Progress 09/01/23 to 08/31/24
Outputs
Target Audience:According to the U.S. Food and Drug Administration (FDA), the United States imports approximately 15 percent of its overall food supply, including 32 percent of its fresh vegetables and 55 percent of the fresh fruit, as well as 94 percent of the seafood that Americans consume annually. The United States receives fresh vegetables from more than 125 different countries, but most imports originate from Mexico and Canada. The United States-Mexico-Canada Agreement (USMCA), implemented on July 1, 2020, continues the North American Free Trade Agreement's market access to fruit and vegetables. Between 2007 and 2021, the percent of U.S. fresh fruit and vegetable availability supplied by imports grew from 50 to 60 percent for fresh fruit and from 20 to 38 percent for fresh vegetables (excluding potatoes, sweet potatoes, and mushrooms). In 2022, Mexico and Canada supplied 51 percent and 2 percent, respectively, of U.S. fresh fruit imports, and 69 percent and 20 percent, respectively, of U.S. fresh vegetable imports in terms of value. In 2020, Mexico accounted for 77 percent of U.S. fresh vegetable import volume. An analysis of the domestic census and trade data show that Mexican producers have dominated the U.S. import market, partly by offering greenhouse imports, as well as organic options, which has increased choices for consumers. While conventional and field-grown fresh vegetables still account for most imports, organic and greenhouse vegetables are expanding their market reach. This increasingly globalized and complex marketplace has also placed new challenges on the U.S. food safety system. About half of the fresh produce imported to the U.S. is coming from Mexico and there is a need for prepared personnel in inspection and management of imported fresh produce at the south border. The FDA Food Safety Act aims to ensure the U.S. food supply is safe by shifting the focus of federal regulators from responding to contamination to preventing it. The large Hispanic population in South Texas is the ideal workforce for this new focus at the U.S.- Mexico border; however, the training of students in the global food supply chain is lacking in most agricultural programs. TAMUK, through the Connecting the Dots in the Global Fresh Produce Market grant (AKA Connecting the Dots), is increasing human resource capacity by training students from the College of Agriculture at Texas A&M University Kingsville in (1) global agriculture through experiential learning activities, (2) international cultural immersion experiences, (3) a student-centered mentorship program, and workshop activities to increase retention and enhance student placement and (4) dissemination of project outcomes to stakeholders. During Year 2 of the Connecting the Dots grant, ten students were supported educationally and financially to acquire skills relevant to USDA mission areas and global food production, through the pipeline to USDA careers funded by this grant. The growing population in South Texas is the ideal workforce on the U.S. - Mexico border. However, training of students in the global food supply chain is lacking in most agricultural programs. Thus, the long-term goal of this project is to increase the number of graduates from this region trained in global agriculture who can fill leadership, technical, and agricultural positions. The grant provides immersion experiences to provide a unique perspective on the cultural and commercial aspects of agricultural production, inside and outside of the U.S. Student reports stated what they learned from participating in the program and as one student stated, "Being able to "Connect the Dots" about how interconnected everything is on a global scale, national scale, state scale, and down to the region was a real eye opener." Another student mentioned "I learned about how quality control plays a huge role in the produce market and trade industry by regulating pest treatment methods so that no foreign pests invade the United States..." and "Participating in this program has provided me with a new knowledge and greater insight into the Global Agricultural Industry. Through the combination of classroom and field hands-on experiences I have been able to gain greater understanding of the challenges faced within the agricultural world..." and "I can certainly say I have developed some skills that I can take with me well after I graduate college." Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?In June, 2024, ten undergraduate students were welcomed at the TAMUK Citrus Center for 2 weeks. Dr. Ancona led the training efforts by providing introductory lessons on the topics related to import and export of fresh produce and then lined up selected agricultural science experts to talk about the topics in depth and also organizing visits to key places to reinforce what was learned in the classroom. Many topics were similar to what was taught in Year 1 of the grant, but Year 2 also included an emphasis on visits to two packing houses that import fresh produce from Mexico into the USA. Because the success of the course was highly dependent on student attendance and participation in lectures, discussions, lab practices and visits, these aspects were highlighted for their importance and represented a high percentage of the final grade. Each student was required to submit reports describing what the student had learned. These reports were an important part of the evaluation material, as the following paragraphs incorporate parts of the descriptions written by students. At the forefront of safeguarding the citrus industry in Texas, the TAMUK Citrus Center plays a pivotal role in managing the Citrus Budwood Certification program, which is certified by USDA. The first day of the Connect the Dots grant, the student training program began with a tour of the Budwood Program, which was established by the Texas Legislature in 1997 under House Bill 2807 and overseen by the Texas Department of Agriculture. This program is instrumental in maintaining a foundational collection of citrus varieties free from known graft- and insect-transmitted pathogens. Utilizing advanced techniques such as shoot-tip grafting and thermotherapy, the Citrus Budwood Certification program ensures the integrity and health of citrus specimens, mitigating the risk of disease transmission and promoting the production of disease-free trees. By producing more trees and supplying budwood to nurseries, the program supports the growth and sustainability of the citrus industry in Texas, underpinning its long-term success and resilience. This time was also used to talk about the history of the Citrus Center, the diverse programs, and the center's role in supporting the industry in the region through education, research and service. During the week of instruction at the Citrus Center, Dr. Cabrera, one of the grant leaders, explained citrus plant physiology, and Brix (sugar) content. A student mentioned the importance of learning the steps of pre-harvest, as well as the importance of quality control and quality assurance. Lastly, students learned that the most common source that leads to the transfer of bacteria to plants is water. Student training was extended in Year 2 of the grant with visits to the two packing houses. These visits showcased the link between fruit quality in the import/export market, the role of the supply chain and the planning side of agriculture, specifically how fresh produce is stored and how each employee has to work with other employees as part of a team. What amazed the students was the use of technology in the packing houses, from the sales and distribution staff to the warehouse operation teams. Students were also impressed with one packing plant that provided full trailer load shipments to clients from its 43 loading bays worked by 63,000 employees during peak season. Additionally, students noticed that this plant had its own product tracking software. Texas A&M University Agribusiness professor Dr. Diane Friend gave business advice and insight relating to the role agricultural businesses play in the global trade market. Dr. Friend additionally explained four key concepts of Agricultural Business Management, including planning, organizing, controlling, and directing, as well as the different types of consumer relationships in trade: direct to consumer, business to consumer, and farm to consumer. Building upon the information shared by Dr. Friend, a presentation regarding the marketing of fresh produce was given by a local business person, as well as a discussion of the severity of the Texas and Mexico drought, which will certainly affect the future of the citrus industry. Students were impressed learning the importance of quality control and logistics within the agriculture industry. At the end of the week, students learned about fertilizer production from an employee from Syngenta, the world's leading innovator of chemistry solutions and seed development in agriculture. Dr. Ancona further explained biotechnology's role in agriculture, from the role of Genetically Modified Organisms with drought and pest resistance to how it affects international trade. Lastly, a student mentioned that they became aware of the need to protect American agriculture from invasive pests and diseases through the visits to the USDA Animal and Plant Inspection Services (APHIS) and respected the partnership between Customs and Border Protection and Animal and Plant Health Inspection Service at Los Indios to prevent restricted materials and plants. Additional subjects from the two-week instruction at the Citrus Center included Biosecurity Rules and Regulations, threat of invasive pests to agricultural border inspections of plant materials, the Principles of Agribusiness within international trade agreements, and lastly, the Pathways Program that teaches students how to write successful resumes and navigate the USA job.gov website. Ms. Ruby de la Garza, our USDA liaison, came to the Citrus Center and gave a presentation of the different programs at the USDA and discussed training opportunities, internships and how to apply for jobs at the USDA. After the Connecting the Dots program, three students continued with an internship training at USDA-PPQ in South Texas and another student continued with an internship in plant pathology at the TAMUK Citrus Center. Moreover, all student participants in the Connecting the Dots program met with the faculty to discuss their individual career goals and talked about career options, graduate programs and provided customized mentoring to the students. How have the results been disseminated to communities of interest?TAMUK has a website dedicated to grants and contracts that have been awarded by USDA and other agencies to provide information regarding state-of-the-art practices in the education of students and faculty. Students at A&M Kingsville can survey the website to determine the educational and training opportunities in global agriculture that are available. Additionally, students who have experienced grant-funded enhanced educational opportunities are in communication with other students to discuss the opportunities available through USDA and similar agency grants. Students presented their participation in the program at the Undergraduate Career Experiences (internships) & Research Showcase 2023-2024 organized by the TAMUK College of Agriculture. Two students did an oral presentation, and the rest presented posters on their experience and learning outcomes during the participation in the program. Texas A&M University Kingsville (TAMUK) is well versed in and committed to USDA as a partner in its dedication to providing its students and faculty with meaningful educational and career enhancing opportunities. TAMUK faculty delivers excellent higher education programs in agriculture and natural resources, founded upon experiential learning, which develop critical thinking and leadership skills. Through applied research, outreach, and service, we improve the well-being of stakeholders in the agricultural community in the immediate Texas area, as well as nationally, by sharing experiences and findings through publication of papers, lectures regarding seminal agricultural issues, and partnerships with like-minded agencies. The professors, instructors and students involved in these grants realize the importance of dissemination of project outcomes to stakeholders and the attending communities. What do you plan to do during the next reporting period to accomplish the goals?During Year 3, we will continue offering the course Global Fresh Produce Market courses to TAMUK students, including the visits to Mexico's agricultural industries and markets, together with the cultural experiences. We will continue our efforts in engaging with students, including providing student mentoring and coaching experiences, and fostering active relationships among grant participants. We will maintain active associations with entities involved in national and global fresh produce markets and economics, increase opportunities for student and faculty publication opportunities, and ensure attendance at conferences and meetings (regional and national.) Additionally, we will evaluate current and former students' feedback regarding which components of the grant students found the most helpful and adjust our efforts accordingly. We will continue to ensure that the adjustments we make to the global agriculture training of students from the College of Agriculture at Texas A&M University Kingsville increases human resource capacity and focus.
Impacts
What was accomplished under these goals?
As can be seen from this second-year report, TAMUK faculty members delivered excellent higher education programs in agriculture and natural resources funded by USDA and founded upon experiential learning, which develops students' critical thinking and leadership skills. TAMUK faculty were successful in increasing the relevant skills of the Connecting the Dots grant students by systematically laying out a vision of global agriculture. Specifically, the instructional methods of this grant uses teaching lectures and experiential learning activities (hands-on), which gives students an opportunity to personally experience the global fresh produce market and encourages students to consider USDA careers. Changes in ratings of knowledge before instruction to after instruction moved from lower ratings before instruction to higher ratings after instruction with few exceptions. Clearly, over the 2-week of study at the TAMUK Citrus Center, students learned essential information regarding food safety issues, logistical concerns, and the economic impact of the import and export of fresh produce in the US. As the second year of the grant concluded, students were asked whether they had plans to apply for further educational opportunities, such as agriculture related employment, a leadership position, or pursuance of an additional higher education degree. One student shared that he wanted to pursue a master's degree in entomology. Two other students want to pursue a master's degree, one at Texas A&M University and the other in a field of their choice. A fourth student plans on finishing their BS degree and getting a master's degree and would like to explore teaching. If not teaching, they would like to do some kind of USDA job. Students are encouraged to share the grant information with other students to disseminate the important opportunities that USDA provides.In Year 2 of the Connecting the Dots in the Global Fresh Produce Market, Texas A&M University Kingsville (TAMUK) faculty, Drs. Veronica Ancona, Joel Reyes-Cabrera, and Consuelo Donato taught the Global Fresh Produce Market course that was developed and implemented in year 1 of the program at the TAMUK Citrus Center that addressed different aspects in fresh produce production and commercialization in the global market (Mexico and USA). Ten undergraduate students working on various degrees in the Agricultural Sciences attended the course that included hands-on practices that expanded students' knowledge, promoted curiosity, and engaged them in critical thinking activities. The following lists the topics covered during a 2- week of study at the TAMUK-Citrus Center and measures the ten students' current knowledge before instruction and then after instruction. [Note: Due to the small number of survey respondents, statistical tests measuring the differences between before and after instruction knowledge are not recommended]. After the TAMUK-Citrus Center courses, the ten students traveled to Merida, Mexico to examine its agricultural research and production techniques and export practices. To build on the learning experiences at TAMUK, students were immersed in authentic experiences involving fresh produce production and commercialization in the global food market in Mexico. All of the students reported thoroughly enjoying the Mexico trip experiences. Students were then asked to rate their knowledge and skill levelsbefore and aftertheimmersion experiencesin Mexico's fresh produce market and farm-to-table practices. The evaluation employed a 5-point scale ranging from very low, to low, to moderate, to high, and to very high knowledge and skill levels. Three students completed this survey. Note: Due to the low number of survey responses, statistical analysis cannot be accurately performed. The following is a description of each business or center those students visited, and the results from the rating levels for several of those businesses. The economic impact of the import and export of fresh produce in the US Before Instruction Ratings: Very Low =2 respondents; Low=6 respondents; Moderate=2 respondentsAfter Instruction Ratings: Moderate=1 respondent; High=8 respondents; Very High =1 respondentHow to measure fruit quality parameters Before Instruction Ratings: Very Low=7; Low=1; Moderate=2After Instruction Ratings: : High=9; Very High=1Pre-harvest and post-harvest processes (sorting, storage, transportation)Before Instruction Ratings: Very Low=5; Low=2; Moderate=2; High= 1After Instruction Ratings: : Moderate=1; High=5; Very High=3Food Safety Modernization Act (FSMA)Before Instruction Ratings: Very Low=3; Low=4; Moderate=2; High=1After Instruction Ratings: : Moderate=3; High=2; Very High=4Verification programs for importers of foodBefore Instruction Ratings: Very Low=4; Low=4; Moderate=2After Instruction Ratings: Low=1; Moderate=3, High=2; Very High=4Food safety rules and regulations for production and commercializationBefore Instruction Ratings: Very Low= 4; Low=2;Moderate=4After Instruction Ratings: : Moderate=2 High=6; Very High=2Logistics in import/export markets of fresh produceBefore Instruction Ratings: Very Low=7; Low=3;After Instruction Ratings: : Very Low=1; Moderate=3; High=3; Very High=3Impacts of importing fresh produce to Texas producers and Texas EconomyBefore Instruction Ratings: Very Low=5; Low=4;;Moderate=1;After Instruction Ratings: Moderate=2; High=5; Very High=3Risks associated with importing fresh produce to Texas producers and Texas economyBefore Instruction Ratings: Very Low=2; Low=2; Moderate=2;After Instruction Ratings: High=5; Very High=5Programs to control and eradicate invasive species Before Instruction Ratings: Very Low=4; Low=4; Moderate=2;After Instruction Ratings: Moderate=2; High=2; Very High=6 As can be seen in the changes in ratings of knowledge before instruction to after instruction, ratings for the economic impact of the import and export of fresh produce in the US; measuring fruit quality parameters; the Food Safety Modernization Act; verification programs for importers of food; food safety rules and regulations for production and commercialization; logistics in import/export markets of fresh produce; impacts of importing fresh produce; impacts of importing fresh produce to Texas producers and Texas economy; risks associated with importing fresh produce to Texas producers and Texas economy; and programs to control and eradicate invasive species, in general, moved from lower ratings before instruction to higher ratings after instruction with few exceptions. Clearly, over the 2-week of study at the TAMUK Citrus Center, students learned essential information regarding food safety issues, logistical concerns, and the economic impact of the import and export of fresh produce in the US.
Publications
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Progress 09/01/22 to 08/31/23
Outputs
Target Audience:The large Hispanic population in South Texas is the ideal workforce on the U.S. - Mexico border. However, training of Hispanic students in the global food supply chain is lacking in most agricultural programs. The long-term goal of this project is to increase the number of Hispanic graduates in leadership positions in global agriculture. It is predicted that, by the year 2050, Latinos will make up approximately 30% of the U.S. population. Although the high school completion rate for Latinos has increased over the years, only 44% of these students transition into college. Latino students are faced with numerous obstacles as they try to navigate the college pipeline, such as being more likely to attend high poverty secondary schools and having parents with little experience with college education. Despite these challenges, many Latino students continue to be academically successful. The number of 18- to 24-year-old Hispanics enrolled in college increased to 2.4 million in 2021, up from 1.2 million in 2005. The share of all college students ages 18 to 24 who were Hispanic grew as well. The lowest share during the period (11.4%) was in 2006; by 2021 it had swelled to nearly 20%.It is important to note that much of this enrollment growth has been at community colleges with 46% of Latino students matriculating to two-year institutions. Latinos are still the least likely to complete a bachelor's degree. Thus, it is important to identify factors that may influence the high school to college transition for Latino youth, as well as factors that impact college completion. Accordingly, this grant provides immersion experiences to provide a unique perspective on the cultural and commercial aspects of agricultural production, not only in the U.S., but also outside of the U.S. On this grant, participants are both undergraduate and graduate students who are studying Plant and Soil Sciences, Agriculture Business, and Agriculture Science, and anticipate adding a teaching certification. Reasons cited for grant participation include the opportunity to travel, continued growth and development in chosen field, to support Texas food security and economic growth initiatives, to learn about global markets, and investigate leadership practices and opportunities.Students were asked to answer, from their perspective, which components of the grant they found the most helpful. One student stated that the most helpful components of the grant is being taught by professors that are knowledgeable in their area(s) of expertise. Learning from them was great because I got to learn about the global fresh produce market. Another student related that they found it helpful to learn about the economics of global produce and how everything is interconnected on some level. A third student expressed that the opportunity to listen to speakers from so many different fields was very helpful. This student continued, there are many aspects one doesn't think of when confined to their own independent field, but you realize there are many parts working together to meet a common goal. Student number four stated, "I think being able to travel and compare the United States and Mexico markets and putting into perspective what we learned in the classroom was very effective." The fifth student believes some of the most helpful components of the grant were the opportunities to learn about job recruitment and internship availability. They shared that, "As a graduate student, I am approaching the end of my academic career and am ready to step into the workforce. This grant provided me knowledge about which agency within the USDA would ideally be the best fit for me, and furthermore, the steps I need to take to ensure that I can achieve a position of interest." Lastly, a sixth student relayed that, "It (Connect the Dots grant activities) opened up new doors and helped me to understand some career opportunities. For example, it was an eye opener for graduate school, and to see if USDA in customs would be a good fit for me." Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?A course in Global Agriculture, including the role of the TAMUK Citrus Center, was designed by faculty.On Monday June 5, 2023, Dr. Ancona welcomed the students to the Citrus Center.Dr. Ancona discussed the objectives of the course, the expectations for students,and theevaluation,which includeda weekly individual reportdescribing what the student had learned.The planned curriculum includedthe history of the Citrus Center and itsdiverse programs and role in supporting the industry in the region through education, research and service.Mark VanNess, director of the Budwood Program, walked the students through the greenhouse facilities explaining the importance of maintaining a disease and pest free environment to grow new citrus plants. Dr. Zapata, AssocProfessor in the Deptof AgEconomics at Texas A&M University - McAllen, Texas,introducedstudents to the importance of trade in a globalized economy and discussed how and why the imports of fresh produce from Mexico have increased in recent years as a result of improved infrastructure and free-trade agreements. He shareddata on the importance of the ports of entry to the U.S.A.in the lower Rio Grande Regionin terms of fresh produce. Dr. Cabrera gave a lecture on fruit quality and physiology, including how different activities affect quality parameters, and the different pre-harvest and post-harvest activities that influence fruit quality including sorting, transportation, and storage. Then students had lab practice where they learned how to measure fruit quality including sugar content, juice analysis, aesthetics, etc.Tuesday June 6, 2023 Dr. Ancona and the Food Safety Modernization Act. In this lecture, students were presented with the risks associated with eating fresh produce and how the Food Safety and Modernization Act establishes the rules and regulations to reduce the number of illnesses caused by contaminated produce. The lecture discussed the requirements for farmers on water quality, soil amendments, animals, employees and equipment and the allowable numbers of detected of E. coli in samples. This lecture also mentioned the verification programs for US importers of food and how they comply at the point of origin with the same rules and regulations on food safety.Dr. Anciso- Food safety. This lecture covered a more applied aspect of food safety focusing on good agricultural practices. Dr. Anciso's lecture covered different examples of how contaminated produce reachesmarket places and the different microorganisms that can cause disease outbreaks such as E.coli, Salmonella and Listeria.Dr. Machado - Food safety in the meat market.Dr. Machado explained how the meat is processed, and the different practices that take place to prevent contamination with microbes, especially pathogenic bacteria. He described the sanitization practices, includinglarge amounts of water that are used to wash animal carcasses, as well as the temperature requirements for processing.Dr. Ancona - Microbiology lab. Lab safety practices were discussed, along with personal protective equipment, and procedures for the proper wearing and disposing of gloves. Students then prepared culture media plates that were used to culture the microbes present in different fresh produce that comes from the market. The goal was to demonstrate that, although fresh produce looks bright and clean on the shelves, it is covered with microbes that can affect the safety of food sold to the public. Students thenobserved, under the microscope, the different fungi structures up-close.Wednesday June 7, 2023 Dr. Ancona. Agricultural Biosecurity. In this lecture, Dr. Ancona covered the risks posed by pests-related to importing produce, how pests and diseases affecting the environment can enter the US, food systems, and cause disease outbreaks. Rules and regulations to protect agricultural systems and the environment from invasive pests and diseases were discussed, as well as devastating examples that led to the creation of regulations for prevention, detection, and response to agricultural threats.Dr. Setamou. Addressing the Threats of Invasive Pests to Agriculture. This lecture provided students with the principles of entomology regarding exotic and invasive pests, their impact on agroecosystems, and how they are introduced into the country. The importance of addressing the issue of invasive species and finding solutions to stop their spread was discussed. Examples of programs to control and eradicate invasive species were provided.Dr. Chow. Biology of the invasive pest Asian Citrus Psyllid (ACP) and the parasitoid Tamarixia radiata.In this short lecture, Dr. Chow described the impact that the invasive ACP has had to the citrus industry of Texas and the programs that are currently deployed to control the insect by an imported natural predator, the wasp T. radiata. Dr. Chow explained the ACP suppression program in residential areas using the parasitoid as a biocontrol age and explained the life cycle of both insects.Dr. Chow. Entomology Lab. In this lab practice, students had hands-on practice to manipulate the APC and T. radiata and classify the different stages in the ACP life cycle and its parasitoid T. radiata using a stereoscope with a camera. Students were divided into teams to compete as to which team was able to identify all life cycle stages of both insects.Thursday June 8, 2023 Visit to USDA-Los Indios with Mr. Elias Gonzalez. Students were introduced to the activities that USDA performs at the border for inspections of plant materials. The tour of the facilities included an insect collection for identification of pests. Students were present for an inspection of a person who was introducing plant material from Mexico and discussed with the inspection agents the regulations to introduce the materials. Visit to USDA -Plant Protection Quarantine (PPQ) with Ms. Lupita Garza. The Mexican fruit fly is an invasive pest and the USDA-PPQ has a MexFly eradication program. During this visit, USDA-PPQ officials explained the eradication program, how is monitored, the fruit fly findings that trigger a quarantine zone, and the outreach component of the program. The visit included a tour of the facilities, including the lab, for identifying sterile flies and the room for growing the sterile flies for release.Friday June 9, 2023 Mr. Dale Murden and Mr. Dante Galeazzi. Industry perspectives of imported produce. Dante Galeazzi, President and CEO of Texas International Produce Association and Mr. Dale Murden, President of Texas Citrus Mutual discussed the impacts of importing/exporting fresh fruits & vegetables to Texas producers and the local economy. Both speakers discussed the seasonality of products and how this affects where the US imports fruits and vegetables year-round. They discussed the US industry challenges in terms of infrastructure, labor shortages, trade barriers, invasive pest pressures, and consumer demand patterns.Monday June 12, 2023 Principles of Agribusiness in International Trade; International Trade Policies; Biotechnology in International Trade; Visit to Plant Biotechnology Lab and breeding programs in AgriLife.Tuesday June 13, 2023 Agriculture Production in Developing Countries; Coffee Production in Central America; Certification programs for coffee and cacao; Visit to Thompson farms to tour coffee and citrus nursery.Wednesday June 14, 2023 Visit to Bay Bees Farm - local honey bee producers; Mexico Trade Partners; and global citizenship.Thursday June 15, 2023 Workshop - Pathways Programs; successful resumes; navigation of USAjobs.gov; final review and group discussion.Friday June 16, 2023 Prepare for trip to Mexico. How have the results been disseminated to communities of interest?Students at Texas A&M-Kingsville are being trained in global agriculture through experiential learning activities, as well as enhanced learning with cultural and international immersion experiences sponsored by USDA. TAMUK is well versed in and committed to USDA as a partner in its dedication to providing its students and faculty with meaningful educational and career enhancing opportunities.TAMUK has a website dedicated to grants and contracts that have been awarded by USDA and other agencies to provide state-of-the-art practices in the education of students and faculty.Students who have experienced grant funded enhanced educational opportunities are in communication with other students to discuss the opportunities available through USDA grants. The instructors and professors and students involved in the grant realize the importance of dissemination of project outcomes to stakeholders. The course in Global Agriculture evaluation used a retrospective survey model, which asked students to rate their knowledge and skill levels AFTER the educational classes and activities and then BEFORE the classes and activities. The evaluation was administered at the same time for both after and before, using a 5-point scale ranging from very low, to low, to moderate, to high, and to very high knowledge and skill levels. Five students participated in this survey. The participating students were majoring in Agronomy, Ag Business, Plant and Soil Sciences (2 students), and Agriculture Business - concentration in Ranch Management. However, one of the respondents had a standard answer of very high for all questions, not only after the class instruction, but before the class instruction, so was not considered appropriate to be included in the explanation of findings. The results of this survey will be shared not only in this report, but with TAMUK Agriculture professors and their students. Class Instruction Retrospective Survey Results Very Low/Low; Moderate; High/Very High AFTER BEFORE Diverse education, research, and service programs of the Citrus Center. High/Very High Low/Moderate/High Economic impact of the import and export of fresh produce in US, facilitated by improved infrastructure and free trade agreements. High/Very High Low/Moderate/High Importance of ports of entry in the lower Rio Grande area. High/Very High Low/Moderate Importance of the Citrus Budwood Certification Program in maintaining a disease and pest free environment in which to grow new plants. High/Very High Very Low Moderate Understanding how different pre-harvest and post-harvest processes (sorting, storage, transportation) affect fruit quality. High/Very High Very Low/Low Moderate High Lab practice to measure fruit quality - sugar content, juice analysis, and aesthetics High/Very High Very Low/ Low Moderate/Very High Awareness of the food safety rules and regulations that protect agricultural systems. High/Very High Low/ Moderate Water quality, soil amendments High/Very High Low/Moderate Very High Employees, animals, equipment requirements for farmers High/Very High Low/Moderate Food safety, modernization act Moderate High/Very High Low Allowable numbers of detectable E. Coli in fresh produce samples High/Very High Very Low/Low Verification programs for importers of food High/Very High Very Low/Low Good agricultural practices that reduce outbreaks of E Coli, Salmonella, and Listeria High/Very High Low/Moderate Effective sanitization practices and temperature requirements to prevent contamination with microbes during meat processing. High/Very High Low Moderate High Safety lab practices, including preparing culture media plates to determine presence and quantity of microbes from fresh produce. High/Very High Moderate High Very High Ability to identify fungi that might be present in fresh fruit. High/Very High Low Very High The importance of food safety measures. High/Very High Moderate Low/Moderate Very High Knowledge of the risks posed by invasive pests carrying diseases. High/Very High Moderate The principles of entomology regarding exotic and invasive pests and their impact on Agra systems. High/Very High Very Low, Low Moderate Programs to control and eradicate invasive species. High/Very High Moderate The Asian Citrus Psyllid (ACP) and its impact on the Texas citrus industry. High/Very High Very Low/Low High The ACP suppression program using the wasp T- radiata as a bio control agent. High/Very High Very Low/Low Inspection activities performed by USDA (Los Indios) at the border regarding plant materials. High/Very High Very Low/Low The USDA eradication program for Mexican fruit flies. High/Very High Very Low/Low Imported Produce - Impacts of importing and exporting fresh fruits and vegetables to Texas producers and the economy, including infrastructure. High/Very High Very Low/Low Dr Friend's presentation of the Principles of Agribusiness in International Trade the (Human Resources, Marketing, & Capital/Finance) High/Very High Very Low/Low Moderate Ancona Lab - Examination of fungal structures in the potato dextrose agar plates inoculated from unwashed produce High/Very High Low Very High Dr Mandadi's plant biotechnology power point presentation including the availability of genetically modified crops on the present market High/Very High Low Moderate Ancona Lab skills - Utilization of the Coliform Detection kit inoculation on the surface of produce High/Very High Low High Visit to AgriLife to see biotechnology lab breeding and entomology programs. High/Very High Very Low/Low Dr. Laughlin's presentation on coffee production in Central America High/Very High Very Low/Low Dr. Cabrera's discussion of the certification programs for coffee and cacao High/Very High Very Low/Low Moderate Visit to Thompson Farms in Alton, Texas to see how shade coffee is grown High/Very High Very Low/Low Bay Bees Farm visit to examine cultivation differences between European Honey Bees and Africanized Honey Bees High/Very High Very Low/Low Dr. Donato Global Citizenship presentation to prepare students for trip to Mexico High/Very High Very Low/Low Moderate Ruby de la Garza, USDA HSI Regional director, overview of pathways program, successful resumes & USAjobs.gov navigation High/Very High Very Low/Low Moderate As can be seen from the results of the Class Instruction Retrospective Survey Results, before the instruction, the four respondents primarily indicated very low knowledge, or low or moderate knowledge of the topics before the knowledge was presented to them. After the classroom information, the field trips, and the laboratory practice was completed, the students predominantly rated their knowledge as improving to high and very high. Since the number of students who completed this survey is small, statistical tests are inappropriate. However, the four students rated themselves as having learned important information that can be used in future endeavors. As the first year of the grant concluded, students were asked whether they had plans to apply for further educational opportunities, such as agricultural program employment, a leadership position, or continuing to pursue an additional higher education degree. One student shared that they wanted to pursue a master's degree in entomology. Two other students wanted to pursue a master's degree, one at Texas A&M University system (no major cited) and the other in a field of their choice. A fourth student plans on finishing their bachelor of science (BS) degree and getting a master's as well and explore teaching. If they don't teach, they would like to obtain a USDA-related job. Students were encouraged to share the grant information with other students to disseminate the important opportunities that USDA provides. What do you plan to do during the next reporting period to accomplish the goals?The Connecting the Dots grant will continue with the Agricultural Sciences in a Global Food Market course, student mentoring and coaching, active relationships among grant participants, active relationships with entities involved in global food economics, increases in publication opportunities, and attendance at conferences and meetings (regional and national.) Additionally, we will continue to monitor which components of the grant students found the most helpful and adjust less helpful measures accordingly. Six students - 5 undergraduates and 1 graduate - completed a survey of grant effectiveness. The students were majoring in Agriculture Business (2 students), Plant and Soil Sciences (3 students), and Agriculture Sciences with a teaching certification (1 student). Reasons for participating in this grant included the opportunity to travel (2 students), continued growth and development in chosen field (3 students), in support of Texas food security and economic growth initiatives (2 students), learn about global markets (4 students), and investigate leadership practices and opportunities (3 students). The six students then rated the effectiveness of various activities of the grant. The majority of this year's students positively rated the effectiveness of the grant in ensuring the achievement of the following activities: Development of a course in Agricultural Sciences in a global food market (100% very effective), student mentoring and coaching (83% very effective, 17% effective), active relationships with entities involved in global food economies (100% very effective), publication opportunities (30% very effective, 60% somewhat effective, 10% not effective), and attendance at conferences and meetings - regional and national (83% very effective, 17% somewhat effective). As seen above, students, in general, positively rated the effectiveness of the grant in providing opportunities to increase their human resource capacities through cultural and international immersion experiences. We plan to continue our efforts by improving the training of Hispanic students from the College of Agriculture at TAMUK in global agriculture, especially the opportunities for publication, based on the results of the survey of effectiveness.
Impacts
What was accomplished under these goals?
During the first year of the Connecting the Dots in the Global Fresh Produce Market, TAMUK Drs. Veronica Ancona, Joel Reyes-Cabrera, and Consuelo Donato provided 9 undergraduates working on various degrees in the Agricultural Sciences with experiential education courses, as well as hands-on practices that challenged their knowledge, promoted curiosity, and engaged them in critical thinking activities. The faculty developed a course in Global Agriculture that addresses different aspects in fresh produce production and commercialization in the global market (Mexico and U.S.A.) As part of the enhanced learning with intentional cultural and international immersion experiences, nine students traveled to Mexico to examine agricultural research and production. Students thoroughly enjoyed the learning activities of the Mexico immersion trip. After the trip to Mexico, using ausing a retrospective survey model, students were asked to rate their knowledge and skill levelsAFTERthe immersion experiences in Mexico's fresh produce market and farm-to-table practices and thenBEFOREimmersion experiences. The evaluation was administered at the same time for both after and before using a 5-point scale ranging from very low, to low, to moderate, to high, and to very high knowledge and skill levels. Five students participated in these surveys. The following sections provide a description of each business or center those students visited, and the results from the rating levels for several of those businesses. Tour of Keken Pork Facilities and Processing Plant- Dedicated to the production and marketing of swine products. This facility has United States Department of Agriculture (USDA) and Hazard Analysis Critical Control Point (HACCP) certifications, as well as the Federally Inspected Type (TIF) Certification, which allows free transit in Mexican territory since itaccredits the company for the manufacture and distribution of meat products. BEFORE: 71.43% Very Low, 14.29% Low, 14.29% Moderate. AFTER: 28.5% Moderate, 14.29% High, 57.14% Very High. Yucatan Botanical Garden Tour BEFORE: 57.14% Very Low, 28.29% Low, 14.29% Moderate AFTER: 42.86% Moderate, 14.29% High, 42.86% Very High Yucatan Botanical Facilities Tour BEFORE: 42.86% Very Low, 42.86% Low,14.29% Moderate AFTER: 28.57% Moderate, 42.86% High, 28.57% Very High Yucatan Scientific Research Center -CICY(Centro de Investigation Científica de Yucatán), whose primary purpose is to carry out scientific research, distribute knowledge, generate, and transfer technology, and promote environmentally harmonious development in society.?Tour of OICY's Botanical Gardens; Visit facilities; Meet with Research Faculty BEFORE: 71.43% Very Low, 28.29% Low, AFTER: 14.29% Very Low, 14.29% Moderate, 42.86% High, 28.57% Very High Salinera Xtampu - Tour of sea salt extraction lagoons The salineras are managed by a group of fishermen who decided to revive the salt industry in the area, and thus, the cooperative Meyah Ta'ab was born. The cooperative is responsible for managing the salineras and has been successful in reviving the salt industry in the area. The salineras are known for their pink waters, which are a result of high salt concentrations and a crustacean called "Artemia Salina" that gives the water its pastel hue. The saltwater from the underground aquifer is pumped into shallow ponds and left to evaporate under the sun, leaving behindsalt crystals that are then harvested. The Salineras de Xtampu is also known as the Salineras de Telcha. BEFORE: 71.43% Very Low, 28.29% Low, AFTER: 14.29% Low, 28.57% Moderate, 28.57% High, 28.57% Very High Mundo Melifero -Bee Products(Yucatan honey, pollen, Royal Jelly, Propolis, Shampoo, soaps, lip balm and more!) BEFORE: 42.86% Very Low, 57.14% Low, AFTER: 14.29% Moderate, 85.71% Very High Mundo Melifero - Tour of Honey bee Processing Facility BEFORE: 42.86% Very Low, 57.14% Low, AFTER: 14.29% Moderate, 85.71% Very High From the results above, students rated their knowledge and skills as improving after being exposed to the measured subjects. These businesses and research agencies challenged their knowledge, promoted curiosity, and engaged students in critical thinking activities regarding agricultural research and production.
Publications
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