Progress 06/01/24 to 05/31/25
Outputs
Target Audience:The IINSTAR-AS project aims to engage and prepare students residing in Puerto Rico for successful careers in the agri-environmental sciences. The long-term outlook for excellence and success in the STEM workforce is closely tied to the educational system, which plays a key role in preparing future scientists and leaders capable of developing innovative solutions to global resource management challenges. Two main target audiences were reached by project efforts during the reporting period. The first audience is undergraduate and graduate students studying Environmental Sciences at the University of Puerto Rico-Río Piedras Campus (UPRRP), a Hispanic Serving Institution located in the insular Caribbean. Any American attending UPRRP is eligible to participate. Many students come from families with exceptional financial need and some first-year undergraduate students have low math proficiency levels. The second target audience is K-12 students (<18 years of age) at public and private schools in Puerto Rico. Many K-12 students in Puerto Rico are economically and educationally disadvantaged due to ongoing fiscal deficits and post-disaster recovery efforts from hurricanes and earthquakes in recent years. Accordingly, IINSTAR-AS includes strategies to reduce financial constraints, increase math proficiency, and provide professional development and experiential learning activities for undergraduate and graduate students, as well as educational outreach activities for K-12 students. Together these strategies provide hands-on academic and professional training at the nexus of water-energy-food systems and exposure to USDA career opportunities. These efforts are critical for building a stronger and more efficient federal workforce that directly and indirectly benefits a third target audience: the general public, including farmers, producers, non-industrial foresters, and rural communities throughout Puerto Rico. Changes/Problems:In last year's annual report we reported on expanding our multi-level mentoring model to include upper level undergraduates in addition to graduate students, and we continued with that successful approach during year 2 of the project. This year, we also adapted our project model to allow graduate students to participate not only as project assistants in environmental science mentoring and mathematics tutoring of undergraduates, but also as research fellows in their own right. This has resulted in excellent synergies, building on the existing mentorship model to include more and new research projects in agricultural, environmental, and ecological projects in the FANH sciences, which has in turn expanded opportunities for undergraduates to engage in independent and collaborative research projects. Regarding challenges, we have observed that some students, particularly first year undergraduates, demonstrate a lag in mathematics proficiency, including core courses such as precalculus and calculus that are necessary for STEM degrees. This issue is due in part to the COVID-19 pandemic which disrupted traditional educational systems, resulting in significant setbacks in students' mathematical achievement. For that reason we prioritized specialized immersion courses in mathematics as part of our project work plan beginning in year 1. Even with this directed support, some students still struggle. Accordingly, during student evaluations this past year we focused attention on academic roadmaps and learning tools such as 1:1 tutoring that can help reinforce critical concepts for mathematical development and long-term success. We will continue to monitor student progress and prioritize support on an individual basis as needed. Finally, there was a two-month period during March-April 2025 when the ASAP account associated with our grant award was suspended without prior notice. Consequently, the university was not able to receive reimbursement for expenses already incurred in accordance with the approved work plan under the existing, active grant award. We never received any formal communication indicating the reasons for the suspension or the expected timeline for resolution. Upon submitting inquiries, the information we received from USDA representatives indicated that the agency was aware of the situation, but did not have any additional guidance to provide at that time. The suspension of access to funds caused extensive financial strain that threatened the continuation of this important training initiative during year 2 of the project. By mid-April total reimbursable expenses had risen to almost $250,000, and the project was at risk of having to terminate key personnel as well as financial support to students for fellowships and training. This was stressful not only from an economic standpoint, but also emotionally for the staff and students who were suddenly faced with the prospect of losing their funding, without a clear explanation of why or when it might happen. Fortunately, we were able to engage with leaders at our institution and collaborating partners to identify alternative funding resources while we waited for the issue to resolve, and we continued working toward the project objectives, always in compliance with all guidelines and requirements associated with the grant. Towards the end of April the suspension of funds was suddenly lifted, which enabled the university to receive reimbursement for expenses incurred. Since then we have continued working diligently and completing tasks to meet milestones as planned. This project means a great deal to our team and the communities we serve. We are proud of the work being done under this grant and are deeply grateful to USDA for the opportunity to carry it out. Unexpected and unexplained suspensions such as the one described above disrupt project timelines, funding access, and deliverables, potentially harming the objectives and target audiences that the IINSTAR-AS and other NextGen projects aim to support. Ultimately they can hinder progress toward achieving the agency's mission of advancing agricultural research, education, or extension activities. We remain hopeful that future interruptions of this nature will not occur again, so that we can accomplish all of our goals for the benefit of our target audiences and the American people. What opportunities for training and professional development has the project provided? The 9 IINSTAR-AS scholars who participated in summer internships during 2024 dedicated a total of 2,880 hours over 8 weeks. This included 7 training experiences with the USDA Forest Service at Tonto and Grand Mesa, Uncompahgre and Gunnison National Forests, where students engaged in activities such as watershed assessment and restoration, mining conditions, mineral, water and ecosystem inventories, infrastructure assessment, and aquatic endangered species assessment. As a result of these experiences, students developed field skills related to non-industrial forest management in rural communities, and 4 of them chose to continue experiential professional training with colleagues at El Yunque National Forest during the 2024-2025 school year. Additionally, 2 students participated in internships in Puerto Rico. With the UPRRP Zoology Museum they cleaned, organized, mounted and cataloged specimens from entomological, bird, reptile, amphibian and mammal collections. With the Friends of El Yunque Foundation students supported planning and implementation of educational outreach activities and cultural events regarding conservation education and responsible recreation. These activities helped students develop organizational skills related to collecting and managing natural history data, and interpersonal skills for engaging with the public to achieve conservation management objectives. There were 16 undergraduate and 7 graduate fellows (23 total) who participated in 1,027 hours of research training during the fall 2024 and spring 2025 semesters. They worked with 7 professors in the Dept. of Environmental Sciences on multiple projects related to agricultural, environmental and ecological sciences. Some of the training experiences also presented opportunities for students to interact with farmers and producers. Research topics included soil conservation, coffee production in rural agroforestry ecosystems, urban mango trees, biofuels and renewable energy applications, herpetofauna of Puerto Rico, monitoring macroinvertebrates in tropical streams, tropical forest responses to disturbance, and conservation of rare plants. The students gained valuable lab and field-based skills. For example, one undergraduate and graduate student conducted electrofishing surveys to collect native fish and shrimp species and then experimentally test their resistance in a laboratory setting to copper and manganese exposure. The training opportunities were instrumental in helping students decide future career steps. 3 undergraduate fellows decided to continue with similar research topics for their undergraduate theses, while 5 students opted to rotate and try a new topic the following semester. During the academic year, 4 IINSTAR-AS fellows (3 undergraduate and 1 graduate) participated in an experiential learning opportunity with the USDA Forest Service-El Yunque National Forest, dedicated 320 hours of time to natural resource management activities. Tasks included environmental education with 4-H Club students, monitoring aquatic ecosystems, assisting with a tree nursery, and avian census, and surveying topography. Students gained knowledge of USDA resource management priorities, data collection protocols, and developed professional connections with agency personnel, including non-industrial foresters, ecologists, technicians, and land stewardship specialists. The relationships established and experience gained by students prepared them for subsequent training opportunities, and all of the fellows expressed interest in participating in a summer internship with the Forest Service. The outcomes of these research and training experiences were presented by 13 fellows who participated in 4 academic conferences, giving both oral talks and scientific posters. These included the Ecological Society of America Annual Meeting, the British Ecological Society Annual Meeting, the Puerto Rico Interdisciplinary Scientific Meeting, and the Society for Freshwater Scientists Meeting. Research presentations included focus on the ecology, behavior, and toxicological responses of tropical freshwater shrimp in relation to environmental pollutants, predators, and habitat changes, and several studies examined the influence of urbanization on the health and phenology of urban mango trees. Students ranged in age from 1st-year undergraduates to 2nd year graduate students. Participating in the conferences provided them with the opportunity to hone scientific communication skills and showcase their research to other scientists and academics. One 1st-year student commented that she was nervous about presenting but with support from the graduate students and professor she refined her message, gained the confidence to speak publicly, and gave a successful talk. Multi-level faculty-graduate-undergraduate student mentoring plays an important role in the IINSTAR-AS professional development model. During the past year there were 9 graduate students who served as mentors, which included 1) guiding undergraduate fellows engaged in agricultural and environmental sciences training opportunities, and 2) tutoring incoming undergraduate students in the College of Natural Sciences in conjunction with summer mathematics immersion courses. Mentorship topics included precalculus, calculus and other academic coursework in Environmental Sciences, field and laboratory research activities and strategies for research success, and scientific communication. Many graduate students also benefited from the experience. One graduate assistant said: "My experience is that through mentorship we have an opportunity to give back--to help others find clarity and confidence in a field that can feel overwhelming at first. Students have also supported me by asking questions I hadn't thought of for our research, making me a better listener." IINSTAR-AS fellows participated in several professional development events that provided exposure of students attending a Hispanic Serving Institution to career opportunities in the agricultural and environmental sciences, including with USDA agencies such as NRCS, ARS, Forest Service, and NIFA. A total of 37 undergraduate and 9 graduate fellows attended the SACNAS NDiSTEM Conference, the MANRRS Annual Training Conference and Career Expo, a professional seminar with Forest Service personnel from Tonto National Forest, a federal job fair, and the Puerto Rican Higher Education Assembly of Researchers, Thriving not just Surviving Conference (funded by USDA). At these events students received feedback on resumes and job interviewing skills, participated in proposal-writing workshops, and expanded their professional networks with agency officials and corporate recruiters. They also learned about research funding opportunities. After attending MANRRS and connecting with a representative of the Sustainable Agriculture Research and Education program (SARE, funded by USDA-NIFA), one graduate student decided to apply for a SARE grant opportunity in collaboration with the IINSTAR-AS Project Director. 6 undergraduate fellows participated in a macroalgae workshop hosted by Idaho National Laboratory and the Algae Foundation at the UPRRP. The workshop involved lectures and hands-on learning, including seaweed collection for use in biofuels production. 2 students who participated in the workshop decided to pursue summer internships focused on biofuels under the guidance of an IINSTAR-AS co-Project Director and collaborating faculty member. How have the results been disseminated to communities of interest?K-12 OUTREACH & ENGAGEMENT 23 IINSTAR-AS undergraduate and graduate fellows worked with an IINSTAR-AS co-Project Director in the UPRRP College of Education to develop and deliver 480 educational presentations and field trips (244 hours total). This content reached 973 K-12 students at 5 Puerto Rican elementary, middle and high schools in the San Juan region, as well as 12 middle and high school students from schools throughout Puerto Rico who participated in the Luquillo LTER Data Jam. Presentations utilized Problem-Based Learning and hands-on scientific activities in the classroom, school grounds, and nearby field sites. Topics included agri-environmental science, plant ecology, food nutrition and gardens, marine life and coastal ecosystems, ocean acidification and coral bleaching, biodiversity conservation, renewable energy, sustainability, water quality, soil erosion, tropical forests, stream ecosystems, butterflies and damselflies, amphibians, and use of scientific instruments. Field trips included visits to the UPRRP to see laboratories and research facilities, and El Yunque National Forest. Two school gardens were built with project funding, in collaboration with students and teachers. These activities enhanced leadership and communication skills among the university students. They also promoted knowledge transfer to youth audiences from urban and rural communities in Puerto Rico about food security and ecological, environmental and sustainability concepts. At the end of the fall semester 32 students and a teacher from the UPR Elementary School presented their results from the Agua Vida learning module that they had participated in as part of IINSTAR-AS outreach activities. At the end of the school year the teacher commented that "The educational workshops offered by IINSTAR-AS and its university students provide a unique and enriching experience for children [that] leads to a deeper and more lasting understanding of the concepts. Parents have also expressed their satisfaction with the workshops, highlighting how effective they are in sparking their children's interest in science." Additionally, the outreach efforts exposed K-12 students to potential academic and professional opportunities in the agri-environmental sciences and developed a pipeline for future undergraduate NextGen scholars in the IINSTAR-AS project. Notably, 3 high school seniors who participated in outreach activities applied to the Environmental Sciences Dept. at the UPRRP. 4 IINSTAR-AS graduate fellows and 1 undergraduate fellow collaborated with the UPRRP-UTT Bridges project (funded by USDA-NIFA) in developing environmental education activities with the ENLACE project focused on the Martín Peña Channel in San Juan, Puerto Rico. The graduate fellows participated in developing and carrying out a series of presentations and hands-on workshops collectively impacting 93 K-12 students in grades 3-5 and 11-12 at two schools that serve low-income communities in the region. Students participated in an interactive activity about food security titled "My Dream Community", in which they were invited to draw and construct through images an ideal community that was sovereign in the production of its own food. They learned to identify and classify recyclable materials and about the recycling centers that service their communities, and participated in a recycling simulation. They explored the urban water cycle and visited a water retention pond demonstration plot on the UPRRP campus. And they learned about macroinvertebrates as bioindicators of water quality. These activities sparked discussion about personal and community resource use, how urban infrastructure can influence stormwater runoff, and the impact of food sovereignty on health, local economies, and community well-being. The graduate fellows developed valuable leadership and communication skills, and the K-12 students developed critical thinking, creativity, and environmental awareness. As a result of this outreach, several of the high school students expressed interest in studies at UPR in agri-environmental sciences and inquired about the application process. Furthermore, the IINSTAR-AS graduate fellows were invited by the UPRRP-UTT Bridges project leadership to participate again in developing and implementing educational activities during the upcoming academic year. NON-FORMAL EDUCATION ACTIVITIES The IINSTAR-AS project hosted or participated in 21 non-formal education activities that involved 71 undergraduate and 31 graduate students and impacted 1589 farmers and producers, prospective university students, K-12 students, teachers, professionals from natural resource management organizations, and members of the general public. These included educational talks and workshops about coffee farming and production in rural communities, in collaboration with PROCAFE and the Café del Futuro project; the pollination of plants, flowers, and mango trees at a pollinator fair; and agroforestry systems and urban agriculture at the International Day of Forests in El Yunque National Forest. They also included 2 farmer's markets at the UPR which promoted products from dozens of farmers, producers, and artisans, as well as NGOs dedicated to environmental conservation. These activities benefited farmers, producers, and non-industrial foresters via the dissemination of practical knowledge about new planting, pollination, cultivation, and harvesting technologies, soil conservation techniques, and the promotion of local food production, sovereignty and economic security. Several of the farmers who participated in the coffee production workshops expressed interest in collaborating in future production-focused training projects. Furthermore, 80% of the producers who participated in a previous farmer's market hosted by IINSTAR-AS returned for a subsequent event. Other non-formal education activities included multiple informative tables about the IINSTAR-AS project, a summer internship experiences symposium; an education for sustainability meeting with RCE Puerto Rico-REDeS; formation of a high school environmental club; and several recruitment and orientation events for high school students and incoming freshman to the UPRRP. These activities communicated the importance of agricultural and environmental sciences as core components of STEM education; distributed knowledge about professional and academic training opportunities provided through the IINSTAR-AS project and NextGen Program; and advanced networking opportunities for experiential learning opportunities with USDA agencies and other natural resource management partners. For example, as a result of the education for sustainability meeting with non-governmental partners from RCE Puerto Rico-REDeS, new opportunities for summer internship opportunities emerged in which IINSTAR-AS fellows could participate. Results about IINSTAR-AS events and activities have been disseminated to diverse communities of interest in Puerto Rico via the development of a promotional video about the NextGen program and IINSTAR-AS project and student participants, creation 104 reels for IINSTAR-AS Instagram profile, publication of 4 online news articles, 3 of which were in local media in Puerto Rico and 1 in a USDA-NIFA newsletter, and participation in 3 radio interviews with Radio Universidad de Puerto Rico. These resources have been viewed or heard by hundreds of followers, who in turn have reposted or shared information about the project with family, friends, and colleagues. This has amplified knowledge about the NextGen program, its impact on workforce development, and its benefits for strengthening America's agricultural and economic prosperity. What do you plan to do during the next reporting period to accomplish the goals?During the next reporting period we plan to do the following: Coordinate and support student participation in summer experiential learning opportunities, including undergraduate and graduate internships with USDA agencies, and graduate research experiences to gain practical training in the laboratory and field. These will occur primarily in Puerto Rico during summer 2025. Host the 2nd post-summer symposium for students to present results and outcomes of their experiential learning opportunities. Provide support for faculty and graduate assistant tutors for the summer 2025 mathematics immersion course for incoming first-year students. Recruit, admit, and onboard additional undergraduate and graduate fellows and graduate assistants at the University of Puerto Rico, to expand academic and professional training opportunities in the FANH sciences to more students. We anticipate up to 10 new undergraduate fellows, 2 graduate fellows, and 2 graduate mathematics tutor assistants. Continue with multi-level academic and psychosocial mentoring and student evaluations by project faculty and staff. Continue with career development, educational curricula, non-formal education, and USDA exposure activities as implemented during the reporting period. Continue with support of research training experiences for undergraduate and graduate students with professors, including integration with project Co-Directors' research opportunities. Continue with existing specialized coursework and developing new coursework for the Minor in Renewable Energy and Sustainability related to the use of drone technology and GIS resources. Conduct training and implement use of the Solar Plant renewable energy module with K-12 schools in Puerto Rico via outreach activities. Continue expanding K-12 outreach and Problem-Based Learning activities to additional schools in Puerto Rico. Participate in USDA sponsored meetings for project directors, staff, and students. Provide opportunities for students to participate in experiential learning opportunities and activities related to sustainability and natural resource management through the RCE Puerto Rico-REDeS network. Implementation of the formal quantitative and qualitative evaluation of outcomes and impacts of the IINSTAR-AS project on target audiences. Potentially receive a visit from NextGen staff and/or IDRA evaluation staff. Host professional training related to design thinking, effective communication, team building and developing a growth mindset. Support student travel to workshops, conferences, and career training activities. Collaborate with other NextGen projects to sponsor interchange activities of students and project personnel between sites and enhance learning opportunities related to agricultural and environmental sciences. One possible collaboration is being explored with the The Animal Science Discovery Program, led by LaGuardia Community College and Rutgers University.
Impacts
What was accomplished under these goals?
FELLOWSHIPS During the reporting period, the IINSTAR-AS project provided academic fellowships for 23 students at the University of Puerto Rico-Río Piedras (UPRRP). This included 16 undergraduate students (ranging in year from first-year to seniors) pursuing bachelor's degrees in Environmental Sciences and a Minor in Renewable Energy and Sustainability. During the summer, undergraduate fellowships were full-time, while during the academic year they were half-time. At the graduate level we provided fellowships for 7 students pursuing masters and doctoral degrees in Environmental Sciences and Biology. During the summer fellowships were full-time, while during the academic year 85% were half-time and the remainder quarter-time. Fellowships were awarded based on academic performance (requiring a 3.0 GPA), in addition to financial need as demonstrated by students' applications for admission. 18% were first generation college students. Fellowships covered tuition, health insurance, and a monthly stipend that varied depending on the time commitment. The fellowships reduced financial constraints and allowed students to engage more fully in their academic activities, while also participating in outreach, experiential learning and career development activities in FANH sciences. One student remarked that the financial support offered by IINSTAR-AS allowed her to prioritize her studies over external work: "I have seen improvements in both my academic performance and my mood, as I am no longer constantly stressed. The financial support means I don't need to look for another job, and it has motivated me to take full advantage of educational opportunities." At the end of year 2, three (3) IINSTAR-AS undergraduate fellows were recognized with academic honors (GPA of 3.5 or higher overall and in math and science courses). Also, the first IINSTAR-AS fellow successfully completed all the project requirements and graduated from UPRRP, magna cum laude. She applied and was accepted for graduate studies in biology at the University of Puerto Rico-Mayagüez campus, where she will focus on agricultural sciences. EXPERIENTIAL LEARNING OPPORTUNITIES 9 IINSTAR-AS scholars participated in summer internships during 2024, which included training experiences with the USDA Forest Service in the mainland United States in addition to natural resource management organizations working in Puerto Rico. This led to the development of field-based natural resource management skills, and exposed students to USDA career opportunities related to non-industrial foresters and rural communities. All students expressed that the internships were formative experiences, which influenced their decision to pursue conservation management coursework and research opportunities during the subsequent academic year. A total of 23 undergraduate and graduate fellows participated in research training opportunities in agricultural, environmental, ecological sciences in Puerto Rico during the 2024-2025 academic year. Fellows interacted with scientists, managers, farmers, and producers, and gained valuable laboratory and field-based experience related to study design, development and implementation of scientific protocols and use of technology, data collection, management and analysis, and working in collaborative teams. Due to these experiences, 19 fellows chose to pursue further training opportunities in FANH sciences during summer 2025. Also during the academic year, 3 undergraduate and 1 graduate fellows worked in collaboration with the USDA Forest Service-El Yunque National Forest. Students gained knowledge of USDA resource management priorities, data collection protocols, and developed professional connections with agency personnel, including non-industrial foresters. As a result of this experience, all of the fellows expressed interest in participating in subsequent summer internship and training opportunities with the Forest Service. PROFESSIONAL DEVELOPMENT ACTIVITIES 13 undergraduate and graduate fellows presented oral talks and posters at four local, domestic and international scientific conferences related to ecological, agricultural, and environmental sciences. These meetings provided fellows with variable levels of experience the opportunity to hone scientific communication skills, enhance their confidence speaking publicly, and showcase their research to academic audiences. Several fellows commented that they learned about innovative research which inspired them to continue with their studies. 37 undergraduate and 9 graduate fellows attended 2 professional career expos and training conferences (SACNAS & MANRRS), a federal job fair, a professional seminar with Forest Service personnel, and the Puerto Rican Higher Education Assembly of Researchers, Thriving not just Surviving (HEARTS) Conference. These opportunities broadened exposure of students attending a Hispanic Serving Institution to USDA and other federal agency employment opportunities, and helped them develop critical job application and proposal-writing skills. A majority of the undergraduate students commented that attending events such as these allowed them to learn about career pathways and develop professional contacts they would not have known about otherwise. 9 graduate students served in mentoring roles including as research mentors (7) for undergraduate fellows engaged in agricultural and environmental sciences training opportunities, and as tutors (2) for mathematics immersion courses focused on precalculus and calculus for incoming undergraduate students. The graduate students developed important organizational and leadership skills as part of a multi-level faculty-graduate-undergraduate mentoring model. They also value the opportunity to engage with younger students. One graduate mentor commented: "The greatest benefit is helping students connect their passion within agri-environmental sciences to potential career paths where they can grow into the next generation of professionals." SPECIALIZED COURSEWORK Specialized coursework in mathematics (precalculus and calculus) was provided to 56 incoming freshman students in the College of Natural Sciences at the UPRRP, as part of a summer immersion course for new students, conducted in collaboration with the Summer Bridge Title V-SSEA-STEM UPR project (Dept. of Education). IINSTAR-AS supported two graduate student assistants who served as tutors. This helped reduce economic barriers and allowed undergraduate students to participate for free. The immersive approach enabled students to advance their mathematics requirements and prepare for subsequent disciplinary coursework. Several students commented on the value of focusing on one course at a time, the benefit of 1:1 learning assistance from graduate-level tutors, and the opportunity to accelerate their academic career toward completion of their degree. During the fall and spring semesters the project supported professors who taught coursework related to integrated water-energy-food systems, and a Minor in Renewable Energy and Sustainability. A total of 57 undergraduate students were enrolled. Course topics included Energy and Environment, Biogas Applications, Environmental Sustainability, Global Environmental Change, and a new course on Bioregionalism. Guest lectures were given by producers and resource managers working in rural communities. Students learned specialized concepts related to energy resources, sustainable agricultural and non-industrial forest management practices, and human-environmental interactions. Additionally, students were exposed to innovative technologies and applications for biofuel production. Several students remarked on the relevance of the topics to their daily lives and professional career interests. As a result of the coursework two students decided to pursue summer internships related to biofuels production.
Publications
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2025
Citation:
Aquino, M.F. (April 2025). Effect of copper (Cu) exposure on freshwater shrimp Xiphocaris elongata. Oral presentation at PR-LSAMP (Puerto Rico-Louis Stokes Alliance for Minority Participation) 43nd Puerto Rico Interdisciplinary Scientific Meeting (PRISM) & 58th ACS Junior Technical Meeting, University of Puerto Rico-R�o Piedras, San Juan, Puerto Rico.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2025
Citation:
Campis, J. (April 2025). Aquatic Fauna Response to a Dam Removal in Quebrada Gata, El Yunque National Forest. Poster presentation at PR-LSAMP (Puerto Rico-Louis Stokes Alliance for Minority Participation) 43nd Puerto Rico Interdisciplinary Scientific Meeting (PRISM) & 58th ACS Junior Technical Meeting, University of Puerto Rico-R�o Piedras, San Juan, Puerto Rico.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2025
Citation:
Fern�ndez Ortiz, K.A. (April 2025), Physicochemical Parameters Influencing Atya scabra and Atya innocuous Distribution. Oral presentation at PR-LSAMP (Puerto Rico-Louis Stokes Alliance for Minority Participation) 43rd Puerto Rico Interdisciplinary Scientific Meeting (PRISM) & 58th ACS Junior Technical Meeting, University of Puerto Rico-Rio Piedras, San Juan, Puerto Rico.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2025
Citation:
Laboy-Gonz�lez, A. (May 2025). Ecological Observations on the Decapod Community of the Coamo River Basin with Focus on Micratya cooki Karge, Page, Klotz, 2013 (Decapoda: Caridea: Atyidae). Poster Presentation at the Society for Freshwater Science Meeting 2025, San Juan, Puerto Rico.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2025
Citation:
Mart�nez, D. (April 2025). Feeding Preferences of the American Eel (Anguilla rostrata) in Tropical Rivers. Oral presentation at PR-LSAMP (Puerto Rico-Louis Stokes Alliance for Minority Participation) 43rd Puerto Rico Interdisciplinary Scientific Meeting (PRISM) & 58th ACS Junior Technical Meeting, University of Puerto Rico-R�o Piedras, San Juan, Puerto Rico.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2025
Citation:
Morales, D. (April 2025). Determining the leaf litter preferences of Macrobrachium faustinum shrimp in the R�o Piedras River. Oral presentation at PR-LSAMP (Puerto Rico-Louis Stokes Alliance for Minority Participation) 43rd Puerto Rico Interdisciplinary Scientific Meeting (PRISM) and 58th ACS Junior Technical Meeting, University of Puerto Rico-R�o Piedras, San Juan, Puerto Rico.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2024
Citation:
Morales, D. (December 2024). Determining the Leaf Litter Preferences of Macrobrachium spp. in El Yunque National Forest. Poster presentation at British Ecological Society 2024 Annual Meeting, Liverpool, England.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2025
Citation:
Salgado-Mendez C. (May 2025). Assessment of Palaemonidae Populations in Sonadora Stream, El Yunque National Forest: An Analysis of Stream Characteristics and Seasonality Effect on Population Abundance and Distribution. Poster presentation at Society for Freshwater Science Meeting 2025, San Juan, Puerto Rico.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2025
Citation:
Salgado-Mendez C. (April 2025). Acute Toxicity of Bleach Exposure in Macrobrachium Species: A Comparative Analysis of Wild-Caught (Macrobrachium faustinum) and Farm-Raised (Macrobrachium rosenbergii). Poster presentation at PR-LSAMP (Puerto Rico-Louis Stokes Alliance for Minority Participation) 43nd Puerto Rico Interdisciplinary Scientific Meeting (PRISM) & 58th ACS Junior Technical Meeting, University of Puerto Rico-R�o Piedras, San Juan, Puerto Rico.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2024
Citation:
Salgado-Mendez C. (December 2024). Assessment of Macrobrachium Populations in Sonadora Stream, El Yunque National Forest: an Analysis of Population Abundance and Distribution. Oral presentation at British Ecological Society Annual 2024 Meeting, Liverpool, England.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2025
Citation:
Rivera, A. (April 2025). Influence of anthropogenic factors on the onset and intensity of flowering of Mangifera indica in an urban environment. Oral presentation at PR-LSAMP (Puerto Rico-Louis Stokes Alliance for Minority Participation) 43rd Puerto Rico Interdisciplinary Scientific Meeting (PRISM) & 58th ACS Junior Technical Meeting, University of Puerto Rico-R�o Piedras, San Juan, Puerto Rico.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2024
Citation:
Villafa�e, D. (August 2024). The influence of urban elements on the condition of mango trees (Mangifera indica): recommendations for management. Poster presentation at Ecological Society of America 2024 Annual Meeting, Long Beach, California.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2024
Citation:
Campis, J. (August 2024). Acute toxicology of manganese in tropical freshwater shrimp Xiphocaris elongata. Poster presentation at Ecological Society of America Annual Meeting, Long Beach, California.
|
Progress 06/01/23 to 05/31/24
Outputs
Target Audience:The IINSTAR-AS project aims to engage and prepare students from underrepresented groups in Puerto Rico - including women, Hispanics, and people of afro-Caribbean heritage - for successful careers in the agri-environmental sciences. Training the next generation of leaders must engage people from distinct backgrounds and cultures, to include opportunities for future scientists and leaders that will build a more diverse, stronger workforce capable of developing innovative, resilient, and equitable solutions to global resource management challenges. The long-term outlook for diversity in the STEM workforce is closely tied to representation in the educational system. Thus, Hispanic-serving institutions, and insular area institutions of higher education located in the U.S. territories, have the potential to play key roles in this transition. Two target audiences were reached by project efforts during the reporting period. The first audience is undergraduate and graduate students in the Environmental Sciences Program (ESP) at the University of Puerto Rico-Río Piedras Campus, a Hispanic Serving Institution. Ages range from 18 to 30 years old. Many students come from families with exceptional financial need and first-year undergraduate students have low math proficiency levels. The second target audience is K-12 students (<18 years of age) at public and private schools in Puerto Rico, a population group with underrepresented Hispanic and afro-Caribbean ethnic minorities. Many K-12 students in Puerto Rico are economically and educationally disadvantaged due to ongoing fiscal deficits and post-disaster recovery efforts from hurricanes and earthquakes in recent years. Accordingly, IINSTAR-AS includes targeted strategies to reduce financial constraints, increase math proficiency, and provide experiential learning activities for ESP undergraduate students, as well as educational outreach activities to augment learning opportunities for K-12 students. Changes/Problems:As we initiated the project and began recruiting undergraduate fellows, we realized that our multi-level mentoring model could be expanded to not just include graduate student mentoring of undergraduates but also upper level undergraduate mentoring of beginning undergraduate students. Undergraduate students in their 3rd or 4th year of studies are closer in age to the incoming freshmen, have undergone similar experiences such as the Covid 19 pandemic during their high school years or first year at university, and are familiar with the culture and interpersonal dynamics of our department and university. Thus they have useful perspectives and skills to share. At the same time, the upper-level undergraduates also face financial constraints similar to those of the first-year students. Consequently, we decided to expand our recruitment of undergraduates to include 3rd and 4th year undergraduates in addition to those in their 1st or 2nd year. The majority of participants will still be first or second year students. A requirement for all undergraduates who participate in the IINSTAR-AS project and receive support, regardless of what year they enter, is to complete the Minor in Renewable Energy and Sustainability, which typically takes from 1-2 academic years. Furthermore, it was our intent to conduct a career development and educational training activity at Casa Pueblo during the reporting period, focused on the Solar Plant renewable energy module. We had originally scheduled this training for April 2024, but had to postpone it due to scheduling conflicts. The training is tentatively rescheduled for the second year of the project during September 2024, and as result of this change the second training that was originally planned for the second year will be delayed until the 3rd year of the project. Due to administrative processes at the beginning of the project, hiring of staff took longer than anticipated. In spite of that we were able to meet our goals for student recruitment, coordination and implementation of K-12 outreach activities, as well as experiential learning opportunities for students to conduct research with professors working in the agri-environmental sciences, and gain exposure to USDA career opportunities. What opportunities for training and professional development has the project provided? The project coordinated one-on-one mentorship opportunities and group laboratory and field-based research training experiences for 15 students who workedwith professors at the University of Puerto Rico-Río Piedras during fall and spring semesters. For 9 of the undergraduates this was the first time they participated in research activities. They studied topics including the health of urban mango trees, the toxicity of mangenese and dietary preferences in freshwater shrimp, and population trends and conservation of an endemic, threatened mistletoe species. These opportunities helped students learn about distinct lines of agricultural and environmental research, develop practical skills,and refine their interests. For example, one student reported that "In my initial months, I was paired with a PI mentor in an aquatic lab where I now research shrimp and anthropogenic impacts in freshwater habitats." Anotherstudent, upon completing her first year,decided to rotate to a different laboratory and gain exposure to a different set of research questions and methodological approaches.A third student commented, "I was able to complete my theseis with the support of the project, which has had a very positive impact on my life, opening door to establish contacts,helping me make decisions about my future academic career, and always motivating me to aspire higher." From these research opportunities students generated seven scientific conference presentations and posters which were disseminated in one university symposium, one local conference in Puerto Rico, and one national conference in the United States, helping disseminate their findings to broader audiences. All of the students have commented that these opportunities are helping them improve their ability to communicate effectively about their science with diverse audiences. 30 undergraduate and graduate students participated in career development events and activities in Puerto Rico. This included a Natural Resources Conservation Service career opportunity seminar focused onwho the NRCS is and what they do, how to get involved, employment opportunities, and how to apply. Another event was a Forest Service Real Jobs Real Impacct career expo workshop. Additional, 11students participated in career development events in the United States, including the 2024 Agricultural Outlook Forumand NextGen Program activities (2 graduate and 2 undergraduates) andthe 2024 MANRRS National Conference (2 graduate and 5 undergraduate).The events in Washington, DC and Beltsville, MD represented the first opportunity for two of our students to visit the nation's capitol, and the first time for four of our students to visit a USDA facility. How have the results been disseminated to communities of interest? During the fall and spring semesters the project provided educational outreach tostudents from public schools in Puerto Rico. Undergraduate fellows and graduate assistants developed and taught151 educational presentations for approximately 400 K-12 students and led 6 field trips for approximately150 elementary students through Problem-Based Learning activities at three Puerto Rican elementary, middle and high schools. Presentation topics included global warming, marine life, ocean acidification and coral bleaching, coastal ecosystems and organisms, ecosystem conservation, renewable energy, microplastics, water quality, tropical forest and stream ecosystems, plant ecology and photosynthesis, soil erosion, butterflies and damselflies, and other Puerto Rican fauna, thermometers and other scientific instruments, women in science,and what scientists do. These activities enhanced youthunderstanding about and interest in food, agriculture, natural resources, and sustainability sciences, and awareness of USDA career opportunities. The field trip components provided many students with their first opportunity to visitEl Yunque National Forest andthe central cordillera of Puerto Rico and experience hands-on learning in the field. Furthermore, atotal of 171 hours of outreach and teaching experience were gained during the reporting period. 10 of the students had no prior experience teaching in a formal setting and several university students commented on the valuable communication and collaboration skills they developed. Two educational seminars were given during the reporting period. One was an webinar titled Rethinking Agricultural Waste Management: Sustainability, Climate Change, and Renewable Energy, which was attended by 27 graduate and undergraduate students and 4 faculty and staff. Thisbroadened exposure tosustainability, renewable energy, and climate changeresearch and applications occurring in other parts of the United States,and highlighted the intersection between water-energy-food systems. The other seminar was an in-person seminar about amphibians of Puerto Rico, which was attended by 10 university students and 2 faculty and staff. Subsequently, two students were motivated to conduct research in the University of Puerto Rico zoology museum. Furthermore, the project sponsored a climate change symposium with educational talks and information tables in collaboration with the UPR-RP College of Education, which was attended by approximately 140 K-12 students, 13 university students, and 30 individuals from the general public to increase learning about important topics and careers in environmental sciences. The project sponsored a farmers market at the UPR-RP College of Natural Sciences. It was attended by approximately 200 persons from the UPR-RP community. Outcomes includedpromoting farmers and artisans, local and ecologically-sustainable products, and NGOs dedicated to environmental conservation, and developing new ties between the university and surrounding community. As a result of this positive experience word has spread about thenext farmers market being planned for fall 2024. The projectset up 6 informational tables athigh schools and environmental fairs promoting undergraduate studies in Environmental Sciences, the IINSTAR-AS project, and USDA career opportunities to youth in Puerto Rico. These efforts led directly to the recruitment of two new student fellows. Notably one high school senior decided to change her plan to attend another campus and come to UPR-Rio Piedras specifically to participate in our Environmental Sciences program and IINSTAR-AS project. Results about the project launch, events, and activities have been disseminated to diverse communities of interest in Puerto Rico via several methods, amplifying the message of our project and USDA opportunities. These include the following: 10 online and print news articles by the University of Puerto Rico and major news outlets in Puerto Rico. One television interview by a major news outline in Puerto Rico. Two radio interviews with Radio Universidad de Puerto Rico. Publishing of 32 reels and 157 posts for the IINSTAR-AS Instagram profile with summaries of activities and events. What do you plan to do during the next reporting period to accomplish the goals?During the next reporting period we plan to do the following: Coordinate and support student participation in summer experiential learning opportunities, including undergraduate internships with USDA agencies, and graduate research experiences to gain practical training in the laboratory and field. These will occur in Puerto Rico and the United States. Host a post-summer symposium for students to present results and outcomes of their experiential learning opportunities. Provide support for the summer 2024 mathematics immersion course for incoming first-year students. Recruit, admit, and onboard the next cohort of IINSTAR-AS undergraduate fellows and potentially new graduate student assistants as well. We anticipate up to 10 new undergraduate fellows and 1 graduate assistant. Host additional meet and greet activities with USDA agencies and personnel to promote career and internship opportunities and develop professional contacts. Continue with multi-level academic and psychosocial mentoring and evaluations. Continue with career development, educational curricula, and non-formal education activities as implemented during the reporting period. Continue with support of research training experiences for undergraduate and graduate students with professors, including integration with project Co-Directors' research opportunities. Continue with existing specialized coursework and develop new coursework for the Minor in Renewable Energy and Sustainability. Conduct an educational training activity at Casa Pueblo focused on the Solar Plant renewable energy module. Participate in USDA sponsored meetings for project directors, staff, and students. Provide opportunities for students to participate in experiential learning opportunities and activitiesrelated to sustainability and natural resource management through the RCE Puerto Rico-REDeS network. Complete hiring of the project evaluator and finalize project impact research tools and begin implementing quantitative evaluation components. Expand K-12 outreach and Problem-Based Learning activities to additional schools in Puerto Rico. Support student travel to professional development workshops, conferences, and training activities.
Impacts
What was accomplished under these goals?
PROJECT SUPPORT During the reporting period we hired two full-time staff members at the University of Puerto Rico-Rio Piedras (UPP-RP) for the IINSTAR-AS project, an Executive Manager and a Stakeholder Engagement Liaison. These staff members executed the day-to-day operations and implementation of project activities, such as: Recruiting and onboarding of undergraduate student participants and graduate student assistants from underrepresented minority groups. Administrative paperwork for all project personnel, participants, and activities. Contracting of professional resources for specialized coursework and coordination of career development activities. Coordination of formal educational and training activities with project participants. Coordination of non-formal education and outreach activities with K-12 schools. Coordination of student participation in USDA career exposure activities Development of partnerships with collaborating institutions in Puerto Rico and the United States for experiential learning opportunities and internships. Coordination of multi-level faculty-graduate-undergraduate academic and psychosocial mentoring. Communications about project activities, outputs, and accomplishments. A project kick-off meeting with student participants, faculty and staff, and collaborating partners from USDA agencies and non-profit organizations. These activities led to the following outcomes and impacts for university students ages 18-30: ACADEMIC FELLOWSHIPS & ASSISTANTSHIPS During the reporting period, ten undergraduate students received fellowships to pursue bachelor's degrees in Environmental Sciences at UPR-RP, and a Minor in Renewable Energy and Sustainability. The fellowships were awarded based on academic performace (minimum GPA of 3.0). 30% ofthe undergraduate fellowshipswere awarded to first generation college students, 85% of whomidentify as women. Additionally, five graduate students received assistantships to serve in mentoring roles while pursuing masters and doctoral degrees in Environmental Sciences and Biology. 100% of undergraduate and graduate participantswereof Hispanic and/or afro-Caribbean heritage.This support helped remove financial barriers to conducting undergraduate and graduate studies, allowing them to focus full time on their coursework, research, experiential learning, and outreach opportunities offered through the project. In the words of one student, the project provides "all of the tools necessary for successful professional development, including outreach, conferences, courses, research, extracurricular activities and summer internships, all without economic limitations."Another student reported that thanks to the project he has the financial support necessary to attend graduateschool and attain his future professional goals. SPECIALIZED COURSEWORK The project supported mathematics training for 67 freshman students in the College of Natural Sciences at UPR-RP in precalculus and calculus as part of a summer immersion course. Course matriculationwas paid for by the project, removing finanical challenges which often limits student participation.It also prepared them with the prerequisite math skills for subsequent coursework in Environmental Sciences and STEM degrees,helpingaccelerate the time to graduation. This directly attends to a need identified by arecent self-study of the undergraduate program that indicated math preparation as a bottleneck to students completing their degrees in four years. During the project period 14 participants also enrolled in coursework on Energy and Environment and Biogas, earning credits toward a Minor degree in Renewable Energy and Sustainability, the only one of its kind in Puerto Rico. This is providing them withspecialized knowledge and exposure to innovative technology and its applications, practical skills, anddevelopment ofinterdisciplinary perspectives about water-energy-food systems and sustainable natural resource management. Student-to-student communication about the project has led to more students enrolling in the Minor degree. EXPERIENTIAL LEARNING OPPORTUNITIES The project supported 15 undergraduate and graduate students in research training opportunities in environmental, ecological and agricultural sciences, providing valuable laboratory and field and skills related to study design, development and implementation of scientific protocols and use of technology, data collection, management and analysis, and working in collaborative teams. A uniqueimpact of the project is thefocus on students just beginningtheir university careers, which allows them to clarify their professional interests and define specific projects for their undergraduate or graduate theses. For example, one student noted that the research opportunities have"been a steppingstone in reaching my academic and professional goals", while another indicated that "since my first year at university the project has opened doors to countless learning opportunities that I would not have had otherwise." PROFESSIONAL DEVELOPMENT TRAINING The project supported 30undergraduate and graduate students to attend severalcareer/professional development events in Puerto Rico and the United States. Thisbroadenedexposure of underrepresented groups to USDA employment, internship, and career opportunities, and provided them with practical skills regardinghow to prepare and apply tothem. These experiences have also created pipelines of direct access to USDA leadership, helpingstudents develop valuable networking, and communication skills and envisionthemselves as future leaders.For example,at the 2024 MANNRS conference, one student had the opportunity toparticipate in a discussion panel with Dr. Chavonda Jacobs Young, USDAUnder Secretary for Research, Education, and Economics. He later described the experience as "unforgettable",saying, "I felt supported in my carreer by seeing other successful minorities in the field of agriculture....it motivated me to follow my dream of working with the US Forest Service." OUTREACH & ENGAGEMENT Undergraduate and graduate students from Puerto Rico developed and delivered educational outreach presentations and led field trips to protected conversation areas where they usedproblem-based learning activities to engage approximately 400K-12 students fromPuerto Rican elementary, middle and high schools. These activities enhanced professional development, mentorshipand communication skills among the university students, andincreased knowledge among youth audiences in Puerto Rico about sustainability and diverse environmental topics, as well as USDA careeropportunities. For many of the children impacted by the activities, the field trips were their first time travelingfrom an urban center to visit a conserved natural area and do hands-on learning outside of the classroom. As a result of these successful efforts, teachers at the schoolshave presented new ideas for additional outreach activities to our project leadership, including developing a school garden to grow and sell food for raising funds for the school.
Publications
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2023
Citation:
Campis, J. (October 2023). Great Gray Owl (Strix nebulosa Yosemitensis) Habitat assessment in Yosemite National Park, California. Poster presentation at Geological Society of America GSA CONNECTS, Pittsburgh, Pennsylvania, USA.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2024
Citation:
Campis, J. (April 2024). Neurotoxicology of Manganese (Mn) in Xiphocaris elongata. Oral presentation at PR-LSAMP (Puerto Rico-Louis Stokes Alliance for Minority Participation) 42nd Puerto Rico Interdisciplinary Scientific Meeting (PRISM) & 57th ACS Junior Technical Meeting, University of Puerto Rico-Aguadilla, Aguadilla, Puerto Rico.
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2024
Citation:
Rivera, A. (April 2024). Evaluando la salud de �rboles de mango en un entorno urbano. Poster Presentation at PR-LSAMP (Puerto Rico-Louis Stokes Alliance for Minority Participation) 42nd Puerto Rico Interdisciplinary Scientific Meeting (PRISM) & 57th ACS Junior Technical Meeting, University of Puerto Rico-Aguadilla, Aguadilla, Puerto Rico.
- Type:
Other
Status:
Other
Year Published:
2024
Citation:
Aquino, M.F. (May 2024). Dietary preference of freshwater shrimp towards African Tulip tree. Poster presentation at Environmental Sciences Undergraduate Research Symposium, University of Puerto Rico-R�o Piedras, San Juan, Puerto Rico.
- Type:
Other
Status:
Other
Year Published:
2024
Citation:
Villafa�e, D. (May 2024). The influence of urban elements on the condition of mango trees (Mangifera indica): recommendations for management. Poster presentation at Environmental Sciences Undergraduate Research Symposium, University of Puerto Rico-R�o Piedras, San Juan, Puerto Rico.
- Type:
Other
Status:
Other
Year Published:
2024
Citation:
Jord�n, A. (May 2024). Population trends and conservation of an endemic, rate, and threatened mistletoe. Poster presentation at Environmental Sciences Undergraduate Research Symposium, University of Puerto Rico-R�o Piedras, San Juan, Puerto Rico.
- Type:
Websites
Status:
Published
Year Published:
2023
Citation:
College of Natural Sciences, University of Puerto Rico-R�o Piedras. (2023). Institute for Innovation in Sustainability Training, Applications and Research in Agri-environmental Sciences (IINSTAR-AS). https://natsci.uprrp.edu/iinstar-as/
- Type:
Conference Papers and Presentations
Status:
Other
Year Published:
2024
Citation:
Mart�nez, D. (April 2024). Acute toxicity of manganese in Xiphocaris elongata.
Oral presentation at PR-LSAMP (Puerto Rico-Louis Stokes Alliance for Minority Participation) 42nd Puerto Rico Interdisciplinary Scientific Meeting (PRISM) & 57th ACS Junior Technical Meeting, University of Puerto Rico-Aguadilla, Aguadilla, Puerto Rico.
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