Progress 11/15/23 to 11/14/24
Outputs
Target Audience:The target audience consisted of K-14 educators, speakers and subject experts, as well as industry partner personnel. The participating teachers were selected through a sign-up formand a recommendation letter from their school principal. Eligibility criteria included being an active K- 14 teacher specializing in science, mathematics, technology, agricultural or related subjects. A total of 37 K-14 teachers participated in the residential summer workshop, consisting of 20 elementary school teachers (K-8) and 17 high school teachers (9-12). The participants represented schools from various cities distributed in all geographic regions of Puerto Rico, including Maricao, Aguas Buenas, Barranquitas, Aibonito, San Juan, San Germán, Las Piedras, Guaynabo, Corozal, Morovis, Mayagüez, Lajas, Caguas, Orocovis, Guayama, Gurabo, Arecibo, Bayamón, Manatí, Carolina, Barceloneta, Cabo Rojo, Juncos, Toa Alta and Comerío. During this residential summer program, the project collaborated with several universities, including Worcester State University, Fort Valley State University, Arkansas State University, West Virginia University, Murray State University, California State University Stanislaus, Kansas State University, the University of Puerto Rico, Sagrado Corazón University, Western Oregon University, University of Texas at San Antonio for providing expert seminars. Personnel from Inter American University of Puerto Rico also contributed. The industrial partner for this year was once againCorteva Agriscience, one of the main agriculture biotechnology industries,along with other organizations such as Para La Naturaleza and Rice Tech PR. Changes/Problems:The PI of the project moved to another instutution in Aug 2024. The university is in the process of recruiting a new PI. The Co-PI on the project is currently overlooking the project What opportunities for training and professional development has the project provided? The project achieved significant milestones during this third period. Teacher attendance was consistent, allowing all scheduled summer residency activities to proceed as planned. A major accomplishment was the transfer of knowledge from expert speakers and specialists from both local and international universities and or industries, focusing on sustainable biotechnology. Teachers actively engaged in discussions, asking insightful questions. Field visits to Corteva Agrisciences in Salinas, P.R., provided valuable orientations and strategies to enhance classroom engagement in agriculture and biotechnology. Participants gained hands-on experience in experimental techniques, received lab materials to implement activities at their schools, and implemented projects in their schools. Teachers were certified in online module creation.From September to December 2024, project staff and the mobile unit conducted school visits to offer student workshops, with plans to continue through 2025. Teachers have also shared positive experiences, inspiring peers to join the next residency in June 2025.The program included 40 hours of face-to-face training for 37 K-14 educators, primarily from low-income schools in representative of all geographic zones of Puerto Rico. Participants received hands-on lab training, with 45% of the time dedicated to practical activities and 20% to discussions on bioethical implications. All costs, including accommodation and meals, were covered, and participants earned stipends.Ongoing support includes access to an online repository with teaching resources, mobile lab visits to schools, and a help desk for educators. Additionally, six educators were selected for one-week lab research experiences in June 2025 to deepen their knowledge, while The project continues to empower teachers, equipping them to inspire future generations in agricultural biotechnology. How have the results been disseminated to communities of interest?The results were disseminated through learning modules, social media and university webpage. What do you plan to do during the next reporting period to accomplish the goals?The objectives for the fourth year period include expanding recruitment to additional school districtsto increase participation amongschool teachers and broaden the impact to more regions. This will create opportunities to engage more students and spread awareness about agricultural biotechnology, fostering greater interest in university degrees related to these fields and building partnerships with schools. Additionally, collaborations with universities and Corteva will continue, allowing the project to reach more regions of Puerto Rico. The residential workshop is scheduled for June 9-14, 2025, at the Inter AmericanUniversity Barranquitas Campusfacilities. The committee will conduct an evaluation to assess the strengths and weaknesses of the thirdperiod and make improvements accordingly. One key area for enhancement will be the certification process in teaching and curriculum development, with more focused follow-up provided to educators, that already improved participation of year 3 participants when compared with years 1-2.
Impacts
What was accomplished under these goals?
The project featured a comprehensive six-day residential workshop designed for participants to enhance their skills in agricultural biotechnology and curriculum development. On day one, Dr. Juan Negrón Berríos, Chancellor of IAUPR Barranquitas, welcomed the participants and delivered a keynote address titled "Opportunities to Improve the Curriculum Through Climate Smart Agriculture." Andrew Gardner from UC Stanislaus presented on "Building Plant Collections," while Ivelisse Irrizary from the Metro Inter-American University discussed "Challenges in Plant Health and Their Microbiomes." Dr. Alok Arun and Dr. Ángel R. Núñez outlined the workshop's overarching project, "Revamping Agricultural Biotechnology Education in Puerto Rico by Empowering K-14 Teachers," detailing its objectives and projected outcomes.Participants then engaged in a series of presentations on lab safety, microscopy, lab procedures, and data reporting, facilitated by Dr. Núñez, Gabriela Aponte, and Rosalinda Aybar. Practical activities followed, including: Examining bacteria in root nodules. Performing yogurt Gram staining. Analyzing leaf anatomy to observe stomata, trichomes, and cross-sections. Culturing bacteria from leaf swabs. The day concluded with a panel discussion where participants shared their findings and reflections on the activities. On day 2 began with parallel sessions: Andrew Gardner's Herbarium Workshop and a Virtual Agriculture Workshop with Susan Mello and Renee O'Neill. After lunch, Dr. Gaurav Jha from Kansas State University presented on Precision Agriculture, discussing digital agricultural technologies, adoption factors, and their implications for Puerto Rico. Omar González from Para La Naturaleza conducted a workshop on drone applications for reforestation and agriculture, including UAV flight training. Mr. Manuel Cordero from Campo Caribe introduced participants to hydroponics and controlled environment agriculture, culminating witha hydroponics lab.The day ended with Dr. Darryl Thomas from Western Oregon University leading an Ag Dance Workshop, creatively blending agricultural concepts with dance choreography. The day's events were rounded off with a panel discussion. During day 3, participants visited Corteva's facilities to learn about agricultural biotechnology techniques, processes, and skills. The day ended with a dinner and a speaker panel discussion, providing networking opportunities and insights into real-world applications. On day 4, the plenary session focused on STEM pedagogy and inclusive teaching strategies. Key presentations included: "Inclusion Strategies for Effective Classroom Teaching" by Dr. Lilliam Casillas (University of Puerto Rico). "Student-Centered Teaching: Designing Courses to Optimize Learning" by Dr.Edwin Barea (University of Texas at San Antonio). "Peanuts as Pharmacological Elements in Biotechnology and Metabolomics" by Dr. Fabricio Medina-Bolivar (Arkansas State University). On day 5, the following talks were completed: "Plant Tissue Culture: Concepts and Applications" by Dr. Nirmal Joshee (Fort Valley State University). "Viruses: Biological Nanoparticles" by Dr. Amanda Rosewell. "Chloroplast Functions and Applications" by Dr. Aleel Greenan. During these days,laboratory sessions included DNA extraction, corn embryo dissection, and seed sterilization, activities that were completed with the focus of teachers replicating these in their class rooms.The final day featured a session on Online Teaching and Curriculum Development led by Professor Yesenia Rivera, where participants developed lesson plans based on the workshop content. Certificates, lab materials, and learning modules were distributed, enabling participants to implement workshop outcomes in their classrooms. The event concluded with closing remarks and reflections.This immersive workshop provided K-14 educators with tools, resources, and strategies to integrate agricultural biotechnology into their teaching, fostering innovation and practical application in their classrooms.
Publications
|
Progress 11/15/22 to 11/14/23
Outputs
Target Audience:The target audience consisted of K-14 educators, speakers and subject experts. The participating teachers were selected through a sign-up sheet and a recommendation letter from their school principal. Eligibility criteria included being an active K-14 teacher specializing in science, mathematics, technology, or related subjects. A total of 34 K-14 teachers participated in the residential summer workshop, consisting of 10 elementary school teachers (K-8) and 24 high school teachers (9-12). The participants represented schools from various cities, including Aguas Buenas, Hormigueros, Barranquitas, Aibonito, San Juan, Caguas, Mayagüez, Aguada, Cabo Rojo, Corozal, Orocovis, Coamo, Vieques, Cayey, Bayamón, Toa Alta, and Comerío. During this residential summer program, the project collaborated with several universities, including Purdue University, Fort Valley State University, Arkansas State University, West Virginia University, Stanford University, the University of Puerto Rico, Sagrado Corazón University, North Dakota State University, North Carolina State University, the University of Hawaii, and Los Lagos University. Personnel from Inter American University of Puerto Rico also contributed. The industrial partner for this year was Corteva Agriscience, along with other organizations such as Para La Naturaleza and Finca Las Hermanas. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?The project achieved significant milestones during this second period. Teacher attendance was consistent, allowing all scheduled summer residency activities to proceed as planned. A major accomplishment was the transfer of knowledge from expert speakers and specialists from both local and international universities, focusing on sustainable biotechnology. Teachers actively engaged in discussions, asking insightful questions. Field visits to Corteva Agrisciences in Salinas, P.R., provided valuable orientations and strategies to enhance classroom engagement. Participants gained hands-on experience in experimental techniques, received lab materials, and implemented projects in their schools. From September to December 2023, project staff and the mobile unit conducted school visits to offer student workshops, with plans to continue through 2024. Teachers have also shared positive experiences, inspiring peers to join the next residency in June 2024. The project achieved significant milestones during its second period, fostering collaboration between IAUPR-BC, Corteva Agrisciences, and five universities to improve agricultural literacy among K-14 teachers. A committee, including representatives from all entities, developed a detailed plan ensuring the project's success. This initiative provided professional development for teachers, enhancing their ability to integrate agricultural biotechnology concepts into their curricula, thereby increasing student interest in agriculture-related fields. The summer training offered a 3-level instruction module (introductory, intermediate, and advanced) covering topics like plant tissue culture, plant genetics, precision agriculture, bioethics, and bioinformatics. Conducted by experts from six universities and industry, the program included 40 hours of face-to-face training for 34 K-14 educators, primarily from low-income schools in Puerto Rico. Participants received hands-on lab training, with 45% of the time dedicated to practical activities and 20% to discussions on bioethical implications. All costs, including accommodation and meals, were covered, and participants earned stipends. Ongoing support includes access to an online repository with teaching resources, mobile lab visits to schools, and a help desk for educators. Additionally, six educators were selected for one-week lab research experiences in June 2023 to deepen their knowledge. The project continues to empower teachers, equipping them to inspire future generations in agricultural biotechnology. 4o How have the results been disseminated to communities of interest?The results were disseminated through leanring modules, social media and university webpage. What do you plan to do during the next reporting period to accomplish the goals?The objectives for the third year period include expanding recruitment to additional towns to increase participation among secondary school teachers. This will create opportunities to engage more students and spread awareness about agricultural biotechnology, fostering greater interest in university degrees related to these fields and building partnerships with schools. Additionally, collaborations with universities and Corteva will continue, allowing the project to reach more regions of Puerto Rico. The residential workshop is scheduled for June 10-15, 2024, at the Inter facilities. The committee will conduct an evaluation to assess the strengths and weaknesses of the first period and make improvements accordingly. One key area for enhancement will be the certification process in teaching and curriculum development, with more focused follow-up provided to educators.
Impacts
What was accomplished under these goals?
The project offered 6-day residential workshop to the participants. On the first day of the residential workshop, Dr. Juan Negrón Berríos, Chancellor of IAUPR Barranquitas, welcomed participants and delivered a speech titled "Dilemma of Modern Agriculture: Food Production vs. Environmental Impact." Diane Beckles from UC Davis discussed "Plant Biotechnology and Its Application for Food Security," covering plant breeding, food security challenges, and transgenic innovations. Jajaira Rodríguez, owner of Finca Las Hermanas, shared her vision for Entre Panas, an agribusiness focusing on gluten-free breadfruit products. Jaime Sánchez from Corteva Agrisciences presented on "Biotechnology: The Penultimate Horizon in Modern Agriculture." Finally, Dr. Alok Arun and Dr. Núñez outlined the project "Revamping Agricultural Biotechnology Education in Puerto Rico by Empowering K-14 Teachers," detailing its goals and participant projections. The participating teachers attended various talks on topics such as lab safety protocols, microscopy basics, lab procedures, and data reporting, presented by Dr. Ángel R. Núñez, Gabriela Aponte, and Abner Hernández. They then applied these skills in experiments that included: (1) examining bacteria in root nodules, (2) performing yogurt Gram staining, (3) analyzing leaf anatomy to observe stomata, trichomes, and cross-sections, and (4) culturing bacteria using leaf swabs. The participants discussed their findings and shared impressions of the activities during a panel discussion with the speakers. The day 2 of the workshop started withDr. Ángel R. Núñez's session on Online Teaching and Curriculum Development, where participants learned to create lesson plans based on workshop topics. After lunch at noon, the afternoon resumed with Bruce Erickson from Purdue University presenting Precision Agriculture, covering digital agriculture technologies, adoption factors, and implications for Puerto Rico. Omar González from Para La Naturaleza conducted a workshop on Drones: Remote Sensing in Reforestation Efforts, including UAV flight training. Johan Helmer from Campo Caribe introduced Hydroponics and Controlled Environment Agriculture and led a hydroponics lab with Abner Hernández. The day concluded with Dr. Andreea Botezatu from Texas A&M University presenting The Winederful Saga of Your Glass of Merlot, explaining wine production and conducting a wine processing lab. A panel discussion wrapped up the day's activities.The third day began by the plenary Value-Added Agricultural Products. Adolfina Koroch from CUNY discussed Using Biotechnology to Improve Medicinal Plants, highlighting biotechnology's role in enhancing quality of life. Juliani from Rutgers University presented on The Composition of Plants and Essential Oils, covering plant chemistry, metabolites, and oil extraction. Alejandro Buschmann (Los Lagos University) spoke virtually on Marine Agronomy: Production and Uses of Marine Algae, and Umesh Reddy (WVSU) explored Genetics Basis of Anthracnose Resistance in Tomato. After lunch, participants engaged in lab activities and ended the day with dinner and a speaker panel discussion.Theconcluding dayshadthe plenary Plant Tissue Culture and Biotechnology. Nirmal Joshee (Fort Valley University) presented Plant Tissue Culture: Concepts and Practice, while Aleel Greenan (Worcester State University) discussed chloroplasts and their role in photosynthesis. Fabricio Medina Bolivar (Arkansas State University) highlighted peanuts as pharmacological elements in Biotechnology and Metabolomics. Carlos Ortiz (WVSU) presented his research on peppers and their effects on Drosophila melanogaster. Afternoon activities included tissue culture experiments, such as DNA extraction, corn embryo dissection, and seed sterilization. The workshop concluded with certifications, materials distribution, and closing remarks. The K-14 participants were handed leanrign modules, lab equipments and materials to impement the learning outcomes in their courses at schools.
Publications
|
Progress 11/15/21 to 11/14/22
Outputs
Target Audience:The project aims to train K -14 teachers from Puerto Rico in Agricultural Biotechnology. The objectives of the project are: a) residential hands - on training of K-14 teachers in inquiry - based teaching and experiential learning in Agricultural Biotechnology to successfully transfer the skills in their classes, (b) strengthen online teaching skills of teachers by training them in curriculum development through a continuing education certification program and (c) select and engage teachers in summer research projects at one of the collaborating institutions. Twenty-nine K-14 educators from the public and private schools located primarily in the rural region of Puerto Rico received training in areas of agricultural biotechnology. The residential training project was offered by faculty from collaborating institutions including Purdue University, Fort Valley State University, Arkansas State University, West Virginia University, Stanford University, University of Puerto Rico, Sagrado Corazón, North Dakota State University, North Carolina State University, Arkansas State University, University of Hawaii, Los Lagos University, and Inter American University of Puerto Rico Barranquitas campus. Industrial partners Corteva Agriscience, Para La Naturaleza and Finca Las Hermanas also participated in the summer training impacting the educators. Eight K-14 educators were selected for receiving in-depth research and educational training at four different universities in USA. These training would take place during the summer of 2023. Changes/Problems:One of the major challenge was to recruit the project staff, educational education coordinator, during the first few months of the project period. Three job advertisements were made as per the rules and regulations, however no applicants applied for the postion. The program officer was informed. The recrutiment was finalized towards the end of the firsy year. What opportunities for training and professional development has the project provided?The Project had significant achievements during this first period in terms of professional development and training. The attendance of the participating teachers was constant, providing the opportunity to carry out all the activities scheduled during the summer residency. One of the significant products was transfer of knowledge from different speakers and/or presentations by specialists from universities, both foreign and Puerto Rican, with projects aimed at sustainable biotechnology. The teachers were motivated and actively participated in the discussion of each presentation asking questions of great interest. The field visits to the Corteva Agrisciences and San Cristobal Canyon facilities in Barranquitas with the entity Para La Naturaleza. The participating teachers received different orientations and alternatives to make the educational task more attractive to the students. The participating teachers received experimental techniques by laboratory workshop and materials to carry out projects in their respective schools and transfer to the students the knowledge and techniques learned in the various experimental workshops. Teachers were visited at their schools by Project staff along with the mobile unit to offer workshops to their students. The days of visits the months of September to December of the year 2022 are separated in their entirety and the visits will continue during the next year until all the participating schools are completed. Also, participating teachers have been connecting bridges with other teachers who wish to participate in an upcoming residency of June 2023 by speaking about their anecdotes and positive experiences. How have the results been disseminated to communities of interest?Mobile Agriculture Laboratory visited the schools of K-14 participants to provide laboratory experiences to other educators and students in the schools. Additionally, project participants organized seminar sessions in their school to inform about the experience of the program. Finally, social media platforms were used to disseminate the learning experiences of the participants. A webpage is currently being created for the project and should be available in summer 2023.? What do you plan to do during the next reporting period to accomplish the goals?The goals for the second period are to expand the recruitment to more towns to have a greater participation of secondary school teachers. This will provide an opportunity to impact more students and carry the message of the project on agricultural biotechnology, achieving more interest among students for university degrees in these areas and establishing alliances with schools. In addition, continue with the collaborations of the universities and the Corteva industry to expand the project to different parts of Puerto Rico. The residential workshop will take place from June 13 to 17, 2023at IUAPR BC. The committee will carry out an evaluation to identify the strengths and weaknesses of the first period to improve those details. One area that will be improved is certification in teaching and curriculum development. This should be more targeted and direct follow-up with educators will be provided.
Impacts
What was accomplished under these goals?
The collaboration between IAUPR-BC, Corteva Agrisciences, and 5 participating universities enabled the formation of a cross-sector partnership and the improvement of agricultural literacy in K-14 teachers in agricultural fields. This was achieved through a committee that was made up of the following representatives of all participating entities: Chancellor, Academic Deans, Principal Investigator (PI), Co-Principal Investigator (Co-PI) of IAUPR-BC, representatives of expert professors in the field of 5 participating universities, Research Manager, Communications Manager, Principal Research Scientists of Corteva Agriscience. The committee effort determined the details of the collaborations and developed a plan that guaranteed the success of the project within the first period. The achievements of the project were strong in this first year period. The collaboration between IAUPR-BC, Corteva Agrisciences, and 5 participating universities enabled the formation of a cross-sector partnership and the improvement of agricultural literacy in K-14 teachers in agricultural fields. This was achieved through a committee that was made up of the following representatives of all participating entities: Chancellor, Academic Deans, Principal Investigator (PI), Co-Principal Investigator (Co-PI) of IAUPR-BC, representatives of expert professors in the field of 5 participating universities, Research Manager, Communications Manager, Principal Research Scientists of Corteva Agriscience. The committee effort determined the details of the collaborations and developed a plan that guaranteed the success of the project within the first period. Other goals achieved of the program was professional development to increase teacher skills to integrate basic and advanced concepts of agricultural biotechnology in their school classes. This should increase the students' understanding of agricultural biotechnology issues. Consequently, the content of the course and their learning outcome should motivate students to enroll in future agriculture-related courses. The training course integrated a 3-level instruction module (introductory, intermediate, and advanced level) to cover learning objectives in areas of the plant tissue culture laboratory, techniques, plant genetics and pathology, precision agriculture, social bioethics and bioinformatics. Training at IAUPR BC was provided by subject matter experts from 6 collaborating universities and industry during the summer month of June. Of the 7 participating resources/invited speakers, four were fluent in Spanish, primary language in Puerto Rico. The course was offered in a mix of English and Spanish with translation facilities available in the laboratories. The Department provided additional information to the professors and three lab technicians during the workshop where they assisted in hands-on training. In addition, 30 K-14 educators were recruited and involved for 50 hours of face-to-face training mainly from low-income schools scattered in the central region of Puerto Rico. The entire training module was recorded so that it can be transferred to schools and continuing education units for broader impact. The project covered the cost of training, subsistence, including accommodation, meals and transportation, and all training participants earned a stipend. Related information to the training was announced in all participating schools via email and flyers that contained a link for the online application. Selection criteria included the strength of applicant's science teaching background, interest in inquiry-based teaching for students, communication skills and views on the inclusion of technology and diversity in teaching. The program provided teachers in Puerto Rico with the necessary tools to equip their students for a career in agricultural biotechnology. About 45% of the five-day training was carried out in the laboratory with practical training in the areas mentioned above and 20% time was devoted to understanding and discussing the social and bioethical implications of agricultural biotechnology. In addition, additional experiential learning activities were integrated that gave educators hands-on experience in agricultural technology programs. through these experiences, teachers gained problem-solving skills, self-directed learning, and team skills. Six of the 30 participating educators were selected by the selection committee made up of professors from 5 universities and 1 industry that in June 2023 will stay in the laboratory from each consortium faculty member for a period of two-four weeks. K-14 educators will work on lab-specific research questions and will emphasize the learning skills necessary to integrate an independent laboratory experience in their classrooms. The timing of the visits and the research topics will be decided by mutual agreement between the host and the K-14 educator. The project will cover the cost of training, subsistence including accommodation, meals and transportation, others. Training participants will earn a stipend during their experience. K - 14 educators continue to receive ongoing support after they have completed training programs, IAUPR-BC. Educators are provided access to an online university repository that has literature, laboratory protocols, exercises, quizzes, instructional videos, and pre-recorded training materials. In addition, teachers have organized visits with the mobile laboratory to 16 participating schools during the academic year 2022-2023 to demonstrate and conduct laboratory experiments in schools. The project and the team will maintain monthly contact with the schools to meet their scientific requirements and needs. A telephone access help desk for educators was created at IAUPR-BC with the educational program coordinator who was recruited towards the end of the first year.
Publications
|
|