Progress 06/01/24 to 05/31/25
Outputs
Target Audience: The impact of the grant spans different levels of undergraduate students in ways that match their skill set and developmental trajectory. We have intentionally positioned students to gain as much from their experiences as possible. As such, the target audience for the TExAS FAST Scholars Program and Living Learning Community (LLC) is primarily incoming first-year students who have an interest (major or minor) in Environmental Science & Sustainability (ESS). Current first or second-year students were also accepted to maximize the number of scholarships and participation in the program. Because of their experience, upperclassmen ESS students assumed leadership roles (peer mentor, LLC coordinator) and obtained academic scholarships and internships. Transfer students from local community colleges were recruited for the program and will receive transfer scholarships if eligible. How are members of the target audience(s) reached, recruited, and retained in the context of the project activities? To engage as many students as possible in ways that maximize the benefits to each student, the project team has diversified its approach to recruitment and retention. High School Outreach: Dr. Salas, Prof. Bynum, and Austin Bergstrom speak directly with interested students primarily in San Antonio. 94 high school advisors were emailed, and we then presented in AVID classrooms,at 12th grade assemblies, andin local college fairs. University Open Houses: Dr. Salas, Prof. Bynum, and Austin Bergstrom promote the program and distribute materials to interested students and parents attending these events held for incoming first-year students. This year we participated in 6 of these events and hosted the first ever STEM Day where prospective OLLU students and families were shown around the math and science facilities and were able to participate in faculty-led hands-on lab activities. Social Media: TExAS FAST has multiple social media pages promoting events, activities, and spotlighting students promoted and highlighted. These social media pages highlight the benefits of participating in the Living Learning Community and the experiences that potential students can expect if they apply and are accepted into the program. Interdepartmental Coordination: Dr. Salas, Prof. Bynum, and Austin Bergstrom work with the offices of recruitment, admissions, residence life, and student affairs to effectively promote the project to all potential and incoming students. What innovative recruitment, retention, and initiatives were used to attract students to majors and career paths in FAHN sciences? The primary innovation that has emerged from our recruitment efforts is the Associate TExAS FAST Scholars Program, which is used for students who want to participate in the program but are not eligible to receive stipends and scholarships either because they are far advanced in their undergraduate program or because they are international students. Through this program, students receive mentoring, social experiences, research experiences as other participants; however, they do not receive the stipends/scholarships due to ineligibility. There is currently one student in the Associate TExAS FAST Scholars Program with the goal of adding more to advance retention. Additionally, two new courses were created for Fall 2024: BIOL1409 - Environmental Science & Sustainability I. This course means OLLU's ESS program, appropriately, now has a full year of introductory Environmental Science & Sustainability as part of its ESS major and minor programs. INDS 1313 - Applications of Learning. This course means that all new OLLU EES students will take their first-year student college success seminar together. Changes/Problems:With every project, there are unforeseen complications that make implementation more difficult than anticipated. In Year 2 of our program we came to realize the following: Communication with Partners While we experienced delays in communication with the local NRCS office last year, we have since established a positive relationship. This year, the NRCS expressed interest in hosting our students for internships. However, due to federal fiscal constraints and staffing shortages in Spring 2025, they were unable to accommodate interns during the summer term but hope to host them in Summer 2026. Connecting Students with Summer Experiential Learning Activities We recognize the significant value these experiential opportunities provide for student development. Over the past year, we expanded our direct support to students by offering more hands-on guidance with identifying and applying for internships and related programs. As a result, students submitted a higher number of applications. However, acceptance rates remained low. Several programs did not accept students this cycle due to reduced federal funding and staffing shortages. Additionally, the temporary pause in our own federal funding limited our ability to support students in unpaid local internships, further constraining access to these critical experiences. Looking ahead, we are hopeful that federal funding will stabilize, allowing us to place more students into meaningful opportunities. With consistent support, we also plan to begin the placement process earlier in the academic year--particularly for local internships--so that students can benefit from stronger coordination and preparation. Impacts of Federal Funding Freeze A significant challenge this year was the temporary pause in our federal funding, which occurred during the spring semester, a critical planning period for summer experiential learning opportunities. Since the majority of our student placements and programmatic activities take place during the summer, this pause severely impacted our ability to move forward with coordination, partner communications, and logistical planning. Although we were fortunate not to have to furlough employees or halt student funding already in place due to support from our university, the uncertainty caused by the freeze delayed critical decisions and prevented us from committing to additional student placements. As a result, we were unable to enroll as many students in summer 2025 experiences as originally projected. Despite these limitations, we sought alternative ways to support students while awaiting funding reinstatement. Many of the students participating in summer experiences this year were only able to do so because we identified and secured temporary or supplemental funding sources during the freeze. Once our funding was unfrozen, we were able to quickly resume operations and finalize plans that had been on hold. Had the funding remained consistent, we are confident we would have been able to place significantly more students in high-impact experiential learning opportunities. We anticipate that with stabilized funding, our placement numbers and expenditure rate will return to expected levels in the upcoming cycle. What opportunities for training and professional development has the project provided?A core element of our theory of change is that students who are exposed to professional development activities will experience psychosocial changes that, when combined with knowledge and skill development, and networking will result in increased perseverance, a greater commitment to USDA-careers, and better chances of graduating in a USDA-related discipline. Below are some ways we enactedthis logic: Internships (6 completed, 4 planned) In Year 2, six scholars completed internships offering hands-on experience and professional growth. One student served as a data scientist with the USDA, applying coding and analytical tools to agricultural research. He shared, "Learning how to code gave me valuable skills that go beyond just writing software...My internship helped me identify my talents, apply methods I learned in environmental studies, and solve real-world problems. Most importantly, I learned how to collaborate with my supervisor and manage projects." Another student, a campus lab assistant, gained practical skills that helped her successfully apply to a master's program in Environmental Science. A third interned with a local workers' union, where she explored infrastructure, labor, and agriculture intersections, sharing that it helped her "overcome my social anxiety, and put myself out there to engage with my fellow interns, bosses, and strangers." Three others participated in a sustainability-focused research and cultural exchange program in Germany.Spring 2025 also focused on securing new summer placements. Summer Programming (August 2024, May 2025) Cohort 1 activities were held in August 2024. Due to extreme heat and student feedback, Cohort 2's experience moved to May 2025. This two-week program built professional skills, introduced environmental careers, and supported academic and personal development. Scholars attended workshops on resumes, interviews, and career mapping, and visited sustainability-focused organizations. These visits connected them with professionals in agriculture, conservation, water quality, and public health. Outdoor activities emphasized mental health, teamwork, and goal setting, equipping students with both technical knowledge and personal resilience. Many felt more confident and prepared for internships, graduate school, or employment. As one student shared, "During the summer workshops, it really helped me to get my resume nice and neat, it helped me find internships, and I got to go to learn about places that really interested me like the EcoCenter." Germany Trip May 2025 Through a partnership with the University of South Alabama, three scholars joined a 17-day learning experience in Germany. Students engaged in site visits, cultural immersion, and academic discussions exploring global environmental policies, sustainability, and land use. One student reflected, "Learning and coming face to face with German history, policies, scenery and lifestyles amplified my understanding of how deeply culture and environment shape a society--and reminded me why global awareness is so important, especially in the field of environmental law." The trip expanded students' understanding of global environmental systems and aligned with USDA goals to cultivate a globally informed workforce. Peer Mentor Program This structured, relationship-based program supported scholars in navigating academics and social transitions. All scholars met biweekly with assigned mentors, creating consistent touchpoints for support. Four peer mentors served each semester, each guiding a small mentee group. The model boosted scholar retention and gave mentors leadership and coaching experience aligned with USDA workforce readiness goals. TEA-UP Higher Education Energy Conference May 2025, San Marcos, TX Four ESS students attended the TEA-UP conference, exploring energy efficiency, resiliency, and sustainability, all themes directly supporting grant goals. Students connected with experts and leaders in sustainable infrastructure and climate resilience. The experience built confidence, expanded networks, and illustrated how academic training leads to impactful USDA-aligned careers. BIOL3100 - Careers in Environmental Science Seminar Enrollment doubled to 20 ESS students, reflecting strong interest in USDA-aligned careers. The course featured ten guest speakers representing diverse careers in environmental science, including Jennifer Smith from the USDA Climate Hub, Issac Norris from the NRCS San Antonio office, and Dr. Gianna Short, an economist with USDA FPAC. Three professional skills workshops were delivered with OLLU's Center for Career Development and Testing, covering resumes, interviewing, and internship navigation. These efforts reinforced career readiness and federal employment preparation. CURE Redesigned Curriculum Following the May 2024 CURE workshop, 25 faculty members redesigned courses to integrate research-based learning. This expanded research access on a campus with limited lab space and prepared students for careers in agriculture and science. In Environmental Science, redesigned courses included Ecology and Environmental Toxicology, both now centered on undergraduate research. One faculty member noted, "CURE allowed students to engage with the scientific process as they explored local biological diversity and exercised autonomy over their projects." Another highlighted students developing original research questions, cleaning and analyzing data, and presenting findings.More CURE-based courses are expected in the future. NextGen Winter Summit 2025 Four scholars were scheduled to attend the NextGen Winter Summit in February 2025. This event was cancelled. SuSAINTSability Day In its second year, SuSAINTSability Day became a signature event led by the revived "Students for Sustainability," reestablished by ESS majors in TExAS FAST. Held April 22, 2025, the event brought together students, faculty, and local organizations to promote green initiatives in San Antonio. The Student Government Association announced OLLU's commitment to the Laudato Si' Encyclical, reinforcing environmental and social responsibility. Local businesses and nonprofits hosted informational tables, offering students direct access to sustainability-related careers and internships, advancing career readiness goals. Elmendorf Lake Clean-up Days Now a biannual volunteer event, this student-led cleanup began as a program initiative and expanded due to strong participation. Scholars organized volunteers to remove debris from the campus-adjacent lake, promoting environmental stewardship and civic engagement. Students developed leadership, coordination, and land management skills, building real-world readiness for USDA and natural resource careers. Community Garden Due to high demand and interest by program scholars and participants, the project team collaborated with USDA-NRCS to renovate and upgrade the campus demonstration and community garden.Students and staff now rent garden beds, gaining hands-on experience in sustainable agriculture. The garden boosts food literacy, community engagement, and workforce preparation in land stewardship, conservation, and sustainable food systems, all core competencies for future USDA professionals. Dr. Briana Salas - PD Enrolling in the MIT Professional Education Certificate in Sustainability is a strategic capacity-building investment for the ESS program at OLLU. As the program is already rooted in strong environmental science foundations, adding formal sustainability pedagogy will strengthen interdisciplinary teaching and applied learning. The training gained through this certificate can directly benefit students by expanding opportunities for sustainability-focused internships, enhancing career readiness, and aligning the program with emerging green workforce demands. This professional development also supports curriculum growth and community partnerships in sustainability. How have the results been disseminated to communities of interest?The value of a funded grant is measured in its impact both on the receiving institution and the field generally. To disseminate lessons learned, we have created the following: TExAS FAST Scholars Program website(https://www.ollusa.edu/academics/enrichment-programs/texas-fast-scholars-program/index.html) Environmental Science & Sustainability LLC Website (https://www.ollusa.edu/campus-life/residence-halls-dining/ess-llc.html) TExAS FAST scholars program Instagram page (https://www.instagram.com/ollu_texasfast/) OLLU Math & Science YouTube page (https://www.youtube.com/@OLLUMathandScienceDept) In addition, the PIs have engaged students, colleagues, and community members. We emailed informational flyers to 94 high school contacts, attended 12 recruitment/informational events (college fairs, AVID classroom presentations), organizing and hosting 1 event on campus, attending 4 events at community colleges, and participating in campus recruitment presentations. What do you plan to do during the next reporting period to accomplish the goals?Consistent with the timeline specified in our grant proposal, we will advance project goals via the following activities, aligned with each project goal: Goal 1: Increase the number of students who declare an ESS major or minor to build a sustainable pipeline of highly qualified persons (HQP) for USDA employment. Activity A: Onboard 15 new TExAS FAST scholars for the 2025-2026 academic year (Cohort 3) Activity B: Recruit 15 new scholars for the 2026-2027 academic year (Cohort 4) Goal 2: Increase engagement of ESS students through development of an Living Learning Community (LLC), experiential learning opportunities, and employability skills in preparation for USDA careers. Activity A: Hold at least 10 non-formal education activities that cultivate interest in and exposure to careers across FAHN disciplines among youth and other communities of learners on non-traditional academic and career paths, 3 of which will be USDA-focused Activity B: Cohort 3 scholars participate in Summer 1 experiential learning program (held May 2026) to include 5 or more nature immersion events and 3 or more employability skills preparation workshops. Cohorts 2 and 3take classes together in Fall 2025 and build rapport Goal 3: Retain and graduate ESS students through scholarship, mentorship, and research-focused approaches to STEM education, and internships. Activity A: Dispense a total of 38 TExAS FAST scholars with room & board and educational assistance awards for the 2025-2026 academic year: 23 students from Cohort 2, and 15 from Cohort 3 (15 have been offered Cohort 3 acceptance as of 5/31/2025) Activity B: Dispense an additional 20 ESS students with academic scholarships for the 2025-2026 academic year (20 have been awarded as of 5/31/2025) Activity C: Recruit 15 new TExAS FAST scholars and award each student room & board scholarships and educational assistance awards for the 2026-2027 academic year (Cohort 4) Activity D: Award an additional 20 students with academic scholarships for 2025-2026 Activity E: Onboarding 4 peer mentors, 1 living learning community coordinator, and 2 ESS student workers Activity F: Implement at least 3 classes using CURE designs Activity G: Project team will coordinate academic and peer mentoring to ensure student retention across ESS program Activity H: Engage Cohort 1 students in summer 2025 internships Activity I: Work with Cohort 2 students (n=24) to place them into Summer 2 research experiences for Summer 2026
Impacts
What was accomplished under these goals?
The grant activities remain closely aligned with the original goals: Goal 1:Increase the number of students who declare an ESS major or minor to build a sustainable pipeline of highly qualified persons for USDA employment. Indicator A:#of ESS students in 22-23:8 (Majors: 5, Minors: 3), 23-24:23 (Majors: 9, Minors: 14) Indicator B:#of ESS students in 24-25:54 (Majors: 21, Minors: 33) Indicator C:#of scholarship applicationsfor 25-26:54 In just two years,the number of students in the ESS program has had nearly a fivefold increase. This shows that more students are seeing environmental science and sustainability as meaningful, attainable career paths thanks to this program. Notably, four students who originally declared minors have since switched to majors, demonstrating increased commitment and interest as they progressed through the program. One student stated, "The topics and information covered in the ESS courses were applicable to modern-day concerns. It helped to contextualize the summer field trips. The seminar was a great way to see how broad the opportunities are for getting a job in environmental science. Just as the study is multi-faceted so are the job opportunities." Goal 2:Increase engagement of ESS students through development of a living learning community (LLC), experiential learning opportunities, and employability skills in preparation for USDA careers. Indicator A:#of classesthe LLCtook together:5 INDS1311 Applications of Learning: 19 students (ESS specific section created under grant program, first time this course was taught for scholars) BIOL1409 Environmental Science & Sustainability 1: 23 students (course created under grant program, first time being offered) BIOL1410 Environmental Science & Sustainability 2: 47 students (88% increase from last year) BIOL3100 Careers in Environmental Science Seminar: 20 students (100% increase from last year) BIOL2455 Ecology: 24 students (First time cohort took this class) By taking classes with peers who live in the same dorm, students were able to encourage one another to study and manage their time in new ways. By learning alongside one another students develop the academic and interpersonal skills essential for success in the workforce. Onestudent stated, "I had a great experience with the classes i took with my texas fast cohort. I recently took seminar and ecology with some of my cohort and it was very interesting. The topics were things we all enjoyed and appreciated and it was very hands on. To add, it was nice to already have a connection with the people i was working with in class." Indicator B:#of LLC social activities:30 Examples: Mural Tour, Holiday Gift Exchange, SA Food Bank Volunteering, Night Hike, Board Games Night, Kayaking lesson, Summer Pool Party.These events create informal spaces for students to connect with peers they may not otherwise interact with. These social gatherings fostered a sense of belonging and trust, making students more likely to support one another both personally and academically. Indicator C:# of experiential learning activities:35 Examples: Confluence of Young Conservation Leaders, Trip to Germany, Cibolo Creek Bioblitz, Earth Day Festival, Lake Cleanup, Garden Bed Rental, Edwards Aquifer Field Research Center, TEA-UP Conference.In October TExAS FAST was able to send nine students to participate in the annual CYCL conference where they met other young conservation leaders from around the country. Over three days students visited sites and networked with agricultural leaders in the community. In organizing the Earth Day festival on campus, students took on the responsibility of reaching out and finding participating organizations, gaining real-world event management skills. These experiences deepened their understanding of science and gave them the confidence to see themselves as problem-solvers and professionals in the field. Indicator D:# of career preparation/exploration activities:24 Examples: USDA Urban Conservationist Guest Speaker, Environmental Compliance Guest Speaker, Environmental Assessor Guest Speaker, Resume and LinkedIn Workshops, Finding Internships Workshop, USDA Career Paths Videos.Through workshop participation, career panels, and networking events with local professionals, students were able to connect their academic paths to real USDA career opportunities. These activities demystified the job search process and empowered students to take concrete steps toward meaningful careers.This exposure to USDA-related career opportunities was an area of growth in Year 2. Indicator E:# of summer experiential learning opportunities applied to:40 Examples: REU Programs,including ones in Dallas, Central Florida, and Michigan State, Internships,including ones with San Antonio River Authority, Edwards Aquifer and City of San Antonio, Lab Assistant roles, Travel Abroad Experiences, other financial scholarships, and work with community organizations. While 0 students secured REU placements (likely due to limited national funding), one student was invited to an interview, and several students secured career-building experiences. Three participated in a program in Germany, two joined lab research teams, one will be interning on a working ranch, and another at an urban farm. These will strengthen students' technical skills, expand their professional networks, and align directly with future careers. Goal 3:Retain and graduate ESS students through scholarship, mentorship, research-focused approaches to STEM education, and internships. Indicator A:# of academic scholarships awarded:22 This support meant students could take a full course load without overworking themselves just to cover costs. Indicator B:#of room and board scholarships awarded:39 For students that otherwise would be taking care of multiple siblings, or trying to find rides each day to campus, this scholarship offers students a more stable learning environment and allows them to engage more fully in school. Indicator C:# of Educational Assistance Awards:39 These gave students the freedom to focus on their classes instead of working long hours off-campus. Students have shared that this financial relief helped them stay motivated. Indicator D:#of paid internships:6 Six students were placed in paid internships that connected directly to their academic and career interests, giving them a clearer sense of what they want to do after graduation. Indicator E: #of meetings per student: 18 Peer, 6 Academic, 8 Staff resulting in32contacts per student, or 1,088 total student contacts These check-ins helped students stay on-track, encouraged, and connected to campus resources. A student stated, "My experience has been very educational, I feel like I have genuinely grown so much as a student. Being able to be in a program that allows me to be so supported throughout college has been one of the most helpful things and I could not have imagined my experience in college so far without it." Indicator F:#of faculty participating in CURE workshop held Spring 2024:27 Indicator G: #of courses undergone CURE redesign:7 For students who might not otherwise have access to research placements, these courses help build skills they'll need in future STEM jobs. Indicator H:Targeted recruitment activities:14 To recruit the next cohort of scholars, the project conducted outreach to 94 school contacts, 9 school visits, and 4 on-campus recruitment events. One highlight was OLLU's first-ever STEM Day, where prospective students toured the university's facilities and engaged in hands-on, faculty-led activities. Indicator I:ESS student retention rate:100%Fall 23to Fall 24 Thisis a strong sign that the support systems are helping students feel like they belong and can succeed here. Indicator J:#of ESS students graduated:7(2 majors, 3 minors Fall 24, 2 majors Spring 25) This shows that the layered support built into the program is not only keeping students in school, but helping them finish strong.
Publications
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Progress 06/01/23 to 05/31/24
Outputs
Target Audience:The impact of grant spans different levels of undergraduate students in ways that match their skill set and developmental trajectory. We have intentionally positioned students to gain as much from their experiences as possible. As such, the target audience for the scholars program and Living Learning Community (LLC) is primarily incoming first-year students who have an interest (major or minor) in environmental science. Current first or second-year students were also accepted to maximize the number of scholarships and participation in the program. Because of their experience, upperclassmen ESS students assumed leadership roles (peer mentor, LLC coordinator) and obtained academic scholarships and internships. Transfer students from local community colleges were recruited for the program and will receive transfer scholarships if eligible. How members of the target audience(s) are reached, recruited, and retained in the context of the project activities To engage as many students as possible in ways that maximize the benefits to each student, the project team has diversified its approach to recruitment and retention. High school outreach Dr. Salas and Prof. Bynum speak directly with interested students primarily in San Antonio University Preview Days Dr. Salas and Prof. Bynum promote the program and distribute materials to interested students and parents attending these events held for incoming first-year students(??). Social Media TExAS FAST has multiple social media pages promoting events, activities, and spotlighting students promoted and highlighted. These social media pages highlight the benefits of participating in the Living Learning Community and the experiences that potential students can expect if they apply and are accepted into the program. Interdepartmental coordination Dr. Salas & Prof. Bynum work with the offices of recruitment, admissions, residence life, and student affairs to effectively promote the project to all potential and incoming students. Innovative recruitment, retention, and initiatives that attract students to majors and career paths in FAHN sciences. The primary innovation that has emerged from our efforts is the Associate TExAS FAST Scholars program, which is used for students who want to participate in the program but are not eligible to receive stipends and scholarships either because they are far advanced in their undergraduate program or because they are international students. Through this program, students receive mentoring, social experiences, research experiences as other participants; however, they do not receive the stipends/scholarships due to ineligibility. There is currently one student in the Associate TExAS FAST Scholars program with the goal of adding more to advance retention. Additionally, a new course was created for Fall 2024: BIOL1409 - Environmental Science & Sustainability I. This course means OLLU's ESS program, appropriately, now has a full year of introductory Environmental Science & Sustainability as part of its ESS major and minor programs. Changes/Problems:With every project, there are unforeseen complications that make implementation more difficult than anticipated. In our case, we have come to realize the following: Faculty Workload: The faculty working on the grant do not have enough time to devote to the project to execute it as intended. Insufficient USDA-specific Program Activities: Our students have called attention to the need to increase the number of opportunities for them to participate in discipline-focused activities. Communication with Partners: We have experienced some difficulty getting a response from the local NRCS office. Connecting students with summer experiential learning activities: We recognize the tremendous value students derive from these activities, but it has been more challenging than expected to connect students with these opportunities. Students need more hands-on help with finding and applying to these opportunities. Additionally, our students were rejected from several of the programs they applied to, or still haven't heard back (in late May) How we have addressed the challenges We have learned a great deal during this past year and have recognized the obstacles that stand in the way of optimizing implementation. This has led to the following steps to mitigate those issues: Hired a full-time Gants Activities Manager (GAM) We are in the final stages of bringing this person on board. As a full-time staff member, the GAM will have time to connect with USDA contacts and to spend with students researching and applying to summer experiential learning opportunities. Actively focus on more USDA programming in the next year We will be bringing in USDA contacts from internships to give virtual seminars. We will also provide virtual seminars by Dr. Brian Washburn (Wildlife Research Biologist USDA Animal and Plant Health Inspection Service in Ohio) and Alex Toder (Soil Conservationist/Scientist with the USDA Natural Resource Conservation Service in West Texas). Explanation of actual vs. estimated outcomes Overall, we have made substantial progress in achieving our goals. However, we only had 7 scholars in Year 1, which fell short of our goal of 15. This was due to receiving the grant June 1st. With that timeline we only had until August 14th to recruit students, make, implement, and review applications, and onboard new scholars. We have made up the difference in Year 2 by accepting 23 scholars instead of 15, which still gives us a total of 30 scholars for cohorts 1 and 2. I should be noted that recruitment for Cohort 2 began immediately (~September 2023) and the efforts were very successful. We ended up with 27 applications for cohort 2, which would have been highly competitive had we only had the intended 15 spots to award. Additionally, because of the timeline of the program roll out, we had to push the CURE workshop from May 2023 to May 2024. Due to that, faculty are implementing CURE curriculum in academic year 24-25 (instead of 23-24), which explains why we have not purchased all laboratory equipment and consumables related to curriculum changes. We also would like to note that some outcomes cannot be reported at this time (summer research experiences, for example) because the first cohort has only completed Year 1 and many activities expected to affect outcomes are scheduled for Years 2-4. What opportunities for training and professional development has the project provided?A core element of our theory of change is that students who are exposed to professional development activities will experience psychosocial changes that, when combined with knowledge and skill development, and networking will result in increased perseverance, a greater commitment to USDA-careers, and better chances of graduating in a USDA-related discipline. We have put this logic into action and, when possible, provided developmentally appropriate opportunities for program participants to organize and lead the activities. Some of our accomplishments thus far include: Texas Academy of Science Conference 2024 - Odessa, TX: The PIs, Dr. Salas and Prof. Bynum, presented about the TExAS FAST scholars' program, which allowed for the dissemination of knowledge we have accrued because of this project. In addition, 5 scholars attended the conference. Follow-up focus group data indicated that this event significantly impacted their eagerness to engage in research and their self-efficacy in doing so. BIOL3100 - Careers in Environmental Science Seminar: Ten ESS students were enrolled in the course, which featured 10 seminar speakers in Environmental Science careers. Focus group participants also remarked that the speakers had a robust influence on their satisfaction with the TExAS FAST program. Workshops via Center for Career Development and Testing: Three workshops were held, giving students professional development opportunities interviewing, resume development, and internship identification. These workshops gave students the soft skills necessary to confidently compete for potential internships. CURE/IDEA (inclusion, diversity, equity, accessibility) workshop for faculty: A critical element of our project design is ensuring that the personnel carrying out grant activities are doing so with a culturally responsive orientation. To this end, 25 interdisciplinary faculty, the Center for Teaching Excellence Director, and the Vice Provost for Academic Affairs/Professor of Chemistry were trained in IDEA-based Classroom-based Undergraduate Research Experiences (CURE) methodologies with the goal of completing curriculum redesigns for their 2024-2025 classes. AgOutlook Forum 2024: Rachel Dzuiba, who completed an internship with Dr. Gianna Short USDA-FPAC, traveled to attend the forum in Washington, DC. This exposure inspired Rachel to continue her studies in Environmental Analysis and made her excited about a future career in FAHN work. SuSAINTSability Day: Two students (Lauren Daniels and Alexandra Treviño) who are part of the scholar's program collaborated with the grant team and university staff to hold this annual celebration of sustainable and green initiatives in San Antonio. SuSAINTSability?(like sustainability)?Day?is an Earth?Day?celebration that the ESS program held on April 22, 2024 from 12PM-2PM at OLLU. Local organizations that attended had tables set up for students to visit and ask questions. This was an opportunity for local businesses to be able to highlight their sustainable or eco-friendly practices and gain student exposure. This event exposed students on our small campus to the wealth of opportunities available to them in the seventh biggest city in the country. Elmendorf Lake Community Clean-up Day: This community-engaged activity was envisioned, organized, and run by program scholars. Volunteers participated by cleaning up garbage around the lake adjacent to our campus. It was very successful, and scholars plan to hold this event biannually from now on. This event allowed students to realize the power they have as individuals to make an environmental difference in their community. Creation of urban community garden on campus: Due to high demand and interest by program scholars and participants, the project team worked with Issac Norris (Urban Conservationist, USDA-NRCS) to renovate and upgrade the demonstration and community garden on campus. The scholars will run the garden and learn about small business management, urban agriculture, and community relations. How have the results been disseminated to communities of interest?The value of a funded grant is measured in its impact both on the receiving institution and the field generally. To disseminate lessons learned, we have created the following: TExAS FAST Scholars Program website (https://www.ollusa.edu/academics/enrichment-programs/texas-fast-scholars-program/index.html) Environmental Science & Sustainability LLC Website (https://www.ollusa.edu/campus-life/residence-halls-dining/ess-llc.html) TExAS FAST scholars program Instagram page (https://www.instagram.com/ollu_texasfast/) TExAS FAST Youtube page (https://www.youtube.com/channel/UCuJ1EvUl_xjX-lhk7ghCOdQ) In addition, the PIs have engaged students, colleagues, and community members by: Attending 14 recruitment/informational events which touched 1,500+ potential students. Hosting 3 meetings with the community college partner. Presenting about the project at the 2024 Texas Academy of Sciences Conference. What do you plan to do during the next reporting period to accomplish the goals?Consistent with the timeline specified in our grant proposal, we will advance project goals via the following activities, aligned with each project goal: Goal 1: Increase the number of students who declare an ESS major or minor to build a sustainable pipeline of highly qualified persons (HQP) for USDA employment. Activity A: Onboard 23 new TExAS FAST scholars for the 2024-2025 academic year (Cohort II). Activity B: Recruit 15 new scholars for the 2025-2026 academic year (Cohort III) Goal 2: Increase engagement of ESS students through development of an Living Learning Community (LLC), experiential learning opportunities, and employability skills in preparation for USDA careers. Activity A: Hold at least 10 non-formal education activities that cultivate interest in and exposure to careers across FAHN disciplines among youth and other communities of learners on non-traditional academic and career paths, 3 of which will be USDA-focused. Activity B: Cohort 1 scholars participate in Summer 1 experiential learning program (held July/August 2024) to include 5 or more nature immersion events and 3 or more employability skills preparation workshops. Cohorts I and II take classes together in Fall 2024 and build rapport. Goal 3: Retain and graduate ESS students through scholarship, mentorship, equity-driven, and research-focused approaches to STEM education, and internships. Activity A: Dispense a total of 23 TExAS FAST scholars with room & board and educational assistance awards for the 2024-2025 academic year (23 have been offered as of 5/21/2024) - Year 1 of 2 for Cohort II Activity B: Dispense an additional 20 ESS students with academic scholarships for the 2024-2025 academic year (20 have been awarded as of 5/21/2024) Activity C: Recruit 15 new TExAS FAST scholars and award each student room & board scholarships and educational assistance awards for the 2025-2026 academic year (Cohort III) Activity D: Award an additional 20 students with academic scholarships for 2025-2026 Activity E: Onboarding 5 peer mentors, 1 living learning community coordinator, and 2 ESS student workers. Activity F: At least 5 courses will be redesigned using CURE designs. Activity G: Project team will coordinate academic and peer mentoring to ensure student retention across ESS program. Activity H: Engage cohort I students in summer 2024 internships with USDA, Southwest Workers Union, and San Antonio River Authority (SARA). Activity I: Work with cohort I students (n=8) to place them into Summer 2 research experiences for Summer 2025.
Impacts
What was accomplished under these goals?
The grant activities were designed to manifest the goals specified in the narrative. As we demonstrate below, we have made significant progress in implementing those activities, especially given our institution's size and resource capabilities, and the effects can be seen in our progress toward our pre-identified benchmarks and the impact on students. Goal 1: Indicator A: Number of ESS students in 22-23 academic year: (11) Indicator B: Number of ESS students in 23-24 academic year: (24) Indicator C: Number of scholarship applications: (76) Of these twenty-four ESS students, two are scholars that switched from minoring to majoring in ESS after one year in the TExAS FAST program. Their experiences through this program have given them a better understanding of what a FAHN career looks like, and the ability to envision themselves in those roles. Goal 2: Indicator A: Number of classes scholars in the Living Learning Community (LLC) took together (3) Indicator B: Number of LLC social activities (8) Indicator C: Number of experiential learning activities (6) Indicator D: Number of career preparation/exploration activities (24) Indicator E: Number of summer experiential learning opportunities applied to (10) These experiential learning opportunities, such as attending the Texas Academy of Science conference, exposed scholars to professional development and networking activities. This was the first time many students had seen science presented by young people that looked and sounded like them. The built-in social activities allowed students to make friendships during their freshman year that made them more confident and less isolated moving into their sophomore year. Goal 3: Indicator A: Number of academic scholarships awarded (30) Indicator B: Number of room and board scholarships awarded (33) Indicator C: Number of Educational Assistance Awards/Scholarships (32) Indicator D: Number of paid internships (3) Indicator E: Number of Peer and Academic mentors assigned (2 Peer, 6 Academic, resulting in 1594 student contacts) Indicator F: Number of faculty participating in CURE workshop (25); workshop held May 13-15, 2024; 25 faculty, Center for Teaching Excellence Director, and Associate Vice Provost for Academic Affairs attended Indicator G: Number of courses undergone CURE redesign: 27 Indicator H: Equity-driven activities (1) Indicator I: ESS student retention rate (100%) Indicator J: Number of ESS students graduated (2) A major component of the TExAS FAST project involves engaging students in hands-on context-rich experiential learning opportunities. Therefore, we have made a conscious effort to embed experiential learning into the course curriculum and engage students in dedicated internships and other career development activities. Our efforts have resulted in numerous successful outcomes as described below. Scholarships (95 awarded): The TExAS FAST project has several different scholarships embedded into it. Most notably is the scholars program, in which the grant provides 2-year room and board scholarship, as well as a $24,000 educational assistance award. Students receiving these scholarships are named "TExAS FAST scholars" and participate in social activities together, experiential learning, and career-development activities throughout their four years at OLLU. Below is an excerpt from a student in cohort 1 reflecting on how receiving these scholarships has impacted them so far:"College can be hard as it is, and the scholarship allows me to focus on my priorities rather than finances. It also provided a small community of people that I knew I could rely on, especially as a nervous freshman. To add, it gives me motivation to push and strive for better because I know that I'm part of something bigger than myself. I'm very grateful?for it!"In other words, this scholarship gave students a feeling of belonging in spaces that could otherwise be isolating, especially for first generation college students. Some students also reported that the financial component of this program was the only way it was possible for them to attend OLLU. Internships (3 completed): In summer 2024, Rachel Dzuiba (ESS and Biomathematics) worked with Dr. Gianna Short of the USDA's Farm Loan Program. This program is focused on supporting minority and family farms through providing affordable loans. The following is an excerpt from Rachel's internship reflection."I am truly looking forward to the potential opportunities that this internship has opened to me through knowledge of data gathering/interpreting, Dr. Short's contact with the USDA, and enjoyment of coding. I hope that this experience will help guide me in picking graduate programs in the future as well as make me a more marketable candidate through the certifications in R and Python that I plan to work on through DataCamp. Additionally, I am glad that this internship integrated my Environmental Science and Biomathematics degrees through modeling and working directly with the data. In this way, it makes me more excited for the remainder of my degree, especially for classes such as Mapping the Social World in the Spring (using ArcGIS). While my future career path is not entirely clear, what I want to be doing, in terms of integrating Environmental Science and coding, is much clearer."Rachel's internship gave her the confidence and passion to continue the path towards a career in FAHN work. Thanks to the opportunities her ESS degree and the TExAS FAST program provided, she was accepted into the prestigious Environmental Analysis MS program at Rice University. Outreach Activities (24 career development activities; 9 USDA-specific learning opportunities): A significant portion of the TExAS FAST program involves preparing students to enter the workforce. In order to do that, a number of activities are imbedded into the TExAS FAST and ESS programs as a whole. One component of the ESS program is the BIOL3100 - Careers in Environmental Science Seminar course, where seminars were put on by OLLU's Career Development Center about writing resumes, finding internships, and interviewing for jobs. The following is one student's reflections on the usefulness of these seminars:"They (career development workshops) guided us step by step to get a nice resume or more knowledge and advice about our future jobs. It was very helpful because a lot of people do not know what to do when it comes to job interviews, resumes, meetings, linkedin, etc." Additionally, the TExAS FAST program includes a peer mentor program. Below is one peer mentor's reflection on how she gained leadership experience by planning and coordinating an Earth Day celebration (SuSAINTSability Day) with other members of the TExAS FAST program."I was able to email different local organizations, for example San Antonio River Authority and the San Antonio Food Bank, as well as OLLU organizations, and get them to take part in our event. This event had 14 different organizations with tables in our mall area, and students were able to go visit each table and win a free meal ticket. This event really helped me develop my communication skills, as well as taught me a lot about grant funding and how to operate and plan events within guidelines."
Publications
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