Progress 04/01/23 to 03/31/24
Outputs
Target Audience:Tuskegee University's REEU provides young undergraduate students who will be key to the agricultural workforce for the 21st century with exposure to research and extension. Creating awareness and providing strong laboratory-based experiences that will increase the involvement of studentswho may not have access to undergraduate research opportunities, in integrative research in the fields of food, agriculture, natural resources and human sciences and GIS is essential. Targeted students were rising juniors and seniors with special consideration given to exceptional sophomores. This project targets students who are underrepresented in the field. All of the students must have majors in one of the STEM disciplines and interest in Food Agriculture Natural Resources and Health. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?Opportunities for Training and Professional Development: We have now trained 22 undergraduate students with the following majors: environmental science, nutritional science, public health and farming Agricultural Science Animal Science, Biology/Pre-Health, Biology major/Theater Minor, Plant and Soil Sciences, Food Science/Nutrition, Chemistry, Electrical Engineering, Geospatial Engineering, Agribusiness, and an undecided major to a highly productive research environment and extension apprenticeships in food, agricultural, natural resources and human sciences. We provided students opportunities to experience co-mentoring, research ethics, safety training and certification, improvements in communication skills (technical writing, communication to farmers, industry, and academics), an introduction to geographic information systems (GIS) and precision agriculture, graduate school preparation, and GRE preparation. Geographic Information Systems is incorporated into every summer project proposed. Participants are trained, certified, and eligible for 12-month license after completion of the TU Discovering FACTS summer course and applied-research experience. GIS Course: Students completed a 3-credit course entitled Environmental Science 0507, Introduction to Geographic Systems. Students learned Introductions to GIS concepts, basic theoretical concepts, computer cartography, database systems, getting maps into digital form, and geocoding. Students become familiar with Arc- GIS software. The topics include Introduction to Geographic Systems, Map Symbology, Spatial Analysis, Surface Modeling, Site Selection, Image Processing, and Online GIS. Each topic includes a hands-on GIS exercise. The GIS exercises are based on applications drawn from their research projects in food, agriculture, natural resources, and health. GIS Certification and 12-month license: Students received 5 industry-recognized, accredited, GIS certificates. The certificates are 1. GIS Basics 2. ArcGIS Pro Basics 3. Introduction to Spatial Data 4. Getting Started with Spatial Analysis, and 5. ArcGIS Online Basics. In addition, students are eligible for a 12-month license at no cost as part of the Education Site License Program. This allows students to install the software on their individual laptops to gain more flexibility. GIS Applied-Research Experience. REEU students applied Geographical Information Systems in the following research projects: Monitoring of Indoor and Outdoor Particulate Matter (PM2.5 and PM10) Concentrations at Tuskegee University Campus; Using Halo AI Algorithms to Classify Tumor Micro-environments in Triple Negative Breast Cancer; The Image Classification of Fruits and Vegetables for Tracking Pantry Inventory; Using Endolysin Bacteriophage Codes to Eliminate Listeria; Assessing the Interactions between Food Pantries, Poverty, and Food Insecurity in Alabama: A Geospatial Analysis; Maternal Staphylococcus aureus Mastitis Immunomodulatory Treatment Effect on the Stomachs of Nursing Pups; and Assessing the Interactions between Food Pantries, Poverty, and Food Insecurity in Alabama: A Geospatial Analysis. SWORD (Survival While on the Road to the Doctorate) Meetings Workshops and Presentations: The REEU program consists of several informative workshops focusing on careers, ethics in research, preparation for graduate school, and essential elements for success in research. SWORD presentations included panel discussions of professionals addressing academic career trajectories, graduate school application and interview process, and stress management strategies. Several meetings will take the form of "How To" sessions regarding graduate school issues (e.g. choosing the right mentor, finding the right graduate program, note taking and study skills, etc.). Exposure to Extension: REEU students and a researcher or Extension agent discussed their experiences and career paths during lunch. Participants engaged in lunch with Extension professionals from one of the following areas: Community Development, Sustainable Small Farm, Forest and Ranch Management, Food Safety and Food Systems, Family, Home, and Consumer Science, Youth Development, and Environmental Sustainability. AL AG Credit Farm Tour: Sponsors of the National Black Growers Council hosted a farm tour to Byromville, GA on 6/2, and the focus of that trip was variety trials for Cotton, Corn, & Wheat Harvest. Research Ethics: With an emphasis on the responsible conduct of research, REEU participants engage with our National Center for Bioethics. Participants visit the Legacy Museum Legacy Museum and Art Exhibition to discuss the historical connections to the Consent Process. Partnering with Auburn University: Python Training was provided by Auburn University partners: Students used the Anaconda environment to deploy the Spider Python IDE, and used notes for an AgInformatics course. Partnering with University of Illinois at Urbana-Champaign's Center for Digital Agriculture: The Center for Digital Agriculture will hosted a week-long virtual AI Foundry for Agricultural Applications short course from June 12-17, 2023. The program's goal was to increase competency in solving agricultural issues with artificial intelligence and computer vision for students with limited experience in machine learning.The course offered lectures and virtual activities on AI and machine learning topics in agriculture applications. Students were mentored by faculty from the Departments of Agricultural and Biological Engineering, Animal Sciences, Crop Sciences, and Plant Biology. The program taught skills applicable to many agricultural applications. The morning sessions covered computer vision, artificial intelligence, and machine learning. The afternoon sessions allowed students to choose tracks to focus on applying these skills with livestock or crops. During the last two days of the course, participants were challenged to develop a solution to a digital agriculture problem in an inspiring Hackathon. Bayer sponsored prize money for the hackathon. How have the results been disseminated to communities of interest?How have the results been disseminated to communities of interest? Scientific talks are one of the hallmarks of a successful scientist. The talks represent a well-developed ability to communicate effectively with both the scientific community and the public. 3/5 Mini-Talks: The students have 3/5 talks, a three slide presentation delivered in 5 minutes or less, to update the group on the progression of his/her research. These are weekly presentations to the cohort, project leadership, and mentors. • Participants presented their results at the end of the 10-week program at a research symposium and at the Biology Department's inaugural research symposium. Some REEU students participated in research conferences throughout the academic year (79th Annual Meeting of National Institute of Science and Beta Kappa Chi at Alabama State University Montgomery, Alabama MARCH 27th - March 30th). The key stakeholders were invited to the presentations. • Participants created a poster for future scientific conferences. • The students are required to present their work in a written formatted prospectus. This document is used to disseminate the findings to project leadership and advisory council. • To enhance public understanding and increase interest in learning and careers in Food, Agriculture, Natural Resources, and Health Science, family members and friends attended the final presentations via Zoom platform. • To enhance their communication to public, REEU students present their science to the local community and other students in other summer programs. Donors: We disseminate our final presentation symposium to our donors, and we showcased their Nature Publication: We are excited that one of our students, India Johnson (Biology Department Graduate), from summer 2022's cohort has a Nature publication with Dr. Sunila Mahavadi (Mentor from the Biology Department), and two of our students announced plans to attend graduate school this fall. Directors' Publication:The director and co-director, Bolden-Tiller have published in Scientia. https://doi.org/10.33548/SCIENTIA914 What do you plan to do during the next reporting period to accomplish the goals?We will execute our proposed efforts to accomplish our goals. 1) Our 10 week program and extension activities will incorporateAI/ML exposure in the future. 2) We will survey our students to improve the training.3) We add a mental health session to the training program. 4) We will meet with our advisory council/steering committee to enhance our programming and achieve our goals. 5) Students will create extension handouts for the community.
Impacts
What was accomplished under these goals?
Objective 1: Increase the number of undergraduate students, particularly minorities and those who do not have access to research and extension apprenticeships, involved in food, agricultural, natural resources and human sciences research and extension in a diverse and nurturing environment. Major activities completed; 1) We recruited 6 more students who did not have access to research and extension summer experiential learning to participate in the 2023 REEU program. We utilized our networks. We publicized the program at conferences, in meetings with key contacts, and in the classroom. We utilized advisors at various institutions to assist in our recruitment efforts. We launched two social media sites to publicize the activities. Former REEU participants assisted with our recruitment efforts. The participants were immersed into the application of GIS to projects in the areas of food science, agricultural, environmental health, plant and soil science, diabetes and gastric motility. They were exposed to Extension careers, GIS course completion and ESRI GIS online certificate course; and training from a diverse team of scientists committed to the mission of Tuskegee University. 2) Data collected: We tracked the following: the success of our recruitment efforts by documenting the sources of the applications and vital information from letters of recommendation; gender of applicants directly supported by this grant; the number of underrepresented male and female students supported during the grant period, and the number of students supported by this grant who are pursuing four-year undergraduate degrees. 3) Summary statistics and discussion of results: 100% of the students were pursuing four-year undergraduate degrees in STEM. We had 1 male student and 5 female students in the program in 2022. 100% of participants were underrepresented in STEM. Their majors were Agricultural Science, Agriculture, 2 Biology, Human Nutrition/Food Science, and Geospatial Engineering. They were classified as sophomores (3), juniors (2), and senior (1). 4) Key outcomes: We reached our goal of recruiting students in Summer of 2023, and increased the number of undergraduates from 16 to 22. The number of students who applied to the program from different institutions increased. The recruitment of participants was increased when faculty/advisors from their home institutions send the invitation. We increased the number of undergraduates who do not have access to research and extension apprenticeships.Objective 2) Broaden the recruitment pipeline for the graduate programs related to agricultural sciences at Tuskegee University and similar programs at institutions across the country by exposing an increased number of undergraduates to a highly productive research environment and extension apprenticeships in food, agricultural, natural resources and human sciences; 1) Major activities completed: We have recruited and trained 22 undergraduate students from the following institutions: Alabama A & M University, Alcorn State University, Bowie State University, Florida A & M University, Fort Valley state university, Prairie View A&M University, South University- Montgomery, Troy University, Tuskegee University, University of Arkansas at Pine Bluff to a highly productive research environment and extension apprenticeships in food, agricultural, natural resources and human sciences. We broadened the students' understanding of Extension in collaboration with the existing Integrative Sustainability Center and Future Farmers and Agricultural Specialists Extension Development program. , 2) Data collected; Meetings between student participants and mentors allow us to informally collect qualitative assessments of the impact of the program on students' trajectory; Bi-weekly progress reports from the research teams and mentors for each student demonstrate progress, challenges, and interest; 3) Summary statistics and discussion of results: In 2023, there were 6 more students added to the pipeline. One student from Cohort 3 will graduate and earn an Agriculture/Pre-Vet degree.4) Key outcomes: Training students in food, agricultural, natural resources and human sciences research and providing extension exposure increases the likelihood of students to choose graduate programs in food, agricultural, natural resources and human sciences research. The students increased in research knowledge of scientific methods and techniques.Objective 3: Building on our previous NSF REU grants (2009-2016) and years of undergraduate research support to provide students opportunities to experience co-mentoring, research ethics, safety training and certification, improvements in communication skills (technical writing, communication to farmers, industry, and academics), introduction of students to geographic information systems and precision agriculture, GRE preparation, and greater contact of the students with minority science role models/mentors, including the PhD students at TU. 1) Major activities completed: Ten weeks of co-mentoring from junior to senior faculty in the College of Arts and Sciences and College Agriculture Environment and Nutrition Science; Research Safety and Certification seminar to introduce students to applied ethics in science and policies on safety and use of biological, chemical, environmental, and radioactive compounds in basic, animal and human research. Students participate in a GRE preparation boot-camp; The students have earned GIS certificates. 10 weeks of increased contact with science role models/mentors, leaders in STEM, and extension specialists. 2)Data collected: Attendance was used to measure participation. Tracking of program activity offerings. Pre and Post GRE assessments were given. We assessed the number of GIS certifications. 3) Summary statistics and discussion of results: There was 95% participation in weekly mentoring and scientific communication activities. There were 5 GIS certificates earned per participant. The average GRE Pre Test scores are Verbal 143.2 and Quantitative 143.7. The Post Test scores were 140.1667 and 141.5, respectively. It appears that students were rushing to complete the post-test. Students earned 5 GIS certificates. 4) Key outcomes or other accomplishments realized. Weekly meetings with the Postdoc for the weekly mini-talks keeps students engaged and on-track. None of the students had taken the GRE before. Students are familiar with the GRFP application process.
Publications
- Type:
Journal Articles
Status:
Accepted
Year Published:
2024
Citation:
Muhammad, A., Hixon, J.C., Pharmacy Yusuf, A. Johnson, India. Sex-specific epigenetics drive low GPER expression in gastrointestinal smooth muscles in type 2 diabetic mice. Sci Rep 14, 5633 (2024). https://doi.org/10.1038/s41598-024-54213-7
- Type:
Journal Articles
Status:
Accepted
Year Published:
2023
Citation:
https://doi.org/10.33548/SCIENTIA914
|
Progress 04/01/22 to 03/31/23
Outputs
Target Audience:Tuskegee University's REEU provides young undergraduate students who will be key to the agricultural workforce for the 21st century with exposure to research and extension.Creating awareness and providing strong laboratory-based experiences that will increase the involvement of students, particularly minorities and individuals who may not have access to undergraduate research opportunities, in integrative research inthe fields of food, agriculture, natural resources and human sciences and GIS is essential.Targeted students were rising juniors and seniors with special consideration given to exceptionalsophomores. This project targetsstudents who are underrepresentedin the field.All of the studentswith majors in one of the STEM disciplines and interest in Food AgricultureNaturalResources and Health. Changes/Problems:The major changes were the planned travel to the extension activities due toTuskegee University's limited travel restrictions in 2022. The campus returned to 100% face to face this fall. Thus, we will engage in pre-planned extension activities and face to face GRE Boot camp. What opportunities for training and professional development has the project provided? Opportunities for Training and Professional Development: We have now trained 16 undergraduate students with the following majors: environmental science, nutritional science, public health and farming Agricultural Science Animal Science, Biology/Pre-Health, Biology major/Theater Minor, Plant and Soil Sciences, Food Science, Chemistry, Electrical Engineering, Agribusiness, and an undecided major to a highly productive research environment and extension apprenticeships in food, agricultural, natural resources and human sciences. We provided students opportunities to experience co-mentoring, research ethics, safety training and certification, improvements in communication skills (technical writing, communication to farmers, industry, and academics), an introduction to geographic information systems (GIS) and precision agriculture, and GRE preparation. Geographic Information Systems is incorporated into every summer project proposed. Participants will be trained, certified, and eligible for 12-month license after completion of the TU Discovering FACTS summer course and applied-research experience. GIS Training Course. Students completed a 3-credit course entitled Environmental Science 0507, Introduction to Geographic Systems. Students learned Introductions to GIS concepts, basic theoretical concepts, computer cartography, database systems, getting maps into digital form, and geocoding. Students will become familiar with Arc- GIS software. The course exposed students to GIS concepts. The topics include Introduction to Geographic Systems, Map Symbology, Spatial Analysis, Surface Modeling, Site Selection, Image Processing, and Online GIS. Each topic includes a hands-on* GIS exercise. The GIS exercises were based on applications drawn from their research projects in food, agriculture, natural resources, and health. GIS Certification and 12-month license: Two of the modules within the Introduction to Geographic Systems course were associated with online Environmental Research Institute (ESRI) certified Virtual Campus courses from the ESRI, which is the leading GIS institution worldwide. Upon completion of those modules, students received two industry-recognized, accredited, GIS certificates. The certificates are associated with the following web courses: "Getting Started with GIS" and "Getting Started with Spatial Analysis." In addition, students are eligible for a 12-month license at no cost as part of the Education Site License Program. This allows students to install the software on their individual laptops and gain more flexibility. GIS Applied-Research Experience. REEU students applied Geographical Information Systems in the following research projects:Identification of Cowpea Golden Mosaic Virus in Cowpea Cultivars; Host Reactions of Cowpea Cultivars to Root-knot Nematodes and Molecular Analysis of Nematode-Responsive Defense Genes; Epigenetic Modifications of G Protein-Coupled Estrogen Receptor Expression in Health and Diabetic Gastrointestinal Smooth Muscle; Antimicrobial properties of Lemongrass Infused Biodegradable Plastic; Digestion and Gas Production of Select Silages in Ruminants; Foraging Behaviors in Bottlenose Dolphins; Atmospheric Particulate Matter in Cardiovascular Health; Sparking Intrigue and Informing Students of Medicinal Plants; The impact of meteorological conditions: Rainfall, Wind Speed and Humidityon the suspension of the air pollutant Particulate Matter 2.5 (PM2.5) within Birmingham, Alabama; Using GIS to Predict Obesity Clusters in Rural Blackbelt Counties of Alabama, Mississippi and Arkansas: Quantifying Selected Food Components; GPS/GIS Location of Nematode Hotspots in Rural Farming Conditions. SWORD (Survival While on the Road to the Doctorate) Meetings Workshops and Presentations: The REEU program consists of several informative workshops focusing on careers, ethics in research, preparation for graduate school, and essential elements for success in research. SWORD presentations included panel discussions of professionals addressing academic career trajectories, graduate school application and interview process, and stress management strategies. Several meetings will take the form of "How To" sessions regarding graduate school issues (e.g. choosing the right mentor, finding the right graduate program, note taking and study skills, etc.). Exposure to Extension: REEU students and a researcher or Extension agent discuss their experiences and career paths during lunch. Participants will engage in lunch with Extension professionals from one of the following areas: Community Development, Sustainable Small Farm, Forest and Ranch Management, Food Safety and Food Systems, Family, Home, and Consumer Science, Youth Development, and Environmental Sustainability. Research Ethics: With an emphasis on the responsible conduct of research, REEU participants engage with our National Center for Bioethics. Participants visit the Legacy Museum Legacy Museum and Art Exhibition to discuss the historical connections to the Consent Process. Partnering with Carnegie Mellon University: TU REEU students traveled to Carnegie Mellon and immersed themselves in a Data Analytics for Science Immersion Experience. We collaborated with the Diversity, Equity and Inclusion Program Manager for Mellon College of Science at Carnegie Mellon University. How have the results been disseminated to communities of interest?Scientific talks are one of the hallmarks of a successful scientist. The talks represent a well-developed ability to communicate effectively with both the scientific community and the public. The students have 3/5 talks,a three slide presentation delivered in 5 minutes or less, to update the group on the progression of his/her research.These are weekly presentations to the cohort, project leadership, and mentors. Participants presented their results at the end of the 10-week program at a research symposium. The key stakeholders were invited to the presentations. Participants created a poster to be used for future scientific conferences. The students are required to present their work in a written formatted prospectus. This document is used to disseminate the findings to project leadership and advisory council. To enhance public understanding and increase interest in learning and careers in Food, Agriculture, Natural Resources, and Health Science, family members and friends attended the final presentations via Zoom platform. To enhance their communication topublic, REEU studentspresent their science to the local community via Facebook-Live on a local Radio broadcast 100.7 FM WUBZ Radio. What do you plan to do during the next reporting period to accomplish the goals?1) We will execute our proposed efforts to accomplish our goals. Our 10 week program and extension activities will be in-person again this summer. 2) The University restricted some travel last summer. This summer we will execute ourpre-planned extension activtiies. 3) We will meet with our advisory council/steering committee to enhance our programming and achieve our goals.
Impacts
What was accomplished under these goals?
Tuskegee University's REEU provides young undergraduate students who will be key to the agricultural workforce for the 21st century with exposure to research and extension. Creating awareness and providing strong laboratory-based experiences that will increase the involvement of students, particularly minorities and individuals who may not have access to undergraduate research opportunities, in integrative research inthe fields of food, agriculture, natural resources and human sciences and GIS is integrated into each research project.An appreciation for the importance of agricultural extension allows students to understand and gain experience in the application of scientific research beyond the bench. The mentors represent faculty from Agriculture, Biology, Environmental Science, Plant and Soil Science, and Nutrition. After completing this 10-week program, students who had never been exposed to research are using new methods and improved technologies.This REEU site is reaching the goals of increasing the following: the number of students mentored in STEM (16), the number of underrepresented student participation in STEM (16);scientific skills gained; communication skills gained; GIS certifications; knowledge in GRE preparation and exposure to careers in Extension. Many students are matriculating through Historically Black Colleges and Universities. Ninety-four percent of the students identify as underrepresented students in STEM.Objective 1: Increase the number of undergraduate students, particularly minorities and those who do not have access to research and extension apprenticeships, involved in food, agricultural, natural resources and human sciences research and extension in a diverse and nurturing environment.Major activities completed; 1) We recruited 8 more students who did not have access to research and extension summer experiential learning to participate in the 2022 REEU program. We utilized our networks. We publicized the program at conferences, in meetings with key contacts, and in the classroom. We utilized advisors at various institutions to assist in our recruitment efforts. We launched two social media sites to publicize the activities. Former REEU participants assisted with our recruitment efforts. The participants were immersed to the application of GIS to projects in the areas of food science, agricultural, environmental health, plant and soil science, diabetes and gastric motility. They were exposed to Extension careers, GIS course completion and ESRI GIS online certificate course; and training from a diverse team of scientists committed to the mission of Tuskegee University. 2) Dta collected:We tracked the following: the success of our recruitment efforts by documenting the sources of the applications and vital information from letters of recommendation; gender of applicants directly supported by this grant; the number of underrepresented male and female students supported during the grant period, and the number of students supported by this grant who are pursuing two year or other certificates and four year undergraduate degrees. 3) Summary statistics and discussion of results: 100% of the students were pursuing four-year undergraduate degrees in STEM. We had 1 male studentand 7 female students in the program in 2022. 100% were underrepresented in STEM. Their majors were Agricultural Science Animal Science, Biology, Biology major/Theater Minor, Plant and Soil Sciences. They were classified as sophomores juniors, and seniors.4) Key outcomes:We reached our goal of recruiting 8 students in Summer of 2022, and increased the number of undergraduates from 8 to 16. The number of students who applied to the program from different institutions increased. The recruitment of participants was increased when faculty/advisors from their home institutions send the invitation. We increased the number of undergraduates particularly minorities and those who do not have access to research and extension apprenticeships.Objective 2)Broaden the recruitment pipeline for the graduate programs related to agricultural sciences at Tuskegee University and similar programs at institutions across the country by exposing an increased number of undergraduates to a highly productive research environment and extension apprenticeships in food, agricultural, natural resources and human sciences; 1) Major activities completed: We have recruited and trained 16 undergraduate students from the following institutions: Alabama A & M University, Bowie State University, Florida A & M University, Fort valley state university, South University- Montgomery, Troy University,Tuskegee University, University of Arkansas at Pine Bluff to a highly productive research environment and extension apprenticeships in food, agricultural, natural resources and human sciences; We broadened the recruitment pipeline by reaching two non-traditional students and 1 student from a 2- year community college. We broadened the students' understanding of Extension in collaboration with the existing Carver Integrative Sustainability Center And Future Farmers and Agricultural Specialists Extension Development program. , 2) Dta collected; Pre- and post- program evaluation instruments were given to participants and mentors; Meetings between student participants and mentors allow us to informally collect qualitative assessments of the impact of the program on students' trajectory; Bi-weekly progress reports from the research teams and mentors for each student demonstrate progress, challenges, and interest 3) Summary statistics and discussion of results: In 2022, there were 8 more students added to the pipeline. One student from Cohort 2 will graduate and earn an Agriculture/Animal Science degree.4) Key outcomes: Training students in food, agricultural, natural resources and human sciences research and providing extension exposure increases the likelihood of students to choose graduate programs in food, agricultural, natural resources and human sciences research. The students increased in research knowledge of scientific methods and techniques. Objective 3:Building on our previous NSF REU grants (2009-2016) and years of undergraduate research support to provide students opportunities to experience co-mentoring, research ethics, safety training and certification, improvements in communication skills (technical writing, communication to farmers, industry, and academics), introduction of students to geographic information systems and precision agriculture, GRE preparation, and greater contact of the students with minority science role models/mentors, including the PhD students TU.1) Major activities completed: Ten weeks of co-mentoring from junior to senior faculty in the College of Arts and Sciences and College Agriculture Environment and Nutrition Science; Research Safety and Certification seminar to introduce students to applied ethics in science and policies on safety and use of biological, chemical, environmental, and radioactive compounds in basic, animal and human research.Students participate in a GRE preparation boot-camp; 10 weeks of increased contact with science role models/mentors, leaders in STEM, and extension specialists.2)Dta collected: Attendance was used to measure participation. Tracking of program activity offerings. Pre and Post GRE assessments were given. We assessed the number of GIS certifications. 3) Summary statistics and discussion of results: There was 95% participation in weekly mentoring and scientific communication activities. There were 5 GIS certificates earned per participant. The average GRE Pre Test score is Verbal 140.9, Quantitative 145.6 and Sum 286.5 4) Key outcomes or other accomplishments realized. Weekly meetings with the program director and the co-hort keeps students engaged. None of the students had ever taken the GRE before the program.
Publications
- Type:
Journal Articles
Status:
Accepted
Year Published:
2022
Citation:
Bernard GC*, Bolden-Tiller O, Egnin M, Bonsi C, McKinstry A, et al. The Use of Autonomous Robots to Address Labor Demands and Improve Efficacy in Agriculture. COJ Rob Artificial Intel. 1(5). COJRA. 000523. 2022. DOI: 10.31031/COJRA.2022.01.000523
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Progress 04/01/21 to 03/31/22
Outputs
Target Audience:Our program objectives, involving more minority undergraduates in food, agricultural, natural resources and human sciences research, will be enabled by the fact that Tuskegee's primary audience is minoritized students and the University's integrative research atmosphere allows for collaboration between investigators in various fields. Targeted students will be rising juniors and seniors with majors in one of the STEM disciplines and interest in FANRH. Our program efforts required that REEU students spend the majority of their time in the research labs (~40 hours/week) working with their mentors and other members of the research group for 8 weeks. Students attended weekly workshops/seminars as part of a "brown bag" series that exposed them to various career development topics. The students participated in a rigorous course, Introduction to Research, for eight weeks. TU Future Farmers and Agricultural Specialists Extension Training Session for REEU Students provided the undergraduates the opportunity to gain an understanding of extension and its impact on communities and develop extension skills. Participants participated in a Research Safety and Certification seminar to introduce students to applied ethics in science and policies on safety and use of biological, chemical, environmental, and radioactive compounds in basic, animal and human research. They also participated in an intensive two-day (7 hours/day) GRE Prep course. They took the EVSC 0507: Introduction to Geographic Information Systems course and received GIS certifications. Changes/Problems:The major changes were the planned travel to the extension activities, and COVID restricted us from being 100% face to face. COVID also restricted the students from being housed on campus. COVID 19 impacted the face to face professional development opportunties and limited research activities. We were restricted from spending travel funds. What opportunities for training and professional development has the project provided?Describe opportunities for training and professional development provided to anyone who worked on the project or anyone who was involved in the activities supported by the project. Training and professional development activities: We provided students opportunities to experience co-mentoring, research ethics, safety training and certification, improvements in communication skills (technical writing, communication to farmers, industry, and academics), an introduction to geographic information systems (GIS) and precision agriculture, and GRE preparation. Students were engaged in research for 40 hours/ wk. The weekly schedule include the following activity topics: Mini Course on the Nuts and Bolts of a 3/5 Talk, Meet the Mentors, Introduction to GIS, Scientific Communication, Introduction to Research Course, GIS Course, Survival While on the Road to the Doctorate (SWORD) Meetings, Workshops and Presentation Seminars, Wellness Activities (ie. Walks, Trails, Yoga, Line-Dancing). 3/5 Talks: One of the hallmarks of a successful scientist is a well-developed ability to communicate clearly and effectively with both the scientific community and the public at large. The 3/5 talks were weekly presentations. In order to help students, develop effective communication skills for use within the scientific community, we have developed the 3/5 Mini course in which students will be trained in the use of Microsoft PowerPoint to give state of the art multimedia presentations. The students have 5 minutes to present 3 slides. Lunch with an Extension agent was a virtual discussion of Extension agents' experiences and career paths. Often times during these luncheons, students are made aware of new findings, the impact of private funding on research practices, and how public policy affects the agricultural community. Lab notebook: All REEU students will be required to keep a lab notebook. Student Research Activities: A summary of the students' projects and data they collected are below. Project 1) Using GIS, to explore nearby counties of Winston, Fayette, Tuscaloosa and Walker two students began this project to demonstrate the counties potentially affected by the pollutants within Jefferson and Cullman county. Project 2) The incorporation of the Geographical Information System allowed for a geographical view of the areas most impacted by COVID-19 based on the demographical information provided. Project 3) The student researcher wanted to discover current water conditions caused by legacy pollutions in Macon County, and used GIS mapping to present food deserts in the south. Project 4) GIS was used to detect and predict the percentage of obesity in selective counties in each state. Project 5) The purpose of this researchers work was to build the "farming of the future" FarmBot XL. This device is a robotic system that systematically plants crops, thus autonomous farming. The used GPS (global positioning systems) tracking, in tandem with GIS (geographical information systems), to map out areas in fields that display disease symptoms for pest management. Project 6: The goal of farmers is to discover a feed that has a total digestibility number of 100% to keep the cattle healthy and increase profit. Project 7: An app was created to provide an interactive learning experience centered around medicinal plants. Google mapping system was used to provide a detailed database containing the plants' name, use, common growing location, identification, and methods for home remedies. Student Project Data Collected: Project 1) Due to the immense harm that PM2.5 provides on both human and agricultural health, its levels need to be monitored and predicted in order to minimize interaction. Project 2) The rural communities are less likely to spread COVID-19 but are also at greater risk from suffering major illness from the virus, possibly due to their lack of the number health care facilities versus urban counties. Project 3) The legacy pollution site map I was able to create ended up having color-coordinated points which identified lakes and ponds, dumping sites, and abandoned gas stations. One of the ponds was tested and in normal range for some parameters. For the second body of water which is the lake, all routine elements measured in range except for phosphorus. Project 4) The student discovered that obesity is more common in adults that reside in rural areas compared to adults that reside in urban areas by 34.2 %. The student concludes that action be taken for rural communities to help reduce obesity in these locations. The examples provided are community wellness centers, bike clubs, healthy cooking and exercise classes. Project 5) The researcher developed a GIS map that contained "nematode hotspots" around the medicinal garden at Tuskegee University Project 6) The researchers' experiment showed that bahiagrass (a common forage used by cattle) can supply cattle with enough nourishment to grow, yet the summer mix is easier for the cow to digest. How have the results been disseminated to communities of interest?To enhance public understanding and increase interest in learning and careers in Food, Agriculture, Natural Resources, and Health Science, family members and friends attended the final presentation via Zoom platform. There was a high school student who participated in farming activities with one of the mentor/mentee teams. What do you plan to do during the next reporting period to accomplish the goals?1) We will execute our proposed efforts to accomplish our goals. Our 10 week program and extension activities will be in-person this summer. 2) The pandemic prevented travel to various pre-planned extension activtiies. If the bands are lifted, we will revisit those places. COVID -19 limited on-campus social activities.
Impacts
What was accomplished under these goals?
Impact Statement: As an REEU site, Tuskegee University was afforded the opportunity to provide young undergraduate students who will be key to the agricultural workforce for the 21st century with exposure to research and extension. We expanded the scope of the summer research experience to include gaining an appreciation for the importance of agricultural extension, allowing students to understand and gain experience in the application of scientific research,Geographic Information Systems (GIS), . Students who had never been exposed to research used new methods and improved technologies. The students were trained in GIS, and every student completed 5 GIS certificates. Eigth underrepresented students in STEM are certified in the basics of GIS, ArcGIS, Geographic Data in ArcGIS, and Basics of Spatial Analysis. We increased; the number of STEM presentations, students mentored in STEM, the number of underrepresented student participation in STEM; scientific skills gained; communication skills gained; GIS certifications; knowledge in GRE preparation and knowledge of the role of Extension in STEM and exposure to careers in Extension. We reached our goal of training 8 students in research and extension and training 2 underrepresented male students in Summer of 2021. Our objectives were as follows:1.Increase the number of undergraduate students, particularly minorities and those who do not have access to research and extension apprenticeships, involved in food, agricultural, natural resources and human sciences research and extension in a diverse and nurturing environment; 1) Major activities completed / experiments conducted;We recruited 8 students who did not have access to research and extension summer experiential learning to participate in the REEU program. The major activities were research in food, agricultural, natural resources and human sciences; exposure to Extension, GIS courses and certifications; and professional development. Students were involved in the following research projects using GIS in environmental science, nutritional science, public health and farming. 2) Dta collected; Pre and post assessment for GRE; Track the success in our recruitment efforts by documenting the sources of the applications; Number of male and female students directly supported by this grant; Number of underrepresented male and female students to be supported during the grant period; number of students supported by this grant who are pursuing two year or other certificates and four year Undergraduate degrees; and number of students supported by this grant on domestic experiences with a government or non-governmental organization that is not affiliated with Tuskegee University. 3) Summary statistics and discussion of results ; We had 2 male students and 6 female students in the program. 100% were underrepresented in STEM. 1 student was pursuing a two year certificate, and the other 7 students were pursuing four year undergraduate degrees in STEM. The recruitment of participants was increased when faculty from the student's institution send them the invitation. 4) Key outcomes or other accomplishments realized. We reached our goal of reaching 8 students in Summer of 2021. The students increased in knowledge of methods and techniques and improved scientific skills. The students increased their knowlege of GRE content. 2.Broaden the recruitment pipeline for the graduate programs related to agricultural sciences at Tuskegee University and similar programs at institutions across the country by exposing an increased number of undergraduates to a highly productive research environment and extension apprenticeships in food, agricultural, natural resources and human sciences; 1) Major activities completed / experiments conducted;We recruited and trained 8 students in food, agricultural, natural resources and human sciences research and extension summer experiential learning, and this broadened the recruitment pipeline for graduate programs. The major activities were research in food, agricultural, natural resources and human sciences; exposure to Extension, and Introduction to Reseach and GIS courses and certifications. The research training is demonstrated in the data collection presented for each student's project. The details are included in training section of this report. 2) Dta collected; Pre- and post- program evaluation instruments to participants and mentors; Introduction to Research course to track the students' progress in their projects and to query the group about challenges and concerns; Meetings between student participants and graduate student mentors will be used to informally collect qualitative assessments of the program from the students' perspectives; Bi-weekly progress reports from the research teams and mentors for each student. 3) Summary statistics and discussion of results: There were 2 male students and 6 female students in the program. 3 of the 8 students were pursuing four year undergraduate degrees and/or 2 year certificates in STEM graduate this year as Environmental Science (2) and Food Science majors (1). 4) Key outcomes or other accomplishments realized. Training students in food, agricultural, natural resources and human sciences research (FANHR) and providing extension exposure increases the likelihood of students to choose graduate programs in food, agricultural, natural resources and human sciences research. Their increased identity as scientists will increase their retention and persistence in their career path into the FANRH workforce. 3.) We provided students opportunities to experience co-mentoring, research ethics, safety training and certification, improvements in communication skills (technical writing, communication to farmers, industry, and academics), an introduction to geographic information systems and precision agriculture, GRE preparation, and greater contact of the students with minority science role models/mentors. 1) Major activities completed / experiments conducted; 10 weeks of co-mentoring, 9 weeks of planned virtual and in-person research ethics, safety training and certification, improvements in communication skills (technical writing, communication to farmers, industry, and academics), an introduction to geographic information systems and precision agriculture, 1 workshop for GRE preparation, and 10 weeks of increased contact of the students with minority science role models/mentors. 2) Dta collected; Attendance was used to measure participation. Pre- and post- program evaluation instruments were designed for participants and mentors to evaluate co-mentoring. Meetings between student participants and faculty were used to informally collect qualitative assessments of the program from the students' perspectives; Pre and Post GRE assessments were given. We assessed the number of GIS certifications per student. 3) Summary statistics and discussion of results There was 99% participation in weekly mentoring and scientific communication activities. There were 5 GIS certificates earned per participant. Thus, we have 40 GIS certificates in Year 1. 4) Key outcomes or other accomplishments realized. Students enhanced their soft skills including self-efficacy, grit, creativity, and resilience.Students developed a strengthened sense of community and belonging to the academic and research community.
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