Source: LUNA COMMUNITY COLLEGE submitted to
LUNA INITIATIVE FOR FOOD, AGRICULTURE, NATURAL RESOURCES AND HUMAN SCIENCES (FANH)TRAINING AND EDUCATION (LIFTE) PROJECT
Sponsoring Institution
National Institute of Food and Agriculture
Project Status
NEW
Funding Source
Reporting Frequency
Annual
Accession No.
1030736
Grant No.
2023-70440-40148
Project No.
NM.W-2022-11805
Proposal No.
2022-11805
Multistate No.
(N/A)
Program Code
NEXTG
Project Start Date
Jun 1, 2023
Project End Date
May 31, 2028
Grant Year
2023
Project Director
Martinez, E. A.
Recipient Organization
LUNA COMMUNITY COLLEGE
366 LUNA DR
LAS VEGAS,NM 87701
Performing Department
(N/A)
Non Technical Summary
While the nation, the state and the local communities in Luna's service area are in need of professionals in the STEM fields, the predominantly minority and low-incomepopulation of northeastern New Mexico faces significant obsticals in pursuing both credit and non-credit STEM education and training. The recent wildfires and subsequent flooding have served to exacerbate the need for STEM professionals inareas of study that include natural resource improvement and conservation, wildland resiliency, forestry, fire protection, farm and range management, nutrition and food science, rural development, economic mobility, poverty, sociology and rural demography, and ecology studies.In order to ameliorate the barriers for minority and low-income students and to increase the numbers of STEM professionals, Luna proposes to develop stackable credentials that will allow students multiple opportuities to enter and exit the education system, from short term workshops that can lead directly to land recovery and/or a paying job,to transferable degrees that complete the first two years of a baccalaureate. Recruitment and delivery will be informed by faculty training and wraparound, comprehensive, research-proven servicesfor increasingstudent success. Additional student support will be available in the form of internships and financial aid.Luna's projectwill engage, attract, enroll, retain, and graduate students in current and innovative areas of study appropriate for both local, immediate and long-term disaster recovery needs and USDA mission critical workforce needs.
Animal Health Component
10%
Research Effort Categories
Basic
(N/A)
Applied
(N/A)
Developmental
(N/A)
Classification

Knowledge Area (KA)Subject of Investigation (SOI)Field of Science (FOS)Percent
1230199107045%
1120320205030%
1220680106025%
Goals / Objectives
Luna Community College plans to useproven programs in community outreach, tutoring and mentoring, academic and career advisement active learning pedagogy and asynchronous onine coursework as well as upgrades toaging lab space and equipment infrastructureasociated with Food, Agriculture and Natural Resource and Human Science (FANH) courses to increase enrollment, retentiona and completon in FANH programs. Luna will also expand its training to increase the workforce required to restore, re-build and re-invigorate forests, farm/range lands, and waterways catastrophically damaged during the worst wildfire in New Mexico history which occurred in Luna's service area during the summer of 2022.Objective 1A: Increase FANH Enrollment. By 2027, increase the number of minority and women students enrolled in FANH-centric[1] Associate of Science and Associate of Applied Science current and innovative certificate programs by 100% while simultaneously aim to supply at least an annual aggregate of fifty FANH workshop graduates in range management, firefighting, forest and land restoration, crew management, heavy equipment management and maintenance, and waterway restoration over the same time period.Objective 1.B: Increase FANH Retention. By 2024, increase the percentage of minority and women students who were in their first year of postsecondary enrollment in the previous year and are enrolled in the current year at the same institution in the FANH-centric Associates of Science, Associates of Applied Science, or certificate programs by 20 percentage points. In the same period LIFTE will increase the retention rate of FANH workshop attendees by 20% over the current baseline figure.Objective 1.C. Increase FANH Graduation Rate. By 2027 increase the percentage of minority students enrolled in the FANH-centric Associates of Science, Associates of Applied Science, or certificate programs who graduate within three years of enrollment by 50%. In the same period LIFTE will increase the minority student graduation rate of FANH workshop attendees by 20% over the current baseline figure.Objective 2. Provide FANH faculty and staff development opportunities. By 2027 at least half of LCC's FANH faculty will have participated in seminars or workshops in active learning pedagogy, and/or holistic advising[2].Objective 3. Modernize FANH laboratories and equipment. By 2027 modernized FANH-centric laboratory equipment and peripherals will have reached an average equipment lifetime of five years.[1] FANH-centric here refers to those degrees, programs, laboratories, and faculty that are associated with the educational and training areas or topics associated with food, agriculture, natural resources and human science.[2] Holistic advising includes academic planning assistance, career development instruction and coaching in how to access basic needs support.
Project Methods
MethodsMethods for achieving the project objectives include developing workforce-ready, stackable credentials that provide students with multiple on and off ramps, increasingawareness through Town Hall community meetings; career talk, summer bridge programs, camps and K-12 mentorship programs; promotingactive learning and online async courses; increasingcareer opportunities through skills workshops, articulations agreements; support retention and completion through culturally sensitive instruction, work-study programs, internships, advising, tutoring, mentoring and lab facility and equipment upgrades.EvaluationThe evaluation plan will beexecuted by the Project Team with oversight by the Project Director and review by an external evaluator. Itcalls for ongoing monitoring, analysis and evaluation of recruitment data on activities such as attendance at town halls and summer bridge programs, student participant outcomes such as no-pass rates in FANH for-credit courses, attendance at tutoring/mentoring sessions, participation in academic advisement meetings, etc. as well as the timely delivery of all project activities including FANH non-credit workshops, seminars and training sessions. Results from data-driven evaluations will be reported throughout the academic year, with data collected[1] at key milestones of the project (e.g. end of semester, at conclusion of an event, etc.) and will be compiled in an intermediate semi-annual report and a summative annual report. Results from evaluations will be distributed and discussed among Project Team members, key college administrators and an External Evaluator to effect continuous improvement of project activities.Design of Evaluation PlanThe evaluation design will be comprehensive and will entail and address both the formative/process and summative elements (activities, participants, outcomes) and objectives of the program (recruitment, retention, graduation, faculty development and equipment/lab upgrade) through data collection and analysis. Comprehensive quarterly project-to-date (PTD) and annual reports will be completed, with the final report covering the entire five-year period of the grant. These periodic reports will enable the local stakeholders of the program to obtain timely feedback on the effectiveness/quality of program strategies/activities, as well as the overall effectiveness of the model in achieving the targeted goals/objectives. Such feedback will facilitate continuing and timely refinement of program activities/strategies. An external evaluator, independent of any Luna employment or legal oversight affiliation, will work with the program staff in collecting and reviewing evaluative assessment data on all proposed activities/strategies to facilitate effective implementation of the program, as a vital prerequisite for the rigorous summative assessment of the program's effectiveness.Evidence of FANH enrollment increases, persistence of FANH students and increases in five year FANH credential rates of minorities are examples of data gathered and analyzed. Other program components such as activities that encompass advisement, financial aid, active learning, etc. will be analyzed to determine those factors that more positively impacted the overall project effectiveness.Project activity effectiveness will also be measured through pre/post surveys measuring student efficacy across FANH career workshops, career talks by LCC alumni, mentoring, tutoring and academic monitoring, bridge activities in terms of access, enrollment, and mentored research as connected to career confidence and competence.[1] All student data will be collected, stored and distributed according to federal, state and Luna regulations and guidelines regarding student privacy.

Progress 06/01/23 to 05/31/24

Outputs
Target Audience:The target audience reached by the LIFTE Projecthas been current Luna Community College (LCC) students, high school students, State and National Fire Department personnel, personnel hired by US Forest Service (USFS) and NM Energy, Minerals and Natural Resources Department (EMNRD), Forest and Land Management Professionals private land owners, volunteer firefighters and other community members. Changes/Problems:Project LIFTE's supports an innovative workforce development initiative called the LAND Center, or Luna's Agriculture and Natural Resources Development Center. Since Project LIFTE's application, there were several significant developments: An invitation for a formal MOU to be developed between Luna Community College (LCC) and the NM State Forestry Division, which is part of New Mexico Energy, Minerals, and Natural Resources Department. This MOU was a result of Project LIFTE representing the most significant workforce initiative, and its strong alignment with Strategy #8: Restoration Economy in the New Mexico Forest Action Plan (https://www.emnrd.nm.gov/sfd/wp-content/uploads/sites/4/NMFAP_2020_v1-1_2021_03_12b_web.pdf); USDA released the Wildland Fire Mitigation and Management Commission final report in September 2023 (https://www.usda.gov/sites/default/files/documents/wfmmc-final-report-09-2023.pdf). Recommendations included several relevant aspects in Project LIFTE, specifically: The wildfire crisis impacts community socioeconomics and disrupts land-based livelihoods; Natural resources need to be managed more holistically and proactively, and include the integration of mitigation, response and recovery activities; Expanding the workforce, including re-training, upskilling, and cross-training; Hermit's Peak / Calf Canyon (HPCC) Claims Office finalized parameters for compensation for those affected by New Mexico's largest wildfire, promising some financial relief, and potential resources for land restoration and the accompanying trained workforce; New jobs resulting from HPCC-disaster related funding to improve aging and impacted infrastructure related to heavy equipment operators, sawyers, erosion mitigation specialists, etc. These new developments increased the relevance of Project LIFTE and initiated the name change to the Wildfire Resiliency Training Center (WRTC). WRTC better represents the increased prioritization of landscape resilience both in New Mexico and nationwide. Despite the new name, WRTC will still "centralize LCC's short-term and innovative training programs in FANH topics such as firefighting tactics, farm and rangeland management, forest and waterway restoration, use of land restoration equipment such as backhoes, bulldozers, etc., and formation and management of restoration teams and companies." What opportunities for training and professional development has the project provided?To date, a total of 10 classes have been offered from January through May 18, 2024, serving 171 students in two locations, specifically: Las Vegas and Pecos NM. Sixteen additional students completed the Commercial Emergency Vehicle Operator (CEVO) Training on December 9, 2023. How have the results been disseminated to communities of interest?The Project LIFTE team has employed a diverse communications dissemination strategy, including physical flyers, list serves developed from wildland firefighting classes and Querencia in Action landowner workshops from 2022-2023 (these workshops have informed the Professional Certificates in land and forest restoration). Additionally, a newsletter was launched in April 2024 to showcase upcoming classes and trainings. Information about Project LIFTE's Wildfire Resiliency Training Center (WRTC) was shared at the following locations/events: NM State Legislation Open House in Santa Fe, NM on January 17, 2024; NM Tribal Forest and Fire Summit in Santa Ana Pueblo from January 30-February 1, 2024; FEMA Resource Fair in Mora NM March 16 2024; Northeastern Regional Education Collaborative meeting in Las Vegas NM on March 27 2024; Contractor Connects at New Mexico Highlands University on March 30, 2024; Justice40 Forum in Montezuma, NM on April 6, 2023; Northern Region Workforce Development Conference in Santa Fe NM on April 8, 2024; After the Flames Conference in Estes Park, CO from April 14-17, 2024; Robertson High School STEM careers event in Las Vegas, NM on April 17, 2024; Forest and Watershed Jobs Fair in Taos on April 26, 2024; Workforce Integration Network Conference in Las Vegas NM on April 26, 2024; Water Conversation in Mora on March 9, 2024 Additionally, WRTC was featured in the following media outlets: March 10, 2024, feature in Rolling Stone magazine "The Government set fire in New Mexico. It Burned 341,735 acres" LCC invested in a WRTC production with broadcast on MSNBC, FOX & CNN in Phoenix, Denver, and Albuquerque. Two (5-minute and 60-second) marketing videos were produced and will be aired by ViewPoint with Dennis Quaid on PBS. What do you plan to do during the next reporting period to accomplish the goals?In the next six months, the WRTC will be rolling out new trainings, including: Reforestation Workshop (May) Map Reading, Field Data Collection, and Mapping (July) Contour Felling and Hillslope Stabilization (July) Low-tech Restoration Approaches in Arroyos: Rock Structures (August) Managing Invasive Plants (July/August/September) Biweekly courses in introduction to heavy equipment operation will be offered starting in June 2024 Throughout June, July and August 2024, 10 wildland firefighter First Aid/CPR courses will be offered Additionally, WRTC staff is slated to complete the following professional development: Equity Centered Workforce Development Tool Forest Workers Safety Certification - gaining instructor certification to teach this class as a WRTC offering S212 - feller certification for internal instructor certification Natural Channel Design workshop on land restoration The WRTC team is also building its Advisory Council and hopes to host its first meeting in June. Current members of the council include**: Blanca Cespedes, assistant professor and Department Chair of Forestry, NM Highlands University Eytan Krasilovsky, deputy director, Forest Stewards Guild Joy Esparsen, executive director, NM Association of Counties Kent Reid, retired, former director, NM Forest & Restoration Institute Lydia Ulibarri, weeds coordinator and community liaison, Tierra y Montes SWCD Joe Zebrowski, cartographer, and community liaison, Private Contractor **Additional members are still being confirmed. The WRTC and the NM Forest and Watershed Restoration Institute (NMFWRI) are working towards a Memorandum of Agreement (MOA) to cover shared access to vehicles, tools, and supplies. This MOA will increase the FANH equipment at LCC, including a work truck, a mobile tool library, utility trailer, and a container for external storage. This MOA will formalize the existing relations between LCC and NMFWRI. Finally, the branding of WRTC will be developed and utilized in public outreach via radio, print, and social media.

Impacts
What was accomplished under these goals? In the first six-months of this grant (October 2023-May 2024), progress has been made in the following: Objective 1A: Increase FANH Enrollment Finalized Memorandum of Understanding (MOU) with NM State Forestry Division to partner in offering RT-130 Wildland Fire Safety Training Annual Refresher and S130/190 Basic Wildland Firefighting. A total of 10 classes were offered from January through May 2024, serving 171 students in two locations, specifically: Las Vegas and Pecos NM. This MOU enabled LCC to begin offering Spring 2024 classes with State Forestry instructors, thereby leveraging local resources. Additionally, 16 students completed training in Commercial Emergency Vehicle Operator (CEVO) Training, a necessary requirement for firefighters to operate fire apparatus and emergency equipment. Cultivated partnerships with state and county employers to identify skills needed for current or near-term job openings to align LIFTE project training directly to available positions. Project LIFTE aims to tightly couple training completions with job placements. These partnerships have informed priorities related to heavy equipment simulator training. Finalized Memorandum of Understanding (MOU) with the Las Vegas Land Grant to utilize Land Grant property to establish a demonstration site for Process-based Restoration and Forest Ecosystems and Management courses and use property for other learning activities. Initiated partnership with seven local school districts to explore wildland firefighting high school pathways. Revived LCC's Associates of Applied Science in Fire Science with proposed dual concentrations in wildland and structural firefighting (under review with LCC's curriculum review committee). Developed new professional certificates in Process-based Restoration and Forest Ecosystems and Management (under review with LCC's curriculum review committee). These Professional Certificates are designed to condense the best available science-informed restoration practices for on-the-ground practitioners through convenient, abbreviated, hands-on short courses. Developed new professional certificates in Basic, Intermediate and Advanced Wildland Firefighter training. These certificates are stackable and the Basic certificate is designed to qualify students for an entry level position with the US Forest Service and the other certificate will give students an opportunity to advance in the wildland firefighting workforce. Established partnership with Forest Industry Associates to expand access to Forest Workers Safety Certification. This course is currently taught by a single NM-based instructor. Established weekly First Aid/CPR classes to increase ease of access to basic safety certifications. Objective 2: Provide FANH faculty and staff with development opportunities Staffing for Project LIFTE is currently filled with a director who was hired in November 2023, and a manager, hired in March 2024. A coordinator position is still open. Although no formal professional development opportunities have been scheduled, both the director and manager have been meeting with industry (US Forest Service) certified personnel to learn more about skills and job opportunities for future LIFTE students. The director and manager have also met with personnel from the New Mexico Forest and Watershed Institute to ensure collaboration and alignment in the development of the Process-based Restoration and Forest Ecosystems and Management curricula. The LIFTE project team has also identified an Advisory Council made up of forest industry professionals, NM State Forestry personnel, academics, and private business land management contractors. This advisor board is still being formalized however, many of these individuals have been meeting with project LIFTE personnel and have provided guidance and advice on the curriculum development for all certificate programs being created. Objective 3: Modernize FANH laboratory and equipment To date, LCC has identified and designated space for a heavy equipment simulator lab. The lab has been furnished by LCC and simulators have been ordered, specifically for eight different types of heavy equipment including: Excavator, Skidsteer, Backhoe, Grader, Dozer, Forwarder, Harvester, and Wheel Loader. Additionally, two rugged field laptops have been purchased for field-based instruction and two monitors for in-office use.

Publications