Progress 09/01/23 to 08/31/24
Outputs
Target Audience:The United States Department of Agriculture (USDA) provides leadership and protection in food, agriculture, natural resources and human sciences (FANH) based on available science and effective management. In addition to learning about cultural aspects, ethical practices of research, and conducting research, TAMUK students learned about USDA opportunities for internships, training, and employment which are available through the USDA Pathways Program. A representative from the Pathways Program taught grant participants, primarily first generation higher education students, how to apply for USDA and other governmental jobs. This included how to create a profile on the USDA website, write a resume, what to expect, frequently asked questions during an interview, and how to apply for jobs and internships. Two additional workers from the USDA came to talk to students about their careers and provided them with valuable knowledge about USDA fields.AgriCULTURE Connections to USDA: Lifestyle and Training of Undergraduates Through Real World Experiences in Texas and Puerto Rico includes a Texas A&M University-Kingsville, grant-funded and faculty-led course known as BIOL 4355_002. The course fostered the development of leadership skills through experiential learning activities directly applicable to food, agricultural, natural resources and human sciences (FANH) careers. This student-centered program exposed Texas A&M Kingsville students to a number of USDA career opportunities and training in research, as well as teaching presentation skills, molecular techniques, data analysis, agriculture diversity and Spanish proficiency. Students also learned how industrial Puerto Rico manufactures consumable items under USDA regulations, as well as a more "free reign" or traditional type of food manufacturing proficiency. In the fourth year of this grant, as well as the previous 3 years, the students participating in the AgriCULTURE grant spent 18 hours learning Spanish during lectures and from being immersed in tasks in Puerto Rico that required Spanish competency. Additionally, the students toured the Animal and Plant Health Inspection Service (APHIS) workplace, which was an insightful experience that gave students the opportunity to learn firsthand the importance of APHIS. Every worker in the facility plays a different role, whether they were out in the field or inside a lab, and they are all vital in protecting the U.S from pests. Without APHIS, the agriculture industry would always be at risk of potential pests being imported throughout the U.S that could have a devastating effect on our resources. Students discussed and analyzed real biotech ethical cases. Lastly, the class discussed the Pathway to Internships and students worked to develop their USA Jobs profile and their resumes so that they could apply for One USDA Internship Program and USDA jobs. Finally, the AgriCULTURE immersion experience in Puerto Rico provided students a glimpse of agricultural practices in different environments, as well as chances to improve their oral presentation skills - specifically in speaking Spanish. The following description, written by a student participating during Year 4 of the grant, describes the actions taken to fulfill Objective 2. "Over the course of the semester, we prepared for our upcoming trip to Puerto Rico. In addition to learning about cultural aspects, ethical practices of research, and conducting our own research, we learned about USDA opportunities for internships, training, and employment which are available through the USDA Pathways Program." Lastly, the class discussed the Pathway to Internships and students worked to develop their USA Jobs profile and their resumes so that they could apply for OneUSDA Internship Programs and USDA jobs. Three representatives from the Pathways Program taught Internship and recent graduate students how to apply for USDA and other governmental jobs. This included how to create a profile on their website, write a resume, what to expect, frequently asked questions during an interview, and specifically how to apply for jobs and internships. Additionally, these visitors discussed their own careers and provided students with valuable knowledge about USDA fields.Along with having inspection agents and K-9's to inspect agricultural items, APHIS has implemented programs that allow it to identify harmful pests and their hosts in order to know what to look for during inspections. Two of these programs mentioned during the students' visit to Puerto Rico included the Fruit Fly Detection Program and the Survey Detection Program. Both programs set up traps and lures in different areas of Puerto Rico in order to catch insects to later identify whether they are harmful or not. The Fruit Fly Detection Program focuses only on fruit flies and one of their main concerns is the Medfly, as it is very destructive to fruits and vegetables. The Survey Detection Program sets up many traps that are checked daily and allows them to identify other types of insects including beetles, moths, weevils, and so on. Two direct learning experiences that students enjoyed during the four years of grant experiences included touring the Rovira factory and participating in a Puerto Rican culinary class, led by Professor Yadira Pacheco, that focused on culture and culinary skills. In Guaynabo, Puerto Rico, Texas A&M.Kingsville students enrolled in BIOL 4355 received a personal tour of the Rovira factory by Ms. Carla Martinez, a Rovira family heir. The tour encapsulated the Rovira's Biscuit Corporation manufacturing side, showcasing Rovira industrial equipment, adherence to FDA regulations, and Rovira company values. The tour's early stages walked through one of the first FDA regulations: food safety. Each member of the tour, including the tour guide, faculty and students, followed food safety rules that consisted of a thorough washing of hands, clothing covers, hair nets, and shoe cleanliness. After the food safety procedure, students and faculty learned how chicharrons (fried pork belly or fried pork rinds) were processed from dehydrated pig skin to edible chicharrons. Emphasis on FDA regulations concerning daylight working hours was a regulation adhered to by the Rovira company, ensuring that they would pass federal inspection from the Food and Drug Administration with flying colors.On March 11, 2024, students had the opportunity to visit Corteva Agriscience, a prominent agricultural company located in Salinas, Puerto Rico. Corteva Agriscience is a global agricultural company that focuses on providing farmers with innovative solutions to increase productivity and profitability while reducing environmental impact. In Puerto Rico, Corteva has a significant presence due to the island's favorable climate for agriculture and its strategic location for seed production and research. While students observed Rovira's chicharron production, USDA regulations concerning pork were discussed. Puerto Rican history tied to pork imports and exports and the African Swine Fever was expanded upon in greater detail during a Rovira-held break session at the end of the tour;this allowed students to critically think about how FDA regulations affect companies such as Rovira, and what measures Rovira could take to expand while still adhering to the FDA. Students learned about the production of aluminum containers, industrial machinery operations, and how both operations made Rovira cracker production possible. Students were educated on the lengthy, yet natural fermentation process of cracker dough and how the fermentation imparted a unique flavor profile to Rovira products. The tour ended with a constructive conversation about the FDA, its relations to Rovira, and how Rovira adheres to FDA regulations. At this time, Ms. Martinez emphasized Rovira values including quality, FDA adherence, and continuing her family legacy. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?TAMUK students who had the privilege to participate in the grant funded educational activities of the AgriCULTURE grant were exposed to USDA agencies, jobs, and internship opportunities, and also participated in classroom instruction including responsible conduct of research, Spanish capacity, research techniques, data analysis and presentation skills. The trip to Puerto Rico provided students with the opportunity to study agriculture in a different geographical and cultural space, and to learn how to perform research analysis and translate that analysis to practical applications in agriculture. A major accomplishment, over the four years of the grant, was the establishment of a partnership between the Texas A&M University College of Agriculture and Natural Resources and the College of Arts and Sciences that successfully allowed students who would not normally cross paths bring their unique knowledge and talents together to enrich their learning experiences. This pairing of two seemingly distinctive departments was initiated through the Biotechnology and Biological Research and Agricultural Ethics course funded by this grant. Over the grant's four years, this course provided each year's group of participants a student-centered experiential learning opportunity that ensured students were provided the requisite knowledge to successfully work together from differing points of view. Additionally, students gained knowledge and acquired agriculturally related educational and research skills for professional opportunities available through the United States Department of Agriculture. This mixing of students with different majors was successful in aiding students to conduct collaborative research from differing viewpoints, including seeking peer assistance and review. Before starting laboratory procedures, each year's participants were taught how to conduct ethical and collaborative research and apply it in practice, including who gains authorship on a published report or research paper, and how to `work in harmony` with dissident views. Illustrations of research misconduct, including fabrication, falsification, and plagiarism, as well as understanding responsible and ethical conduct of research was applied by analyzing case studies. Also, details on human and animal research, data management, what is a peer review, and mentorships were discussed. Students' understanding of responsible and ethical conduct of research was applied by analyzing case studies. The class successfully demonstrated its learning through discussions of these case studies and through students' laboratory experimentation. To enhance their understanding of Puerto Rico's agricultural practices, students studied its geography, environment, economy, population, native plants and animals, and were excited to learn about the fruits, vegetables, and ethnic foods of Puerto Rico. Additionally, students spent multiple classes learning and practicing Spanish, including the pronunciation of basic letters and words, along with common phrases. This gave students a better ability to understand and communicate with those they would meet during the journey. A student expressed: "Over the course of the semester, our class geared up for our trip to Puerto Rico. Our preparation included learning about the culture and history of Puerto Rico, responsible research conduct, and general laboratory practices. Over the course of several weeks, a fly squish and DNA extraction was completed. This DNA was then used for a Polymerase chain reaction (PCR) to create a large copy amount of DNA. The DNA was then digested by enzymes, separated by gel electrophoresis, and sent off for sequencing. This sequencing would be used in the investigation of pesticide resistance of agricultural products in Puerto Rico. This was a large number of topics to be accomplished in a short semester. That said, our knowledge and newly gained skills were put to the test during our trip and the effects will last us a lifetime." Thus, Objective 1 was accomplished by preparing for the trip to Puerto Rico, which provided students with the opportunity to study agriculture in a different geographical and cultural space. Students' Puerto Rico visitation schedule included studying wildlife, amphibians, and USDA's involvement within Puerto Rican wildlife, as well as participating in Puerto Rico's rich educational and cultural customs and enhancing communication by practicing and speaking Spanish. This was an encompassing cultural experience during which students learned about careers with USDA, specifically FANH (Food, Agriculture, Natural Resources, Human Dimensions), agricultural biotechnology, conservation, and the culture of our Hispanic territory. This trip to Puerto Rico provided students with the opportunity to study agriculture in a different geographical and cultural space, and also to learn how to perform research analysis and translate that analysis to practical applications in agriculture. How have the results been disseminated to communities of interest?The AgriCULTURE immersion experience in Puerto Rico provided students with a glimpse of agricultural practices in a new environment. This was an encompassing cultural experience during which students learned about careers with USDA, specifically FANH (Food, Agriculture, Natural Resources, Human Dimensions), agricultural biotechnology, conservation, and the culture of this Hispanic territory. Additionally, students were taught about the history and cultural aspects of Puerto Rico. This included learning about the geography, environment, economy, population, native plants and animals, popular destinations, famous individuals, and various scientific and artistic buildings. In this fourth grant year, one student wrote that "Puerto Rico is an enchanting island that is a captivating blend of rich history, vibrant culture, and stunning natural beauty". As a United States territory with a unique identity, Puerto Rico fascinated the students with its warm tropical climate, golden sandy beaches, and lush rainforests. Beyond its landscapes, the island boasts a dynamic fusion of Spanish, African, and Taíno influences evident in its cuisine, music, and festivals. Students also visited a family farm to witness their practice of planting endangered plant species and ensuring the forest they're a part of is self-sustaining. Another student reflected, "We ended our visit with a most delicious meal consisting of freshly squeezed fruit juice, pastelon with all fresh ingredients, fresh kale-papaya-coconut salad, and of course it wouldn't be a Puerto Rican meal without rice and beans! The food was truly an amazing end to our farm visit. I fully intend to go back one day, so I can volunteer and learn more about their farming culture." All students over the four years of this grant were delighted to visit Puerto Rico's El Yunque forest, the United States Forest Service's National Forest System's only tropical rainforest. The origin of the name comes from an Indian spirit named Yuquiyu, meaning "forest of clouds." El Yunque is composed of four different types of forestations: Tabonuco Forest, Palo Colorado Forest, Sierra Palm Forest, and Dwarf Forest. El Yunque's highest mountain peak is 3,494 feet above sea level, which is in the clouds. Throughout these trails, students also had the opportunity to hike to a beautiful waterfall and witness the Bano Grande, a magnificent man-made pool that draws its water from the upper branch of the La Mina River. The tour guide showed the students pictures of the Bano Grande throughout the years. Students stated that It was cool to see the transformation of El Bano Grande throughout all the years and hear about all the historical events that happened. Additionally, during this trip to El Yunque, they were able to see the Puerto Rican Coqui frog, which according to the students, was an exciting moment for them. Some facts learned about the Coqui are that they are small in size and don't have webbing on their feet, which helps them move around on a moist tree. Another interesting fact about female Coquis is that they lay their eggs on land, so instead of being little tadpoles, the hatched eggs produce itty-bitty froglets. All students participating during the four years of the grant agreed that El Yunque was an amazing experience that will never be forgotten and going with an amazing group that made every part of El Yunque and Puerto Rico fun and interesting was a plus. "We learned a lot about a new culture, language, and food. But being able to go with a professor from Puerto Rico was even better." At the University of Puerto Rico at Mayagüez, Texas A&M Kingsville students and faculty became familiar with Puerto Rican food. During the four years of the grant, students embarked on a cultural journey and developed unique communication, teamwork and culinary skills while cooking a series of traditional Puerto Rican dishes.Over the four years of the grant, when available, a Puerto Rican culinary class allowed students to further connections with their own Hispanic roots as students remarked on the similarities and differences in traditional Puerto Rican and Mexican dishes. During this time, students had the opportunity to socialize with each other, as this was a time that allowed more experiential learning than standard "lecture-type" education. This appeared to be a trend throughout the entire trip to Puerto Rico: students were allowed to converse and critically think about what they learned with other students, and this occurred after every educational tour or observation. Additionally, the Puerto Rican culinary classes educated students on the "why" as well as the "how" regarding the Puerto Rican dishes made. The ingredients used to create dishes such as mofongo are traditional to the mainland. Puerto Rico is known for its tropical and naturally available ingredients; thus, Puerto Rico cooks utilize items such as platannas and the yuca root in their dishes, creating a unique culinary aspect to dishes made on the island. Rovira's industrial tour and [when available during the four grant years] Professor Yadira Pacheco's traditional, Puerto Rican culinary class endowed knowledge and skills otherwise unknown to Texas A&M Kingsville students. Both experiences - either eating or preparing and eating -provided quality information and hands-on learning to students interested in food, agricultural, natural resources or human sciences (FANH) careers. What do you plan to do during the next reporting period to accomplish the goals?As this is the fourth and final year of the grant, the TAMUK College of Agriculture will include many of the activities, lectures, and gatherings of this grant as part of the continued teaching of agriculture at TAMUK. For example, TAMUK will continue career exploration courses in house and abroad. Moreover, a new TAMUK Quality Enhancement Plan for accreditation will be centered on career exploration. Arts and Science College majors will be encouraged to expand their horizons and determine when, where, and how agriculture courses and pursuits meet their educational needs. The effort to increase students' awareness of globally relevant USDA issues, including USDA agencies, jobs, and internship opportunities, will be continued, as well as classroom instruction in data analysis and presentation skills through the TAMUK Biology 4355 Biotechnology Research, Ethics, and Culture in Agriculture course. Specifically, a major innovation with this grant is the inclusion of students from the Arts and Sciences College and this type of cross pollination will be sustained. Throughout the Puerto Rico and TAMUK based experiences, students were exposed to real world scenarios, to possible career paths, and to opportunities to Report Date Page 4 8 of 02/19/2025 United States Department of Agriculture Final Report Accession No. 1023299 Project No. build skills to make them attractive and sought after hires in USDA. TAMUK plans to continue to recruit and educate students who are eager for research driven education and hands-on professional and experiential learning. Specifically, the research that our students are exposed to through instruction at the university will only become more important as our planet continues to heat up and, hopefully, will give students ideas for further educational plans and career
Impacts
What was accomplished under these goals?
The trip to Puerto Rico provided students with the opportunity to study agriculture in a different geographical and cultural space, and to learn how to perform research analysis and translate that analysis to practical applications in agriculture. A major accomplishment, over the four years of the grant, was the establishment of a partnership between the Texas A&M University College of Agriculture and Natural Resources and the College of Arts and Sciences that successfully allowed students who would not normally cross paths bring their unique knowledge and talents together to enrich their learning experiences. This pairing of two seemingly distinctive departments was initiated through the Biotechnology and Biological Research and Agricultural Ethics course funded by this grant. Over the grant's four years, this course provided each year's group of participants a student-centered experiential learning opportunity that ensured students were provided the requisite knowledge to successfully work together from differing points of view. Additionally, students gained knowledge and acquired agriculturally related educational and research skills for professional opportunities available through the United States Department of Agriculture. This mixing of students with different majors was successful in aiding students to conduct collaborative research from differing viewpoints, including seeking peer assistance and review. Before starting laboratory procedures, each year's participants were taught how to conduct ethical and collaborative research and apply it in practice, including who gains authorship on a published report or research paper, and how to `work in harmony` with dissident views. Illustrations of research misconduct, including fabrication, falsification, and plagiarism, as well as understanding responsible and ethical conduct of research was applied by analyzing case studies. Also, details on human and animal research, data management, what is a peer review, and mentorships were discussed. Students' understanding of responsible and ethical conduct of research was applied by analyzing case studies. The class successfully demonstrated its learning through discussions of these case studies and through students' laboratory experimentation. To enhance their understanding of Puerto Rico's agricultural practices, students studied its geography, environment, economy, population, native plants and animals, and were excited to learn about the fruits, vegetables, and ethnic foods of Puerto Rico. Additionally, students spent multiple classes learning and practicing Spanish, including the pronunciation of basic letters and words, along with common phrases. This gave students a better ability to understand and communicate with those they would meet during the journey. A student expressed: "Over the course of the semester, our class geared up for our trip to Puerto Rico. Our preparation included learning about the culture and history of Puerto Rico, responsible research conduct, and general laboratory practices. Over the course of several weeks, a fly squish and DNA extraction was completed. This DNA was then used for a Polymerase chain reaction (PCR) to create a large copy amount of DNA. The DNA was then digested by enzymes, separated by gel electrophoresis, and sent off for sequencing. This sequencing would be used in the investigation of pesticide resistanceof agricultural products in Puerto Rico. This was a large number of topics to be accomplished in a short semester. That said, our knowledge and newly gained skills were put to the test during our trip and the effects will last us a lifetime." Thus, Objective 1 was accomplished by preparing for the trip to Puerto Rico, which provided students with the opportunity to study agriculture in a different geographical and cultural space. Students' Puerto Rico visitation schedule included studying wildlife, amphibians, and USDA's involvement within Puerto Rican wildlife, as well as participating in Puerto Rico's rich educational and cultural customs and enhancing communication by practicing and speaking Spanish. This was an encompassing cultural experience during which students learned about careers with USDA, specifically FANH (Food, Agriculture, Natural Resources, Human Dimensions), agricultural biotechnology, conservation, and the culture of our Hispanic territory. This trip to Puerto Rico provided students with the opportunity to study agriculture in a different geographical and cultural space, and also to learn how to perform research analysis and translate that analysis to practical applications in agriculture.
Publications
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Progress 09/01/22 to 08/31/23
Outputs
Target Audience:The Pontificia Universidad Católica de Puerto Rico was host for the Agriculture students during their visit to Puerto Rico. The music theatre from Pontifical Catholic University of Puerto Rico was a phenomenal event that students were able to experience during their trip. It was the 50th anniversary of a famous baseball player Roberto Clementine, and the Catholic University students brought his story to life. This play was an unforgettable experience that represented the Black Lives Matter movement in Puerto Rico and the U.S. A TAMUK student penned an essay of her experience in Puerto Rico, beginning with a quote from Jack Hanna "The world is the true classroom. The most rewarding and important type of learning is through experience, seeing something with our own eyes." Every state of every country has a different culture, and me, being from a different country to where I currently reside, there is nothing I love more than sharing knowledge about my culture. I enjoy learning from others; their cultural differences that make them unique. Having the opportunity to experience traveling to Puerto Rico for the AgriCULTURE program, with a Puerto Rican professor allowed me to learn a lot from their culture. Not only did I learn about Puerto Rico's culture, but I got to experience first-hand many job opportunities I can apply to after graduating college. Learning through experience is crucial to me and fortunately, having the opportunity to travel to Puerto Rico allowed me to enrich my mind with a different culture and set new career goals. We arrived in Puerto Rico over the weekend, the first Friday night was just us settling in the Pontificia Universidad Católica de Puerto Rico where we would be staying for most of the trip. The first cultural experience started there, by seeing how different the architecture of a university is outside of Texas. It was a day full of experiences and learning. The AgriCULTURE Connections to USDA: TX & Puerto Rico program allowed me to learn about a new different culture, try new food, visit amazing and beautiful places, meet new people and make life-long friendships. This trip made me realize the importance of being bilingual in the Science field. By being bilingual, you open doors to job opportunities in places you could have never imagined yourself living in. Not only does being bilingual help in the academic and career aspect of your life, but it will always allow you to connect and experience the culture of the place you are visiting or moving to. I am grateful for all of the experiences and knowledge that I obtained from traveling to Puerto Rico and I hope I get the opportunity to visit again Regarding Objective 1 Participants will train in agricultural biotechnology, biological, and agricultural ethics and Objective 2, Diverse students will be exposed to FANH and USDA agencies, job and internship opportunities, two students (both from College of Arts and Sciences) completed the University Knowledge and Skills evaluation instruments documenting their exposure to unique educational experiences that involved critical thinking, experiential learning, research opportunities, and critical soft skills for the workplace.Pretest to posttest changes were realized in knowledge and understanding for1) how scientists work on real problems - pretest low and moderate, posttest high; 2) knowledge of the science of natural resources - pretest very low, posttest high; 3) adequate skills to conduct appropriate laboratory procedures - pretest very low and moderate, posttest high; 4) ability to analyze and understand lab data and results - pretest low and moderate, posttest high; 5) confidence in my ability to apply an ethical lens to science and research - pretest low and moderate, posttest high and very high; 6) commitment to designing creative ways to assist communities with the use and conservation of natural resources - pretest very low and moderate, posttest high; 7) awareness of the educational and work opportunities of the USDA - pretest very low, posttest high and very high; 8) knowledge of the educational requirements for jobs within USDA - pretest very low, and posttest high and very high; and 9) appreciation for agricultural sciences (Food, Agriculture, Natural Resources, and Human Sciences) - pretest very low and low, and posttest high and very high. For Objective 3, College of Agriculture and College of Arts and Sciences students will acquire new insights on how to serve a diverse community through a cultural immersion, 3 students (2 from College of Arts and Sciences and 1 from College of Agriculture) completed a survey that was designed to evaluate their knowledge and skill levels before and after their exposure to unique educational experiences in Puerto Rico that involved critical thinking, experiential learning, and research opportunities. The 3 students' exhibited pretest to posttest increases in knowledge and understanding in the following areas: 1) The University School of Tourism, Hospitality, and Culinary Arts in Mayagüez -(EUTHAC in Spanish)- pretest very low and low, posttest high and very high; 2) Hacienda Buena Vista (former coffee plantation) pretest very low and low, posttest high and very high; 3) Castillo Cerralles (preserved mansion now museum of rum and sugar cane) pretest very low and low, posttest high and very high ; 4) Pontificia Universidad Catolica de Puerto Rico- Music Theater (Roberto Clementine) pretest very low, posttest moderate and very high; 5) Cavernas del Rio Camuy National Park Tour - pretest very low and low, posttest very high; 6) Tour of Pontificia Universidad Católica de Puerto Rico- pretest very low and low, posttest high and very high; 7) Visit to Corteva in Salinas, PR (an agricultural biotechnology company that works on genetic manipulations to improve crops) - pretest very low and low, posttest high and very high; 8) Puerto Rican cooking class - pretest very low, low, moderate, posttest very high; 9) Acevedo Farm - Using biodegradable materials and environmentally friendly methods bacterial and fungal-resistant plantain trees to combat the threat of micro-organisms to maintain soil quality - pretest very low and low, posttest very high; 10) Acevedo Farm - Examining a water system redirecting water runoff from surrounding hills into a sedimentary basin - pretest very low, posttest high and very high; 11) Acevedo Farm - Planting of bacterial and fungal-resistant plantain trees to combat the threat of micro-organisms to maintain soil quality - pretest very low, posttest high and very high; 12) Acevedo Farm - Addressing environmental concerns by using cover crops like sorghum to return atmospheric carbon into the soil - pretest very low, posttest moderate, high, and very high;13) Rovira Biscuit -Corporation Soda Cracker Production - pretest very low, posttest moderate, high, and very high; 14) El Yunque Subtropical National Forest - Identification of plants and species - pretest very low and low, posttest high and very high; 15) El Portal de El Yunque Major Visitor Center - pretest very low and low, posttest high and very high; 16) Marin International Airport Aerostar Wildlife Services (Iguanas and Birds) - pretest very low, posttest high and very high; 17) ArcGIS used to track insects pretest very low, posttest high and very high; 18) Beagles Brigade (canine searchers for prohibited agriculture commodities) pretest very low and low, posttest high and very high; 19) Animal and Plant Inspection Service (APHIS) - Detection programs for harmful pests - pretest very low and low, posttest high and very high ; 20) Parguera Beach - explored fish and corals and the bioluminescence bay - pretest very low, posttest very high; 21) Old San Juan Architecture - murals, mosaics, three dimensional installations - pretest very low, posttest very high. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?Year 3 of the TAMUK Agriculturegrant continued to educate and motivate undergraduate students from the TAMUK Dick and Mary Lewis Kleberg College of Agriculture and Natural Resources and the TAMUK College of Arts and Sciences to learn about sustainable agricultural practices and essential molecular biology/biomedical sciences in both Texas and Puerto Rico, and apply the information to future educational and vocational endeavors. In preparation for grant experiences, students attended a TAMUK sponsored grant funded Biotechnology Research, Ethics, and Culture in Agriculture course. Students learned molecular lab techniques through agriculturally relevant investigations of genotypic variations underlying pesticide resistance, used problem solving and teamwork to extract DNA, performed Polymerase Chain Reaction (PCR) on a single fly, performed restriction digestion on their fragment, gel extracted it, and sent it for sequencing. Students became proficient in safely using pipettemen, PCR machines, gel electrophoresis apparatus, centrifuges, spectrophotometers, and the software used for genetic analysis, ending with a hands-on class research project. Additionally, students discussed and analyzed real biotech ethical cases and practiced speaking the Spanish language. Lastly, the class discussed the Pathway to Internships and students worked to develop their USA Jobs profiles andresumes so they could apply for OneUSDA Internship Program and USDA jobs. The AgriCULTURE immersion experience in Puerto Rico provided students a glimpse of agricultural practices in a different environment and the opportunity to improve their oral presentation skills and to speak and read Spanish. Objective 2 of the AgriCULTURE grant is to introduce students to USDA careers through grant funded experiential learning opportunities in Texas and Puerto Rico, specifically the USDA Food, Agriculture, Natural Resources and Human (FANH) sciences. TAMUK students who have the privilege to participate in the grant funded educational activities of the AgriCULTURE grant are exposed to USDA agencies, jobs, and internship opportunities, and also participate in classroom instruction in data analysis and presentation skills. This trip to Puerto Rico provides students with the opportunity to study agriculture in a different geographical and cultural space, and also to learn how to perform research analysis and translate that analysis to practical applications in agriculture. One student on the Puerto Rico trip wrote of her experiences:For most of the trip, we visited forests, parks, and institutions dedicated to the study, conservation and restoration of Puerto Rico's environment. One of the trips that most sparked my interest was going to San Juan's Airport and seeing how USDA employees work in the animal and pest control areas. This experience opened my eyes to other job opportunities I can explore after finishing my Bachelor's Degree in Animal Science. Another student related, the day we went to Parguera beach in Puerto Rico began with Dr. Velez, two of my colleagues, and I being invited to participate in the PCUPR radio show where we had a great time meeting the radio presenters of La Católica and some other college students. Then the TAMUK group continued to La Parguera, which is an idyllic seaside destination found in Puerto Rico's southwestern region. In the town's main square, you will find a lively atmosphere filled with food kiosks, live music, and beautiful views of the Caribbean Sea. Unlike the rest of the seaside destinations found around the island, La Parguera doesn't have any beaches, but instead, it is surrounded by pristine cays. You can reach the cays by renting your very own small boat or arranging transportation with any of the local tour providers. Some of La Parguera's most visited cays are Cayo Enrique, Mata La Gata, and Cayo Caracoles. One of the island's three bioluminescent bays is also located at La Parguera. We took a boat to a small reef in La Parguera where we finally, after a long week, were able to relax for many hours. In that reef, we not only had a great time relaxing, but we also took this opportunity to explore. While snorkeling and kayaking around the reef, we were able to observe fishes, corals and algae that live there. At night we enjoyed a beautiful phenomenon of bioluminescence, which was the activity that I most looked forward to the whole trip. While kayaking in the dark night, the only emission of light you could observe was coming from the kayak's paddle moving the water. We learned that bioluminescence is the emission of light by living organisms, in this case a specific protein that causes this emission of light with the movement of water. The ocean could have many different reasons for its bioluminescence: sharks, jellyfish, plankton and bacteria. In the case of La Parguera, microorganisms called Dinoflagelles emit bioluminescence as a defense mechanism against being disturbed. The students and faculty visited the Camuy River Cave National Park, consisting of hundreds of caves with many entrances that span over ten miles.After an instructional video, all were "armed" with a flashlight, hardhat, and an audio player to inform tour participants about different parts of the cave. Hiking down the trail, we were surrounded by the dazzling vegetation of Puerto Rico, which included the spiky kapok trees, cacao trees, bromeliads hanging harmlessly from large limbs and even edible, pink flowers! The fauna also includeda moss-covered bridge that could only be described as astonishingly picturesque. As if this real-life painting was not magical enough, what bordered the walk to the mouth of the cave was a waterfall, whose waters climbed down the gradual slope, all the while making a low, yet gentle roar which served as the cherry on top of this enchanting landscape. It would only be after rounding a section of particularly dense forest that the finale to the hike would come into view: Clara Cave.When you finally reach the cave, it easily puts into perspective how small we truly are. With ceilings spanning up to 200 feet tall, the cave is massive, and the jagged stalactites and stalagmites rise high above the floor, and droop low below the ceiling respectively. The sound of dripping can be heard echoing all throughout the cave, and if you're lucky, you may even hear the sounds of bats fluttering out of the cave. The cave itself is cool, with a soothing breeze that blows from the entrance to the upcoming exit. The end of the tour is the most awe-inspiring, however, as the cave opens into an enormous room, and a sinkhole forms in the center of it. The path leading to the cave continues for a few yards into the room, stopping just far enough in to observe an unparalleled splendor that few will ever behold. Above, the ceiling of the cave opens to show immaculately vibrant vegetation growing above, and water flows from here down to the bottom of the cave, where it collects at the bottom in an emerald pool. By far the most incredible sight, however, is looking up to the ceiling here. Leaves fall from the trees above like shards of gold, while the streams of water flowing down appear like silver ribbons, painting a picture of biblical proportions. How have the results been disseminated to communities of interest?Objective 3 of the project: College of Agriculture (COAG) and College of Arts and Sciences (COAS) students will acquire new insights regarding how to serve a diverse community through cultural activities, was embodied through host university, The Pontificia Universidad Católica de Puerto Rico.The music theatre from Pontifical Catholic University of Puerto Rico was a phenomenal event that we got to experience during our trip. It was the 50th anniversary of a famous baseball player Roberto Clementine, and the university students brought his story to life. This play was an unforgettable experience that represented the Black Lives Matter movement in Puerto Rico and the U.S. COAGand COASstudents participated in this cultural immersion program, acquiringnew insights on how to serve diverse communities specifically through Casa Pueblo, which is a nonprofit environmental watchdog community-based organization in Adjuntas, Puerto Rico. This project houses a community self-management project (non-governmental) that focuses on protecting natural, human, and cultural resources. Casa Pueblo, during the recent hurricanes (Maria and Fiona) served as a shelter during the power outages. Over the past few years, the agency has placed solar panels in nearby areas. It has also created a migration path through all of Puerto Rico for the animal population. Casa Pueblo specifically works on protection of the environment and has official policies for conservation issues that have been grouped into 17 categories, including agriculture, forest and wilderness management, land management, water resources, oceans, and wildlife management. Examining these community driven efforts was a revelation for the TAMUK students, providing organic examples of the processes of community development and improvement projects. While some events of the AgriCULTURE experience revolved around research and theory, the visit to Acevedo Farm represented the practical aspect of agricultural science. The farm consists of several acres of land used to methodically raise onions, plantains, and other crops on a massive scale. To accomplish such mass production, the farm has made special considerations towards a variety of factors and implemented innovative strategies in response. For example, to manage water quality, the farm has implemented a system that redirects water runoff from the surrounding hills into a sedimentary basin, thereby avoiding contaminants and mineral buildup in the irrigation systems. Other methods include the planting of bacterial and fungal-resistant plantain trees to combat the threat of microorganisms and the use of cover crops like sorghum to maintain soil quality. Most notably, the farm also addresses environmental concerns by using biodegradable materials and using cover crops to return atmospheric carbon into the soil. Ultimately, Acevedo Farm demonstrates a culmination of agricultural knowledge and is a showcase of science and engineering that is worthy of investment from governments and academia. A student wrote "of all the incredible experiences and beautiful locations I haveseen during my visit to Puerto Rico,the application of science and engineering at the Acevedo Farm in Puerto Rico was the best.I was thoroughly impressed by the many considerations for plant, soil, and environmental science the owners and personnel of the farm had made to efficiently produce crops on a massive scale.I found that the farm employed interesting strategies to face the challenges to production, some of which are unique to the farm's geography, which starkly contrasts with my home in south Texas. From my experience at the Acevedo Farm, and as a student of animal-based agriculture, I have found it essential that students and practitioners of science, as well as the average consumer, be conscious of the intellectual labor that is involved in crop production. One of the most notable factors that the Acevedo Farm strategically accounts for is water quality.To address this, the farm implemented engineering expertise to create what is essentially an extensive trench that runs from the adjacent hills that leads into a sedimentary basin. The function of this trench is to redirect water runoff from the hills which carries undesirable substances and materials such as pathogens or mineral deposits that can clog the farm's irrigation system. As such, the farm has enabled itself to control the source of water that is used to grow its crops, thereby reducing maintenance costs and improving crop health. This relatively simple method of redirecting water is a testament to the need for engineers in the agricultural industry to generate new and advanced methods of improving farming efficiency. On the biological front, the operators of the farm are keenly aware of the presence and effects of microbial life, such as bacteria and fungi that can have a substantially negative impact on crop production. Acevedo Farm has implemented the planting of bacteria and fungi-resistant crops, such as plantains, a staple of Puerto Rican cuisine. The personnel at Acevedo Farm strongly encourage future biologists to consider a career in agriculture. Objective 4, Dissemination of Program Model to Other Institutions, is being accomplished asstudents who accompanied Dr. Maria E. Hernandez-Velez and other faculty members have written essays regarding their trip experiences. Several of their experiences in Puerto Rico are so different from their experiences in Texas that students are eager to share their stories once they are back in Texas. Starting with the essay each student wrote regarding a specific grant activity in Puerto Rico, and from the results of their learning from the TAMUK laboratory and classroom instruction, students have been keenly interested in sharing what they have learned and accomplished to other students and other institutions.Further, the AgriCULTURE Grant Objective 3 states that the College of Agriculture (COAG) and the College of Arts and Sciences (COAS) students will acquire new insights on how to serve diverse communities through a cultural immersion program which includes research skills acquisition and second language competency. Throughout the above noted experiences, students were actively improving their language, investigative, and research skills. An example of student written accounts and observations, along with pictures of the students' activities, is the Luis Muñoz Marín International Airport visit. This field trip to the airport illustrated solutions to problems that are unusual to the TAMUK students and dangerous to the safety of the airport. A student essay described the San Juan Luis Munoz Marin International Airport as more than airplanes and passengers because the airport houses the Federal Aviation Administration's (FAA) Wildlife Hazard Mitigation Program, as well as the USDA Animal and Plant Health Inspection Service (APHIS). For the most part, students have not experienced these airport safety problems in their agriculturally related studies. This experience was a revelation for students, who were amazed at the versatility and expansiveness of the prospects for USDA employment. Additionally, the AgriCULTURE students observed a bioluminescent bay, which is a rare ecosystem that happens when microscopic, single-celled organisms called dinoflagellates grow in quantities big enough to produce a "glow-in-the-dark" effect when stimulated by movement. It is rare for dinoflagellates to be in concentrations high enough to be noticeable. As one student described, in conclusion, that day would forever be a life-changing moment because she was able to ask questions and was given advice on how to get closer to what she wanted to become. This exchange encouraged her to continue to ask questions, broaden her scope of knowledge, and try new things. What do you plan to do during the next reporting period to accomplish the goals?Next year, we plan to continue our study of Adjuntas, Puerto Rico, which is located in the coffee zone of the mountainous west center of Puerto Rico. Adjuntas is also at the headwaters of watersheds that are critical for the country's water security, as well as near refuges that harbor great diversity for threatened species such as the Falcón de Sierra. TAMUK students will share this tri-leveled challenge of conflicting interests (coffee production zone - water security - threatened wildlife species) with researchers and professors through the TAMUK Biotechnology and Biological Research and Agricultural Ethics course. Also we will highlight, among other places studied and visited, Hacienda Buena Vista, a former coffee plantation that not only produces coffee, but in recent times grows corn.The hacienda's principle buildings, grouped together within a three acre area, includes the hacienda manor house, a carriage house, horse and mule stables, a caretaker's house and office, two warehouses, a hurricane shelter, a corn mill and slave quarters.Because of Puerto Rico's rich soil and cool mountain regions, coffee grows very well here, and it has been a major agricultural crop for the last 150 years.Powered by water from a waterfall, the coffee processing equipment is still in working condition. Restored and operated by the Puerto Rico Conservation Trust, Hacienda Buena Vista provides a glimpse of living and working conditions in times past byseeingthe waterfall that runs the machinery. In the coffee processing area, students learned about the coffee process - drying, cleaning, roasting etc. To the students, it wasinteresting to view how nature comes into play in the process -sun is used to dry the beans. Corn is also grown andthe corn processing is powered by water.The benefits for students from this experience are an appreciation for adaptations over time, the necessity of water and its use in various agricultural processes, and the importance of studying real world agricultural businesses and projects. Also, this glimpse into the coffee industry will inform the students' discussions in the ethics course regarding competing interests for land, water, and other resources. The visit to Corteva Agriscience in Salinas, PR, which is an agricultural biotechnology company that works on genetic manipulations to improve crops, is also important to highlight. In Puerto Rico, Corteva grows corn, soybeans, sorghum, and cotton seeds and works to make health, safety, and environmental protection an integral part of the design, production, marketing, distribution, and use of their products. For the AgriCULTURE students, this was a good opportunity to ask questions linked to what they learned in their Biotechnology Research, Ethics, and Culture in Agriculture course. Lastly, we would like to continue cultural experiences such as themeal chronicled in a student essay.From appetizers to dessert and drinks, ChefYadira Pachecodiscussed the importance and cultural significance of the ingredients she had laid out. Sheinstructed that the order in which we prepare the food should be based off difficulty, so the first to be made was the tembleque,a traditional PRicodessertwith a pudding/jello texture.As the tembleque was setting in the fridge, we began making the empanadas. To the masa harina we added grated calabaza squash, and the empanadas were stuffed into with a delicious, shredded chicken mixture, cooked in sofrito (onions, peppers, garlic, fresh herbs).After rolling the empanadas into banana leaves, they were set in the oven to bake.Next, we prepared our almojábanas, a dough that is made from rice flour, cornstarch and queso fresco, then fried until golden brown, and bacalitos- something like a fried fish fritter, with salt-cured cod, bell pepper, and culantro. The second portion of the main course, arroz con gandules, is Puerto Rico's national dish. Made with rice, pigeon peas, and diced ham steak, cooked in sofrito, and seasoned with garlic and paprika. Arroz con gandules was my personal favorite of the night! Chef Pacheco made pina coladas, said to have been invented in PR, using fresh pineapple and coconut cream. The cooking class had been one of our scheduled events that I was looking forward to the most.I've grown up in the kitchen and love to cook and explore cultures through food. This class definitely did not disappoint! And everyone in group wasable to take a task and work together to bring our meal to the table. Chef put so much thought into the preparation and planning of our menu, and it was so interesting to learn a new way of cooking, and truly get a taste of Puerto Rican culture Throughout the Puerto Rico and TAMUK based experiences, students were exposed to real world scenarios, to possible career paths, and to opportunities to build skills to make them attractive and sought after hires in USDA. We plan to continue to recruit and educate students that are eager for research driven education and hands-on professional and experiential learning. Specifically, the research that our students are being exposed to through this grant opportunity will only become more important as our planet continues to heat up. This trip to Puerto Rico is giving these students ideas for further educational plans and career possibilities valuable to the planet on which we reside. Every year, we hope to mirror the experiences as described by the following TAMUK student, whopenned an essay of her experience in Puerto Rico, beginning with a quote from Jack Hanna "The world is the true classroom. The most rewarding and important type of learning is through experience, seeing something with our own eyes." This student went on to say that culture is a term used to describe the different social behaviors, beliefs, art expression and gastronomical differences in every place on Earth. Every state of every country has a different culture, and me, being from a different country thanwhere I currently reside, there is nothing I love more than sharing knowledge about my culture. The same way I embrace my culture, I enjoy learning from others; their cultural differences that make them unique. Having the opportunity to experience traveling to Puerto Rico for the AgriCULTURE program, with a Puerto Rican professor, allowed me to learn a lot from their culture. Not only did I learn about Puerto Rico's culture, but I got to experience first-hand many job opportunities I can apply to after graduating college. Learning through experience is crucial to me and fortunately, having the opportunity to travel to Puerto Rico allowed me to enrich my mind with a different culture and set new career goals. We arrived in Puerto Rico over the weekend, the first Friday night was just us settling in the Pontificia Universidad Católica de Puerto Rico where we would be staying for most of the trip. The first cultural experience started there, by seeing how different the architecture of a university is outside of Texas. It was a day full of experiences and learning. The AgriCULTURE Connections to USDATX & Puerto Rico program allowed me to learn about a different culture, try new food, visit amazing and beautiful places, meet new people and make life-long friendships. This trip made me realize the importance of being bilingual in the Science field. By being bilingual, you open doors to job opportunities in places you could have never imagined yourself living in. Not only does being bilingual help in the academic and career aspect of your life, but it will always allow you to connect and experience the culture of the place you are visiting or moving to. I am grateful for all of the experiences and knowledge that I obtained from traveling to Puerto Rico and I hope I get the opportunity to visit again.
Impacts
What was accomplished under these goals?
The vision of USDA is to provide economic opportunity through innovation, helping rural America to thrive; to promote agriculture production that better nourishes Americans while also helping feed others throughout the world; and to preserve our Nation's natural resources through conservation, restored forests, improved watersheds, and healthy private working lands.To support these endeavors, Objective 1of the AgriCULTURE Grant,Participants will train in agricultural biotechnology researcg skills, and agricultural ethics and culture,is designed to introduce TAMUK students to real world agricultural issues and projects.The TAMUK Biotechnology and Biological Research and Agricultural Ethics course funded by this grant is a student-centered experiential learning opportunity to ensure that students have the requisite knowledge of the professional opportunities that are available through the USDA and that they also learn agriculturally related educational and research skills needed to be competitive in the job market. Under this objective, students are trained in biological and agricultural ethics in a module titled Responsible Conduct of Research and Bio ethics.Part of the educational activities also includesObjective 2,Introduce studentsto the USDA organization and its career opportunities, primarily through the USDA Food, Agriculture, Natural Resources, and Human (FANH) sciences. The trip to Puerto Rico givesstudentsthe opportunity to study FANH agricultural sciencesin a different geographical and cultural space. The TAMUK students' Puerto Rico visitation schedule included studying wildlife, amphibians, and forestry, participating in Puerto Rico's rich educational and cultural customs, and enhancing communication by practicing and speaking Spanish.The many places visited included the Animal and Plant Inspection Service (APHIS) workplace. APHIS plays a big role in preventing disease and illnesses from being spread through the trade of agricultural commodities across the U.S. Its job is to make sure that any agriculture trades, including food, fruits and vegetables, and even souvenirs made of plants, are not carrying any invasive pests that could be imported into the U.S. To ensure the safety of American agriculture, APHIS showed students the different measures they use, including a K-9 trainer and his beagle partner trained in identifying agricultural commodities, detection programs for harmful pests, and an entomology lab used to identify insects.One of the APHISprograms is theFruit Fly Detection Program, which focusesonly on fruit flies.Oneof their main concerns is the Medfly, as it is very destructive to fruits and vegetables.Students were shown different species, ranging from beetles, moths, flies, and even small, microscopic insects that are only visible under the microscope. Through the use of a manual, entomologists can identify whether the insects are harmful, requiring immediate attention, or ordinary insects that do not pose a threat.Thistourgave students the opportunity to learn firsthand the importance of APHIS. The United States Forest Service's National Forest System has only one tropical rainforest, El Yunque, composed of 4 different types of forestations: Tabonuco Forest, Palo Colorado Forest, Sierra Palm Forest, and Dwarf Forest. El Yunque's highest mountain peak is 3,494 feet above sea level. Students did not get the chance to explore all the way up, but did get to explore and hike three midpoint trails of El Yunque while learning about all of the different plants and animals throughout the rainforest. The spiders in El Yunque are a different type than those in Texas, and the tour guide was able to pick up and hold a lot of the different spiders and show students their webs. Another trail students hiked led to a little waterfall and river, where students were able to touch and drink the clear water.Throughout these trails, students also had the opportunity to witness the Bano Grande, a magnificent man-made pool that draws its water from the upper branch of the La Mina River. This 18-foot-deep pool is produced by a dam composed of stone and masonry, over which water cascades. From 1936 to 1968, the pool was continuously utilized before safety concerns forced its closure to swimmers and subsequent conversion to a scenic area. The tour guide showed the students pictures of the Bano Grande throughout the years. Students stated that It was cool to see the transformation of El Bano Grande throughout all the years and hear about all the historical events that happened. During this trip, they were able to see the Puerto Rican Coqui. This family member of frogs was one of the most exciting to see. According to the students, some facts learned about the Coqui are that they are small in size and don't have webbing on their feet which helps them move around on a moist tree. Another interesting fact about female Coquis is that they lay their eggs on land, so instead of being little tadpoles, they are little itty-bitty froglets. The student who wrote the El Yunque essay stated that El Yunque was an amazing experience that will never be forgotten and going with an amazing group that made every part of El Yunque and Puerto Rico fun and interesting was a plus. "We learned a lot about a new culture, language, and food. But being able to go with a professor from Puerto Rico was even better." In another essay that one of the students wrote, three takeaways were listed as lessons learned during the Rovira Biscuit Corporation facility tour, including the steps it takes to make crackers, the precautions needed for a safe environment, and the amount of teamwork it takes to run a factory! The first takeaway - the steps it takes to make the crackers - included mixing all the organic ingredients together in what can be best described as giant metal bathtubs which gointo a cold storage room for dough rising without contamination. The second takeaway is the precautions needed to make the factory safe for everyone, such as wearing proper Personal Protective Equipment, as well as hairnets for hair and beards. Additionally, ear protection is worn by workers when they are working with loud machines. The student noticed clear warnings on machinery, such as 'Caution!', 'Hot!', or 'Watch Your Head!' These signs were brightly colored to capture workers' attention. Lastly, the student was surprised at the amount of teamwork that it takes to run a factory. According to this student, everyone has a role to play to make sure everything in the factory runs smoothly, and everyone works together to get their jobs done. To quote this student, it was cool to see them all working together in a harmonious workspace where they can all communicate with each other. This tour showed me how something that may not seem significant, such as a cracker factory, can actually have a lot of different cogs to make it unique. Besides being impressed by the company's production line, students were surprised to learn that an APHISquality control office is located in the factory as a part of the Rovira Biscuit Company's routine. AnAPHIS inspector ensures that the facility operates to USDA standards. The abundance of vocational choices within the USDA surprised many of the students, who now believe that the cultural immersion experiences available from the AgriCULTURE program will assist them to develop agricultural field, research, and leadership skills that will be needed by future USDA employees and leaders.
Publications
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Progress 09/01/21 to 08/31/22
Outputs
Target Audience:During the grant year, students expressed that they would apply their newfound knowledge from the grant's educational endeavors and hands on experiences to their future careers. These sentiments were exhibited in the students' responses to the AgriCULTURE retrospective knowledge and skills pretest and posttest. Regarding Objective 1 Participants will train in agricultural biotechnology, biological, and agricultural ethics and Objective 2, Diverse students will be exposed to FANH and USDA agencies, job and internship opportunities, twelve students completed the evaluation instruments documenting their exposure to unique educational experiences in Puerto Rico and in the TAMUK classrooms that involved critical thinking, experiential learning, research opportunities, and critical soft skills for the workplace. The nonparametric statistical method Related Samples Wilcoxon Signed-Rank test documented 12 students' statistically significant pretest to posttest changes in knowledge and understanding for 1) how scientists work on real problems (test stat=55.000, standard error = 9.618, z=2.859, p=.004), 2) knowledge of the science of natural resources (test stat=66.000, standard error=11.113, z=2.969, p=.003), 3) laboratory procedures (test stat=36.000, standard error=6.828, z=2.636, p=.008), 4) ability to analyze data and other information (test stat=36.000, standard error=7.018, z=2.565, p=.010), 5) confidence in my ability to apply an ethical lens to science and research(test stat=66.000, standard error=10.909, z=3.025, p=.002), 6) readiness for more demanding research (test stat=78.000, standard error=12.610, z=3.093, p=.002), 7) awareness of the educational and work opportunities of the USDA (test stat=66.000, standard error=11.175, z=2.953, p=.003), 8) knowledge of education requirements for jobs within USDA (test stat= 66.000, standard error=11.147, z=2.961, p=.003), and 9) appreciation for agricultural sciences (test stat= 45.000, standard error=8.170, z=2.754, p=.006). Regarding Objective 3 College of Agriculture and College of Arts and Sciences students will acquire new insights on how to serve a diverse community through a cultural immersion, between 6 and 13 2021 and 2022 students completed a survey that was designed to evaluate their skill and knowledge levels before and after their exposure to unique educational experiences that involved critical thinking, experiential learning, and research opportunities. The nonparametric statistical method Related Samples Wilcoxon Signed-Rank test documented the students' statistically significant pretest to posttest increases in skill and knowledge levels in the following areas: 1) Casa Pueblo Community Self-Management Project-6 students (test stat=21.000, standard error = 4.704, z=2.232, p=.026), 2) Bosque Escuela La Olimpia Forest-6 students (test stat=21.000, standard error=4.287, z=2.449, p=.014), 3) TIBES Indigenous Ceremonial Center-6 students (test stat=21.000, standard error=4.623, z=2.271, p=.023), 4) Toro Negro Forest Cordilla Central Mountain Range/Forests-6 students - (test stat=21.000, standard error=4.623, z=2.271, p=.023), 5) Toro Negro Forest poisonous plants and oak plants- 6 students (test stat=21.000, standard error=4.637, z=2.264, p=.024), 6) Biodiversity of Toro Negro Forest- 6 students (test stat=21.000, standard error=4.704, z=2.232, p=.026), 7) Laguna Cartagena National Wildlife Refuge - birds, livestock, iguanas -6 students (test stat=21.000, standard error=4.623, z=2.271, p=.023), 8)Bioluminescent Bay Dinoflagellates -6 students (test stat=21.000, standard error=4.704, z=2.232, p=.026), 9) Corteva Agriscience molecular biology lab- 6students (test stat= 21.000, standard error=4.704, z=2.232, p=.026), ), 10) Pontificia Católica University campus tour -6 students (test stat=21.000, standard error=4.664, z=2.251, p=.024), 11) Luis Munoz Marin International Airport Aerostar Wildlife Services -13 students (test stat=78.000, standard error=12.445, z=3.134, p=.002), 12) Airport APHIS, ArcGIS, Beagle Brigade-13 students (test stat= 78.000, standard error=12.600, z=3.095, p=.002), and 13) El Yunque Forest plant classifications and species- 13 students (test stat= 78.000, standard error=12.550, z=3.108, p=.002 ), 14) El Yunque Forest Parrot Recovery Program-13 students (test stat=78.000, standard error=12.445, z=3.134, p=.002), 15) El Yunque Forest climate change -13 students (test stat=78.000, standard error=12.610, z=3.093, p=.002), 16) CRISPR gene editing technology - 6 students (test stat= 21.000, standard error=4.743, z=2.214, p=.027), 17) Rovira Biscuit Corporation 6 students (test stat= 21.000, standard error=4.704, z=2.232, p=.026, 18) Old San Juan Architecture - 13 students (test stat= 78.000, standard error=12.619, z=3.090, p=.002, and 19) Escambion Beach coral reef and marine life -13 students (test stat= 91.000, standard error=14.160, z=3.213, p=.001). These results demonstrate that students who participated in this grant funded program to study agroecology in Puerto Rico, to be exposed to USDA agencies, jobs, and internship opportunities, and to participate in classroom instruction in data analysis and presentation skills showed statistically significant changes in their increased knowledge and understanding of the agricultural, vocational, and research training of this grant. A student expressed that the activity that caught my eye was day 5 when we went to the airport to visit the APHIS wildlife service and USDA jobs and learned about the importance of their jobs in keeping the runway clear for any planes taking or departing. The students learned about energy insecurity in Adjuntas, Puerto Rico, which is located in the coffee zone of the mountainous west center of Puerto Rico. However, Adjuntas is also at the headwaters of watersheds that are critical for the country's water security, as well as near refuges that harbor great diversity for threatened species such as the Falcón de Sierra. TAMUK students can share this tri-leveled challenge with researchers and professors through the TAMUK Biotechnology and Biological Research and Agricultural Ethics course. Additionally, the students visited Castillo San Felipe del Morro, a citadel designed to guard the entrance to the San Juan Bay, home to Puerto Rico island's busiest harbor. San Juan Bay is Puerto Rico's largest body of water in an estuary of about 97 square milesof channels, inlets and eight interconnected lagoons.After the marvelous historic buildings, and murals we discovered in the morning, we spent the afternoon at Escambion Beach, which is protected by a coral reef, landscaped with tall palm trees, and filled with marine life. In the evening students visited the President of Pontificia Universidad Católica de Puerto Rico, and had a delicious dinner for the President and his wife cooked for them. During the Rovira Biscuit Corporation facility tour, besides being impressed by the company's production line, students were surprised to learn that a USDA Animal and Plant Health Inspection Service (APHIS) quality control office is located in the factory as a part of the Rovira Biscuit Company's routine. A USDA APHIS inspector ensures that the facility operates at USDA standards. The abundance of vocational choices with the USDA surprised many of the students. The cultural immersion AgriCULTURE program that assists students to develop agricultural field, research, and leadership skills is sustainable and will assist in the provision of future USDA employees and leaders. As one student stated, As tired as we were and anxious to come back home, we were filled with so many memorable adventures and stories to tell. I will forever be grateful for being a part of the TAMUK AgriCULTURE Internship. It gave me so much joy, knowledge, and I even got to witness Puerto Rico's beautiful island. Gracias, Puerto Rico. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?Objective 1 of the AgriCULTURE grant is for students to train in agricultural biotechnology, and biological and agricultural ethics, including Responsible Conduct of Research and Bio ethics, Pathway to Internships, PCR, gel electrophoresis, Data Analysis skills, and a Hands-on-class research project. The TAMUK Biotechnology and Biological Research and Agricultural Ethics course funded by this grant is a student-centered experiential learning opportunity to ensure that students have the requisite knowledge of the professional opportunities that are available through the USDA and that they also learn agriculturally related educational and research skills needed to be competitive in the job market. During this course, students study specific topics, including Introduction to AgriCULTURE, USDA and USDA careers, Responsible Conduct of Research and Bioethics, Pathway to Internships, PCR, gel electrophoresis, Spanish Language Capacity, Oral Presentation skills, and Data Analysis, and design a hands-on class research project. Correspondingly, the AgriCULTURE immersion experience in Puerto Rico provides students a glimpse of agricultural practices in a different environment and the opportunity to improve their oral presentation skills and to speak and read Spanish. Objective 2 of the AgriCULTURE grant is to introduce students to USDA careers through grant funded experiential learning opportunities in Texas and Puerto Rico, specifically the USDA Food, Agriculture, Natural Resources and Human (FANH) sciences. This trip to Puerto Rico provides students with the opportunity to study agriculture in a different geographical and cultural space, and also to learn how to perform research analysis and translate that analysis to practical applications in agriculture. In Puerto Rico, students were given a tour of Pontificia Universidad Católica de Puerto Rico, a Roman Catholic university with its main campus in Ponce, Puerto Rico. The university provides courses leading to Bachelor's, Master's and Doctorate degrees in education, business administration, the sciences, and arts and humanities. At the university, students met with a professor who explained the process of CRISPR (Clustered Regularly Interspaced Short Palindromic Repeat), a gene-editing technology that has led to innovations in medicine, evolution, and agriculture. The students then had the opportunity to put their newfound knowledge about CRISPR together in an onsite hands-on laboratory investigation. Serendipitously, the CRISPR gene editing technology is also employed by Corteva Agriscience to create seeds that are better suited to the adversities they may face within Puerto Rico's changing land and waterscapes. The students visited the Forest School (Bosque Escuela La Olimpia), 150 acres of land located near the town of Adjuntas. An experiential education system of classrooms without walls, with forest grounds as the floor, and the infinity of the sky as the ceiling has been established in the cradle of nature. The schools' faculty and students work to preserve the sanctity of the forest and the Río Grande de Arecibo, a river originating in the forest of Olimpia. This stream of water is essential to the citizens of Adjuntas, Arecibo and other metropolitan areas of San Juan as their primary source of potable water The AgriCULTURE students were able to learn about temperature, water and air quality, as well as respecting and valuing the forests by observation of the elements in nature such as fungi, endangered species, water flow and more. The above noted experiences for the AgriCULTURE students provided ideas for their professional development journeys, and showed them a variety of new education and training opportunities in which they might be interested. Laguna Cartagena National Wildlife Refuge (NWR) is a wetland fed primarily by rainfall runoff. This wildlife refuge is part of the Caribbean Islands National Wildlife Complex, which is an administrative unit of theUS Fish and Wildlife Service. Established in 1989, the refuge is one of the most important freshwater habitats formigrating and resident aquatic birds in Puerto Rico. While visiting the refuge, students participated in bird observations and were able to see an endangered bird, the West Indian Whistling Duck, which was a trip highlight. Historically, almost half of the birds recorded in Puerto Rico have been observed in this lagoon and adjacent hills. Students also saw iguanas and their eggs outside of the nest because nesting sites are scarce and guarding eggs is important when the eggs are not sheltered. Incidentally, iguanas are considered invasive and aggressive because they damage local agriculture. In addition to the lagoon, there are uplands that include grassland and abandoned sugar cane fields. These hills are geologically some of the oldest in the Caribbean that protect a native forest with many endemic plant species. TAMUK students traveled to Rio Grande, P.R., a town and a municipality spread over eight barrios located on the eastern edge of the Puerto Rican Northern Coastal Valley. Students were given a tour of El Yunque, the only subtropical rainforest in the U.S. National Forest Service. Its 29,000 acres are crisscrossed with hiking trails, waterfalls, and streams, as well as 150 native fern species and 240 tree species. Thomas White, Ph.D., a Wildlife Biologist with the Puerto Rican Parrot Recovery Program who monitors the birds in a mountainside aviary, shared a summary of his workday and how he is involved in resurrecting the Puerto Rican parrot population from the verge of extinction. In a student essay, a student mentioned that as students walked the trails of the forest, it was clear that El Yunque was also home to the calls of the coqui tree frogs. We also visited a research facility where scientists are working on a climate change program to discover how the tropical rainforest reacts to hotter weather such as 4 degrees higher to the prior temperature. Because hurricanes create natural climate change labs in Puerto Rico, the hurricanes that pounded Puerto Rico in 2017 (Irma and Maria) may give scientists clues as to how the world will react to climate change and increasingly severe weather. Students also visited Aerostar at the Luis Muñoz Marín International Airport which works with a wildlife team to help prevent any wildlife strikes. Puerto Rican iguanas are overpopulated and, since they are ectotherms, they often use the runway as a heating surface, which explains the multiple iguana nests the AgriCULTURE students saw throughout their visit. Employees with APHIS help in the prevention of illnesses and infections entering the continental United States. A student explained in their essay that staff check bags for any prohibited items that cannot be brought back home for environmental and health reason. Students were given the opportunity to observe a regular day at APHIS, including a tour of their entomology lab at which they learned how APHIS employees put up traps over the island, and how they utilize GIS data to track insects. We were then given another presentation on the programs available, including Fruit Fly Detection, where they quickly detect and find a way to get rid of the infestation. APHIS uses dogs to search airports in the United States for agricultural commodities that are prohibited. We got to see how the dogs are trained to sniff out certain items such as apples, mangos, or any other prohibited items. The students also had the pleasure of meeting Onnie, a Beagle Brigade member. As one student described, in conclusion, that day will forever be a life-changing moment because I was able to ask questions and was given advice on how to get closer to what I want to become; this encouraged me to continue and try new things. How have the results been disseminated to communities of interest?The AgriCULTURE Grant Objective 3 states that the College of Agriculture (COAG) and the College of Arts and Sciences (COAS) students will acquire new insights on how to serve diverse communities through a cultural immersion program which includes research skills acquisition and second language competency. Throughout the above noted experiences, students were improving their language, investigative, and research skills. One student wrote, We have safely arrived back to Corpus Christi, where we will go our own way and meet once a week. It is without a doubt we will all apply the newfound knowledge this trip has contributed to our future careers. We are all thankful for this amazing opportunity that the USDA has offered. We are eternally grateful for Dr.Velez, Dr.Bohm, Dr.Nelson, Dr.Donato and Dr. Machado for making this trip possible. Thank you for accompanying us and sharing your knowledge with us. Objective 4, Dissemination of Program Model to Other Institutions has been accomplished as selected students at TAMUK have traveled to Puerto Rico as part of their agriculturally related educational experience. Several of their experiences in Puerto Rico are so different from this experiences in Texas that students are eager to share their stories once they are back in Texas. For example, the Luis Muñoz Marín International Airport visit illustrates solutions to problems that are unusual to the TAMUK students and dangerous to the safety of the airport. For the most part, students have not experienced these airport safety problems in their agriculturally related studies. This experience was a revelation for students, who were amazed at the versatility and expansiveness of the prospects for USDA employment. Students who accompanied Dr. Maria E. Hernandez-Velez and other faculty members have written essays on their trip, which are published in the Kingsville, TX newspaper. Also, written accounts, along with pictures of the students' observations, are shared among classmates. For example, the AgriCULTURE students observed a bioluminescent bay, which is a rare ecosystem that happens when microscopic, single-celled organisms called dinoflagellates grow in quantities big enough to produce a "glow-in-the-dark" effect when stimulated by movement. It is rare for dinoflagellates to be in concentrations high enough to be noticeable. In a student essay, it was related that students took turns going under the boat to splash the water for the dinoflagellates, which landed on the students' arms looking like glitter. Seeing this in person is a rare privilege for students from TAMUK and is highly valued and discussed with other agriculture students. As this student explained in the essay, it was surreal to know that we were experiencing such an amazing phenomenon -a once in a lifetime opportunity. Another student wrote an essay about the Pontifical Catholic University of Puerto Rico Biotechnology and Agrobiotechnology Learning and Research Center (CEIBA) that has a mission to increase the resistance of crops to drought and to improve their survival in the environment using CRISPR-Cas9 technology. CEIBA gave the TAMUK students a hands on experience in a molecular lab setting, using techniques and skills to understand the design of gRNA using gel electrophoresis to examine DNA samples after being simulated with CRISPR treatments. We designed RNA's to slice them, identify SH2 gene, and determine the specificity of the gRNAs using BLAST (Basic Local Alignment Search Tool). A student essay described the San Juan Luis Munoz Marin International Airport as more than airplanes and passengers because the airport houses the Federal Aviation Administration's (FAA) Wildlife Hazard Mitigation Program, as well as the USDA Animal and Plant Health Inspection Service (APHIS). Students learned that the airport's wildlife hazard management staff members are authorized by federal law to terminate any bird or reptile that is a threat to an airplane. They are also responsible for recognizing any unknown pests, fruits, plants, or meats before they are flown to the U.S. The APHIS employees showed PowerPoint slides listing their duties and described jobs such as the Plant Protection and Quarantine (PPQ) specialists. The goal is to avoid allowing any invasive pests, plants, or unknown illnesses into the US mainland. The historic capital of Puerto Rico, San Juan was described in a student essay as a gorgeous city with streets made of cobblestones. Visiting the Castillo San Felipe del Morro historical site was meaningful, as the site was built by Spain to guard San Juan's harbor. At the end of the day, we had dinner with the President of Pontificia Universidad Catolica de Puerto Rico Dr. Jorge Ivan Velez-Arocho, who gifted us his book called, Desde La Pontificia. Dr. Velez-Arocho is a gracious host for our group and a learned scholar who lets the students know that their quest for knowledge to make the planet better and their thankfulness for this travel and study opportunity are greatly appreciated. What do you plan to do during the next reporting period to accomplish the goals?Throughout the Puerto Rico and TAMUK based experiences, students were exposed to real world scenarios, to possible career paths, and to opportunities to build skills to make them attractive and sought after hires in USDA. We plan to continue to recruit and educate students that are eager for research driven education and hands-on professional and experiential learning. Specifically, the research that our students are being exposed to through this grant opportunity will only become more important as our planet continues to heat up. This trip to Puerto Rico is giving these students ideas for further educational plans and career possibilities valuable to the planet on which we reside.This tour, and the opportunities for students to discuss worldwide food issues and possible solutions with working, hands on scientists and laboratory technicians was a powerful moment for students to place their somewhat limited viewpoints into a larger dialogue. One student mentioned that seeing real world opportunities and possible career paths was an inspiring and notable experience. Examining these community driven efforts was a revelation for the TAMUK students, providing organic examples of the processes of community development and improvement projects. Additionally, for one student, this field trip was especially interesting because the Corteva Community Outreach Manager had previously worked in sports reporting. This student is studying agriculture and will have a minor in communications. He was thrilled to see a possible career path for himself!!! The educational experiences provided in the course gets students thinking about their possibilities for future educational and vocational opportunities. TAMUK students who have the privilege to participate in the grant funded educational activities of the AgriCULTURE grant are exposed to USDA agencies, jobs, and internship opportunities, and also participate in classroom instruction in data analysis and presentation skills. We intend to continue to expose students to these important experiences and new insights on how to serve diverse communities through the diverse work of the USDA.
Impacts
What was accomplished under these goals?
The mission of the USDA National Institute of Food and Agriculture is to provide leadership on food, agriculture, natural resources, rural development, nutrition, and related issues based on public policy, the best available science, and effective management. As part of its mission, the USDA stimulates and funds research and technological innovations that will enhance American agriculture and make it more productive and environmentally sustainable while ensuring the economic viability of agriculture and production. To support the USDA mission, Objective 1 of the AgriCULTURE Grant is to Introduce TAMUK students to real world agricultural issues and projects, as well as introduce them to the USDA organization and its career opportunities. To this end, Year 2 of the TAMUK AgricultureConnections toUSDA:Lifestyle andTraining ofUndergraduates thruReal worldExperiences in Texas and Puerto Rico continued its pursuit to educate and motivate undergraduate students from the TAMUK Dick and Mary Lewis Kleberg College of Agriculture and Natural Resources and the TAMUK College of Arts and Sciences to learn about sustainable agricultural practices and essential molecular biology/biomedical sciences in Puerto Rico and apply the information and their Puerto Rican experiences to future educational and vocational endeavors. The TAMUK students' Puerto Rico visitation schedule included studying wildlife, amphibians, and forestry, participating in Puerto Rico's rich educational and cultural customs, and enhancing communication by practicing and speaking Spanish. During the trip to Puerto Rico, TAMUK students became aware of the island's agricultural strengths and struggles. Currently, roughly a quarter of Puerto Rico's land is divided into over 13,000 small farms. Many of the farmlands are located near beaches, rainforests, or other scenic areas, the soil of which may or may not be suited to grow many of the agricultural crops that farmers plant on their plots. In many areas on the island, there is a very high soil salinity, which makes many plants struggle to prosper. In order to optimize yields, many farmers use heavy amounts of fertilizer, which can damage the soil and nearby watersheds. No matter their role, these students learned that they can be part of a team that is building the future of agriculture by leading innovations and applications of science and technology that will better the lives of people not only in Puerto Rico and in the ranching, railroad, and oil industries around the TAMUK campus, but for populations all over the world. AgriCULTURE students learned that, In the face of so many challenges, a new wave of interest in food and farming among younger Puerto Ricans is flourishing, as part of a wider movement demanding political, environmental and social justice. The Island's tropical climate, rich biodiversity, and diverse landscape make it a natural agricultural hub that dates back centuries to yuca, sugarcane, and coffee plantations. Small scale low-impact sustainable farming known as agroecology is driving a resurgence in locally grown produce that chefs, farmers, entrepreneurs and researchers argue can help revitalize the local economy, improve food sovereignty, and both mitigate and adapt to the climate crisis. Farmers often integrate crops, livestock and trees (agroforestry) in order to maximize ecological conditions, such as a fruit orchard that aids water retention and provides shade for crops and grazing animals who in turn fertilize the earth to improve the yield. Crop rotation and crop cover are fundamentalto this holistic approach, that takes into consideration the well-being of the Earth, those who produce the food, as well as the local communities who eat it. Advocates say agroecology offers locally driven solutionsto a myriad of interconnected crises including food insecurity, biodiversity loss, environmental degradation and global heating. The Toro Negro Forest (Bosque Estatal de Toro Negro in Spanish), also known as the Black Bull Forest Reserve, is located in the municipalities of Ponce and Jayuya and is comprised of a number of different "forests" spread out across a few towns in the central mountain range (Central Cordillera). Altogether, it adds up to about 6945 acres of land with many species of trees, orchids, plants, birds and animals. On their walk through the forest that serves as a classroom for students from different universities, AgriCULTURE students examined and learned about plants like Ortiga (poisonous), Oak without Brown, Miramelinda, and Shameless. One of the students wrote in an essay that the floor of the forest was a mixture of wet mud and bright red-orange clay. The student described hearing the sounds of endangered Puerto Rican parrot and the coqui frog that sounded like it wanted to sing along with some of the birds in harmony. During their forest hike, the TAMUK students also visited El Salon de Energia Solar and learned how important renewable energy is for the island. The majority of Puerto Rico's electricity is generated using oil and natural gas (fossil fuels) fired power plants, but Puerto Rico also has 21 reservoirs that produce hydroelectric energy. Interestingly, the energy sources for the state of Texas predominately rely on fossil fuels and natural gas. So the AgriCULTURE students can authentically work on future resource issues with energy sources within their own communities by sharing information and energy practices with the contacts they made during their trip to Puerto Rico. Lastly, the students climbed the observation tower that looks over the entire Toro Negro Forest, seeing a hidden body of water located within the rainforest. Students explored Casa Pueblo, which houses a community self-management project (non-governmental) that focuses on protecting natural, human, and cultural resources. Casa Pueblo specifically works on protection of the environment and has official policies for conservation issues that have been grouped into 17 categories, including agriculture, forest and wilderness management, land management, water resources, oceans, and wildlife management. Additionally, the students learned how the community has been working to provide solar panels for the whole town. As part of the educational activities for Objective 2, TAMUK students toured Corteva Agriscience, an agriscience company dedicated to the protection and preservation of clean sources of food that enrich the lives of those who produce and those who consume. The company grows by working together and embracing diversity and collaboration in order to create shared value. The knowledgeable agriscience staff members explained the specialized skills needed to modify specific crops by genetically modifying the seeds of the crop and gave the students the opportunity to practice their lab skills. Corteva Agriscience believes that students who are educated in food sciences will help the planet grow food for the future. Corteva Agriscience also promotes Corporate Citizenship, believing that science and technology are at the heart of creating sustainable solutions to many of society's challenges. Therefore, it focuses company efforts on serving growers and ranchers, preparing tomorrow's innovators through science education programming, and preserving and protecting the environment. Last, but not least, students also learned about the many different jobs that come together at the Corteva Agriscience company and the importance of each specific job task. Students visited the different processes within the facility, including embryo harvesting, different plant stages in greenhouses, and the biotechnology laboratory. The staff helped the students practice their lab skills, and explained the importance of each employee's specialized skills.
Publications
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Progress 09/01/20 to 08/31/21
Outputs
Target Audience:The majority, 72%, of full time undergraduate students attending TAMUK are of Hispanic heritage, 99% are from Texas, and many are first-generation college students. Focus-group interviews with first-generation students conducted by Engle, Bermeo, and O'Brien (2006) revealed that these students felt that completing college was much more difficult than gaining access to college. As one student put it, "Getting into college is one thing. It's actually sticking it through that's the hard part" (Engle et al., 2006, p. 6). When we say that a student has graduated on time, we mean that they have finished their bachelor's degree within four years. The on-time graduation rate at Texas A&M Kingsville is 17%. That's lower than the national rate of 33.3%. For many students of Hispanic heritage, leaving a close knit family to go to college is a traumatic experience, with many lacking the cultural and financial capital that facilitates college success. The support provided by USDA, Texas A&M Kingsville University, and the TAMUK faculty and staff, who tirelessly work to provide educational and career opportunities for students, is essential for student success. The AgriCULTURE grant provides funding for TAMUK students to experience the larger world beyond the classroom (and Texas) and provides students with the motivation to complete their degrees because of this unique exposure to careers related to food, agricultural, natural resources, and human sciences (FANH). To evaluate the knowledge gained during the students' engagement in the grant's educational, cultural, and vocational pursuits, a retrospective survey was administered, in which the seven students who traveled to Puerto Rico rated their knowledge in various agricultural and food areas, and environmental topics after their Puerto Rican experiential learning trip was completed and their knowledge of these topics before the trip. Rating improvements pre trip to post trip for the Puerto Rico Folklore and Traditions educational outing, consisting of the City of San Juan tour and a visit to Ponce, a city on Puerto Rico's south coast distinguished by its historical and cultural attractions, found one student, i.e., 14% of student travel group, rated themselves as having high or very high knowledge on the Puerto Rico Folklore pretest, compared to very low or low ratings for the other 6 participants (86%), to all 7 students rating themselves as having high or very high knowledge on the posttest. These pre and posttest findings were repeated as students visited the Animal and Plant Health Inspection Service (APHIS) and Wildlife Management at San Jose Airport, the Rain Forest El Yunque, the Puerto Rico Basins, Wetlands, and Caverns, and the Department of Natural and Environmental Resources Endangered and Invasive Species Turtles. Other areas that increased students' knowledge include the Rain Forest Botanical Gardens, 14% high rating pre to 71% high rating post, NRCS Dairy Farm, 0% to 71%, Marine Biology and Conservation, 14% to 100%, Coffee Plantation, 14% to 57%, and English-Spanish Skills, 29% to 71%. As evidenced by the knowledge gained and the students' heartfelt thanks for the chance to experience agriculture in a different way in a unique setting, students are being exposed to a bigger world beyond their current environments. A second retrospective survey was sent to students, asking about their classroom knowledge and skills, including their awareness of USDA opportunities. A second retrospective survey was sent to the seven students who traveled to Puerto Rico, asking about their classroom knowledge and skills, including their awareness of USDA opportunities. Six students responded and indicated that their skills and knowledge improved after their participation in the AgriCULTURE grant classroom instructional components. Specifically, 4 items improved from low or very low before participation to high or very high after participation in the grant, including knowledge of the science of natural resources, including agricultural biotechnology, bioethics, water conservation, and endangered species; commitment to designing creative ways to assist communities with the use of and conservation of resources; awareness of the educational and work opportunities of the USDA; and knowledge of the educational requirements for jobs within USDA. Five items, understanding how scientists work on real problems, adequate skills to conduct laboratory procedures, ability to analyze and understand data and lab results, confidence in my ability to apply an ethical lens to science and research, and appreciation for Agricultural Sciences (Food, Agriculture, Natural Resources, and Human Sciences) improved from moderate to high and very high knowledge. The city of Ponce, Puerto Rico, has hosted open air concerts free to the public every Sunday evening for 134 years. TAMUK students had the opportunity to attend the 134th anniversary hosted by Mayor Luis Pabon. After a couple of songs, TAMUK students and faculty were introduced and the whole city clapped and welcomed the students. After the concert, the faculty and students had the privilege to have dinner with the president of Pontificia Universidad Católica de Puerto Rico, Dr. Jorge Ivan Velez-Arocho. As one student wrote, everyone talked, laughed, and ate delicious food. Students expressed that it was an honor to be a part of TAMUK and have the opportunity be a part of this experience. Experiences such as this, offered through the AgriCULTURE grant, are crucial to the validation and success of students! By combining students from two colleges in a learning environment outside of Texas, this project broadens the vocational reach of students and increases the applicant pool for USDA, specifically the NIFA Priority Science Areas. The strength and depth of the immersion experiences in Puerto Rico and the research and classroom work completed in year one at TAMUK has opened the minds of students to consider employment with the USDA and FANH upon graduation. The student who chronicled the AgriCULTURE YR1 Puerto Rico trip on Facebook expressed, Today we spent our last day. We relaxed on Gilligan's Island, it was gorgeous, and we had a blast spending time with new lifelong friends! We have cherished these last 12 days and enjoyed every moment of it! Thank you to the USDA and Texas A&M University of Kingsville for coming together and creating a great career path opportunity for both Agriculture and Biology students. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?To address Objective 1 of the AgriCULTURE grant, which is for students to acquire biotechnology research skills, the TAMUK BIOL 4355 course, Biotechnology Research, Ethics and Culture in Agriculture, is structured as a student-centered experiential learning tool, with training and laboratory work that is directly applicable to USDA careers related to food, agricultural, natural resources, and human sciences (FANH). The curriculum assisted the 10 grant funded students to: a) acquire biotechnology skills, b) investigate USDA career opportunities and training, c) learn the tenets of responsible conduct in research, d) develop skills in molecular and data analysis techniques, e) appreciate agricultural diversity, and f) increase their knowledge of the Hispanic culture, including Spanish language proficiency. In the Spanish language culture and capacity portion of the course, materials were prepared to emphasize that Spanish is a global language as it is the second most spoken language in the world. Dr. Consuelo Donato made connections with students by outlining the benefits of learning another language and by using mental maps to help students make connections with the Spanish language. During the course, students discovered that they can widen their employment opportunities if they become bilingual because globalization of businesses makes knowing a 2nd language a valuable employee asset. Additionally, students learned that learning Spanish is one of the six official languages of the United Nations, and the 3rd most-used language in the media. The professors for TAMUK BIOL 4355 also ensured that the students learned aspects of the Hispanic culture, specifically as it relates to agricultural practices, thus preparing them for USDA careers in many areas of the world. In the agricultural biotechnology laboratory, students learned molecular lab techniques through the investigation of genotypic variations underlying pesticide resistance. Using problem solving and teamwork, students became proficient in laboratory techniques while extracting DNA, performing Polymerase Chain Reaction (PCR), and analyzing sequence variation, giving students the foundational skills necessary to become agricultural bio-technologists. Students also, under the guidance of faculty, studied authentic biotechnical ethical cases and analyzed responsible conduct within research and bioethics. Objective 2 is to introduce student to USDA careers, through grant funded experiential learning opportunities in Texas and Puerto Rico, specifically the USDA Food, Agriculture, Natural Resources and Human (FANH) sciences. This gave students exposure to USDA agency jobs and internship opportunities, all the while increasing their capacity to work with diverse communities and varied situations. Due to the opportunities the grant funding provided, students were immersed in culturally rich, academically fertile, and vocationally inspired events and activities with USDA agencies, as well as with other scientific organizations in Puerto Rico, leading them to consider employment and career opportunities with the USDA and FANH after graduation. Specifically, Alexander Meza and Hannah Sorenson applied and were awarded a USDA-NIFA Start Now Summer Internship, which included a workshop in Costa Rica. In July, 2021 during their trip to Puerto Rico to examine how to serve diverse communities with assorted agricultural and conservation concerns, TAMUK students were given an exclusive look at the Tropical Responses to Altered Climate Experiment (TRACE) program directed by Dr. Tana Woods, USDA Forest Service, International Institute of Tropical Forestry, who is the primary on-site scientist. The goal of the TRACE Institute is to observe how soil, roots, bacteria, et al, respond to a climate change of 4 degrees of increased heat. Using special panels that heat up 4x4 meter plots, data is collected using infrared sensors that record data in the soil and roots. The TRACE Institute is currently housing the only experiment in the world studying the interactive processes between climate change and hurricane disturbance on tropical forests, particularly effects on carbon and nutrient cycling. TAMUK students also visited the Plant Protection Quarantine (PPQ) facility in Carolina, Puerto Rico. PPQ is one of six programs within the Animal Plant Health Inspection Service (APHIS), which is one of the many branches of the United States Department of Agriculture. PPQ's mission is to safeguard agriculture and natural resources from risks associated with the entry, establishment, or spread of pests and noxious weed. The students received a behind the scenes look at the Entomology and Plant pathology "state of the art" laboratories and were able to observe how agriculture products are inspected to find insects larvae, eggs, or diseases. What a wonderful experience! Thank you PPQ Carolina, and APHIS! TAMUK students and faculty alsa traveled to Mata de Plátano, a research station that focuses on bats and amphibians. There is a cave system that houses thousands of fruits bats, but according to the students, the best part is the Puerto Rican Boas. These endangered snakes have adapted an amazing hunting technique using the trees over the cave. They wrap their tails around the branch and hang down like a piece of rope. When the bats start flying out of the cave, the boas swing and catch the bats in flight! One student expressed that this was one of the best night hikes she had ever experienced. Additionally, students had a great experience at El Yunque, the only tropical rainforest that is within the U.S. National Forest Service, the only US rainforest that is located on an island, and is designated as an experimental forest in its entirety, with the highest percentage of wilderness area (35%) and the highest rainfall rates of all US National Forests. El Yunque differs from all the other U.S. National Forests because of its year-round tropical climate and immense biodiversity, including hundreds of unique plant and animal species, including the coquí frog and Puerto Rican Parrot. Lastly, the students spent a great day milking and bedding heifers, unloading hay, and mixing feed at the Tropical Heifer Farm. As one student wrote, Growing up with an agricultural background, I have had the opportunity to experience the daily routine of working at a dairy farm back in Texas. In comparison to this Dairy Farm, it was an eye opening experience in terms of realizing how crucial sustainability is in Puerto Rico. The farmer had a great way of explaining how they maintain their facility, acreage, and herd using rotational grazing. He also explained the farm's use of Estrotect, which is a heat detection for cattle using a sticker stuck between the hip and tail head of the cow to indicate when the cow is in standing heat. Using Estrotect helps farmers identify the maximum opportunity for pregnancy, providing more consistency in the preservation of the herd. Students also observed the behind the scenes of the process of milking the cows in two rows with six on each side. According to one student, this method of a milking parlor is what would be referenced as a tandem parlor back in Texas. Most of this work was done using an automatic cow milking machine. Overall, this was a great day learning about the natural resources throughout Puerto Rico and also the importance of the agricultural aspect that plays a large role on the island. How have the results been disseminated to communities of interest?One of the students who traveled to Puerto Rico vividly described the field trips on the AgriCULTURE grant's Facebook https://www.facebook.com/profile.php?id=100069078309722 page. Her rich descriptions and thankfulness for the experiences are inspiring. Additionally, a YouTube video, https://www.youtube.com/watch?v=SNLTQri3Gug, a webpage, https://www.tamuk.edu/agriculture/research/usdahsigrants/AgriCULTURE.html, and a Shutterfly photo book, https://www.shutterfly.com/share-product/?shareid=4bcbc136-7746-4db1-b3e1-72c257c7e018&cid=SHARPRDWEBMPRLNK have been created to share information about the AgriCULTURE project and the students involved. The Kingsville Record Newspaper published several articles written by both faculty and students, regarding the AgriCULTURE grant and the experiences of students and faculty. The newspaper advertised the series of articles as the experiences of seven TAMUK students and their professors who traveled to Puerto Rico to learn about opportunities with the United States Department of Agriculture. Articles that were printed included their visits to the Aerostar Airport, the Rovira Biscuit Corporation, Casa Pueblo, Las Cavernas, and Mata de Platano Research Station. An example of one article is the account of the group's experience at Pontificia Universidad Católica, Puerto Rico, written by AgriCULTURE Project Director, Dr. Maria E. Hernandez-Velez, who related that students were afforded the opportunity to hear from some of the knowledgeable professionals that work at the university, and learned what the facilities had to offer, including the graduate studies program and the variety of research projects that are completed by their students. Additionally, the lab works closely with the community of Puerto Rico, which uses the lab for thorough research of topics that not only benefit the professionals of the lab, but those in the community. The university tour gave great insight into the college education opportunities for students in Puerto Rico, and the time in the lab allowed students to learn about the work of those who use the lab. Another Kingsville Record Newspaper article described the fascinating Las Cavernas Del Rio Camuy. The cave system was "discovered" in 1958. As one student described, When we first arrived at the caverns, we had a 15 minute hike down and had the opportunity to explore the natural resources that surround the caverns. The caverns are part of a large network of natural limestone caves and underground waterways carved out by the third-largest underground river in the world, which is the Río Camuy. Through this hike, we had the chance to see the natural structures, as well as bats and vegetation that are alongside the Caverns. Our vision was limited because, once we were in caverns, we had specific lights to use and little to no light peeking in from the natural sun. The limited light had to do with the sensitivity to the bats, but one of the most unique features was the glimmering limestone that shined off our lights throughout the cavern. Through these activities and experiences, the AgriCULTURE grant gives students exposure to USDA agency jobs and internship opportunities, all the while increasing their capacity to work with diverse agricultural commodities and varied situations. Objective 3 Culture through an immersion experience, was addressed at conservation locations, historical sites, and during the students' service project, which gave students a window into what the Puerto Rican people value and pass on to others. For example, the AgriCULTURE grant students had a wonderful experience discussing, with staff from the Chelonia Society, the research and conservation of marine turtles, specifically green sea turtles. The students learned that the green sea turtle is protected by federal and state law, including the Endangered Species Act in 1978. The Coastal Program in the Caribbean is sponsored by the US Fish and Wildlife Service and the US Department of the Interior and includes Puerto Rico and the U.S. Virgin Islands. The program recognizes the need to balance residential, tourist, commercial, and industrial development with conservation of coastal habitats and species. The beaches of Culebra, Puerto Rico, are turtle nesting sites and all of the AgriCULTURE grant participants visiting Puerto Rico designated the protection of the green sea turtle as their 2021 grant service project and worked with the Chelonia Society to count marine turtle's eggs and protect new nests. The students were given an opportunity to observe another aspect of the agricultural world, ROVIRA FOODS, INC., a bakery established in Ponce, PR in 1929. The bakery hosted TAMUK students and faculty on a comprehensive tour of the facilities. Rovira Biscuit Corporation was modified into a small export soda cracker factory and is the only cracker manufacturer in the Caribbean, Central and South America certified as a Safe Quality Food Program (SFQ). SFQ is a rigorous and credible food safety and quality program recognized by retailers, brand owners, food service providers world-wide, and the Global Food Safety Initiative (GFSI). Around the world, an estimated 600 million people - almost 1 in 10 - fall ill after eating contaminated food each year, so this certification, similar to the USDA Agricultural Research Service Nutrition, Food Safety and Quality Program, provides a measure of protection for retailers and consumers.Due to the opportunities the grant funding provided, students were immersed in culturally rich, academically fertile, and vocationally inspired events and activities with USDA agencies, as well as with other scientific research organizations in Puerto Rico. Because they had the opportunity to learn from and collaborate with agricultural professionals at TAMUK and in Puerto Rico, students increased their capacity work with diverse agencies and communities and are considering employment opportunities with the USDA and FANH upon graduation. These students are committed to describing the AgriCULTURE grant opportunities to other students in the TAMUK College of Agriculture and Natural Resources and the TAMUK College of Arts and Sciences, and TAMUK has listed this grant on its website and published news articles in the local paper, addressing Objective 4 of the grant. What do you plan to do during the next reporting period to accomplish the goals?The two partnering TAMUK colleges, COAG and COAS, have a strong legacy of meeting the needs of underserved and underrepresented minority students, many of whom are Hispanic first generation college students who express a preference for active learning experiences and hands-on instruction. This project will continue to assist these students to develop leadership, innovation, and communication skills that they can use beyond the borders of Texas by immersing them with educational experiences in another territory - Puerto Rico, and another language - Spanish. Through the experiential learning activities that are directly applicable to careers related to food, agricultural, natural resources, and human sciences (FANH), and by combining students from two colleges in a learning environment outside of Texas, we will continue to broaden the applicant pool for USDA, specifically the NIFA Priority Science Areas. The long-term goal of the AgriCULTURE grant is to develop a sustainable program that will increase the number of diverse TAMUK students from the College of Agriculture and the College of Arts and Sciences pursuing a career with USDA. We are working to turn this program into a stand-alone course available to every student at TAMUK, ultimately funded internally at the University.
Impacts
What was accomplished under these goals?
This is the first Hispanic Serving Institution (HSI) grant in which the TAMUK College of Agriculture and Natural Resources and the TAMUK College of Arts and Sciences are working jointly to better educate students in the sciences, specifically agricultural sciences, and molecular biology/biomedical sciences.The educational training and skills acquisition that address the NIFA Priority Science Areas are enhanced by this collaboration between colleges through the teaming of students who would not normally cross paths. Additionally, this grant exposes students in the Colleges of Agriculture and Arts and Sciences to the real-world opportunities of making careers in the United States Department of Agriculture. During Year 1 of the AgriCULTURE grant, five students from the College of Arts and Sciences were accepted into this program, majoring in Biomedical Sciences (3), Biology (1), and Chemistry (1), along with five students from the College of Agriculture majoring in Ag Business (1), Agricultural Sciences (2), Animal Science (1), and Range and Wildlife Management. These 10 students were supported with experiential learning in Texas and Puerto Rico, where they were given the opportunity to develop team building skills, and work together on common goals for research, ethical practices, and cultural sensitivity through real world experiences. Ultimately, this project is preparing TAMUK students to become skilled practitioners, confident leaders, thoughtful collaborators, and high-quality applicants for USDA internship programs and graduate student positions. In Puerto Rico, the students experienced a variety of ways USDA provides leadership and partnerships on food, agriculture, natural resources, rural development, nutrition, and related issues, through visits to a rain forest to study the effect of heat on climate change, inspection services of food and plants coming to the United States, and even a lesson at the airport on how the USDA manages to keep the wildlife out of the air and off the runways around the airport. The Luis Munoz Marin International Airport is one the busiest airports in Puerto Rico, allowing passengers to travel from the mainland USA to the Caribbean. One of the biggest challenges overseeing the airport is the wildlife management aspect. Since the airport is located near precious habitat for wildlife, it is not uncommon to see birds, iguanas, Caiman alligators, and even cats and dogs roaming the surrounding airport. Aerostar has developed a task force that collaborates with the USDA and FAA to prevent bird strikes or any accident involving an aircraft and wildlife. On the day of their visit, students were able to observe Great and Cattle Egrets, Herons, Red-tailed Hawks, and iguanas that seemed the size of a small dog. Since iguanas are highly invasive, can reproduce at a high-speed rate, and grow to be more than 5 feet long and up to 17 pounds, they are one of the biggest challenges regarding wildlife management, particularly since they can crawl into airport transmission boxes. The airport safety coordinator demonstrated the equipment they use to deter wildlife, including a portable laser and gun used to deter birds. The gun shoots pyrotechnics that make thunderous noises which deters the birds from the runways, but does not physically harm them. The students were introduced to the Scarecrow bird tab system, a state-of-the art tablet that keeps track of live birds surrounding the airport. The tablet connects to a speaker system in a vehicle that plays deafening distressing bird calls deterring birds from the runways. The scarecrow tablet, combined with pyrotechnics, has proven to be very effective. This experience was an eye opener for students, who were amazed at the versatility and expansiveness of the prospects for USDA employment. During their visit to the Biotechnology and Agrobiotechnology Learning and Research Center (CEIBA), at the Pontificia Universidad Católica, students were able to take part in one of the experiments running in the lab, specifically plant propagation of succulent plants. For this lab, students took the leaves of a succulent plant and washed them multiple times in various solutions to clean them. They then placed the leaves in a petri dish and made precise cuts into the plant to expose the inner portion of the succulent leaf. This portion was then placed into a gel solution where it will sit to grow for the next few weeks. This was an authentic and important lab research experiment because, along with learning about plant propagation and the function of the lab, students were able to apply their knowledge of lab safety that they learned in their TAMUK AgriCULTURAL Biotechnology Laboratory course, including keeping a sterile work environment and paying attention to research protocol. Students visited Casa Pueblo, a non-profit community-based environmental watchdog organization situated in the town of Adjuntas in the central mountains of Puerto Rico. Casa Pueblo's mission is to develop the region, use community-based management of the protected land that's under its purview, protect the wild places in Puerto Rico practice and promote the responsible use of the land's ecosystems and resources, and educate and enlist others to protect and restore the quality of the natural and human environment. TAMUK students learned what it takes to sustain development in a region, as well as how a community can come together to protect land.
Publications
- Type:
Other
Status:
Other
Year Published:
2021
Citation:
https://www.shutterfly.com/share-product/?shareid=1b2bebaf-09da-4bf8-9c65-b7d9e0f048de&cid=SHARPRDWEBMPRLNK
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