Source: TENNESSEE STATE UNIVERSITY submitted to NRP
NEXTGENERATION INCLUSION CONSORTIUM (NIC) FOR BUILDING THE FOOD, AGRICULTURE, NATURAL RESOURCES, AND HUMAN SCIENCES PIPELINE (FANHP)
Sponsoring Institution
National Institute of Food and Agriculture
Project Status
ACTIVE
Funding Source
OTHER GRANTS
Reporting Frequency
Annual
Accession No.
1030739
Grant No.
2023-70440-40157
Cumulative Award Amt.
$18,110,000.00
Proposal No.
2022-11897
Multistate No.
(N/A)
Project Start Date
Jun 1, 2023
Project End Date
May 31, 2028
Grant Year
2023
Program Code
[NEXTG]- NEXTGEN Program
Recipient Organization
TENNESSEE STATE UNIVERSITY
3500 JOHN A. MERRITT BLVD
NASHVILLE,TN 37209
Performing Department
(N/A)
Non Technical Summary
This multi-institutional $18,110,000 project will establish an inclusive consortium of institutions from nearly every MSI category to build and sustain the future workforce in food, agriculture, natural resources, and human sciences (FANHS). We will build present and future student knowledge of the processes and pathways leading to education opportunities and employment in Food, Agriculture, Natural Resources, and Human Sciences whileadvancing equitythroughstudent scholarships(SSP),experiential learning(ELP), andoutreach and engagement(OEP).Tasks/activities to be conducted will accomplish the following objectives of the project: 1) Attract and engage youth through leadership and experiential learning (Junior MANRRS and Native Youth Clubs establishment and cultivation, youth leadership curriculum development and dissemination, immersive learning and educators development); 2) Attract and engage high school and college learners through research, work experiences, and study abroad experiential learning opportunities; 3) Fund high quality underserved students through FANHP scholarships (dual enrollment, in-state and out-of-state tuition, room, and board) and cultivate innovative underserved student recruitment and retention strategies; 4) Attract underserved learners through outreach and engagement [Positive Youth Development (PYD) conference, PYD , Diversity, Equity, Inclusion, and Accessibility, and Precision/Digital Ag certificates, New Farmer Academy scholarships for nontraditional youth]; 5) Develop a communication campaign and marketing materials to attract/engage future underserved learners to the FANHP. Specific activities include the following:Activity 1.1 Establish Junior MANRRS (JM) chapters and Native Youth clubs in FANHS. Activity 1.2 Create and disseminate a FANHS Careers Curriculum for youth. Activity 1.3. Create a variety of immersive learning activities for youth. Activity 1.4 Train formal and nonformal educators in the use of immersive learning activities for attracting students to the FANHP. Activity 2.1. Engage high school students in supervised FANHS research and entrepreneurship experiences. Activity 2.2. Attract and engage incoming college students through bridge programs. Activity 2.3. Engage college undergraduates in a diversity, equity, inclusion, accessibility, and leadership academy through an alternative spring break. Activity 2.4. Develop, fund, and engage students in paid domestic and international experiences in FANHS. Activity 2.5. Fund college student participation in leadership development organizations. Activity 3.1. Attract high school students through funded, online, out-of-state dual enrollment (DE). Activity 3.2. Support underserved students with scholarships. Activity 3.3. Create greater course access, enhance ease of course transfer, and retain more students in the FANHS by expanding Course Sharing. Activity 4.1. Create and host a Positive Youth Development (PYD) for Career Success Conference. Activity 4.2 Develop and deliver an online PYD Leaders Certificate program. Activity 4.3 Engage underserved youth in TSU's New Farmer Academy (NFA). Activity 4.4 Engage underserved youth and adults in a Precision/Digital Agriculture Certificate program. Activity 5.1 Establish two student-operated podcasts to attract and engage underserved youth. Activity 5.2 Build, market, and disseminate a mobile job opportunity-matching app. Activity 5.3 Create and disseminate NEXTGEN-branded email newsletters, a website, and social media channels.
Animal Health Component
(N/A)
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
90360993020100%
Knowledge Area
903 - Communication, Education, and Information Delivery;

Subject Of Investigation
6099 - People and communities, general/other;

Field Of Science
3020 - Education;
Goals / Objectives
To accomplish the overarching goals of recruiting, engaging, and matriculating underrepresented students through education that leads to careers in agriculture, thismulti-institutional Tier 3 project will establish an inclusive consortium of institutions from nearly every MSI category to build and sustain the future workforce in food, agriculture, natural resources, and human sciences (FANHS). The aim is to build student knowledge of the processes and pathways leading to education opportunities and employment while advancing equity through student scholarships (SSP), experiential learning (ELP), and outreach and engagement (OEP). This consortium includes Tennessee State University (TSU), Fort Valley State University (FVSU) in Georgia, Alcorn State University (ASU) in Mississippi, University of Houston (UH) in Texas, Chief Dull Knife College (CDK) in Montana, Middle Tennessee State University (MTSU) (NLGCA), University of Tennessee-Martin (UTM) (NLGCA), University of Tennessee (UTK) (1862), Virginia Tech (VT) (1862), Vanderbilt University (VU) in Tennessee, and the Minorities in Agriculture, Natural Resources, and Related Sciences (MANRRS) organization to serve current and potential students at TSU, ASU, FVSU, and CDKC. Tasks/activities to be conducted will accomplish the following objectives of the project: 1) Attract and engage youth through leadership and experiential learning (Junior MANRRS and Native Youth Clubs establishment and cultivation, youth leadership curriculum development and dissemination, immersive learning and educators development); 2) Attract and engage high school and college learners through research, work experiences, and study abroad experiential learning opportunities; 3) Fund high quality underserved students through FANHP scholarships (dual enrollment, in-state and out-of-state tuition, room, and board) and cultivate innovative underserved student recruitment and retention strategies; 4) Attract underserved learners through outreach and engagement [Positive Youth Development (PYD) conference, PYD , Diversity, Equity, Inclusion, and Accessibility, and Precision/Digital Ag certificates, New Farmer Academy scholarships for nontraditional youth]; 5) Develop a communication campaign and marketing materials to attract/engage future underserved learners to the FANHP.
Project Methods
Task 1.1. Each eligible institution in the consortium is committing personnel and other project resources to establish or expand JM or other youth development organizations for underserved learners. Virginia Tech will lead the effort to expose youth ages 10-18 to opportunities in FANHS careers through native youth clubs. VT will modify and incorporate curricula created for Native youth and pilot curriculum innovations with Chief Dull Knife College (CDKC) and western US Native communities.Task 1.2 The TSU 4-H Program Leader (Broyles) will work with a PhD student and the PIs/Co-PIs to develop a curriculum that introduces learners to FANHS careers and pathways to attainment. Broyles will also disseminate the careers curriculum at the Positive Youth Development for Career Success Conference described below.Task 1.3. A total of 24 science laboratory kits will be developed to promote inquiry-based learning. To create digital immersive learning activities around FANHS experiences and careers, learning activities will be developed in cooperation with TransfrVR and Think Digital. We will also virtually connect learners with industry experts for work-based experiential learning and post-secondary planning using Pathful Connect. Camp (Vanderbilt University; VU) will build a repository of experts across the region that can be recruited into Pathful or participate in the career conference representing natural resources, engineering, and geospatial technology careers.Task 1.4 Granberry and Greig (UTK) will host a three-day professional development workshop in each of years 2-5 of the project, during which 60 formal and nonformal educators who work with 7th through 9th grade students from underrepresented areas will be trained in the implementation of VR technology to create immersive FANHS learning experiences. In each of years 2-5, Camp (VU) will host a one- day teacher professional development workshop for up to 15 educators, with content alternating between geospatial technologies or natural resources and climate change impacts on agricultural systems.Task 2.1. Students in high school will engage directly with faculty when project faculty visit respective high schools to help students establish research projects and mentor students in respective areas of expertise. Reddy will host a science fair competition at TSU for high school research project participants in which prizes will be awarded. This project will also support an innovative entrepreneurship education curriculum developed by UTM.Task 2.2. TSU's Summer Apprenticeship Program will be supported and organized by AP, PD-Young (Associate Dean of Academic and Land-grant Programs). High school and community college students will be recruited and competitively selected for a month-long college and research experience. FVSU (Singh) will support four students per year for a similar bridge program with a stipend and housing allowance to engage in their summer research experience/bridge program. ASU (Wakefield) will place nine students per year in a supervised summer bridge internship with USDA. In addition, six ASU students per year will work under the supervision of faculty in various fields of FANHS to gain research experience and be selected for further summer work experiences at USDA locations. UH will build a bridge program for Retailing and Consumer Science. In all bridge programs, participants will be first in line for the scholarship opportunities in this program.Task 2.3. Lockett (TSU) will lead an Exposure 2 Expansion Leadership Academy (E2ELA) alternative spring break program. The E2ELA program will engage students in a for-credit spring break experience focused on networking, service learning, leadership development, introductions to FANHS career opportunities, and training in diversity, equity, inclusion, and accessibility (DEIA).Task 2.4. NIC students will be selected and paid a living stipend for domestic work experiences each year. ASU will partially fund a graduate student and support nine summer interns each year in various state and federal work experiences. FVSU will provide a living stipend for four students a year to engage in the domestic work experiences of this project in various state and federal laboratories. UH (Stewart/Johnson) will offer a paid semester or year-long work experience in research. International work experiences and study abroad opportunities will also be offered to consortium students. As outlined below, NIC institutions will offer various opportunities abroad from various areas of FANHS that are short-term or work experiences in many countries.Task 2.5. Consortium institutions will fund student participation in FANHS career and leadership development organizations. MTSU (Haruna) will establish at MANRRS chapter at their institution as part of this project.Task 3.1. We will work with NEXTGEN Consortium members and existing partners (i.e. Quottly/Parchment) to offer online DE courses in agriculture to as many students as possible. TN students receive DE grants from the state, but many of our students come from other states. We will fund out-of-state tuition for 20 students to take advantage of our dual enrollment courses in year one and 40, 60, 80, and 100 tuition scholarships in years 2, 3, 4, and 5, respectively.Task 3.2. With NEXTGEN funding, NIC institutions will provide full scholarships, including room and board to students. Opportunities for graduate students are also available, and VU will fund students to take part in their courses on geospatial sciences and climate change impacts on agricultural decision-making.Task 3.3. TSU will work with Quottly to grow their course sharing "Ag Network".Task 4.1. In years 2-5 of the project each year, youth leaders and their adult mentors will attend a Positive Youth Development (PYD) conference for Career Success. This conference will be organized by the MTSU STEM Education Center.Task 4.2 Ricketts will develop this PYD Leaders program, working with the TSU Center for Extended Education to market and facilitate the course.Task 4.3 Five underserved high school-aged youth per year will be recruited for this program, and tuition and a stipend will be paid to incentivize participation and assist with travel.Task 4.4 Mahmud (TSU) and Cui (MTSU) will offer a precision/digital agriculture certificate program for by hosting 10 youth and adult crop growers per year for precision/digital agriculture technologies field demonstrations and training online via the MTSU platform and in-person at the TSU Nursery Education Center to facilitate technological knowledge and skill attainment.Task 5.1 The podcasts will be developed and managed by Rockers (TSU) with the assistance of undergraduate and graduate students supported by this project.Task 5.2 We will work with Perpetual, a vendor from NY, to develop a powerful mobile job and internship opportunity- matching app serving underserved learners in the FANHP.Task 5.3 Rockers will work with students to develop and share NEXTGEN-branded email newsletters with information about upcoming certificate programs, scholarships, learning experiences, and other NEXTGEN-related programming events to encourage participation. Rockers will work with students to develop a NEXTGEN Leaders resource website and social media channels to connect with students, teachers, counselors, extension agents, and others, providing them with resources to implement their own programming around FANHP career opportunities with governmental entities and the private sector. Rockers will work with students to create and manage social media to create a comprehensive campaign publicizing NEXTGEN programming, scholarships, and other developments.

Progress 06/01/24 to 05/31/25

Outputs
Target Audience:This workforce development project aims to supportevery type of learner in agriculture and related fields through scholarships, engagement, outreach, and educator professional development. The project reached individuals, from 10-year-olds (i.e. 4-H & those starting middle school) to adults (i.e. graduate students and educators participating in trainings), who resided within the project's service area and in the areas of performance (i.e. National FFA Convention). The largest audience was BS college students, but all college students were included. The project's primary objectives are to increase awareness of opportunities in food, agriculture, natural resources, and human sciences (FANHS) careers, provide access to high-impact experiences such as internships, research, and study away/abroad opportunities, offer financial support for participation in these activities, and facilitate connections to resources and networks within the field. Project activities focused on attracting and engaging all American learners at all education levels to build a greater workforce in FANHS careers and pathways. Changes/Problems:The first challenge was that we lost a valuable Co-PI, Dr. Alyssa Rockers. She moved to Iowa State University, and she was in charge of Objective 5. The PI and staff took on a heavier load associated with her roles and responsibilities. Still, social media dissemination and graduate student impact was negatively impacted by her departure. Related, we have struggled to recruit the planned number of domestic students for graduate assistantships budgeted, specifically we've struggled to find a student willing to complete the research to study indigenous student workforce development with Chief Dull Knife College. Several challenges were brought on by the grant pause because of the federal administrative transition. We had planned and took registrations for our first Positive Youth Development Conference for Junior MANRRS students and other leaders, but we had to cancel the event. We are hopeful we can host this event soon. We were unable to disseminate the project at the Association of International Agricultural and Extension Education research meeting in Ireland. Also, we lost staff and capacity during the pause, making administrative tasks, recruitment, and outputs more challenging. Thankfully, TSU and our partner institutions found other funding mechanisms to retain certain staff members and keep many of our activities operational. What opportunities for training and professional development has the project provided?1. NextGen Virtual Reality Workshop (for teachers and 4-H agents) UTK delivered VR training to 19 teachers and 4-H agents, and each received Meta Quest 2 VR headsets. The 3-day workshop focused on implementing VR tools to teach agriculture careers. 2. Faculty Mentoring 76 undergraduates and 41 graduate students mentored by faculty 3. Undergraduate and Graduate Research Experiences Students worked with faculty on research projects in agriculture, human sciences, sustainability, and food systems in the US and abroad. 4. Study Abroad Programs While student-focused, these international experiences also provided global agricultural system training 5. Student Participation in Professional Conferences Attended conferences such as: State and National FFA Convention, TN State Fair, university research symposia, National Retail Federation conference, TSU Africa Conference, TN Local Food Summit, ACRE Symposium at University of Memphis, 4-H Congress 6. Career Exploration Platform Training Through Pathful, 1,064 students engaged with agricultural professionals, with 2,700+ hours logged in lessons, assessments, and resume/cover letter building. Through TransfrVR, 85 students have utilized virtual reality to explore agriculture and related careers. Through Think Digital/FarmVR, hundreds of others have done the same. 7. Internships (with USDA and other partners) 86 internships supported (15 USDA + 71 non-USDA) Included summer internships with UTIA and other agriculture-focused entities 8. Teacher, Administrator, and Student Professional Development/Outreach Ricketts, J. C. (2025). CattleVR and FarmVR Demonstration. Ag Day On the Hill, Nashville, TN. Ricketts, J. C. (2025). CattleVR and FarmVR Demonstration. TN State FFA Convention, Gatlinburg, TN. Oliver, L., Petrie, L., Ricketts, J. C. (2024). NEXTGEN Fall Festival, Harvesting History: Celebrating TSU's Legacy in Agriculture. Nashville, TN. Ricketts, J. C., Haddock, C., Norwood, J., Tewogbola, A., Chenault, J., Washington, J., Lee-Young, K., & Gentle, T. (2024). Immersive Pedagogy through Virtual Field Trips: An Australian Case Study. Department of Agricultural Business & Education Seminar. Nashville, TN Ricketts, J. C., Gentle, T., Bistup, K., & Carr, M. (2024). Engaging the Next Generation of Agriculture Leaders through VR, AR, and AI Immersive Learning Activities. National FFA Convention. Indianapolis, IN. Ricketts, J. C., Gentle, T., Bistup, K., Carr, M., & Kibirige, B. (2024). NEXTGEN Immersive Learning Outreach and Education. National FFA Expo. Indianapolis, IN. Ricketts, J. C. & Norwood, J. (2024). NEXTGEN SEED Application Demonstration, Outreach, and Education. National FFA Expo. Indianapolis, IN. Ricketts, J. C., Gentle, T., Bidstrup, K., & Carr, M. (2024). ContextualXR Educator Training. TSU Avon Williams Virtual Reality Lab. Nashville, TN. Ricketts, J. C. (2024). TSU-Glencliff Experiential Learning Day. Nashville, TN. Ricketts, J. C. (2024). TSU Agricultural Business and Leadership Graduate Opportunities. Galaxy Conference. Franklin, TN. Ricketts, J. C. (2024). NEXT Generation Consortium Update. USDA-NIFA. Washington, DC. Ricketts, J. C. (2024). NEXTGEN Mobile App for Workforce Development. TN Association of Agricultural Educators Summer Conference. Murfreesboro, TN. UTM launched a Jr. MANRRS chapter at Liberty Tech High School, and they planned dual enrollment in agriculture courses. How have the results been disseminated to communities of interest?Presentations and Workshops: Faculty, staff, undergraduate, and graduate students delivered over 96 presentations (59 faculty/staff, 26 undergraduate, and 11 graduate student presentations), sharing outcomes, best practices, and student successes at academic colloquia, community events, and professional conferences. Digital Platforms: The project utilized online career exploration tools such as the project-developed SEED mobile APP, Pathful, TransfrVR, and FarmVR platforms, engaging more than 1,000 students statewide with agriculture career content and interactive learning modules, extending reach beyond in-person programs. Community and School Engagement: Results were communicated directly to K-12 students and educators through nearly 1,000 workshops and programs, fostering early agricultural career interest and leadership skills in youth. Student Stories and Testimonials: Impactful student experiences and quotes were shared in outreach materials and media/social media campaigns to illustrate real-world benefits and inspire community support. Partnerships and Internships: Collaboration with local schools, non-USDA partners, and USDA agencies facilitated paid internships and mentorship programs, demonstrating direct workforce linkages and offering pathways for continued community involvement. What do you plan to do during the next reporting period to accomplish the goals?Enhance Research, Internship, and Global Learning Opportunities Recruit additional graduate students for funded assistantships and encourage them to engage with NEXTGEN engagement opportunities. Facilitate more undergraduate and graduate research projects with faculty mentorship. Enhance study abroad and international experiential learning, growing partnerships, especially with USDA FAS and the embassy in countries of operation. Increase paid internship placements with USDA and non-USDA partners to provide hands-on workforce development experience. Strengthen Recruitment, Scholarships, and Student Support Award additional scholarships and maintain current awards to reduce financial barriers for students pursuing agriculture degrees. Provide targeted academic advising, tutoring, and mentoring to improve retention and graduation rates. Collaborate with partners to increase our presence and build pipelines from high school to college agricultural programs. Broaden Outreach and Career Pathway Awareness To account for the grant pause and offer students experiences on the farm specifically, a domestic agriculture tour will be developed and offered to students. Develop VR learning activities in precision and digital agriculture to attract students to the industry. Disseminate new VR activities and research their impact. Complete the Positive Youth Development curriculum and deliver the PYD workshop(s). The Spring 2025 workshop was cancelled because of the grant pause. Enhance outreach initiatives in partnership with local schools, youth organizations (i.e. Junior MANRRS, 4-H, FFA), and industry groups. Develop leadership pathway programs, including dual enrollment and junior MANRRS chapters, to nurture student leadership and career readiness. Host virtual and in-person career fairs and networking events to connect students with employers. Increase Communication and Media Efforts Expand the use of digital platforms like Pathful, SEED, TransfrVR, and social media to reach more students statewide. Finalize the NEXTGEN website. Share program successes through presentations, webinars, and social media campaigns to raise awareness of agriculture career opportunities. Collect and disseminate additional student testimonials and success stories to highlight impact.

Impacts
What was accomplished under these goals? Objective 1: Attract and engage youth through leadership and experiential learning Accomplishments: Engaged 1,367 K-12 students through school-based and community agriculture programs Hosted 476 through agriculture workshops and 517 via academic colloquia Delivered 9 digital learning tools and involved 33 K-12 students in research-based experiential learning Impact: Youth developed leadership and confidence while exploring agricultural career paths. For example: The youngest to participate in a Jr MANRRS camp stated that he "loved the behind-the-scenes experience at the Georgia Aquarium, visiting the farm, and staying on the college campus with other attendees"--it gave him confidence and leadership skills. This early exposure helps youth see agriculture as anattainable career option. Objective 2: Engage high school and college learners through research, internships, and study abroad Accomplishments: Supported 273 undergraduates and 4 graduate students in agriculture-related research Facilitated study abroad experiences for 40 undergraduates and 3 graduate students to India, Australia, Senegal, Kenya, Italy, and Belize Provided faculty mentoring to 76 undergraduates and 41 graduate students Impact: Students gained real-world experience and global perspectives. These experiences opened students' eyes to global food systems and agriculture careers they had never considered. One student wrote in her reflection: "The NextGen Scholarship has helped me out tremendously. It has allowed me the opportunity to attend a great school, start the foundation of a successful career as well as facilitating a great college experience." These immersive opportunities strengthened students' commitment to careers in agriculture and expanded their understanding of food systems and environmental sustainability. Objective 3: Support students through scholarships and build effective recruitment and retention strategies Accomplishments: Served 646 postsecondary students (590 undergraduate, 55 master's, 1 doctoral) Awarded 87 scholarships, conferred 90 degrees (80 bachelor's, 10 masters) Delivered over 1,565 hours of academic advising and tutoring Impact: Scholarships and mentoring reduced financial and emotional barriers, improved retention, and built career readiness. As one student wrote: "The NextGen Scholarship has eased the burden of stress for my family and me. It helped me stay involved, grow emotionally, and focus on becoming a leader in agriculture." These supports helped students stay enrolled and persist toward careers in agriculture and natural resources. Objective 4: Expand participation through outreach and engagement Accomplishments: Facilitated 71 paid internships with non-USDA partners and 15 USDA internships Supported college and career exploration through mentoring, dual enrollment partnerships, and leadership pathways Impact: Outreach connected students to agricultural career paths and expanded leadership pipelines. UTM helped Liberty Tech High School launch a Jr. MANRRS program. As a result, their FFA President will attend UT Martin to study Agricultural Education to become an agricultural educator. Programs like this are growing the agriculture workforce from the ground up by fostering early engagement and providing clear postsecondary pathways. Objective 5: Launch a media campaign and communication strategy to promote program opportunities Accomplishments: Shared student and faculty successes through 59 faculty/staff presentations, 26 undergraduate, and 11 graduate student presentations Used digital platforms like Pathful to extend career exploration statewide Impact: Strategic communication increased student access to agriculture careers and workforce resources like professionals in the field. The Pathful platform engaged 1,064 Tennessee students in agriculture career exploration. They completed 2,700+ hours of learning, with Agriculture the most-viewed career area and 34 agriculture-focused resumes created. Effective outreach not only increases interest but also equips students with the tools to pursue agriculture-focused careers. Overall Project Impact The project has supported students from early exploration through college completion and into the agriculture workforce. Whether through global travel, research, virtual career platforms, or hands-on internships, students gained confidence, skills, and vision for their futures. As one student shared: "Receiving this scholarship is giving me the chance to study abroad. I know this experience will help me grow personally and give me insights I can use in the future." The project continues to strengthen the agricultural talent pipeline in Tennessee and across the U.S., equipping students with the knowledge and experience needed to lead and innovate in agriculture and related areas.

Publications

  • Type: Conference Papers and Presentations Status: Published Year Published: 2025 Citation: Pearson, G., Broyles, T. W., Petrie, L., & Kibirige, B. (2025). Planting seeds for success. In Tennessee State University Annual Research Symposium. [Conference presentation].
  • Type: Conference Papers and Presentations Status: Published Year Published: 2025 Citation: Norwood, J., Ricketts, J. C., Broyles, T., Roy, S., & Rockers, A. (2025). Developing a conceptual model of SEED Careers App impact addressing barriers to retention in FANHS college and workforce development. In Tennessee State University Annual Research Symposium. [Conference presentation].
  • Type: Conference Papers and Presentations Status: Published Year Published: 2025 Citation: Kibirige, B., Ricketts, J. C., Petrie, L., Oliver, L., Norwood, J., Tyler, S., Luitel, S., Garner, S., Haddock, C., & Thompson, J. (2025). Building tomorrows leaders: Skills and competencies developed through the Tennessee State University NextGen Scholarship Program. In Tennessee State University Annual Research Symposium. [Conference presentation].
  • Type: Conference Papers and Presentations Status: Other Year Published: 2025 Citation: Kibirige, B., Ricketts, J., & Petrie, L. (2025). YoFFA: A secondary school-based organization promoting experiential learning of agricultural education and positive youth development [Poster presentation]. Association for International Agricultural and Extension Education (AIAEE). This presentation was accepted, but students could not present because of the ASAP pause.
  • Type: Conference Papers and Presentations Status: Other Year Published: 2025 Citation: Ricketts, J. C., Petrie, L., Norwood, J., Kibirige, B., Rudd, R., Nahashon, S., Kilonzo-Nthenge, A., Davis, L., & Winters, T. (2025). Perceptions and impacts of a worldwide workforce development study abroad program: Cohort one [Poster presentation]. Association for International Agricultural and Extension Education (AIAEE). This presentation was accepted, but students could not present because of the ASAP pause.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2024 Citation: Mudd, B. & Stewart, B. (2024). Enhancing the asynchronous learning experience using campus store data and peer-to-peer connections. International Textile and Apparel Association Conference, Long Beach, CA, November 19, 2024.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2024 Citation: Mudd, B. & Stewart, B. (2024). Utilizing a professional trade association for undergraduate student engagement. International Textile and Apparel Association Conference, Long Beach, CA, November 20, 2024.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2024 Citation: Greer, T., Johnson, O., Stewart, B., Shirmohammadi, M., Shin, D., Robinson, E., & Edwards, M. (2024). The ResearchYOU! undergraduate research lab: Faculty reflections and recommendations. American Association of Adult and Continuing Education (AAACE) Conference. Reno, NV, October 31, 2024.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2024 Citation: Stewart, B. (2024). USDA NEXTGeneration inclusion consortium: Building the Human Sciences pipeline, American Association of Family and Consumer Sciences Annual Meeting, Minneapolis, MN, June 9, 2024.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2024 Citation: Flores, E., Shin, D., Johnson, O., & Stewart, B. (2024). Undergraduate research project: An in-depth analysis of recommerce business models, American Association of Family and Consumer Sciences Annual Meeting, Minneapolis, MN, June 7, 2024.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2024 Citation: Mudd, B., Zarate, C. (student), & Stewart, B. (2024) Application of the Human Ecosystems Model in the undergraduate capstone experience, American Association of Family and Consumer Sciences Annual Meeting, Minneapolis, MN, June 7, 2024.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2024 Citation: Mudd, B., Pickell, J. (student), & Stewart, B. (2024). Encouraging community vitality among undergraduate students via professional association involvement, American Association of Family and Consumer Sciences Annual Meeting, Minneapolis, MN, June 7, 2024
  • Type: Other Status: Published Year Published: 2025 Citation: Kibirige, B., Ricketts, J. C., Petrie, L., Norwood, J., & Oliver, L. (2025). Beyond Gaming: Leveraging Virtual Reality to Enhance Agricultural Literacy and Education Among High School Students and Educators. Proceedings of the 2025 MANRRS Conference. Memphis, TN
  • Type: Conference Papers and Presentations Status: Published Year Published: 2024 Citation: Kibirige, B., Oliver, L., & Ricketts, J. C. (2024). YoFFA: A Secondary School-based Organization Promoting Experiential Learning of Agricultural Education and Positive Youth Development in Uganda. Proceedings of the Annual Africa Conference, Tennessee State University, Nashville, TN.
  • Type: Other Journal Articles Status: Published Year Published: 2024 Citation: Petrie, L., Ricketts, J. C., & Kibirige, B. (2024). Skills for College-Age through International Learning: Traveling Tigers!. The Agricultural Education Magazine, September/October.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2025 Citation: Caldwell, J., Granberry, T., Greig, J., & Ruth, T. (2025) From Entertainment to Education: Exploring Agricultural Educators Perceptions of Virtual Reality as a Learning Tool. Research Poster Presented at the 29th Annual Exhibition of Undergraduate Research and Creative Achievement. University of Tennessee, Knoxville.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2025 Citation: Ricketts, J. C., Norwood, J., Petrie, L., Lockett, B., & Rockers, A. (2025). Students Exploring Employment and Development (SEED): A Mobile App for Underserved Students in Food, Agriculture, Natural Resources, and Human Sciences (FANHS). Proceedings of the 2025 National Agricultural Communications Symposium. Irving, TX.


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

Outputs
Target Audience: This project aims to tackle the underrepresentation of Black or African American, Hispanic and Latinx, and Native American learners in agriculture and related fields. Despite constituting a noteworthy segment of the US population, these communities have historically been underserved regarding educational opportunities in this field. For example, only 3.76% of agriculture degrees have been conferred to Black or African American students since 2012, 11.6% to Hispanic and Latinx students, and a mere 0.61% to Native American students. This initiative is designed to reach a diverse range of individuals, from 10-year-olds to adults, who reside within the NEXT Generation Inclusion Consortium's (NIC) service area. The project's primary objective is to address the needs of underserved populations, including increasing awareness of opportunities in food, agriculture, natural resources, and human sciences (FANHS) careers, providing access to high-impact experiences such as internships and research, offering financial support for participation in these activities, and facilitating connections to resources and networks within the field. The project focuses on attracting and engaging learners from these demographic groups at all education levels to cultivate a more inclusive and diverse workforce in FANHS careers and pathways. It aims to eliminate disparities by creating a level playing field for all individuals, regardless of race or ethnicity, and ensuring equal opportunities for success in this vital industry. Changes/Problems:Late Start: Most programs were started later than expected in the first yeardue to hiring and contract processing. Collaborative Coordination: Improved collaboration opportunities across partnering organizations and institutions will be done in year 2. Contractual Updates: Finalizing contractual updates for Dr. Camp's transition to UofM requires administrative coordination and negotiation. This process has taken longer than expected. Logistical Complexity: Managing and coordinating student travel experiences to various international destinations involves logistical challenges, including visa applications, travel arrangements, and cultural considerations. Ensuring the smooth execution of these programs requires planning and coordination. We will have a more streamlined process in future years. ASU and FVSU Delays: The first year consisted of administration delays. Streamlining hiring and financial oversight processes is essential to prevent further delays and ensure program success. Ensuring effective utilization of unallocated funds for scholarships, conferences, and mentorship programs requires careful planning and monitoring to address specific student needs adequately. JM Chapter Expansion Challenges: Ensuring adequate support and resources for new chapters and initiatives is essential for successful expansion. A more robust initiative will be planned to ensure the success of starting 30 JM chapters. What opportunities for training and professional development has the project provided?The NEXTGenProject Kick-Off in Washington DC (June 2023) The first meeting for the projectinvolved the orientation of Dr. Ricketts (PD) and Dr. Reddy (Dean of TSU College of Ag). Project Directors Meeting (September 2023) Focused on assessing and reporting compliance, impact, relationships, internships, and student job opportunities. MANRRS The MANNRS conference provides exceptional educational training sessions to equip attendees with the necessary skills and knowledge to excel in new or existing roles. It boasts an impressive lineup of inspiring speakers who offer valuable insights into the various opportunities available in food, agriculture, natural resources, and related sciences. Attendees also have a chance to network with like-minded peers and professionals from over 65 colleges and universities, enabling them to form valuable partnerships and explore diverse perspectives. MANNRS is committed to promoting academic and professional advancement for minorities, fostering inclusivity, and contributing to the progress of agriculture and related sciences.The projectfunded travel expenses for 35 students to attend, and 3 NIC Project students were present. In addition, 1 projectstudent was asked to be on a student panel with the Under Secretary & Chief Scientist at USDA. University of Houston Graduate Readiness Bootcamp The Graduate Readiness Bootcamp hosted at the University of Houston explored tips for transitioning from undergraduate to graduate study in Human Sciences. Scholarship and success strategy information was met with enthusiastic "Go Coogs" signs and resulted in two TSU students accepting applications to the Master of Science in Global Retailing for fall 2024. TSU had 4 students and 1 faculty attend. Agricultural Research Division The Agricultural Research Division (ARD) is dedicated to fostering a society where all individuals have the opportunity to thrive through responsible pursuit of their goals. At the core of this mission is a commitment to innovative research in food and agriculture; 6 students joined to engage in discussion with the Under Secretary & Chief Scientist at USDAaimed at addressing the challenges facing communities locally, nationally, and globally. The ARD provides leadership to member institutions, guiding them in tackling issues that impact their ability to conduct impactful research.The projecthad 13 presentations; 6 students joined to engage in discussion with the Under Secretary & Chief Scientist at USDA, and a research publication and poster presentation award from a projectgraduate student. TN Local Food Summit The TN Local Food Summit aims to establish a robust local food network by focusing on education, providing resources, and fostering connections within the community. The project had 3 TSU faculty, one project representative (Dr. Lana Petrie, the Assistant Project Director), and 1 TSU student attend. NEXTGen Student Spring Summit Seven project scholars participated in a weeklong immersion experience in Washington, D.C.They attended a USDA summit, which allowed them to engage with USDA principals, tour various facilities in the DC area, and gain valuable professional development experiences. TSU Research Symposium The TSU Research Symposium is an essential platform that offers students valuable exposure and experience. It enables them to showcase their research findings through oral presentations or poster displays in a formal and evaluative setting. Participating in this symposium provides students with authentic experiences in articulating their research findings, equipping them with the necessary skills and confidence to excel in future engagements at regional, national, and even international research symposia. These experiences are crucial in shaping their professional careers and preparing them to thrive in their respective fields.The project director, Dr. John Ricketts, attended and presented. TSU 10th Annual Africa Conference Dr. John Ricketts, Project Director, and Ms. Leigh Oliver, Project Student Recruitment and Engagement Coordinator, presented at the 10th Annual Africa Conference hosted by the Department of History, Political Science, Geography, & Africana Studies at TSU's College of Liberal Arts. How have the results been disseminated to communities of interest?The project has been shared with communities through multiple communication channels and platforms. Although there was a delay in the podcast project, efforts have been undertaken to schedule themes and invite guest speakers for upcoming episodes, ensuring that valuable insights into FANHS career opportunities are communicated to the intended audience. The SEED app, developed in partnership with Perpetual, is scheduled for an official launch in July, offering FANHS learners convenient access to job and internship opportunities. In addition, developing and distributing NEXTGEN-branded materials and active social media channels (Project Facebook, TSU Ag Facebook, Instagram) have facilitated stronger connections with students, educators, counselors, and extension agents. What do you plan to do during the next reporting period to accomplish the goals?ASU ASU is committed to enhancing student success through educational and program development. The college aims to improve academic practices, policies, and campus culture to serve agriculture students better. In fall 2024, 8 students will receive scholarships. Additionally, unallocated funds from 2023-2024 will be used for scholarships, educational conferences, mentorship programs, and summer internships to equip students with the skills needed to tackle agricultural challenges. FVSU Fort Valley State University experienced delays in administrative processes, impacting program timelines. FVSU plans to create a detailed spending plan, implement financial oversight, streamline hiring, and enhance communication and outreach to address this. Scholarships will be awarded in fall 2024. Hiring a Program Coordinator, delayed for the candidate search, is ongoing. Progress includes a signed contract with Parchment for course sharing and planning for the first study abroad cohort to Ghana in fall 2024. MANRRS Future goals for MANRRS include expanding leadership development, improving programming, and enhancing branding and recruitment efforts. JM aims to establish chapters in Tennessee and other states to support middle and high school students with STEM activities, professional development workshops, and career expos. The annual career expo and training conference will alsobe expanded. MTSU MTSU continues to enhance agriculture education in Metro Nashville Public Schools and promote statewide career exploration opportunities. Initiatives include developing science kits, distributing VR headsets, and collaborating on agricultural research and education projects.MTSU and TSUare also mentoringhigh school students andorganizinga 2025 conference for FANHS youth leaders and mentors. TSU Continue Travel Kenya Graduate Internships: Two graduate students work with SEKU and ILRI each summeron agricultural research. Kenya Undergraduate Study Abroad: Three to four students each summer explore Kenya's agriculture industry. Senegal: In collaboration with Virginia Tech, this program focuses on food security and sustainable farming. Australia: Three to four students each fall receive training in VR and AR while exploring agriculture in Australia. London: Fashion and merchandising students travel to London each summer to develop global retail competencies. India: Students work in organic agriculture and crop production with universities in India each spring. E2ELA: The programoffers students continued opportunities to explore careers within national parks. NIC Scholarships TSU plans to expand its scholarship program, expecting to award 30 scholarships in the upcoming academic year. The NIC staff will continue to offer mentorship and professional development to participating students. Program Development The project staff are working with partner institutions to facilitate course exchanges and enhance academic opportunities in agricultural studies. Preparations for the Spring 2025 PYD for Career Success Conference are ongoing, along with the development of the PYD Leaders Certificate program and the Young Farmer Academy. Communication and Media The project aims to launch its podcast and website in the second project year and will continue to enhance social media platforms and promotional materials. UH UH plans to ensure the success of UniversityYOU! Bootcamp workshops, continue the ResearchYOU! Certificate program and provide10undergraduate and10graduate scholarships each year. VU (UofM) Dr. Camp transitioned from Vanderbilt to UofM in December 2023.Upon updating her contract, she will develop a remotely accessiblecourse onclimate science and agriculture and host professional development workshops for educators. UTK UTK will conduct annual professional development workshops, provide VR headsets to educators, support student internships, and establish new JM chapters in East TN. UTM UTM aims to develop entrepreneurship modules, establish JM chapters, facilitate course sharing, and arrange study-abroad opportunities. VT and CDKC Virginia Tech is establishing Native youth clubs and launching a curriculum trial at CDKC. They will also offer study-abroad programs in Senegal and workshops at the 2025 PYD for Career Success Conference.

Impacts
What was accomplished under these goals? 1.3: FANHS-branded science kits and digital learning activities, including VR experiences, were created and distributed to 19 schools in TN. These activities reached over 4,800 K-12 students, promoting FANHS careers to students. 2.1: In collaboration with TSU and MTSU, the project mentored high school students in various FANHS areas. Nine students participated in diverse research projects. Ezra Hall, a junior at Oakland High School, won first place in the Environmental Systems category at the TN FFA Convention. These initiatives foster students' interest in our industry, provide valuable research opportunities, and enhance their skills and career prospects. 2.2: Ten students attended a University of Houston (UH) workshop that supported the pursuit of retailing and consumer science degrees, awarded scholarships, and simplified the application process. Additionally, these workshops fostered connections between TSU students and UH, leading two students to pursue their master's degrees. This exemplifies the program's effectiveness in facilitating educational pathways and opportunities for students. 2.3: A domestic study tour hosted by TSU offered a for-credit experience focused on networking, service learning, leadership development, and Diversity, Equity, Inclusion, and Access (DEIA) training. Six students participated in the first year, earning DEIA certificates and gaining exposure to career opportunities. Several students indicated a keen interest in further exploring career prospects within National Parks after the trip. CheKenna Fletcher, PhD student noted: "This trip was filled with unforgettable experiences, new skills, lasting connections, and a certificate of completion. Itexpanded our horizons and equipped us with life skills that will serve us well in the future." 2.4.1: The project provided valuable work and research experiences to students. TSU and the University of Tennesse facilitated internships at Agriculture Research and Education Centers (ARECs), TN Local Food, and TSU's Plant Pathology Lab. UH offered a certificate program granting research opportunities to 10 students. Quotes from participants follow: "I'm excited to learn everything that I can from all the different professionals I'm working with." Asharia Lorthridge, Soil, Plant, and Pest Center "I'm learning about the value of farming and what it entails." Sierra Richmond, Highland Rim AgResearch and Education Center Study abroad trips Senegal: Four TSU and 7 Virginia Tech (VT) undergraduate students traveled to Senegal to provide food preservation techniques to local villages for improving food security and minimizing food wastage specifically with mangos and tomatoes. By equipping locals with the knowledge to manage and preserve food resources efficiently, the project seeks to enhance the stability and sustainability of the local food supply. Most importantly, this project, which is a collaboration with a USDA-NIFA-funded REEU grant lead by VT sought to illuminate extension career possibilities among the students that attended. Aaliyah Cotton noted: "My eye-opening time in Senegal has truly changed my perspective for the better. Immersing myself in such a rich culture and nurturing educational environment has empowered me to become a more resilient leader and has taught me invaluable lessons about life's true priorities." Kenya: In collaboration with the Biosciences Eastern and Central Africa International Livestock Research Institute (BecA)-ILRI Hub and Southeastern Kenya University (SEKU) we provided students access to advanced research facilities and expert guidance in agricultural and economic research. Alondrah Santana (MS student) surveyed antimicrobial resistance in Kenyan poultry farms, particularly Shigella spp., while Savannah Lewis (MS student) explored productivity, herd dynamics, and land use management in Kenya. Alongside these graduate internships, a study abroad program was organized for undergraduates, offering a comprehensive look at Kenyan agricultural practices. "Going to Kenya was an experience of a lifetime and filled with moments that one cannot explain but only experience." Kaylin Hughes "I feel extremely blessed to have been part of this project and experience. Kenya is a beautiful country, and the people are so kind. I love how green it is and all the different animals we saw. This experience enhanced my love for agricultural sciences. I hope to be back in the future with my family or as a scientist." Alondrah Santana London: FiveTSU students participated in an immersive textile program in London. This program is specifically designed to explore areas of agriculture in textile sustainability, supply chain dynamics, and the global fiber market. By visiting top fashion stores, textile manufacturers, and retail leaders, students gained skills and invaluable experiences in agriculture from the fashion and product development sectors. Emphasizing sustainable practices and ethical sourcing. "Extremely grateful for the opportunities God has set before me, allowing me to experience things most people dream of. I take nothing for granted and I will grow from these opportunities that are shaping me for the future." Brighton Gillum Japan: Three TSU students had the opportunity to gain practical, hands-on experiences in research laboratories and visit agricultural farms to learn about innovative agricultural practices. Industry tours of The Calbee Potato Industry and The Meiji Dairy Industry were incorporated for students to experience agriculture operations in Japan, providing valuable insight into agricultural production and processing. To offer a richer cultural experience, the itinerary included visits to places like the Tokyo Waterworks Historical Museum and JAL Agriport. "During this trip I studied agribusiness and food sustainability and how it differs from the US. My goal being in the college of agriculture was to continue to learn about each area of agriculture and continue to grow and better it for future generations. Being a NextGen Scholar and being presented with these opportunities has helped and will continue to help me achieve my goals within agriculture. I am very grateful to be in this program because it has eliminated a lot of the financial burden when it comes to my education, and it has also provided me a wide range of opportunities." Gianna Pearson 3.2: TSU, University of Memphis (UofM), and UH provided NEXTGEN scholarships for tuition, room, and board. In its first year, TSU supported 23 students, UH supported 10, and UofM funded 1 graduate student. The scholarship program is extremely popular. The project received 60 scholarship applications at TSU and expects to award 37 scholarships. Quotes from appreciative students tell the real story. "I have been blessed to be a recipient of theNextGen Scholarship. This scholarship has helped me focus more on my studies rather than worry about how to pay for school. It has also opened a door to new opportunities such as participating in study abroad programs, internships, and chances to network. Being awarded this scholarship has boosted my confidence, motivating me to excel academically and to pursue my future career with determination." - Zion Hogan "I am very grateful to be a recipient of the UH Retailing and Consumer Science/Global Retailing NEXTGEN 2023 Scholarship. As I look forward to contributing to the retail industry, this scholarship plays a vital role in shaping my career and building a successful future for myself." -Gabby "With this NextGen scholarship, I've been able to exercise my communication skills and step into who I'm becoming as a person, who I've always been, but was stuck. NextGen is not just a scholarship for me, it's truly a part of my journey....it's proof to me that there are amazing opportunities out here at my fingertips, I just have to want it and have the courage to go after them." - Iveriana Gaskins

Publications

  • Type: Conference Papers and Presentations Status: Published Year Published: 2024 Citation: Norwood, J., Trewin, K., Rockers, A., & Ricketts, J. C. (2024). Agricultural college students scholarship, internship, and job search practices. Proceedings of the 2024 ARD Biennial Research Symposium. Nashville, TN.
  • Type: Book Chapters Status: Published Year Published: 2024 Citation: Petrie, L., Ricketts, J., Rockers, A., Oliver, L., & Luitel, S. (2024). Transforming Agricultural Education Through the NEXTGeneration Inclusion Consortium (NIC). In R. Barrick & A. Thoron (Eds.), Emerging Research in Agricultural Teacher Education (pp. 280-293). IGI Global. https://doi.org/10.4018/979-8-3693-2766-1.ch014
  • Type: Conference Papers and Presentations Status: Published Year Published: 2024 Citation: Brown, I. & Davis, L. (2024). The Evolution of Ball Gowns. Proceedings of the 2024 ARD Biennial Research Symposium. Nashville, TN.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2024 Citation: Gillum, B. & Davis, L. (2024). La Cravatta The Evolution of Ties. Proceedings of the 2024 ARD Biennial Research Symposium. Nashville, TN.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2024 Citation: Turner, J. & Davis, L. (2024). Study on the tradition, versatility, and elegance of Italian Hats. Proceedings of the 2024 ARD Biennial Research Symposium. Nashville, TN.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2024 Citation: Pearson, G.E. & Davis, L. (2024). The Evolution of Womens Tailored Suits: Made in Italy Edition. Proceedings of the 2024 ARD Biennial Research Symposium. Nashville, TN.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2024 Citation: Moore, T., Hunter, C., Dickerson R., & Davis, L. (2024). Citrus Sleepers: From Inception to Conception. Proceedings of the 2024 ARD Biennial Research Symposium. Nashville, TN.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2024 Citation: Braxton, J. & Davis, L. (2024). Origins of Leather Jackets. Proceedings of the 2024 ARD Biennial Research Symposium. Nashville, TN.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2024 Citation: Nicholson, M.N. & Davis, L. (2024). Crossbody Handbags In Italy. Proceedings of the 2024 ARD Biennial Research Symposium. Nashville, TN.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2024 Citation: Wilder, J.L. & Davis, L. (2024). The Spectacle: Looking Through the Lens of Italian Eyewear. Proceedings of the 2024 ARD Biennial Research Symposium. Nashville, TN.