LV in the Treasure Valley Ruben C Lopez-Carrillo Jr.: Ovarian protein hormones as biomarkers of fertility in dairy cows Anton Alvarez: Using a Single Sequence Repeat (SSR) Fingerprinting Set to Characterize the Ribes Collection of the USDA ?Goals 2 and 4: Competently convey the meaning of research results in written and oral format and demonstrate the ability to communicate with both professionals and the general public. AND Demonstrate professionalism, a strong work ethic and the ability to contribute to a team. As in year 1, students had multiple opportunities to communicate their work to both professional and public audiences. All 6 students presented as part of the virtual poster session at the annual Undergraduate Student Research Symposium on campus at OSU. Additionally, students presented at the 2021 SACNAS National Diversity in STEM Conference, held virtually (N=1), the 2021 National MANRRS conference (N=3), and the 2022 NW Reproductive Sciences Symposium (N=1). Additionally, both as part of the goal of describing their research and results to public audiences and as part of demonstrating ability to work professionally and contribute to a team, all 6 participants worked together with project staff, near-peer mentors in the OSU MANRRS chapter and faculty at the university to plan and host the week-long Jr. MANRRS Leadership Institute at OSU. This event provides REEU students the opportunity to serve as near-peer mentors for high-school youth who are learning about and preparing for college in agricultural and natural resource related degree areas and to present their work (including through virtual tours of their host labs and field sites) to those youth and others.
Publications
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2021
Citation:
Alvarez, A., J. Green, A. Nyberg, J. M. Bushakra, K. Hummer, and N. Bassil (2021). Using a Single Sequence Repeat (SSR) Fingerprinting Set to Characterize the Ribes Collection of the USDA. Presentation at the 2021 SACNAS THE NATIONAL DIVERSITY IN STEM VIRTUAL CONFERENCE ABSTRACT BOOK.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2021
Citation:
Kevin Sanchez, Anith Chitturi, Stuart Reitz (2021). Monitoring Resistance In Onion Thrips (Thrip tabaci) to N-methyl Carbamate and Cyantraniliprole in the Treasure Valley. Paper presented at the 35th Annual MANRRS National Conference.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2021
Citation:
Charlotte Epps, James Myers, Gail Langellotto (2021). Exploring the Growth and Cultural Significance of Sweetpotatoes (Ipomoea batatas) in the Willamette Valley of Western Oregon. Paper presented at the 35th Annual MANRRS National Conference.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2021
Citation:
Dennet Flores Elizondo, Stuart Reitz, Anitha Chitturi (2021). Monitoring Onion Thrips Resistance to Insecticides Agri-Mek SC and Lannate LV in the Treasure Valley. Paper presented at the 35th Annual MANRRS National Conference.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2021
Citation:
Tyler Sato Spofford, Gail Langellotto (2021). Invest in Vegetables: A cost-benefit analysis of container-grown tomatoes. 2021 MANRRS Conference,
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2021
Citation:
Ruben Lopez, Cecily V Bishop, Larissa Lewis (2021). Ovarian protein hormones as biomarkers of fertility in dairy cows. Paper presented at the 2022 NORTHWEST REPRODUCTIVE SCIENCES SYMPOSIUM, Stevens, WA.
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Progress 04/01/20 to 03/31/21
Outputs
Target Audience:We reached 6 undergraduate students from 4 year colleges, all of whom came from populations traditionally underserved by agricutlural science higher education (primarily LatinX andmainly from rural communities). Those students along with faculty PIs, graduate assistants, and faculty mentors also reached 40 high-school students from schools in the Portland, OR school district as part of a week-long leadership institute. We also reached 6 Research and Extension faculty at Oregon State University serving as mentors for these students as well as the additional 20-30 undergraduate, graduate, and post-doc members of their labs who interacted with project staff and supported students.Additionally, becuase of the pandemic and the need to conduct allof the work of thre first year of the projectremotely, we were able to support an additional 2 gradute students to serve as project near peer mentors and to assist with project evaluation. Changes/Problems:The primary change for year 1 was that due to COVID, all project activities were conducted virtually, including most meetings between students and mentors. As stated, we also felt it necessary to postpone recruitment among first and seond year students in year 1 as we did not feel there would be sufficient support in the field, between studnets and mentors, or even in terms of interfacing with university structures and student support services. We do not anticipate this being an issue in Years 2-5. What opportunities for training and professional development has the project provided?In addition to their field placements, students attended a weekly mentoring meeting held via zoom with the rest of the cohort, graduate students, and project PIs built around professional development activities that included: Excel skills and statistics Research ethics and authorship Bibliography software and building a literature review Writing conference and paper abstracts Creating better scientific posters and presentations Finding federal jobs and federal resume writing Social media (e.g., Linkdin; Facebook) and resume writing Interviewing and negotiating salary Students also were supported to attend the National SACNAS conference in 2020. How have the results been disseminated to communities of interest?Project progress and results of student projects were highlighted on the College of Agriculture undergraduate student research website in fall term 2020 as well as disseminated through reporting to Oregon Sea Grant and OSU Extension. Individual student projects were presented at local and national conferences as described above, and the participating students shared their work, including virtual tours of the labs and field stations where they completed their work with about 40 high school students attending the Jr. MANRRS Leadership Institute at OSU in summer 2020. What do you plan to do during the next reporting period to accomplish the goals?For summer 2021, we are hopeful for a return to in-person field and lab experiences. We will be adding 4 additional faculty mentors to maintain a mix of experienced and new to the REEU experience faculty. This will support development of a larger pool of potential mentors as well as provide faculty with mentoring from experience REEU mentors. 2021 recruitment will focus on students already working on projects during the 2020-2021 school year who will benefit from a summer intensive research experience and come from OSU as well as two-year colleges.
Impacts
What was accomplished under these goals?
This 5-year project increases participation of underrepresented students in STEM/agricultural and environmental fields through summer research projects at Oregon State University (OSU), OSU Hatfield Marine Science Center (HMSC), OSU Branch Experiment Stations (BES), OSU Extension, US Forest Service Pacific Northwest Research Laboratory, OSU Food Innovation Center, and USDA ARS Horticultural Crops Research Laboratory. The NIFA foundational area is Food Safety, Nutrition, and Health, and the project is multidisciplinary, relevant to plant and animal health, food, bioenergy, and natural resource sciences. Students are recruited from community colleges, CAMP (College Assistance Migrant Program), SMILE (Science and Math Learning Experience) and OSU. The project embodies three layers of mentoring: the project leadership team, experienced faculty research mentors, and peer/professional/career mentors. Our team has specific and appropriate experience through work with CAMP, SMILE, OSU MANRRS (Minorities in Agriculture, and Related Resources), SACNAS (Society for the Advancement of Chicanos and Native Americans in Sciences), BioResource Research (BRR; research-based biosciences major in College of Agricultural Sciences), two NSF-funded REU Programs involving community college students, and five USDA Multicultural Scholars Programs (MSP). For the first year 1 10-week summer session, 6 students of junior or senior standing were recruited from OSU and participated in an eight-week research project, matched to their interests, with experienced research mentors. Juniors and senior students were recruited because project staff were concerned that in the absence of in-person mentoring, introductions to lab work and techniques, and student support services, students of freshmen or sophomore standing would not have adequate support to step into research in a more self-guided way. Three of the students went on to graduate in 2021, with the remaining three completing degrees at OSU in 2022. Goal 1: Understand and practice research, including acquisition and integration of knowledge through observation and experimentation and the use of evidence. All six student in the first cohort completed experiments in their respective labs. Projects included Juriana Barboza Sagrero, Guinea Pig model of High Caloric Diet and Hyperandrogenemia Metzin Rodriguez Cardoso,Social Emotional Learning and Precollege STEM Education: What Is the Intersection between Inclusion and STEM? Ian Thompson Hernandez, Effects of Oral Selenium-Supplementation during Different Trimesters of Pregnancy in Beef Cows on Immunity of Newborn Calves Cindy Zurita Cruz, Selenium Supplementation Absorption in Dairy Cattle: A Nutrigenomic Insight Victor Perez, Endometrial Inflammatory Cytokines Expression in Postpartum Beef Heifers Gloria Ruiz-Orozco, Ammonia Inhibition in Anaerobic Co-Digestion: Improving biofuel production in wastewater treatment Goals 2 and 4: Competently convey the meaning of research results in written and oral format and demonstrate the ability to communicate with both professionals and the general public. AND Demonstrate professionalism, a strong work ethic and the ability to contribute to a team. All 6 students presented as part of the virtual poster session at the annual Undergraduate Student Research Symposium on campus at OSU. Additionally, 5 of the 6 students were accepted to present their work at the 2020 SACNAS National Diversity in STEM Conference. Additionally, both as part of the goal of describing their research and results to public audiences and as part of demonstrating ability to work professionally and contribute to a team, all 6 participants worked together with project staff, near-peer mentors in the OSU MANRRS chapter and faculty at the university to plan and host a virtual, week-long Jr. MANRRS Leadership Institute at OSU. This event provides REEU students the opportunity to serve as near-peer mentors for high-school youth who are learning about and preparing for college in agricultural and natural resource related degree areas.
Publications
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2020
Citation:
Ian Thompson-Hernandez*; Brian Dolan and Jean Hall (2020). Effects of Oral Selenium-Supplementation during Different Trimesters of Pregnancy in Beef Cows on Complement-Mediated Killing of Bacteria. 2020 SACNAS THE NATIONAL DIVERSITY IN STEM VIRTUAL CONFERENCE ABSTRACT BOOK.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2020
Citation:
Metzin Rodriguez* and Susan Rowe (2020). Social Emotional Learning and Precollege STEM Education: What Is the Intersection between Inclusion
and STEM? 2020 SACNAS THE NATIONAL DIVERSITY IN STEM VIRTUAL CONFERENCE ABSTRACT BOOK.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2020
Citation:
Victor O Perez* and Michelle Anne Kutzler (2020). Effect of Platelet-Rich Plasma on Endometrial Cytokine Expression. 2020 SACNAS THE NATIONAL DIVERSITY IN STEM VIRTUAL CONFERENCE ABSTRACT BOOK.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2020
Citation:
Juriana Examaray Barboza Sagrero* and Cecily Vauna Bishop (2020). Guinea Pig Model of Mild Hyperandrogenemia during Puberty: Potential Cause of Polycystic Ovarian Syndrome (PCOS). 2020 SACNAS THE NATIONAL DIVERSITY IN STEM VIRTUAL CONFERENCE ABSTRACT BOOK.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2020
Citation:
Gloria Ruiz-Orozco*; Ana Aranda; Ashley Berninghaus and Tyler Radniecki. (2020). A Comparison of Ammonia Inhibition on the Anaerobic Digestion of Organic Acids between Digestate from Anaerobic Co- and Mono-Digestion Systems. 2020 SACNAS THE NATIONAL DIVERSITY IN STEM VIRTUAL CONFERENCE ABSTRACT BOOK.
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