Progress 06/01/23 to 05/31/24
Outputs
Target Audience:The target audience for our efforts during this reporting period was Barry University undergraduate students from historically-marginalized and low-income (HMLI) backgrounds from urban areas. We aim to dispel the notion that careers in agriculture are only limited to farming by demonstrating how agricultural science can be applied to address challenges in their local urban communities, and by providing experiences and skills in FANH outside their home community. These efforts will empower our target audience to pursue research opportunities and career paths in FANH and at the USDA. During this funding period (June 1st 2023-May 31) our goal was to recruit students and award 30 scholarships to incoming Barry University freshman students from urban (HMLI) backgrounds majoring in Biology Chemistry, Computer Science, Math, Sociology and Criminology (Cohort 1, 10 NextGen Craft Scholars beginning in Fall 2023, and 20 NextGen Craft Scholars (Cohort 2, beginning Fall 2024) recruited from local Title I Schools. While the scholarships target a limited number of students, additional programs (seminars and field trips) are open to all Barry University students and Faculty and help support new efforts to increase awareness of FANH career opportunities at an urban Hispanic Serving Institution like Barry University. Prior to this NextGen award, Barry did not offer much programming or experiential opportunities in FANH or guidance for students on how to pursue careers at USDA, since most students in Biological Sciences express interest in pursuing careers in pre-health.Barry's undergraduate population is highly diverse: around 80% self-identify as minorities or people of color and 30-40% self-identify as first-generation college students. A significant portion of Barry students need financial assistance and help navigating college life: 65-70% are eligible for Pell grants, with 35% having $0 Expected Family Contribution (EFC) on their FAFSA. Further, data gathered from students, administrators and faculty reveal that financial problems are a major barrier to increasing retention (55-60%) and completion (20% 4-yr; 40% 5-yr) rates among these students. The demographics of student populations in the targeted majors are similar to the general Barry University undergraduate population. We created a dashboard to track the demographic data and communication for our recruiting efforts. For Cohort 1, eligible students were identified from the eligible majors with the help of admissions, financial aid, and the CRAFT scholarship committee. Efforts to reach the target population required creating a website, application process, application portal, marketing material, email outreach, direct calling and 2 webinars. For Cohort 1, 1038 Craft Eligible students were identified, 659 were admitted, 104 enrolled at Barry University, 41 started the application process, 31 Submitted applications, and 10 Craft Scholars were awarded. Demographics of the eligible students were 79.19% Female, 8% First Generation, 46.82% Black or African American, 4.72% two or more races, 0.87% American Indian or Alaska Native, 0.48% Native Hawaiian or Other Pacific Islander, 37.98% Hispanic or Latino, 42% had EFC below $10,000, and 94% of eligible students were from Urban areas. Those who submitted applications were 77.42% female, 10% First Generation, 58% Black or African American, 3.23 % American Indian or Alaska Native, 35.48% Hispanic or Latino, 80.65% had EFC below $10,000, and 100% of submitted applicants were from Urban areas. Thus, our outreach efforts were effective in targeting the population of students with urban, HMLI backgrounds. Cohort 1 demographics are described later in accomplishments. For Cohort 2, recruiting efforts were made by the admissions office, the CO-PIs, & Program Coordinator to reach out to the local Title I High Schools by attending recruitment events, class visits, college fairs, calls and e-mails to CAP advisors, specialty tours of CRAFT departments and Faculty Mentors, 2 live Craft Scholars Program Webinars and recorded webinars all with the goal of to increasing awareness about the program, and career opportunities in FANH. An undergraduate student ambassador from a HMLI background was also at some of the events. Communication with potential applicants was by e-mails, direct phone calls, and updates on the CRAFT webpage. For Cohort 2, 1543 Craft eligible students were identified, 1527 were admitted 37 enrolled at Barry University, 74 started the application process, 47 submitted applications, and 15 Craft Scholarships have been accepted. The awards process is ongoing due to unanticipated delays with the new FASFA application. Demographics will be reported on in the next reporting period. Together with the funding provided by NextGEN program, our efforts on this project will improve access and opportunities to USDA programs and jobs for our target population. Changes/Problems:Obj. 1. Foster and increase participation of students from diverse backgrounds in FANH programs (i.e., experiential opportunities and academic programs) through strategic recruitment and selection processes. Recruiting of Cohorts 1 and 2. Due to program requirements to begin by June 1st , the timeline for Cohort 1 recruiting was moved up slightly and we accomplished the goals of recruiting 10 scholars for Cohort 1. Recruiting of Cohort 2 is ongoing and required recruiting from Title I high schools. A challenge was the high turnover rates of teachers and counselors and low of attendance at some BU CRAFT specific recruiting events held at Barry University. Additionally, difficulties with the FASFA submission/verification process resulted in delays to the timeline for submissions and for awards notification. Our initial goal was to award 20 craft to eligible students by April 15th 2024. Thus far 15 students have accepted and been awarded scholarships. Efforts to identify graduate fellowship candidates has been moved to FY2 as we work to develop criteria and identify candidates and mentors for the Master's program with our UF partner Dr. Koenig. The hiring of Ms. Paola Sullivan, part-time project assistant at UF will help to advance this objective and will help facilitate ASCEND program planning. 1 current Cohort 1 CRAFT Scholar was found to have no unmet need based on the FASFA submission and thus, is not eligible to receive the scholarship award for F24-25 at this time. Increased amount of unmet need for Scholars. Based on the average unmet need of Barry students we anticipated that the 10 Scholars would be awarded annual scholarships up to the lesser amount of $15,000 or their total unmet financial need, as determined by their FAFSA. However, we found that the unmet need of scholars could be higher and the SC awarded scholarship sufficient to cover the full cost of attendance with the help of the Financial Aid office that reviews all awards. Obj. 2. Increase student participants' sense of belonging and social support through active group, peer, and individualized mentoring. Students were welcomed at the beginning of the Fall 23 semester with a welcoming ceremony, parents were also invited to attend the ceremony and to meet the Leadership team and the faculty mentors. Students were assigned to their discipline-specific faculty mentors and to one of 2 peer mentors (Barry University undergraduate students in 3rd and 4th year in 1 Biology; 1 Chemistry). There were some attendance issues with some of the scholars at the weekly LC meeting, the bi-weekly peer mentor meetings or at the UGW. To remedy the situation, we employed the help of peer mentors, faculty mentors and our program coordinator to e-mail students and/or set up times to meet about issues that they may be experiencing. At the end of the 1st semester, 1 scholar fell below the 3.0 GPA threshold required for continued eligibility. The scholarship committee approved an intervention plan created for the student by the faculty mentor to help ensure the craft scholars could meet program requirements. The plan was communicated in writing to the student in question and all students received letters to ensure that they were clear on the upcoming required activities for the Spring term and congratulating them on their achievements.Some faculty mentors were unable to attend the LC meetings at the scheduled times so moving forward we will work with all LC mentors to find a common time. Obj.3 Increase knowledge and awareness related to postgraduate programs and careers in Food and Agricultural Sciences for participating students and faculty. Transportation to the Urban Greenworks project site for CRAFT Scholars or to Field trips proved to be a challenge due to expansion of the athletics program at Barry University that was not anticipated at the time the proposal was submitted. The change resulted in a need find alternative ways to transport students to UGW and field trips. We dealt with the situation by utilizing ride-share apps and van rentals as needed but the logistics were more challenging to manage and had additional unanticipated costs for travel. Field Trip Attendance. The number of students participating in field trips to USDA/UF sites was lower than we expected (8, 5, 5) based on the interest at CRAFT Seminars sessions and based on CORQ RSVPs. Finding a time-slot to schedule field trips for students and faculty to learn about opportunities was challenging. Some of the UF/USDA sites were located at a distance from the main campus. Travel time and programing required at least 3 hours or more. Further, many sites were only open during the regular workday hours. Students would need to miss classes to attend events and missing class may impact grades or attendance records. Moving forward, we will try to schedule activities on the weekends or take students during a lab time when courses align with UF/IFAS or USDA priorities to mitigate these issues. Washington DC trip with 10 students. We Initially budgeted 1 BU faculty to attend the Spring Break trip with 10 CRAFT scholars. However, we found that participation of 2 BU faculty and 1 UF faculty was extremely helpful. Dr. Koenig had the opportunity to connect with BU students of diverse backgrounds and the students were also able to learn about UF/IFAS program from her. Although Dr. Koenig attended one of the Learning Community meetings, her interactions with students on the Spring Break Trip were more extensive and impactful. Better knowledge of our BU student population will help to support UF faculty in mentoring and teaching students from historically marginalized backgrounds from a strengths based approach and supports objective 5 as UF faculty to learn to teach students from historically marginalized backgrounds using a strengths based framework. Additional opportunites for students to Evaluation plan. Some of the activities were not evaluated using a formal evaluation process since the project required us to adapt evaluation instruments and the IRBs needed to be updated and approved by the partner institution UF. Many of the instruments have been reviewed by members of the LT and evaluation plans are now in place for many of the activities and is ongoing using Qualtrics. Obj.5 Increase institutional relationships and collaborations between Barry University and the University of Florida We had planned that during the project's first summer, Barry faculty would travel to UF for one week to learn about USDA-related career opportunities, internships, and research taking place at UF. The goal is to expand Barry faculty knowledge in FANH disciplines, allow them to enhance course content, and disseminate information to Barry students. In turn, we planned during the project's second summer for UF faculty to travel to Barry to gain knowledge about our campus and students and attend workshops on mentoring students from HMLI backgrounds using asset-focused language, community cultural wealth, and a background-specific strengths-based framework to create inclusive classroom environments. We still plan to achieve these outcomes however, after UF and Barry faculty discussed plans more in-depth we don't believe a one-week visit to UF during the summer is the best way to enhance faculty knowledge about all the diverse agricultural science, courses and research at UF. Many faculty at Barry and UF don't have time to devote to such a visit during the summer. We are working on better ways of identifying targeted Barry faculty to participate (besides those on the LT) and working throughout next year to initiate strong connections with the right UF faculty to help enhance particular Barry courses. What opportunities for training and professional development has the project provided?Relevance. To increase awareness of FANH career opportunities we organized a seminar series featuring UF researchers, USDA personnel or other professionals in FANH and field trips to relevant sites. Students attended various educational sessions and experiential field trips throughout Year 1 of the project. The outcomes reported by our external evaluator is detailed below. Educational sessions and field trips (aggregated) Outcomes: As a result of these engagements: 67% of participating students (8 out of 12) indicated they are more knowledgeable about academic programs (e.g., master's, doctoral, and other professional programs) available in agricultural and life sciences. 92% of students (11 out of 12) reported wanting to learn more about career opportunities and academic programs related to agricultural and life sciences. 67% of participants (8 out of 12) gained a better understanding of the necessary steps for pursuing a career/degree in agricultural and life sciences. 5% of participating students (9 out of 12) stated they better understand the skills and experience (e.g., coursework, educational requirements, and training) needed to pursue a career/degree in agricultural and life sciences. 58% of students (7 out of 12) are considering pursuing a career/academic degree in agricultural and life sciences. Impact: The program's immersive educational experiences have sparked students' curiosity and deepened their understanding of academic and career opportunities in agricultural and food systems. By providing hands-on learning opportunities, the program has empowered students to explore diverse pathways and consider fields they may not have previously thought about. Relevance: Enhancing students' awareness and knowledge of agricultural and life sciences opportunities is crucial for attracting a skilled and diverse workforce to these vital sectors. These activities contribute to the broader aim of the NextGen program. By engaging students, particularly those from underserved backgrounds, the program fosters a diverse pool of talent poised to address future challenges and drive innovation in agriculture and food systems. From a theoretical angle (i.e., Theory of Planned Behavior), such heightened awareness and knowledge serve as predecessors to students' intentions to pursue careers or academic degrees in these fields, ensuring the continued growth and resilience of the food and agriculture sector in the US. To increase awareness of Career Opportunities among 10 Cohort 1 Craft Scholars, students participated in 2024 Spring break field trip to USDA. 10 Craft Scholars Students completed a Spring Break field trip to visit the USDA offices in Washington, DC. Outcomes: After completing this field trip: 90% of participants (9 out of 10) indicated that pursuing a career/degree in agriculture, life sciences, or food systems would be personally rewarding. 80% of students (8 out of 10) considered a career/degree in agriculture, life sciences, and food systems to be an important goal in their future professional plans. 100% (10 out of 10) reported a better understanding of the skills and experience (e.g., coursework, educational requirements, and training) needed to pursue a career/degree in agriculture, life sciences, or food systems. 80% of students (8 out of 10) perceived they had the skills needed to succeed in a career/degree in agriculture, life sciences, or food systems. All participants (10 out of 10) better understood the steps and procedures needed to apply for a career/degree in agriculture, life sciences, and food systems. All participants (10 out of 10) became more knowledgeable about academic programs (e.g., master's, doctoral, and other professional programs), agriculture, life sciences, or food systems. 90% of students (9 out of 10) reported wanting to learn more about career opportunities and academic programs related to agricultural and life sciences. 80% of students (8 out of 10) reported planning to actively seek opportunities for a career/degree in agriculture, life sciences, or food systems Impact: The immersive experience of visiting the USDA offices provided students with invaluable insights into the day-to-day operations of agriculture, life sciences, and food systems professionals. By both learning about and directly observing the challenges addressed and the resulting impact by USDA scientists, students gained a deeper appreciation for the crucial role these fields play in addressing issues affecting farming and rural communities in the US and globally. Moreover, hearing about the career journeys and personal experiences of USDA personnel inspired students' passion and potential determination to pursue careers and degrees in these fields. These encounters not only offered valuable guidance and role models but also may have instilled in students a sense of belonging in the field and a purpose to pursue careers that can effect positive change in their communities. Relevance: Attitudes towards a career in food and agricultural sciences, perceived behavioral norms (e.g., self-efficacy), awareness, and knowledge are precursors of intentions to pursue a career in these fields. This immersive experience goes beyond theoretical knowledge, offering students a tangible understanding of the practical applications and real-world impact of their potential future careers. By providing students with access to role models and firsthand experiences, the program empowers them to envision themselves as future leaders and innovators in the food and agriculture sector How have the results been disseminated to communities of interest?Communication and dissemination to communities of interest: Upon receiving the award, a press release was issued by the Barry University to announce the NextGen award to our Campus Community https://www.barry.edu/en/newsroom/4-5-million-grant-from-usda--23585388323/. To help recruiting efforts for Cohorts 1 and 2 Barry University created a website https://www.barry.edu/en/academics/arts-and-sciences/craft-scholars/ ; an application portal, live informational webinarson campus specialty tours for students and parent with information about the USDA and with tips on how to apply. Social media platforms like Barry University Facebook were also used to bring awareness about the scholarship program. Communication about the project activities and outcomes included in publishing 2 Blogs in the Barry University Community Blog to share year 1 accomplishments for CRAFT scholars https://blog.barry.edu/2024/05/08/a-year-in-review-of-the-first-craft-scholars/ and to recap of the Spring break trip to DC https://blog.barry.edu/2024/05/08/craft-scholars-visit-usda-headquarters-in-washington-d-c/ A shared photo album was also created in google photos to document CRAFT activities and so that students can share them with their family. Now that The CRAFT Scholars Cohort 2 recruiting is almost complete, the webpage will also serve as a repository to communicate events and activities and to link to USDA and UF/IFAS resources and opportunities. Seminars & field trips are also communicated to stakeholders via a CRAFT scholars page created on the campus engagement app CORQ (Campus Labs) for an example see: https://barry.campuslabs.com/engage/event/9677692 ,Barry U Canvas sites, via e-mails, posted flyers, classroom visits, tabling events in the student center, personal outreach by CRAFT Co-PI or leadership team members to the Center for Academic Success and Advising (CASA) that advise all 1st and 2nd year students, CRAFT events were often featured on the Barry University intranet and the university calendar. The USDA and Program goals were also shared at college wide meetings with BU faculty and staff. The results of student reflections from the DC trip will be submitted to NACTA Journal--a professional refereed journal published by the North American Colleges and Teachers of Agriculture. What do you plan to do during the next reporting period to accomplish the goals?A timeline of the project activites based onobjectives for Year 2 (June 1, 2024 to May 31, 2025)is detailed below. Objective 1,2: We will finish awarding scholarships for Cohort 2 to begin in F24. The next reporting period includes many of the activities that we have planned and executed with our Cohort 1 Scholars, though the larger number of students in Cohort 2 may present some additional challenges. A new activity in this reporting period is that new scholars will be welcomed with a 1-week orientation to college life and Careers in FANH in August before the semester begins. Planning and assessment of the activity is underway by the LT. 3 new peer mentors will also be trained. Learning community meetings will take place throughout the term for the cohorts. The UGW project with Cohort 2 will take place throughout the spring term as well as the Spring Break Trip to DC. Meetings with Faculty mentors are also underway over the summer to ensure that all mentors are using the IDP tool most effectively with their new and existing mentees. Since the undergraduate scholarship recruiting is mostly completed, over the next year we plan to develop guidelines and begin to recruit Barry University students for the master's degree scholarship at UF/IFAS. Dr. Koenig will assist and plans to come to campus to meet with students and share information about the applications and admissions process at UF/IFAS. Some of the seminar speakers have expressed interest in taking on graduate students from Barry University. Objective 3,5. Over the summer we are planning for the Seminar Series and coordinating field trip opportunities that will take place over the Fall 24 and Spring 25 terms. By incorporating Field trips during the relevant lab courses, we hope to enable more students to attend and to tie important elements and experiential experiences in FANH to the curriculum. Curricular enhancements are also underway and will take place over the summer and academic year. The curricular enhancements will be supported by the efforts to engage in reciprocal Faculty development (objective 5). The goal is to expand Barry faculty knowledge in FANH disciplines, allow them to enhance course content, and disseminate information to Barry University students. Objective 4. We are working collaboratively with the UF Co-PIs & the new graduate student OPS to finalize the 1st summer experience through the ASCEND program. Our experiences in this 1st trip will help to streamline the ASCEND program in year 3. We will begin our effort to recruit students for ASCEND in the Spring term. Ongoing: Leadership Teams & Scholarship Team meetings will continue to occur throughout the project. We will continue to work with our Evaluator to refine tools and measure outcomes for our program activities to ensure that we meet our program objectives. We anticipate a poster presentation about our work at a discipline-specific meeting. Y2 June July August Sept Oct Nov Dec Jan Feb Mar April May ASCEND #1 <---------------------------------> planning and experice ASCEND #2 recruiting <---------------------------------> Cohort 2 Scholar orientation <--> Cohort 1/2 LC/Peer mentoring <---------------------------------------> <-------------------------------------------> Cohort 2 Spring Break Trip <--> Cohort 2 UGW <------------------------------------------> Seminar Series (2 per semester) -> -> -> -> Field trips -> -> -> -> Curricular Enhancements<-----------------------------------------------------------------------------------------------------------------> Identify Graduate Fellowship Candidates <-------> Reciprocal Faculty Development<--------------------------------------------------------------------------------------------------------------->
Impacts
What was accomplished under these goals?
Obj 1 Freshmen were recruited into cohort 1 of NextGen CRAFT Scholars. An application process and dedicated website engaged students newly admitted to Barry. Admissions and Financial Aid provided critical assistance in outreach efforts, including 2 webinars, sharing website links, sending directed emails, and making direct calls to students and their recommenders. Outreach efforts resulted in 32 completed applications. 10 NextGen CRAFT Scholars were selected. Cohort 1 scholars are diverse, comprising 80% female students, 100% from urban areas (80% from Miami-Dade), 70% Non-Hispanic or Latino, 30% Hispanic or Latino, 50% Black or African American, 40% White, 10% Asian, 10% First-Generation college students, and 60% Pell eligible. Impact. "Although I haven't decided what to be career-wise, I do know that I want to explore the different ways I can incorporate agriculture into my daily living and community", Y1 scholar. The recruitment, selection, and implementation of the CRAFT Scholars program in Y1 successfully directed and leveraged Barry's pipeline of talented and highly qualified students from underserved communities into exploring research and career paths in FANH, as well as opportunities within the USDA. This impact aligns with the projectgoals and NextGen's mission to strengthen the federal workforce pipeline. Cohort 2 is in progress to award 20 scholarships (14/20 awarded). Demographics of Cohort 2 reporting in FY24. Obj 2) Scholars participated in a 15-week hands-on project and gained practical experience in urban farming, beekeeping, weeding, pruning, pest management, sowing, and creating a virtual walking tour of the UGW farm. The project concluded with a harvest and a celebratory lunch. 2 peer mentors were hired, instructed on the CRAFT Scholars Program, the USDA, and the background strengths framework. Peer mentors participated in learning community sessions with scholars. Scholars engaged in various experiential learning activities during the academic year, such as field trips to UF/USDA research sites and seminars. Scholars were each assigned faculty mentors and peer mentors, with peer mentors providing support through bi-weekly one-on-one or small group meetings focused on discussing course content, study strategies, college transitions, and time management. Outcomes. By the end of Fall 2023, the 10 scholars achieved an average GPA of 3.4 and a CGPA of 3.27 at the end of Spring 24. All completed their academic and experiential learning commitments. The majority of students reported feeling well supported by faculty, with responses indicating they felt supported "most of the time," "almost always," or "always," based on selected questions from the Child and Adolescent Social Support Scale (teacher dimension only). Additionally, most students reported feeling confident (i.e., "strongly agree/agree") in their ability to pursue a career in FANH, according to responses to self-efficacy measures developed and adapted by the team based on the Theory of Planned Behavior. Impact. Regular interactions with faculty and peer mentors provided critical guidance, helping scholars feel supported and connected. This support system improved their academic performance and instilled confidence in their ability to pursue FANH-related careers. Through hands-on experiences and mentorship, scholars gained practical skills and a clearer sense of their professional potential, empowering them to take meaningful steps toward exploring future research and career opportunities in FANH fields. Obj 3) Activities. 5 seminars were organized during the academic year, featuring speakers from UF, USDA, and other external organizations on agroecology, water quality restoration, public health nutrition, foreign agricultural service and trade, to advocacy for farmworkers. Field trips were also part of the experience, with students visiting UF/USDA research sites, attending the Tropical Harvest Heritage Festival at Fruit and Spice Park, and touring the Tropical Research & Education Center and the Invasive Species Research Laboratory. During Spring Break 2024, 10 NextGen Scholars, 2 Barry faculty members and 1 UF faculty member, traveled to Washington, DC, for an educational trip to USDA headquarters (March 3-9). Scholars visited the US Capitol and Arboretum, met with staff from USDA agencies (OPPE, AMS, NASS, RD, FSA, NRCS, FS, APHIS, and NIFA), and toured Beltsville Research Center labs in Human Nutrition, Turf Grass, Bee Research, Systematic Entomology, and interdisciplinary R&D opportunities. Students also volunteered with the UDC College of Agriculture, Urban Sustainability, and Environmental Science and visited the National Museum of African American History and Culture. Mr. Thomas Badilla, OPPE HSI liaison based in Miami, visited Barry multiple times throughout the year, met with the leadership team, partnered with the career development center, and held in-person and virtual office hours to discuss USDA internship and career opportunities with students. Outputs. 3 field trips, allowed students to gain practical insights into the importance of agriculture in South Florida. The 5 seminars attracted attendees ranging from 13 -45 participants and featured expert presentations on agroecology, shellfish aquaculture, public health nutrition, and USDA career opportunities. On-campus and virtual office hours with the USDA HSI liaison reached 25 students, to connect them with USDA career resources. The DC trip allowed the 10 scholars to engage directly with USDA professionals, learn about various career paths in FANH fields, and visit DC. Outcomes. All 10 CRAFT Scholars participated in the Spring Break trip, gaining exposure to careers within the USDA, and the research conducted at USDA facilities for most, this was the 1st time visiting DC. Seminars enhanced their learning experiences, allowing students to explore topics, from agroecology to climate change and farmworker advocacy. USDA HSI liaison, Mr. Badilla deepened students' awareness of USDA internships and career options. Following these experiences, 67% of students indicated they became more knowledgeable about academic programs, such as master's, doctoral, and other professional programs, available in agricultural and life sciences. 92% expressed a desire to learn more about career opportunities and academic programs related to these fields. 67% of participants gained a better understanding of the steps required to pursue a career or degree in agricultural and life sciences, and 55% reported they now better comprehend the skills and experience needed, including coursework, educational requirements, and training, to succeed in these careers. Impact. The Spring Break trip, seminars, and field trips collectively enhanced the scholars' understanding of the agricultural sector, particularly roles and career paths available through USDA. Exposure to diverse topics and real-world applications of agricultural research fostered a deeper connection to the field. Mentorship and interactions with USDA professionals also boosted their confidence in exploring potential career paths, internships, and research opportunities within the USDA and related fields. The combination of hands-on learning, professional exposure, and academic guidance has played a crucial role in shaping students' perspectives on their future opportunities within the FANH fields. As a result of these experiences, 58% of scholars indicated they would consider pursuing a career or academic degree in agricultural and life sciences within the next 5 years. "The meeting with the representatives from the USDA agencies (OPPE, AMS, NASS, RD, FSA) influenced my perspective on the different job opportunities that are offered for the degree I'm going for...within the USDA itself", NextGen Scholar comment. Obj 4) Y1 planning 12-day experiential summer program focused on the impact of climate change on food system and agriculture.
Publications
- Type:
Other
Status:
Other
Year Published:
2023
Citation:
10 Scholarships were awarded and disbursed to HMLI, urban students
- Type:
Other
Status:
Other
Year Published:
2023
Citation:
0 internships and fellowships completed
- Type:
Other
Status:
Other
Year Published:
2024
Citation:
171 (CD) number of participants in Career Development Activities
- Type:
Other
Status:
Other
Year Published:
2024
Citation:
28 (NFE) participants in non-formal education activities that cultivate interest in and exposure to careers across FAHN disciplines among youth and other communities of learners on non-traditional academic and career paths
- Type:
Other
Status:
Other
Year Published:
2024
Citation:
31 (LTO) number of participants exposed, engaged and applying to USDA-specific learning and training opportunities
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