Progress 06/15/24 to 06/14/25
Outputs
Target Audience:The TExAS Scholar Program is designed to target and support exceptional underrepresented sophomore, junior and senior Animal Science majors at TAMUK, UPRM and WTAMU (all HSIs) and emphasize those who are financially disadvantaged and/or first-generation college. During the second year of our program, a total of 12 students were served (92% female and 8% male; 83% Hispanic and 17% Non-Hispanic) across three institutions. Data presented in this report pertains to their activities between June 15, 2024 and June 14, 2025. Since the hiring of our student cohorts does not align with the reporting period, some of their activities will be reported in the following year's Annual Report. Thus, this Annual Report will include final activities of the Year 1 cohort as well as the Year 2 cohort of students. Changes/Problems:Funding Freeze. With funding unavailable April 10 - June 11, 2025, the TExAS Scholar Program was negatively impacted in multiple ways. -The most significant issue with the funding freeze was the inability to plan. The Project Directors had plans to facilitate Job Shadowing and Extension Programming late in the Spring semester to accomplish in the summer term. With funding frozen, these plans came to a halt. Students were encouraged to make other plans for the summer and most did. Thus, when funding became available again, students had plans, and job shadowing events/extension programming were no longer an option for them. Thus, these activities were not accomplished for many of the participants. However, the project directors aim to provide these opportunities to the Year 2 cohort during Year 3. -An additional issue with the funding freeze was the inability to plan for the summer intern fellowships. These fellows were to accomplish a 4-6 week internship at TAMUK. Once funding was available, students had other plans or found other opportunities which prevented us from accomplishing this aspect of the program in Year 2. -Recruitment for Year 3 was scheduled to begin in April 2025 with selection completed by May 2025. Due to the federal funding freeze and uncertainty about future funding, project directors have delayed recruitment until Fall 2025 which may negatively affect that cohort. What opportunities for training and professional development has the project provided?During Year 2, the TExAS Scholar Program provided training and professional development experiences to help students gain academic, technical, and soft skills necessary for graduate and professional school as well as careers in animal science. Research and Mentorship-Based Training Research. In Year 2, all 12 Expanding the TExAS Scholar participants were involved in scientific research. Research enhances critical thinking skills, communication, problem-solving and intellectual independence; all of which are crucial for success in careers in the animal industry. In total, 10 faculty research mentors with diverse animal expertise from each collaborating HSI provided high-impact, meaningful mentorship to students. Faculty mentorship was facilitated through regular one-on-one meetings throughout the students' research. Professional Meetings. Research projects lead to professional meeting attendance, providing opportunities for networking and professional growth. During Year 2, two Year 1 students attended conferences and were responsible for two poster presentations. Further, six Year 2 students attended 11 professional meetings. Additional meetings and presentations are planned for the Year 2 cohort, early in Year 3. Professional meeting attendees commonly include students and faculty from other institutions, USDA employees, and industry professionals; thus, providing opportunities for students to develop a professional network that will advance their careers. Extension Program. Two WTAMU scholars were able to work with Extension Specialists during Year 2. One student gained multiple extension experiences including: assisting with Beef and Pork 101 - US Meat Export Federation, a private Beef x Dairy Shortcourse, the Beef Improvement Federation Meeting, and NCBA Video Beef Cutting Demonstrations. Another student assisted with facilitating the Veterinary Medicine CDE Contest. Due to the funding freeze, other scholars extension programming was delayed until Year 3. Summer Internships. Although summer internships are not a direct component of the TExAS Scholar Program, it is recognized that they are valuable experiential learning opportunities. Thus, participants were encouraged to participate in summer internships that would provide further research and/or industry experience. In Year 2, two students completed USDA internships (ARS) and one completed an industry internship (Feedlot Health with TELUS). Additionally, two students from cohort 2 received summer internship placement which will be reported in Year 3. Structured Student Development Professional Meetings. Research projects lead to participation in professional meetings and provide opportunities for personal growth and networking. Within Year 2 of the program, eight TExAS Scholars attended an average of 1.6 professional meetings. Of these students, three were responsible for giving 3 poster presentations. One additional student submitted two abstracts which were presented by her faculty mentor. Educational Tour. In Year 2 of Expanding the TExAS Scholar Program, all 12 students participated in an Educational Tour. Students from all three HSIs participated in a 5-day tour of the Texas panhandle visiting dairies, feedyards, nutrition centers, packing plants, and cow/calf operations. The collaborative nature of this tour provided optimal networking opportunities and interinstitutional collaboration amongst faculty and students. Additionally, UPRM and WTAMU TExAS Scholars were able to network during the LEADING Symposium and Educational Tour in Mayaguez, PR which was attended by scholars from both institutions. During this symposium and tour, students toured UPRM research facilities, experiment stations and various USDA sites, including El Yunque National Forest. These tours fostered inter-institutional collaboration in an immersive experience emphasizing career awareness. Job Shadowing Experience. During Year 2 of the program, three TExAS Scholars participated in diverse job shadowing experiences. Two scholars shadowed veterinarians while one shadowed an animal shelter manager. These students were able to network with professionals while gaining new skills. These experiences provide opportunities for students to experience daily life in specific careers and knowledge of common tasks and required skills in those careers. Journal Club. Regular meetings were held within each of the institutions to provide an opportunity for students to keep up-to-date with current research in animal science, broaden knowledge base, and promote networking. All TExAS Scholars participated in Journal Club during Year 2. An additional Collaborative Journal Club meeting, held via Zoom, brought together participants from all three HSIs allowing for enhanced networking opportunities across the three institutions. Visits with Collaborating Institutions. To take advantage of networking opportunities, WTAMU traveled to UPRM to build stronger collaborative relationships amongst faculty while providing networking opportunities for TExAS Scholar participants. During their visit, students attended a research symposium together followed by touring various educational and research facilities. Together, these experiences provide a comprehensive training environment for TExAS Scholars, combining academic research, soft skill development and exposure to animal industry career pathways. How have the results been disseminated to communities of interest?In Year 2, the TExAS Scholar Program actively disseminated its outcomes, opportunities, and student achievements through a combination of institutional, digital, and public-facing strategies that reached students, faculty, and broader academic communities. DIGITAL AND PUBLIC OUTREACH Social Media. The TExAS Scholar Program maintains an active social media account (@texasscholars on Instagram) which went live in July 2023 to begin recruiting efforts. This method of dissemination engages and reaches the technology-savvy generation that the program is recruiting (226 followers currently). The TExAS Scholar Instagram account documents program progress (40 Instagram posts) while promoting and further enhancing recruiting efforts. The TExAS Scholar Program averages 541 "accounts reached" per month. ACADEMIC DISSEMINATION Research Presentations. In Year 2 of the program, three scholars gave four poster presentations at professional meetings to disseminate research results. Scholars from Cohort 1 presented at the Annual Biomedical Research Conference for Minoritized Scientists, American Society of Animal Science Annual Meeting, North Central ASM Meeting, and Symposium on Gut Health in Production of Food Animals. Scholars from Cohort 2 are expected to disseminate research results early in Year 3 of the program. What do you plan to do during the next reporting period to accomplish the goals?In the upcoming reporting period (Year 3: June 15, 2025 - June 14, 2026), the TExAS Scholar Program will continue expanding its structured efforts to build and sustain a pipeline of students. Specific plans include: Enhance mentoring and professional development - Recruit a third cohort of undergraduate students across all three HSIs. Increase visibility and knowledge sharing - Enhance the program's digital footprint using social media to reach a broader audience. Begin drafting manuscripts that document the TExAS Scholar model, mentoring structure, and outreach strategies. Build sustainability - Begin planning for post-award sustainability through new grant applications and private sector partnerships.
Impacts
What was accomplished under these goals?
Objective 1: Develop a cooperative link amongst Animal Science programs at 3 Hispanic Serving Institutions ... to improve the success of underrepresented students through professional development opportunities. In Year 2, TExAS Scholars reinforced collaboration among the three HSIs. Institutional Collaboration. All three HSIs remain actively engaged in project implementation. Project directors collaborate through quarterly planning meetings, shared resources for student preparation, and coordinated recruitment and outreach events. Activities such as the collaborative Educational Tour and intentional in-person visits with collaborating institutions further enhances the sustained cross-institutional structure of the program. Sustainability Infrastructure. TExAS Scholar social media provides resources on programming and student opportunities, creating a platform for continued engagement. These activities were designed to bring faculty and students from the three HSIs together to enhance collaboration and networking, while promoting animal science degrees and career awareness. Objective 2: Educate undergraduate students in the field of animal science through hands-on experiential learning. By the end of Year 2, TExAS Scholars supported 23 undergraduate students across three HSIs. Experiential Learning Opportunities. Participants were exposed to research (within their own institutions and during Job Shadowing events), graduate degree and career options (Educational Tour, Job Shadowing, Institutional visits, Extension Programs), and professional development (professional meeting and professional development seminar attendance) Regarding the Educational Tour, one TExAS Scholar stated: "I took a lot from the panhandle educational tour. I learned a lot about the cattle industry and how the cattle industry has a lot of different jobs that are involved in the wellbeing of both human and cattle health. It was interesting to see how the cattle community is responding to ethical concerns and global environmental health concerns as well." Objective 3: Develop skills and gain experience necessary for joining the agricultural workforce or pursuing graduate studies by participating in research and extension projects. By the end of Year 2, TExAS Scholars provided financial support to 23 students across three HSIs. Supported for their involvement in research, students are mentored by faculty and trained in discipline specific techniques. When students take ownership of their research, a sense of responsibility and accountability is instilled. Student travel to professional meetings is supported to enhance knowledge, promote networking, and to allow students to present their research findings. The knowledge and skills gained through these experiences will equip students for future graduate school or agricultural workforce success. One TExAS Scholar stated: "I've ... gained valuable knowledge in wildlife conservation, particularly endangered species. This has deepened my understanding of the importance of protecting vulnerable wildlife and has fueled my passion for becoming an exotic specialist veterinarian. The program has helped shape my path by combining academic research with real-world experience, and I'm truly grateful for everything I've learned so far." Objective 4: Foster and develop faculty-student mentor relationships to aid students in defining goals and evaluating educational and professional careers. The TExAS Scholar Program has implemented a comprehensive model by embedding structured mentor support systems: Faculty-Student Mentoring - All 23 participants through Years 1 and 2 were paired with faculty research mentors, supporting academic research, soft skill development, and career exploration. Students work closely with faculty to complete research, write abstracts, develop posters, and graduate school/industry applications, supported through regular meetings. One student had an additional mentor from USDA Tropical Agricultural Research Station. Peer-Peer and Inter-Institutional Mentoring - Students interact across institutions through the Educational Tour and visits with collaborating institutions. Industry professional-Student Networking - This short-term contact between students and faculty or students and industry professionals (such as during the Educational Tour) enhanced the student's professional network and leads to potential for building long-term mentorship relationships in the future. The impact of mentoring relationships is evident in the testimonies of TExAS Scholar alumni, including one current participant who stated: "The TExAS Scholar Program has had a meaningful impact on both my education and my future goals. Through the program, I've had the opportunity to connect with faculty members who have guided me in developing my own research project something that has brought me one step closer to my dream of becoming a veterinarian." Program Evaluation Pre- and post-survey results (Year 1 cohort) reveal a largely positive trend in participants' attitudes, confidence, and intentions regarding careers in animal sciences and science-related fields overall. Notably, the majority of the questions that showed an increase in Likert scores align with critical growth areas such as self-identity, career intention, and confidence in scientific engagement. Participants demonstrated significant gains in their ability to explain career opportunities in animal science and an increased positive perception of such careers. Importantly, they also expressed greater intent to pursue graduate or professional degrees in animal sciences and to follow a science-related or animal science career. These upward trends suggest that the program or experience between surveys effectively inspired long-term interest and commitment to animal science professions. Self-perception as a scientist improved, indicating enhanced science identity and belonging in the broader scientific community. Participants also reported increased comfort with conducting research and a greater appreciation for working on cross-cultural teams. These changes reflect growth in both technical understanding and social awareness--skills crucial for modern scientific collaboration.
Publications
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2024
Citation:
Ingram, A., N. L. Mast, C. Johnson, R. Anderson, and R. Arsenault. 2024. Deficiency in nitrate/nitrite/nitric oxide catabolism may decreases the survivability of Salmonella enterica in bovine macrophages. North Central ASM Meeting. Mankato, MN. October 4-5, 2024. Poster Presentation.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2024
Citation:
Ingram, A., C. Johnson, N. L. Mast, R. Anderson, and R. Arsenault. 2024. Deficiency in nitro-detoxification may limit Salmonella survivability in bovine macrophages. Symposium on Gut Health in Production of Food Animals. St. Louis, MO. November 10-13, 2024. Poster Presentation.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2025
Citation:
Rangel, A. A., M. E. Eckhardt, L. W. Lucherk, T. E. Lawrence, and T. E. Schwartz. 2025. Impact of Sodium Bicarbonate Upon Texture, Sensory Ratings, Cooked Color, and pH of Ground Beef Patties. Reciprocal Meat Conference. Poster Presentation Abstract 61.
- Type:
Peer Reviewed Journal Articles
Status:
Published
Year Published:
2025
Citation:
Lakes, J., L. Ramos, M. Cardenas, N. Mast, and M. Flythe. 2025. Effects of phyto-phenolic compounds on ammonia production by select amino acid fermenting bacteria. FEMS Microbiology Letters, Vol. 372.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2024
Citation:
Ramos, L., M. Cardenas, J. Lakes, M. Flythe, and N. L. Mast. 2024. The inhibitory activity of phyto-phenolic compounds on ammonia-producing ruminal bacteria. American Society of Animal Science Annual Meeting, Calgary, AB, Canada.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2024
Citation:
Tejani, S., A. Molina, M. Harvey, N. L. Mast, and M. Garcia. 2024. Mature Adipocytes From Bovine Adipose Tissue Facilitate the Progression of Morphological Changes in Vascular Endothelial Cells. Annual Biomedical Research Conference for Minoritized Scientists, Pittsburgh, PA. Poster Presentation.
|
Progress 06/15/23 to 06/14/24
Outputs
Target Audience:The TExAS Scholar Program is designed to target and support exceptional underrepresented sophomore, junior and senior Animal Science majors at TAMUK, UPRM and WTAMU (all HSIs) and emphasize those who are financially disadvantaged and/or first-generation college. During the first year of our program, a total of 11 students were served (100% female; 9 Hispanic and 2 Non-Hispanic). Data presented in this report pertains to their activities between June 15, 2023 and June 14, 2024. However, our first cohort of students were hired in Fall 2023, therefore they will complete their one-year program in August 2024 and some of their activities will be reported in the Year 2 Annual Report. Changes/Problems:Summer Intern Fellowship. Summer intern fellowships were not provided during Year 1. The primary issue was locating housing accommodations for this period of time. During Year 2, summer intern fellows will be notified in early spring 2025 to allow sufficient time to get housing approved on the TAMUK campus. Job Shadowing. During Year 1, only 4 scholars participated in a Job Shadowing event. In Year 2, project directors will facilitate placement for this activity rather than allowing students to choose who they will shadow. This will ensure all students are placed appropriately. Extension Program. During Year 1, only two of 11 scholars participated in an extension program. More focus will be placed on this activity during Year 2 to coordinate student's participation in extension programs so they may gain these valuable experiences. What opportunities for training and professional development has the project provided?Research. All Expanding the TExAS Scholar Participants were involved in scientific research. Research enhances critical thinking skills, communication, problem-solving and intellectual independence; all of which are crucial for success in careers in the animal industry. In total, 10 faculty research mentors with diverse animal expertise from each collaborating HSI provided high-impact, meaningful mentorship to students. Faculty mentorship was facilitated through regular one-on-one meetings throughout the students' research. Professional Meetings. Research projects lead to participation in professional meetings and provide opportunities for personal growth and networking. Within the first year of the program, six TExAS Scholars attended an average of 1.5 professional meetings. Of these students, three were responsible for giving 1 poster presentation and 2 oral presentations. During Year 1 of the program, two additional students submitted three abstracts which have been accepted and will be presented during Year 2 of the program. Educational Tour. In Year 1 of Expanding the TExAS Scholar Program, 8 students participated in an Educational Tour. Three TAMUK students participated in a 5-day tour of the Texas panhandle visiting dairies, feedyards, nutrition centers, packing plants, and cow/calf operations. This tour included a tour of WTAMU research facilities where WTAMU TExAS Scholars joined the tour and were able to network with TAMUK students for one full tour day. Two WTAMU TExAS Scholar participants completed an educational tour of OK, KS and NE as they toured feedyards and research facilities. UPRM TExAS Scholars were able to network with TAMUK Scholars during their educational tour in Kingsville, TX. UPRM students toured TAMUK research facilities and the local King Ranch. These tours fostered inter-institutional collaboration in an immersive experience emphasizing career awareness. Extension Program. One WTAMU and one UPRM student were able to work with Extension Specialists during Year 1. The WTAMU student was directly involved in the coordinating and hosting of the Plains Nutrition Council Spring Meeting. The UPRM student worked with Extension for a 2-day period gaining experience, then collaborated remotely for a period of time. Unfortunately, no other TExAS Scholars were directly involved in an extension program during Year 1 of the program. It is anticipated that during Year 2, students will become more involved with extension. Job Shadowing Experience. During Year 1 of the program, four TExAS Scholars participated in diverse job shadowing experiences. Two scholars shadowed USDA ARS research scientists: one shadowed a rumen microbiologist at the Forage Animal Production Research Unit in Lexington, KY for 10 days while another shadowed a rumen microbiologist at Southern Plains Agricultural Research Center in College Station, TX for 5 days. These students were able to network with USDA professionals while conducting research and gaining new laboratory skills. A third scholar shadowed an AgriLife Extension Specialist for 3 days in San Antonio, TX. A fourth student shadowed a veterinary school faculty member in Canyon, TX. These experiences provide opportunities for students to experience daily life in specific careers and knowledge of common tasks and required skills in those careers. Professional Meetings. Research projects lead to professional meeting attendance, providing opportunities for networking and professional growth. During the first year of the program, 55% of TExAS Scholars attended an average of 1.2 professional meetings. Of these students, 50% were responsible for giving 1 oral and 2 poster presentations. Additional meetings and presentations are planned for the Year 1 cohort, early in Year 2. Professional meeting attendees commonly include students and faculty from other institutions, USDA employees, and industry professionals; thus, providing opportunities for students to develop a professional network that will advance their careers. Journal Club. Regular meetings were held within each of the institutions to provide an opportunity for students to keep up-to-date with current research in animal science, broaden knowledge base, and promote networking. All TExAS Scholars participated in Journal Club during Year 1. Summer Internships. Although summer internships are not a direct component of the TExAS Scholar Program, it is recognized that they are valuable experiential learning opportunities. Thus, participants were encouraged to participate in summer internships that would provide further research and/or industry experience. In Year 1, two students were placed into USDA internships (ARS) and one was placed into an industry internship position (Feedlot Health with TELUS). How have the results been disseminated to communities of interest?Social Media. The TExAS Scholar Program maintains an active social media account (@texasscholars on Instagram) which went live in July 2023 to begin recruiting efforts. This method of dissemination engages and reaches the technology-savvy generation that the program is recruiting (215 followers currently). The TExAS Scholar Instagram account documents program progress (29 Instagram posts) while promoting and further enhancing recruiting efforts. The TExAS Scholar Program averages 611 "accounts reached" per month. Research Presentations. In Year 1 of the program, two scholars gave oral presentations at professional meetings to disseminate research results. One presented at the Puerto Rican Society of Agricultural Sciences Annual Meeting in Anasco, PR and another presented at the Investing in Rural America Symposium in Washington, D.C. A third scholar submitted an abstract for presentation at the American Society of Animal Science Annual Meeting. This abstract was accepted and will be presented via poster presentation during Year 2 of the program. Three additional abstracts are being prepared for submission and presentation during Year 2 of the TExAS Scholar Program. What do you plan to do during the next reporting period to accomplish the goals?Expanding the TExAS Scholar Program is designed to repeat and build upon itself over the five-year period. The Year 1 cohort will finish their one-year program early in Year 2. The Year 2 cohort will begin the program in Fall 2024. These students will be directly involved in research, attend journal club meetings, professional meetings, an educational tour, job shadowing events, and will be involved in an extension program, as described above for Year 1. In Year 2, external evaluation will continue to gather quantifiable outcomes that allow tracking and progress toward objectives.
Impacts
What was accomplished under these goals?
Objective 1: Develop a cooperative link amongst Animal Science programs at 3 Hispanic Serving Institutions [HSIs; TAMUK, University of Puerto Rico - Mayaguez (UPRM) and West Texas A&M University (WTAMU)] and with external collaborators (Agrilife Research & Extension, USDA-ARS, other universities and industry), to improve the success of underrepresented students through professional development opportunities. Development of cooperative links and sustainable partnerships between Animal Science programs at the three HSIs and with external collaborators was accomplished through multiple efforts. The TAMUK scholars Educational Tour included a tour of WTAMU research facilities where WTAMU scholars joined the tour and participated for a full day of activities. TAMUK and WTAMU scholars were able to network with each other while gaining insight into the animal industry through tours of various feedyards and research facilities. The UPRM scholars Educational Tour included a tour of TAMUK research facilities. During this tour, UPRM and TAMUK scholars toured TAMUK research facilities and the local animal industry. Students were able to network across institutions while being educated about the local animal industry. These events were designed to bring faculty and students from the three HSIs together to enhance collaboration and networking, while promoting animal science degrees and career options. To effectively develop and implement program activities, the Project Director team (Mast, Jimenez, Samuelson) met, via Zoom, quarterly throughout the year for an average 1 hour each. Objective 2: Educate undergraduate students in the field of animal science through hands-on experiential learning. Year 1 scholars gained valuable knowledge and experience through various hands-on experiential learning opportunities. Within the first year of the program, 11 undergraduate students were served. Participants were exposed to research (within their own institutions and at USDA ARS Job Shadowing events), graduate degree and career options (Educational Tour, Job Shadowing, Institutional visits, Extension Program), and professional development (professional meeting and professional development seminar attendance). Objective 3: Develop skills and gain experience necessary for joining the agricultural workforce or pursuing graduate studies by participating in research and extension projects. Students are being financially supported through the TExAS Scholar Program for their involvement in research. Students are mentored by faculty and trained in discipline specific techniques. When students take ownership of their research, a sense of responsibility and accountability is instilled. Student travel to professional meetings is supported to enhance knowledge, promote networking, and to allow students to present their research findings. The knowledge and skills gained through these experiences will equip students for future graduate school or agricultural workforce success. Objective 4: Foster and develop faculty-student mentor relationships to aid students in defining goals and evaluating educational and professional careers. In Year 1, upon participant selection, all 11students were placed into formal mentoring relationships with Faculty Research Mentors. Faculty Research Mentor relationships were developed and enhanced through regular participant-faculty meetings to discuss research progress, professional development opportunities and career goals. The Educational Tour provided additional contact with faculty from other universities as well as industry professionals. This short-term contact between the students and faculty or students and industry professionals enhanced the students' professional network and led to potential for building long term mentorship relationships in the future. Although not quantified, peer-peer relationships were established through intra and inter-institutional interactions between students through research and the Educational Tours.
Publications
- Type:
Journal Articles
Status:
Submitted
Year Published:
2024
Citation:
Lakes, J., L. Ramos, M. Cardenas, N. Mast, and M. Flythe. Submitted. Effects of phyto-phenolic compounds on ammonia production by select amino acid fermenting bacteria. FEMS Microbiology Letters.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2024
Citation:
Ramos, L., M. Cardenas, J. Lakes, M. Flythe, and N. L. Mast. 2024. The inhibitory activity of phyto-phenolic compounds on ammonia-producing ruminal bacteria. American Society of Animal Science Annual Meeting, Calgary, AB, Canada. Poster Presentation.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2024
Citation:
Boggiano-Pereira, S., S. Valdes-Ramos, S. Pardo-Rivera, G. Muniz-Colon, E. Jimenez, K. Domenech-Perez, H. Sanchez-Rodriguez. 2024. Solar radiation threshold for shade requirements in Puerto Rican Holstein cattle. Puerto Rican Society of Agricultural Sciences Annual Meeting, Anasco, Puerto Rico. Oral Presentation.
|