Progress 06/01/23 to 05/31/24
Outputs
Target Audience:The target audience for NextGen includes 1890 universities' students and faculty, domestic and international partners, public and private sector entities, and the general public. Changes/Problems:Some initial challenges consisted of recruiting qualified U.S. students to pursue graduate studies in FANH and hiring experienced support staff with substantial management skills and experience working with students. This will be overcome by adjusting the budget to accommodate needed changes with NIFA's approval. What opportunities for training and professional development has the project provided?The NextGen project has been training eight (8) undergraduate and five (5) graduate students. All 13 NextGen scholars are pursuing their degrees in FANH sciences at their respective partner universities. Among these students, four (4) participated in international experiential learning initiatives in Rwanda for two weeks. Students reported that this experience has broadened their views of other cultures, agricultural practices, and critical thinking. They are better prepared to view the world through different lenses as they see themselves as a part of a globally competent workforce. Back to their campuses, they approach foreign students with respect and dignity and even relate more to Rwandan students, bringing back good memories of Kigali. Visiting the U.S. Embassy in Kigali gave them confidence in a diverse U.S. workforce, even overseas, compelling them to seek jobs outside of the U.S. In addition, the NextGen program has provided professional development opportunities to high school, undergraduate, and graduate students to increase their knowledge and performance via workshops and symposia. The 20 Youth Institute high school students who competed to participate in the 2024 World Food Prize were trained in essay composition, writing, and presentation skills. During the competition, they were evaluated by university professors and industry leaders on the contents of their essays and their presentation skills. Feedback was given to them in terms of reaffirming their skills and boosting their confidence. 100% of the youth group reported a positive attitude for participating in the program. Professional development opportunities were also provided to undergraduate and graduate students participating in the leadership academy and the 1890 Universities Foundation Career Development Conference. All students reported that this was a unique opportunity to learn about leadership. All students expressed support for these programs. Their participation in these programs solidified their choice for a federal government career. How have the results been disseminated to communities of interest?During the fall of 2023 and the spring of 2024, we conducted outreach activities, including email messages, flyers, press releases, newsletters, workshops, and conferences, to enhance public understanding and increase interest in learning about the program. These activities engaged high school, 1890 universities' undergraduate, and graduate students. We also reached 1890 universities' faculty and domestic and international institutions to inform them about the NextGen award, seeking their partnership and collaboration. The 20 Youth Institute high school students were hosted on campus and given the university tour. This increased students' awareness of the Borlaug Dialog and careers in FANH fields, promoted awareness of FANH degree programs at the 1890 universities, and developed a pipeline for future undergraduate NextGen scholars. The undergraduate and graduate students reached by the NextGen project via various media increased their potential to be recruited in the program, awarded the scholarship, and learn about numerous careers in FANH fields in academia, industry, and the government. Finally, in 1890, universities' faculty and domestic and international institutions were informed via media to increase their awareness of the NextGen program and ensure their capability to contribute as potential partners and connectors between the partner universities, their students, and USDA. What do you plan to do during the next reporting period to accomplish the goals?NextGen has spent its first year setting up the program and its subsequent four broad goals at respective consortium universities. For the next reporting period, the PI and Co-PIs will intensify the development of partnerships, increase the number of Outreach and Engagement Projects (OEPs) domestically and abroad, scale up Student Scholarship Projects (SSPs) and leadership development activities, and increase domestic and international Experiential Learning Projects (ELPs) for students. As NextGen continues to expand its capacity and activities, FTE will grow at full capacity for the next reporting period.
Impacts
What was accomplished under these goals?
Objective 1. Develop and sustain resilient partnerships between the consortium universities and organizations interested in building the future workforce in FANH and allied disciplines. Under this objective, 20 existing domestic and international partnerships were revitalized, and 20 more were identified as new partners. Twelve (12) of the partners expressed their desire to serve as connectors between the partner universities, their students, and USDA. This was acknowledged with the signing of the MOUs. Therefore, twelve (12) MOUs have been signed between the individual 1890 universities and their international counterparts. The signing of these MOUs has facilitated the placement of students and faculty exchange at these institutions. Objective 2. Establish and sustain effective and responsive Outreach and Engagement Projects (OEPs), including student career development activities and understanding of processes and pathways to federal employment. During the fall of 2023 and spring of 2024, several content and marketing materials were developed to attract and recruit students to the NextGen program. We organized outreach activities targeting USDA agencies, including the Natural Resources and Conservation Service (NRCS) and Economic Research Service (ERS), academia, and industry. Across the partner universities, over 300 undergraduate and graduate students were introduced to FANH career opportunities. About 200 students were introduced to processes and pathways to federal employment via university clubs and school-wide meetings. These outreach and engagement projects increased students' awareness of careers in FANH sciences and promoted USDA careers. Of these students, ten (10) were selected and sponsored to attend the 1890 Universities Foundation Career Development Conference and NRCS career fair in March 2024 in Washington, DC. 100% of the students who attended the conference and career fair reported that they would work for the federal government (i.e., USDA). Continued support of such activities raises awareness of job opportunities, especially among students from underserved communities, creating a reliable federal workforce pipeline. One of the conference participants reports: "The conference equipped me with the essential tools to begin applying for federal jobs. As a senior at my university, I feel well-prepared to start my career. The workshops provided invaluable guidance, including helping me craft a federal resume, sharpening my interview skills, and boosting my confidence. This experience has been truly transformative, and I continue to apply the advice and tips I gained as I pursue my goal of becoming a medical scientist." Objective 3. Develop innovative recruitment, training, and retention initiatives, including Student Scholarship Projects (SSPs) and leadership development activities to attract diverse students (minority and underserved) to FANH fields. Various recruitment materials were developed and used for recruitment and retention purposes. Eight (8) undergraduate students were therefore recruited and awarded full scholarships to pursue education in FANH fields at respective partner universities (UMES, FAMU, KSU, and SU). Students were selected based on their academic performance (requiring at least a 2.9 GPA) and financial need, as demonstrated in their cover letter and statement of purpose. 90% of the scholarships were awarded to first-generation students. This financial support allows them to enroll full-time and dedicate their time to academic activities, not worrying about being dropped for nonpayment of tuition and school-related fees. Four (4) graduate students were recruited to pursue an M.S. degree program and one (1) in a Ph. D. program. These graduate students were selected by the graduate recruitment committee in their respective programs based on their academic performance (requiring at least a 3.0 GPA) and willingness to work for the industry, academia, or federal government (i.e., USDA) upon graduation.One graduate student testifies: "Being selected for the USDA NIFA NextGen program not only allows me to pursue my education and understanding of agriculture further but also allows me to help educate and enlighten the next generation about the importance of agriculture from a local and international perspective." In addition, 20 high school students were recruited in the Youth Institute. These students competed to secure a student delegate position for the fall Global Youth Institute and participate in the 2024 World Food Prize symposium in Des Moines, Iowa. Ofthe 20 students who competed, three (3) were selected to participate in the 2024 World Food Prize symposium. All the students who competed stated they were interested in pursuing a college degree in FANH sciences. Objective 4. Design and implement paid impactful domestic and international experiential learning projects (ELPs) for students to understand better the wide array of career opportunities across the FANH and allied disciplines while developing their professional skills and academic training. Among 40 FANH undergraduate and graduate students recruited at respective partner universities as NextGen scholars, four (4) participated in an international experiential learning program in Rwanda in the summer of 20204. These students and their Rwandan counterparts explored sustainable agricultural practices, agricultural workforce development, and preparedness organized at the Rwandan Institute for Conservation Agriculture (RICA) in Kigali. One student reports: "The climate is inviting for year-round production of crops, and the soil is mostly ready for cropping. I also learned how challenging water is for the farming community.I had the unique opportunity to visit the U.S. Embassy in Rwanda, visit the Rwanda Institute for Conservation Agriculture, tour schools, promote my university, and share ideas for agricultural improvement with our hosts. I loved meeting new friends, trying new foods, packing eggs, milking cattle, shopping, and embracing the culture." Furthermore, 25 NextGen scholars attended the leadership academy organized in April 2024. They were trained in the skills needed to achieve and thrive in high-level leadership positions focusing on food, agriculture, and community-based problem-solving skills. Students were given a case study compelling them to organize, brainstorm, and find solutions to local poverty and food insecurity-related problems. They gave presentations in groups of five students per group. They all received a certificate of participation. One group won the best award for their outstanding presentation.One student reports: "In the leadership academy, I was assigned to a group in which everyone in the group had to talk about assigned tasks and how to delegate these tasks. After the academy, I was able to put this new skill into use when I had a group lab report to do. Since no one wanted to lead the group and remained silent, I used the leadership skills that I learned. I listed all the tasks that needed to be completed before the deadline, delegated sections of the lab report, and finally organized the information to submit the lab report. The group that I was in earned 97% on the lab report." Another student says, "This experience not only strengthened my leadership capabilities but also reaffirmed my dedication to addressing environmental and social issues in my future career." It is worth mentioning that 25 students who attended the leadership academy program created a leadership academy club.
Publications
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