Progress 06/01/23 to 05/31/24
Outputs
Target Audience:Target audiences include first-year undergraduate students majoring in fields related to agriculture, health, and natural resources at Hispanic Serving Institutions (HSIs) such as UConn Waterbury and UConn Stamford, particularly those from racial and ethnic minority backgrounds, first-generation students, and those with financial needs (Pell grant eligible). Our secondary audience comprises students who do not meet these criteria, such as white students without financial need, who can participate as NextGen fellows but may receive grant funding after priority students are supported. Non-traditional students, including transfer students not in their first year at UConn Waterbury/UConn Stamford, are also encouraged to apply. Opportunities for paid summer and year-round internships are available to all interested UConn Waterbury UConn Stamford students in FANH fields. Our outreach efforts this year targeted students at both campuses, prioritizing first-generation and minority students. We have allocated multiple spots within the cohort to students from these groups and explored ways to enhance outreach to Latino students in these communities and schools. While ethnic and racial minorities comprise the majority of our cohort, among our current 11 students, 3 identify as Latino, 2 as Black, 3 as Asian American, and 3 as white. Additionally, 8 of our 11 students are first-generation, and 9 are considered to have financial assistance needs based on self-identification reports from financial aid offices. Among our initial cohort, one student, identified as non-traditional, has since left the university for personal reasons. Retention issues, including two students leaving due to academic failure or personal leave, highlight challenges faced by Hispanic-serving institutions. Continuing to maintain our existing cohort and target audience presents challenges, including the need for caution in identifying and retaining our target audiences. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?The program has provided valuable opportunities for training and professional development. Events such as the Internship Application Sessions, USDA Careers, and Federal Resume Workshop have been instrumental in equipping students with essential job application skills. These sessions include introductions to the website where students can search for internships and jobs related to USDA. These workshops also taught students the necessary components for writing a federal resume and allowed them to apply for internships with assistance from career professionals. Additionally, the 1-credit course offered in the spring has been particularly beneficial. This course focuses on developing essential skills each week, covering topics such as cultural competency, public speaking, and professional writing. This course has significantly contributed to students' professional and academic growth, where they could practice professional skills that are not normally taught within their discipline. How have the results been disseminated to communities of interest?Results have been disseminated to the public and key stakeholders through various recruitment and outreach events. Notable events include WISHFest, where interactions with students, teachers, and counselors from different schools in the Waterbury area took place. Additionally, tabling at open houses and speaking at high school tours has raised awareness about the program and the majors offered by the college. Engaging with high school students has been particularly beneficial, allowing them to explore the program's offerings early on and help them consider if it aligns with their career aspirations. What do you plan to do during the next reporting period to accomplish the goals?In the upcoming reporting period, we aim to expand our efforts and continue building on the successes achieved so far. We anticipate participating in the E. Kika de la Garza Fellowship in Washington, D.C. this July, to gain insights into how other programs facilitate connections among their student populations and careers within the USDA. This experience will also help inform our plans to sustain equitable programming beyond the current grant. Since the launch of our internship program, we have placed 19 students and aim to expand these partnerships for next summer, particularly with organizations closer to the USDA. Students within the cohort have completed interest forms with aim at the possibility of tailoring internship placements within USDA agencies. Additionally, we hope to support students in attending USDA summits and events in Washington, D.C., despite previous limitations due to short notice and prior commitments. To enhance community engagement and showcase our student's progress, we hope that after the cohort's second year to organize annual showcases open to campus students and community members. These events will highlight internships and academic achievements, share available resources, and promote the benefits of participating in our program and pursuing majors in the FANH fields.
Impacts
What was accomplished under these goals?
The primary objective of this project is to build a robust workforce in the fields of food, agriculture, natural resources, and health (FANH) by engaging students from financially disadvantaged backgrounds, including underrepresented minorities (URMs), at the University of Connecticut's (UConn) Hispanic-Serving Institution (HSI) campuses. To address this issue we aimed to recruit fifteen students starting their four-year journey at the UConn Waterbury and Stamford campuses. Our strategies included providing tuition stipends and academic support to foster a sense of belonging. We also offered experiential learning opportunities and exposure to the FANH fields through ourone-credit professional skills development course and paid internship program. Additionally, to ensure their success and provide support, our cohort students had one-on-one meetings with our program coordinator for personalized guidance throughout the school year. Key Activities The freshmen cohort at the Waterbury and Stamford campuses received tuition support and are enrolled in professional skill-building classes. Students had access to paid internships and participated in application sessions to develop resumes and cover letters with career development personnel. USDA HSI liaison, Mina Gomez, held two workshops at the Stamford campus based on navigating the USAJOBS website, finding internships and pathways programs within the USDA as well as a federal government resume workshop. We also held two application sessions for our summer internship program. Aside from that our students were always encouraged to attended multiple on campus events and workshops focused on developing professional skills and career opportunities within the USDA and FANH workforce. Impact and Outcomes Eleven students remained in the cohort, with seven cohort members securing internships either through the program or independently, showcasing the effectiveness of our professional development initiatives. Three of our cohort students expressed interest in pursuing careers within the FANH fields and the federal sector following various workshops attended this year. Of our 22 internship positions available, 19have been filled, with at least one UConn student placed at each of the participating organizations. Community Engagement We participated in campus open houses and various tabling events, engaging with high school students and their families. These events increased awareness of the program's presence at the Stamford and Waterbury campuses. By promoting the program, we ensured that more students knew about the support available to them, and the effort to foster an environment where they can thrive and explore potential career paths in FANH fields. Future Directions These efforts not only provide immediate support and opportunities for current students but also lay the foundation for future students to enter and learn more about the professional fields related to food, agriculture, natural resources, and health. Having built a track for our current student, we know what is necessary for new students interested in participating in the program as well as what needed for our first cohort to aid them in gaining the necessary experience and prepare for their future careers. Overall, there has been significant progress in our effort to build and facilitate interest in FANH workforce within the HSI campuses of UConn Waterbury and UConn Stamford. Most importantly we have learned what would be necessary for our second cohort and how to develop and facilitate interest and support in pursuing USDA/ FANH careers.
Publications
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