Progress 04/01/24 to 03/31/25
Outputs
Target Audience:Target Audience and Recruitment Efforts: **Target Population:** The target population for this initiative adheres to the federal definition of Underrepresented Minorities (URMs). According to the Government Accountability Office, which oversees The Committee on STEM Education, URMs include individuals from diverse groups such as Hispanics/Latinos, African Americans, American Indians, Alaska Natives, Native Hawaiians, and Pacific Islanders. Additionally, this definition encompasses economically disadvantaged individuals, people with disabilities, and women (2018). In a transformative effort to enhance representation in the STEM fields, six fellows who identify as URMs, are first-generation college students, and women have been enrolled in Minority-Serving Institutions (MSIs). These fellows participated in a program that provided them with invaluable mentorship and hands-on research experiences. Through this initiative, they not only strengthened their self-efficacy and identity in STEM but also developed essential leadership, career, and professional skills that will aid them in their future pursuits. Efforts: Recruitment efforts were strategically directed towards leveraging existing external partnerships renowned for their success in attracting and mentoring underrepresented and multicultural students. By focusing on outreach to 1890 land-grant institutions and Minority Serving Institutions (MSIs), including community colleges, we aimed to establish a diverse cohort for the REEU program. Importantly, our commitment to inclusivity meant that no more than 10% of fellows in each cohort would come from our home institution, ensuring that at least one fellow from the University of Maryland participated per cohort. For the SOARE 2024 program, we successfully enrolled participants from prestigious institutions such as Cornell University, the University of Rochester, the University of Maryland, and North Carolina State University. All enrolled students were either from underrepresented groups within their respective fields or identified as underrepresented minority (URM) students, reflecting our dedication to increasing diversity and fostering an inclusive academic environment. The UMD SOARE team participated in the following participant recruitment activities: August 11-13, 2023 - UMD SOARE Information Session and UMD STEM graduate student recruitment. Florida Agricultural and Mechanical University (FAMU) MANRRS virtual chapter executive board Meeting on 8/12 and meeting with Ed Waters College Dean of Arts and Sciences, Dr. Gerard McShepard and faculty at the Faculty Institute on 8/12 to recruit URM STEM students for UMD graduate programs. September 13-16, 2023 - UMD SOARE Information Session and UMD STEM graduate student recruitment. University of California System Schools: Institution visits with faculty and students included the University of California, Santa Barbara, and Cal State University (Los Angeles, Fullerton and Northridge). Each institution is a minority-serving institution (MSI), specifically Hispanic Serving (HSI) or Asian American and Native American Pacific Islander-Serving Institution (AANAPISI). October 4, 2023 - Summer SROP (Summer Research Opportunities Programs UMD REUs) debrief meeting. All summer programs share successes and challenges in running their summer programs and how they might improve for the incoming cohorts. October 24, 2023- 2024 summer SOARE cohort planning bi-weekly meetings from 3:00 - 4:00 pm. October 25-28, 2023- Society for the Advancement of Chicanos, Native Americans and Asian Pacific Islanders in Science (SACNAS) National Diversity Conference, SOARE student recruitment, and UMD STEM graduate program exhibit. This activity was a collaborative effort funded by The UMD Graduate School. November 1, 2023 (2-3 pm) - UMD SOARE Information Session November 3-4, 2023, Invited by faculty member and North Carolina State University (NCSU) MANRRS chapter advisor (Dr. Latisha Judd) of NCSU College of Agriculture and Life Sciences for UMD SOARE Information Session and UMD STEM graduate student recruitment. Location: Talley Student Union, Room 4140 Governance Chambers. November 6, 2023, 5-6 pm, Invited by the Associate Dean and North Carolina Agricultural and Technical State University (NCAT) MANRRS chapter advisor (Dr. Antoinne Alston) of NCAT College of Agriculture and Environmental Sciences for UMD SOARE Information Session and UMD STEM graduate student recruitment. November 7, 2023 (10:30a-12:30p) - Invited by an Associate Faculty member (Dr. Antonio Baines) of North Carolina Central University to participate in the NCCU Biology Society Virtual STEM Internship Fair hosted by NCCU and the University of North Carolina at Chapel Hill (UNC-CH). The virtual fair represented 45 summer programs available to NCCU, UNC-CH, and Duke University students. November 11, 2023, 11 am - 12 pm, UMD SOARE Information Session November 14-18, 2023, Annual Biomedical Conference for Minoritized Students (ABRCMS) SOARE student recruitment and UMD STEM graduate programs exhibit. This activity was a collaborative effort funded by The UMD Graduate School. December 12, 2023 (1-2 pm) - UMD SOARE Information Session January 10, 2024 (10-11 am) - UMD SOARE Information Session February 5, 2024 (4-5 pm) - UMD SOARE Information Session February 14, 2024 (5-6 pm) - UMD SOARE Application review. All application materials were reviewed and categorized based on completion, deadline criterion, and research interests. February 26, 2024 (4-6 pm) - UMD SOARE Application Interviews. A preliminary interview of all potential cohort participants was conducted to assess program fit and research interests. March 20-24, 2024: MANNRS National Conference for SOARE student recruitment and UMD STEM graduate program exhibit. The UMD Graduate School funded this collaborative effort. April 15, 2024 (11 am-12 pm) - SOARE Lunch and Learn meeting with UMD Librarian speaker Isabella Baxter to discuss the activity agenda April 29, 2024 - (4-5 pm) - SOARE Lunch and Learn meeting with Dr. Michael Evans, faculty mentor and NSF GRFP Submission Workshop speaker, to discuss the activity agenda May 3, 2024 (2-3 pm) - SOARE Faculty Information Session with Drs. Cooper and Duncan welcome new and returning faculty mentors to the 2024 cohort, answer questions, and provide program logistics. Changes/Problems:Changes/Problems We successfully enrolled 11 students in our program during our recent recruitment cycle. However, we faced a significant challenge: Only 7 of them completed the program. Upon reflection, we identified two critical issues that need our immediate attention. The first issue pertains to the financial incentives offered by competing programs. We have observed that some students accept offers to join our program while keeping their options open by awaiting offers from other institutions that provide more lucrative stipends. These alternative programs offer pay ranging between $5,000 and $7,500 for ten-week experiences. Although our stipend of $4,500--which conveniently includes travel, accommodation, and meals--is reasonably competitive, it appears to fall short compared to the more appealing financial packages offered elsewhere. The second issue we encountered involves the behavioral challenges presented by some students, which can negatively impact the overall effectiveness of our program and disturb the cohesion within the student group. A particularly concerning incident involved a University of Nebraska, Lincoln student. This individual was dismissed from the program during the third week due to ongoing disruptive behavior in the residence hall and instances of disrespect towards SOARE staff members. This situation highlights the pressing need for enhanced evaluation processes regarding student conduct before enrollment. Ensuring a supportive and harmonious environment for all participants is vital to the success of our program. What opportunities for training and professional development has the project provided?All students had access to complete online training (virtually) through the Collaborative Institutional Training Initiative (CITI) program for RCR (https://www.citiprogram.org/rcrpage.asp) the first week of the program. Students also participated in a Financial Literacy workshop hosted by The Graduate School. A lunch and learn session led by faculty mentor Dr. Mike Evans showed students interested in graduate school how to apply to the NSF Graduate Research Fellowship funding announcement successfully. Specific training for the cohort included: • Animal Handler training • BSL-2 lab safety training required for Alysse Elaine Swann • "IACUC training • Occupational health clearance for animal work • Laboratory Fire Safety • Principles and Practices of Biosafety Training • Principles and Practices of Biosafety Training Refresher • Laboratory Exposure Controls Training • Biohazard Waste Disposal Training • Hazardous Waste Generator • Chemical Hygiene Training • Animal biosafety level 2 • ESSR: Laboratory Fire Safety; Principles and Practices of Biosafety; Hazardous Waste Generator; Biohazard waste disposal; Chemical Hygiene; Laboratory Exposure Controls Other learning opportunities include: A lunch and learn session led by where students meet with UMD faculty and staff to discuss career and professional development topics every Wednesday from 11-1. Topics included: UMD Land Grant History & AGNR Graduate Programs, Dr. Evelyn Cooper, Assistant Dean, The Graduate School USDA APHIS Career Shuttle, Scott Moore What it Means to Attend a Research-1 Institution, Dr.Srivastiva, Associate Dean for Research How to Get your Research Started: UMD Research Resources: Isabella Baxter, AGNR Librarian NSF Graduate Research Fellowship Program (GRFP), Drs. Mike Evans and Dan Gruner, USDA APHIS Career Shuttle, Part 2 Research Poster Presentation Practice Session#1, SOARE faculty and staff Research Poster Presentation Practice Session#2, SOARE faculty and staff How have the results been disseminated to communities of interest?Dissemination: The College of Agriculture and Natural Resources has received exciting news regarding the success of its initiative aimed at enhancing diversity among students in the field of agricultural sciences. Principal Investigators (PIs) Cooper and Duncan have taken a proactive approach by sharing the program's achievements with the Graduate School. Their goal is to encourage an increase in graduate school applications through the development of targeted marketing materials and engaging social media posts. Recently, PI Cooper had the opportunity to attend the NIFA REEU Project Director's Meeting held on October 11-12 in Kansas City, Missouri. During this event, Cooper delivered a dynamic flash presentation that showcased the accomplishments of the SOARE program. Additionally, she participated in a poster session where he discussed various aspects of the program, including implementation challenges, valuable lessons learned, notable achievements, outcomes, and future directions for SOARE. The Graduate School at the University of Maryland and the Big Ten Academic Alliance Summer Research Opportunity (SROP) have been provided with all relevant program data and results to further support these initiatives. As of now, the findings from student surveys have not yet been shared with the relevant communities, as they are still in the process of being finalized. What do you plan to do during the next reporting period to accomplish the goals?What will you do during the next reporting period to accomplish the goals? We intend to maintain our efforts in gathering survey submissions while actively involving the teaching and learning faculty at the University of Maryland. Their expertise will be instrumental in analyzing the survey responses, allowing us to assess the data effectively as we prepare our findings for potential publication in academic manuscripts and presentations at various conferences.
Impacts
What was accomplished under these goals?
Specific Objectives: The program is structured around three core objectives, all aimed at providing meaningful, hands-on learning experiences for students. Firstly, the Principal Investigators (PIs) will actively recruit and support underrepresented minorities (URM), first-generation college students, and women fellows who are currently enrolled in Historically Black Colleges and Universities (HBCUs) and Minority-Serving Institutions (MSIs). These selected fellows will be offered a unique opportunity to engage in an immersive lab research experience, where they will collaborate closely with faculty members on various projects. Secondly, each fellow will be matched with University of Maryland (UMD) faculty who specialize in research related to applied agriculture and natural sciences. This pairing is designed to foster mentorship and enhance the fellows' technical skills while exposing them to real-world scientific inquiry. Lastly, the program aims to broaden participants' knowledge and understanding of different sub-disciplines within agriculture, as well as the pathways available for graduate studies and professional careers in this field. To achieve this, the program will implement a series of strategically organized career shuttles, interactive workshops, and engaging activities that promote exploration and networking opportunities. Through these initiatives, the program aspires to inspire the next generation of leaders in agriculture and natural sciences. Results: Objective 1: The SOARE program set out to recruit promising participants for its summer 2024 cohort, bringing in a total of 76 applicants. After a thorough selection process, 11 candidates were offered admission. However, three of those accepted ultimately chose to decline their offers, leaving the final cohort with 8 enthusiastic students. Among these individuals, five identified as female and three as male. In terms of diversity, four students identified as African American, and one student identified as LGBTQIA. Additionally, two of the cohort members were enrolled at minority-serving institutions, highlighting the program's commitment to inclusivity. The program ended successfully, with seven of the original eight students participating until the end. While the applications received were numerous, there was a noticeable gap between the students' interests and the specific areas of expertise of the faculty mentors available. Valuable feedback from these mentors proved instrumental in refining the interview process, with many expressing genuine enthusiasm for working with students who demonstrated qualities such as commitment, drive, and self-motivation. In light of these insights, Principal Investigators Duncan and Cooper interviewed eligible applicants to carefully select members for the upcoming fourth cohort. They are all in pursuit of fostering a dynamic and engaged learning environment. Objective 2: Eight participants were thoughtfully matched with faculty members across four distinct departments, each focusing on different aspects of agriculture. These departments included Entomology, which explores insect-related issues; Animal Science, dedicated to the study of livestock and animal health; geology, which examines the earth and its resources; and Nutrition and Food Science, which addresses food production and dietary needs. This collaboration spanned two colleges, enhancing the interdisciplinary approach to agricultural sciences. Objective 3: All seven students engaged in a comprehensive series of enriching activities, starting with two in-person career shuttles organized by USDA-APHIS, where they gained valuable insights into potential career paths within the agency. They participated in informative lunch and learn sessions focused on crafting personal statements for the NSF Graduate Research Fellowship Program (GRFP), facilitated by their faculty mentors, Dr. Mike Evans and Dr. Dan Gruner, who offered expert guidance and personal anecdotes. Additionally, an overview of the College of Agriculture and Natural Resources was presented by Dr. Puneet Srivastava, the Associate Dean for Research and Associate Director of the Maryland Agricultural Experiment Station (MAES), providing students with a deeper understanding of the college's resources and opportunities. They also attended a session led by Isabella Baxter, which explored the diverse offerings of the UMD libraries, highlighting how to effectively utilize these resources for their academic pursuits. The students further enriched their knowledge by participating in three Graduate School Lunch and Learn sessions that covered crucial topics such as financial literacy, strategies for writing a standout personal statement for graduate school and navigating the UMD Graduate School admissions process. Moreover, they took part in a collaborative Summer Research Opportunities Program (SROP) event, which brought together students from various institutions and disciplines. This event was carefully designed to showcase the myriad of SROP programs available during the summer, offering undergraduates a unique chance to explore research opportunities and network with peers and professionals. Other accomplishments: The initiative aims to enhance recruitment efforts and provide greater exposure to both non-traditional and traditional agricultural, natural resource, and food science research for undergraduate students from underrepresented minority (URM) backgrounds. This exposure serves as a vital introduction to various ag-related fields, disciplines, and potential career paths, thereby broadening horizons and encouraging future participation in these sectors. In addition to this, the project seeks to elevate the visibility and recognition of two women of color actively engaged in agricultural, geospatial, and environmental studies at their respective institutions. Their achievements and contributions, showcased through participation in societies, conferences, and committees, will highlight their leadership within these fields and serve as inspirations for prospective graduate students. The presence of these leaders at a research-intensive R1 institution plays a crucial role in enhancing visibility and providing mentorship, which will benefit students involved in a funded program. This initiative is designed to foster a sense of kinship and support among students during their research experiences, establishing a comprehensive mentoring plan tailored specifically to their needs. This plan will guide them toward achieving success not only during the program but also in their endeavors beyond it. Ultimately, the initiative aims to produce tangible outcomes, encouraging students to pursue graduate studies at the University of Maryland and ensuring they have the necessary support and resources to thrive in their academic and professional journeys.
Publications
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Progress 04/01/23 to 03/31/24
Outputs
Target Audience:Target population: The target population is in line with the federal definition of URMs. The Government Accountability The organization, which oversees The Committee on STEM Education, defines "underrepresented minority" as Hispanics/Latinos, African Americans, American Indians, Alaska Natives, Native Hawaiians and Pacific Islanders, the economically disadvantaged, people with disabilities, and women (2018). SixURM, first-generation, and women fellows enrolled in MSIs experienced a mentored and hands-on research experience that strengthened the fellows' STEM self-efficacy and identity while building leadership, career and professional skills. Efforts: Recruitment efforts focused on existing external partnerships that have a strong record of recruiting and mentoring underrepresented and multicultural students. Recruiting from 1890 land-grant and MSIs, including community colleges, helped tobuild an REEU cohort of fellows consisting of no more than 10% of fellows from our home institution (one UMD fellow per cohort). The 2023 SOARE program enrolled participants from the following institutions: North Carolina A&T University, Tuskegee University, Prarie View A&M, University of Texas, Chatham University, and Gettysburg College. We enrolled a total of only 6 students this year to compensate for exceeding our budget the previous year due to COVID-19 and a major storm and poweroutage. Three students hailed from HBCUS and 3 from PWI institutions, but all were either underrepresented in their field or URM students. Recruitment activities: The UMD SOAREteam participated in the following participant recruitment activities: February 2, 2023-SOARE virtual information session at Coppin State University. Presented on the SOARE program and graduate school opportunities at UMD. March 17, 2023- Invited to speak at the National McNair Scholars and Undergraduate Research Conference held at UMD. The SOAREteam discussed UMD Graduate School programs and opportunities and SOARE. More than 200 McNair scholars participated. November 8, 2022- Invited to speak to North Carolina A&T via Zoom. 24 students attended the SOAREvirtual presentation and question and answer session. November 17, 2022- Invited by an Associate Faculty member of North Carolina Central University to participate in a joint Virtual Summer Internship Fair (Nov. 17, 2022, 10:30-1 pm) hosted by NCCU and the University of North Carolina at Chapel Hill (UNC-CH). The virtual fair represented 45 summer programs available to students at NCCU, UNC-CH, and Duke University. December 7- Presented to biology students at San Francisco State University and met with Assistant and Associate Deans of San Francisco State University at the Council of Graduate Schools annual meeting to discuss UMD research opportunities, including SOARE. San Francisco State is an Asian American, Native American, and Pacific Islander-serving institution (AANAPISI). April 10, 2023-Invited to HBCU Fort Valley State University to meet with the Dean of the College of Agriculture, Family Science and Technology, Dr. Keith Howard, and held on campus interviews for admissions to SOAREwith interested students. April 13, 2023-Met with the faculty of the Biology and chemistry programs at Albany State University, an HBCU, to promote SOAREand UMD graduate school opportunities available to their students. April 13-16, 2023-Participated in the Minorities in Agriculture, Natural Resources and Related Sciences (MANRRS) Career and Training Expo and held on-site interviews with participants. We successfully recruited two students who applied and participated in SOARE. The Expo represented students and professionals from more than 65 colleges and universities, the federal government, industry, academia, and nonprofit organizations. MANRRS promotes academic and professional advancement by empowering minorities in agriculture, natural resources, and related sciences. The team held 4 virtual informational sessions (Nov. 19, 2022; Dec. 14, 2022; Jan. 23, 2023; and Feb. 1, 2023) over the course of 4 months to promote and recruit for the summer program. The team successfully held and completed the second SOAREcohort held from Monday, May 22, 2022, to July 28, 2022. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?All students had access to complete online training (virtually) through the Collaborative Institutional Training Initiative (CITI) program for RCR (https://www.citiprogram.org/rcrpage.asp) the first week of the program. Specific trainings for the cohort included: Animal Handler training BSL-2 lab safety training required for Alysse Elaine Swann "IACUC training Occupational health clearance for animal work Laboratory Fire Safety Principles and Practices of Biosafety Training Principles and Practices of Biosafety Training Refresher Laboratory Exposure Controls Training Biohazard Waste Disposal Training Hazardous Waste Generator Chemical Hygiene Training Animal biosafety level 2 ESSR: Laboratory Fire Safety; Principles and Practices of Biosafety; Hazardous Waste Generator; Biohazard waste Disposal; Chemical Hygiene; Laboratory Exposure Controls Students also participated in a Financial Literacy workshop hosted by The Graduate School. A lunch and learn session led by faculty mentor, Dr. Mike Evans showed students interested in graduate school how to apply to the NSF Graduate Research Fellowship funding successfully. How have the results been disseminated to communities of interest?The success of the program and student participants has been reported to the College of Agriculture and Natural Resources as efforts made by faculty to increase the number of diverse students in geoscience. PIs-Cooper and Duncan have also shared the program's success with the Graduate School in an effort to increase graduate school applications via targeted marketing materials and social media posts. Additional 2023program data and results have been provided to The Graduate School at UMD and to the Big Ten Academic Alliance Summer Research Opportunity (SROP). Results from student surveys have not been disseminated to communities of interest as they are still forthcoming. What do you plan to do during the next reporting period to accomplish the goals?We plan to continue the collection of survey submissions and engage education faculty at UMD to aid in the evaluation of surveys for manuscript and conference submissions.
Impacts
What was accomplished under these goals?
Specific Objectives:The program is composed of 3 main objectives designed to provide experiential learning for the students. The PIs will i) recruit and retain URM, first-generation, and women fellows enrolled in HBCUs and MSIs for a mentored, hands-on lab research experience with faculty-led projects, ii) pair the selected fellows with UMD faculty conducting research in applied agriculture and natural sciences-related topics, and iii) increase participants' awareness and understanding of agriculture sub-disciplines, graduate programs, and career opportunities through strategically designed career shuttles, workshops, and activities. Significant results: Objective 1: The SOARE program recruited 11and accepted 6applicants tothe summer 2023cohort, with 5 identifying as female, 1 as male, 4identified as African American, 1 disabled,1 LGBTQIA, and 3 enrolled at HBCUs. The program successfully concluded with 6students.Although our application numbers were high, the interest of the students did not overlap with the expertise of the faculty mentors. Also, feedback from faculty mentors aided in the interviewprocess as many faculty expressed enjoyment in working with students who were "committed," "driven," and "self-motivated."With these attributes in mind, PIs Duncan andCooper interviewed 11eligible applicants to select the thirdcohort. Objective 2: All 6participants were paired with faculty in 3 agriculture-related departments. Environmental Science and Technology, Entomology, Animal Science, Plant Science, and Veterinary Medicine (represented across 2 colleges). Objective 3: All 6students participated in2 in-person career shuttles with USDA-APHIS, lunch and learn sessions on NSF Graduate Research Fellowship Program (GRFP) personal statements led by faculty mentor Dr. Mike Evans and Dr. Dan Gruner, Overview of the College of Agriculture and Natural Resources led by Dr. Puneet Srivastava (Associate Dean for Research and Associate Director of MAES Maryland Agricultural Experiment Station (MAES),UMD libraries led by Isabella Baxter, and 3 Graduate School Lunch and Learns (i.e., Financial Literacy, Writing a Graduate School personal statement, and UMD Graduate school admissions). The students also participated in a group Summer Research Opportunities Program (SROP) event designed to bring all SROP programs held in the summer to meet undergraduates from other institutions and disciplines. Other accomplishments:Recruitment and exposure of non-traditional and traditional agricultural and natural resource and food science research to undergraduate URM students as an introduction to ag-related fields, disciplines, and careers. Visibility and recognition of 2 women of color in agricultural, geospatial, and environmental fields at their home institutions through their work in societies, conferences, and committees. Additionally, the presence of these women at an R1 institution, visibility and leadership for the students within a funded program. Development of student kinship and support networks in the research experience. A comprehensive mentoring plan designed with and for the students for their success throughout the program and post program. Tangible outcomes if students choose to pursue graduate studies at the University of Maryland.
Publications
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Progress 04/01/22 to 03/31/23
Outputs
Target Audience:Target population: The target population aligns with the federal definition of URMs. The Government Accountability Organization, which oversees The Committee on STEM Education, defines "underrepresented minority" as Hispanics/Latinos, African Americans, American Indians, Alaska Natives, Native Hawaiians and Pacific Islanders, the economically disadvantaged, people with disabilities, and women. HBCS, and minority-serving colleges and universities. The 2022 cohort consisted of 6 students from 3 minority-serving institutions (College of Southern Maryland, University of Puerto Rico-Arecibo, and California State University, San Marcos) and 2 PWIs, the University of Maryland and North Carolina State University. Of the total applicants (30) who applied to the SOARE program, 7 participated in the SOARE program, 16 students committed to another REU program (all of which would have participated in the SOARE program based on their majors), 1 declined to participate in the program, 2 submitted incomplete applications thereby determining their non-selection to the program and an additional 2 students were deemed "not a good fit" as their majors were not tied closely enough to the science or related STEM field. After admission, and completing the first two weeks, 1 withdraw due to a health issue. The students were selected based on the criteria provided in the proposal, which states: "To be eligible, undergraduates must be a rising sophomore or junior at the time of application and must be enrolled in at least one semester of undergraduate study after completion of SOARE. Applicants must 1) be U.S. citizens; 2) have an undergraduate cumulative GPA of 3.0 or higher on a 4.0 scale; 3) be majoring in an agricultural, environmental, natural resources or FAHN-related STEM field; 4) state their graduate-level education and career goals in an essay; 5) be available for the entire 10-week period of the program." If a student did not fulfill these criteria, their application was not selected to move forward. Changes/Problems:The PI hasreceived correspondence from 2022 and 2021(non-funded) cohort students interested in presenting their work and/or contributing to manuscripts related to the summer research. The team plans to contact students during midterms to check-in and offer additional mentoring. The Faculty mentors have been encouraged throughout the program to stay in contact with students expressing interest in UMD graduate school programs. The PIs have an upcoming meeting (i.e., Sept 7, 2022) set to discuss 2023 recruitment activities. PI Cooper is registered to have a booth at the National SACNAS Conference to be held October 27-29 to recruit for the 2023 SOARE cohort. PIalso plan to attend/recruit students at the National MANRRS conference in Atlanta, Georgia for the 2022-2023 academic year. Collaborating institutions will be contacted again to provide virtual or in-person information sessions similar to those held (in person) at North Carolina Central University, North Carolina State University, and Lincoln University. We intend to include those in the College Park vicinity (i.e. University of District of Columbia, Bowie State, Morgan State, and Howard University) as well. Dates will be set for the virtual information sessions, similar to those held prior to the 2022 cohort program (i.e. Nov. 16, Dec. 15, Jan. 29, and Feb. 2). The PIs did not propose preparation activities for faculty mentors and teams specifically, but will spend the year leading up to the 2023 cohort recruiting additional faculty mentors with the expectation that each faculty mentor will have only one SOARE scholar. Additionally, consider a faculty mentor training brown bag session to aid mentors in implementing a successful mentoring plan. As PI-Cooper has administered the program ~5 years before receiving funding, the timeline for securing venues, housing, scheduling events, collaborating with other summer programs (similar to the REU), and incorporating conference attendance is well established. We will continue to add conferences such as the ASA, CSSA, SSSA Annual meeting for soil, crop, and agronomy experts to be held November 6-9, 2022 where one of the program coordinators will serve as a DEI Summit poster contest judge. Problem: One student with a learning disability was admitted to the program and did not disclose his condition or need for accommodations. Modifications to program implementation include: We plan to implement a stricter adherence to the application component that pertains to students needing accommodations. Accommodations should be fully disclosed to the program PIprior to faculty pairing (not admissions). Faculty mentors should be made aware a student will need accommodations prior to the start of the program. Problem: Faculty mentors requesting to send a student to a conference after the program's conclusion. Modification: Require faculty to request conference attendance financing prior to the end of the summer program as it is difficult to provide non-UMD students funding support post-program. Orientation for all students, faculty mentors/team(s), and post-docs should be emphasized as an essential event. Problem: A lower than expected response from HBCU and minority-serving institutions. There were 2 institutions (HBCUs) whose faculty sent in letters of recommendation for the student, but the student did not apply or did not complete the application. Determining the barriers to completing the application is one strategy to explore for recruitment. Reaching out to tribal colleges and two-year institutions is an additional effort the PIs intend to explore to increase the number of non-UMD students to the 2023 cohort. No more than 10 percent of students will be UMD students. Problem: COVID-19 Outbreak, June 15 We had a COVID-19 outbreak in the residential housing shared with another summer research program. 4 SOARE students tested positive for COVID-19 and were sent home to recover. Luckily these were all regional students and could either travel home or have a parent pick them up. The remaining students were tested and required to social distance in the house, and all research and social activities were paused for four days (Thursday -Tuesday). All students were given antigen tests and required to test negative before returning to their labs. Modification: We now have a contingency plan and alternative housing for a potential COVID-19 outbreak for futurecohorts. Problem: Power Outage and Evacuation, July 13-15 A major storm downed powerlines and caused a power outage oncampus and in residence fromJuly 13-15. The power was out, and the WIFI was not functioning, and no air conditioning in 90-degree summer weather. PI made the decision to relocate students for one night at the Cambria College Park Hotel until the power returned. Dinner was provided in the hotel lobby as dining services were also offline. When students returned to the house, the power was intermittent, so we purchased flashlights and lighting to allow students to remain in the house until the power returned. Modification: We now have a plan for moving all students to alternative residences if needed. What opportunities for training and professional development has the project provided?All SOARE scholars participated in the following professional development activities. The complete schedule can be found here.[https://docs.google.com/document/d/1qx6ObglqxSpgDJ6SxbgIVLL2JyVDmTQ-/edit] Academic Writing. This workshop is offered collaboratively by the UMD Graduate School and the UMD Research and Learning Services. The session will cover graduate-specific library privileges, effective research and citation practices, writing from sources, and a general introduction to the literature review process. Career Shuttles: These events are co-organized by The University Career Center and AGNR. The USDA Animal Plant Health Inspection Service (APHIS) allows fellows to learn about APHIS operational programs, network with APHIS employees and learn about the federal hiring process. Shuttles include visits to APHIS, Maryland Department of the Environment and Maryland Department of Agriculture and Joint Institute for Food Safety and Applied Nutrition (JIFSAN). Graduate School Planning, Admissions, and Financing. This workshop provides prospective graduate students an idea of what to expect from graduate school applications, as well as tips to make their application stand out from the rest. Fellows will learn about the general graduate school application process, application timetable, and the most important factors for admissions selection, as well as the many ways to finance your education- fellowships, assistantships, loans and grants. UMD MANRRS Graduate Student Panel. "Considering and Surviving Graduate School." This seminar features a panel of current MANRRS graduate students who will provide their personal experiences and answer any questions that fellows might have regarding graduate school. Whether fellows are interested in pursuing a master's degree or Ph.D., this seminar will provide them with all the information they need to get started. Research Integrity. SOARE fellows are assigned to an AGNR Resource Librarian, Dr. Stephanie Ritchie, AGNR Resource Librarian for STEM Librarians Research and LearningServices. This session provides an introduction to major scientific literature indexes and tools for conducting a literature review in support of SOARE research projects, e.g. Academic Search Ultimate, National Agricultural Library Online Catalog (AGRICOLA), Dissertations & Theses Global, Google Scholar, Journal Storage (JSTOR), Nexis Uni, PubMed, SciFinder, and Web of Science. This workshop will cover specific library privileges, effective research and citation practices, writing from sources, and a general introduction to the literature review process. Writing Personal Statements. This workshop provides prospective graduate students with tools and resources to be successfulgraduate school applicants, either at UMD or elsewhere. Part of the graduate school application process involves writing a personal statement that describes your interest in the school to which you apply as well as why you want to pursue a graduate degree. In this workshop, fellows will learn how to tailor their personal statements to any school they apply to. SOARE Weekly Chalk Talks. These seminar-style discussions are designed to help fellows stay on track to complete quality research projects. The cohort will convene and present the weekly findings of their research during four "Chalk Talks" throughout the ten-week period. This activity not only helps fellows stay on track to complete their projects but also engages them in the act of leading a research discussion and presenting their findings across disciplinary lines. These weekly meetings are in "chalk talk" format, where fellows can only use chalk or whiteboard to explain their findings (no electronic aids or supplemental materials allowed). UMD MANRRS Practice Research Forum. This session is an opportunity for fellows to perfect or their personal evaluator speech, share their poster present slides and practice the final research presentation. All fellows will conclude with a questions and answers session where they will receive critical feedback in a supportive and friendly environment of UMD MANRRS graduate students and faculty. Research Forum. The goal of the research forum is to provide fellows with the opportunity to conduct an intensive graduate-level research project with faculty and graduate students. Embedded is the 2022 SOARE Program Itinerary that includes the schedule of professional, leadership and career development workshops. Other training opportunities such as Responsible Conduct of Research training, completing a mentoring plan and getting familiar with UMD technology were held during SOARE Orientation. All students had access to complete online training (virtually) through the Collaborative Institutional Training Initiative (CITI) program for RCR (https://www.citiprogram.org/rcrpage.asp) the first week of the program. Students also participated in a Financial Literacy workshop hosted by The Graduate School. How have the results been disseminated to communities of interest?This report is being submitted as the 2022 cohort is recently completed (i.e., July 29, 2022). Results and recommendations are forthcoming for communities of interest. Pre and post survey results will be processed for publications and reports in year 3. What do you plan to do during the next reporting period to accomplish the goals?The program directors have received correspondence from 2022 and 2021(non-funded) cohort students interested in presenting their work and/or contributing to manuscripts related to the summer research. The team plans to contact students during midterms to check-in and offer additional mentoring. The Faculty mentors have been encouraged throughout the program to stay in contact with students expressing interest in UMD graduate school programs. The PI has an upcoming meeting (i.e., Sept 7, 2022) set to discuss 2023 recruitment activities. PI Cooper is registered to have a booth at the National SACNAS Conference to be held October 27-29 to recruit for the 2023 SOARE:SWAG cohort. PI Cooper will attend/recruit students at the National MANRRS conference in Atlanta, Georgia for the 2022-2023 academic year. Collaborating institutions will be contacted again to provide virtual or in-person information sessions similar to those held (in person) at North Carolina Central University, North Carolina State University, Lincoln University. We intend to include those in the College Park vicinity (i.e. University of District of Columbia, Bowie State, Morgan State, and Howard University) as well. Dates will be set for the virtual information sessions, similar to those held prior to the 2022 cohort program (i.e. Nov. 16, Dec. 15, Jan. 29, and Feb. 2). The PI did not propose preparation activities for faculty mentors and teams specifically, but will spend the year leading up to the 2023 cohort recruiting additional faculty mentors with the expectation that each faculty mentor will have only one SOARE SWAG scholar. Additionally, consider a faculty mentor training brown bag session to aid mentors in implementing a successful mentoring plan. As PI-Cooper has administered the program ~5 years prior to receiving funding, the timeline for securing venues, housing, scheduling events, collaborating with other summer programs (similar to the REU), and incorporating conference attendance is well established. We will continue to add conferences such as the ASA, CSSA, SSSA Annual meeting for soil, crop, and agronomy experts to be held November 6-9, 2022 where PI will serve as a DEI Summit poster contest judge.
Impacts
What was accomplished under these goals?
Accomplishments and impacts Objective 1: Recruit and retain URM, first generation, and women fellows enrolled in minority-serving institutions (MSIs) for a mentored and hands-on research experience that will strengthen the fellows' STEM self-efficacy and identity while building leadership, career, and professional skills. • Recruited 6underrepresented women and minority students representing 3 minority-serving institutions and 2PWIs. Major activities: The UMD SOARE team was invited and participated in 1 state North Carolina Central University Guest lecturer in Environmental Science class - HBCU. The TEAM participated in one virtual recruiting event with North Carolina Ag. and Tech. State University - HBCU. Hosted a series of virtual information sessions from September 2021- February 2022 to recruit program participants. The team successfully held and completed the second SOARE cohort held from Monday, May 16, 2021, to July 28, 2022. Specific Objectives: Objective 1: Recruit and retain URM, first generation, and women fellows enrolled in HBCUs and MSIs for a mentored, hands-on research experience with faculty-led projects. Objective 2: Pair the selected fellows with UMD faculty conducting research in FANH disciplines, graduate programs, and FANH career opportunities through career shuttles, workshops, and activities. Objective 3: Increase participants' awareness and understanding of FANH disciplines, graduate programs, and career opportunities through strategically designed career shuttles, workshops, and activities. Significant results: Objective 1: The SOARE program recruited and accepted 6of 34applicants in the summer 2022cohort with 4identifying as female, 2African Americans, 2 LaninX 1 Asian and 1 White. Of these and 2enrolled at minority-serving institutions, 1 enrolled in community college, and 3 from PWIs. The program successfully concluded with 6 students, 4lessthan the proposed. Objective 2: All 6participants were paired with faculty in related agricultural and naturalresource departments:Nutritional and Food Science, Entomology, Agricultural and Resource Economics and Veterinary Medicine. Objective 3: All students participated in professional and leadership development, including in 2 virtual career shuttles with the US Department of Agriculture, Animal Health Plant Inspection Services (USDA-APHIS) and the Joint Institute for Food Safety and Nutrition (JIFSAN), 1 UMD libraries Lunch and Learn, and 3 Graduate School Lunch and Learns (i.e., Financial Literacy, Writing a Graduate School personal statement, and UMD Graduate school admissions). Objective 4: Students were assigned to a diverse group of faculty mentors (6 women and 2 men; 1African-American, 1 Indian-American, 1 LGBTQwhite male, and 2white males. Student interacted with a diverse group of graduate students during the Minorities in Agriculture Natural Resources and Related Sciences (MANRRS) research practice session and during professional development activities. Select graduate students also served as mentors who assisted with student orientation, attended social events, participated in some professional development workshops,and were available throughout the programs. Objective 5: All faculty participated in three trainings 1)in DEI Implicit Bais training hosted by the University Office of Diversity and Inclusion, 2) in Holistic Application Review and Graduate Admissions and 3) Terrapin Strong training, aUniversity of Maryland course that to create an inclusive environment where every member of our community feels that they belong and are empowered to reach their full potential. This course reminds faculty of our shared values to create a united, respectful, safe and secure and inclusive environment for our students.
Publications
- Type:
Other
Status:
Published
Year Published:
2022
Citation:
Successful publication of an article titled: Improving Agriculture and Geoscience through Educational Initiatives for national and international visibility of the program in 3 formats:
HTML: https://www.scientia.global/dr-evelyn-cooper-dr-candice-duncan-improving-agriculture-and-geoscience-through-educational-initiatives/
PDF: https://www.scientia.global/wp-content/uploads/Duncan_Cooper/Duncan_Cooper.pdf
DOI: https://doi.org/10.33548/SCIENTIA824
- Type:
Other
Status:
Awaiting Publication
Year Published:
2022
Citation:
Successful completion of animation for national and international visibility of the program and marketing (to be released after the reporting period).
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Progress 04/01/21 to 03/31/22
Outputs
Target Audience:Target population: The target population aligns with the federal definition of URMs. The Government Accountability Organization, which oversees The Committee on STEM Education, defines "underrepresented minority" as Hispanics/Latinos, African Americans, American Indians, Alaska Natives, Native Hawaiians and Pacific Islanders, the economically disadvantaged, people with disabilities, and women. HBCS, and minority-serving colleges and universities. The 2021 cohort consisted of 12 students from 3 HBCUs, 2 minority-serving institutions and 7 PWIs. Additional student demographics and reporting data are in the table below. REEU Project Reporting Data 2021 (for Academic Year 2020-2021 and Summer 2021) Response to Questions Institution Name University of Maryland, College Park Number of student applications received 16 Does your program support students during the academic year? If so, how many students? (include both virtual and in-person) no REEUSite location (city, state, country, or virtual) CollegePark, MD, US Number of weeks for the academic year (Fall and Spring) NA Number of weeks for Summer (include virtual, in-person, and hybrid) 10 Questions below refer to only the students supported by NIFA Number of students attending in-person 8 Number of students attending virtually 4 Number of students attending both in-person and virtually 12 Enter the number of students that identify by each of the following genders. Students may appear in more than one category. Number of males 0 Number of females 12 Number of TNGQ* 2 Number of undisclosed 0 Enter the number of students with these specifications. Each student may be in multiple categories. Number of non-traditional students (those over 30 yrs old) 0 Number of students from outside your institution 6 Number of students who had prior REEU experience 2 Number of students who are first-generation college students 2 Number of students who are veterans 0 Number of students that identify as having a disability 2 Number of students from Community Colleges 0 Number of students from Historically Black Colleges and Universities 2 Number of students from Hispanic Serving Institutions 2 Number of students from Tribal Colleges 0 Number of students from Ph.D. granting institutions 12 Number of students from 4-year colleges (Non-PhD granting) 12 Enter the number of participants that identify by the following Race/Ethnicity. One category per student. Number of African Americans/Black 4 Number of Asians 1 Number of Caucasians 1 Number of Hispanic/Latinx 3 Number of Multiracial 0 Number of Native Americans 0 Number of Pacific Islanders 2 Number that did not disclose 0 Academic ranking of student participants: Number who are entering college next fall or 0-29 credit hours 0 Number who are rising sophomores or 30-59 credit hours 2 Number who are rising Juniors or 60-89 credit hours 2 Number who are rising Seniors or 90 - Graduation 8 Graduate or Other (Post Bac) 0 Number of students who participate at your REEU Site, but who are supported by other funds. 1 *TNGQ = Transgender, Non-binary and Genderqueer Changes/Problems:1) We proposed to offer an exclusively on-campus residential experience. However, due to COVID-19, we instead offered students three ways in which they couldparticipate: In-person: 8 students (6 students lived in the house and fully participated in person) Commuter: 2 students (participated in person but did not live on campus) Remote/virtual: 4 students Overall, our hybrid program worked well. We coordinated professional development and social activities virtually, so all could participate and facilitated our in-person and commuter participants in local exploration and activities. We had no COVID cases, and all students reported having a meaningful and engaging research experience. 2) We will publish an article to disseminate to populations and communities for program and research awareness. What opportunities for training and professional development has the project provided?All SOARE scholars participated in the following professionaldevelopment activities Academic Writing. This workshop is offered collaboratively by the UMD Graduate Schooland the UMD Research and Learning Services. The session will cover graduate-specific libraryprivileges, effective research and citation practices, writing from sources, and a general introduction to the literature review process. Career Shuttles: These events are co-organized by The University Career Center and AGNR. The USDAAnimal Plant Health Inspection Service (APHIS) allows fellows to learn aboutAPHIS operational programs, network with APHIS employees and learn about the federal hiringprocess. Shuttles include visits to APHIS, Maryland Department of the Environment and MarylandDepartment of Agriculture and Joint Institute for Food Safety and Applied Nutrition (JIFSAN). Graduate School Planning, Admissions, and Financing. This workshop provides prospective graduatestudents an idea of what to expect from graduate school applications, as well as tips to make theirapplication stand out from the rest. Fellows will learn about the general graduate schoolapplication process, application timetable, and the most important factors for admissionsselection, as well as the many ways to finance your education- fellowships, assistantships, loansand grants. UMD MANRRS Graduate Student Panel. "Considering and Surviving Graduate School." This seminarfeatures a panel of current MANRRS graduate students who will provide their personal experiencesand answer any questions that fellows might have regarding graduate school. Whether fellows areinterested in pursuing a master's degree or Ph.D., this seminar will provide them with all the information they need to get started. Research Integrity. SOARE fellows are assigned to an AGNR Resource Librarian, Dr. Stephanie Ritchie, AGNR Resource Librarian for STEM Librarians Research and LearningServices. This session provides an introduction to major scientific literature indexes and tools for conducting a literature review in support of SOARE research projects, e.g. Academic SearchUltimate, National Agricultural Library Online Catalog (AGRICOLA), Dissertations & Theses Global,Google Scholar, Journal Storage (JSTOR), Nexis Uni, PubMed, SciFinder, and Web of Science. Thisworkshop will cover specific library privileges, effective research and citation practices, writing from sources, and a general introduction to the literature review process. Writing Personal Statements. This workshop provides prospective graduate students with tools and resources to be successful graduate school applicants, either at UMD or elsewhere. Part of thegraduate school application process involves writing a personal statement that describes yourinterest in the school to which you apply as well as why you want to pursue a graduate degree. Inthis workshop, fellows will learn how to tailor their personal statements to any school they apply to. SOARE Weekly Chalk Talks. These seminar-style discussions are designed to help fellows stay ontrack to complete quality research projects. The cohort will convene and present the weeklyfindings of their research during four "Chalk Talks" throughout the ten-week period. This activity not only helps fellows stay on track to complete their projects but also engages them in the act of leading a research discussion and presenting their findings across disciplinary lines. These weekly meetings are in "chalk talk" format, where fellows are onlyallowed to use chalk or whiteboard to explain their findings (no electronic aids or supplemental materials allowed). SOARE Chalk Talk. Lunch and Learn with a Scientist. This research seminar exposes fellows toresearch across disciplinary lines. These sessions also train fellows to assimilate research acrossdisciplinary lines and ask pertinent questions outside of their respective academic disciplines.This seminar consists of the work of UMD faculty, post-doctoral researchers, and graduate students. UMD MANRRS Practice Research Forum. This session is an opportunity for fellows to perfect ortheir personal evaluator speech, share their poster present slides and practice the final researchpresentation. All fellows will conclude with a questions and answers session where they willreceive critical feedback in a supportive and friendly environment of UMD MANRRS graduate students and faculty. Research Forum. The goal of the research forum is to provide fellows with the opportunity to conduct an intensive graduate-level research project with faculty and graduate students in Summer Opportunities in Agricultural Research and the Environment: Food Systems, the Environment and Climate Change in the Chesapeake Bay SOARE at UMD! Professional Development and Training Schedule May 23, 2021 -July 30, 2021 Note: AGNR SOARE students are expected to be working with research teams Monday - Friday during times designated by your faculty mentor. Students are excused from lab activities to participate in SOARE planned program activities. Saturday, May 22 2:00 PM - 6:00 PM Check-in/Move-in, Alpha Chi Omega House at 4525 College Avenue, College Park, MD 20740. 6:00 PM, Housing Orientation and Dinner Sunday, May 23 1:00-4:00 PM, SOARE Program Orientation/ New Laboratory Researcher Training (Chemical Hygiene and Lab Exposure Controls), 0108 Symons Computer Lab and virtually Dr. Evelyn Cooper, Assistant Dean for Academic Programs & Director of Retention, Diversity and Special Initiatives Jarvis Scott, Ph.D. Candidate Dept. of Animal and Avian Sciences https://umd.zoom.us/j/98348252311 Monday, May 24 9:00 AM, Student ID Pick up, Mitchell Building 10:00 AM, Students arrive at research departments Wednesday, May 26 11:00 AM-1:00 PM, Lunch and Learn Series: Check-In with the Assistant Dean, Dr. Evelyn Cooper https://umd.zoom.us/j/98348252311 Monday, May 31 Memorial Day, University Closed Wednesday, June 2 Open Wednesday, June 9 11:00 AM-1:00 PM, Lunch and Learn Series: Overview of College of Agriculture and Natural Resources Research Dr. Puneet Srivastava, Associate Dean for Research and Associate Director of MAES https://umd.zoom.us/j/98348252311 Friday, June 11 2021 10:00 AM-12:00 PM Animal Plant Health Inspection Service (APHIS)Career Shuttle, Beth Gaston and Scott Moore https://umd.zoom.us/j/98348252311 Wednesday, June 16 11:00 AM-1:00 PM, Lunch and Learn Series: AGNR Research Tools and Resources, Jodi Coalter, Life Sciences Librarian https://umd.zoom.us/j/98348252311 Wednesday, June 23 11:00 AM-1:00 PM, Lunch and Learn Series: Graduate Admissions: Funding Opportunities and Financial Literacy for Graduate School Christopher Perez, The Graduate School https://umd.zoom.us/j/98348252311 Wednesday, June 30 11:00 AM-1:00 PM Animal Plant Health Inspection Service (APHIS)Career Shuttle: Beth Gaston and Scott Moore https://umd.zoom.us/j/98348252311 Monday, July 5 Fourth of July Holiday Observed, University Closed Wednesday, July 7 11:00 AM-1:00 PM, Lunch and Learn Series: Meet The Dean, Dr. Craig Beyrouty! https://umd.zoom.us/j/98348252311 Friday, July 9 11:00 AM-1:00 PM, Lunch and Learn Series: Personal Statements: Linda Macri https://umd.zoom.us/j/98348252311 Wednesday, July 14 11:00 AM-1:00 PM, Lunch and Learn Series: Graduate Admissions: The Dos and the Don'ts of Your Graduate School Application. Christopher Perez, The Graduate School https://umd.zoom.us/j/98348252311 Wednesday, July 21 11:00 AM -1:00 PM, Joint Institute For Food Safety And Applied Nutrition(JIFSAN) Career Shuttle, Jianghong Meng, Director of JIFSAN and Food Safety and Security Systems(CFS3) https://umd.zoom.us/j/98348252311 Wednesday, July 28 11:00 AM - 1:00 PM, SOARE Lunch and Learn: Practice Research Presentations w MANRRS, https://umd.zoom.us/j/98348252311 Friday, July 30 8:30 AM-12:00 PM, SOARE Oral and Poster Presentation Forum and Awards, Virtual. https://umd.zoom.us/j/99810085555 How have the results been disseminated to communities of interest?The results were shared with the College of Agriculture and Natural Resources, APHIS, JIFSAN and other collaborators. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
Accomplishments and impacts Objective 1: Recruit and retain URM, first generation, and women fellows enrolled in minority-serving institutions (MSIs) for a mentored and hands-on research experience that will strengthen the fellows' STEM self-efficacy and identity while building leadership, career, and professional skills. Recruited 12 underrepresented women and minority students representing 2 HBCUs, 1 minority serving institution and 3 PWIs Major activities: The UMD SOARE team was invited and participated in 1stateNorth Carolina Central University Guest lecturer in Environmental Science class - HBCU. The TEAM participated in one virtual recruiting event with North Carolina Ag. and Tech. State University - HBCU. The team successfully held and completed the first SOAREcohort held from Monday, May 23, 2021,to July 28, 2021. Specific Objectives: Objective 1: Recruit and retain URM, first generation, and women fellows enrolled in HBCUs and MSIs for a mentored, hands-on research experience with faculty-led projects. Objective 2: Pair the selected fellows with UMD faculty conducting research in FANH disciplines, graduate programs, and FANH career opportunities through career shuttles, workshops, and activities. Objective 3: Increase participants' awareness and understanding of FANH disciplines, graduate programs, and career opportunities through strategically designed career shuttles, workshops, and activities. Significant results: Objective 1: The SOARE program recruited and accepted 12 of 16 applicants in the inaugural summer 2021 cohort with 12 identifying as female, 4 identified as African American, and 2 enrolled at HBCUs. The program successfully concluded with 11 students, 1 more than the proposed 10. Objective 2: All 11 participants were paired with faculty in 6 related agricultural and natural resource departments. The Environmental Science and Tech. Dept., Animal and Avian Sciences, Agricultural and Resource Economics, Nutritional and Food Sciences, and Veterinary Medicine. Objective 3: All 11 students participated in 2 virtual career shuttles with the US Department of Agriculture, Animal Health Plant Inspection Services (USDA-APHIS) and the Joint Institute for Food Safety and Nutrition (JIFSAN), 1 UMD libraries Lunch and Learn, and 3 Graduate School Lunch and Learns (i.e., Financial Literacy, Writing a Graduate School personal statement, and UMD Graduate school admissions). Objective 4: Students were assigned to a diverse group of faculty mentors (6 women and 5 men; 2 African-American, 2Latino, 1 Indian-American, 2white males, and 4 white. Objective 5: All faculty participated in DEI training onholistic admissions and implicit bias. Key outcomes/other achievements: Successful completion of the program in a hybrid format. No covid cases. Successful identification of 5 students intending to apply to graduate school and 2 planning to apply to APHIS upon graduation.
Publications
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