Progress 07/01/20 to 08/29/23
Outputs
Target Audience:The target audience for the 1890 Center of Excellence to Motivate and Educate for Achievement (MEA) includes students (secondary and post-secondary) from underrepresented populations, attending or potentially attending one of the nineteen 1890 Land Grant Universities (LGU), secondary teachers, and faculty/staff at 1890 LGU's. Efforts include delivering workshops, seminar courses, mentoring programs, experiential learning opportunities (i.e., camps, conferences, and internships), extension programs, and outreach activities. Changes/Problems:The following changes and problems in project approach and reason have been reported Due to the COVID-19 pandemic, many projects were initially delayed. Changes in staffing (i.e., retirements and relocations) at FAMU and VSU have delayed Center progress for delivering the experiential learning objective. Internal policies related to student information delayed the implementation and delivery of Mentor Collective on several 1890 LGU campuses. Internal policies at UAPB related to sub-awards contracts, paying third-party vendors, and creating accounts delayed the implementation of the Mentoring program. What opportunities for training and professional development has the project provided?Training and professional development created during this reporting period include Florida Agricultural and Mechanical University (FAMU) - Teacher Professional Development for middle school teachers, project directors, afterschool coordinators and other educational professionals was implemented. Participants attend a series of monthly training sessions every third Saturday of the month for 9 months. These trainings provided the opportunity to integrate the concepts of AgriSTEM into curricula and the opportunity to offer students hands-on experiential learning in line with the State Standards. Lincoln University (LU) - Offered teachers and extension staff training on teaching pedagogies during a pandemic. NC A&T - Undergraduate students were supported to attend the MANNRS conference. Tuskegee University (TU) - Participating Faculty and Staff attended National and Regional conferences (ARD, PAWC, Farmers Conference and others). Participating teachers were provided training on how to enhance coursework through the Plant Genomics and Biotechnology workshop. University of Arkansas at Pine Bluff (UAPB) - Delivered trainings and professional development events for students related to leadership development, communication skills, and teamwork-building. This project empowers students post-graduation to navigate the network and seek career mentorship. University of Maryland Eastern Shore (UMES) - Students were trained in different areas of microscopy, biological imaging, pest and disease identification and the identification of plant parts and organs. How have the results been disseminated to communities of interest?Project results have been disseminated through conferences (AABHE, ARD, STEM/STEAM Education Conference, Bridging the Gap). In addition, information has been shared through the Center's website, various universities social media platforms, college newsletters and with Advisory Board members. The 1890 Universities Foundation disseminated results and successes via a brochure highlighting all the 1890 Centers of Excellence. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
FAMU: Activity: The Bridge and Undergraduate Research Scholars Programs recruited 7th - 12th graders for research mentoring and summer STEM experiential learning. Objective: To deliver workforce development experiences and increase participation of minorities in agricultural sciences. Results: Hosted thirty-four 7th graders in Exploratory Agriculture; Thirty-six 9th - 12th graders in Intro to Agriculture; eleven 10th - 12th graders in Food Science I, twenty three 10th - 12th graders in Food Science II and eleven 12th graders in Food Science III. Outcome: Students gained research, leadership, college preparation, resume writing, communication, interviewing, dressing for success, study, time management and presentation skills. LU: Activity: The Youth Futures: College Within Reach program was implemented in middle schools in Caruthersville, MO. Objective: To provide workforce development and college readiness programming to middle school students. Results: All 8th graders were engaged in the program weekly during the school year. Outcome: Students gained skills in Learning Styles, Goal Setting, Study Habits, High School & College Planning, Time Management, and Financial Literacy. NC A&T Activity: Developed a virtual version of the "You're Hired" curriculum. Objective: To provide soft skills training to middle and high school students. Outcome: Students will be able to enroll Fall 2023 and learn how to build their personal brand, communication, time management, customer service, and conflict resolution. TU: Activities: Delivered Employability skills training to undergraduate students at 1890's, workshop for K-12 educators on strategies to introduce FANH sciences, workshops to K-12 youth, educators and other stakeholders to stress the need for workforce to address global food security issues, Plant Genomics and Biotechnology Workshop for 7th - 12th grade teachers, presentations on educational and career opportunities in FANH and related sciences at High Schools in Southeast US. Objective: To raise awareness of career opportunities in FANH sciences, and provide experiential learning and workforce development opportunities. Outcome: An increased interest in career and secondary education in FANH sciences. UAPB Activity: Twenty-two scholarships, were awarded to students in the School of Agriculture, Fisheries, and Human Sciences needing assistance. The financial awards helped students to enroll and remain in school from one semester to the next. In one instance, the scholarship enabled the student to complete his studies and graduate on time without worrying about how he would meet his financial needs. Objective: Recruitment and retention. Outcome: In Fall 2022, 80 new students enrolled in SAFHS. This represented a 7.3% increase over the previous fall enrollment. UMES: Activity: Trained undergraduate and graduate students in microscopy techniques. Objective: To provide hands-on training in microscopy and biological imaging. Outcome: Students realized the importance of correct identification and diagnosis of plant related problems for sustainable solutions and improved skills in microscopy and biological imaging. Nine projects were funded via the RFA: Kentucky State (KSU) & West Virginia State (WVSU), LU & Alcorn (AU), Alabama A&M (AAMU) & WVSU, Prairie View A&M (PVAMU) & UAPB, TU & Delaware State (DSU), FAMU & VSU, TU & UMES, NC A&T & FVSU, and one individual award to NC A&T. Select Accomplishments from RFA- funded projects include: KSU & WVSU: Goal: Increase interest in STEAM majors through mentorship and experiential learning. High school students in Kentucky and West Virginia expressed an increased interest in STEM and STEM degrees and careers due to KSU and WVSU's career-ready program for underrepresented students. Undergraduate students, trained as mentors, provided structured sessions and open discussions with high school students on goal setting, time management and the transition to college. The program provided experiential learning opportunities to mentees in soft skills development, research skills, leadership training and technical skill development. LU & AU: Goals: Enhance student recruitment and workforce development in agriculture and related disciplines through partnerships with high schools, community groups and professional organizations. Approximately 100 high school students were mentored. Twenty-five LU students and eight AU students engaged with workforce development and professional training with professional organizations. Established the LU Agribusiness and Economics Club. Multiple organizations collaborated with LU and AU to offer internships. AAMU & WVSU: Goals: Increase degree attainment by low-income nontraditional students enrolled at AAMU and WVSU, implement approaches to recruit non-traditional students; and develop strategies to guide distance learning and course-scheduling between AAMU and WVSU. Non-traditional students were financially supported and guided in career advisement and course selection. Co-curricula activities were established between AAMU and WVSU. PVAMU & UAPB Collaborative: Goals: Increase PVAMU and UAPB retention and graduation rate while preparing students for entry into the workforce or graduate studies in FANH sciences and engage students through cross-training activities. PVAMU - UAPB Ag Ambassadors engaged in interviewing skills, resume writing sessions as well as opportunities in USDA sessions. Students attended conferences and participated in professional development activities on a larger scale. TU & DSU: Goals: Implement an experiential learning-based seminar on Molecular Farming and develop a practicum experience. Two student cohorts (17 students) at TU and DSU completed an experiential learning program in Molecular Farming. Students engaged in original research from plant and animal selection to final commercial application. FAMU & VSU: Goals: Recruit, mentor and graduate first-generation, underrepresented students, increase their knowledge and engagement in STEM and provide experiential learning opportunities and research skills. Students engaged in hands-on and didactic training experiences and were exposed to real life scenarios to better understand animal behavior, diagnoses, and treatment. Students presented their experiences in an end of term forum and the joint training session with FVSU, VSU, and TU. TU & UMES: Goal: Deliver workforce development experiences to undergraduate students. A customizable internship program offered by TU and UMES provided undergraduate students with workforce experience in the FANH sciences. Students completed case studies, interacted with senior leaders in industry and academia and developed professional networks. Interns developed critical skills and competencies needed for entry into the food and agricultural fields NC A&T & FVSU: Goals: Strengthen relationship with community college systems by creating a two-year academic achievement program to develop transfer students and provide leadership training, experiential learning, and professional enrichment workshops. Established the Transfer Academic Achievement Program protocols for recruitment and eligibility. Recruited 9 students and retained 8 (5 from NC A&T and 3 from FVSU) in the program. Students engaged in professional development and interactive discussions. NC A&T: Project Goals: Increase undergraduate enrollment of food and nutritional science students, implement a year-long mentoring program, and create a Seminar in Food Sciences. Mentorship program was successfully implemented. Seminar course was developed and delivered. Five students participated in summer experience. Thirty-five talks with professionals from industry, academia and governmental organizations were held. Students interacted with 20+ food companies and interviewed for summer internships.
Publications
|
Progress 07/01/21 to 06/30/22
Outputs
Target Audience:The target audience includes students (secondary and post-secondary) from underrepresented populations, attending or potentially attending one of the nineteen 1890 Land Grant Institutions. Efforts include delivering workshops, seminar courses, mentoring programs, experiential learning opportunities (i.e., conferences, internships), extension programs, and outreach activities. Changes/Problems:The following changes and problems in project approach and reason have been reported Due to the COVID pandemic, the Maryland FFA State Convention planned for June 2020 and 2021 on the UMES campus were cancelled and postponed for delivery summer 2022. Changes in staffing (i.e., retirements and relocations) at FAMU and VSU have delayed Center progress for delivering the experiential learning objective. Internal policies related to student information delayed the implementation and delivery for Mentor Collective on several 1890 LGU campuses. What opportunities for training and professional development has the project provided?Training and professional development created during this reporting period include Florida Agricultural and Mechanical University (FAMU) - Delivered bi-weekly trainings and personal development events via various online platforms (Google Classroom and CANVAS) with an instructional design consultant. Fort Valley State University (FVSU) - A certified trainer was hired to deliver drone training for at least one representative from each 1890 Land Grant University on use and regulations associated with use of drone technology. Lincoln University (LU) - Offered teachers and extension staff training on teaching pedagogies during a pandemic. University of Arkansas at Pine Bluff (UAPB) - Created opportunities for delivering trainings and professional development events for students related to leadership development, communication skills, and building teamwork. This project empowers students post-graduation to navigate the network and seek mentorship in their careers. How have the results been disseminated to communities of interest?Project results have been disseminated through conferences (AABHE, ARD, STEM/STEAM Education Conference). In addition, information has been shared through the Center's website and with Advisory Board members. Florida Agricultural and Mechanical University (FAMU) Disseminated Results: Center information and results have been shared via: (a) FAMU Extension e-Newsletter, (b) FAMU Cooperative Extension Website; (c) FAMU Twitter, Facebook and Instagram; (d) University Community); (e) CAFS Announcements (College of Agriculture and Food Sciences Alumni and college community); and (f) FAMU partners such as the Leon County Title I School Parent and Family Engagement Liaison, Leon County Schools Science Advisory Liaison, National 4-H website, University of Florida Cooperative Extension online platforms, Leon County Elementary ( Oakridge/Bond/Pineview) and Middle Schools, Somerset Jefferson County School, Franklin County Schools and Project Impact, Kaleidoscope School-Discovery-Panama City, Walker-Ford, Smith-Williams and Dade Community Centers, and the Ounce of Prevention After-school program directors. Lincoln University (LU) Disseminated Results Utilized social media platforms such as Instagram and Facebook to advertise and share information about youth development opportunities. Alabama A&M University and West Virginia State University https://www.openaccessgovernment.org/agricultural-and-environmental-science-careers-for-non-traditional-students-at-alabama/130917/ What do you plan to do during the next reporting period to accomplish the goals?For the next reporting period, the following activities are planned to accomplish Center goals. Florida Agricultural and Mechanical University (FAMU) Plans are to implement the summer RATLR summer program for rising 8th-10th graders and the AgriSTEM summer program for middle school students (2023). Hold Advisory Council Meetings to gain assistance with matching students with Research Mentors, and mail commitment letters to the selected students inviting their participation. Lincoln University (LU) Plans to continue to work with struggling segments (students) of the state and communities that are facing challenges due to the COVID pandemic back in alignment with the rest of their counterparts. Plans to continue teaching and implementing the Youth Futures curriculum and begin planning for a 2023 summer conference. North Carolina Agricultural and Technical State University (N.C. A&T) Plans to publish the You're Hired virtual soft skills program for middle and high school students. In addition, plans for a 2023 national youth summit to focus on leadership and college readiness and to serve as a recruitment tool for youth to attend 1890 LGUs. The next RFA cycle will target developing strategies to recruit and prepare of high school students for success in college. University of Arkansas at Pine Bluff (UAPB) Plans to hire a graduate assistant to assist the Project Director with implementing project activities and ensure Center goals and objectives are met. Track Mentee/Mentor Engagement - Partner Universities will track the number of conversations logged and texts exchanged via their administrator dashboard. This data will be exported into a spreadsheet by partners at any time through their administrator portal. Measure Sense of Belonging - Mentor Collective will conduct a pre, mid, and post assessment for mentees' sense of belonging survey to show the impact of mentorship on a student's sense of belonging. Track Impact on Retention and Persistence - Mentor Collective will work with the MEA Center to design and conduct a FERPA compliant study on the correlation between students who engage in mentorship and retention, persistence, academic probation, or other key success metrics. University of Maryland Eastern Shore (UMES) Plans to hold the Maryland FFA State Convention planned in summer 2022 and purchase technology that has been delayed due to computer chip shortages. Virginia State University (VSU) Plans to propose a budget revision and update project activities necessary with changes in Project Directors.
Impacts
What was accomplished under these goals?
The following activities were accomplished: The Advisory Board met on November 15, 2021 and March 31, 2022 to discuss how best to support the Center. Funds were received to support the Center from Carolina Farm Credit Foundation ($20,000), Syngenta ($5,000) and the North Carolina Fulbright Alumni Association ($200) to support the Center. Additional resources were sought from Walmart Inc. and Microsoft Corporation. Partner accomplishments include FAMU Activity: The Cultivating Undergraduate Research Scholars program recruited 10th - 12th graders for research mentoring programs. Students were matched with research faculty and gained knowledge and skills in emerging areas. Objective: To implement an undergraduate STEM experiential learning opportunity. Results: Twelve students were mentored. Outcomes: Students learned how to write an abstract and make oral and poster presentations. Activity: The RATLR Pre-College Research Program is a six-week summer experience for 11th and 12th graders. Objectives: To increase participation of minorities in agricultural sciences. Results: Eight 11th and 12th graders participated. Outcomes: Students gained leadership skills, college preparation, résumé writing, interviewing skills, dressing for success, study skills, note-taking skills, time management, communication skills, and presentation skills. Activity: A Bridge Program conducted. Objective: To deliver workforce development experiences. Results: Twenty 9th - 12th graders in AgriScience; ten students in Food Science II, and ten in Food Science III completed the program courses. FVSU Activity: A 2-day workshop addressing Emerging Technologies including agricultural robotics and drones was delivered (March 4-5, 2022). Objective: To provide professional development for faculty and staff of 1890 LGUs. Results: Twenty-five faculty participated to enhance their knowledge of robotics and drones use in agriculture. Each university received one drone to return to their home institution to conduct research or to perform educational use. LU Activity: The Youth Futures: College Within Reach program was expanded to new audiences. Students were engaged in Steps to the Future on a weekly basis during the 2021/2022 school year. Lessons included Introduction to 4-H and Cooperative Extension, Learning Styles, Goal Setting, Study Habits, High School & College Planning, Time Management, and Financial Literacy. Objective: To provide workforce development and college readiness programming to middle school aged youth. Results: All 8th graders in Caruthersville, MO began the program (October 2021). Outcomes: 75 youth learned about LU programs, 4-H, and Youth Futures. Students demonstrated an increased knowledge in topics (i.e., science and technology) covered in the Youth Futures curriculum. NC A&T Activity: The team continued development of the virtual "You're Hired" curriculum. Objective: To provide soft skills virtual training to middle and high school students. Outcome: A website has been secured and development of Modules 1 - 5 are all in the final stage of development. UAPB Activity: The Mentor Collective (MC) delivered a 1-hour video conference to discuss its expectations, and requirements for participating in the MC Mentoring Program (September 27, 2021). Team leaders from UAPB, UMES, FAMU, FVSU, LU, N.C. A&T, TU and VSU participated. The MC point person at each of the campuses met MC personnel to discuss the roll-out plan and program expectations. Each campus MC point person was responsible for providing MC personnel with the names of all incoming first-year, first-time students enrolled in the respective programs at each College/School of Agriculture. Objective: To develop a formalized 1890 LGU mentoring program for first-generation college students pursuing degrees in Agriculture at 1890 LGUs. Results: Team members from UAPB, FAMU, N.C. A&T, and TU submitted the names of students (mentees and mentors) who would participate in the MC program and received permission to access student information. Outcomes: N.C. A&T launched its MC program in January 2022, while the other three partner institutions, UAPB, TU, and FAMU launched their programs in February 2022. 120 students have been matched with 51 mentors. Select Accomplishments from RFA- funded projects include: PVAMU-UAPB Collaborative: - A total of 13 students participated in professional development seminars. Students also attended the 2022 1890 ARD Conference (Atlanta, GA, April 2022). Recruit, Retain and Prepare the Next Generation of Minority Food Sciences Students N.C. A&T hosted presentations at local high schools and conferences. 6 students were assigned to 5 professional mentors. A seminar focused on Food Science included six industry professionals, two academicians, and one governmental organization. During Fall 2021, the seminar was part of the university curriculum, and 15 professionals were invited. Four students received internships from visiting companies and organizations. A seven-week mentorship program was offered in which two Food and Nutrition students were paired with a mentor as well as five other students. A virtual Food Sciences Seminar with seven industry speakers was delivered. Approximately, 11-12 students were in attendance. Six students were hired for summer internships as a result of attending the seminar. Tuskegee University: Design and Implementation of a Customized Internship Program for Workforce Experiences in Food and Agriculture. Sixteen interns completed Phase 1 of the virtual internship. Phase 2 includes 14 new interns. Langston: Enhancing Student Recruitment and Workforce Development through Partnerships and Engagements. Recruitment visits were held at rural/urban high schools in Oklahoma to inform and recruit them for professional mentoring. Students gained soft skills training and how to practice general professionalism. KSU & WVSU: STEM Scholars Academy. KSU trained 6 high school students and 6 undergraduates. WVSU trained 15 high school students and 8 undergraduates. WVSU facilitated 2 virtual sessions for mentors and mentees to collaborate. The Summer Immersion program provided students and mentors access to college and career professionals. Student scholars participated in three STEM challenges. A guidebook for the virtual sessions was designed as a self-paced document for high school students. Nine WVSU and five KSU students completed the guidebook lessons. Thirty-five high school students and 14 undergraduate students participated in the program. Tuskegee University, FarmMore: An Interdisciplinary Program to Motivate and Educate for Achievement. Two students from the 1st year cohort was selected to continue conducting research (Summer 2022). Four students from the 2nd year cohort continued with conducting steam distillation. Students were trained in edible medicinal product development. TU students worked with Delaware State University students on projects i.e., sample collection and analyses; and college students introduced STEM concepts to middle school students. Students propagated and planted plant species; extracted samples sent to Delaware State Students; and plants were prepared for overwintering. Testing for dose response against parasites was conducted by Delaware Student University students. Two students earned internship opportunities at UC-Berkley (Summer 2022). AAMU& WVSU Agricultural and Environmental Science Careers for Non-Traditional Students (AESCONTS). Discussions held related to distance education and course scheduling between AAMU and WVSU. Students were recruited and registered for Fall 2021 and Spring 2022 semesters. Recruitment activities were conducted to identify community college transfers. Ten students received stipends and 10 additional students benefited from the participating during program activities.
Publications
|
Progress 07/01/20 to 06/30/21
Outputs
Target Audience:The target audience for this project includes students (secondary to post-secondary) from underrepresented populations, attending or potentially attending one of the nineteen 1890 Land Grant Institutions. Efforts for this project involve workshops, curricula, seminar courses, mentoring programs, internships, experiential learning opportunities (i.e., conferences), extension programs and outreach activities. Changes/Problems:Major changes/problems in the MEA Center approach and changes made included: Florida A&M University Due to the decision of the University and the Leadership Team of Continuing Education, all face-to-face programming for minors was canceled. This action was taken out of an abundance of caution due to the ongoing changing status of the coronavirus. Therefore, obliging the unit to plan virtual programs through utilizing virtual platforms. Lincoln University Due to the many restraints that are in place due to the Covid-19 pandemic concerns with staffing shortages has resulted, program progress has been slower than initially expected. The Youth Futures (YF) program has been challenged due to the many community and school administration policies that are in place due to the Covid-19 pandemic. The YF Program has been modified for online/virtual implementation; however, there are several programming and efficiency constraints that are challenging for staff. A barrier that we have yet to eliminate is regarding the number of students in our regions that are not in school and do not have internet access. North Carolina A&T State University The pandemic caused all planned face-to-face programming to cease early Spring 2021. The outreach to youth audiences was and still is limited to online environments, creating a need to generate a virtual version of the workforce development program as a component of the pilot program. Tuskegee University Like most organizations, Tuskegee University was challenged with the pandemic which plagued not only the institutions, more importantly, stakeholders and their availability to participate in the planned activities. When possible, alternate methods, such as online delivery was implemented. University of Arkansas at Pine Bluff No face-to-face meetings held. All meetings are held via Zoom. While the visit to Pine Bluff High School was conducted in person, no face-to-face meetings were held with students. Recruitment materials were left with the Assistant Principal for distribution. Thus, face to face interactions have been held to a minimum due the Covid-19 pandemic. We have been unable to physically meet with guidance counselors. All participants in the beautification project wore masks and appropriate social distancing was practiced to the extent possible (this was an outdoor activity). University of Maryland Eastern Shore The face-to-face interaction of our Jr. MANRRS Leadership Institute is critical for the success of the program and to realize the intended impact. A virtual conference does not lend itself for these objectives. The World Food Prize Maryland Youth Institute held May 2021 was a virtual format but with fewer students participating than expected. As previously stated, students were less interested in a virtual event and did not receive consistent support to prepare for this event from their teachers due to Covid-19 pandemic and varying school closings. Virginia State University All proposed project goals were impacted by the Covid-19 pandemic. All planned activities were converted to virtual delivery format where applicable. International and study abroad activities will be converted to virtual international engagement. Florida A&M University and Virginia State University Due to COVID-19 pandemic, the Scholars were not able to visit the local Animal Shelter nor farms, neither were they able to visit other veterinary science programs at nearby universities. In the spring semester, the start of the internship program had to be delayed until February 2021, due to the COVID-19 pandemic protocol that the students had to follow after they returned to the campus after the fall semester break. What opportunities for training and professional development has the project provided?The MEA Center created the following training and personal development. A program orientation hosted for all PI's of MEA Center funded RFA projects Florida A&M University Held bi-weekly trainings and personal development via online platforms (Google Classroom and CANVAS) administered by the instructional design consultant. Teacher Professional Development focused on providing professional development to middle school teachers, project directors, afterschool coordinators and other educational professionals. Participants attended a 9-month series of monthly training sessions every third Saturday. The trainings integrated the concepts of AgriSTEM into curricula and offered students hands-on experiential learning in line with the State Standards. Additional trainings provided to enhance lesson plan development and increased students earning of CEUs. The AgriSTEM collaborations with 4-H clubs/community centers in addition to Title I School Coordinator implemented mobile STEM labs. North Carolina A&T State University The "You're Hired" workforce development curriculum is being transformed into a virtual program. The first module on personal branding is completed. The online modules will offer training opportunities for students (secondary) upon its completion during Summer 2021. RFA Funded Project: Industry professionals are mentoring students participating in the project, and students are taking part in mock interviews. The project is working with students about the importance of joining professional and student organizations (IFT and Food and Nutritional Club). Students also have contact with several industry professionals during the seminar course. Tuskegee University Tuskegee University hosted a Best Practices for Online Learners workshop that was made available to K-12 educators (virtually) in which 48 participated and resources related to Ag*STEM that could be used accordingly were emphasized. University of Arkansas at Pine Bluff The University of Arkansas at Pine Bluff offered the following training and workshops for faculty and staff in the School of Agriculture, Fisheries and Human Sciences: Blackboard training to faculty in SAFHS in preparation for online learning; a workshop on effective advising and course management to faculty and department chairs, and a workshop on globalizing the curriculum. This workshop was made available to all UAPB faculty, staff and graduate students. How have the results been disseminated to communities of interest?Results have been disseminated to communities of interest by: Florida A&M University Recruitment for the AgriSTEM program included the following: (a) FAMU Extension e-Newsletter, (b) FAMU Cooperative Extension Website; (c) FAMU Twitter, Facebook and Instagram pages; (d) FAMU Info (University Community); (e) CAFS Announcements (College of Agriculture and Food Sciences Alumni and college community); (f) FAMU partners such as the Leon County Title I School Parent and Family Engagement Liaison, Leon County Schools Science Advisory Liaison, National 4-H website, University of Florida Cooperative Extension online platforms, Leon County Elementary and Middle Schools, Somerset Jefferson County School, Franklin County Schools and Project Impact, Kaleidoscope School-Discovery-Panama City, Walker-Ford, Smith-Williams and Dade Community Centers, and the Ounce of Prevention After-school program directors. Lincoln University Utilized social media platforms such as Instagram and Facebook to advertise and share information about opportunities at Lincoln University and our youth development programs. North Carolina A&T State University The MEA Center website is up to date with information for secondary students preparing for college, an open educational resource for undergraduate and graduate students, information about MEA Center RFA funded grants, and links to each 1890 land grant university. An RFA funded project included marketing materials prepared and disseminated in all Guilford County High Schools and Community Colleges in North Carolina. Surveys obtained in the mentorship program and the Seminar courses will be presented in a Teaching Conference and submitted for publication in a Family and Consumer Sciences Journal as a Teaching practice. MEA center was promoted in the College of Agriculture and Environmental Sciences New Letter (CAES News) and social media and as well as North Carolina A&T State University website and media. University of Arkansas at Pine Bluff Program information posted on the School of Agriculture, Fisheries, and Human Sciences (SAFHS) website and in the SAFHS monthly newsletter. Routine visits to local high schools and other recruitment events held in the Pine Bluff area to speak with prospective students and their families. University of Maryland Eastern Shore Continued with participation of and engagement with students during local recruitment events across the state of Maryland. Alabama A&M University and West Virginia State University The details of scholarship opportunities disseminated to area community colleges and established partnerships with the Office of Community College Relations & Global Initiatives at respective Universities have been established. What do you plan to do during the next reporting period to accomplish the goals?To accomplish the MEA Center goals during the reporting period, the following is planned: Florida A&M University Develop and implement a summer RATLR summer program for rising 8th through 10th graders. MEA Center RFA funded project: 1. Host a Virtual Professional/Career Development Seminar Series during the 2021 - 22 academic year that includes seminars on the collaborating 1890 Universities (Virginia State University, Fort Valley State University, North Carolina A&T State University), and the various collaborating agencies within USDA; 2. Host a USDA Panel of representatives from several agencies to provide Scholars with information on the agencies; 3. Host an HBCU Panel of Collaborating Universities to provide the Scholars with information on each campus culture, academic programs, and information related to graduate/professional opportunities; 4. Host Virtual 2021 Summer, and Fall, and 2021 Spring Engagement Workshops Lincoln University The capacity for the development of an online mentoring platform that engages students and provides accessibility is underway. North Carolina A&T State University To complete the conversion of the "You're Hired" curriculum from a face-to-face into a virtual program and provide professional development opportunities on the program for use in 4-H programs. RFA-funded project: Goal 1 Finalize marketing materials for dissemination to Middle and High Schools of North Carolina and deliver a fall 2021 experience for high school students and prospective Food and Nutrition students. Goal 2 Improve the numbers of students in the mentorship program. Goal 3 Analyze the results in the test Seminar course (Spring 2021); Deliver the Seminar course (Fall 2021); Collect results of Fall 2021 Seminar Course; and Prepare to have in-person course Spring 2022. Tuskegee University Tuskegee University will continue to adhere to COVID-19 protocols as it proceeds in completing planned activities using appropriate platforms. It is anticipated that all four projects will be completed in the coming months. University of Arkansas at Pine Bluff To continue to offer and participate in virtual recruitment events, identify students who may have limited financial needs that can be accommodated by offering the $1000 scholarships; and work with the Office of Enrollment Management, Scholarship and Recruitment Offices. Share with prospective students more information about the agricultural sciences and ensure that a tour of university farms, ponds and other facilities are included during student tours. Work with coordinator of the AgDiscovery Program and similarly related high school summer campus programs. Evaluate how UAPB delivers the message of recruitment. Demonstrate to prospective students that we are a unified team, and that we genuinely care about their well-being. Parents will be invited to the conversation and time will be designated to address any concerns parents may have about their child attending college. University of Maryland Eastern Shore To continue to engage high school students during recruitment efforts. Alabama A&M University and West Virginia State University Develop progressive strategies to guide future distance education and course scheduling of agricultural and related science courses between AAMU and WVSU via web-based brainstorming sessions.
Impacts
What was accomplished under these goals?
The MEA Center has accomplished the following activities during this reporting period: Conducted a baseline survey on the 1890 LGUs' programming needs for recruitment, mentoring, retention and graduating of underrepresented students. Developed and conducted an RFA cycle that competitively funded nine grants all focused on achieving Center priorities and objectives. The process included the project team offering an informational webinar discussing the application and review process. A program orientation was conducted for all funded RFA PI's receiving funding during the RFA funding cycle. Launched the Center's website with a public view and then private access to shared resources (https://www.ncat.edu/caes/mea/index.php). Provided support for 1304 students, 40 student interns, 80 new or enhanced courses, and 86 new professional development opportunities. Selected a high-caliber advisory board with members of national reputation from industry, academia, and government agencies. The advisory board led an initial virtual meeting January 2021. Engaged industry partners with promising leads for support with Walmart, Barnes and Nobles, Bayer, Carolina Farm Credit Foundation, and the SAS Institute. Submitted collaborative proposal and received follow-up funding for the Center of Excellence for Student Success and Workforce Development. Other accomplishments by Center partners include: Florida A&M University (FAMU) Activity 1: Bridge Program conducted between the FAMU Developmental Research School and the College of Agriculture and Food Sciences. Objective:To deliver workforce development experiences through partnership with a high school. Results: Twenty 9th - 12th Graders in the agriscience course; ten students in Food Science II, and ten in Food Science III completed the courses. Outcomes:A suite of activities, PowerPoint slides and lab activities to accompany the e-books are very helpful to the teachers. Activity 2: AgriSTEM Saturday Academy focused on delivering various disciplines including: agronomy/plant science, animal science, biological and agriculture systems engineering, food science, natural resources, and entomology. Objective:Expand students' experiences by increasing their knowledge and engagement in STEAM activities. Results:18 participants during the academic school year. Outcomes:Middle school students engaged with university faculty as they learned about agricultural and food sciences through hands-on activities. Lincoln University Activities:Mentoring for pre-college students provided a continuous support system. Objectives:To mentor students preparing for college. Results:Staff and volunteers served as mentors to the youth. LU pre-college summer and afterschool mentoring programs have successfully partnered with secondary schools in urban and rural areas providing mentorship for recruitment and retention. Mentors discussed college preparation with youth. Outcomes: Returning youth participated in a special track offering advanced workshops built on previous experiences. Tuskegee University Activities:Hosted workshop for K-12 educators on best practices for online education and FAHN sciences. Employability skills training delivered Fall and Spring. Presented workshop on workforce needs to address global food security issues during AL Jr. MANRRS institute. Objectives:Workforce and professional development for students and educators. Results:48 educators and 150 students trained. Outcomes:Increased knowledge and skills of educators and students. North Carolina A&T State University (NCA&T) Activities:Supported CAES students to attend Virtual Regional MANNRRS Cluster Meeting held on September 2020. Objectives:To enhance participants' workforce development and experiential learning by promoting the development of soft skills, leadership, and student engagement. Results:The conference encouraged diversity, pluralism and promoted the development of leadership skills that will prepare students for a future in the FANH sciences and related fields. Outcomes:Students' enhanced knowledge and skills. University of Arkansas at Pine Bluff (UAPB) Activities:Recruitment events, met with prospective students and their families, and visited local high schools to share School of Agriculture, Fisheries and Human Sciences' (SAFHS) academic programs, scholarships, and experiential learning opportunities. Developed video segments to recruit students; worked with the Communications director to assess accomplishments and what needs improvement; worked with student ambassadors to implement a formalized mentoring program; engaged students in school-wide "beautification" projects. Collectively designed and disseminated innovative recruitment methods for underrepresented students into SAFHS. Objectives:Recruit, retain, mentor and graduate underrepresented students. Results:Met with students and their parents to share information about the academic opportunities available, helped students identify their area of academic focus; demonstrated how academic programs in the agricultural and human sciences can help students reach their career goals; and connected students with campus resources that helped them succeed academically. Mentored twelve UG students, and three student ambassadors.The SAFHS administrators worked together to enhance a corner park-like space as a service learning event. Outcomes:Six students were recruited into the program and one $1,000 scholarship awarded. Of the twelve students who graduated in December, one has been accepted into graduate school and one, will begin employment with USDA. University of Maryland Eastern Shore Activities:Held the World Food Prize Maryland Youth Institute - May 2021. Objectives: To promote and enhance experiential learning opportunities. Results:Less student participants than expected due to COVID19 pandemic. Outcomes:5 students participated in the Institute. Virginia State University Activities:Held career fairs, school visits, offered scholarships, tutoring, and Agfest event. Objectives:To recruit, retain, mentor, and graduate first generation, underrepresented students. Results:Department chairs met to discuss endeavors moving forward in the pandemic, advertisement supplies purchased by each department and college for recruiting event planning. Activities:STEM Camp, summer boot camp, research projects, lab work, High School Technical Center Ag Experiences, Undergraduate Research, VSU Ag Discovery and Concurrent Summer Program. Objectives:To expand students' experiences to increase their knowledge and engagement in STEM. Results:Transition to virtual programs. Outcomes:Provided "New Normal" expected deliverable outcomes. Accomplishments from some of the MEA Center RFA funded projects include: Alabama A&M University and West Virginia State University Ten students identified on campus and at local community colleges to receive tuition support. Partnered with Academic Advising, Center for Academic Engagement, and the Tutorial Assistance Networks and Grades First-Early alert (AAMU); Student recruitment, retention and graduation center (WVSU) during the fall. Assisted students with Registration support and advisement for the spring. FAMU Four Scholars participated in Research Internships. The introductory Animal Science Experiential Learning Project held approximately 6 weeks.Thirteen students received training. NC A&T Marketing material for use at high schools and open houses were developed. Three industry mentors are mentoring 4 students. The course "Challenges and Prospects of Food Science Career" was tested during Spring 2021. Prairie View A&M University and UAPB Ten students presented PowerPoint presentations related to their workforce and soft skill development learning activities. All students indicated that the sessions were useful and that they will encourage other agriculture majors to participate in the upcoming program learning activities.
Publications
|
|