Progress 01/01/24 to 12/31/24
Outputs
Target Audience:The number of qualified graduates joining the agriculture and food systems workforce is not keeping pace with the talent needs of an industry tasked with feeding a growing population. There is a projected shortfall of 1,300 qualified graduates entering critical STEM-related roles in the agriculture industry, including food safety, sustainability, data science, and government, environmental and nutrition policy, over the next four years. Noticeably underrepresented in these roles are women and persons of color. The Career Pathways Internships in STEM-based Agriculture Workforce Program (Career Pathways) offers experiential learning extension opportunities, beyond the traditional classroom, to create a pathway from collegiate to professional careers for women and people of color. The 10-week, paid internships provide project-based learning for juniors and seniors from universities across the U.S. and promote direct interaction with industry professionals, who serve as mentors to these aspiring undergraduates. The primary objectives of the Career Pathways program are to engage women and persons of color in immersive learning experiences in which students 1) work collaboratively, applying their knowledge and skills, to complete real-world projects; 2) build technical and leadership skills and competencies; 3) get a unique firsthand experience of the industry and the career opportunities within it; 4) develop a sense of belonging and build a professional network to encourage and support students' persistence and pursuit of careers in agriculture. Changes/Problems:We are awaiting further communication from USDA NIFA AFRI to determine the status of our grant. ? What opportunities for training and professional development has the project provided?12 interns were assigned to four subject matter portfolios, three per portfolio: Food Safety; Government Relations and Public Policy; Sustainability, Science and Technology; Research and Analytics. Throughout the 10-week period, interns work directly with IFP Portfolio leaders and subject matter experts: Chief Science Officer, Dr. Max Teplitski; Chief Food Safety & Regulatory Officer, Dr. Natalie Dyenson; VP, Public Policy Officer, Rebeckah Adcock; Vice President of Insights and Analytics, Gina Jones. These Portfolio leaders work closely with interns, industry members and other external stakeholders, including government agencies, allied industry representatives and more, creating a dynamic, immersive environment for interns to experience the industry firsthand through their assigned projects. The unique combination of group and individual mentoring, which support peer-to-peer cohort learning among the 12 interns from different schools across the U.S. and their interaction with industry professionals, is critical to the success of the project. Larry Zink, Industry Relations and Outreach Coordinator for the Department of Agricultural, Food and Resource Economics at Michigan State University (MSU), one of our recruiting partner universities, served as Group Faculty Mentor. In addition, the interns are matched with industry professionals, who share their knowledge and experience of the industry with students, connect them to colleagues in their fields of interest across the supply chain, and advise students on opportunities in the industry. The structured mentoring and professional development program were woven through the 10-week period to provide students well-rounded, comprehensive professional development while working on their Portfolio projects How have the results been disseminated to communities of interest?
Nothing Reported
What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
Objective 1 Accomplished: 12 interns were assigned to four subject matter portfolios, three per portfolio: Food Safety; Government Relations and Public Policy; Sustainability, Science and Technology; Research and Analytics. Interns worked together and each was assigned aspecific project. Interns worked collaboratively with IFPA staff in each assigned portfolio area and also participated in group mentoring and aprofessional development assignment, A Brand Called You, to support their personal and professional growth and competency building. Each week of the 10-week period, interns actively participated in peer-to-peer mentoring and dialogue. New This Year: Interns joined over 300 industry professionals at IFPA'sWashington Conference, paired with an industy mentorandparticipated in Congressional Visits. Objective 2 Accomplished: (i) Technical Skills: Each intern was provided aIFPA laptop. Interns were required to use IFPA's LMS and database to communicate with IFPA staff, Portfolio team members. Students engaged in research, data collection and analysis, report and case study development and presentation relevant to each subject matter portfolio assignments. (ii) Leadership Skills: The "Kick-off" meeting was hosted virtually to allowinterns to attend Washington Conference. Each week, entire group of interns met with Faculty Leader and presented updates about their work, industry members they met with the prior week, and information they learned about the industry from industry publications and any advice/challenges they were facing in getting responses to their outreach for project information. Each week, a different intern was responsible for leading the meeting. Bi-weekly, it was each intern's responsibility to reach out to a different industry member to introduce themselves. In July, at the "Wrap Up," interns exhibited professionalism during tours of industry member facilities. (iii) Emotional Intelligence: Prior to the Internship Orientation, each intern completed a self-assessment of their emotional intelligence and appliedlearned emotional intelligence characteristics throughout the 10-week program. (iv) Collaboration: As mentioned above, throughout the 10-week period, interns collaborated with their respective IFPA Portfolio staff/teams during weekly meetings, with the full intern group in weekly peer group meetings, in which they were asked to share project updates and information with their fellow interns. They met and worked with their faculty mentor and industry leaders as a group and individually to share learning. In addition, the interns developed (v) Problem Solving skills, navigating new research methodologies, new technological systems, and new sources of information, including industry members, companies and government agencies, to support their various research assignments. They also learned (vi) Accountability, managing a new level and scope of responsibility within their 20-hour a week internship. This included activities such as completing a weekly timesheet, organizing travel arrangements, submitting expense reports, contributing to weekly Portfolio staff and peer-to-peer mentoring meetings, completing a 16- module Virtual Career Pathways Program, participating in professional development and industry networking sessions, biweekly meetings with industry leaders, the timely submission of their project deliverables and final project.Survey Results: I adapted to new technology used by the IFPA organization and developed new technical skill: Strongly agree: 76.92%; Agree: 15.38%; Neither agree nor disagree: 7.69%. I have developed and/or strengthened professional competencies through my participation in this internship program: Strongly agree: 92.31%; Agree: 7.69%. The Peer-to-Peer virtual meetings, Washington DC Conference and Delaware Wrap up meetings further helped me develop professionally: Strongly agree: 76.92%; Agree: 15.38%; Neither agree nor disagree: 7.69% Objective 3 Accomplished: Students received a firsthand experience of the industry andcareer opportunities within it. The Internship Program began with the mandatory completion of the 16 modules of the Virtual Career Pathways Program. The Interns joined 300+ industry leaders for a 3-day Government Relations and Public Policy event (The Washington Conference) that included scheduled visits to congressional offices. Each intern was assigned to their home state team. Interns also joined IFPA Volunteer Leadership committee meetings in the specific subject areas they were working. Interns participated in industry tours in Washington, DC with Senate Agriculture Committee staff and with USDA. Interns toured of member company facilities, where staff introduced them to employees in different positions who explained their jobs and skill sets needed to be successful. Interns toured Taylor Farms processing facility where they saw how value- added fresh produce products are cut, package, go through quality control and food safety checks. Interns also participated in industry tours at Mission Produce (avocados) and Greenyard Foods learning more about the business and logistical sides of getting produce through the Supply Chain.Notably, whether an intern is leaning towards a science or business-based career, everyone was exposed to many different career opportunities across the produce supply chain. Additionally, interns participated in networking sessions. Interns participated in a session with HR Leaders who provided advice on looking for jobs in the produce and floral industries and how to make them stand out from other entry-level applicants. There was a virtual networking session with Young Professionals in different positions within their companies and from different segments along the supply chain to get a broad look at the career opportunities. Interns participated in a Networking Session with Industry Leaders who talked about industry trends and the entry-level jobs available and skill sets needed, focusing on the STEM related positions and the need for and benefits of diversity in their workforce. In addition, each Intern was paired with an Industry Mentor who provided industry information, provided information for specific Portfolio projects and professional development assistance based on the intern's desired career choice within the industry, introduced and connected interns with industry members with the hopes this may lead to a job upon graduation. Portfolio team members and IFPA staff connected interns to industry members who provided additional information about the breadth and depth of the career opportunities within the industry.Survey Results: The tours were beneficial in understanding the roles of Subject Matter Teams, learning the education background and skill sets need to be successful in each role and providing a glimpse of the industry "in action": Strongly agree: 76.92%; Agree: 23.08% Were you invited to virtually attend industry meetings, participate on industry tours and meetings with IFPA staff outside of my Subject Matter Team normal meetings?: Yes: 84.62%; No: 15.38% Objective 4 Accomplished: At the conclusion of the 2024 Internship Program, of the twelve interns: one intern completed her IFPA internship and immediately began another internship with an IFPA member company who she met at the IFPA Washington Conference; Three interns, two graduating in December 2024 and one in May 2026 attended IFPA Global Show in October. The two seniors graduating in December 2024 are actively interviewing with produce companies for fulltime employment. One Intern graduating in May 2026 will be assisting at the IFPA "Supply Chain of the Future" Event in December 2024; Two interns will be graduating in December 2024; Eight in 2025, and two in 2026.Survey Results: I was welcomed and developed a sense of belonging from IFPA staff, Subject Matter Teams, and the industry members I met: Strongly agree: 84.62%; Agree: 15.38%
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Progress 01/01/23 to 12/31/23
Outputs
Target Audience:The number of qualified graduates joining the agriculture and food systems workforce is not keeping pace with the talent needs of an industry tasked with feeding a growing population. There is a projected shortfall of 1,300 qualified graduates entering critical STEM-related roles in the agriculture industry, including food safety, sustainability, data science, and government, environmental and nutrition policy, over the next four years. Noticeably underrepresented in these roles are women and persons of color. The Career Pathways Internships in STEM-based Agriculture Workforce Program (Career Pathways) offers experiential learning extension opportunities, beyond the traditional classroom, to create a pathway from collegiate to professional careers for women and people of color. The 10-week, paid internships provide project-based learning for juniors and seniors from universities across the U.S. and promote direct interaction with industry professionals, who serve as mentors to these aspiring undergraduates. The primary objectives of the Career Pathways program are to engage women and persons of color in immersive learning experiences in which students 1) work collaboratively, applying their knowledge and skills, to complete real-world projects; 2) build technical and leadership skills and competencies; 3) get a unique firsthand experience of the industry and the career opportunities within it; 4) develop a sense of belonging and build a professional network to encourage and support students' persistence and pursuit of careers in agriculture. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?12 interns were assigned to four subject matter portfolios, three per portfolio: Food Safety; Government Relations and Public Policy; Sustainability, Science and Technology; Research and Analytics. Throughout the 10-week period, interns work directly with IFP Portfolio leaders and subject matter experts: Chief Science Officer, Dr. Max Teplitski; Chief Food Safety & Regulatory Officer, Dr. Natalie Dyenson; VP, Public Policy Officer, Rebeckah Adcock; Vice President of Insights and Analytics, Gina Jones. These Portfolio leaders work closely with interns, industry members and other external stakeholders,including government agencies, allied industry representatives and more, creating a dynamic, immersive environment for interns to experience the industry firsthand through their assigned projects. The unique combination of group and individual mentoring, which support peer-to-peer cohort learning among the 12 interns from different schools across the U.S. and their interaction with industry professionals, is critical to the success of the project. Larry Zink, Industry Relations and Outreach Coordinator for the Department of Agricultural, Food and Resource Economics at Michigan State University (MSU), one of our recruiting partner universities, served as Group Faculty Mentor. In addition, the interns are matched with industry professionals, who share their knowledge and experience of the industry with students, connect them to colleagues in their fields of interest across the supply chain, and advise students on opportunities in the industry. The structured mentoring and professional development program were woven through the 10-week period to provide students well-rounded, comprehensive professional development while working on their Portfolio projects. How have the results been disseminated to communities of interest?As in Year 1 of the project, Co-Project Director, Megan Nash, Director of Education and Talent, hosted a Virtual Town Hall and invited members, students, and faculty to attend and learn about the Internship Program directly from the interns. A recording of the session is available for viewing on the IFPA website. In addition, our Science and Technology Portfolio hosted a LinkedIn Live Session and interns participated in three event panel sessions that featured industry HR professionals, young and senior professionals, and which were attended by industry members. What do you plan to do during the next reporting period to accomplish the goals?We will continue to structure the 10-week internship in a similar manner.
Impacts
What was accomplished under these goals?
Objective 1 Accomplished: As planned, 12 interns were assigned to four subject matter portfolios, three per portfolio: Food Safety; Government Relations and Public Policy; Sustainability, Science and Technology; Research and Analytics. Depending on the nature and scope of the projects assigned, in some instances the interns worked together and, in other instances, each was assigned a specific project. In any and all cases, the interns worked collaboratively with IFPA staff in each assigned portfolio area and also participated in group mentoring and on a professional development assignment, A Brand Called You, to support their personal and professional growth and competency building. Each week of the 10-week period, interns actively participated in peer-to-peer mentoring and dialogue. Objective 2 Accomplished: (i) Technical Skills: Each intern was provided an IFPA laptop with software. Interns were required to use IFPA's LMS anddatabase to communicate with IFPA staff, Portfolio team members.More specifically, as outlined in greater detail in the Other Products section of this report, students engaged in research, data collection and analysis, report and case study development and presentation relevant to each subject matter portfolio assignments. (ii) Leadership Skills: At the Career Pathways Internship "Kick-off" in Washington, DC, interns learned to carry and present themselves professionally during tours and meetings with Senate Agriculture Committee Staff and USDA staff. Each week, entire group of interns met with Faculty Leader and presented updates about their work, industry members they met with the prior week, and information they learned about the industry from industry publications and any advice/challenges they were facing in getting responses to their outreach for project information. Each week, a different intern was responsible for leading the meeting. Bi-weekly, it was each intern's responsibility to reach out to a different industry member to introduce themselves. In July, at the "Wrap Up," interns exhibited professionalism during tours of industry member facilities. (iii) Emotional Intelligence: Interns were given an introduction to emotional intelligence at the in-person Internship Kick-off meeting, completed a self-assessment of their emotional intelligence, and were given an overview as to what emotional intelligence characteristics would be developed throughout the 10-week program in their peer-to-peer email exchanges and during in-person meetings, industry tours and virtual meetings and individually with their Industry Mentor. This was a very successful component of this year's internship. (iv) Collaboration: As mentioned above, throughout the 10-week period, interns collaborated with their respective IFPA Portfolio staff/teams during weekly meetings, with the full intern group in weekly peer group meetings, in which they were asked to share project updates and information with their fellow interns. They met and worked with their faculty mentor and industry leaders as a group and individually to share learning. In addition, the interns developed (v) Problem Solving skills, navigating new research methodologies, new technological systems, and new sources of information, including industry members, companies and government agencies, to support their various research assignments. They also learned (vi) Accountability, managing a new level and scope of responsibility within their 20-hour a week internship. This included mundane activities such as completing a weekly timesheet, organizing travel arrangements, submitting expense reports to more substantive responsibilities like contributing to weekly Portfolio staff and peer-to-peer mentoring meetings to more substantive responsibilities such as completing a 16- module Virtual Career Pathways Program, participating in professional development and industry networking sessions, biweekly meetings with industry leaders, the timely submission of their project deliverables for each Portfolio, and the creation and presentation of their final project. Survey Results: I adapted to new technology used by the IFPA organization and developed new technical skills:Strongly agree: 66.67%,Agree: 25.00%,Neither agree nor disagree: 8.33% I have developed and/or strengthened professional competencies through my participation in this internship program. (e.g., communication, emotional intelligence, collaboration, problem solving, and networking skills: Strongly agree: 83.33%,Agree: 16.67% I received the necessary one-on-one guidance from IFPA staff, Subject Matter Team, Faculty Mentor, and Industry Mentor to have a beneficial professional experience: Strongly Agree: 67% Strongly,Agree: 33% The Peer-to-Peer virtual meetings, further helped me develop professionally: Strongly agree: 91.67%,Agree: 8.33% Objective 3 Accomplished: Students received a firsthand experience of the industry and the career opportunities within it. The Internship Program began with the mandatory completion of the 16 modules of the Virtual Career Pathways Program. Interns participated in industry tours in Washington, DC with Senate Agriculture Committee staff and with USDA. Interns toured of member company facilities, where staff introduced them to employees in different positions who explained their jobs and skill sets needed to be successful. Notably, whether an intern is leaning towards a science or business-based career, everyone was exposed to many different career opportunities across the produce supply chain. Additionally, interns participated in networking sessions.Interns participated in a session with HR Leaders who provided advice on looking for jobs in the produce and floral industries and how to make them stand out from other entry-level applicants. There was a virtual networking session with Young Professionals in different positions within their companies and from different segments along the supply chain to get a broad look at the career opportunities. Interns participated in a Networking Session with Industry Leaders who talked about industry trends and the entry-level jobs available and skill sets needed, focusing on the STEM related positions and the need for and benefits of diversity in their workforce. In addition, each Intern was paired with an Industry Mentor who providedindustry information, provided information for specific Portfolio projects andprofessional development assistance based on the intern's desired career choice within the industry, introduced and connected interns with industry members with the hopes this may lead to a job upon graduation. Portfolio team members and IFPA staffconnected interns to industry members who provided additional information about the breadth and depth of the career opportunities within the industry. Survey Results: The tours were beneficial in understanding the roles of Subject Matter Teams, learning the education background and skill sets need to be successful in each role and providing a glimpse of the industry "in action": Strongly agree: 75.00%, Agree: 25.00% Were you invited to virtually attend industry meetings, participate on industry tours and meetings with IFPA staff outside of my Subject Matter Team normal meetings?: Yes: 83.33%,No: 16.67% Objective 4 Accomplished: At the conclusion of the 2023 Internship Program, of the 12 Interns, one that entered the program as a graduated senior has taken a job within the industry; one graduated in December, 2023 and has not yet secured a full-time position to date; six will be graduating in 2024; four will be graduating in 2025. Survey Results: I was welcomed and developed a sense of belonging from IFPA staff, Subject Matter Teams, and the industry members I met:Strongly agree: 100%,Agree: 0%,Neither agree nor disagree: 0%
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Progress 01/01/22 to 12/31/22
Outputs
Target Audience:Beginning in January 2022, staff conducted outreach to and, in collaboration with faculty and administrators,posted internship opportunitieswith41 universities, including 14 Historically Black Colleges and Universities, across the United States, withprograms in the following STEM-based disciplines: agriculture, food safety, sustainability, data science and government, environmental and nutrition policy 81 qualified students applied for internships in the following focus areas: 17 applicants, Sustainability and Science and Technology 14 applicants, Research and Analytics 20 applicants, Government Relations and Public Policy 30 applicants, Food Safety Among the 12 internsselected: 10 identified as female;5 identified as persons of color. Female interns ranged in grade level, as follows: 1 sophomore; 4 juniors; 4 seniors; 1 graduate. Major of studiesincluded: 2 food science; 2 international agriculture;1 agribusiness; 1 agriculture economics; 1 environmental economics; 1 food & resource economics; 1 mathematics; 1 natural resource conservation. 2 identified as male; 1 identified as a person of color. Maleinterns ranged in grade level, as follows: 2 juniors. Major of studiesincluded: 1 food science;1 environmental studies and sustainability. At the conclusion of Year 1 of the Career PathwaysInternship Program, of the 12 interns:threehave acceptedjobs within the produce industry; twohave pursuedadvanced education in their areas of study; sevenplan topersist in their studies and anticipate graduating with degrees in their fields of studyin 2023 or 2024. Changes/Problems:We anticipate no significant changes to the program. However, based on intern feedback, we will address three revisions in Year 2 of the Internship Program: For a 10-weekinternship period, time management was at times an issue--we often overscheduled the interns, who were assigned some very complex projects. Managing time and meeting schedules will be important in Year 2. Interns indicated they would like more overall peer-to-peer interaction with their fellow interns. In Year 2, IFPA Project Manager will coordinate with Portfolio leaders and the program Faculty Mentor to structure group interaction. Finally, we initiated student recruitment efforts earlier than in Year 1, which has resulted in a 25% increase in the number of applicants for Year 2. What opportunities for training and professional development has the project provided?12 interns were assigned to four subject matter portfolios, three per portfolio: Food Safety; Government Relations and Public Policy; Sustainability, Science and Technology; Research and Analytics. Throughout the 10-week period,interns work directlywith IFP Portfolio leaders and subject matter experts: Chief Science Officer, Dr. Max Teplitski; Chief Food Safety & Regulatory Officer, Dr. Jennifer McEntire; Chief Public Policy Officer, Robert Guenther; Vice President ofInsights and Analytics, Gina Jones. These Portfolio leaders work closely with interns, industry members and other external stakeholders, including government agencies, allied industry representatives and more, creating a dynamic, immersive environment for interns to experience the industry firsthand through their assigned projects. The unique combination of group and indovidual mentoring, which support peer-to-peer cohort learning among the 12 interns from different schools across the U.S. and their interaction with industry professionals, is critical to the success of the project. Larry Zink, Industry Relations and Outreach Coordinator for the Department of Agricultural, Food and Resource Economics at Michigan State University (MSU), one of our recruiting partner universities, servedas Group Faculty Mentor. In addition, the interns are matchedwithindustry professionals, who share their knowledge and experience of the industry with students, connect them to colleagues in their fields of interest across the supply chain, and advise students on opportunities in the industry. The structured mentoring and professional development program was woven through the 10-week period to provide studentswell-rounded, comprehensive professional development while working on their Portfolio projects. How have the results been disseminated to communities of interest?On August 3, 2022, IFPA hosted a Virtual Town Hall and invited members, students and faculty to attend and learn about the Internship Program directly from the interns. Co-Project Director, Megan Nash, IFPA's Director of Education and Talent, hosted a panel discussion with interns Julie Barber of Michigan State University, Maddie Campbell of University of Florida, and Lucero Macias-Torres of UC, Davis. The hour-long featured interns describing their experience, what they gained and how it changed their perception of the indsutry and career opportunities within it. A recording of the session is available for viewing on the IFPA website. What do you plan to do during the next reporting period to accomplish the goals?We will continue to structure the 10-week internship in a similar manner. However, recruiting will begin earlier in th second year.
Impacts
What was accomplished under these goals?
Objective 1Acomplished: 12 interns were assigned to four subject matter portfolios, three per portfolio: Food Safety; Government Relations and Public Policy; Sustainability, Science and Technology; Research and Analytics. Depending on the nature and scope of the projects assigned, in some instances the interns worked together and, in other instances, each was assigned a specific project. In any and all cases, the interns worked collaboratively with IFPA staff in each assigned portfolio area and also participated in group mentoring and on a professional development assignment, A Brand Called You, to support their personal and professional growth and competency building.Each week of the 10-week period, interns actively participated in peer-to-peer mentoring and dialogue. Objective 2 Accomplished: (i)Technical Skills:Each intern was provided an IFPA laptop with software. Interns were required to use IFPA's learning management system,database to communicate withIFPA staff, Portfolio team members. More specifically, as outlined in greater detail in the Other Products section of this report, students engaged in research, data collection and analysis, report and case study development and presentation relevant to each subject matter portfolio assignments. (ii)Leadership Skills:At the Career Pathways Internship "Kick-off" in Washington, DC, interns learned to carry and present themselves professionally during tours and meetings with Senate Agriculture Committee Staff and USDA staff, includingUSDA Deputy Secretary, Dr. Jewel H. Bronaugh. Through the 10-week period, a different intern was responsible for leading their group peer-to-peer meetings. On a bi-weekly basis,each intern tookresponsibility to reach out to a different industry member to scheduled informational interviews. Finally, the interns also learned to present themselves professionallyduring three virtual video conference meetings withIFPA'sYoung Industry Professionalsaffinity group, participate in meet-and-greet networking and informational panel sessions withindustry leaders,coming to each session prepared with questions, activelyengaging in discussions, and buildingpublicly speaking skills to industry. (iii)Emotional Intelligence:Interns were given an introduction toemotional intelligence at the in-person Internship Kick-off meeting,completed a self-assessment of their emotional intelligence, and were given an overview as towhat emotional intelligence characteristics would be developed throughout the 10-week program in their peer-to-peer email exchanges and during in-person meetings, industry tours and virtual meetings amongst themselves, with their entire SM Teams, peer-to-peer meetings, virtual networking sessions and individually with their Industry Mentor. (iv)Collaboration: As mentioned above, throughout the 10-week period, interns collaborated with their respective IFPA Portfolio staff/teams during weekly meetings, with the full intern group in weekly peer groupmeetings, in which they were asked to shareproject updates and information with their fellow interns. They met and worked with their faculty mentor and industry leaders as a group and individually to share learning. In addition, the interns developed (v) Problem Solving skills, navigating new research methodologies, new technological systems, and new sources of information, including industry members, companies and government agencies,to support their various research assignments. They also learned (vi) Accountability, managing a new level and scope of responsibilitywithin their 20-hour a week internship. This included mundane activities such as completing a weekly timesheet, organizing travel arrangements, submitting expense reportsto more substantive responsibilities like contributing to weekly Portfolio staff and peer-to-peer mentoring meetingsto more substantive responsbilitiies such as completinga 16-moduleVirtual Career Pathways Program, participating in professional development and industry networking sessions, bi-weekly meetings with industry leaders, the timely submission of their project deliverables for each Portfolio, and the creation and presentation of their final project. Survey Results: I adapted to new technology used by the IFPA organization and developed new technical skills. Strongly agree: 41.67% Agree: 50.00% Neither agree nor disagree: 8.33% I have developed and/or strengthened professional competencies through my participation in this internship program. (e.g., communication, emotional intelligence, collaboration, problem solving, and networking skills. Strongly agree: 66.67% Agree 33.33% The Peer-to-Peer virtual meetings, further helped me develop professionally. Strongly agree: 66.67% Agree: 8.33% Neither agree nor disagree: 25.00% Objective 3 Accomplished: Students receiveda firsthand experience of the industry and the career opportunities within it.The Internship Programbegan with the mandatory completion of the 16 modules of the Virtual Career Pathways Program.Interns participated in industry tours in Washington, DC with Senate Agriculture Committee staff and with USDA. Interns touredof member company facilities, where staff introduced them to employees in different positions who explained their jobs and skill sets needed to be successful. Additionally, interns participated intwo networking sessions with the IFPA Young Professionals affinity group, a cross section of members from the produce industryto get direct insights intocareer opportunities within the industries.Interns participated in networking sessions with industry leaders, who talked about industry trends, entry-level jobsand skill sets needed to be successful. Interns also participated in a session with Human Resource professionals,who provided advice on looking for jobs in the produce industry. Each Intern was paired with an Industry Mentor who provided overall industry information, provided information for specific Portfolio project, provided professional development assistance and based on the intern's desired career choice within the industry, introduced and connected interns with industry members with the hopes this may lead to a job upon graduation. Portfolio team members and IFPA staff helped connect interns to industry members who provided additional information about the breadth and depth of the career opportunities within the produce and floral industries. Survey Results: The tours were beneficial in understanding the roles of Subject Matter Teams, learning the education background and skill sets need to be successful in each role and providing a glimpse of the industry "in action." Strongly agree: 75.00% Agree: 25.00% Were you invited to virtually attend industry meetings, participate on industry tours and meetings with IFPA staff outside of my Subject Matter Team normal meetings? Yes: 83.33% No: 16.67% Objective 4 Accomplished: At the conclusion of the 2022 Internship Program, threeinterns have accepted jobs within the produce industry, two are pursuingadvanced education in related fields, and seven expect to persist in their studies and graduate with a degree in their field of study in 2023 or 2024. Survey Results: I was welcomed and developed a sense of belonging from IFPA staff, Subject Matter Teams, and the industry members I met. Strongly agree: 75.00% Agree: 16.67% Neither agree nor disagree: 8.33%
Publications
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