Progress 05/01/23 to 04/30/24
Outputs
Target Audience:The target audience includes students (secondary and post-secondary) from underrepresented populations, attending or potentially attending one of the nineteen 1890 Land Grant Universities. Efforts include delivering workshops, seminar courses, mentoring programs, experiential learning opportunities (i.e., conferences, internships), extension programs, and outreach activities.The target audience includes students (secondary and post-secondary) from underrepresented populations, attending or potentially attending one of the nineteen 1890 Land Grant Universities. Efforts include delivering workshops, seminar courses, mentoring programs, experiential learning opportunities (i.e., conferences, internships), extension programs, and outreach activities. Changes/Problems:Florida A&M University: We have faced significant challenges, particularly with our bridge program. Limited availability of high school students, primarily due to school schedules, coupled with transportation issues, has hindered their participation, impacting the program's effectiveness. To mitigate this, we are considering expanding weekend activities to offer more flexible opportunities for high school student involvement. Tuskegee University: The proposed 1890 Graduate School Fair was revised to a session at the ARD conference to capitalize on the convergence of partners and students engaged in related initiatives. While no significant issues have arisen, we are actively striving to enhance engagement by maintaining close communication with program liaisons, ensuring their valuable input and maximizing participation in all program components. University of Arkansas at Pine Bluff: A major issue is the lack of engagement from program administrators. While many have other duties, they often fail to give this program the necessary attention. Additionally, administrators do not respond promptly to information requests, which delays program launches and data reporting. NC A&T State University: We faced some challenges due to concurrent changes in leadership and the transition of our business coordinator. These shifts in personnel resulted in delays as we worked to ensure all processes and documentation were brought up to date. What opportunities for training and professional development has the project provided?? University of Maryland Eastern Shore: This project has significantly enhanced student engagement in professional development. Through the career development mentoring program, we organized virtual professional development networking seminars where industry experts from the fields of Food, Agricultural, Natural Resources, and Human Sciences (FANH) shared their career journeys and provided professional development advice. Participation in these seminars was mandatory for all students in the career development program. Additionally, we extended invitations to students from our campus and Morgan State University. During this reporting period, we hosted three virtual networking seminars, open to all, on the following dates: November 30, 2023, March 7, 2024, and April 4, 2024. Florida A&M University: The experiential bridge program and symposium provided robust training and professional development opportunities for students and faculty in Food, Agriculture, Natural Resources, and Human Sciences (FANH). Under the mentorship of two academic faculty and one extension faculty, students engaged in hands-on research projects focused on topics like pH effects in hydroponics and microbial hazards in Nutrient Film Technique (NFT) systems. Fieldwork activities, such as identifying plant species along the Tallahassee Trailways, enhanced students' ecological survey skills. Presenting their findings via Zoom sessions strengthened their communication and presentation abilities essential for academic and professional success. Networking with professionals and peers in the FANH fields offered valuable career connections, while outreach efforts ensured that high school teachers were informed, extending future program benefits to more students. Tuskegee University: The Student Leadership Workshop is a training opportunity intended to improve a participant's probability of career success through the practical development of critical leadership skills. Virginia State University: In partnership with Ampliform, VSU is poised to establish an internship program designed to equip students for burgeoning careers that integrate agriculture, rural development, and environmental sustainability. Furthermore, our collaboration with Bentley University will entail faculty training and workshops aimed at enriching formal and informal educational approaches to better engage students across diverse curricula. These initiatives underscore our commitment to preparing students for impactful roles in evolving fields and enhancing educational excellence across disciplines. University of Arkansas at Pine Bluff: The dashboard provides program directors with real-time insights, enabling them to tailor specific programs and initiatives to support students effectively. To further student development, we offer opportunities for training and professional development in several areas. Career development is a key focus, with the second phase of the mentor program matching juniors and seniors with young alumni and industry professionals for career guidance. Workforce development skills, such as interpersonal communication and leadership abilities, are also emphasized. Networking opportunities are provided, including planned in-person events like an ice cream social and a pizza night. Emotional support is a critical component, especially for first-generation students navigating college. The mentor-mentee relationship fosters self-reflection and personal growth, with sessions for students to share experiences and suggest improvements. Finally, creating a sense of community is paramount, with activities designed to build belonging and reduce feelings of loneliness. How have the results been disseminated to communities of interest? University of Maryland Eastern Shore The career development mentorship program results were shared in our department magazine and disseminated through social media platforms and campus outlets via email. Page 3 of the magazine highlights the program's study tour to New York: https://heyzine.com/flip-book/1a77ae7fdd.html Florida A&M University: The student presentations were conducted via Zoom, reaching a broad audience of faculty and students who were engaged with the research findings and insights. These sessions served as a platform for students to showcase their projects and receive valuable feedback, highlighting their hard work and discoveries. Furthermore, information about career opportunities in Food and Agricultural systems has been shared with high school teachers. This initiative ensures educators are informed and can guide students toward these rewarding programs and career paths. By equipping teachers with this knowledge, our aim is to inspire and prepare the next generation of professionals in the Food, Agriculture, and Natural Resources sectors. Tuskegee University: Dissemination of project outcomes has been effectively managed through multiple channels within the Center, including internal communication channels and reporting sessions. Additionally, information has been widely circulated through program liaisons and affiliated contacts, ensuring broad awareness and engagement. Further visibility was achieved through a dedicated panel session at the 2023 SSWD Spring Symposium and an exhibit at the ARD event. Moreover, the Center co-hosted a successful Student Leadership and Development Workshop at ARD, fostering collaboration and knowledge exchange among participants. These efforts have collectively enhanced the project's reach and impact within the academic and professional communities involved. University of Arkansas at Pine Bluff: The information is presented at the SSWD Spring Symposium and through scheduled roundtable discussions. Additionally, during the opening fall session, this data is shared with faculty and staff in SAFHS to increase awareness about the mentoring program and to encourage buy-in from faculty who may not fully understand the impact of peer-to-peer student mentoring.? What do you plan to do during the next reporting period to accomplish the goals?? University of Maryland Eastern Shore Expand and enhance the career development mentorship program. Our goals include increasing student participation and achieving program objectives. We will begin early recruitment, emphasizing program benefits such as scholarships and study tours to encourage student involvement. Additionally, we will strengthen connections with alumni and industry partners to ensure every student receives dedicated mentorship throughout the program. Finally, we are proactively planning and organizing all project-related travel to ensure seamless execution of program activities. Florida A&M University: In the upcoming period, we're planning diverse experiential activities to engage broader groups from universities and high schools. Key initiatives include new mini grants for hands-on research in Food, Agriculture, Natural Resources, and Human Sciences (FANH). These grants support both university and high school programs, fostering practical projects. We're also strengthening our collaboration with Cooperative Extension services to enhance resources for students. This partnership will offer workshops, field visits, and mentorship, connecting students with FANH professionals for real-world insights. Our Bridge program will continue to offer impactful hands-on learning, introducing fresh research themes to maintain relevance and foster collaborative projects. Tuskegee University: In the next phase of our initiatives, we are poised to roll out Phase 2 of the National Student Exchange (NSE) programming, expanding opportunities and enriching experiences for participating universities and their students. Additionally, we look forward to hosting the 2024 SSWD Spring Symposium, a pivotal event for fostering dialogue and collaboration within our academic community. Concurrently, we are actively developing a comprehensive Graduate Education Tip sheet aimed at providing invaluable guidance and resources to support aspiring graduate students in navigating their educational journeys effectively. These strategic endeavors underscore our commitment to advancing educational excellence and innovation across our network. Virginia State University: A faculty workshop conducted by Bentley University researchers in May 2024 introduced the BASICS framework, integrating wicked problems like agrivoltaics across disciplines to address challenges such as rural development, climate change mitigation, and food security. Dr. Brown, a 9-month faculty member, will receive one month's salary from this budget allocation. Enhancements to the One-Button Studio are scheduled for June 2024, aimed at helping students effectively communicate agricultural concepts and craft narratives aligned with emerging careers intersecting social and environmental fields. Dr. Brown will also attend the International Agrivoltaics Conference in Denver, Colorado, in June 2024 to expand networking opportunities within the agrivoltaics community. Additionally, we've identified a video developer to capture 360-degree footage of Jack's Solar Farm and agrivoltaics demonstration sites managed by Rutgers University under the Northeast Agrivoltaics Network. University of Arkansas at Pine Bluff: We will work with the project coordinator to develop a calendar of activities aimed at fostering a sense of community among students. We will invite young professionals to speak with students about their academic and professional journeys, offering strategies for academic success. Additionally, we will address the six main areas where students need extra support. Low-engagement and low-performing programs, such as those at Fort Valley State University, will be removed, and we will invite other institutions, like Delaware State University, to participate in the program.
Impacts
What was accomplished under these goals?
On behalf of the 1890 Foundation, three new mini grants were awarded: 1. Promoting Experiential Learning among Underrepresented Students in Animal and Food Sciences ($153,147, Dr. Vijay Singh Chhetri, Florida A&M University). 2. Ag-STEM Research Workforce Academy for Developing Foods and Agricultural Workforce ($200,000, Dr. Ibrahim Katampe, Central State University). 3. Learning Experience for Underrepresented Middle and High School Students ($100,000, Dr. Tumen Wuliji, Lincoln University). University of Maryland Eastern Shore: Eleven students completed a career development mentorship program involving virtual meetings, reflection assignments, a final presentation, and program activities. Objectives included facilitating experiential learning and engaging students in career readiness activities. Pre- and post-test surveys showed high initial expectations that decreased post-program, with students gaining job experiences and workplace skills. NC A&T State University: A digital marketing campaign achieved a 0.15% click-through rate, exceeding the national average. Notable engagement came from Houston, TX, and Snapchat targeting 13-17-year-olds. Florida A&M University: Students were exposed to research methods and FANH systems, enhancing their understanding through activities, discussions, and hands-on experiences. Tuskegee University: Leadership workshops improved student skills, and National Student Exchange programming expanded opportunities and new degree programs. The 2024 ARD Hackathon will introduce AI and Data Science skills. Virginia State University: Strategic partnerships with Ampliform and American Farmland Trust advanced sustainability objectives, including a potential 150-acre solar project. University of Arkansas at Pine Bluff: A mentorship program with 274 incoming students across six institutions exceeded benchmarks. High satisfaction was reported, with 27 student concerns flagged for early intervention. The program fostered a strong mentorship culture, facilitating numerous conversations and peer-to-peer exchanges.
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Progress 05/01/22 to 04/30/23
Outputs
Target Audience:The target audience includes students (secondary and post-secondary) from underrepresented populations, attending or potentially attending one of the nineteen 1890 Land Grant Universities. Efforts include delivering workshops, seminar courses, mentoring programs, experiential learning opportunities (i.e., conferences, internships), extension programs, and outreach activities. Changes/Problems:Changes is staffing due to retirements and relocations at FVSU and UMES have delayed progress on the emerging technologies objective. The PI from Lincoln University also transitioned to a new position which delayed the development of the mobile app for agricultural careers. What opportunities for training and professional development has the project provided?Training and professional development created during this reporting period include the "Employability Skills" training for faculty and undergraduate students, participation of Faculty and Staff with National and Regional conferences (ARD, PAWC, Farmers Conference and others), and various trainings and workshops were presented to teachers in Florida and Alabama. How have the results been disseminated to communities of interest?Project results have been disseminated through conferences (ARD and Bridging the Gap), university newsletters and social media platforms. In addition, information has been shared through the Center's website, the 1890 University Foundation's Showcase Foundation, and with Advisory Board members. What do you plan to do during the next reporting period to accomplish the goals?For the next reporting period, the following are planned to accomplish Center goals. Objective 1: Experiential Learning. All campuses in the consortium will continue to provide experiential learning opportunities to secondary and post-secondary students to help prepare them for agricultural majors and careers. Students will be able to participate in conferences such as MANRRS, ARD and others. FAMU Plans are to implement the RATLR summer program for rising 8th-10th graders and the AgriSTEM summer program for middle school students. Objective 2: Recruit, retain and mentor post-secondary students. Continue to develop the formalized mentoring program on eight 1890 campuses with the Mentor Collective and provide best practices for mentoring programs serving first-generation college students. Track Mentee/Mentor Engagement - Partner Universities will be able to track the number of conversations logged and texts exchanged via their administrator dashboard. Measure Sense of Belonging - Mentor Collective will conduct a pre, mid, and post assessment for mentees' sense of belonging survey to show the impact of mentorship on a student's sense of belonging. Track Impact on Retention and Persistence - Mentor Collective will work with the SSWD Center to design and conduct a FERPA compliant study on the correlation between students who engage in mentorship and retention, persistence, academic probation, or other key success metrics. In addition, a digital marketing campaign will be implemented to help increase recruitment and enrollment at the 1890 campuses. Enrollment Fuel will be contracted to provide support with the social media campaign. Objective 3: Workforce Development. The new PI from Lincoln University plans to complete the mobile application for students pursuing agricultural majors and careers. Tuskegee will implement the employability skills program across the 1890 region for undergraduate students. Other campuses will continue to support workforce development opportunities on their campuses. Objective 4: Emerging Technologies. The new PI's from FVSU and UMES will work together to develop a plan to incorporate emerging technologies into the SSW Center.
Impacts
What was accomplished under these goals?
The Center accomplishments include: Objective 1: Experiential Learning. Led by Virginia State (VSU) and FAMU, select major activities included: (1) the student track of the 2nd annual Spring Symposium on June 5 - 6th at VSU. Twenty one students from FAMU, NC A&T, TU, UAPB, and VSU participated in symposium. Students gained exposure to USDA programs and opportunities with Foreign Agricultural Service, National Agricultural Statistics Service, Farm Service Agency, Animal and Plant Health Inspection Service, and Natural Resources Conservation Service through a coordinated trip to Washington D.C. Students engaged in discussions around skills needed post college and additional resources needed matriculating through college. They also presented posters on research and programs at their respective universities. Students reported having gained relevant information on the agencies and the career opportunities available through the sessions. (2) The Bridge and Undergraduate Research Scholars Programs at FAMU recruited 7th - 12th graders for research mentoring and summer STEM experiential learning activities. The programs hosted thirty-four 7th graders in Exploratory Agriculture; thirty-six 9th - 12th graders in Intro to Agriculture; eleven 10th - 12th graders in Food Science I, twenty three 10th - 12th graders in Food Science II and eleven 12th graders in Food Science III. Students gained research, leadership, college preparation, resume writing, communication, interviewing, dressing for success, study, time management and presentation skills. Objective 2: Recruitment, retention, mentoring and graduating students. Led by the University of Arkansas at Pine Bluff (UAPB), major activities completed during this performance period include the formalized mentoring program in partnership with the Mentor Collective. A culture of mentorship is being developed on eight 1890 campuses (UAPB, NC A&T, TU, Prairie View A&M (PVAM), VSU, Fort Valley State (FVSU), University of Maryland at Eastern Shore (UMES), and FAMU) with programs reaching 370 incoming students and 157 trained mentors during the 2022 academic year. Programs saw strong engagement with 2315 conversations logged, 8196 peer-to-peer texts exchanged and 162 student concerns were flagged. Both mentors and mentees have reported high satisfaction across all programs. Objective 3: Workforce Development. Tuskegee delivered "Employability" skills training to undergraduate students (partially funded by the MEA Center) and offered professional development opportunities for faculty to incorporate workforce and soft skills into their classes. In the Fall of 2022, almost 50 professionals were trained to embed employability (soft) skills into the classroom. Each institution that participated received resource materials for implementation. During the Spring of 2023, 200 students completed a series of employability skills workshops both virtually and in-person at the 2023 MANRRS conference. Student completed an employability skills awareness assessment and received resource materials including books (7 Habits for Highly Effective People/College Students, Good to Great, etc.). A virtual career fair is still underway. The PI from Lincoln has been replaced and the mobile app to host the career fair is forthcoming in the coming performance period. Objective 4: Emerging Technologies. No major activities were completed for this objective as the PI's from the lead institutions (FVSU and UMES) both transitioned to a different university and retirement. New PI's from FVSU and UMES have been identified and added to the leadership team. Accomplishments from RFA funded projects are: Delaware State University (DSU): Title - Increase the Supply of Trained Degree Recipients in the STEM Disciplines with Readiness for the Workforce. Project Goals: Experiential learning opportunities through active learning experiences and research opportunities; and infuse leadership skills development through workshops, internships and professional networking. Selected Project Outcomes: Supported 2 high school students and 12 undergraduate students. Students participated in early research experience by working in laboratories, participating in webinars, field activities and preparation for presentations. The range of fields included food science laboratory (polarized light microscopic assessment of oil and margarine adulteration), small fruits (strawberry/blue berries) germplasm assessment, small ruminant management, seed germination testing. Central State University (CSU) & University of Maryland Eastern Shore (UMES) Title - Advancing Education and Training in Hemp Production, Processing and Value-Added Product Development for Minority and Underrepresented Student Populations. Project Goals: Develop hemp production and processing education modules that will provide student training in hemp cultivation; provide reciprocal hands-on training opportunities for UMES and Central State students; and establish industry collaborations to create internship positions for students trained from the project. Select Project Outcomes: Training for college students in Maryland and Ohio in hemp production and marketing resulted in summer employment by hemp companies. An indoor hemp facility provided training in hemp propagation and indoor cultivation and a one-acre field trial provided the opportunity to study hemp planting, canopy and pest management. University of Maryland Eastern Shore and Central State University students learned how to identify various diseases and insect pests and were trained in hemp clone production using cuttings under soil and aeroponic conditions. Central State University (CSU): Title - 1890 Center of Excellence for Student Success and Workforce Development. Project Goals:Develop strategies to recruit and mentor underrepresented minorities; develop strategies to integrate emerging technologies into the research academic curriculum; and develop a pipeline for a minority workforce with technical and professional skills through internships and graduate school matriculation.Selected Project Outcomes:15 undergraduate student scholars from the College of Engineering, Science, Technology and Agriculture (CESTA) were matched with 6 faculty/researchers.Scholars were assigned to faculty labs to learn technical and personal/professional development skills.Multi-disciplinary activities/research projects in the faculty lab included food spoilage, environmental effluent analysis, exercise science and nutrition thematic areas. 4 scholars participated in 10-week Summer REU with research faculty. Scholars' poster abstracts were accepted at National STEM conferences. Scholars presented during the CESTA Research Day on campus. Tuskegee University (TU): Title - Agriculture - Exposing K-12 Students to an Innovative Approach to Climate Change and Food Security through Experiential Learning. Project Goals: Introduction to agriculture, climate change and food security; practicum experience with original research and use of emerging technologies and skills to understand climatic effects and their impact on agriculture. Select Project Outcomes: Provide students with agriculture skills (balancing nutrient solution pH, formulating nutrient solution, setting photoperiod) and gain appreciation for this farming concept that uses less space for crop production. BTW-Houston acquired MARSfarm Version 1 Smart Classroom Greenhouse equipped with sensors for monitoring temperature, relative humidity and carbon dioxide and energy efficient LED lights. Four BTW- Houston students, six BTW-Tuskegee students and 3 teachers/chaperons attended Student Residential Program at Tuskegee University, https://aframnews.com/btw-students-invited-to-tuskegee-university/ .Rain garden establishment of microgreen production by students supplied school's cafeteria. Students received training in operating drones.
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Progress 05/01/21 to 04/30/22
Outputs
Target Audience:The target audience includes students (secondary and post-secondary) from underrepresented populations, attending or potentially attending one of the nineteen 1890 Land Grant Institutions. Efforts include delivering workshops, seminar courses, mentoring programs, experiential learning opportunities (i.e., conferences, internships), extension programs, and outreach activities. Changes/Problems:The following changes and problems in project approach and reason have been reported by University of Maryland Eastern Shore (UMES)- Due to the COVID pandemic, the Maryland FFA State Convention planned for June 2020 and 2021 on the UMES campus were cancelled and planned for delivery summer 2022. Changes in staffing due to retirements and relocations at FAMU and VSU have delayed progress on the experiential learning objective. Internal policies related to student information delayed the start-up for Mentor Collective on several campuses. Virginia State University (VSU)- Considering changes in staffing due to retirements and relocations at VSU, the Summer STEAM workshop for high school agriculture teachers' activity was delayed. However, when implemented, upon completion of workshop, teachers will take back to their classrooms a notebook and kit of relevant STEM activities for utilization in their classroom STEM curricular. The objective of this workshop is to broaden teachers' understanding of applicable STEM technologies associated with food and food systems production. What opportunities for training and professional development has the project provided?Training and professional development created during this reporting period include Florida Agricultural and Mechanical University (FAMU) - Delivered bi-weekly trainings and personal development events via various online platforms (Google Classroom and CANVAS) with an instructional design consultant. Fort Valley State University (FVSU) - A certified trainer was hired to deliver drone training for at least one representative from each 1890 Land Grant University on use and regulations associated with use of drone technology. Lincoln University (LU) - Developing an opportunity for training teachers and extension staff on teaching pedagogies during a pandemic. University of Arkansas at Pine Bluff (UAPB) - created opportunities for delivering trainings and professional development events related to leadership, communication, and teamwork. This project empowers students post-graduation to network and seek mentorship in their careers. How have the results been disseminated to communities of interest?Project results have been disseminated through conferences (AABHE, ARD, STEM/STEAM Education Conference). In addition, information has been shared through the Center's website and with Advisory Board members. Florida Agricultural and Mechanical University (FAMU) Center information and results have been shared via: (a) FAMU Extension e-Newsletter, (b) FAMU Cooperative Extension Website; (c) FAMU Twitter, Facebook and Instagram; (d)University Community); (e) CAFS Announcements (College of Agriculture and Food Sciences Alumni and college community); (f) FAMU partners such as the Leon County Title I School Parent and Family Engagement Liaison, Leon County Schools Science Advisory Liaison, National 4-H website, University of Florida Cooperative Extension online platforms, Leon County Elementary ( Oakridge/Bond/Pineview) and Middle Schools, Somerset Jefferson County School, Franklin County Schools and Project Impact, Kaleidoscope School-Discovery-Panama City, Walker-Ford, Smith-Williams and Dade Community Centers, and the Ounce of Prevention After-school program directors. Lincoln University Utilized social media platforms such as Instagram and Facebook to advertise and share information about youth development opportunities. What do you plan to do during the next reporting period to accomplish the goals?For the next reporting period, the following are planned to accomplish Center goals. Florida Agricultural and Mechanical University (FMU) Plans are to implement the summer RATLR summer program for rising 8th-10th graders and the AgriSTEM summer program for middle school students. Hold Advisory Council Meetings to match students with Research Mentors, and mail commitment letters to the selected students inviting their participation. Lincoln University (LU) Plans to continue to bring struggling segments of the state and communities that are facing challenges due to COVID back in alignment with the rest of their counterparts. And, plans to continue to teach and implement the curriculum and begin planning for a summer conference. University of Arkansas at Pine Bluff (UAPB) Plans to hire a graduate assistant to assist the Project Director to implement project activities and ensure goals and objectives are met. Track Mentee/Mentor Engagement - Partner Universities will be able to track the number of conversations logged and texts exchanged via their administrator dashboard. This data will be exported into a spreadsheet by partners at any time through their administrator portal. Measure Sense of Belonging - Mentor Collective will conduct a pre, mid, and post assessment for mentees' sense of belonging survey to show the impact of mentorship on a student's sense of belonging. Track Impact on Retention and Persistence - Mentor Collective will work with the MEA Center to design and conduct a FERPA compliant study on the correlation between students who engage in mentorship and retention, persistence, academic probation, or other key success metrics. University of Maryland Eastern Shore (UMES) Plans to hold the Maryland FFA State Convention planned in summer 2022 and purchase technology that has been delayed due to computer chip shortages. Virginia State University (VSU) Plans to propose a budget revision and update project activities necessary with the change in PI.
Impacts
What was accomplished under these goals?
The SSWD Center has accomplished the following activities during the current reporting period: The RFA cycle for 2021 - 2022 funded four projects at CSU, DSU, TU, and UMES. The Center's Advisory Board held meetings on November 15, 2021, and March 31, 2022 to discuss how best to support the Center and its mission. Funds ($20,000) were received to support the Center activities from Carolina Farm Credit Foundation. Funds ($5,000) were also received from Syngenta to support Center activities and the spring symposium. Additional leveraging funds and resources were sought from Walmart Inc. and Microsoft Corporation. Partner accomplishments include FAMU Activity 1: The Cultivating Undergraduate Research Scholars program recruited sophomores, juniors, and seniors for research mentoring programs in the CAFS. Students were matched with research faculty and gained knowledge and skills in emerging areas. Objectives: To implement an integrated undergraduate STEM experiential learning opportunity for students across the 1890 HBCU system. Results: 12 students were mentored. Outcomes: Students learned how to write an abstract and make oral and poster presentations. Activity 2: The RATLR Pre-College Research Program is a six-week summer experience for 11th and 12th Graders. Objectives: To increase participation of minority populations in food and agricultural sciences, natural resources, and related science. Results: Eight 11th and 12th graders from area high schools with an interest in food, agriculture, natural resources, and related sciences were selected. Outcomes: Students are gaining leadership skills, knowledge of college preparation, résumé writing, interviewing skills, and dressing for success, study skills, note-taking skills, time management, communication skills, and presentation skills. Activity 3 (MEA): Bridge Program conducted between the FAMU Developmental Research School and the College of Agriculture and Food Sciences. Objective: To deliver workforce development experiences through partnership with a high school. Results: Twenty 9th - 12th Graders in the AgriScience course; ten students in Food Science II, and ten in Food Science III completed the courses. FVSU Activity: A 2-day workshop was held on Emerging Technologies to include agricultural robotics and drone technology. (March 4-5, 2022). Objectives: To provide faculty and staff development at the SSWD consortium partners. Results/Outcomes: 25 faculty participated in the workshop series and educated on robotics and drones. Each university received one drone to return to their home institution to conduct research for educational use. LU Activities: The Youth Futures: College Within Reach program in Jefferson City, Kansas City and Pemiscot County expanded to new audiences. Students were engaged in Steps to the Future on weekly basis during the 2021/2022 school year. The subjects presented were Introduction to 4-H and Cooperative Extension, Learning Styles, Goal Setting, Study Habits, High School & College Planning, Time Management, and Financial Literacy. Objectives: To provide workforce development and college readiness programming to middle school aged youth. Results: All eighth graders in Caruthersville began the program in October with self-assessments and discussion of learning styles, study habits, and 4-H in the Bootheel. Outcomes: 75 youth learned about Lincoln University, 4-H, and Youth Futures. Students have demonstrated an increase of participation and an increase of knowledge in topics covered in the Youth Futures curriculum. Students have showed an increase in aptitude toward continuing in their educational pursuit for college and in fields related to science and technology. NC A&T Activities: Continued development of the virtual "You're Hired" curriculum. Objectives: To provide soft skills virtual training to middle and high school students. Results/Outcomes: A website has been secured and development of Modules 1 - 5 (Building Your Brand, Communication, Conflict Resolution, Customer Service and Time Management) are all in the final stage of development. UAPB Activity: The procurement of services with the Mentor Collective to address mentoring underrepresented students was delivered during a 1-hour initial learning review via video conference to discuss expectations, requirements for participating in the Mentor Collective Mentoring Program. Objective: To develop a formalized 1890 Land Grant University system mentoring program for first-generation college students pursuing degrees in colleges/schools of Agriculture at 1890 Land Grant Universities. Results: Eight participating 1890 Land Grant Universities including: UAPB, UMES, FAMU, FVSU, Lincoln University, NC A&T, Tuskegee University and VSU participated during the learning review. The point person at each of the eight campuses met Mentor Collective personnel to discuss the roll-out plan and program expectations. Each campus point person was responsible for providing Mentor Collective with the names of all incoming first-year first-time students enrolled in the respective program at each College of Agriculture. Outcomes: UAPB, FAMU, NC A&T, and TU submitted the names of students (mentees and mentors) who are participating in the Mentor Collective program and received permission to access student information. NC A&T launched its program in January 2022, while the other three partner institutions, UAPB, TU, and FAMU launched their Mentor Programs in February 2022. Accomplishments from RFA funded projects are: DSU 21 students were paired with faculty from DSU, UMES and TU. They learned data collection, analysis and presentation skills as well as problems solving and soft skills. Oral presentations were previewed. CSU & UMESS Students selected for hemp production and processing evaluation module. Initiated Power Point/video modules on hemp production and processing. CSU students have received hands-on training on processing modules. Two of five CSU participated in hands-on training in plant cultivation, propagation and micro-propagation at UMES. An additional visit to UMES may be planned for the 3 remaining students. Student researcher has been hired by Co-PD on FDA funded project. CSU PIs and mentors developed curriculum and experimental lab activities for integration of emerging technologies into research academic curriculum for College of Engineering, Science, Technology, and Agriculture. Students were assigned to faculty labs for technical and personal development skills. 15 undergraduate students were paired w/6 faculty researchers.Internships and research mentorships in-place for summer 2022. TU 100+ HS freshmen, sophomores and juniors learned how to build, assemble and propagate seeds in hydroponic single pod deep water culture systems. Students developed and assembled micro green kits, hydroponic and lighting systems for raised and bed gardens. Additionally, students took pH, temperature and weight measurements and mixed nutrient solutions and assembled a Farmbot. Students worked w/a school cafeteria manager to prepare leafy greens for lunch distribution and participated in a Vision Community Garden Workday and distributed seeds to Westbury Community Garden. Students are studying the zero-carbon model (no fossil fuels for transport from production to consumer) and watershed and floodwater management in relation to increased rain events due to climate change. BTW-Houston established a Vision Community Garden, as an affiliate of Urban Harvest, the largest farmers market in Houston. Students partnered with the National Wildlife Federation to develop a rain gardens map.
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