Progress 09/15/23 to 09/14/24
Outputs
Target Audience: In the Year 1, 2 and 3 Progress Reports, the project team introduced a more concise name for the Advancing Postsecondary Attainment & Research in STEAM for Tribal Students (APARSTS) project: the Bridge to STEAM or the B2S project. This name strongly resonates with the students involved in the project. The metaphor of a bridge conveys the project's role as a pathway for students to successfully pursue careers in Science, Technology, Engineering, Agriculture, or Mathematics (STEAM). In this report, we will use the term 'Bridge to STEAM' or 'B2S' to refer to the initiative. The Year 4 report covers the final year's activities from September 15, 2023, to September 14, 2024. The Bridge to STEAM project serves tribal college undergraduate and graduate students in Arizona. Fourteen students participated during the 2023-2024 academic year, which roughly corresponds to Year 4 of the project. That included seven Diné College?(DC) undergraduates, one Fort Lewis College undergraduate, three University of Arizona (UA) undergraduates, and three DC graduate students. Programming provided by B2S reached additional undergraduates, graduate students, faculty, and staff at both institutions. Of the 14 Year 4 B2S participants, seven are from low-income households and seven are first generation college students. Four of the students did not report income status for their households and three did not report whether they are first-generation college students. In the proposal, the target number of students to be served through the project was eight. However, the project has exceeded expectations and has served 20 students total through Year 4. Project personnel and PIs from the two institutions who participated in events are faculty and professionals who serve Native students and/or are in the STEM fields. These employees are also a target audience of the project, which will be further explained in the next section. Changes/Problems: B2S embraced three changes or adjustments in Year 4 to advance project goals. Adjustments extended the timeline of the mentor component, allowed for community dissemination and outreach, and addressed the budget for Year 5, a no-cost extension year. Mentoring: The program was designed to facilitate the ease of transferring from Diné College to UA for undergraduate participants (scholars) with mentoring provided only through Year 3. Most of the B2S sSholars preferred to remain at Diné College to complete a bachelor's degree, to conduct summer internships, and to pursue graduate studies. Therefore, the mentoring approach was adjusted to provide culturally inclusive and responsive mentoring for those who continued participating in the program while at Dine College or at UA. Mentors were recruited from UA and provided with training and support from the Arizona 's Science, Engineering, and Math Scholars (ASEMS) program. As in prior years, mentors met virtually with participants in one-on-one sessions to develop a relationship and provide support on research, academics, career exploration and other topics of interest as needed by the participants. DC PI Dr. Skaltsas provided in-person mentoring to all participants in the lab, in the field, in group and one-on-one sessions, and at conferences. Outreach: As previously reported, the planned outreach to tribal high schools and community groups was severely restricted due to the COVID-19 pandemic and the resulting challenges that particularly burdened tribal communities. No outreach activities were planned for Year 4. However, B2S scholars and DC PI Skaltsas did participate in the Diné College Ag Festival to discuss how their research was relevant to Navajo communities and to share information about the B2S program. Budget: Due to previously reported challenges in utilizing the sub-award, a balance of funds was at the end of Year 4. A no-cost extension was granted to support the scholars as described in the previous section. What opportunities for training and professional development has the project provided? Training and Professional Development Below is a description of the various training and professional development opportunities provided during Year 4 for the B2S scholars, for the mentors, and for the Bridge to STEAM project team. SCHOLAR PROFESSIONAL DEVELOPMENT: Time Management, October 20, 2023 - Zcheecid Aguirre, an ASEMS Student Success Specialist at the UA, presented an interactive workshop that addressed attitudes toward time, strategies for time usage such as the Pomodoro Technique, how to handle procrastination, and scheduling, which included wellness and commitments. Resume Improvement, November 3, 2023 - Alexa Martinez, a young engineer with RTX (Raytheon), who is also a member of the American Indian Science and Engineering Society (AISES), told her story of improving her resume and benefiting professionally from the changes. She also covered how to use networking at AISES to seek career opportunities. Personal Statement Preparation - During three sessions in November and December, Courtney Leligdon, the Program Coordinator for the Undergraduate Research and Inquiry Collaborative at the UA, led the students through a step-by-step process of writing personal statements. The steps included identifying what to describe in each paragraph, drafting the paragraphs, peer editing, and reviewing the feedback. Advancing in STEM, November 17, 2023 - Dr. Cherie De Vore, the first Native American faculty member in the University of Arizona's College of Engineering, shared her educational journey with the scholars. She discussed finding and honoring one's values along the way. She shared her research in environmental engineering, particularly the focus on studying pathogens and metals in plants as a first step towards identifying and mitigating mine waste. Faculty Review of Personal Statements, January 19, 2024 - Scholars were paired with faculty and went into breakout rooms to work on personal statements. The faculty gave feedback and talked with the scholars about their plans for summer internships. The following faculty members participated in the review: Dr. Katerina Dontsova, Associate Professor of Environmental Science Dr. Joseph Hoover, Assistant Professor of Environmental Science Dr. Michael Kotutwa Johnson, Assistant Professor of Indigenous Resilience Dr. Vicky Karanikola, Assistant Professor of Chemical and Environmental Engineering Dr. Nicole Leitner, Assistant Professor of Practice in Molecular and Cellular Biology Dr. Garrett Smith, Lecturer of Sustainable Built Environments and Landscape Architecture Dr. Jen Teske, Associate Professor of Nutritional Science and Wellness Monthly Tribal Meeting, hosted by USDA-NIFA: While these meetings are designed for faculty and staff working on USDA-NIFA projects, one of the B2S scholars benefitted professionally by presenting at the March 5, 2024, meeting. Ms. Jessica Begay shared about her experiences in the project and provided the presentation, "Impact of Climate Change on Fungal Endophytes Found in Artemisia Species on the Navajo Nation". Visit to University of Arizona: The scholars' visit to the University of Arizona in March 2024 included a day at the University focused on professional development and career exploration. Details regarding that visit are described in the previous section. The rest of the visit focused on attending the AISES Regional Conference. AISES Regional Conference: As mentioned above, 12 B2S scholars and DC PI Skaltsas attended the AISES Region 3 Conference at the UA in March 2024. This was a major networking and learning opportunity for the scholars. Two scholars presented posters under the undergraduate research category, and one earned the award for best poster in that category. One scholar presented her research as a session titled "Navajo Nation Artemisia Fungal Endophyte Diversity and Climate Change." Scholars also met with UA mentors during the conference and networked with Native students from other universities and tribal colleges in the region. Scholars participated in all elements of the AISES conference, including the opening ceremony; tours of UA campus departments, museums, and institutes; a networking lunch; an AISES caucus; and the closing ceremony and banquet. Come Back Home: A summer research experience was hosted at Diné College during 2024. USDA-NIFA New Beginnings for Tribal Students award # 2023-70411-40929 entitled "The Come Back Home Summer Immersion Experience" allowed this team to extend the research internship programming for existing B2S scholars and new participants. The summer 2024 research internship was an enriching 10-week program immersing students in practical research and laboratory skills development. Five B2S scholars acted as peer mentors and lab leaders for the summer program. Throughout the experience, students engaged in various hands-on activities, including specimen identification and collection, genetic analysis, data processing and interpretation, research record keeping and laboratory management. The primary focus of this research was to explore forest health and management practices, employing both field and laboratory methodologies. Participating scholars will have the opportunity to attend and present their summer research at the 2024 SACNAS National Diversity in STEM conference. MENTOR PROFESSIONAL DEVELOPMENT: The mentor component of Bridge to STEAM is described above under Goal 2. To improve their interactions with scholars, the mentors received training from the ASEMS program at UA. The topics covered are listed below, each with their respective interactive presentations, activities, and in some cases, mockups: Fall 2023: Culturally Responsive Practices, Financial Aid & Money Trauma, Academic Policies and Procedures, College Transitions, Paraprofessional Counseling, Self and Community Care, QPR, Trellis, Facilitating Behind Closed Doors Spring 2024: Community College 101, FAFSA, Hard Conversations, Time Management During these trainings, mentors were also instructed on logistics and planning for their meetings, including logging hours and meeting notes. BRIDGE TO STEAM PROJECT TEAM: In Year 4, the B2S project team primarily received professional development through the USDA's Monthly Tribal Meetings. Some team members also attended the AISES Conference and the scholars' professional development workshops, which provided training for all in attendance.? How have the results been disseminated to communities of interest? Reporting to the Participating Institutions: The PIs have reported on the results of the Bridge to STEAM project to the UA and DC administrations, as follows: Principal Investigator Kimberly Sierra-Cajas updates her unit, Research, Innovation, and Impact, through monthly status reports. DC PI Dr. Demetra Skaltsas reports regularly on the project to the Dean of STEM, James Tutt, at DC. The results also have been disseminated through the Bridge to STEAM website and the presentations listed under the products section. Website: The Bridge to STEAM project maintains a website at https://resilience.arizona.edu/bridge-steam. The website introduces the scholars and mentors and their academic interests. It features an interview with project personnel entitled, "Building Bridges: Diné College and UArizona Support Students in STEAM." What do you plan to do during the next reporting period to accomplish the goals? During the next reporting period the B2S project team will continue to advance the goals by extending scholar research and professional development activities through a 5th year of programming. A no-cost extension request has been approved. Activities will advance project goals and focus on supporting participants in developing professional skills, a STEM identity, sense of belonging in STEM, and research skills. B2S funding will support the following activities and expenses: Six scholars and two PIs will attend the SACNAS National Diversity in STEM Conference in Phoenix, Arizona, October 30 - Nov 3, 2024. Scholars will present their research, network, and explore graduate education and career opportunities. PIs will mentor scholars and support networking, research presentations, and career/graduate school exploration. Six scholars will receive a stipend for academic year research internships in the Diné College Land Grant Office's Agricultural Research Laboratory directed by Dr. Demetra Skaltsas, DC PI of the project and Assistant Professor of STEM at Diné College. The internships will support training in research skills and professionalism. B2S will provide research supplies, software, and sequencing services for continued lab skills training and research assays for participants. DC PI Skaltsas will provide training in the lab and mentoring to the scholars.
Impacts
What was accomplished under these goals?
The team delivering the services (the B2S Team) through the University of Arizona (UA) and Diné College (DC) worked together seamlessly on the tasks and activities that supported Tribal students in advancing their education and research in STEM disciplines. The project's efforts concentrated on supporting Native students' enrollment and persistence in STEM programs at the two institutions. The main activity to achieve this goal was supporting the students to develop and master their laboratory and field research skills. Throughout the academic year, the B2S scholars worked in the DC Land Grant Office's Agricultural Research Laboratory directed by Dr. Demetra Skaltsas, the DC PI of the project and Assistant Professor of STEM at DC. Many enrolled in Dr. Skaltsas' BIO 485 Undergraduate Research course. Scholar Training: During the year, the program held several professional development workshops for the B2S scholars, focusing on topics from time management to personal statement writing. Mentor Component: The B2S program leveraged the UA Arizona's Science, Engineering, and Math Scholars (ASEMS) program for mentor training. At the beginning of Year 4, the DC PI hosted two UA B2S team members at DC to enhance the mentoring plan. The team met with the scholars to develop the relationship and understand considerations for mentoring. During the year, UA mentors met virtually with the DC scholars. They met in person at the AISES Regional Conference. AISES Regional Conference: In March 2024, the program supported 12 B2S scholars to attend the 2024 American Indian Science and Engineering Society (AISES) Region 3 Conference held at the University of Arizona in Tucson. The scholars attended presentations, poster sessions, and networking receptions. Their experience at the conference is covered in the Professional Development section of this report. Monthly Meetings: The B2S team met twice a month to assess progress, address concerns, and finalize programming plans. Come Back Home: The PIs collaborated on a USDA-NIFA proposal that was awarded, the Come Back Home project. It enables the two institutions to continue the partnership and build on the B2S research mentoring program through a summer research internship hosted at DC. The project has served 20 students from Year 1 through Year 4, including one who began the programas a graduate student and one who already had earned his bachelor's degree. Of the 18 undergraduates, 94% (n=17) have graduated or are still enrolled in college and 100% were still in a STEM major. Nine participants enrolled in graduate school (45%) and 100% enrolled in a STEM field. Eight of the graduate students (89%) were still enrolled or had graduated by fall 2024 and 100%of those were still enrolled in STEM or had earned their graduate degreein STEM. One graduate is employed in a STEM field. One undergraduate participant (6%) left the program and left their STEM major. The project's activities helped achieve these outstanding persistence and matriculation numbers. These opportunities focused on the B2S scholars hearing from experts, engaging in authentic research, and interacting with faculty and professionals. A series of professional development workshops were designed to increase the scholars' persistence and skills. These workshops, described in detail under the Professional Development section below, culminated in a research and presentation visit to the University of Arizona. The March 2024 visit by B2S scholars to the University of Arizona was a major initiative to encourage them to persist in their STEM academic careers. The visit was designed as a combination of field and laboratory trips, professional development training, and interactions focused on university resources. Presentation Practice: UA team members led a workshop on professional introductions and the elevator speech. This included an activity in which pairs of scholars conducted mock speeches with each other and had to answer follow-up questions. Laboratory Tour: The group toured the laboratory of Dr. Gerardo Lopez, Associate Extension Specialist STEM, School of Animal and Comparative Biomedical Sciences, College of Agriculture and Life Sciences. Dr. Lopez's research focuses on environmental microbiology and food safety. In particular, the lab analyzes the single-celled parasite Cyclospora cayetanensis that contaminates water and fresh produce. A graduate assistant tab manager and the student lab workers gave the lab tour, presenting the various machines and techniques used in the research of water-borne pathogens. The grad assistant also shared his experiences enrolling in and managing graduate school. Exhibition Tours: The group toured the Bryant Bannister Tree Ring Building. Dr. Charlotte Pearson, Associate Professor of Dendrochronology, met the group and explained the science of tree rings. The group also toured the Robert L. Gilbertson Mycological Herbarium, where Assistant Curator Joseph Myers showed samples of fungi and introduced the collection and research process. Academic Environment and Networking: The group toured the UA Main Library and the Catalyst Studios, a maker space, to learn about resources for students. STEM professors associated with the Bridge to STEAM program joined the group for lunch. The scholars had the opportunity to converse with these faculty and staff members: Dr. Andrew Curley, Associate Professor of Geography Dr. Cherie De Vore, Assistant Professor of Chemical and Environmental Engineering April Horne, Associate Director of the ENGineering Access, Greater Equity and Diversity (ENGAGED) program in the College of Engineering Dr. Michael Kotutwa Johnson, Assistant Professor of Indigenous Resilience Dr. Joseph Hoover, Assistant Professor of Environmental Science Dr. Garrett Smith, Lecturer of Sustainable Built Environments and Landscape Architecture Mentor Component - Mentoring was another major activity that helped the project accomplish Goal 2, increasing the persistence of Tribal students. Three UA students acted as near peer mentors for the scholars. Mentors were responsible for serving as a bridge between staff and students, offering their insights as seniors or graduate students in their field to both Diné College and UA scholars. The caseload was evenly split among the mentors so that each served a 4-5 scholars. Since our mentors were based out of UA, they met over Zoom with DC scholars and completed regular check-ins. Topics of discussion included upcoming exams, pending homework, classes, and future prospects. The focus of some meetings was to specifically share research project materials like abstracts, posters, and presentations. Mentors reviewed scholars' materials or gave advice/feedback on presentations as a form of conference prep. Mentors would also connect with those scholars who transferred to UA to offer similar guidance. When scholars came to the UA campus to visit for conferences or other programs, the mentors were usually available to offer face-to-face contact and community. For example, scholars who participated in the AISES conference met for lunch with the mentors and participated in conference activities together. Mentors were also responsible for meeting every few weeks with DC PI Skaltsas and the Arizona's Science, Engineering and Math Scholars (ASEMS) program's Student Success Specialist to check in and update them about the meetings with the scholars. Mentors were given feedback, directed to meet more (or less) with certain scholars, and guided on their focus for the next meeting. Though mentors usually met with mentees once or twice a week, the meeting frequency was also largely dependent on scholars' needs. Sometimes certain scholars would receive more frequent follow-up, whereas others were more sporadic. On average, mentors were meeting 2-3 hours a week, allotting approximately an hour to each student.
Publications
|
Progress 09/15/22 to 09/14/23
Outputs
Target Audience: In the Year 1 and 2 Annual Reports, the project team introduced a more concise name for the Advancing Postsecondary Attainment & Research in STEAM for Tribal Students (APARSTS) project: the Bridge to STEAM or the B2S project. This name strongly resonates with the students involved in the project. The metaphor of a bridge conveys the project's role as a pathway for students to successfully pursue careers in Science, Technology, Engineering, Agriculture, or Mathematics (STEAM). In this report, we will use the term 'Bridge to STEAM' or 'B2S project' to refer to the initiative. The Year 3 report covers activities from September 15, 2022, to September 14, 2023. The Bridge to STEAM project serves tribal college undergraduate and graduate students in Arizona. Fourteen total students participated during the 2022-2023 academic year, which roughly corresponds to Year 3 of the project. That included 11 Diné College?(DC) undergraduates, two University of Arizona (UA) undergraduates, and one UAZ graduate student. Programming provided by B2S reached additional undergraduate and graduate students and faculty and staff at both institutions. Of the 11 B2S participants, six are from low-income households, and three are first generation college students. Seven of the students did not report income status for their households and three did not report whether they are first-generation college students. In the proposal, between four and twelve students were expected to be served through the project. However, the project has exceeded expectations and has served 18 students through Year 3. The employees from the two institutions who participated in events are faculty and professionals who serve Native students and/or are in the STEAM fields. These employees are a target audience of the project, which will be further explained in the next section.? Changes/Problems: This project embraced three adjustments during Year 3 related to finances, outreach, and transfer to UA. A major financial adjustment was approved by the USDA-NIFA program manager and resulted in greater funding towards participant support and operational expenses. Due to the ongoing challenges in Diné College grants administration and financial services, the sub-award was underspent in years 1, 2, and 3. Therefore, $100,000 was reallocated to UA for disbursement. The original budget provided for the sub-award to fund lab equipment and supplies as well as scholar stipends at Diné College. Funds reallocated to UA are providing participant stipends and room and board for the summer "Come Back Home" research internship, academic year travel expenses to attend conferences and trainings, and research supplies such as Geneious software and computers. Reallocated funds also provide for PI effort for the summer research internship, staff travel to mentor and chaperone Scholars at conferences, and sequencing services for research specimens. The adjustment in outreach plans resulted in fewer outreach events but more scholar mentoring. Due to the abundance of caution around COVID-19 prevention on the Navajo Nation, outreach to Navajo high schools and communities was repeatedly postponed and ultimately canceled. Schools on the Navajo Nation continue to limit in-person events in order to protect students and staff from COVID-19 infections. Virtual events with high schools have been challenging to schedule. In an effort to reach Navajo high school students, B2S engaged senior personnel and interns at Diné College Land Grant Office to share information at ongoing community and school outreach events. Land Grant staff agreed to promote STEAM programs at Diné College and University of Arizona as well as the "Bridge to STEAM" project. In lieu of outreach events, the project shifted staff and PI time to enhance research mentoring, Scholars' research experiences, and Scholars' professional development. The adjustment in projections for scholar matriculation from Diné College to UA is one unexpected change in the project. B2S Scholars matriculated into post-secondary STEAM degrees at lower rates than anticipated, and fewer B2S Scholars applied to UA or other post-secondary institutions' graduate degree programs than expected. External evaluation points to two drivers of this change. First, the undergraduate participants enrolled at Diné College prefer to live and learn and attain STEAM degrees on the Navajo Nation rather than leaving the reservation to complete a degree (B.S. or M.S.) at the University of Arizona or other institutions. Second, a new master's program at Diné College allows students to pursue a graduate degree while living in the community and experiencing robust research opportunities and mentoring by PI Skaltsas. This key insight that many tribal college students prefer to live and learn in their own communities was instrumental in designing the "Come Back Home Summer Immersion Experience" which was recently funded by the USDA-NIFA. What opportunities for training and professional development has the project provided? Throughout Year 3, there were various training and professional development opportunities for the B2S Scholars, mentors, and the Bridge to STEAM project team. AISES Conference: As mentioned above under Goal 1, the B2S Scholars and Co-P.I. Dr. Demetra Skaltsas attended the AISES conference in October 2022. The annual AISES conference is a major networking and learning opportunity for Native students in STEAM. To encourage maximum value of the opportunity, the B2S staff met with the students three times to plan the trip, including enrolling the students in AISES, selecting conference sessions, and deciding on travel logistics. For at least one student, the flight from Phoenix to Palm Springs was their first time flying. The B2S staff provided the Scholars with a checklist of activities, including exploring the career fair and visiting the photo booth. Writing Bootcamp: In several group sessions and on their own time, the B2S Scholars prepared for and then wrote personal statements that they could use in applying for research opportunities, graduate school, and more. Before the day-long "bootcamp" on December 15, 2022, B2S staff introduced the High5 Strengths Test to motivate the Scholars to think about their strengths and consider the aspects of their lives that they would like to share in their personal statements. The bootcamp consisted of a full day of guidance, writing paragraph by paragraph, and meeting with faculty reviewers. The Scholars left the bootcamp with a draft of a personal statement. Editing Sessions: In January 2023, the Scholars were invited to meet with professional editors at the UA's Writing Skills Improvement Program. Those who took advantage of this opportunity gained insight into how to best present themselves professionally through a personal statement. Academic Etiquette: On March 31, 2023, the Student Success Specialist and mentor liaison for the project provided the Scholars with a one-hour workshop on communications and business etiquette, covering topics like replying to emails promptly, how to address faculty members on one's team and new acquaintances, communicating in an academic environment, and so on. Co-P.I. Dr. Demetra Skaltsas said she noticed a change in their professionalism and the frequency of communication after the workshop. Communication Skills Workshop: The B2S staff team and invited speakers, led by the Student Success Specialist, conducted a hands-on workshop for the Scholars that included time for them to prepare for and participate in mock interviews and to present their research. This five-hour workshop was held during the Scholars' May 2023 visit to the University of Arizona. Laboratory Tours: During their May 2023 visit to the University of Arizona, the B2S Scholars also met with UA faculty and graduate students at their laboratories and research sites, as follows: Dr. Kathleen Rodgers from the Center for Innovation in Brain Science showed how and where neurological research is conducted on cures for Alzheimer's, Parkinson's, Multiple Sclerosis, and ALS. Dr. Wendy Moore from the Laboratory on Arthropod Systematics and the University of Arizona Insect Collection talked with the students about their research and explained the insect collection, along with Collections Manager Gene Hall and graduate student Raine Ikagawa. Dr. Ian Pepper from the UA Water & Energy Sustainable Technology Center described the research process that led to wastewater testing for the Covid-19 vaccine, and then he took the Scholars on a tour of the laboratory where this procedure was developed during the pandemic. Dr. Katerina Dontsova, Associate Professor of Environmental Science, talked with the students about National Science Foundation summer programs and led the group on a behind-the-scenes tour of Biosphere2. Dr. Betsy Arnold, Professor of Plant Science and Curator of the Robert L. Gilbertson Mycological Herbarium, arranged for lab manager Ming-Min Lee to host the students for a laboratory tour. The Scholars rotated through talks with graduate students on four different research projects. Museum Assistant Joseph Myers led the group on a tour of the Mycological Herbarium and shared details about preserving specimens. Come Back Home: This summer's Research Experience for Undergraduates hosted at Diné College was an enriching 8-week program immersing students in practical research and laboratory skill development. Throughout the experience, students engaged in various hands-on activities, including specimen identification and collection, genetic analysis, data processing and interpretation, research record keeping and laboratory management. The primary focus of this research was to explore forest health and management practices, employing both field and laboratory methodologies. One major observation from this investigation was the detrimental impact of tree thinning techniques in arid forest management. While intended to be advantageous, these approaches occasionally proved detrimental to overall forest health. This critical insight underscores the complexity of managing forests in arid environments, shedding light on the nuanced balance required for effective management practices. One Scholar is further exploring this forest health issue by studying the microorganisms associated with the declining trees for their Honors Scholar thesis. This research aims to uncover the role these microorganisms play in the trees' health decline, offering insights into forest ecosystem dynamics. How have the results been disseminated to communities of interest? The results have been disseminated through presentations and on the Bridge to STEAM website. Website: The Bridge to STEAM project maintains a website at https://resilience.arizona.edu/bridge-steam. The many presentations that the Bridge to STEAM Scholars and staff were involved with are described under Professional Development and are listed as Products in this report. Another example is as follows: Presentation: On November 1, 2022, the B2S team presented "The Bridge to STEAM: A Retention Program for Native American Students" to the USDA-NIFA Monthly Tribal Meeting. Three staff members shared the goals and design of the project, but the highlight consisted of presentations by two Scholars: B2S scholar Jessica Begay spoke about her research on "Endophytic Diversity Associated with Two Species of Sage on the Navajo Nation." Endophytes are fungi that live inside other plants, something like the human microbiome. Darrell Yazzie, Jr. shared his research: "The Contrast of Seed Ball Forms Used in Restoration," a summary of his finding from research at the University of Arizona in summer 2022. A seed ball is a small bundle of seeds encased in a mixture of clay, compost, and sometimes other materials like fertilizer. These balls are designed to protect seeds and provide them with nutrients and moisture when planted. They're often used in reforestation, habitat restoration, and gardening and are critical in ecosystem restoration in areas that might have poor soil quality or prone to erosion. Part of Darrell's project was to examine the effectiveness of different seed ball amendments. Presenting to the professionals associated with the Monthly Tribal Meetings gave these students an opportunity to practice speaking about their research and the impact of the B2S project. Reporting to the Involved Institutions: The PI and the Co-PIs have reported on the results of the Bridge to STEAM project to the UA and DC administrations, as follows: In June 2023, Dr. Francis-Begay sent a letter to DC President, Dr. Charles Roessel, giving him an update on the project and its achievements in addition to requesting his assistance in supporting the on-campus research experience for B2S Scholars during the summer 2023 "Come Back Home" research immersion experience. Co-PI Dr. Demetra Skaltsas reports regularly on the project to the Dean of STEM, James Tutt, at DC. Co-PI Kimberly Sierra-Cajas updates her unit, Research, Innovation, and Impact, through monthly status reports. Travel and Outreach: The results of the project were disseminated through the many conversations that took place during the May 2023 institutional exchange trip described in the first question about accomplishing goals. What do you plan to do during the next reporting period to accomplish the goals? During Year 4, the Bridge to STEAM project plans to focus on its hallmarks: Facilitating high-quality research experiences for the B2S Scholars. Providing meaningful mentoring and professional development for the B2S Scholars at DC and for those who have transferred to UA. Strengthening the relationship between Diné College and the University of Arizona so that we truly have a bridge between the institutions that supports student and faculty experiences. The following is an overview of plans in each area. Research: The current B2S Scholars will conduct research in the plant science laboratory at DC, with most of them enrolled in BIO 485 Undergraduate Research for fall 2023, and some enrolling in BIO 485 for additional research credits in spring 2024. Two of the Scholars will conduct and manage research as master's degree students at DC. The B2S Scholars who have transferred to the University of Arizona will work in laboratories during their studies. In summer 2024, most of the B2S Scholars will conduct research, either through the "Come Back Home" program at DC or through the Undergraduate Research Opportunities Consortium (UROC) at UA. Professional Development: The project will connect the B2S Scholars with UA faculty and local professionals, who will speak with them about their careers, networking, and professional preparation. The Scholars and Co-PI will attend the 2024 AISES Region 1 Conference to present their research, to network, and to explore career and graduate school options. The project will hold workshops on time management, resume preparation, and personal statement writing. Mentors will connect with the B2S Scholars through group activities (such as a Zoom social hour) and individual consultations. Strengthening Institutional Relationships: Throughout Year 4, the project will work to connect DC and UA students, faculty, and staff. Mentors (UA students) and UA faculty will interact with the B2S Scholars on professional and research topics. Two staff members from the UA B2S team will visit DC in September 2023, focusing on building relationships with the Scholars to enhance the mentoring and professional development aspects of the project. The Co-P.I. from DC will visit the UA in November 2023. Her meetings with the B2S staff at UA will boost communication and strengthen the connections between the institutions. The Scholars and Co-PI from DC will visit the University of Arizona in March 2024 for a research-focused field trip including attendance at the AISES Regional Conference. The final months of Year 4 will be spent conducting financial and programmatic reporting as this four-year Bridge to STEAM project ends.?
Impacts
What was accomplished under these goals?
Goal 1: Develop and nurture an authentic, lasting partnership between the University of Arizona and Diné College, focused on Tribal students matriculating into STEAM programs at the two institutions. In summer 2022, towards the end of Year 2 of the project, the financial and grants management team from Diné College met with the Research Innovation & Impact (RII) research administration from the University of Arizona. The meeting was convened as a retreat in Flagstaff, Arizona so that the parties could talk through technical grant accounting, reporting, research priority-setting, and organizational structures. The RII personnel made some recommendations for grants management at Diné College. The two teams came away with an increased understanding of each other and a renewed commitment to the institutional partnership. During Year 3 of the project, UA and Diné College continued this partnership and made progress on enhancing grants management protocols at Diné College. Year 3 of the project centered significantly on research administration, especially on accounting and financial management. Dr. Karen Francis-Begay, the project's Principal Investigator, visited Diné College in spring 2023 to further discussions on grants management requirements. Dr. Francis-Begay penned a letter to Diné College President Dr. Charles Roessel, updating him on the project's progress and seeking his support, particularly for the upcoming summer project. The project's efforts under Goal 1 concentrated on supporting Native students' enrollment and persistence in STEAM programs at the two institutions. A key effort consisted of professional development through training sessions, conference attendance, and field trips. In October 2022, Diné College and the University of Arizona partnered to support eight Bridge to STEAM students to attend the 2022 American Indian Science and Engineering Society (AISES) Conference, held in Palm Springs, California. The students appreciated the chance to observe a major conference, which helped them prepare for presenting at future conferences. Trip sponsorship by the University of Arizona (with USDA-NIFA funding) and the fact that many UA personnel were at the conference strengthened the partnership between the two institutions. On May 19, 2023, the B2S staff team conducted a retreat that covered a review of Year 3 and visioning for Year 4. The Principal Investigator and all three Co-P.I.s participated, representing both DC and UA. Michelle Higgins, the in-kind project evaluator from the UA Office of Societal Impact, led the group through activities related to strategic planning and collaborative project management. We also discussed the budget, transfer student services, and events for Year 4. Two other activities that enhanced the goal of nurturing a partnership between UA and DC were 1) the May 2023 visit to the UA by six B2S Scholars and 2) several Scholars participating in the "Come Back Home" summer research program held at DC during June-July 2023. These activities were student-focused, so they will be described under Goal 2. Goal 2: Increase the persistence and graduation of Tribal students throughout their undergraduate academic careers and into graduate school and/or into a high demand workforce. The project has served 18 students from Year 1 through Year 3. Of the 18 Scholars, 11 are still enrolled in college and six were enrolled in a graduate program as of spring 2023. Four Scholars earned an associate degree and matriculated to a bachelor's program. Of those four Scholars, three transferred to a university. Four other Scholars earned a bachelor's degree and also matriculated to graduate school. A total of six students have enrolled in graduate school, including one who started as a B2S Scholar as a graduate student at Diné College and one who is participating in the accelerated master's program, earning his bachelor's at the end of the program. The project delivered activities during Year 3 that are resulting in the outstanding persistence and graduation numbers. These opportunities focused on the B2S Scholars hearing from experts, practicing skills, and interacting with faculty and professionals. On September 16, 2022, the B2S project hosted Dr. Gregory Cajete (Tewa, Santa Clara Pueblo), an Emeritus Professor at the University of New Mexico, who gave a public lecture at the University of Arizona entitled "Native Science: Natural Laws of Interdependence." The talk considered the question, "What is Native science and why is it important in a world of climate change?" After the talk, Dr. Cajete met privately in Zoom with the B2S Scholars. He listened to the Scholars introduce themselves, including their programs of study and their plans. He encouraged the students in their academic journeys and answered their questions. Bringing this academic talk and a mentorship opportunity to students at Diné College was a notable contribution by the B2S project. In November 2022, the B2S team presented at the USDA-NIFA Monthly Tribal Meeting. This event is described below under Professional Development. On November 18, 2022, Dr. Michael Kotutwa Johnson met with the B2S Scholars in Zoom. He shared his educational journey, including the many ups and downs he experienced. Dr. Johnson is an active farmer of blue corn following the traditional techniques of Hopi dry farming. This connection to the land stayed with him through his journey of training as an opera singer, dropping out of college, various other twists and turns, and then a return to academia, where he earned a B.S. in Agriculture from Cornell University, a Master of Public Policy from Pepperdine University, and a Ph.D. in Natural Resources from the University of Arizona. Dr. Johnson now serves as a faculty Assistant Specialist within the School of Natural Resources and the Environment and the Indigenous Resilience Center. His message to the students was hopeful, "You are enough within yourself, yet education is helpful because it brings you to the table for conversations that will make a difference in the world". The Scholars reflected on Dr. Johnson's story and considered how it applied to their lives. In December 2022 and January 2023, the B2S project sponsored three workshops designed to support the Scholars' persistence in their undergraduate academic careers and preparation for graduate school. The workshops focused on understanding one's own strengths, writing a personal statement, and applying to a summer research experience. More details appear in the Professional Development area of this report. The May 2023 visit by B2S Scholars to the University of Arizona was a major initiative to encourage the B2S Scholars to persist in their STEAM academic careers. The visit was designed as a combination of field and laboratory trips, professional development training, and interactions focused on university resources. To build community and introduce resources to the B2S Scholars, the visit included the following: A focus group moderated by Michelle Higgins, the project evaluator. This event provided the Scholars an opportunity to talk about their experiences with the Bridge to STEAM project. A working lunch at Native American Student Affairs (NASA) staff from NASA, Admissions, and the Office of Scholarships and Financial Aid. A dinner meeting with the team to enhance the partnership. Scholars shared what they learned during the campus visit. Tours of six laboratory and research sites, which will be described under Professional Development A resume and poster presentation workshop, also to be described under Professional Development In the Products section of this report, we provide more information about the B2S Scholars graduating from their academic programs and moving on to their next steps.
Publications
|
Progress 09/15/21 to 09/14/22
Outputs
Target Audience:As mentioned in the Year 1 Annual Report, the project team developed a shorter name for the Advancing Postsecondary Attainment & Research in STEAM for Tribal Students (APARSTS) project, Bridge to STEAM or the B2S project, a name that resonates with students and those affiliated with the project. The metaphor of a bridge communicates that this project is a passageway for students to successfully advance to a career in STEAM. For this report, we will refer to the APARSTS project as the "Bridge to STEAM" or the B2S project. Also, the Year 2 report covers activity beginning September 15, 2021 and ending September 14, 2022. The Bridge to STEAM project serves tribal undergraduate and graduate students in Arizona. Thirteen tribal undergraduate students at Diné College(DC) and three graduate students at the University of Arizona (UA) participated over the course of the 2021-2022 academic year, which roughly corresponds to Year 2 of the project. Programming provided by B2S reached additional undergraduate and graduate students and faculty and staff at both institutions. The B2S Scholars (the thirteen undergrads) and mentors (the three grads) are first-generation students from low-income households. The employees from the two institutions who participated as event attendees are faculty and professionals who serve Native American students and/or are in the STEAM fields. In addition, community members and faculty and professionals from other institutions had the opportunity to virtually participate in a presentation by the Chief Executive Officer (CEO) of the American Indian Science and Engineering Society (AISES), a national organization supporting Native Americans in STEM. The B2S project intends to reach out to high school students on the Navajo Nation with information about STEAM majors and careers. Outreach to this target audience has been difficult during the first two years of the project due to the COVID-19 pandemic. Changes/Problems:One major challenge for this project was the inability to conduct extensive outreach at the high schools on the Navajo Nation. Many schools lifted the stay-at-home order and resumed in-person class instruction in the fall of 2021. Although in-person instruction resumed, many schools continued to restrict activities and programs from outside entities. For this reason, the team had been unsuccessful in conducting in-person high school visits during the academic year, 2021 - 2022. Additionally, on April 21, 2022, approximately 100 high school student attendees participated in the virtual STEM Festival that incorporated multiple STEM presenters with breakout sessions. DC has only recently begun to allow outreach activities on campus with minimal capacity. The Land Grant Office will be able to host in-person STEM events for high schoolers during the 2022-2023 academic year. Since the high schools are still restricting some activities and DC set a maximum capacity limit, this could potentially result in fewer participants than what was anticipated. It is promising, however, that outreach efforts will be able to proceed during the current academic year. A major change in the Bridge to STEAM project between Year 1 and Year 2 was that the gradual return to in-person education allowed for in-person coursework, research, and travel for the B2S Scholars. The return to in-person activities after the height of the pandemic corresponded to an increase in confidence about higher education generally, which led to an expansion of the B2S cohort. The number of Scholars grew from five undergraduates served in Year 1 to thirteen undergraduate students served in Year 2. Another change was the addition of an agriculture science bachelor's degree at DC with three tracks available to students (general, animal, and plant). Some students are now planning to remain atDC where they can earn their bachelor's degree without leaving their home and community.While the original idea for B2S was to haveDC students transfer to the UA as juniors(or after fulfilling their general education requirements), the planhas beenmodifiedto include recruiting them for graduate school. An issue for this project, which is in a sense the byproduct of collaboration, is that the service to students is concentrated at DC's main campus in Tsaile, AZ while the available administrative support is centered at the UA. Dr. Skaltsas, the Co-PI who is mentoring the students in research could use more on-site support. A related issue is the diffusion of administration and professional services among several UA and DC employees who already have full-time positions. The "Actual FTEs for this Reporting Period" table shows a total of administrative and professional support of 0.5 FTE. This amount of labor is shared by nine individuals. This arrangement is likely due to the cost-share design used in the grant application. Best practices would indicate that fewer people with more time dedicated to the project administration and delivery would be more effective. However, this is unlikely to change due to the project design and the successes of the Bridge to STEAM project. In conclusion, the B2S project has done a lot to strengthen provide essential support for tribal students to succeed in their post-secondary education endeavors while also managing to do both virtual and in-person outreach and expanding its professional network. The staff and faculty at both institutions have been committed to the project despite the challenges during the COVID-19 pandemic. For instance, there has been a significant increase of tribal students participating in the program who want to gain valuable research skills but to also have the support to advance in STEAM degree attainment and careers. We are grateful for the ongoing support of the leadership from both land grant institutions for the B2S project and especially, for the dedication of the faculty, staff, and graduate students. We look forward to another productive and engaging year for the project and continued success of post-secondary attainment and advancement of tribal students in STEAM. What opportunities for training and professional development has the project provided?Throughout Year 2, there were various training and professional development opportunities for the B2S Scholars, mentors, and Bridge to STEAM team (the staff delivering the project). Writing Skills Improvement Program (WSIP): The Scholars attended personalized, one-on-one workshops provided by the WSIP, a unit of the UA College of Humanities, which specializes in training and support for academic writing. The workshops were centered on editing and strengthening personal statements. A faculty mentor noted a marked improvement in the Scholars' personal statements. The Scholars were fortunate to have and utilize the WSIP services that enabled them to sharpen their statements. The Scholars also had access to individual coaching on their writing. Mentors: Graduate student mentors were key to providing professional development to the DC students. During Year 2, we recruited two new graduate mentors for a total of three mentors, all with STEAM backgrounds. One of the mentors is now entering his third year with B2S. Biomedical Learning and Student Training (BLaST): On October 26, 2021, the B2S Scholars and mentors participated in a session on mentoring for Indigenous STEM students by BLaST, a program based at University of Alaska Fairbanks. The focus was on understanding the mentoring relationship and planning activities that will support undergraduates pursuing biomedical research and other STEM careers. The workshop introduced participants to the meaning of the mentor-mentee relationship, setting mentoring expectations, establishing boundaries with your mentee, effective communication, and other mentoring-related topics. Diversity & Inclusion Symposium. One mentor, two B2S Scholars, and several team members co-presented a workshop titled, "The Bridge to STEAM: A Retention Program for Native American Students" at the UA's (inaugural) Diversity & Inclusion Symposium, held online on January 20-21, 2022. The presentation had the following learning objectives: Plan programming or interventions that bolster Native American students' sense of belonging in a predominantly white institution. Understand how mentors employed Motivational Interviewing to support Native American students in developing a STEAM identity. Describe how place-based knowledge empowers Native American students to excel in STEAM studies and careers. Preparing for and presenting on the B2S project to an academic audience was a valuable professional learning experience for all. Visits to the institutions. The two trips described in the previous questions about accomplishing goals, in which Scholars visited the University of Arizona in May 2022 and team members visited DC in August 2022, were significant professional development experiences for all involved. The B2S Scholars learned about the wide array of resources available at the UA, and the team members who visited DC for their first time, gained a deeper understanding of the students' environment, including resources and opportunities at the College, as well as some of the challenges the students have faced in their educational journeys. How have the results been disseminated to communities of interest?The results have been disseminated through presentations, on websites, and in writing. Scholars, Mentors, and Team Presentation: As described above, the group presented "The Bridge to STEAM: A Retention Program for Native American Students" at the University of Arizona's (Inaugural) Diversity & Inclusion Symposium on January 20-21, 2022. The presentation focused on the positive impact of the Bridge to STEAM project on the B2S Scholars at DC. Presentation to USDA-NIFA Representatives: On February 24, 2022, Principal Investigator (PI) Dr. Francis-Begay and Co-PI Dr. Skaltsas presented the Bridge to STEAM project to then-Director of the USDA National Institute of Food and Agriculture, Dr. Carrie Castille, and some of her staff including Bill Hoffman, USDA-NIFA Chief of Staff. Their presentation focused on how the project had brought in-depth research opportunities to the Scholars at DC. The USDA leadership was on a statewide visit to the different Cooperative Extension sites hosted by the UA College of Agriculture and Life Sciences Cooperative Extension Program and B2S was invited to meet with the leaders and highlight the B2S project funded by USDA NIFA. Reporting to the Involved Institutions: The PI and the Co-PIs have reported on the results of the Bridge to STEAM project to the UA and DC administrations, as follows: PI Dr. Karen Francis-Begay provides regular updates to the UA Provost. On April 7, 2022, Dr. Francis-Begay sent a letter to DC President, Dr. Charles Roessel, giving him an update on the project and its achievements in addition to requesting his assistance in supporting the on-campus research experience for B2S Scholars during summer 2022. Co-PI Dr. Demetra Skaltsas reports regularly on the project to the Dean of STEM, James Tutt, at DC. Co-PI Kimberly Sierra-Cajas updates her unit, Research, Innovation, and Impact, through monthly status reports. Research Presentations by Scholars: These presentations are detailed in the Products section of this Annual Report. Website: The Bridge to STEAM project maintains a website at https://resilience.arizona.edu/bridge-steam. Travel and Outreach: The results of the project were disseminated through the many conversations that took place during the May and August 2022 institutional exchange trips described in the first question about accomplishing objectives. What do you plan to do during the next reporting period to accomplish the goals?During Year 3, the Bridge to STEAM project plans to focus on its hallmarks: Creating high-quality research experiences for the Scholars. Providing meaningful mentoring and professional development for the B2S Scholars and mentors. Engaging with the broader STEAM community. The following is an overview of plans in each area. Research: The nine current B2S Scholars will conduct research in the plant science laboratory at DC. Eight of the nine are enrolled in BIO 485 Undergraduate Research for fall 2022, and most of the Scholars will enroll in BIO 485 for additional research credits in spring 2023. Students who have already transferred to UA will be funded to work in a research lab at UA either during the academic year or during summer 2023. Three B2S Scholars at DC will be offered the opportunity again to participate in the Undergraduate Research Opportunities Consortium (UROC) at the UA during summer 2023. UROC is a paid, 10-week summer research program. Professional Development: The project will connect the Scholars with a nationally known expert on Traditional Ecological Knowledge, Dr. Gregory Cajete, who will provide a public in-person talk and a virtual mentoring session with the Scholars. The Scholars and Co-PI will attend the 2022 AISES National Conference to conduct networking and learn about STEAM careers and graduate school opportunities. The project will hold a Writing Bootcamp between fall and spring semesters to provide motivation and assistance to Scholars applying for summer research experiences. Engaging with the STEAM Community: Mentors and UA faculty will interact with the B2S Scholars on different topics. For example, Dr. Michael Kotutwa Johnson (Hopi) will meet with the Scholars to discuss careers in agriculture and to share how he has integrated his life as a Hopi farmer with his academic career. The Land Grant Office of DC, a key partner in the project, will invite local high school students to join in-person or virtual activities focused on STEM. Leila Yazzie, the student who is transferring to UA in spring 2023 will be integrated into the Arizona's Science, Engineering, and Math Scholars Program (ASEMS), which means she will be included in a learning community for other transfer STEM students who are from underrepresented populations. She will also meet one-on-one with the ASEMS Student Success Specialist who has also been serving as the B2S Mentor Liaison, Teresa Cortéz. Teresa has been coaching the student on the transfer process. The student will also be assigned a peer mentor during her first semester.
Impacts
What was accomplished under these goals?
Objective 1 During Year 2 of the project, DC and the UA continued building a bridged community that creates and sustains a seamless and culturally responsive pathway for transfer to the University and for the pursuit of postgraduate studies in Science, Technology, Engineering, Agriculture, and Mathematics (STEAM). Several activities from Year 2 illustrate this bridged community. Scholar Professional Development: In May 2022, five students from DC and their faculty leader Dr. Demetra Skaltsas, visited the UA with a dual purpose: 1) To introduce student support services so the B2S Scholars know where to turn for help when they enter university; 2) To introduce the students to the STEAM community at the UA by visiting various laboratories and demonstration projects. To build community and introduce resources to the B2S Scholars, the visit included the following: Team breakfast in the Arizona Science, Engineering, and Math Scholars (ASEMS) Program office. Working lunch at Native American Student Affairs (NASA) with NASA, Admissions, and Financial Aid staff. Dinner meetings with UA partners, including ASEMS and the Graduate College. Scholars shared what they learned during the campus visit. Institutional Development: On July 14-15, 2022, Dr. Karen Francis-Begay, the B2S Principal Investigator and Assistant Vice Provost for Native American Initiatives at the UA, attended the DC Research Retreat in Flagstaff, AZ. The convening focused on research visioning and charting the future for research at DC. The group discussed the Memorandum of Understanding (MOU) between UA and DC to develop and expand a framework of collaboration for grants management, research administration, and training. Dr. Francis-Begay highlighted the B2S project as an example of how students benefit from the mutual support of the two land grant institutions. Objective 2 Mentoring by STEAM graduate students: The group of Scholars and their mentors participated in a training session called Biomedical Learning and Student Training (BLaST) Mentoring Best Practices. Mentoring by STEAM faculty: Prior to their professional development trip to the UA in May, B2S staff polled the students on which laboratories they would like to visit. The itinerary included three of the most-requested labs. During the visit, the Scholars met with UA faculty at their laboratories and research sites, as follows: Dr. Buell Jannuzi, Steward Observatory Director, met with the students and then led a tour of the Richard F. Caris Mirror Laboratory, which produces Extra Large Telescope mirrors for the Giant Magellan Telescope being built in Chile. Dr. Tristan Hooks, Assistant Professor of Practice in Biosystems Engineering, introduced the research at and led a tour of the Controlled Environment Agriculture Center at the UA. Dr. Katerina Dontsova, Associate Professor of Environmental Science, talked with the students about National Science Foundation summer programs and led the group on a behind-the-scenes tour of Biosphere2. Dr. Betsy Arnold, Professor of Plant Science and Curator of the Robert L. Gilbertson Mycological Herbarium, hosted the students for a laboratory tour and then set them up to look at mycological specimens in the herbarium. Dr. Vicky Karanikola, Assistant Professor of Chemical and Environmental Engineering, welcomed the students into her hydrology laboratory. Graduate student and B2S Mentor, Christopher Yazzie, gave a presentation about water filtration. Dr. Raina Maier, Professor of Environmental Science and Director of the UA Superfund Research Program, met with the Scholars to discuss their research interests. She also led them on a tour of her laboratory that focuses on bioremediation and reclamation of mining sites. Objective 3 The Bridge to STEAM project engaged with the B2S Scholars through the mentoring and professional development activities discussed in Objectives 1 and 2. The Year 2 summer research activities led to a supportive, cohort-based learning community. Summer Research Immersion Experience at UA: The Undergraduate Research Opportunities Consortium (UROC) accepted three DC B2S Scholars into the summer 2022 program. The Scholars participated in an array of research training and graduate school preparation activities. Summer Research Immersion Experience at DC: The B2S Co-PI at DC, Dr. Demetra Skaltsas successfully leveraged the USDA-NIFA program to acquire funding from the UA to host a 10-week summer research program for the B2S Scholars. Nine Scholars participated 40-hours per week in research training, specimen identification and collection, genetic analysis, data processing and analysis, research writing and presentations, laboratory skills training and lab management, a research reading circle, and professional development and social networking. Scholar Success Stories: This professional growth has been evident following the Scholars' research experiences. Valeria Icaza was hired as a molecular lab technician in spring 2022 and will be pursuing a master's degree in biology from Arizona State University (starting in spring 2023). Darrell Yazzie, Jr. is helping farmers in his community reconsider and fine tune their agricultural practices. As a full-time staff member for the DC Land Grant Office, Darrell is using his research experience when he interacts with community members. For example, he's now talking to them about soil and soil health and how not tilling the soil will benefit the organisms in the soil. Alyssa Joe graduated from DC with a Bachelor of Science in biology in 2022. She participated in the summer UROC program as a B2S Scholar before beginning a PhD program in the Neuroscience Graduate Interdisciplinary Program at the UA. Leila Yazzie attended DC as an undergraduate in Agricultural Science during 2020-2022. In spring 2022, she transferred to the UA. She is now a UA student pursing a Bachelor of Science degree (online) in Environmental Science. Leila plans to attend the UA in person to continue her studies in Sustainable Plant Systems come spring 2023. Jessica Begay plans attain a certificate to be a lab technician. What was apparent to the faculty mentor/Co-PI during Jessica's research experience at DC, was that she is super talented and a strong leader. Jessica has been promoted to serve as the lead intern for the research lab. She has enrolled in the accelerated M.S. in biology at DC, with plans to pursue a PhD at the UA in 2024. These activities and the success stories show how the program met Objective 3 by providing students the opportunities, skillsets, and strategies required to be competitive academically and professionally. Objective 4 In August 2022, the B2S project staff visited Tsaile, Chinle, and Window Rock, Arizona on the Navajo Nation and engaged in the following outreach activities and meetings: Agriculture Day at DC: The "Welcome Back! Agr and Env Waffle Event" was organized by Co-PI Dr. Demetra Skaltsas and her colleagues in Agriculture and Environmental Science at DC to recruit potential students to the major. The event included talks by the B2S Scholars on their summer research projects. Outreach to Local Schools: The B2S Team met with Sheila Betz, Director of Federal Programs at Chinle Unified School District (CUSD), a district on the Navajo Nation with an enrollment of 3,100 students and covering 4,200 square miles. The group talked about the challenges for a rural district of this size in strengthening a college-going culture. Outreach to the Community: The partner institutions and the B2S project was impacted by the COVID-19 pandemic the first two years of the project, resulting in little to no school and community activities. Nevertheless, the Land Grant Office of DC, a key partner, held virtual outreach activities for high school students. On April 21, 2022, one hundred students from local high schools participated in a virtual STEM festival, which featured multiple STEM presenters and breakout sessions.
Publications
|
Progress 09/15/20 to 09/14/21
Outputs
Target Audience:As a first step in introducing the Advancing Postsecondary Attainment & Research in STEAM for Tribal Students (APARSTS) project to its target audience, the Co-Principal Investigators (Co-PIs) and project team developed a shorter name for the project that will resonate with students and those working in higher education: the Bridge to STEAM or B2S project. The metaphor of the bridge communicates to the target audiences that this project is a means of passageway for students to reach STEAM careers. For the rest of this report, we will refer to the APARSTS project as the "Bridge to STEAM" or the B2S project. The Bridge to STEAM served undergraduate and graduate students in Arizona. Five tribal undergraduate students at Diné College (DC)and two graduate students at University of Arizona (UArizona) participated during the 2020-2021 academic year, which roughly corresponds to Year 1 of the project. In addition to serving this audience, the programming provided by B2S reached other undergraduate and graduate students and faculty and staff at both institutions. Students who participated, either as Scholars (the five undergrads) and Mentors (the two grads) or as event attendees, represent Native American and first-generation students as well as economically disadvantaged students.At some points in this report, we mention three or four Scholars participating in certain activities because the DC students joined the project at different times during Year 1; a total of five individuals were served. The employees from the two institutions who participated as event attendees are faculty and professionals who focus on serving Native Americans and/or on STEAM fields. In addition, community members and faculty and professionals from other institutions were served by a public presentation on cultural humility, which is a critical topic for our times. In a larger sense, the target audience of this project consists of the two institutions, DC and UArizona. To understand this perspective, it helps to consider the origin of this project. An Assistant Professor in STEM at DC, Dr. Demetra Skaltsas, brought to light the challenges in grant implementation at tribal colleges and between tribal colleges and universities. She introduced to her UArizona colleagues the barriers to implementing grants, such as insufficient grants processing and management support and personnel who lacked experience in grants administration. This led to a high-level discussion between DC and the UArizona leaders. The positive outcome was the UArizona Research, Innovation & Impact (RII) unit conducted a needs assessment for a collaborative project to improve grants management and research administration, and to provide training, which is now a formal Memorandum of Understanding (MOU) between DC and UArizona. This project has strong support from UArizona at the highest levels. Bridge to STEAM Principal Investigator (PI) Karen Francis-Begay, Assistant Vice Provost, Native American Initiatives, reports to the Provost and to the Senior Vice President for Native American Advancement & Tribal Engagement on the findings and impact of the project. She is also a member of the Provost's Council and the Senior Leadership Team where she has an opportunity to provide an annual report on the project to increase campus-wide visibility and support. Karen is also part of the RII team that is providing support to DC through the MOU. This partnership demonstrates the UArizona's commitment to Native Nations and tribal colleges and serves as a model of a promising practice that enhances research partnerships with underserved communities. DC personnel are grateful for the support given DC's limited resources and expertise especially while they are focused on addressing the critical needs of their community during the pandemic. Changes/Problems:The B2S project was conceived and planned in2019-2020 beforeanyone had heard ofthesevere acute respiratory syndrome coronavirus 2.On March 11, 2020, the Navajo Nation announced a state of emergency, and on March 18,2020,it closed to visitors. By May 2020, the Navajo Nation had the highest rate of COVID-19 infections per capita. BothDC, located within the Navajo Nation, and UArizona shut down their campuses for the fall2020semester and converted all student activities from in-person to virtual.All K-12 schools on the Navajo Nation and businesses were also shut down as well. The closing of schools and switch to virtual/online education had many unexpected outcomes for the B2S project, which was officially launched inAugust2020. The original plan was to recruit students for the project andimmediatelyengage them in lab research. However,many personnel atDCwere personally affected by the pandemic, and many offices were extremely short-staffed. This causedlengthy delaysin being able to recruit students for the project and topurchaseresearch supplies. Our team had to find creative solutions to ensure the project could move forward.We were still able to recruit students for the project, but wecould nothire them orinvolve them in in-person research experiments. However,allthe participantswere suffering financially since they and their families had lost jobs and loved ones due to the pandemic.So, the UArizona issued them scholarships instead to support them in continuing to engagewith the project. Other changes included: Creating a virtual orientation between the Mentors,Scholars,their research supervisor,staffinstead of traveling toDC for an in-person event Cancellingoutreach sessions with the local high schools as teachers were already too overwhelmed to add an event to their schedules Cancelling the in-person trip forDC participants to travel to UArizona in spring 2021 Redesigning our mentor training plan Originally,the Indigenous Mentor Training Program had planned toprovidetraining for our project's Mentors. However, the organizers also had to adjust for the pandemic and were not able toprovidethe training. Therefore, our team partnered with the University of Alaska'sBLaSTprogram to provide a mentor training in addition to inviting Dr. IrisPrettyPaintto present on mentoring with cultural humility. The pandemic also affected students'academic plans. Although the students were on track to transfer after their first year in the program,they ended up choosing to stay anadditionalyear atDC. This was due to either certain classes being cancelled, needing to retake classesthat had been interrupted and converted to virtual during spring 2020, or wanting to stay near family who had endured so much from the pandemic.Some students are now planning to stay atDC and earn their bachelor's degrees.While the original idea for B2S was to haveDC students transfer to the UArizona as juniors(or after fulfilling their general education requirements), the planhas beenmodifiedto include recruiting them for graduate school. The rest of this section is a statement from the program's evaluation team. The overarching goal of the B2S project between the 1862 Land Grant UArizona and 1994 Land Grant DC is to develop and nurture an authentic, lasting partnership designed to create sustained opportunities and for Tribal students to matriculate into post-secondary education in Science, Technology, Engineering, Agriculture, and Mathematics (STEAM) majors at the two land grant institutions and to increase the persistence and graduation of Tribal students throughout their undergraduate academic careers and into graduate school and/or a high demand workforce. Although the project has just completed the first year, the project evaluators have found that there is already evidence of a growing partnership between the two institutions as well as evidence of the value of the model being explored through this project. From the beginning of the project, a collaborative partnership has been demonstrated through weekly team meetings. At these meetings, both DC and UArizona have equitable representation and voice and have equally contributed to the intellectual merit of the project (the 2YR Tribal College to 4YR Public university bridging model) as well as the implementation of project activities. When issues arose, all team members were consulted and worked collaboratively to find solutions. Another example of the growing partnership was the successful application for additional funds to support scholars in an intensive summer research experience. The team worked together on a very short timeline to prepare and submit a successful proposal to the Agnese Nelms Haury Program in Environment and Social Justice. Although it was the UArizona who identified the funding opportunity, most of the support from the grant went directly to DC faculty and students, and for supplies specifically for research at DC. This shows a level of respect and appreciation for the partnership that likely did not exist prior to this USDA project. However, some challenges arose as well. As the project was beginning to ramp up, it became clear that there were some institutional administrative and logistical barriers that were impeding timely project implementation. Some of these challenges may have been exacerbated by the COVID-19 pandemic and its impact specifically on the Navajo Nation, but there were some infrastructure issues that made implementation of certain project elements difficult. DC does not have the level of grant administration resources that UArizona has, and so early on some changes had to be made to ensure that students received the resources and support that they needed. Some of these inherent challenges were compounded by COVID-related supply chain issues. For example, the Dine College budget included laptop computers for the B2S scholars to ensure that they could both communicate via zoom with their mentors and also complete their coursework and research requirements. This proved difficult administratively, so the laptops were purchased by UArizona rather than DC. Similar issues arose with both processing necessary documentation for the collaborative project, and other types of issues sometimes related to the remote nature of shipping supplies to DC. As a result, UArizona agreed to provide ongoing research administrative training and shared software resources to DC to ease the process of collaboration for this and future projects. This work was presented as part of the project supplement cost share from UArizona. Finally, another outcome of the B2S project is the creation of a bridge model between Tribal Colleges, Native Nations and 4-year universities, both for finishing undergraduate degrees in STEM and for applying to graduate programs. This model is being documented and initial findings are already being incorporated into new proposals that will create collaborations between UArizona and the other Tribal Colleges throughout the state. What opportunities for training and professional development has the project provided?At the beginning of Year 1, an orientation for the first B2S cohort served three Scholars at DC. The one-hour orientation, held on November 3, 2020 gave students an overview of the project and introduced all personnel to the participants. A highlight from the Orientation was the Scholars meeting the Mentors. A mentoring training workshop was provided each Scholar and Mentor by the Biomedical Learning and Training Students (BLaST) team fromthe University of Alaska, Fairbanks. Lori Gildehaus, M.S., Adam Chisholm, Amy Topkok and Kaitlyn Haskie facilitated the training and led Scholars, Mentors and B2S staff in discussions about boundary setting, communication styles, setting expectations, and other mentoring-relevant topics. The pairings of Mentors and Scholars took place in December 2020. The pairing represented the beginning of formal mentoring, which provided support for the STEAM Scholars at DC. In Year 1, the project provided training on Motivational Interviewing for about 25 participants, including the two B2S Mentors, peer mentors in the Arizona Science, Engineering, and Math Scholars (ASEMS) program, professional staff in the B2S and ASEMS programs, and a faculty partner to the ASEMS program. The 90-minute training, held on January 30, 2021, covered the techniques of Motivational Interviewing, such as focusing on others' assets and strengths. The purpose was to give Mentors a tool for helping the B2S Scholars develop self-efficacy through open-ended questioning that helps interviewees identify goals and how to achieve them. The training was facilitated by a Licensed Clinical Social Worker from the UArizona's Counseling & Psychological Services (CAPS). The two-hour training "Cultural Humility and Indigenous Mentoring" was available to a nationwide audience, led by Dr. Iris PrettyPaint. It was held on February 17, 2021. It featured an interactive, active listening exercise to help participants in their engagement with and support of Native American students. Mentors, Scholars, professional staff from B2S, staff and faculty throughout the UArizona and DC, and STEM colleagues across the nation attended. The training served around 100 participants. A one-hour Roundtable, which was held on April 16, 2021, was a student-to-student event. It served the project's four undergraduates (Scholars) and a graduate student (Mentor). UArizona STEAM students as well as DC students shared experiences with each other around STEM education and careers and building community. The Roundtable was moderated by a UArizona student who is a member of the American Indian Science and Engineering Society (AISES). The panelists were four Native STEAM undergraduate and graduate students at UArizona. One outcome was building community and nurturing connections between DC and UArizona students. The undergraduate and graduate students shared their academic paths and research experiences at the University, with a focus on developing the pathway for DC Scholars to continue their education at UArizona. The B2S Scholars have benefited from ongoing Biomedical Learning and Student Training (BLaST) offered by the University of Alaska, Fairbanks. Dr. Demetra Skaltsas is a vital resource for undergraduate participants (Scholars), as she provides research instruction and mentoring in addition to her role as STEM faculty member at DC. The aforementioned Haury award allowed the B2S project to fund Dr. Skaltsas for a full-time faculty research position during summer 2021. Providing an equitable and appropriate wage for Dr. Skaltsas both enabled B2S to support a valued member of the project team and to provide an invaluable summer undergraduate research experience (REU) for the Scholars, who were otherwise unable to obtain an in-person, hands-on research internship during the pandemic. The summer REU provided training and professional development in scientific inquiry, preparing the Scholars to conduct research in a wet lab and to design experiments and present their findings in a professional publication or conference setting. How have the results been disseminated to communities of interest?Travel restrictions due to the COVID-19 pandemic limited the outreach components of the program; however, communities of interest were reached via events, collaborations, and meetings. Two events reached beyond the B2S participants to undergraduates at DC and UArizona. The first event in November 2020, the "Cultural Humility and Indigenous Mentoring" workshop by Dr. Iris PrettyPaint, reached a national audience of around 100 people via Zoom. Students, staff and faculty from DC and UArizona attended, as did faculty and staff from other academic institutions. The event garnered registrations from over 200 people nationwide; however, attendance was limited to 100. Participants were interested in supporting Native American students in STEAM on the path from undergraduate to graduate degrees and careers. A second event in spring 2021, the STEAM Roundtable, was targeted to undergraduates interested in graduate study or careers in STEAM. Both DC and UArizona students attended and engaged in discussion with UArizona undergraduate and graduate students about the academic journey, applying to graduate school, scholarships and graduate school funding, networking, building community in STEAM, research opportunities, and careers in STEAM. An ongoing collaboration between DC faculty, Co-PI Skaltsas, and the University of Alaska, Fairbanks faculty lead for BLaST (Biomedical Learning and Student Training) led to Mentorship training workshops for the Scholars and Mentors. The BLaST workshop oriented participants to the mentor-mentee relationship, setting mentoring expectations and boundaries, effective communication, and other mentoring-related topics. What do you plan to do during the next reporting period to accomplish the goals?The project will host another national STEM speaker in fall 2021 to kick off Year 2. The topic will be on advancing STEM opportunities for Native American students and tribal communities. The project will increase the number of Scholars and Mentors by at least 50 percent for each group. The Scholar cohort has been accepted and consists of five undergraduate STEAM students at DC. The Mentor cohort has been accepted and consists of three graduate students in STEAM at UArizona. Three Scholars and one Mentor are continuing their participation, which will make for a total of eight Scholars and four Mentors in Year 2. The project will hold additional trainings for Scholars so that they can submit the best possible applications for internships, transferring, and graduate school. We will offer workshops on curriculum vitae (CV) development, personal statements, cover letters, and proposal writing. These workshops will be held as "boot camps" in which students gather materials ahead of time and then work on their statements, letters, and CVs at the event so that they leave the workshop with finished or near-finished products. Mentors and Scholars will continue to meet on a bi-weekly basis to develop the mentoring relationship, including developing a professional identity in STEAM and identifying research interests and educational and professional opportunities. In addition to bi-weekly meetings, DC Scholars are expected to travel to the UArizona in Tucson for a campus visit. During the visit, Mentors will take Scholars on a tour of the campus, of research laboratories, of living quarters and student centers, and will also tour Tucson. Scholars will be invited to stay in Tucson, possibly on campus, and will meet with student groups and offices such as AISES (the American Indian Science and Engineering Society), SACNAS (the Society for Advancement of Chicanos/Hispanics and Native Americans in Science), WISE (Women and Science in Engineering), and NASA (Native American Student Affairs) to further experience the student STEAM community at UArizona. If Scholars are interested in a particular graduate degree program, meetings with faculty and graduate students from those programs will be arranged. Should the COVID-19 pandemic prevent an in-person visit, several of the tour and meeting components will be substituted with virtual engagements. The team will present to the UArizona's Research, Innovation & Impact (RII) Advisory Board to build more awareness about the strategies used in the program and to discuss best practices for retaining indigenous students in STEAM fields. One purpose of this presentation will be to ensure that high-level University administrators are considering this bridge program and ways to build on it for the future. The project will also value receiving feedback from the RII Advisory Board. The B2S team, including the Scholars and Mentors, will apply to present its mid-project findings and experiences at various conferences such as the SACNAS and the College Board Native American Student Advocacy Institute (NASAI). Another STEAM Pathways Roundtable will be held during Spring 2022, serving both Cohorts 1 and 2, so that Scholars can meet and build community with UArizona STEAM students. The Scholars will be invited to document what they have learned and their experiences in video interviews, which will be disseminated to the community. The project will connect with high school students through virtual sessions that describe how DC is partnering with the UArizona and opportunities in STEAM careers. The project will look at developing a logo or visual representation to help scholars feel like they are a vital part of this bridge program. In addition to the mentoring component, the one-on-one attention provided by project staff to the Scholars is a major part of the project. We need to emphasize the roles of the project staff and make sure the roles are recognized and performed. The program will assess "sense of belonging in STEAM" among the undergraduate Scholars from DC with an annual survey. The survey was adapted from the UArizona Arizona Science, Engineering and Math Scholars (ASEMS) program evaluation tool. The ASEMS tool, in turn, was adapted from a peer reviewed and validated survey (see references below) to assess these aspects of a student's experience with STEM education: sense of belonging, self-concept, efficacy and anxiety, school climate, and resilience. The adapted B2S scholar "sense of belonging in STEAM" survey is meant to assess the participant's attitude and does not assess the B2S programming, per se. The survey was administered to five Scholars in August 2021, at the end of year one. This data has not been analyzed for year one reporting. Current survey data will be considered baseline data; the sense of belonging in STEAM survey will be reviewed at the end of each program year, which will allow leadership to assess changes over time. Citations: Good, C., Rattan, A., & Dweck, C. (2012). Why do women opt out? Sense of belonging and women's representation in mathematics. Journal of Personality and Social Psychology, 102 (4), 700-717. doi: 10.1037/a0026659. Lee, Jihyun. (2009). Universals and specifics of math self-concept, math self-efficacy, and math anxiety across 41 PISA 2003 participating countries. Learning and Individual Differences, 19(3), 355-365. doi: 10.1016/j.lindif.2008.10.009. Smith, B.W., Dalen, J., Wiggins, K., Tooley, E., Christopher, P., & Bernard, J. (2008). The Brief Resilience Scale: Assessing the Ability to Bounce Back. International Journal of Behavioral Medicine, 15, 194-200. doi: 10.1080/10705500802222972.
Impacts
What was accomplished under these goals?
During Year 1 of the project, DC and UArizona laid the foundation for building an authentic partnership that will create and sustain opportunities for Tribal students to pursue and complete undergraduate and graduate studies and careers in Science, Technology, Engineering, Agriculture, and Mathematics (STEAM). Representatives from the two land grant institutions built the framework that is already and will continue to create a sense of belonging in STEAM for Tribal students and that is supporting their access, retention, graduation, and continuation in STEAM higher education and careers. A key activity completed in Year 1 was the establishment of the mentoring component of Bridge to STEAM (B2S). In Year 1, the B2S team recruited two graduate student Mentors. The Mentors underwent 4.5 hours of training covering Cultural Humility, Biomedical Learning and Student Training (BLaST) Mentoring Best Practices, and Motivational Interviewing. Beginning in October 2020, the Mentors met online with their mentees, the B2S Scholars at DC. There were two Mentors and three Scholars, and each Scholar benefited from working with both Mentors. The B2S Student Support Specialist and the DC faculty Co-PI met with the Mentors biweekly in fall 2020 and spring 2021 for in-service training and to support them in their mentoring efforts with the Scholars. The impact of the close training and monitoring of the Mentorship component established a sense of belonging among the Scholars, which was evidenced by their retention and continuation of STEAM studies at DC. With the assistance of the Mentors, the Scholars applied for the Undergraduate Research Opportunities Consortium (UROC) at the UArizona; however, Scholars were not able to participate due to pandemic-related travel constraints on the Navajo Nation. In lieu of participation with the UROC opportunity, the Co-PIs leveraged the USDA-NIFA award to access additional funding from the Agnese Nelms Haury Program in Environment and Social Justice ("Haury"). The Haury funding supported B2S in creating a summer research experience for four DC student Scholars, developed by Co-PI Skaltsas. Details are in the section on training and professional development. The project conducted focus groups with Scholars and Mentors to get input on how well their interactions helped meet Objectives 1 and 2. Two Scholars and Two Mentors participated in the focus groups. Here are excerpts from the focus group report: The Scholars commented on the usefulness of the program, including their interactions with the Mentors, as well as the research internship.They mentioned that their Mentor helped them create their personal statement, encouraging them to complete their application, and discussed courses that would be beneficial.Both Scholars also commented that this was their first research experience and that they gained useful laboratory skills, learned how to ask questions, and grew as people. The Mentors discussed the types of support they provided for their menteesin their pathway to graduate school, including setting goals and achieving milestones,completing their summer internship applications, asking for letters of recommendation, and researching funding opportunities. They also shared with their mentees about their own experiences as a graduate student, such as researching programs and advisors, and balancing life, coursework, and research.The Mentors felt thatthis information offered the most benefit to the Scholars. Both Scholars and Mentors were unaware of the objectives or desired outcomes of the B2S project. Scholars asked for more direct advice about STEAM degree programs. Mentors felt that more training and resources in mental health would be beneficial to the program. These are areas that the team will address in Year 2. The heart of the B2S project is the research experience that Native American college students gain, which prepares them for higher-level studies and careers in STEAM. This research experience went a long way towards accomplishing Objective 3 of the project. During Year 1, four (three during the school year and four during the summer) DC B2S students (the Scholars) gained research experience by learning Standard Operating Laboratory Procedures of a Biosafety level 2 lab Reviewing and writing research protocols Troubleshooting experiments Participating in weekly literature discussions During the academic year and in May-August 2021, four students participated in a Research Experience for Undergraduates (REU), which consisted of intensive field and laboratory immersion. In a field at DC, two types of sage grow: "low" sage and "big" sage. The field seems divided in half with low sage on one side and big sage on the other. These are wild plants that have naturally separated themselves. During the REU, the students explored why this might have happened. Along the way, the students Gained experience in both morphological and molecular laboratory techniques Developed important laboratory management skills In the field, the students took measurements of the two different types of sage and collected samples of leaves and stems and brought them back to the lab for processing. They tested the hypothesis that fungal endophytes (microscopic fungi that live inside plants, similar to the human microbiome) are the cause of the separation. The three months of intense work in the field and laboratory gave the students an experience of real-world scientific work and gave them a sense of belonging with each other as a cohort, with their professor, and with the scientific community. Taking a quick look at the steps for testing the hypothesis of fungal endophytes will show us how the students worked and gained impact from the project: Bring the samples of low and big sage to the lab Sterilize the sage tissues in a series of washes (alcohol, bleach, and sterile water) Introduce the sage tissue to a growth medium After 3-4 days, divide the growing endophytes into subcultures with different fungi in each subculture Let the subcultures grow Extract DNA from the subcultures Through this process, the B2S Scholars amassed over 500 different cultures of fungal endophytes. Currently, the group is preparing the samples for submission to a DNA sequencing center at Arizona State University. The Scholars will use the DNA sequences to analyze their hypothesis about the separation of low sage and big sage. Each of the four students in the Year 1 Cohort spent 20 hours a week during the academic year, and 40 hours per week during the summer, being taught, mentored, advised, and supervised by Dr. Skaltsas as they conducted their academic year and summer REU, as described here. Major impact from the project is evidenced in the fact that one of the B2S Scholars at DC has applied to Ph.D. programs in genetics at both UArizona and Stanford University. This student is set to graduate with a Bachelor of Science in Biology from DC in December 2021. Objective 4 of the project was accomplished through public outreach via the Cultural Humility and Indigenous Mentoring workshop provided by national scholar Dr. Iris PrettyPaint and the Roundtable on STEAM Pathways event, which are described in the Training and Professional Development section of this report.
Publications
|
|