Progress 06/01/24 to 05/31/25
Outputs
Target Audience:The target audience for our efforts during this reporting period was Barry University undergraduate students from low-income backgrounds, primarily from local urban areas. Our goals are to dispel the notion that careers in agriculture are limited to farming by demonstrating how agricultural science can be applied to address challenges in local urban communities and by providing experiences and skills in food, agriculture, and natural resources (FANH) outside their home community. We aim to empower our target audience to explore research opportunities and pursue career paths in FANH and at the USDA. During the funding period (June 1st, 2024-May 31st, 2025), we awarded 20 new scholarships to a 2ndcohort of incoming Barry University first-year students from urban backgrounds majoring in Biology Chemistry, Computer Science, Math, Sociology and Criminology (Cohort 2, beginning Fall 2024) recruited from local Title I Schools and continued support for 11 Cohort 1 NextGen Scholars that started college in Fall 2023. While scholarships target a limited number of students, additional programming (seminars, field trips, experiential learning opportunities, non-formal educational activities, and career development activities) was open to all Barry University students and faculty to helpto increase awareness of FANH career opportunities at urban institutions like Barry University. Before this NextGen award, Barry did not offer many programming or experiential opportunities in FANH or guidance for students on how to pursue careers at USDA. A significant portion of Barry students require financial assistance and help navigating college life: 65-70% are eligible for Pell grants, with 35% having an Expected Family Contribution (EFC) of $0 on their FAFSA. Furthermore, data gathered from students, administrators, and faculty reveal that financial problems are a significant barrier to increasing retention (55-60%) and completion rates (20% 4-yr; 40% 5-yr) among these students. The demographics of student populations in the targeted majors are similar to the general Barry University undergraduate population. Efforts to reach the target population involved creating a website, developing an application process and portal, producing marketing materials, conducting email outreach, making direct calls, hosting two webinars, and organizing special recruitment tours. The communication approaches used to reach our target audience were described during the previous reporting period. For Cohort 2, 1543Craft eligible students were identified, 1527 were admitted, 37 enrolled at Barry University, 74 started the application process, 47 submitted applications, and 14 Craft Scholars were awarded during the 1stround of recruiting. Subsequently, six more students were recruited from eligible majors among those who applied after the application deadline. Problems with the FAFSA rollout resulted in delays in award notifications, as our program is a last-dollar program, and scholarship eligibility and amounts are based on the FAFSA. Our outreach efforts were effective in targeting the population of students,as our Craft Scholar recipients are similar to the general undergraduate student population at Barry U. Additionally, over 150 members of the Barry University Community (students, faculty & staff) participated in at least one of the events that included field trips, seminars and other learning opportunities funded during this reporting period to increase awareness of careers in FANH. Changes/Problems: FASFA - We had hoped to award 20 scholarships to Cohort 2 applicants in early spring 2024; however, difficulties with FAFSA rollout delayed our financial aid award notification to scholars, initially recruiting only 14 Cohort 2 students. To address this issue, we worked with Financial Aid and Admissions to identify students who were already at Barry in the same year, verified their eligibility for the award, and then outreach to encourage them to apply. Some scholars in Cohort 1 also lost eligibility, and we used a similar approach to recruit new, replacement scholars. Subaward-We changed the sub-award to a fixed-price contract for our partner at UGW to help with the paperwork burden. The new contract had a streamlined reporting format and included a timeline for reaching specific milestones. This small change simplified the payment process for our critical partner at Urban GreenWorks farm. To accomplish this change, we worked with our AOR and Program Director to implement the necessary changes to the grant. Growing pains- Increasing the cohort pool from 10 to 20 students proved challenging, particularly for transportation. To solve this problem, we contracted with a school bus to transport the students to the UGW farm site each week. We continue to experience lower than expected attendance at some of our events. While students' express interest in field trips, the travel time for the trips often interferes with their school schedules. One solution was to schedule the field trips & seminars to coincide with a relevant lab or lecture, which meant we had a larger, captive audience. Canceled or Postponed activities: The funding uncertainty caused significant issues for the programming, as many of the planned activities were unable to be finalized. As previously stated, students were selected for the study abroad trip and for graduate scholarships, but we were unable to support them or even inform them of the status of the events. In some cases, such as the Cohort 2 trip, we had already purchased the airfares for the students and faculty attendees. ASCEND and summer online courses were also postponed, but no students had been recruited at the time. Staffing-related: During the funding period, our AOR changed, and the program coordinator resigned for a new position. Despite the funding freeze, we were thankful that Barry University continued to support the program coordinator and many of the grant-related activities despite the financial strain this caused for the institution. Additionally, our partners at Urban Greenworks and the University of Florida (UF) also continued to support the project goals and students as much as possible during this challenging time. The large number of students and activites needed to implement the objective of this grant requires a full-time program coordinator, we hope that we will be able to hire a new person into this grant funded position. What opportunities for training and professional development has the project provided?ASCEND-Students completed the Advancing Skills, Competency, Experience, Networks, and Dialogue (ASCEND) program in July-August 2024. Over 12 days, students traveled with BU and UF faculty from Miami to Gainesville. ASCEND utilizedexperiential learning to engage students in examining food system. The program featured individual and group activities to help students explore career opportunities in the private sector and build practical skills.Outcomes:89% of student participants indicated they were more knowledgeable about career options in agricultural and life sciences; Over two-thirds of student participants indicated they were more knowledgeable about academic programs (e.g., master's, doctoral, and other professional programs) available in agricultural and life sciences; >50% of students expressed interest in learning more about career options and academic programs in agricultural and life sciences; >3/4 of student participants reported gaining a better understanding of the necessary steps for pursuing a career or degree in agricultural and life sciences; >50% of students reported a better understanding of the skills and experiences (e.g., coursework, educational requirements, and training) needed to pursue a career or degree in agricultural and life sciences; At least 2/3 of participants indicated they were considering pursuing a career or academic degree in agricultural and life sciences.Impact: The ASCEND program provided students with an intensive, hands-on introduction to careers and academic pathways in agricultural and life sciences. Through visits to research sites, direct engagement with UF faculty, and participation in skills-building workshops, students developed a deeper understanding of the sector's role in addressing, food security, and sustainability. These immersive experiences exposed students to real-world examples of how professionals apply science and innovation to solve pressing challenges in food systems. In addition, students interacted with faculty and industry professionals whose backgrounds and experiences illustrated roles within the field. These interactions helped students identify potential career paths and recognize where their own interests and strengths might align. For many, the program strengthened their motivation and confidence to pursue advanced education and meaningful careers in agricultural and life sciences, particularly in ways that can positively impact their communities.Relevance: Students' career intentions in agricultural and life sciences are shaped by their level of awareness, confidence in their abilities, and perception of the field's relevance to their goals. The ASCEND program addressed these factors through experiential learning, emphasizing exposure to real-world applications, career planning, and professional development. Rather than learning about the field in abstract terms, students directly observed how agricultural and life sciences contribute to solving current environmental and food system challenges. Access to supportive faculty and professionals offered concrete examples of possible career paths and clarified the academic steps needed to pursue them. These experiences deepened students' understanding of the field and reinforced their belief that they can succeed in it. As a result, ASCEND helped students envision themselves pursuing academic degrees and careers in the agricultural and life sciences. "Some of the challenges that I learned about during the many experiences on ASCEND were: -redirection of your career path, -determination and perseverance, -being open to the new," from an ASCEND 24 participant. Learning Communities-31 Craft Sholars participated in structured learning communities (16 sessions) throughout the year tailored to their cohort, covering essential academic and professional skills: topics include resumes, personal statements, time management, campus resources and participated in experiential field trips and attended expert-led seminars. Students worked with faculty mentors to create/update update IDPs. Cohort 2 students engaged in an intensive project-based learning during the spring semester-long project in partnership with Urban Greenworks, working on a local farm for 3 h/wfor 12 weeks to gain practical agricultural skills and attended a 1-week Craft orientation prior to the start of Fall 2024. Cohort 1 created and presented a poster about their experience on the farm last spring. 3 new peer mentors (total of 5) were hired and trained in our background strengths framework and careers in agriculture. Impact: "Putting together the poster gave me a chance to deeply reflect on my experience with Urban GreenWorks....I walked away from the experience with a renewed sense of purpose and greater confidence in my ability to advocate for meaningful change--both through action and through thoughtful representation of that work" Other: We organized seminars & field trips: UF speakers (5), USDA speakers (4),USDA labs (2); UF labs (1); farms (3) and Non-traditional Education (1).Activities impacted over 150 students during theacademic year.Aggregated Evaluation Results (Excluding ASCEND)Response: Students participated in a range of educational sessions, guest lectures, and experiential field trips throughout Year 2 of the project.Outcomes: As a result of these engagements:the vast majority of students reported increased knowledge about career options in agricultural and life sciences; three-fourths of participating students indicated greater awareness of academic pathways (e.g., master's, doctoral, and other professional programs) available in agricultural and life sciences; 3/4of students expressed interest in learning more about career opportunities and academic programs related to agricultural and life sciences; most students strongly agreed or agreed that they had gained a better understanding of the necessary steps to pursue a career or academic degree in the field; >85% of students stated they better understand the skills and experiences (e.g., coursework, educational requirements, training) needed to pursue a career or academic degree in agricultural and life sciences; nearly half of the students strongly agreed that they are considering pursuing a career or academic degree in agricultural and life sciences.Impact: The programmaticengaged participating students through a range of educational and experiential opportunities focused on agricultural and life sciences. These included classroom instruction, guest lectures, research site visits, and applied learning sessions. Participation helped students connect academic knowledge with real- world issues and understand how their interests and abilities align with career paths in food and agriculture, environmental, and human systems. The program also helped students refine their academic goals by building confidence, improving their understanding of postsecondary options, and reinforcing the connection between these fields and the needs of communities and society at large.Relevance: Increasing students' exposure to opportunities in agricultural and life sciences helps build a workforce equipped to meet emerging needs across food and agriculture, environmental, and human systems. These efforts align with the goals of the NextGen program by supporting early engagement among students, especially those with limited prior exposure to the field. The Theory of Planned Behavior serves as the guiding theoretical framework for this project's evaluation metrics and outcome measures. Within this framework, changes in awareness, self- efficacy, and perceived relevance are understood as key antecedents to behavioral intention. The program's activities were designed to influence these constructs and, as a result, support students' intentions to pursue further education or careers in agricultural and life sciences. How have the results been disseminated to communities of interest?To help recruit Cohorts 1 and 2 Barry University created a website; an application portal, live informational webinars on campus, specialty tours for students and parents with information about the USDA and tips on how to apply. Social media platforms were also used to raise awareness about scholarship programs. Seminars & field trips are communicated to stakeholders via a CRAFT Scholars Events page, created on the campus engagement app CORQ (Campus Labs) for example see, https://barry.campuslabs.com/engage/event/10322606 . Events were communicated to communities of interest via e-mails, posted flyers, classroom visits & by personal outreach by CRAFT Co-PI or leadership team members to students or alumni and 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. We continue to maintain a shared photo album in google photos to document CRAFT related activities including our experiential opportunities & field trips so that students can share them with their family. Dr. Mike Allen, President of Barry University posted on ASCEND in a LinkedIn post ihttps://www.linkedin.com/posts/mikeallenbarryupresident_its-always-exciting-to-see-what-our-barry-activity-7236874383565217792-cllz. Our marketing department created a 1-page flyer to share with NIFA and other NextGen PD at the 2024 PD meeting in DC. We created a CRAFT Canvas site to share content and opportunities with students and to collect student reflections when appropriate. Together with our UF partners, we submitted an abstract on factors that influence students' intentions to pursue careers and academic degrees in in food, agriculture, natural resources, and health and nutrition (FANH) fields, to the North American Colleges and Teachers of Agriculture 2025 conference to disseminate our finding to other teaching professionals. Our Craft Cohort 1 Scholars created and presented a poster about their experiences working at Cerasee Farm and their experiences were shared broadly with other students at both the 17 annual Barry University Undergraduate STEM symposium and the Community Engagement Poster Event. We are in the process of updating the CRAFT program webpage. What do you plan to do during the next reporting period to accomplish the goals?Obj 1, 2) During the upcoming reporting period, our primary focus will be on advancing the academic and professional development of our students to expose and prepare them for careers in FANH. We will continue with regular learning community meetings and IDP updates for each of the two Cohorts of scholars. However, Cohort 1 scholars will no longer have peer mentors, as they will be Juniors. If students in either Cohort lose eligibility, we aim to recruit new eligible students if funding permits. The goal for our third-year students will be to help them apply to and participate in internship opportunities funded by this grant (or by other funding agencies) so that they can achieve their educational and professional goals. For the 2nd-year scholars, we plan to travel to DC during winter break, as their cohort trip was postponed due to the pause in funding. In the LC, Cohort 2 students will prepare a presentation about their experiences at UGW farm to present a conference. The students will also have the opportunity to attend the 2nd ASCEND trip in the summer of 26. We are also in the process of hiring and training 1 new peer mentor to replace a mentor who graduated in Spring 25. Third year CRAFT scholars will be encouraged to apply to the open peer mentor position to help support Cohort 2 students, and to develop their own leadership skills. Obj 1, We intend to award MS Graduate scholarships to the five students that were selected during Spring 25. If these students are no longer available, we will use the same approach used to recruit additional students. It is critical to award the Master's Scholarships over the next reporting period due to the time it takes to complete the MS. Obj 3, During the summer and Fall of 2025, we will plan additional experiential experiences to take place during Fall 2025, Spring 2026, and Summer 2026. Experiences will include seminars, field trips, non-traditional learning opportunities and internships, allowing more Barry University students and faculty to participate in activities that educate them about FANH. With the help of our UF/IFAS partners, we plan to continue our efforts to integrate FANH content into our curriculum. Obj 4, We will work with our UF partners, UGW community partner and Co-PIs to arrange paid summer internships supported by this award. Although 3rd year CRAFT Scholars have the 1st opportunity to be selected for internships, the paid internships at UF or USDA sites will be open to all Barry University students that meet eligibility. We will work over the Summer & Fall to create application materials and select supportive mentors using an approach like the one we developed to recruit students for the MS scholarships. We intend to award 10, 8-week summer internships. We will also plan the 2nd ASCEND trip to UF in the summer of 26 and to help students take courses online at UF during the summer term. Obj 5. In Spring 25 we expect UF/IFAS faculty to visit Barry as part of our shared professional development and hope to facilitate in-person meetings with potential summer internship candidates. We are also working on a publication about the factors that influence career and academic aspirations in food, agriculture, natural resources, and health and nutrition (FAHN). We will submit the manuscript to a scholarly journal in the Fall 25. Other: We will need to hire a new program coordinator.
Impacts
What was accomplished under these goals?
Obj 1-The CRAFT Scholars program awarded 20 scholarships to a 2nd cohort of new first-year students with high financial need, in Biology(13), Chemistry(3), and Criminology(5). All scholars were from local urban areas; 58% were Pell-eligible; 92% had an Expected Family Contribution (EFC) under $10K, 6% were 1st generation. Students received support from dedicated faculty and peer mentors in a learning community (LC). One scholar noted, "The part I enjoy so far is how we have a dedicated peer mentor that helps support us and even our counselor specific to our major that will stick by us all four years." Another praised the program's focus on STEM fields, stating, "the importance of becoming a Craft Scholar is to be exposed to different fields of STEM in terms of agriculture as opposed to the generic fields such as medicine." Impact, the cohort achieved a CGPA of 3.58 in Fall 2024 and 3.43 in Spring 2025, with 90% of scholars maintaining eligibility by the end of the year. 11 cohort 1 (sophomores), received scholarship funding. Eligibility was contingent on maintaining CGPA 3.0, financial need determined by FASFA, & participating in CRAFT LC, peer and faculty mentor meetings. Outcomes: Cohort 1 had 90% first-year retention, 7/10 students remained eligible for CRAFT scholarships, 1 student's scholarship was ended due to low GPA after a "warning semester" and additional interventions. 1 student left BU to study closer to home. 4 students, new Cohort 1 scholars were recruited in Summer 2024 from eligible majors in the same academic year. At the end of Spring 2025, 2 Cohort 2 students were ineligible for the scholarship after receiving a warning semester at the end of Fall 2024. Impact, At the end of the 2nd year, the Spring 25 CGPA for Cohort 1 scholars is 3.25. Recruit and award 5 BU students into MS programs at UF/IFAS-UF and BU faculty collaborated to recruit 5 BarryU seniors or recent graduates into UF's College of Agriculture and Life Sciences (CALS) Master's programs. Activities included creating promotional materials, booklets highlighting relevant CALS researchers and programs, and organizing 2 UF Graduate School informational sessions. Direct emails, personal outreach, and flyers were used to target students. Selection criteria included attending two CRAFT events, attending an inquiry workshop, a 3.0 GPA. Students submitted a statement of purpose demonstrating research interest aligned with USDA pathways. 11 students applied, 9 Biology, 1 Marine Biology, 1 Criminology, 5 were selected. Awarding of these fellowships is pending due to funding uncertainty. Impact: Recruitment activities increased the awareness of UF CALS graduate programs at Barry but funding uncertainty may reduce student confidence in applying for opportunities, "I can definitely get started applying, in the hopeful case that the funding comes through". Obj 2-To increase retention and belonging, Cohort 1 met the new Cohort 2 in Fall & Spring. All scholars meet regularly with peer mentors, faculty mentors and in cohort specific LCs. Cohort 1 had 12 LC sessions during the year. Activities include working with USDA HSI liaison to create federal resumes, meeting with career services, working on personal statements and how to apply for internships. A key achievement was a co-authored research poster, Learning about Urban Farming at Cerasee Farm,detailing their experiences and presented at the BU STEM symposium and at the Community Engagement Poster Presentation where they won 2nd place. One scholar shared, "Working on the CRAFT Urban GreenWorks poster for the STEM symposium was one of the most rewarding experiences I had as a CRAFT scholar.... It allowed me to reflect on why I joined Craft and why what I had done as a Craft scholar is important. It gave me immense confidence and pride in not only the physical work I had done but also in what I represented".Impact: Regular interactions with faculty and peer mentors provided critical guidance, helping scholars feel supported and connected. 20 Cohort 2 scholars participated in a 1 week, orientation prior to the start of the Fall term to learn about the program. Students visited the Urban Greenworks farm, learned about bee-keeping and participated in a field trip to an Everglades Alligator farm to learn about alligator farming. Students visited a local produce farm stand, Robert Is Here, to gain insight on farm to table food production. When asked about what students enjoyed the most about the orientation experience, one student remarked, "visiting the urban Greenworks. It was a very nice experience, especially holding the bees and getting to learn how they affect and have such a big impact on our ecosystem." Another reported, "I discovered many fruits and vegetables that I've never seen before." 20 Cohort 2 scholars participated in a 15-week hands-on project at an urban farm. They gained practical skills in weeding, pruning, pest management, seeding, sowing, and worm bin construction, and worked with an Herbalist to create a Materia Medica of farm plants. 3 additional peer mentors were hired, instructed on the CRAFT Scholars Program, the USDA, and the background strengths framework. Peer mentors participated in LC sessions with scholars when possible. Scholars were each assigned faculty mentors and peer mentors, with 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. Obj 3-Experiential opportunites We organized 8 seminars during the 24-25 academic year, featuring speakers from UF, USDA, and other external organizations on: Cybersecurity and Critical infrastructure, Criminal Justice and Law Enforcement at USDA, Human Nutrition, detecting pathogens in cetaceans, AI, UF study abroad, UF graduate programs, UF online summer courses. 4 Field trips were also part of the experience, with students visiting UF/USDA research sites, USDA Agriculture Research Service Subtropical Station, Tropical Research & Education Center and the Invasive Species Research Laboratory & trip to Overtown Farm as well as a campus experience, Harvesting Hope: A Dialogue on Agriculture and Integral Ecology.Outputs. Field trips and experiences allowed students to gain practical insights into the importance of agriculture in South Florida. The 8 seminars attracted attendees ranging from 4 -100 participants and featured expert presentations on public health nutrition, law enforcement and USDA career opportunities, farm worker advocacy & coffee cooperatives. On-campus and virtual office hours with the USDA HSI liaison reached over 77 students, connecting them with USDA career resources. Planning for the Spring Break Cohort 2 trip to Washington DC trip and the NextGen 2025 winter student conference was postponed until a later date. Obj 4- Jul 21-Aug. 1, 2024, 9 Barry students participated in the 1st ASCEND experiential learning trip. This 12-day program, developed by UF and BU faculty, brought students to UF's Gainesville campus and various UF/IFAS, USDA, and Agtech research sites across Florida. Students explored cutting-edge research, engaged with experts, and gained insights into food systems and agriculture. Selection prioritized full-time 1st or 2nd-year Barry students with 2.5 CGPA or higher. Of 18 applicants, 11 were eligible, 9 attended (1 Marine Bio., 6 Bio., 2 Pre-Nursing). Impact: 2/9 students were current scholars interested in attending to learn more about opportunities at UF, additionally 2/9 students were recruited into CRAFT Scholarship program after attending. "Through the USDA ASCEND field trip, I've learned so much about who keeps Florida running at the most basic of levels with our crops and cattle, along with discovering a new side of work to consider in my future." The 2nd ASCEND trip, scheduled for Summer 2025 was postponed until the next funding cycle.
Publications
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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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