Progress 06/01/23 to 05/31/24
Outputs
Target Audience:During this reporting period, our efforts targeted multiple key audiences, including students, educators, and members of the broader community. Each audience group was engaged through various formal and informal educational programs aimed at building knowledge, skills, and interest in honey bee biology, beekeeping, and associated research fields. Below is a detailed description of our target audiences: 1. Undergraduate Students (UTSA College of Science) CURE Lab Course: Medicinal Properties of HONEY Activities: This two-semester course provided students with hands-on laboratory research experience focusing on the medicinal properties of honey, such as antimicrobial, antioxidant, and anti-inflammatory effects. Students engaged in key scientific processes including project proposal writing, academic manuscript drafting, and the presentation of research findings at professional conferences and symposiums. Reach: A total of 19 students participated in both the fall and spring semesters, with 22 participants overall, including three peer mentors. Impact: Surveys conducted before and after participation showed significant improvements in students' academic sense of belonging, disciplinary identity, and mentoring experiences. Many students reported a shift from negative to positive perceptions in these areas, underscoring the program's effectiveness in fostering a supportive academic environment. HONEY Seminar Series Activities: A total of 14 seminars were conducted throughout the academic year. Speakers included experts from academia, industry, and local beekeeping communities, covering topics such as honey bee biology, medicinal honey, pollination, entrepreneurship, and sustainable beekeeping practices. Reach: An average of 21 students attended each event, resulting in a total of 294 participants across all seminars. Impact: Surveys showed that 73% of attendees learned about new professional opportunities, while 87% expressed increased interest in pursuing scientific research as a result of the seminars. Additionally, 100% rated the quality of speakers highly, with 76% giving a perfect score of 10/10. Internships Activities: The program offered four funded internships with renowned institutions such as the USDA Honey Bee Genetics Lab, Penn State Bee Research Lab, and SweetBio Inc. These internships provided students with real-world research experience and exposure to professional environments. Reach: Four students secured internships. Impact: Participants gained valuable practical skills, furthering their career readiness and reinforcing their interest in pursuing careers in research, beekeeping, or related fields. 2. High School Educators (K-12 Faculty Training) Activities: Four high school teachers were trained in honey bee biology and beekeeping through our K-12 Faculty Training program. These educators received a stipend and were equipped to implement pollinator curriculum units, gardens, or honey bee hives at their respective schools, which are located in underserved districts, including San Antonio Independent School District (SAISD) and Harmony Schools. Reach: Four teachers from Title 1 schools participated in the program. Impact: Teachers reported a greater capacity to integrate pollinator-based content into their curriculum, which will foster environmental stewardship and interest in STEM among their students, many of whom come from economically and educationally disadvantaged backgrounds. 3. Community Members and the General Public HONEY Seminar Series Activities: In addition to targeting UTSA students and faculty, the HONEY Seminar Series was open to the broader public. It provided an interactive learning environment where community members could gain knowledge about honey bee biology, medicinal honey, pollination, and sustainable beekeeping practices. Reach: A diverse audience from the local community participated in the seminars, with a total of 294 attendees across 14 events. Impact: The seminars helped to raise awareness about the HONEY Pathway program and its objectives, fostering greater public interest in beekeeping and pollinator health. Additionally, they connected community members with professionals and experts in the field, helping to build a knowledge base that could be used in local beekeeping initiatives. 4. Summer Undergraduate Research Experience (SURE) Participants Activities: The HONEY-SURE program offered an intensive, 8-week summer research experience. Students were mentored by UTSA faculty researchers and worked on projects related to honey and bees, including antimicrobial research, nanoparticle development, and the analysis of urban honey for microplastics. Reach: 14 students participated in the program. Impact: The SURE program provided students with invaluable hands-on experience in conducting scientific research, significantly enhancing their preparedness for graduate school or careers in research, agriculture, or biotechnology. Students also gained leadership and technical skills, aligning with our goal of preparing them for the FANH and USDA workforce. 5. Beekeeping Apprenticeship Participants Activities: In collaboration with Bee Mindful, LLC, this apprenticeship program provided 35 hours of comprehensive training in sustainable beekeeping. Participants learned essential skills for honey production, pollination, and the creation of valuable bee products. Upon completion, students received an "Apprentice-level Certification" from the Texas Master Beekeeper Program, which enhanced their credentials for future employment or entrepreneurial ventures. Reach: The first cohort consisted of 11 students, and an additional 10 students are expected to complete the training in the coming academic year. Impact: The program equipped participants with the practical skills and business knowledge needed to start their own beekeeping enterprises, positioning them as future leaders in urban beekeeping and pollinator health advocacy. The certification further validated their expertise, giving them a competitive edge in the beekeeping industry. Targeting Underrepresented Minority (URM) and Disadvantaged Groups: Racial and Ethnic Minorities and Economically Disadvantaged Students: A significant portion of the students enrolled in the CURE Lab, HONEY-SURE, and Beekeeping Apprenticeship programs are from underrepresented minority (URM) backgrounds, including students from Hispanic, Black, and Native American communities. These groups were targeted to address the historic underrepresentation of racial and ethnic minorities in FANH majors and career paths. Why Target This Group: URM students often face systemic barriers to accessing educational and career opportunities in STEM fields. By offering tailored programs with a focus on mentorship, hands-on experience, and research opportunities, we aimed to bridge this gap and provide these students with the tools they need to succeed. Educationally Disadvantaged Students: The high school educators trained through the K-12 Faculty Training program teach in schools where the majority of students are from economically disadvantaged backgrounds. This program aimed to improve STEM education for these students by equipping teachers with the skills and resources to incorporate honey bee biology and environmental stewardship into their curriculum. Conclusion: Our efforts during this reporting period reached a diverse and broad audience, with a strong emphasis on underrepresented and disadvantaged students and educators. By providing hands-on experiential learning opportunities, mentorship, and professional exposure, we not only advanced participants' educational and career prospects but also fostered a deeper understanding and commitment to pollinator health, environmental stewardship, and sustainability. These initiatives have laid the foundation for continued growth and impact in future reporting periods. Changes/Problems:During this reporting period, there were a few significant changes that impacted the implementation of the Mini-CURE K-12 Teacher Training program. Initially, the program was to be overseen by an educational liaison responsible for recruitment and program support. Unfortunately, the selected individual did not fulfill these duties, resulting in delays in recruitment and overall program management. To mitigate these challenges, the Project Co-PDs stepped in to assist with the recruitment efforts to ensure the program moved forward. Additionally, to strengthen program administration moving forward, a Graduate Research Assistant (GRA) will be hired. This GRA will play a key role in assisting with the coordination and management of the program, providing the necessary support to maintain the program's trajectory. Looking ahead, we plan to engage one of the faculty members from this year's training cohort to take on a more active role in administering the program next summer. This approach will not only ensure continuity but also foster ongoing collaboration across institutions. By involving a participant from the training program, we aim to enhance the program's sustainability and create more opportunities for cross-institutional faculty engagement in future training sessions. No changes were required to the approved Data Management Plan, and no significant deviations occurred in the overall research schedule or project goals. There were also no changes in protocols regarding the care or use of animals, human subjects, or biohazards during this period. However, the administrative adjustments made to the Mini-CURE K-12 Teacher Training program will help ensure the program's continued success in the next reporting cycle What opportunities for training and professional development has the project provided?The HONEY Pathway project provided a diverse and robust set of training and professional development opportunities, targeting both students and faculty to build their proficiency in pollinator research, beekeeping practices, and FANH (Food, Agriculture, Natural Resources, and Human Sciences) career pathways. These efforts aimed at increasing technical skills, research capabilities, and professional competencies among participants, with a strong focus on fostering the next generation of leaders in the USDA-related fields. Below are the key areas where these opportunities were implemented: 1. HONEY CURE Lab Course: Research and Communication Training The HONEY CURE Lab course served as a foundational training platform for undergraduate students, many of whom are Underrepresented Minority (URM) students. The course provided hands-on experience in conducting research related to honey bee biology, antimicrobial and antioxidant properties of honey, and beekeeping. This course gave students direct exposure to scientific methodologies, including experimental design, data collection, analysis, and presentation of research findings. Key training components included: Grant Writing Workshops: Led by Co-PI Amelia King-Kostelac, students learned how to write competitive grant proposals. EndNote Training: Students were trained to use EndNote software for efficient academic writing and citation management. Career Development: Workshops, in collaboration with UTSA's Career Center, helped students enhance their resumes and prepare for job interviews. Scientific Communication: Students were coached in presenting research at conferences and seminars. 2. HONEY Seminar Series: Expanding Professional Networks The HONEY Seminar Series was designed to expose students and faculty to a wide range of topics in pollinator biology, sustainable beekeeping, and FANH careers. The seminars featured experts from academia, industry, and governmental agencies, offering a unique platform for participants to learn about career pathways, recent advancements in pollinator research, and opportunities within USDA and related fields. Key highlights of the HONEY Seminar Series included: Discussions on USDA career opportunities and pathways for URM students in agricultural sciences. Networking opportunities with professionals from the USDA, Penn State Bee Research Lab, and the Texas Master Beekeepers Association. 3. Internships: Hands-on Job Training and Research Experience Internships were a major component of the HONEY Pathway project, providing students with invaluable hands-on training and exposure to real-world research settings. Notable internship placements and collaborations include: Penn State University Center for Pollinator Research (1 student): Student worked on projects involving DNA pollen analysis and diagnostics, gaining insights into advanced molecular techniques used to study honey pollen analysis. USDA Bee Genetics Lab, Baton Rouge (1 student): This internship focused on bee genetics and colony health, to contribute to critical research aimed at preserving honey bee populations, which are vital for agricultural pollination. Texas A&M University - College Station - HoneyBee Lab - Open Placement: An open placement opportunity for students to work with local bee researchers and apiaries, offering exposure to field research on honey bees and pollination. Remote Internship Opportunities: Students were introduced for remote collaborations with partners from South Africa, the Netherlands, Romania, Turkiye, and the United States, working on diverse projects ranging from the study of wound healing using medical-grade honey to pollinator health diagnostics. 4. K-12 Faculty Training: Expanding Educational Reach A pilot program aimed at K-12 faculty training was initiated to integrate pollinator research into early education. The program empowered teachers to develop pollinator-focused curricula, which they could implement in their classrooms, thereby fostering early academic interest in the importance of pollinators and sustainable agricultural practices. Key outcomes of the faculty training program: Development of lesson plans and learning modules centered around honey bee ecology and pollinator health. Establishment of pollinator gardens and beehives at participating schools, providing hands-on learning opportunities for students. Engagement of younger students in agricultural science early on, setting the foundation for potential future careers in FANH-related fields. 5. Beekeeping Apprenticeship: Practical Training for Future Beekeepers The project's Beekeeping Apprenticeship Program provided practical training to 11 students, preparing them to become certified beekeepers. The apprentices received over 35 hours of training covering topics such as hive management, honey extraction, bee health monitoring, and sustainable beekeeping practices. Upon completion, students will be awarded apprentice-level certification by the Texas Master Beekeeper Program. Key outcomes of the apprenticeship program: Students gained practical skills in managing beehives, preparing them for careers in apiculture and agribusiness. 6. Honeycomb Connection Student Club: Building Community and Leadership Skills The project established the Honeycomb Connection Student Club, which served as a platform for student engagement, peer networking, and professional development. The club provided opportunities for students to take on leadership roles, organize events, and participate in community outreach related to pollinator conservation. Key activities of the Honeycomb Connection Student Club included: Organizing pollinator awareness events and workshops for the local community. Hosting guest speakers from the beekeeping industry and USDA to discuss career opportunities. Impact of Training and Professional Development Activities The comprehensive training and professional development initiatives offered by the HONEY Pathway project had a profound impact on participants. Students reported increased confidence in their research abilities, strengthened professional networks, and a clearer understanding of career opportunities in FANH fields. Faculty who participated in the K-14 training expressed enthusiasm for integrating pollinator studies into their curriculum, further extending the project's educational impact. Collectively, these activities have contributed to the professionalization of students, the cultivation of a skilled workforce in pollinator research, and the advancement of sustainable agricultural practices. How have the results been disseminated to communities of interest?The project's results have been effectively disseminated to various communities of interest, including beekeepers, students, researchers, educators, healthcare professionals, and the general public. These efforts have aimed to enhance public understanding, increase interest in pollinator research, and promote career opportunities in science and technology fields. Conferences and Meetings The project's research and outcomes were shared at major conferences and events, ensuring the information reached broad and diverse audiences. Key highlights include: Apimondia Meeting, Santiago, Chile: The largest global beekeeping conference served as a prime platform for presenting the project's results. Engaging with international beekeepers, researchers, and policymakers, the presentation highlighted the HONEY Pathway's contributions to the field. CURE Symposium (May 2024): This symposium, held at UTSA and open to the university community, featured 25 undergraduate students who presented their research on honeybee health and pollination. Beekeepers, parents, and local enthusiasts participated, fostering community engagement in pollinator studies. Texas Beekeeper Association (TBA) Conference: Seven undergraduate students presented their findings to Texas beekeepers, promoting a deeper connection between local communities and academic research. Central Texas Beekeeping School: Twelve undergraduate students presented research, further integrating the academic outcomes with practical beekeeping knowledge for Central Texas communities. USDA NextGen Student Meeting: As part of the USDA's 100th Annual Agricultural Forum, the NextGen meeting allowed project participants to share research with peers and agricultural professionals, broadening the impact within agricultural and scientific networks. High School Visits: Project members visited local high schools, presenting findings to young students, with the goal of inspiring interest in science, technology, and pollinator conservation at an early age. Honeycomb Connections (HCC): Recognized as the most promising new student organization at UTSA by the College of Sciences, the Honeycomb Connection organized workshops, speaker events, and networking activities that introduced students to beekeeping and pollinator research, thereby fostering professional development and expanding the project's reach within the student community. Alamo Area Beekeepers Association (AABA): Engagement with local beekeeper communities, including presentations at AABA meetings, helped bridge academic research and practical beekeeping, ensuring that local practices are informed by the latest scientific insights. San Antonio Botanical Garden: Through partnerships with educational organizations like the San Antonio Botanical Garden, the project reached a broader public audience, promoting environmental stewardship and pollinator conservation. News and Media Coverage To reach a wider audience and enhance public understanding, the project leveraged various media outlets and platforms: UTSA Today News: An article featured in the university's news platform highlighted the project's milestones, student achievements, and research outcomes, disseminating information across the university and the broader San Antonio community. New York Times Eclipse Section: A mention in the New York Times provided national exposure, drawing attention to the significance of eclipse research and its implications for honeybee behavior, communication, and health. Podcasts: Planet UTSA: A UTSA-centered podcast, where project leaders discussed the significance of medicinal honey, honeybee research, the HONEY Pathway program, and its impact on students and the community. Beekeeping for Newbies: This podcast targeted beginner beekeepers, providing insights into medicinal honey research, helping to bridge the gap between novice beekeepers and academic research. Spectrum News and NPR: Coverage on these widely accessed platforms helped raise awareness of the project's objectives, reaching general audiences and policymakers alike. This exposure helped increase public understanding of the importance of honeybee research during celestial events and its connection to environmental sustainability. American Beekeeper Federation and American Bee Research Conference: Dissemination of results through presentations at these prominent professional organizations further reinforced connections with scientific communities and practitioners. The Army Burn Center at USAISR - Brook Army Medical Center (BAMC): Engagement with the medical community, particularly in connection with the potential antimicrobial properties of honey in wound care, expanded the project's reach into the healthcare field. Presentations and collaborations highlighted how research in pollinator studies could have direct applications in human health. UTSA Community Engagement Within the UTSA community, the project actively promoted its findings through various internal events and presentations, raising awareness among students, faculty, and staff: UTSA Teaching Showcase: Project leaders presented the HONEY Pathway's innovative teaching methods and research outcomes, emphasizing the integration of experiential learning with cutting-edge scientific research. Student Organizations: American Medical Student Association (UTSA Chapter): Presentations were made to pre-med students, demonstrating the intersection between pollinator research and medical science, especially in fields like wound healing and antimicrobial research. Tribeta Biology Honor Society (UTSA Chapter): The project's findings were shared with biology students, encouraging interest in careers in scientific research, particularly in environmental and agricultural sciences. Public Health Student Organization (UTSA Chapter): The connection between pollinators and public health, including food security and ecosystem services, was emphasized in presentations to this group. Student Success Center (UTSA): Talks given at the center promoted the research to students from various disciplines, highlighting opportunities for interdisciplinary collaboration in the areas of pollination, agriculture, and environmental health. UTSA Librarians and Curators: In collaboration with UTSA's library system, the project facilitated access to scientific resources and organized discussions on disseminating pollinator research to broader audiences. Conclusion Through an extensive outreach strategy that included conferences, community meetings, high school visits, media coverage, and university talks, the project has successfully disseminated its findings to a diverse range of audiences. These efforts have contributed to enhancing public understanding of pollinator research, fostering greater interest in science and technology careers, and promoting collaborations between academic institutions, local communities, and professional organizations. The project's broad dissemination strategy has ensured that its results have been shared not only within academic and beekeeping communities but also with the general public, healthcare professionals, and future generations of scientists and environmental advocates. What do you plan to do during the next reporting period to accomplish the goals?During the next reporting period, we plan to build upon the success of the previous period and address ongoing goals and objectives to ensure the continued advancement of the HONEY Pathway program. Our primary focus will remain on student development, research dissemination, and the expansion of educational opportunities and collaborations. Below is a detailed outline of the specific actions we will take: Continued HONEY Pathway Activities We will maintain and enhance all current activities related to the HONEY Pathway program. This includes ongoing research, mentorship, internships, and the HONEY Seminar Series, with a focus on broadening student involvement and increasing opportunities for hands-on experiences in both local and international settings. Specific focus will be placed on expanding student participation in interdisciplinary research and developing career readiness in pollinator-related fields. HONEY CURE Lab: The lab will continue to serve as the core of the program, with updated training modules in research methodologies, data analysis, and scientific communication. Additionally, we will integrate more advanced research topics into the curriculum, including molecular techniques for honeybee health assessments. Internships: We will expand both the domestic and international internship programs, with additional placements in Turkey, Penn State University, the USDA Bee Genetics Lab in Baton Rouge, and College Station. Remote collaborations with institutions in South Africa and the Netherlands will also be strengthened, ensuring students gain a wide range of research experiences. Beekeeping Apprenticeship: The apprenticeship program will continue, with a goal of training at least 10 more students to become registered beekeepers. We will also focus on expanding the program to include more advanced apiculture techniques, such as queen rearing and honey production management. K-12 Teacher Training: Modifications to the teacher training program will be implemented based on feedback from the initial cohort. We aim to improve the pollinator curriculum and extend participation to a larger group of educators. This includes creating new learning modules that align with state science standards and incorporating virtual workshops to reach teachers across the state of Texas. Publications and Research Dissemination Our commitment to scholarly dissemination will be a major focus in the coming reporting period. Currently, two manuscripts are under review, and eleven additional manuscripts are in preparation. We will work diligently to complete these publications, which cover various aspects of pollinator research, including honey composition, honeybee health, and the role of medical-grade honey in antimicrobial research. Publications: The two manuscripts under review will be actively followed up to ensure timely revisions and responses to reviewers. The eleven in preparation will be prioritized, with a goal of submission within the reporting period. These publications will be disseminated in high-impact journals related to entomology, agriculture, environmental science, and medical research. Conference Presentations: In addition to the publications, we plan to present our educational findings at the 2025 American Educational Research Association (AERA) Conference. This will provide an opportunity to share the outcomes of our interdisciplinary educational approach with a broader audience and receive valuable feedback for future improvements to the HONEY Pathway program. NextGen Texas Symposium To foster collaboration and knowledge sharing across institutions, we plan to organize a NextGen Texas Symposium, inclusive of all Texas universities receiving NextGen grants. This symposium will likely be scheduled for late January 2025 or early 2026 and will serve as a platform for students, researchers, and educators to present their work, share best practices, and build a stronger network of pollinator researchers in Texas. Planning and Logistics: Initial planning for the symposium will begin immediately, with a focus on securing a venue, inviting keynote speakers from the USDA and other leading institutions, and developing a comprehensive program that includes student presentations, panel discussions, and workshops. Collaboration with Other Universities: We will reach out to other Texas universities that have received NextGen grants, inviting them to participate and collaborate in organizing the event. This symposium will also serve as a recruitment platform for future students interested in pollinator research and agricultural science. Teacher Training Program Modifications Based on the initial feedback from participants, we will modify the K-14 teacher training program to better meet the needs of educators and enhance the curriculum. Specific actions include: Curriculum Improvements: We will revise and update the training modules to better align with the needs of K-14 educators. This includes refining lesson plans and resources for teaching pollinator health, environmental science, and the importance of biodiversity in ecosystems. Additionally, we will integrate new research findings into the curriculum, ensuring that teachers have access to the latest information in the field. Increased Participation: We aim to expand the program to include additional teachers, targeting schools in rural and underserved areas where pollinator education may have a significant impact. This will involve outreach to local school districts and the development of new partnerships with educational organizations. Virtual Training Sessions: To increase accessibility, we will implement virtual training sessions that allow educators from across the state to participate. These sessions will cover key topics such as honeybee biology, pollinator conservation, and the use of technology in classroom teaching. Addressing Challenges While we have made significant progress, a few challenges have been encountered, and we plan to address them during the next reporting period: Student Retention and Engagement: Although student engagement in the HONEY Pathway program has been strong, we have noticed some challenges in maintaining consistent participation across the full duration of the program. To address this, we will implement a mentorship program where senior students and program alumni provide guidance and support to new participants. This will help build a stronger sense of community and ensure that students stay engaged with the program's activities. International Collaborations: While we have established promising international collaborations, logistical challenges, such as travel restrictions and time zone differences, have limited some of the planned activities. We will work on expanding remote internship opportunities and exploring alternative methods of collaboration, such as virtual lab tours and teleconferencing, to keep international partners engaged. Public Outreach: While our outreach efforts have been well-received, we plan to increase our public engagement by organizing additional events, such as pollinator workshops and community science initiatives. This will help raise awareness of pollinator health and conservation within the local community and encourage greater participation in the HONEY Pathway program. Summary In summary, the next reporting period will focus on maintaining the momentum of the HONEY Pathway program, expanding research and training opportunities, disseminating findings through publications and conferences, and fostering collaboration through the NextGen Texas Symposium. We will also implement key modifications to the teacher training program, increase student engagement, and continue addressing challenges to ensure the successful accomplishment of the program's goals. These efforts will contribute to building a stronger, more knowledgeable community of pollinator researchers and advocates, both locally and internationally.
Impacts
What was accomplished under these goals?
The overarching goals of the HONEY Pathway program were successfully advanced during Year 1 through a variety of integrated activities designed to foster research, professional development, and community engagement among Underrepresented Minority (URM) students in the Food, Agriculture, Natural Resources, and Human Sciences (FANH) fields. Significant progress was made in cultivating future leaders in urban beekeeping, pollinator conservation, and FANH careers by engaging students through course-based research, beekeeping apprenticeships, internships, K-12 faculty training, and outreach. These efforts reached educational institutions and communities across San Antonio and South Texas. The program's impact can be organized under three primary objectives: Objective 1: Cultivating the Next Generation of Urban Beekeepers by Training URM Students A core goal of the HONEY Pathway program is to inspire and train URM students in beekeeping, honey bee biology, and pollinator research. We achieved this through multiple training avenues, including the Course-Based Undergraduate Research Experience (CURE) and the Summer Undergraduate Research Experiences (SURE), allowing students to develop essential research skills while contributing to original studies on honey and pollinators. CURE Lab Course: In its first year, the CURE lab enrolled 20 students, of which 12 were URM. These students engaged in hands-on research focused on the medicinal properties of honey, including its antimicrobial, antioxidant, and antifungal activities. Participants were guided through the entire scientific process, from hypothesis formation to manuscript preparation. They presented their research at the UTSA CURE Symposium, UTSA Research Showcase, and local beekeeping conferences such as the Texas Beekeepers Association (TBA) Annual Convention and Central Texas Bee School. Surveys indicated significant improvements in students' confidence regarding their research abilities and career awareness in FANH and USDA roles. One participant noted, "Researching honey's medicinal properties has ignited a passion for natural remedies and fueled my interest in USDA roles, where I can promote natural products in public health and food safety." SURE Program: Ten URM students participated in the SURE program, a summer-long research experience where they conducted research on honey bee behavior, pollinator health, and the impact of environmental factors on honey quality. At the program's conclusion, students presented their findings at local and regional conferences, with some submitting abstracts to national FANH-related conferences. Career development was another key outcome, with 70% of participants indicating interest in pursuing further education or careers in FANH sectors. Internships: Two URM students secured fully funded internships at leading research institutions: the USDA-ARS Honey Bee Breeding, Genetics, and Physiology Research unit in Baton Rouge, LA, and the Penn State Center for Pollinator Research. These internships provided hands-on exposure to cutting-edge agricultural research and USDA career pathways. One intern remarked, "Visiting the USDA's bee research labs provided a behind-the-scenes look at the critical work being done to protect pollinators. It gave me a new appreciation for agricultural research and its role in food production." Beekeeping Apprenticeships: To further our goal of training future beekeepers, 11 students completed 35 hours of comprehensive beekeeping training, learning sustainable practices in pollination, honey production, and the cultivation of bee-related products. These students are geared towards earning apprentice-level certification from the Texas Master Beekeeper Program, positioning them as trainers for peers and community members. One apprentice reflected, "This program gave me the skills to manage my own beehive and attend beekeeping conferences across Texas. It opened up new possibilities in agricultural industries." Objective 2: Constructing a Curriculum Model to Attract and Retain URM Students in FANH Majors We aimed to create an interdisciplinary curriculum that integrates honey bee research with entrepreneurship, designed to engage and retain URM students in FANH-related majors. This curriculum model combines biological research, sustainable agricultural practices, and business skills, making it both practical and accessible. CURE and SURE Integration: These programs played an instrumental role in constructing our curriculum model. By focusing on honey bee and medicinal honey research and connecting it to real-world agricultural challenges, we helped make science more accessible and relevant to students from diverse backgrounds. Students developed a range of academic and career possibilities in FANH, including research, conservation, and entrepreneurship. Additionally, the CURE Lab emphasized essential research skills such as data analysis and scientific communication, while the SURE program offered hands-on experience. Surveys revealed that many students gained a clearer understanding of career pathways in FANH fields, with several expressing interest in pursuing graduate education and USDA roles. HONEY Seminar Series: Our Seminar Series attracted over 300 participants and connected students with industry professionals, academics, and local beekeepers. These seminars introduced students to the latest research in pollinator health, entrepreneurship opportunities in beekeeping, and career paths in FANH-related fields. The series reinforced the relevance of the curriculum for both scientific learning and professional development. Objective 3: Coordinating Educational Opportunities for Skill Acquisition and Professional Development The HONEY Pathway program also coordinated a broad range of educational experiences designed to help students develop leadership, technical, and professional skills necessary for careers in FANH and USDA sectors. Apprenticeship Program: In addition to technical training, the apprenticeship program emphasized leadership development by encouraging students to take on teaching and mentoring roles. Certified beekeepers will participate in outreach activities, leading workshops and demonstrations for peers and community members. This leadership training equipped students for future roles in community advocacy, research, and entrepreneurship. K-12 Faculty Training: The program extended its impact to younger students by training two high school teachers from Title 1 schools in honey bee biology, medicinal honey, apitherapy, and sustainable beekeeping practices. These teachers developed new curricular units focused on pollinator conservation and are now implementing them in their classrooms. Additionally, they are establishing pollinator gardens and beehives at their schools, providing long-term educational opportunities for future students and building awareness of pollinator health at the K-12 level. Conclusion: In conclusion, Year 1 of the HONEY Pathway program was highly successful in achieving its objectives. We provided URM students with various educational opportunities that fostered academic growth, leadership development, and professional preparation in FANH fields. Through CURE and SURE programs, internships, apprenticeships, and outreach efforts, we have laid a strong foundation for future growth, both in student success and community engagement. These accomplishments reflect our commitment to developing the next generation of leaders in urban beekeeping and pollinator conservation while addressing critical workforce needs in USDA and FANH sectors.
Publications
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