Progress 06/01/24 to 05/31/25
Outputs
Target Audience:The College of Agriculture & Environmental Sciences at North Carolina A&T State University (NCAT), in collaboration with Virginia State University (VSU), Florida A&M University (FAMU), the University of Arkansas-Pine Bluff (UAPB), Tuskegee University (TU), the University of Maryland & Eastern Shore (UMES), North Carolina State University (NCSU) and various local, state, and federal agencies leads the exciting initiative known as SAPLINGS (System Approach to Promoting Learning and Innovation for the Next Generation of Professionals and Leaders in Food, Agriculture, Natural Resources, and Human Services). Using a modular approach, SAPLINGS works to improve the pipeline of early outreach, family engagement, recruitment, and marketing to establish a program that enhances student learning, training, and success, builds collaboration at local, regional, & national levels, and develops mechanisms to enable sustainability through supporting activities (i.e., formal/informal outreach & engagement, integrated recruitment, training/retaining initiatives, scholarship, experiential learning, and other student supports). Through comprehensive outreach methods, education, research, and extension, SAPLINGS aims to increase participation within the food and agriculture workforce while addressing the chronic shortage of FANH graduates our nation needs to ensure a safe, healthy, nutritious, and abundant food supply. In alignment with Executive Order 14151: Ending Radical Wasteful Government DEI Programs and Preferencing, Executive Order 14154: Unleashing American Energy, and Executive Order 14168: Defending Women From Gender Ideology Extremism and Restoring Biological Truth to the Federal Government, the primary outreach of SAPLINGS focuses on rural, economically, or academically at-risk populations (REAAP). Due to a lack of targeted outreach and positive engagement in these areas from a young age, six subgroup modules aimed toward REAAP and interest in STEM, Technology, and Agriculture have been developed: Module 1: The Pipeline Module 2: Agripreneurship Module 3: Training Integrated Climate-Smart Agriculture Stewards (TICAS) Module 4: The Farmacy Module 5: ARISE 4 Ag Module 6: FANH Student Success These modules cover a wide range from the primary/secondary/collegiate levels to career professionals: Primary & Secondary (K-12) and Collegiate Education Levels: This group comprises high school scholars pursuing STEM disciplines, undergrads/grads, graduating seniors, and students interested in Food & Nutrition programs. Recruited participants in the ACUUE program included students in the Natural Resources & Animal Sciences Departments, county-based 4-H staff in NC, a cross-section of VSU College of Agriculture students, and other FANH-related disciplines, alumni, and industry professionals. Additional engagement includes faculty at VSU, Tuskegee, NCAT, UAPB, and FAMU. Career Professionals: Science teachers, counselors, Career Technical Education (CTE) partners primarily in the College of Agriculture, Agribusiness, NCAT students, postdocs, NCSU students interested in AI and Data Analytics applied to precision Ag and Biomanufacturing, community colleges, recruits from across the 1890 community (i.e., Agricultural, Food, Natural Resource Sciences & Human Science majors, Bio-Engineering & Applied Economics students interested in AgTech, undergraduates interested in FANH careers). The Module 6 student profile is highly Pell Grant eligible and varied (socially, economically, or academically disadvantaged).Additionally, VSU has focused on reaching students through courses and student club leadership. SAPLINGS has employed resources from other grants to reach its target audience. 1890 faculty members have sent emails and disseminated surveys/flyers using links on program flyers to recruit students, social media, and in-person recruitment strategies. Additional tools include The Emerging USDA Leaders Model, workshops, student organizations (i.e., MANRRS, horticulture club), existing teacher/student networks, and the Student Success & Workforce Development Center peer-to-peer mentoring program. Module work uses collaborations among the 1890/1862 Land Grant Universities (LGUs) and aligns with USDA's goals. With the six core 1890 LGUs, SAPLINGS is beginning to strengthen the college pipeline by provoking interest and engagement in FANH programs among Grade 5-12 students and educators. The comprehensive modular approach utilized with multi-layered partnerships has begun to attract, retain, mentor, and hope to graduate more REAAP across the FANH continuum. SAPLINGS is increasing organizational resources and readiness for student success and boosting student awareness of FANH careers by using formal/informal pathways to prepare Grade 5-12 scholars, experiential training in agricultural entrepreneurship, training integrated climate-smart agriculture stewards, using team science to train the next generation of "farmacists", artificial intelligence and data science for precision agriculture, and enhanced faculty development and student learning. Market research, surveys, focus groups, project engagement, advertising (i.e., REE program & SSWD websites), conferences (i.e., MANNRS, ARD, SSWD Symposiums), Cooperative Extension 4-H agent connections, college listservs, and department chairs have aided in student and REAAP recruitment.Online engagements (webinars) were held monthly. Recruitment and retention efforts (via scholarships) were provided once a semester to allow students to focus on their studies in Agriculture and Natural Resources (ANR). After a year, students were eligible to apply for additional funding but required to undergo an application process. SAPLINGS has leveraged partners, students, and 1890 liaisons and expanded reach through follow-up surveys, social media groups, student exchange modules, and student leadership organizations. Undergraduates at NCAT and the partner institution of NCSU interested in AI and data analytics applied to Precision Agriculture and Biomanufacturing. These students were recruited and trained through the NCAT Biological Engineering and Agribusiness programs and Plant Sciences Initiative at NCSU. Scholarship support was provided to undergraduates for AI research and data analytics and their applications in precision Ag and biomanufacturing. Additionally, experiential learning opportunities in AI are obtained through research activities. Graduate students and postdocs utilized AI techniques and machine learning-based computational tools to research agricultural production, natural resources conservation, and biomanufacturing. They were also recruited as advisors to undergraduate AI scholars. The project's target audience also included high school and community college students interested in AI and data analytics applied to agricultural production and biomanufacturing. Students obtain relevant AI knowledge and skills through workshops and summer internships awarded by PIs, co-PIs, graduate students, and postdocs in our labs. This project supports developing and delivering AI-related lectures, lab modules, and course projects through formal classroom and lab instruction. In 2024, students from the College of Agriculture and Food Sciences presented information about Agriculture and Food Sciences using games, PowerPoint presentations, and hands-on activities. Richards High School held activities for different classes twice a week. The subjects covered were those offered in the College of Agriculture & Food/Animal Sciences, Veterinary Technology, Plant Science, Soil Science, Entomology, Food Science, Agribusiness, and Biological Systems Engineering fields. Faculty have played a role by implementing new hands-on learning opportunities and engaging in formal agricultural-based courses as a direct way to provide chances for student involvement in project activities. Changes/Problems:Each SAPLINGS module has faced challenges and pitfalls. The primary issue is timing. The Pipeline (M1) indicated that major problems and delays could significantly impact expenditure rates, budget revision processing, mailing program materials to participants, intern recruitment, and the bidding process. While the timeline has been affected, the module's goals remain feasible within the grant's performance period. TICAS (M3) reported that policy changes will likely require the project team to adapt accordingly. The Farmacy (M4) and ARISE 4 Ag (M5) have encountered a limited number of students, making recruitment challenging, in addition to a delayed start. M5 has taken considerable time to recruit graduate students to establish labs and create educational materials. This module also faced challenges in finding space for the lab.Eventually, an undergraduate student was found to work with. The module also reported that if it fails to recruit a graduate student with sufficient expertise to assist in developing AI lab modules and coordinating the collaborative learning of AI technologies for undergraduate AI scholars, it will request to recruit a postdoc instead. The biggest challenge for FANH Student Success (M6) has been keeping faculty engaged with the ACUE program until completion. Although more than 95% of those who finished the course would recommend it to their colleagues, it is a time-consuming program, requiring approximately 2-3 hours per week for 25 weeks.FANH continuously sends reminders and words of encouragement. The completion rate is around t80%, which is acceptable but not ideal. The sub-awardee TU was unable to launch its career mentoring program. We will continue working with them to identify challenges and how they can be addressed. UAPB is collaborating with the 1890 Foundation to secure funding for a project coordinator responsible for the successful implementation of the project on each campus. If universities cannot launch the program on their campus, they will be removed from this project, and another institution will be selected. VSU has a large population of first-generation students and is developing experiential learning opportunities suitable for those who may lack prior knowledge and experience. Attention to motivating factors for students is required; therefore, achieving extensive student participation has been challenging since each student needs a level of attention that conflicts with a mass marketing approach. We continue to work with academic advisors and instructors to identify interested students and proactively reach out early in their academic journey. Additionally, VSU has encountered challenges in finding suitable leaders for their hack-a-thons. They plan to connect with other 1890 institutions that have experienced more success in this area to explore potential collaboration. FAMU reported that, ironically, one challenge faced has been the weather. Due to hurricanes and snow, access to student classes and the project was limited; instructional time was lost, leading to slow outreach and impacted expenditure. What opportunities for training and professional development has the project provided?Professional development opportunities for college/career readiness, food & Agribusiness marketing, and AgTech were available. Youth and the larger community participated in a Fall 2024 professional development session on student-centered learning approaches. Topics included DEI in Agriculture, Introduction to Agriculture Education and Future Farmers of America, Introduction to FCS and opportunities, CAES student reflections, Digital Agriculture: Future in Farming, Ag careers, CAES department chairs (majors/minors), and NCAT admissions process. During the interns ' presentations, the youth participated in SAPLINGS activities in The Pipeline (M1), sharing their desires to attend college. Students were asked if they had any exposure to resume development, reviewing admission applications, and conducting interviews.All three students answered no. As a result, we intend to provide professional development.The internship director requested our team plan a campus visit for the students. The career and leadership development aspect of the Agripreneurship (M2) component utilizes internships, Agribusiness training, business development, and initiatives such as the "2024" CAFE session, which was held May 20-21 at the NCAT Farm Pavilion in Greensboro, NC. To meet its program goals, PIs are working with graduate students for training in conducting project activities. Seminars to raise student awareness of field opportunities and summer internships for career/leadership development were provided through the TICAS (M3) module. TICAS has conducted six professional development sessions: Climate-Smart Agriculture Introduction Sustainability in the Dairy Industry Climate-Smart Hemp: Toward Agronomic and Environmental Sustainability The Swine Industry Approach to Sustainability Pathways to Extension Profession Additionally, a student interned in the National Pork Council, and two graduate students conducted research in the relevant areas. To promote advancement, The Farmacy (M4) will develop a course focusing on the USDA and FDA to better prepare students for government jobs in food science.Leadership components consist of training students to facilitate the webinar and to work with communities of color to address health disparities. Career development includes a course developed by NCSU and a training program for high school teachers. Professional development in health disparities using dietary strategies to prevent diabetes has been created. Technology integration, hands-on learning, diverse student support, collaborative partnerships, capacity building, and community engagement have all been used to promote advancement throughout the ARISE 4 Ag (M5) component of SAPLINGS. 5AI-based educational modules were implemented in Biological Engineering and Agribusiness courses during this reporting period. The following educational modules were implemented: Machine learning & data analytics for predicting engineering properties of biomaterials (BIOE 340), Artificial intelligence technologies for revolutionizing biological processes (BIOE 422), AI-based technologies for smart farms (BIOE350), Sensing and AI technologies applied in measurement and process control (BIOE 425), and 1 module in Agribusiness: introduction to data analytics and machine learning in Agribusiness. Students received systematic training with concepts, hands-on opportunities, and case studies of various AI technologies.The three AI-based lab units at NCAT (developed with the support of this project) were used by the AI in Ag training scholars to conduct their AI-related research projects during the reporting period.The PI provided a workshop titled "Engineering for Sustainable and Smart Agricultural Production and Biomanufacturing" to around 50 high school students in June 2024. In year two of the FANH Student Success (M6) component, faculty sharing their work increased their leadership capacity. All the activities in this module are geared toward developing teaching skills among faculty across five institutions. Skills were measured through the subject's self-efficacy across 25 teaching practices.Faculty who participated in the program showed increases in self-efficacy at a 90% or greater percentage. Data was culled by the ACUE organization and shared with the Module leader. Additionally, several faculty members from the NCAT College of Agricultural & Environmental Sciences participated in workshops to learn how to conduct studies of their teaching of SoTL.Faculty members attended a conference and are developing a SoTL study for implementation Fall 2025.Approximately 180 faculty members from across all NextGen institutions participated in a special Learning Lab class offered by the ACUE entitled "Teaching with AI". The five self-paced modules demonstrated the use of AI in various capacities in the higher ed classroom.The mentors of the M6 component must participate in a one-hour online training about mentoring. Students receiving a scholarship must participate in the mentoring program and attend seminars and workshops twice a semester. VSU offered 4 training courses (AI, MANRRS prep, Grazing School and Teacher training) to two different audiences (undergraduate students and K - 16 teachers). VSU reported that undergraduate students have gained training through preparation for various MANRRS competitions. All 14 students who attended the MANRRS regional conference in 2024 participated in various competitions, an opportunity for chapter advisors and other faculty members to train students in communication, presentation, and various topical areas. Two VSU students placed first and second in the Elevator Pitch competition; one placed second in the Impromptu competition. This training continued as six students participated in the MANRRS National Conference competitions. Training for other VSU undergrads also took the form of hands-on skills during the Grazing School, allowing students to develop thinking skills and integrate social, environmental, animal welfare/wellness, and ethical topics into various decision-making processes. Teacher training workshops allowed teachers to train in the use of educational technologies and the incorporation of these technologies into their classrooms. The biggest opportunity for training and personal development was achieved by college students who participated and played a significant role in preparing and planning presentations for high school students. These students improved their appreciation of their majors and had the opportunity for public speaking and interaction. The high school students were beneficiaries of the training. A created safe space allowed them to fully interact and ask about aspects of the Food & Agricultural Sciences when speaking with students closer to their age. The flexibility of the TU 1890 D-REEU program allows students to engage in various training and professional development offerings through the shared program agenda and the unique offerings of host institutions. In 2024 TU offered training and professional development opportunities related to: Scientific Communication for both Posters and Oral Presentations Teambuilding Animal Care and Use Training GRE Preparation GIS Skills Training Industry Exposure with U.S Sugar Factory Training in AI Foundry for Agricultural Applications Navigating USAJOBS Federal Resume Writing with USDA Professional Development Workshop Coordinators of the National Student Exchange participated in professional development during the NSE Annual Conference. How have the results been disseminated to communities of interest?The primary avenues for disseminating information regarding the SAPLINGS project are the NCAT College of Agriculture and the NextGen website. Results for The Pipeline (M1) were analyzed for presentation at conferences (oral, poster) and/or journal articles. The Pipeline generated the following: Thesis:Addressing the Leaky Pipeline: Perspectives from Secondary Educators, [Unpublished Master's thesis, North Carolina Agricultural and Technical State University], Poster presentations: November 13-16, 2024:Professional development needs of Secondary Educators to deliver FANH sciences and STEM Lessons. 2024 ABRCMS Conference, Pittsburgh, (Accepted).Reported professional development needs of Secondary Educators to deliver FANH Sciences and STEM lessons. Poster presentation during the 2025 STEM/STEAM Conference. Waikiki, HI, USA. June 11-12, 2025. For SAPLINGS's Agripreneurship (M2) component, activity outcomes during the reporting period were published on the Farm Foundation website. In addition, this module participated in an interview with the Agricultural Communications Unit within the College of Agriculture at NCAT StateUniversity, which was subsequently featured on the NCAT website. The Farmacy (M4) organized opportunities for students to present research findings via poster presentations on Undergraduate Research Day and attended conference presentations. There were 2 students who researched and presented on the following topics: Healthy Habits Camp for Kids. The 13th Annual CAES Student Showcase of Excellence, Greensboro, NC, September 4, 2024. (Poster presentation; awarded third place for best internship experience), andFar-UVC Inactivation Efficacy against the Low-Moisture Food Pathogen Surrogate, Enterococcus faecium. The NCSU End of Summer Presentations for Summer Scholars, Raleigh, NC, July 22-23, 2024. (Virtual oral presentation). ARISE 4 Ag's (M5) dissemination distributed recruitment flyers to undergraduate students in Biological Engineering and Agribusiness to attract undergraduate AI in Ag training scholars. Students were able to submit applications via https://ncat.az1.qualtrics.com/jfe/form/SV_88n3dA9KLgRIbD8.Educational AI materials were implemented in Biological Engineering and Agribusiness courses to improve students' AI literacy, knowledge, and skills.In June 2024, the "Engineering for Sustainable and Smart Agricultural Production and Biomanufacturing" workshop was presented to around 50 high school students, increasing awareness of the potential next-generation agricultural workforce of AI technologies. The FANH Student Success (M6) dissemination plan was forwarded to all Department Chairs, Deans, and the Provost for each faculty at the time of program completion. In addition, testimonials from course takers have been recorded and shared with the NexGen community and key individuals at each institution. Moreover, the information about this project is disseminated annually at the Center of Excellence for Workforce Development Spring Symposium andshared during school-wide meetings annually to update faculty and administrators about program outcomes and achievements. Information is also disseminated through our school-wide newsletter and reported in the ARD newsletter. Additional dissemination strategies include student research and extension projects from the 1890 D-REEU program shared with community members, professionals, and their peers during a final presentation during the 8-week program. Students are also given the opportunity and support to share their research at least one conference during the school year, (including but not limited to) the Annual Student Success and Workforce Development SSWD Symposium. During the SSWD symposium, partners and coordinators of the National Student Exchange Program often share the stage or a small group session about progress and impacts of the programs throughout their campuses. What do you plan to do during the next reporting period to accomplish the goals?Three main objectives encompass each of the six SAPLINGS project modular approach subgroups. Objective 1: Strengthen the college pipeline by igniting interest and engagement in FANH programs among Grades 5-12 students. The Pipeline (M1) will prepare for Summer 2025 by updating IRB approval and dissemination materials. Additionally, data will be collected and analyzed from surveys, interviews, and focus groups during the next reporting period. TIn Spring 2025, The Pipeline offered scholarships for Summer 2025. Objective 2: Use a comprehensive modular approach with multi-layer partnerships to attract, retain, mentor, and graduate more URM college students across the FANH continuum. This objective applies to Agriprenurship (M2), TICAS (M3), The Farmacy (M4), & ARISE 4 Ag (M5). Agriprenurship (M2) plans to collaborate with the Farm Foundation to host the second Careers in Agriculture & Food Exploration (CAFÉ) workshop cohort in the upcoming reporting period. Additionally, it intends to partner with Syngenta to organize a business challenge competition. TICAS (M3) will continue to provide scholarships, webinars, teaching enhancements, internships, and graduate student training. TICAS will also have students present at conferences. They will need to decide on the certificate program by consulting campus administrators. The Farmacy (M4) will continue to provide summer workshops on metabolomics and the NCSU Summer Scholar programs. Farmacy scholars were recruited in Fall 2024/Spring 2025. The goal for Spring 2025 has been to develop a course focusing on the USDA/FDA to better prepare students for government jobs in the food science area.Students will continue their outreach to communities of the global majority and research how to combat diet-related health disparities in Summer 2025. ARISE 4 Ag continues to develop AI-related research projects and uses AI lab units to provide experiential learning opportunities to students at various levels. A graduate student or a postdoc will be hired to assist in the development of AI lab modules and coordinate the collaborative learning of AI technologies.Evaluation rubrics will be finalized, and an assessment of students' gains in AI knowledge/skills will be conducted. The module will continue to improve AI-related lectures, lab modules, and course projects offered to students at NCAT and provide cross-training opportunities to AI in Ag training scholars at NCAT and NCSU. Objective III: Increase institutional capacity for student success and boost student awareness of FANH careers. FANH Student Success (M6) began several new iterations of the ACUE program (including two micro-credential programs) and another 25-week program on Effective Teaching Practices. The SoTL professional development initiative will be implemented separately in faculty classrooms in Fall 2025.The module seeks to hire a full-time faculty developer in Fall 2025. During the next reporting period, the mentor component of FANH plans to work with COE SSWD advisory board members to increase industry professional participation. Monthly lunch and learn sessions will be hosted to bring mentors and mentees together, providing opportunities for engagement with other individuals/institutions. FANH Student Success will provide mentorship paired with case studies to discuss and share during lunch and learn sessions, where mentors will share their experiences.The goal for the next year is to increase the number of mentors and mentees for each institution by at least 50%, and to increase engagement by providing a case study for teams to work on. VSU plans to repeat all the activities conducted in the current reporting period in the next reporting period, in addition to developing competitions and other mechanisms for engaging students and providing financial support. They are also exploring ways to partner with other 1890s to host a Hack-a-thon and to increase the experiential learning opportunities for our students.Other grants have been used to support internship opportunities, and non-formal educational activities are ending. These programs have helped to establish relationships with corporate and academic institutions; as we move into the next reporting period, there are opportunities to build upon these successes as part of the NextGen set of deliverables. Sub-awardee FAMU reports that in the next reporting period, they expect to accomplish all that was done this year, in addition to the following: An agricultural tour of Florida counties An agricultural camp for high school students. An online training program for teachers with an emphasis on agricultural sciences. A greater integration of CAFS students and scholarship recipients into both high school and activities and internships with agricultural agencies. Additionally, efforts will be taken to increase engagement in the program projects/activities described.
Impacts
What was accomplished under these goals?
SAPLINGS has begun leveraging resources from various partners and stakeholders. The 6modules are achieving the project's primary goals, enhancing student learning, training, and success. The Pipeline (M1) began mid-June 2024, and major activities (3-day Educator Program) were completed. A group of 3 students completed internships.M1 met specific objectives andachieved significant positive and negative results (i.e., major findings, developments, or conclusions). There were 3 Participants who shared the following feedback: "This was a great workshop. I enjoyed all the presenters, and the information was very helpful. I will be intentional about sharing what I have learned with students, staff, and parents/guardians." "This has been engaging and thorough professional development training. I've met several people I can continue to network with and collaborate with. I learned so much and would love to participate in other training courses in the future." "This has been one of the best, well-orchestrated, organized, and full of valuable information learning opportunities I have attended in a long time." Agripreneurship (M2) works with the 1890 Agribusiness Center at NCAT to provide essential student training. The 2024 "CAFÉ" session was held May 20-21 at NCAT University Farm Pavilion in Greensboro, NC. On Day 1 of the workshop, participants learned about their "Working Genius" and assessed how their values affect their career choices. Students worked on building their resumes, toured NCAT University Farms, and worked on bolstering their LinkedIn presence. Day 2 consisted of students having a panel discussion with current leaders in agriculture, including Fabiola Perez (John Deere), Sylvester Miller (FMC), Jack Long (National Wheat Growers), Milosh McAdoo (BASF), and Dr. Shandrea Stallworth (Purina). Students in the Agripreneurship (M2) were given a pre/posttest. The results showed significant transformational shifts in understanding (1) career options in agriculture, (2) government agencies and policy making in agriculture, (3) key and emerging trends in agriculture, and (4) production agriculture systems. When students at the pre-assessment indicated some knowledge of a particular topic area, the post-assessments showed that students left the program no longer believing they had limited knowledge in any of the topic areas. Students learned tips about preparing for job interviews and SMART goal setting and discussed the next steps for implementing what they learned. The group was able to visit the Syngenta Crop Protection North America Headquarters. While visiting Syngenta, students met with senior agricultural leaders and gained a better understanding of the global work Syngenta does. They also learned about internships and career opportunities. Training Integrated Climate Smart Agriculture Stewards or TICAS (M3) offers scholarships that enable students to focus on Agriculture & Natural Resources (ANR) studies and internships. M3 has provided 20 NCAT students with scholarships in the ANR area, which have helped increase GPAs as students focused on their studies. Additionally, students were offered six webinars on the various aspects of climate-smart agriculture to expand their knowledge. These internships and professional development sessions exposed students to climate-smart agriculture and provided connections with professionals.14 out of 20 students increased their overall GPA by an average of 0.08.Of the 19 survey participants, 13 strongly agreed, and 6 agreed that the M3 scholars program increased their familiarity with climate-smart agriculture. 18 out of 19 participants agreed or strongly agreed that M3 prepared them for becoming future leaders in climate-smart practices. All participants would recommend the TICAS program to their peers in the CAES. The Farmacy (M4) has worked with NCSU to design & build a bridge program offering Farmacy scholarships to NCAT students in the areas of food & nutrition research & training with faculty. The goals of the module includeworking with NCSU, wherein students can take courses at NCSU through an articulation agreement.M4 has seen significant progress. A Farmacy scholar flyer was generated and shared with students and faculty members. Three students were interviewed for the Farmacy scholarship and speakers/student facilitators identified for the diet-related health disparity webinar; a graduate student was hired as coordinator. Applications were requested and received from 11 high school teachers with broad student populations to receive training from NCSU. Finally, the summer scholars' program at NCSU has been promoted to the Food and Nutrition departments across all partner institutions, resulting in 3 student applications from FAMU & Tuskegee. AI labs and software were developed, set up, and utilized to analyze Agricultural data in the ARISE 4 Ag (M5) module. With project support, AI-related labs were built with proper hardware (smart cameras, sensors, and 3D printers) and software (MATLAB, Python, R, SAS). Students were able to have hands-on experience in AI technologies, and those supported by this project acquired basic skills and the ability to develop intelligent and data-driven engineering solutions using AI hardware and software for smart agricultural production and biomanufacturing. FANH Student Success (M6) Completion of 28 faculty from the Cohort I - Effective Teaching Practices, Dec. 2024. This included acquiring 25 teaching practices across five modules encompassing college teaching. Faculty who participated in the program showed increases in self-efficacy across 25 teaching practices at a 90% or greater percentage. Data was collected by the ACUE organization and shared with the module leader. Implementing the career mentoring program of M6 was one of the significant activities completed. Each institution participated in a one-on-one meeting with the Mentor Collective project manager, who guided the process of a successful program launch. The assigned project manager from each institution participated in monthly leadership meetings to discuss challenges, barriers, and roadblocks. SAPLINGS organized a scholarship through the Office of Financial Aid, and to date, three students have received the award for FY 2024-2025.To encourage mentorship engagement, all participants were provided with a Mentor Collective Text Relay phone number to support communication efforts. This relay phone number provides data on how frequently mentorships are communicating. Mentors and mentees are also asked to complete assessments and provide comments regarding their participation in the program. Based on the comments provided below from mentees and mentors in the career mentoring program, there has been an increase in knowledge and understanding regarding transition from college to career: "Being able to give advice to my mentee based on my own experience has helped my mentee a lot to be more successful. It's helpful knowing they are not the only ones having similar issues." "[The program has] helped me look for resources that my mentees could use. Because of this, I found services that I didn't even know the school had." ?"[My mentor has helped me] in finding a few places and activities on campus. She is helping me find those resources on campus or pointing me in the right direction to people who know." A significant accomplishment has been the growth of interest and awareness of the agricultural and food sciences by high school students and college students who assisted with this process. Although it has taken longer than expected, we have slowly developed a footprint in High Schools, and the level of cooperation with the teachers is increasing. More importantly, student interest is growing with the experiential trips away from the classroom. Evaluation results will be available at the end of the academic year, but the activities align with the objectives.
Publications
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Progress 06/01/23 to 05/31/24
Outputs
Target Audience:The College of Agriculture & Environmental Sciences at North Carolina A&T State University, in collaboration with Virginia State University, Florida A&M University, the University of Arkansas-Pine Bluff, Tuskegee University, the University of Maryland & Eastern Shore, North Carolina State University and various local, state, and federal agencies leads the exciting initiative known as SAPLINGS (System Approach to Promoting Learning and Innovation for the Next Generation of Professionals and Leaders in Food, Agriculture, Natural Resources, and Human Services). Using a modular approach, SAPLINGS works to improve the pipeline of early outreach, family engagement, recruitment, and marketing, to establish a program that enhances student learning, training, and success, that build collaboration at the local, regional, & national levels, and develop mechanisms to enable sustainability through supporting activities such as formal/informal outreach & engagement, integrated recruitment, training/retaining initiatives, scholarship, experiential learning, and other student supports. Through these comprehensive outreach methods, education, research, and extension, SAPLINGS aims to increase diversity within the food and agriculture workforce while addressing the chronic shortage of FANH graduates our nation needs to ensure a safe, healthy, nutritious, and abundant food supply. Our main demographic (or target audience) is underrepresented minorities (families and youths) because these areas often lack targeted outreach and positive engagement from a young age. Therefore, SAPLINGS has developed six subgroup modules targeting URM and youth interested in STEM, Technology, and Agriculture: Modules 1: The Pipeline Module 2: Agripreneurship Module 3: Training Integrated Climate-Smart Agriculture Stewars (TICAS) Module 4: The Farmacy Module 5: ARISE 4 Ag Module 6: FANH Student Success These modules cover a wide range of students (i.e., K-12, middle/high school students, undergrads/grads, students interested in Food & Nutrition programs) to career professionals (i.e., science teachers, counselors, Career Technical Education (CTE) partners) primarily in the College of Agriculture, Agribusiness, NCAT students and recruits from across the 1890 community (i.e., Agricultural, Food, Natural Resource Sciences & Human Science majors, Bio-Engineering & Applied Economics students interested in AgTech and undergraduates interested in FANH careers). Additional engagement includes faculty across five institutions, a cross-section of students registered at Virginia St. University (College of Agriculture) and other FAHN-related disciplines, alumni, and industry professionals recruited. Specifically, the Module 6 student profile is highly Pell Grant eligible and diverse (socially, economically, or educationally disadvantaged). SAPLINGS has employed resources from other grants to reach its target audience. Project Deans and 1890 faculty members have sent emails and disseminated surveys/flyers using links on program flyers to recruit students. The Emerging USDA Leaders Model, workshops, student organizations (MANRRS, horticulture club, etc.), existing teachers and student networks, and the Student Success & Workforce Development Center peer-to-peer mentoring program were also used for recruitment. Module work uses collaborations among the 1890/1862 Land Grant Universities (LGUs) and aligns with USDA's goals. Together with the six core 1980 LGUs, SAPLINGS is beginning to strengthen the college pipeline by provoking interest and engagement in FANH programs among Grade 5-12 students and educators. The comprehensive modular approach utilized with multi-layered partnerships has begun to attract, retain, mentor, and hope to graduate more URM college students across the FANH continuum. SAPLINGS is increasing institutional capacity for student success and boosting student awareness of FANH careers by using formal/informal pathways to prepare Grade 5-12 scholars, experiential training in agricultural entrepreneurship, training integrated climate-smart agriculture stewards, using team science to train the next generation of "farmacists", artificial intelligence and data science for precision agriculture, and enhanced faculty development and student learning. Market research, surveys, focus groups, project engagement, advertising (i.e., REE program & SSWD websites), conferences such as MANNRS, ARD, and the SSWD Symposium, as well as Cooperative Extension 4-H agent connections and college listservs and department chairs have been used to aid in student and URM recruitment. Internship opportunities are provided through collaborations with 1-2 high schools/CTE directors and FANH agency/area school partnerships. The DREAM Program is instrumental in exposing high school Juniors/Seniors to the Food, Agriculture, & Natural Resource Sciences. It connects them with experiences in federal & state government agencies, non-government organizations, and private companies while attracting more minority students interested in the field. SAPLINGS used the Modified 4H Youth Futures Model, Teen Advisory Council, YEA-REAP summer camp (Grades 9-12), and stipend/transportation for student retention. Additionally, students are retained through module scholarships and internship training, which further encourage student engagement to apply for scholarship programs. Following application submission, interviews are conducted to determine student eligibility for participation. Other recruitment and retention efforts included engagement with regional and national networks to create food and nutrition opportunities for students. By doing so, SAPLINGS has leveraged partners, students, and 1890 liaisons and expanded its reach through follow-up surveys, social media groups, student exchange modules, and student leadership organizations. The project acknowledges and recognizes the financial struggles faced by many students. Therefore, efforts have been introduced to provide work and housing stipends to ensure housing accommodations. Faculty have also played a role by integrating new hands-on learning opportunities and engaging through formal agricultural-based courses as a direct way to provide chances for student involvement in project activities. Changes/Problems: Each of the six SAPLINGS components has encountered challenges or pitfalls. The consensus issue was timing. Many of the components faced difficulties that led to a late start. In The Pipeline, several indicated that specific purchase requirements don't qualify as allowable expenses. It was also revealed that the Institutional Review Board (IRB) is falling behind schedule, procedures are unclear, and it was not readily available, particularly during the summer months. To ensure compliance with IRB regulations, Ag. Communications must create materials and understand their availability. Additionally, there were difficulties in securing speakers who respond to emails, shared their content, and develop surveys. Due to a late start in August 2023, the project has been slow to begin. The program coordinator began work late in March, leading to delays. Consequently, the team will recruit rising high school juniors and seniors rather than only juniors. It is crucial to budget time and money effectively during this period. More support staff is necessary to plan for the summer. Unfortunately, due to the delay, no summer scholarships were offered. As a result, double scholarships will be available in Fall 2024. The start time for specific Agripreneurship tasks was challenging because the 1890 Agribusiness Innovation Center was waiting for staff. As a result, the module started late due to limited faculty availability and capacity. Agriculture Communications must post information on the website for advertising purposes for the TICAS component. Unfortunately, the project manager was hired late, which resulted in a lack of staff support for the project. The Farmacy encountered a limited number of students, making recruiting difficult and delaying the start. Considerable recruiting time for graduate students in the ARISE 4 Ag component who could complete lab setup, find lab space, and create educational materials to get someone from the undergraduate students to work with also provided challenges. The FANH Student Success module proposed an outcome change--instead of faculty fellows supporting each other, they would work on their own projects and share them with their departments. However, there were challenges: module lead was not in college or Agriculture, connecting with faculty from different institutions, and getting press releases from partner institutions' leadership. In addition, faculty from other institutions had trouble staying aligned with the program and understanding the bigger impact. Support is needed to generate program interest across institutions. Partnering with other 1890s, academic advisors and instructors was included in the process using engagement and dissemination plans to increase participation. Many students were overwhelmed with personal and professional activities, which competed with their interest in exploring FANH opportunities presented through this initiative. Academic advisors and instructors were included (engagement and dissemination plan) to increase participation and student learning outcomes. Some indications were that using small cohort engagement models may increase participation and student learning outcomes. To help students grasp the essential STEM concepts for many FAHN career pathways, educational technologies such as Labster, Kritik, and ClassVR were also explored by the project team as a way to support students in developing competence through additional exposure to the material, peer support and feedback as well as virtual exposure to FAHN working environments. Finally, funding on campus. Due to insufficient funds, much time was lost, and approval to move forward was not received until the Fall (September/October). Additionally, the Mentor Collective contract had to go through NC A&T SU because of process issues at UAPB, resulting in a prolonged process. What opportunities for training and professional development has the project provided?Professional development opportunities for college/career readiness, food & agribusiness marketing, and AgTech will be available. Youth and the larger community can participate in a professional development session in Fall 2024 on culturally responsive pedagogy. Topics include DEI in Agriculture, Introduction to Agriculture Education and Future Farmers of America, Introduction to FCS and opportunities, CAES student reflections, Digital Agriculture: Future in Farming, Ag careers, CAES department chairs (majors/minors), N.C. A&T admissions process. Youth participating in SAPLINGS activities in The Pipeline learned about coding and drones, which provided more access to STEM and technology careers. They also had the opportunity to receive flight certification. Engagement in leadership development opportunities (i.e., 16 hours of regional and online training for the Game of Drones competition) was also provided. The YEA-REAP Summer Leadership Institute further developed high school students' skills through hands-on learning and mentorship. Exposure through research and extension programs offered a deeper understanding and expertise as they explored the possibility of future careers in Agriculture and STEM. Through The Pipeline component's selective programming, summer camps, and agency tours, students' understanding of the FANH field also helped them develop leadership skills. For example, the impact of the DREAM Program has been recognized through web and social media platforms (visibility and sustainability). Overall, equity has been promoted, and a diverse, skilled workforce for the future of FANH has been built. This program creates interest in FANH sciences among high school and college students through immersive experiences, outreach efforts, and leadership development. Partnering with industry and educational institutions provides hands-on learning opportunities, mentorship, and career exposure. There have been no professional development or training opportunities created thus far. The career and leadership development aspects of the Agripreneurship component utilize internships, Agribusiness training, business development, and initiatives such as the Ag. Bootcamp and Cultivator Program to mold the next generation of Agriculture business leaders. Currently, there are no new professional development opportunities in this area. Students were provided with seminars to raise awareness of field opportunities and summer internships for career and leadership development through the TICAS module. The intent is to have five student ambassadors focus on leadership in Climate-Smart Agriculture, conduct outreach, and serve as representatives for the college. Five professional development sessions have been conducted: Climate-Smart Agriculture Introduction, Sustainability in the Dairy Industry, Climate-Smart Hemp: Toward Agronomic & Environmental Sustainability, and Swine Industry Approach to Sustainability & Career Path in Extension). To promote advancement, The Farmacy will develop a course centered on the USDA and FDA to better prepare students for government jobs in food science. Leadership components include training students to facilitate webinars and engage with communities of color to address health disparities. At the same time, career development will involve partnering with institutions such as NC State University to develop relevant courses and training for high school teachers. Professional development on health disparities using dietary strategies to prevent diabetes has also been created. Technology integration, hands-on learning, diverse student support, collaborative partnerships, capacity building, and community engagement have all been used to promote advancement throughout the ARISE 4 Ag component of SAPLINGS. The project's emphasis on these aspects and holistic approach to workforce development position it as a catalyst for advancement in food, agriculture, nutrition, and human sciences. ARISE 4 Ag addresses current workforce needs by providing students with the skills/ knowledge needed to succeed in the digital age. It lays the foundation for a more resilient and inclusive future. Graduate students can work with undergraduates and high school students to teach them how to use AI technology and data analytics platforms. The project has provided two seminars on virtual labs & digital twins and remote sensing & soft sensing. Being ACUE graduates, faculty develop leadership capacity by supporting other faculty in the program. In year two of the FANH Student Success component, faculty sharing their work increases their leadership capacity. Digital fellows increase their career development by creating programs/resources, and by sharing their projects, they increase leadership skills. ACUE is a PD opportunity that includes 25 modules. Bi-weekly meetings with the facilitator consist of coaching and community-building exercises, and faculty share what is and what has been learned. Students are allowed access to training in the FANH field as a foundation for the workforce. The project will incorporate presentations from USDA and other federal agencies to discuss career opportunities by agencies associated with FANH. An employability skills workshop series will be embedded into the program, and students must complete at least eight sessions focusing on employability skills, graduate school applications, and career panels with individuals from FANH fields. To this effort, ACUE promotes advancement with the Leadership Academy, Career Exposure Days (which provided 42 students the chance to travel as a cohort to explore Virginia Tech's Veterinary Medicine School & Animal Production Systems), and the Virginia State Grazing School (a partnership with the American Farmland Trust that introduces trends, opportunities, and challenges associated with grazing and the management/marketing of livestock). Virginia State University held its first Leadership Academy to prepare students for high-level leadership positions, emphasizing food, agriculture, and community-based problem-solving. Advancement is forthcoming; however, participants will delve into the intricate nuances of professionalism in the contemporary workplace landscape. Through rigorous exploration, they will cultivate effective work habits that bolster individual performance and contribute to organizational success. Additionally, students will hone communication skills within the workplace and broader community contexts, equipping themselves with the tools to convey messages with clarity and impact. Moreover, they will learn to leverage technology as a strategic enabler to achieve their professional goals precisely and efficiently. Through leadership development, students will be empowered to unlock their leadership potential. They will engage in scholarly inquiries into leadership theories and paradigms, fostering a deep understanding of effective leadership practices. Through experiential learning opportunities, students cultivate the skills necessary to capitalize on personal strengths and lead teams toward shared objectives. Furthermore, they will explore the critical dimensions of equity, inclusivity, and anti-racism in leadership, equipping themselves with the awareness, attitudes, and skills required to foster equitable and inclusive environments. How have the results been disseminated to communities of interest?Journal publications, College of Agriculture website updates, and creating the NextGen website for the project itself are the major components of the dissemination of The Pipeline. Information regarding the program will be distributed through CAES News, the College of Agriculture website, and the NextGen website. Students will also distribute information via social media platforms. Each task must be completed efficiently to ensure program success. The key is to have effective communication and visibility. The TICAS component will utilize the College of Agriculture's website to display the outcomes of graduate student research, which will also be shared at conferences and in written publications. The Farmacy has developed plans and organized opportunities for students to present their research findings via poster presentation on Undergraduate Research Day and attend conference presentations. ARISE 4 Ag's dissemination plans include sharing results at a professional conference to provide students a platform to showcase their research findings, which could present opportunities for publication. This approach would help to bring adequate attention and recognition to student research efforts that contribute to the advancement of the agricultural industry. The dissemination plan for the FANH Student Success component entails faculty conferences, departmental presentations, and journal articles. The dissemination plan will also emphasize engaging diverse student participants from various disciplines through various communication channels and participatory activities. The plan's primary focus is to ensure that various barriers to entry are considered and that a diverse suite of opportunities is developed to reach a broader population. The mentoring collective will also provide a report shared with the Dean by the Project Lead. Accomplishments will be shared at the beginning and end of the school year. What do you plan to do during the next reporting period to accomplish the goals?Three main objectives encompass each of the six SAPLINGS project modular approach subgroups. Objective 1 applies to The Pipeline component, which seeks to strengthen the college pipeline by igniting interest and engagement in FANH programs among Grades 5-12 students. This subgroup will finalize vendor bids and start research efforts. Next, recruitment for new teams to participate in the Game of Drones competition will be sought out via application. Training will be provided once the teams are selected, and the competition will be implemented. In Spring 2024, the YEA-REAP application process began with mentor recruitment and mentor/mentee matching. FANH visits were conducted, and plans were made for a summer tour, teacher workshops, and Fall 2024 scholarships to be offered. During the Summer 2024 period, recruitment for 2025 began, and Summer 2025 scholarships were offered. Fall 2024 will see STEM sessions hosted with mentors and mentees and the creation of the first Teen Advisory Board project. Planning for the second YEA-REAP Summer Institute will begin also. The application and recruitment period closed, and educator participants were selected in March 2024. In May, students were chosen for a 6-8-week summer internship, and a summer retreat was held June 24-26, 2024. The project aims to finalize scholarship and summer program applications and complete the student selection process in February/March 2025. Summer 2025 scholarships will be offered in Spring 2025. Objective 2 of the SAPLINGS project is to use a comprehensive modular approach with multi-layer partnerships to attract, retain, mentor, and graduate more URM college students across the FANH continuum. This objective applies to Agriprenurship, TICAS, The Farmacy, & ARISE 4 Ag. Nineteen students were selected for the May 2024 Ag Bootcamp following the April 2024 application period. Applications for the Cultivator Program were created and distributed in June, and the actual event will take place in Fall 2024 in Hawaii. Four to five students completed Agribusiness internships, and in the Summer of 2025, graduate students will have the opportunity to visit the USDA Economic Research Service to learn about data usage. In Spring 2024, students were surveyed to assess their increase in knowledge and applications for Fall scholarships were distributed. During the Summer of 2024, the TICAS funded one student's internship experience. Summer 2024, the certificate program was finalized and submitted to the University for approval. Plans to complete enhancements for five courses and a second cohort of 20 students are provided with scholarships. The goal for all 2024 is to continue providing seminars every 2-4 weeks (totaling 12), select five student ambassadors, and recruit 1-2 graduate students to complete a Climate-Smart Research project. The Farmacy engaged in a summer workshop on metabolomics and the NC State University Summer Scholar Program and provided a diet-associated health disparity webinar for the Nutrition Center Summer 2024. Three Farmacy scholarships will be awarded in Fall 2024, and there are plans to recruit more scholars during the Fall 2024 & Spring 2025 semesters. This component will continue to conduct training, and students will continue their outreach to communities of color and research on combatting diet-related health disparities, which began in the Summer of 2024 and into the Summer of 2025. The goal for Spring 2025 is to develop a course that focuses on USDA and FDA to better prepare students for government jobs in the food science area. Summer 2024 saw the ARISE 4 Ag component have 75 high school students (in groups of 3) visit the AI for 2-3 hrs. while in development. Though the labs are still in development, there was enough for the students to be shown a demonstration. Graduate students assisted in completing the development of the AI and data analytics labs. Lab materials and protocols for student use were completed. In addition, work was done with NC State to finalize the student exchange, and technical support was provided to the students. The evaluation protocol was finalized. The goal for Fall 2024 is to support six undergraduate students (one Master's and 1 Ph.D. student to be supported by the project) and for technology development to be completed. The final objective (Objective III) is to increase institutional capacity for student success and boost student awareness of FANH careers (FANH Student Success). In Spring 2024, a session at the SSWD Symposium where 1890 schools could complete NSE applications and receive support was held. REE program students were selected and an IRB Application submitted. The Career Exposure Days event was held at Virginia Tech, and planning for the Hackathon event with STEM-4-US began (April 2024). A four-part graduate education series (in partnership with SSWD) was hosted. Information on selecting graduate education programs and completing this was made available to all students through the 1890 system, and students were encouraged to participate in NSE or REE. During the Summer of 2024, a teacher workshop with the Petersburg School District was held, and a curriculum for virtual experiential learning was developed. Students engaged in the REE program for eight weeks. A curriculum for virtual experiential learning was developed, and information regarding how to become an extension professional boot camp for the REE program was provided In Fall 2024, the FANH Student Success subgroup will begin an AI teaching initiative with 50 faculty across all five institutions and provide two workshops. NSE liaisons at partner institutions will be identified. USDA career talks, the Pilot of Agrivoltaics internship with industry partners, and the Hack-a-thon event with STEM-4-Us will also occur. The inaugural cohort will be completed in December. The goal for January 2025 is the start of the second cohort and for the inaugural cohort to begin ACUE Scholar work. 1890 students will be placed at their NSE schools for the 2025-26 academic year, and applications for 1890 partner schools to host students for the REE program will open February 2025. Two workshops will be held, and there are plans for USDA career job talks, where speakers are brought into classes in Spring 2025. In addition, the component is looking to have the Leadership Academy 2025 take place in February 2025 and Career Exposure Days in April 2025. The component also seeks to hire a full-time faculty developer Fall 2025.
Impacts
What was accomplished under these goals?
By implementing a modular approach, SAPLINGS can leverage resources from various partners and stakeholders, pilot, customize, and scale programs to ensure aligned outcomes across all SAPLINGS 1890 LGU partners. The six modules are achieving the project's primary goals, enhancing student learning, training, and success. The Pipeline began in mid-June 2024, with interviews boosting interest in agriculture and STEM. A K-12 curriculum that teaches SmartAg infuses culturally responsive pedagogy into classrooms was introduced. Sixty students (Grades 7-12) expressed interest in participating, while 25-30 college athlete mentors helped to promote interest. Students were invited to apply for the Teen Advisory Council, attend the YEA-REAP summer camp, and attend STEM seminars. Increased enrollment and involvement of underrepresented URM in career prep/4H programs that helped gauge STEM interest and fostered positive youth mentorship were just a few outcomes. Additionally, 12 groups totaled 55 youth participants in the Game of Drones coding competition. The YEA-REAP summer camp was successful, forty-two youth, 25 mentors, and 5 Teen Advisory Council members were selected. The impact of these activities were that good and Student interns reflected on their experiences and gained insights about FANH college programs. These activities will help SAPLINGS understand how minority youth view agricultural careers, identify the best ways to increase interest in Agriculture and STEM, create learning materials based on URM market research and engage families in Smart Ag and college prep. The SAPLINGS Agripreneurship component works with the 1890 Agribusiness Center at NC A&T to provide essential student training. Farm visits were conducted, and at least four student scholarships were provided. The Ag Bootcamp, a 2-day internship training for Agribusiness, was conducted in collaboration with the Farm Foundation. During the Ag Bootcamp, sign-in sheets were maintained for lobby days, internship receipts were tracked, and program completers' applications were monitored. Students and faculty were actively engaged in problem-solving and building upon existing connections, and pre/post-assessments added valuable student feedback to highlight success. As a result, there are ongoing talks with companies regarding internships, The Ag Bootcamp is a relevant support activity that provides AG career and entrepreneurial skills and Agripreneurship training. Training Integrated Climate Smart Agriculture Stewards, or TICAS, offers scholarships that enable students to focus on Agriculture & Natural Resources (ANR) studies and internships. By working with other schools/groups, TICAS has the means to create better networking and internship opportunities. Course materials are also being modified to enhance teaching, including Climate-Smart Ag content in ANR courses, while encouraging undergraduate students to apply for integrated ANR certificates. Outcomes have shown that students receiving scholarships increased their GPAs, and interest in Climate-Smart Agriculture increased. As a result, 20 scholarships were awarded from Fall 2023 to Spring 2024, and four seminars were held discussing various areas of climate-smart agriculture. Fourteen students have seen their overall GPA increase (average of 0.08). TICAS prepares students for careers in Climate-Smart agriculture areas and increases knowledge of the Agriculture and Natural Resource field. The Farmacy component has worked with NC State University to design and build a bridge program offering Farmacy scholarships to NC A&T students for food & nutrition research and training with faculty. Student support efforts are also utilized in finding summer internships with government agencies and hosting summer professional development on Metabolomics. This program aims to enable student ambassadors for underserved communities, build networks (internal, regional, and national) for training at various labs, and increase food/nutrition training opportunities. Following each training session, surveys were conducted to track the number of sessions held, information learned, and the types of student research conducted along with community engagement/interaction. This focus has helped to increase Food & Nutritional Science research skills, work with communities of color to combat diet-related health disparities and promote healthy eating. As a result, 3 students were interviewed for the Pharmacy Scholarship, and 11 high school teachers applied to receive training from NC State. Three students applied for the Summer Scholar Program at NC State, and two have accepted the offer. The Farmacy trains future Food Science students to use team science strategies via different exposure methods (i.e., hands-on) and prevent diet-associated diseases (especially related to health disparities) using dietary strategy. Artificial Intelligence labs and software were developed, set up, and utilized to analyze Agricultural data in the ARISE 4 Ag module. In this component, six students, 50 undergraduates, and three high school students over five years will be supported and provided tools for student research. Over 400 students will benefit from course redesign/training certification. Students will have the skills to create AI-based solutions to fix specific Ag/Food industry issues. The project has partnered with John Deere to provide AI tools for precision Ag. Tech support for student training and help with capstone projects. Outcomes include the introduction of AI, precision Ag, & data analytics into Food and Agriculture Education to help create solutions and collaboration between high school, undergraduate, and graduate students to work on AI, precision Ag, & data analytics. Additionally, surveys were instrumental in assessing knowledge of basic AI concepts/tech principles. As a result, two graduate students (Spring 2024 & Fall 2024) and three undergraduates (Spring 2024) have begun developing project proposals following a short introduction to AI technology. Two seminars and workshops were presented, and a certification application/proposal was created. The ARISE 4 Ag's relevance to the SAPLINGS project is its focus on three major Agricultural production technologies--artificial intelligence data analytics and precision agriculture. FANH Student Success (via The NSE) provides students access to coursework at 160 schools nationwide, allowing partners to create or enhance degree programs. Students can work with liaisons for up to two semesters, and during the summer, undergraduates can conduct research and gain experience in other 1890s. This component will place 5-10 students at one of their top three 1890s each summer, providing them with funding for work and housing. Through this partnership, possibilities in Agrivoltaics to explore internships and learning opportunities in emerging FANH careers will become more available. Regarding outcomes, teaching skills will be tracked using tools made by ACUE. Faculty will self-report via poster, conference presentation, or articles. As a result, Virginia State held the first Leadership Academy, Career Exposure Days, and, in partnership with the American Farmland Trust, the Virginia State Grazing School, which has provided valuable experiences for 42 students. Thirty-three faculty have enrolled and are monitored. On average, faculty have completed 7/25 or 28% of modules. The ACUE artificial intelligence program was purchased to be offered to 50 faculty (Fall 2024). Two of the 1890 partners have applied for the NSE consortium. The FANH Student Success component of SAPLINGS will enhance teaching skills among faculty in all five partners in Agricultural Colleges and increase course access & learning opportunities for students.
Publications
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