Progress 09/01/23 to 08/31/24
Outputs
Target Audience:The primary target audience for our Follow the Yellow Brick Road grant (also known as the USDA High School Catalyst Program) is high school students in our region. In addition, we involved teachers from our local high schools, as well as faculty, a postdoc, graduate students and undergraduates from CSU Pueblo, all of whom serve as instructors and mentors. As an HSI (Hispanic Serving Institution) we focused ourrecruiting efforts among both our participating students and teachers onunderrepresented minorities (URMs), as well asfirst generation students (those that would be first in their family to attend college). In our second year, we were even more successful in recruiting students to our program. We relied in large part on teachers who had participated in the program the previous year.We were able to attract 33 applicants for the 20 slots available for our program, with all but two of the selected participants being URMs. Thankfully, we were able to re-enlist our high school teachers from the previous year (2 men, 2 women, 2 of whom areURMs). We alsorecruited an additional teacher (non-URM male) to assist in the delivery of the program. As in the previous year, we provided our audience with a variety of laboratory and field-based research experiences, in addition to field trips to local sites of interest. The program alsoexposed participants to professionals in food, agriculture, natural resources and humansciences (FANH disciplines). The program provided a variety of experiential learning opportunities and presented innovative teaching methodologies where high school students had the opportunity to use various types of scientific instrumentation and sampling/field gear. In so doing, the objective of exposing high school students to, and interesting them in pursuing further education in USDA/FANH career fields was accomplished. In its second year, the objectives of the original proposal of the Catalyst Program continue to be realized through the introduction of USDA careers to local Pueblo high school students throughout a week-long immersion experience on the campus of CSU Pueblo. During this program, students participated in a variety of sessions to expose them to different potential USDA jobs and fields. Students were also exposed to scholarship, internship and financial aid opportunities at CSU Pueblo so that they could begin to consider future USDA-related careers that they may not have known were available to them before this summer experience. In its second year, the Catalyst Summer Program aimed to bring together 20 selected students with a team of CSU Pueblo professors, supported by local teachers to recruit, train and help underrepresented students to consider undergraduate study and a career in the FAHN sciences. Best practices were maintained and feedback was implemented during the second year to make the second year even more successful than the first. Based on the results from the pre- to post-test and the exit interview perceptions from students and teachers, there is an interest in FAHN science undergraduate study and careers which did not exist prior to the Program, and students are more confident academically to seek out careers after attending the Program. This demonstrates the intentional trajectory of the Program as an academic pathway. Changes/Problems:Our primarily faculty member doing research with high school students during the school year was unable to recruit a graduate student into the program. As a result, we sought and were given permission to substitute advanced undergraduates to fill the mentoring role of this position. Changes in personnel, procedures and training at the University have contributed to institution-wide challenges in encumbering and expending funds in a timely manner. As such, both payments and drawdowns have been delayed, and some reimbursements have been blocked for procedural reasons. We are working diligently to resolve these issues so that we encounter fewer problems in the upcoming year. What opportunities for training and professional development has the project provided?In addition to the high school student training, professional development was provided for the high school teachers. It is anticipated that some of the content presented in during the program will be adopted by the teachers in their own classrooms. In fact, one of the teachers decided to offer a new course, The Natural History of Colorado. Currently in its first semester, the new course is already very popular. Like our program, the course provides field trips, presentations and other experiences that present a variety of science concepts. The principal investigator and her graduate student attended a conference on Colorado watersheds, where the graduate student presented her research on the impact of water produced by methane gas extraction on macroinvertebrates in ephemeral streams. The principal investigator also attended an in-state conference on wildfires in grasslands, in part to learn about potential work opportunities for students, e.g., the Fire Corps and Fire Adapted Communities, very relevant topics for our state. How have the results been disseminated to communities of interest?A manuscript will be prepared at the end of the program to share lessons on the program structure, surveys and assessment tools, and outcomes. In the meantime, student teams prepared slide decks and presented talks to their families about their experiencesand the content learned during the program. What do you plan to do during the next reporting period to accomplish the goals?We plan to continue with our summer program, and also hope to increase our school year involvement with the high school students. We also hope to provide high school teachers with additional support, in terms of curriculum and scientific equipment such that their involvement can fortify their own efforts in the classroom. We also will take into account feedback from this year's program to continue to improve on what we do. In comparison with the previous year, the schedule was similar with a few slight changes to implement feedback received. Students were given two separate sessions to prepare for their end of week presentations, as requested at the end of the previous year. There was more time built in for transitions throughout the schedule, and most sessions ended on time to make the schedule move along more seamlessly. A handful of students and a couple of teachers recommended the use of an eNotebook or similar paper notebook to track their learning, take notes in throughout the week and to help prepare for the Saturday presentation. We plan to look into this request, and at a minimum provide paper notebooks for the students to use. Teachers also expressed interest in participating in a day or two day long workshop prior to the Catalyst program. During this workshop, teachers would work with professors that would be teaching the Catalyst sessions, and teachers would gain a deeper understanding of the content to be covered, receiving any materials from the session ahead of time in order to prepare to assist students during the upcoming program. It is not clear that we have the capacity to fulfill this request, but we will be looking into it to see if it would be possible for at least the laboratory sessions.
Impacts
What was accomplished under these goals?
Objective 1 On the last day of the program, the evaluator distributed the student exit interview questions to all participating students. Students were asked nine open ended questions during which they reflected on the sessions, what went well throughout the week and what could be improved on. Students were also asked the same six Likert questions they had been asked at the beginning of the program to see if there was a difference in their interest about USDA careers after a week of exposure during the Catalyst program. The evaluator met with the students individually to ask about their responses to each question and whether they would like to share more about their experiences. Students learned about the USDA and enjoyed getting to know their program mates. Several students noted that USDA careers are different than what they expected Students were also grouped into pairsto prepare presentations on each of the session (one per group) that they attended. Students made slide decks and gave oral presentations to their families atthe end of the week. One student stated about the Catalyst Program experience, "I am a returning student from last year, and I feel that the program just got better. It was even more engaging than last year, and I learned so much. I will be a concurrent enrollment student this fall, and I am looking forward to joining the biology department and learning more about USDA careers." Objective 2 Students were asked to keep a journal and write in the journal each morning and afternoon throughout the project. Students reflected on what they hoped to learn and what questions they had in the morning and in the afternoon, students wrote about what they learned, what was different than they expected and any remaining questions they had. This engagement allowed them to experience their perceptions on the sessions. There was significant growth over the week, as evidenced through the student journals. Beginning of the week journals reflected less writing and less understanding about the content of the Program and its components. As the week went on, student writing for each journal entry lengthened, and students formed more sophisticated questions at the beginning of the day and follow up reflections at the end of each day. This was very similar to the previous year where student learning increased significantly as each day passed during the Program. Objective 3 As in the previous year, students explained they had not known about the USDA internships available to them and the variety of careers USDA offers. Students appreciated the opportunity to learn more deeply about USDA careers to see if they would be interested in pursuing a career path leading them to a USDA job. Students also valued the information provided to them on the ability to participate in an on campus internship within the field of biology at CSUP. Unanticipated benefits to students included the opportunity to learn more about scholarships, internships and other financial aid opportunities related to USDA careers. Objective 4 During the summer program students actively engaged in laboratory exercises andfield studies that gave them a taste for how scientific research is carried out. They also participated in field trips that gave them an appreciation for the importance ofthe the knowledge gained. For example, in the laboratory students tested a variety of different treatments for water purification, assessed each treatment's efficacy at reducing coliform bacteria as well asE. coli specifically. In the time between applying their treatment and determining their results, students visited the local wastewater treatment facility to see how such purification is carried out, giving them an added appreciation of the importance of the research question they explored in the laboratory.
Publications
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Progress 09/01/22 to 08/31/23
Outputs
Target Audience:The primary target audience for our Follow the Yellow Brick Road grant (also known as the USDA High School Catalyst Program) were high school students in our region, as well as high school teachers from our local high schools. As an HSI (Hispanic Serving Institution) were focused especially on (so called) underrepresented minorities (URMs) among both our participating students and teachers. We also focused onfirst generation students (those that would befirst in their family to attend college). We were very successful in our attempts to recruit students (which included sending flyers to teachers, and school visits by the PI and the Co-PI), with application materials available both electronically and in print. We were able toattract30 applicants for our 20-student program, with all but three of the selected participants beingURMs. We also easily filled our four slots for high school teachers (2 men, 2 women and 2 URMs). Once engaged in the program, we provided our audience with a variety of laboratory and field-based research experiences, in addition to field trips to local sites of interest, as well as exposure to professionals in food, agriculture, natural resources and humans sciences (FANH disciplines). We provided a variety of experiential learning opportunities and presented innovative teaching methodologies with the objective of exposing to and interesting them in pursuing further education in USDA/FANH career fields. Changes/Problems:Specific Session Recommendations The ropes course, bird banding, the farm field trip, visit to the wastewater treatment plant and xeriscaping demo garden were the highest rated sessions. Sessions which were also highly rated included the plant and microbe sessions. These sessions were rated highly because of the in person and hands-on experience students received to visit the sites, learn more, ask questions and experience their learning. In the climate, plant and microbe labs, students applied learning and used scientific tools to further delve into the content. There were not programs that were universally low in the ratings, but students overall recommended during the post-interview that any sessions that ran too short or too long or did not include an engaging experience for students be revised as to the instructional approach (not the content). Schedule Adjustment Recommendation The main factor that impeded progress during the week were tightly packed sessions that did not allow for much travel or transition time. Some of the sessions ran over time a bit while the group was late to others since the schedule did not have built in breaks or time for movement. One student explained that he wished there had been more planning for in-between sessions for down time so that his group was not late to sessions, particularly after the lunch hour. He also felt that some sessions could have been more hands-on and filled the hour allotted since a few sessions ran short. Students also recommended that they be permitted an hour or two more on the last day to prepare for their group presentation. Teacher Feedback One teacher stated that he would have liked to see the materials provided digitally for easier access throughout the week and all teachers advocated for the need for more time in-between sessions when planning the schedule. Teachers also explained the need for more transition time between activities and to make certain that some sessions ran the entire time allotted in the schedule, as some ran short and others were a bit long. Building in time for transitions and travel would make the program run more smoothly. Finally, teachers recommended continuing to recruit for the Catalyst program early and often each spring and utilizing innovative approaches to get more local teachers and students involved in the Program. What opportunities for training and professional development has the project provided?Our participating teachers were provided with numerous opportunities forprofessional development. They not only shared their expertise in instructing high school students, as they assisted the University faculty they were able to model, and also observe the faculty modelling a variety of innovative educational techniques and curriculum. The exchange between the two groups (teachers and faculty) provided mutual professional development. Additionally, high school teachers will be provided the opportunity to purchase supplies and equipment for selected curriculum so that they can teach some of the lessons to their own high school classes, thus extending the impact of the project. How have the results been disseminated to communities of interest?The results to date are preliminary, as we have not yet completed the first year of our program (which, although it officially started on September 1, 2022 did not get underway until the spring of 2023 due to a change in the PI and Co-PI). What do you plan to do during the next reporting period to accomplish the goals?Students will be provided with the chance to participate in additional experiences on the University campus. In our local school districts the students meet four days a week. This means that they have the potential to come to campus on Fridays to interact with graduate students, undergraduates, and faculty mentors. Theadditional experiential learning, research and mentorship opportunities will help to bolster their interest in FANH careers.
Impacts
What was accomplished under these goals?
Objective 1 Exit interviews with students showed strong satisfaction with the program. Students were surprised by their own growth and understanding. They also reportedanincreased desire to attend college. Theyformed bonds, and pushed themselves (academically, as well as to try new experiences) to an extent they did not realize was possible (especially during the Challenge by Choice ropes exercise). Objective 2 Daily journals completed by students suggested an improvement in their soft skills. At the program's end, theywere better able to anticipate what the daily scheduled activities would bring, and therefore better engage in these activities. In particular, students exhibited improved confidence and greater likelihood of asking questions and engaging with other students and teachers. Oral reports at the end of the program demonstrated that they had gained a firm grasp of the topics covered.It also showed the confidence they had gained and their ability to convey complex information to their families, teachers and each other. Objective 3 Students were evaluated using a Likert-scale instrument. Their answers showed an across-the-board increase in their interest in FANH careers. Their interest increased especially in the fields of wildlife and human health. End-of-the interviews confirmed the students' increased knowledge of and interest in these disciplines. Objective 4 Students were exposed to research topics introduced by eight different faculty members. We hope to continue to actively engage students in research during the school year during Friday meetings. The objectives of the proposal have been realized through the introduction of USDA careers to local Pueblo high school students via an immersion experience at CSU Pueblo. Students participated in a variety of sessions to expose them to USDA-affiliated fields and careers. Students were also introduced to scholarships and financial aid opportunities at CSU Pueblo so that they could begin to consider future FANH careers that they may not have known were available to them before this Summer Catalyst experience. Namwamba et al. (2008) reported placing 80% of its graduates in secure employment within the urban forestry or natural resource-related fields based on merit based financial assistance, and effective mentoring programs for retention. We hope to achieve similar success. Similarly, the program aimed to bring 20 high school students together with a team of CSU Pueblo professors to train and support underrepresented students considering undergraduate study and a career in the FANH disciplines. Based on the results from the pre- to post-test and exit interview perceptions from students and high school teachers, there is an interest in food, agriculture, natural resources or human health studies that did not exist prior to the project, and students are more academically prepared to seek out such careers after attending the program.
Publications
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