Progress 06/01/24 to 05/31/25
Outputs
Target Audience:The target audiences for this project are students entering or continuing their undergraduate programs in the FANH sciences in the Marianas Islands and agriculturalists, employers, and agencies who need qualified graduates. Although the US affiliated territories and commonwealth in the Western Pacific cover an area greater than the continental United States, there is a single US 4-year university and 2 community colleges (University of Guam (UOG), Guam Community College (GCC), and Northern Marianas College (NMC)) serving this entire region. The job skills of many (if not most) of our youth are insufficient for long-term employment, personal growth, and productivity, where we see a growing skills gap and rapid growth of unemployment. This is true for youth entering the workforce at all levels, as well as with local and federal agencies that are active in the Marianas Islands. Given the lack of a skilled population for entry-level jobs or higher-level positions, most of those working in federal and local agencies are from the continental US. Unfortunately, most of these employees come to the islands for 2 years and then leave, just as they have become effective in the local environment (politically, personally, and professionally). This project continued to support undergraduate students by helping them identify career paths in FANH, receive mentorship and guidance while gaining hands-on experience in agricultural fields, from farm-based, research, and extension internships, to career development opportunities. Thus, NextGen provides opportunities for our young people to gain the necessary experience, skills, and knowledge for gainful employment and to provide for long-term employment benefiting the islands, the economy of the region, and national development. Students Served, Year 2 This year, a total of 179 students were served. Of these, 119 (Summer: 30; Fall: 62; Spring: 27) were awarded with either paid internships, research experiences, or support to attend trainings or conferences. The students in paid internships came from diverse academic backgrounds, each developing skills and experience necessary for the agricultural industry. Students majoring in Biology accounted for 35.3% (36 students); Agriculture & Life Sciences, 21% (25); Natural Resource Management 9.2% (11), Business Administration & Accounting, 9.2% (11); Chemistry, 8.4% (10); Education, 3.4% (4); Communications & Media, 3.4% (4); Engineering 3.4% (4); and health professions, 2.5% (3), respectively. Three of these students attended the annual CREATE Program at the University of Hawaii from 3 June-26 July 2024. CREATE provides hands-on summer research experiences and a multi-disciplinary curriculum to undergraduate students residing in the Hawaiian and Pacific Islands to reinforce their intent to graduate with a science degree and to consider a career working to improve peoples' health and/or contribute to development of new medications, especially focusing on the biology of cancer. In addition, two students attended a conference focusing on cancer, from 21-24 September 2024 in Los Angeles. This conference was dedicated to advancing the understanding of cancers that pose significant public health challenges and affect vulnerable populations. One student attended the IOA-LSAMP Student Symposium held at K?lauea, Hawai?i from 24-26 July 2024. LSAMP also helps students to strengthen their drive to complete their degree, through providing research opportunities which stimulate the student's understanding of opportunities in the workforce and helping students begin to develop a network of peers and mentors. Some of these activities included engaging with experts in basic, clinical, computational, and community-based research, sharing ideas, exploring the latest findings, and participating in new research initiatives. All these internships and opportunities for these students focused on gaining essential skills, knowledge, and experiences that will prepare them for success in the workplace. Mentoring Agencies, Year 2 Very few students entering university or college are ready for the workforce. They appear to lack the knowledge, skills, and understanding of the workplace. We therefore encourage most of our students to complete internships during their freshman and sophomore years at their home institution, where mentoring can help to overcome these shortfalls. Therefore, 86 out of the 119 students completing internships or research experiences did so, at UOG or NMC. Initially, these students gained practical experience by assisting in faculty research labs or field work. An additional benefit of these university-based internships is that students learn to balance multiple responsibilities (i.e., coursework and internship) more effectively. Twenty-four (20.2%) of the students were mentored in local government (Guam or CNMI) workplaces. The remaining 9 students completed internships with federal agencies, other universities, and non-governmental organizations. Students who interned in local government offices learned how departments function by engaging themselves in preparing reports, analyzing data related to public services, participation in planning and providing outreach programs, organizing events or helping with public relations efforts to connect with local communities. These students were actively contributing to community programs such as improved services or economic development, although the impact of these activities may not have been fully realized by the students. Efforts to Reach Students, Year 2 We encouraged our students to take advantage of the learning opportunities in NextGen such as internships, research experiences, training, and conferences, through strategic communication, engagement initiatives, and support programs. The project used social media, emails, posters, and flyers to inform the students about opportunities to build their careers. In addition, the PD, the PI, and co-PDs personalally mentored students, by taking the time to help their students identify their true career goals, and then to chart a course that includes opportunities which align with those goals. NextGen COMPASS also participated in the University of Guam's career fairs to introduce students to learning opportunities. Scholarships and internship stipends encouraged students to participate in NextGen's learning programs without financial barriers. A clear impact of providing students with these scholarships and paid internships is that of making experiential learning more accessible to the students and to make moving into the workforce in their chosen fields more achievable. Innovative Approaches Twenty percent of the students in the project's paid internships in Year 2 are first-generation students. These students face unique challenges and opportunities as they gain real-world experience. The support provided them by NextGen not ensures financial support but also equips them with critical skills and professional growth not available in the family setting. The Project adopted innovative approaches tailored to first-generation students ensuring experiential learning is more accessible and impactful: Mentorship--Pairing first-gen students with faculty and professionals who can provide career guidance and experiential learning insights. Work integrated programs--Blending coursework with paid internships ensured students gain hands-on experience without financial strain. Funding--Providing scholarships and stipends specifically designed to support first-gen students in internships and research roles. Changes/Problems:Changes UH sub-award modification--UHM CTAHR has processed the sub-award in coordination with UOG. It has been approved and assigned within the UHM system. The College is now working on establishing Advance Accounts from ORS to execute the activities they described. UF sub-award modification--owing to the proposed summer field course, the Division of Sponsored Programs (DSP) at the UF required a modification to the subaward to include the cost of the summer course offering. The scope of work included UF's proposed field course. Structure & Processes Financial Accounting--A well-structured financial accounting system for paid internships, scholarships, and other fund support to students was developed which ensures transparency, accuracy, and compliance with UOG and RCUOG rules while efficiently managing internship stipends, reimbursements, procurements, travel costs and expenses. The system also enables the Project to generate financial reports tracking stipend distributions, budget utilization, and compliance status. It also ensures audit readiness by keeping all transaction records organized for reviews. Monitoring--A more efficient database for monitoring students in learning opportunities, specifically in paid internships, was established. It features student profiles (details including name, contact information, academic program, and internship history); and tracks internship placement records (employer details, internship start and end dates, location, and assigned mentors/supervisors). A separate document storage (MS Teams) keeps other students' records such as applications, CVs, agreements, learning journals, time sheets, exit reports from students, internship reports (for compliance), and evaluation reports from mentors. Challenges (not Problems!) Owing to funding constraints ... the Project was unable to complete the following: Needs Assessment Trip to CNMI--This site visit planned to assess current and future needs for establishing a tropical agricultural pathway for NMC and beyond, particularly in collaboration with UHM/CTAHR. The needs assessment trip to the Marianas was designed to include a variety of activities for faculty and students. The program featured 2 seminars for faculty and students: one on sustainable agriculture in island environments, and another on agricultural degree programs at UHM. Two hands-on workshops for students were to be conducted: a soil health assessment workshop and a crop health monitoring workshop, each lasting 4 hours and combining classroom lectures with field activities. Full-day assessments of faculty and student educational pathways were planned. Faculty assessment was to include a morning seminar and workshop on project goals and course-sharing initiatives, followed by afternoon focus groups to discuss curriculum gaps and research collaborations. Student assessment activities were to consist of a morning information session with a survey, and afternoon workshops and focus groups covering course-sharing, internships, and study abroad experiences. Travel between the Marianas Islands and the continental US is expensive and requires considerable planning. With the funding constraints, there was not enough time to complete this objective in Year 2. This has simply been postponed to Year 3. Domestic off-campus educational activity--UF proposed to offer a special section of WIS 4934 (Management of Wildlife Invasions) that would include domestic travel in HI and FL. The plan was to deliver a 4-credit course taught in Summer C semester (7 July-9 Aug) 25. This course is a desirable elective for students majoring in Wildlife Ecology and Conservation as well as students with an interest in natural resource management. Instructional delivery was to include approximately 1 week of fulltime fieldwork in HI and approximately 12 full days of fieldwork in FL as well as multiple in-class sessions with presentations by the instructors and guest speakers. Because of travel logistics, enrollment must be limited to 15 undergraduate students, 7 of whom were to be degree-seeking students at UF and 8 would have been pursuing their BS degrees in the Mariana Islands, most likely at the University of Guam. Mariana Islands students will enroll as non-degree seeking at UF. Again, with the funding constraints, there was not enough time to complete this objective in Year 2. This too was postponed until Year 3. Summer internships at USU--There were 48 students who were interested in participating in internships at Utah State University. The plan was to send 8-10 of those students to USU to participate in a 6-week summer internship. Potential internships included: 1) human nutrition & dietetics; 2) propagating native plants for horticulture; 3) USU Extension (4-H, equestrian therapy, community outreach, outdoor education); 4) forestry & soils; 5) genetically engineered animal models for Lyme disease; 6) CRISPR-Cas9 sickle cell research using sheep cells; 7) measuring DNA methylation of imprinted genes in oocytes from small, medium, & large ovarian follicles; & 8) coyote research with USDA/APHIS NWRC. We were developing internship application forms for each internship, so that mentors at USU could select students for their projects. Students were to stay at dorms on the USU campus during their internship, except students in the Coyote facility research internship, who would stay at the bunkhouse on site. By the time funding was released, the dorms were full. We hope to re-initiate this Summer 26. Despite efforts to organize and facilitate meaningful internship opportunities locally on Guam and the CNMI, the financial shifts affected the feasibility of supporting interns thousands of miles from home and the practicality of necessary program logistics. These summer internships would have provided students from the Marianas Islands the opportunity to work with and learn from the mentorship/supervision of experts in plants, soils, climate, animal and veterinary sciences who would have provided the students with high quality guidance and instruction. We look forward to realizing these opportunities in Year 3. What opportunities for training and professional development has the project provided?Conferences Two students presented "Adherence to Mammography Screening Guidelines by Family History of Breast Cancer in Guam" & "Ethnic Variations in Breast Cancer Risk Factors Distribution in Guam" at the 17th American Association for Cancer Research. Both interned with UOG/UH PIPCHE. They report that participating at the conference: "creates opportunities for collaboration with other researchers & institutions. By sharing our work, we can contribute to a deeper understanding of cancer health disparities." "This experience can also inspire fellow students at the University of Guam to get involved in research initiatives." A student presented "Geographic Distribution of Yellow Crazy Ants on Saipan" at the IOA-LSAMP Student Symposium. He found this allowed him to learn conservation efforts to mitigate invasive weeds; the spread of native Hawaiian flora across rural areas; weaving together cultural practices & conventional western STEM research; community research for coastal management of the shore; & logistics behind community events. He also said that this conference changed his professional goal to "move forward, taking with him the rich cultural knowledge of the island." Training Three students participated in Cancer Research Education, Advancement, Training & Empowerment at UH from 3 June-26 July 24. One student worked on monitoring of cyanotoxins in recreational waters. The techniques to measure toxin concentrations were new, but she learned to use advanced fluorometric techniques "to test the presence of cyanobacteria & cyanotoxins in beach & stream water samples. The data were analyzed & mapped using ArcGIS to identify cyanotoxin concentrations." She said she now realizes the impact of water resources on public health. Another student examined the association of breast density & gut microbiota. She showed that breast density is a risk factor for breast cancer & needed to be emphasized in local health initiatives, to enable Guam to promote better screening, preventive measures & health education tailored to local communities. The third student reported gaining experience in data collection, creating datasets & analyzing data using SAS. She calibrated & validated body composition methods used in neonatal/pediatric populations. Her training gave her the opportunity to engage in cutting-edge research, expanding her knowledge of cancer biology/epidemiology & working with/establishing connections with researchers & students. Study away A Tropical Agriculture major took courses at UHM not offered at UOG. He learned a lot: techniques in ecological management of both plants & animals; critical thinking for informed decisions for desired outcomes; & biological ethics of genetic modification of plants against pests or disease. An internship course taught him data collection, how to manage & organize tasks & plant culturing techniques for native species. He learned skills hard to obtain in Guam and developed professional connections with peers & mentors at UHM that will benefit him academically & professionally. Symposia Two symposia, to share internship & research project experiences, allowed students to improve public speaking, reflect on experiences, share insights & engage with peers & faculty. The Summer 24 Symposium (19 Sept 24) included 19 presentations: 1) agriculture & environmental sciences: fruit production, horticulture, nursery management, food systems, forestry, water quality & studying corals; 2) health & life sciences: cancer disparities, PCR, public health & substance abuse; 3) biotechnology & industrial applications: extraction of biocomponents in soursop & noni; & 4) business & management: human resource management. The Fall 24 Symposium (6 Feb 25) was 13 presentations: 1) environmental & ecological studies: the Tinian monarch (an endangered bird) & native forests; monitoring soil moisture, plant health & water management practices; birds & ant behavior; halfbeak fish investigations; coral reef study; & water quality analyses; 2) agriculture & rural development: farm management; coconut-peat research; & 4-H outreach & programing; 3) health & life sciences: nutrition; cancer research; Leptospirosis monitoring; age & growth of food fishes; & egg production in Guam rails (an endangered bird); 4) social sciences & communication: oral histories; & science communication; & 5) science & technology: data analysis. Skills gained About half (53%) the students were in internships at UOG. These students honed research skills: critical thinking, data management, analysis, report writing & hands-on lab techniques. One student reported learning how to run frequencies for multiple variables, use chi-square statistics, write abstracts & then present the research--skills for making research publicly accessible. A student working with the nutrition program learned to conduct literature reviews, then edit & write manuscripts about improving nutrition behaviors, identifying the prevalence of metabolic syndrome & its risk factors, while examining the association among food, environment, diet & health. Another student learned skills for fisheries: how to critique research & determine which fisheries data to collect; DNA extraction, PCR techniques; staining, clearing & reconstruction of fish skeletons for anatomical analysis; & how to tag, photograph & take tissues from collected specimens. A student at the WERI learned water quality testing techniques & then completed the tests using specialized analytical instruments. A student interning at the DPHSS laboratory observed & assisted with testing for diseases (COVID-19, influenza A&B, measles, rubella, syphilis) & learned to prepare documents for certification. Another learned MAT, PCR & QPCR techniques for Leptospirosis monitoring. UOG Farm internships gained hands-on experience in agriculture, engaging in farming practices: land preparation, sowing, tending crops, harvesting, seed inventories, caring for livestock & managing agricultural projects. Fieldwork was critical for some. A student who interned with CNMI DLNR reported learning how to spot symptoms of decaying Manikara udoido. A NMC student working on the Tinian monarch & native forests said that he had a better understanding & a "profound appreciation" of the flora & fauna of Tinian. His fieldwork included conducting vegetation surveys & tagging birds: skills necessary for understanding bird populations. Other students learned to use coding software & data analysis packages. One student at the UOG Marine Lab worked on training an AI (CoralNet) to identify corals in photos of underwater transects, to track the health of coral populations. This experience led to changing her major to marine biology because of the skills & value the internship provided. Another student learned to use software to convert oral history into publicly accessible formats, including those with disabilities. A student working with the Guam DOAg learned the use of R software for analyzing Guam rail reproductive data, thereby seeing how data management can bridge science & practice in conservation of endangered species. Several students remarked on their improved communication skills. A student with the 4-H program reported he felt "much better speaking in front of others & sharing my ideas." Students reported becoming more professional as they built relationships with their mentors, learned how to collaborate on/contribute to the work of their team to reach goals & gained insights into their career paths. Students also acknowledged that they needed these experiences to help them understand & deal with real-world challenges. How have the results been disseminated to communities of interest?The results from the internships and research experiences have been disseminated through the following: Student presentations--the symposia encourage students to present their experiences and lessons learned, allowing their peers and mentors to ask questions. For year 2, there were two student symposia: one for Summer experiences (19 Sept 24) and the other for Fall experiences (6 Feb 25). There were held in the UOG Building of UOG, with students from Saipan and Tinian presenting remotely. These symposia are attended by students and faculty and have been a great recruitment tool, as well as showcasing the achievements of the students to the UOG community and agency representatives. Journals--Students are required to submit journals to accompany their timesheets. The journal serves as a vehicle to tie the activities of the student's internship with their reflection on the knowledge and skills they have gained, the problems they encountered, and potential solutions for those problems. Students are reminded that keeping the journal is important because: 1) it records their learning experiences, so that they can share them with others; 2) it includes their reflections on their experience and documents how these interactions connect to their life, their learning, their career path, and their decisions for action; 3) it promotes their problem solving skills, resilience and positive outlook for their academic journey. Having students write detailed reports or learning diaries helps them to search for deeper insights into their learning journey and helps them to prepare for their future careers. Although these journals might at first seem to be for the sole use of the students, the students' mentors find them helpful when considering what to work on with future interns. In addition, writing the journals seems to make it easier for the interns to recruit their friends for subsequent internships. Exit Reports--At the end of each student's internship, they must submit an Internship Exit Report. These reports play a crucial role in sharing knowledge and insights with communities of interest. They serve as a formal record of a student's experiences, challenges, and key takeaways, helping bridge the gap between academic learning and practice applications. The Internship Exit Report is designed to 1) generate sharing best practices such as strategies or methodologies students have learned in the course of their engagement with NextGen; 2) highlight challenges and potential solutions; 3) encourage participation of communities by making them aware of learning opportunities and inspiring other students to engage in similar programs; 4) build institutional knowledge as the results of exit reports are used to improve future internships or processes. Internship fairs--Internship fairs serve as dynamic platforms for spreading knowledge and opportunities within communities. Fairs provide a space where students and professionals can connect, exchange ideas, and learn about available programs. For the current reporting period, NextGen participated in two internship fairs: the "Career Voyage" on 18 Sept 24, at the UOG Field House and the "Sea of Green": Community Outreach Event on 19 Oct 24, at the Micronesian Mall, Guam. Both internship fairs were organized by UOG's Triton Advising Center. The opportunities introduced students to the experiential learning opportunities available in the NextGen COMPASS program. We spoke with parents, students, and professionals to spread the news that internships were available and designed to assist undergraduates in finding their career in FANH and develop the knowledge and skills to be successful in the workplace after graduation. Draft White paper--A white paper was drafted which introduces the Mariana Islands and their unique challenges in supporting higher education and specifically in supporting the fields encompassed by FANH. It then describes UOG's NextGen grant, "Creation of a Cooperative BS Degree Program for the Marianas Islands and Beyond" and how this grant program is designed to relieve some of the challenges. The white paper goes on to focus on the student experiential learning aspect of the program and how Dr. David Kolb's Experiential Learning Theory (ELT) can be applied in our region. His theory stresses how our experiences significantly impact cognitive development. So, our program (COMPASS--Creating Opportunities for Marianas: Pathways for Access and Student Success), was designed to effectively incorporate each of Kolb's ELT stages: concrete experience ? reflective observation ? abstract conceptualization ? active experimentation. Although still in manuscript form, the NextGen white paper is considered an authoritative resource for sharing information and research to communities. It helps to educate the public by providing background information about what NextGen is about and what it hopes to achieve. It will also serve to assist others who are attempting to assists undergraduates with their career and plans to join the workforce. What do you plan to do during the next reporting period to accomplish the goals?With project partners: establish the University of Guam (UOG) as a partner institution for the National Student Exchange Program at the University of Hawai'i-Manoa (UHM), Utah State University (USU), and the University of Florida (UF). This was started as a trial with UHM in Year 2 but will be expanded in Year 3. This streamlines the movement of students between campuses so that they can take advantage of broader course offerings USU intends to develop online courses for delivery to Marianas Island students, particularly in animal science and/or dietetics. This will potentially include the development of courses by USU faculty that can be delivered by USU graduate students through our NextGen sub-award. This would provide all the benefits of high-quality, in-person instruction, with reduced cost to the grant we intend to have a UF professor to teach 1-3 in-person wildlife biology courses at UOG during Summer 26. This will allow students from the Marianas to enter federal jobs with the coursework necessary to begin as GS5-GS7 Wildlife Biologists. This was postponed from Year 2. we are inviting a UH faculty member to travel to Guam to evaluate and onboard facilities that will serve as supervised internship locations for accredited dietetics training programs. This will allow graduatates of the dietetics program at UOG to complete their required 1200+ hours of supervised practice locally, rather than having to relocate to HI to complete the hours. These hours are required by the Accreditation Council for Education in Nutrition and Dietetics (ACEND). This supervised practice is a key component of becoming a Registered Dietitian (RD) or Registered Dietitian Nutritionist (RDN) Needs Assessment Trip to CNMI--This site visit was originally planned for Year 2, but we now plan to assess current and future needs for establishing a tropical agricultural pathway for NMC and beyond, particularly in collaboration with UHM/CTAHR for Year 3. USU will finalize our white paper: "Enhancing Experiential Learning in the Marianas Islands Through Collaborative Partnerships" and submit it for peer review & publication Plans to meet stated goals: Goal 1 complete a request for proposals for software and installation for integrated course sharing between UOG, NMC, and GCC. Once the proposals are reviewed, a single software company will be chosen to provide the dedicated software for sharing all courses between UOG, NMC, and GCC. Then, a 2nd request for proposals for software and installation for integrated sharing of courses specific to FANH programs from UF, USU and UHM with UOG, NMC, and GCC. This activity from the 1st year has had to be broken into several steps to convince administrators of its efficacy among the partnering institutions continue to work on the development and enhancement of course offerings and shared programs in Wildlife Biology, Natural Resource Management & Environmental Tech. This will still require the approval of new courses and shared programs through each institution's approval chain (from programs, to colleges, faculty senates, advisory councils, administrators, and ultimately to presidents and regents) as well as accrediting bodies (WSCUC and ACCJC) for UOG, NMC, and GCC continue to promote online and/or shared courses on websites, social media & other communication platforms plan for and assist visiting faculty from UF and UHM Goal 2 refine guidelines and mechanics for National Student Exchange opportunities, including tuition agreements, deadlines, airfare, room & board, stipends, etc. refine evaluation criteria for National Student Exchange opportunities continue to increase the local sites for internship, especially for 3rd & 4th year students at governmental agencies (both local and federal) continue to provide local high-impact learning opportunities (internships and research experiences) for students, during Summer 25, Fall 25 and Spring 26 semesters research potential sites for internship and research opportunities outside the Marianas Islands for Summer 26, including those with the USDA and partnering universities assist students with applications for internship and research opportunities outside the Marianas Islands for Summer 26 continue to promote potential internships & research opportunities on websites, social media & other communication platforms continue "intrusive advising" and mentoring of NextGen students, focusing on their academic & career goals and aspirations with individualized pathways continue to monitor & evaluate the successes (and problems) arising from internships & research experiences both locally & away from the Marianas Islands continue to host (and grow) the semi-annual student symposia continue to collect data and details necessary for monitoring grant success and evaluation Goal 3 continue to promote scholarship funding, especially for opportunities away from the Mariana Islands continue to provide scholarships to students needing financial support continue to monitor & evaluate the successes (and challenges) arising from scholarship opportunities both locally & away from the Marianas Islands Goal 4 continue to develop local outreach opportunities for students and increase their visibility on the website, bulletin boards, and social media recruit a student intern to work with the team to assist in the planning, preparation, and distribution/completion of NextGen COMPASS communication, community involvement, and outreach activities plan, prepare, coordinate, and present 1 activity each semester for NextGen COMPASS students involving either the public or K-12 students record and evaluate the outreach activities and how many were served
Impacts
What was accomplished under these goals?
Goal 1: Course-sharing initiatives UHM curriculum development Natural Resources & Environmental Management (NREM)--UHM worked with NMC to develop a pathway for students completing their Associate Degree in Natural Resource Management (NRM) to transfer to the NREM program at College of Tropical Agriculture & Human Resilience (CTAHR). This coordination between NMC, the UHM NREM faculty & academic advisors in July 24, mapped out & resolved potential hurdles encountered by student transfers to ensure student success. They identified 100- & 200-level course equivalencies, including articulation for NREM 251 (Principles of Sustainability). From this meeting, an individual degree pathway (IDP) for NMC NRM students was developed to facilitate transfer. The IDP was approved by the Dean of Academic Programs & Services and the Academic Council for adoption Fall 25. UOG & Human Nutrition, Food & Animal Science (HNFAS)--UHM developed a new undergraduate course for UOG students, "Food & Nutrition Careers & Systems," to support career readiness. The course is structured around 4 thematic modules covering systems thinking, career pathways, training requirements & professional development for students in dietetics. Tropical Plant & Soil Sciences (TPSS)--This program developed 2 courses for Marianas students: Sustainable Production of Fruits & Vegetables in the Tropics--hands-on training in tropical crop production, plant ID, nutrient management, pest control, & post-harvest practices. Introduction to Tropical Agroecology--fieldwork focusing on ecological principles & sustainable food systems, integrating traditional & modern agricultural practices. USU curriculum development Family & Consumer Science Education (FCSE)--USU worked with faculty from UOG, to develop a pathway for UOG students to transfer to the FCSE program after the 2nd year at UOG. ummer student internship opportunities working in the Utah's agricultural communities were planned for Summer 25. Forty-eight students expressed interest; we were to send 8-10 to participate in 6-week internships. Planned internships included: 1) human nutrition & dietetics; 2) propagating native plants for horticulture; 3) USU Extension (4-H, equestrian therapy, community outreach, outdoor education); 4) forestry & soils; 5) genetically engineered animal models for Lyme disease; 6) CRISPR-Cas9 sickle cell research using sheep cells; 7) measuring DNA methylation of imprinted genes in oocytes from small, medium, & large ovarian follicles; & 8) coyote research with USDA/APHIS NWRC. UF curriculum development Wildlife Biology--For Spring 25, 19 students enrolled in courses otherwise unavailable locally. These included 2 Wildlife Ecology courses: Natural Resource Ecology, Wildlife Ecology & Management; & 2 pre-veterinarian courses: Dog class, Cat class. UF is offering 8 online courses for us in Fall 25. We hope to have 8-10 students enrolled in these. UF also developed a joint field course (Management of Wildlife Invasions) intended for Summer 25 & focused on wildlife invasions in GU, HI, & FL. This course includes an online module, field trips in FL & Oahu, visiting field stations & meeting with wildlife professionals to discuss the impact of invasive species in different habitats. We hope to offer this course in Summer 26. GCC curriculum development Environmental Technology--UOG & GCC worked to expand the 1-yr Environmental Technology Certificate program at GCC to a 2-yr AS degree in Environmental Technology, which will allow direct transfer into the final 2 years of a BS in Biology at UOG. GCC can now convene the advisory committee necessary for the approval of the new Associate of Science in Environmental Technology. The expansion of courses, linkage of undergraduate degree programs, & new experiential programs, (beyond what is available through UOG, NMC, GCC) will have significant impact. Students living in the Marianas Islands will have a greater understanding/knowledge of the breadth/depth of agricultural programs, as well as their potential for improving our communities. Goal 2: High impact learning opportunities Internships A hundred nineteen (119) (Summer: 30; Fall: 62; Spring: 27) internships (including research experiences) or support to attend trainings or conferences were provided. Placement depended on a student's knowledge, skills, interests & career goals. The fields/areas ranged from agriculture to environmental sciences, health & life sciences, biotechnology & industrial applications, to business & management. Students reported they gained the following from their experiences: 1) hands-on investigative skills: researching topics under investigation, data collection, interpretation, analysis & report writing; 2) exposure to advanced lab equipment, protocols, & safety procedures: ensuring that interns are prepared for professional laboratory positions; 3) fieldwork experiences including on-site investigations, ecological surveys, & community-based research: enhancing their ability to work in our communities; 4) immersion in farm, fishery, & forestry studies, sustainability projects, & conservation efforts providing a deeper understanding of ecological challenges & solutions; & 5) working beside scientists, researchers, farmers, & environmental experts built valuable connections for future career opportunities. One example: a student changed her major from integrated biology to marine biology (essential for small islands surrounded by ocean), because of the exposure her internship provided & her new-found interest in marine resources. Another example: a student who pledged to increase the number of students becoming biologists in Micronesia to ensure greater long-term sustainable use of the region's native flora/fauna, in part, through enhanced conservation efforts. Goal 3: Provision of financial support Scholarships The project provided scholarships during Fall 24 (full support, 6 students) & Spring 25 (15 students). Priority was given to students in agriculture & life sciences disciplines. Professional development & training Three students participated in 2 different conferences: 1 in K?lauea, HI from 24-26 July 24 & 1 in Los Angeles from 21-24 Sept 24. These opportunities afford students the chance to publicly present their research &/or experiences, develop a network with people with similar interests, learn more about their chosen field & explore career options that may not be locally available. Three students participated in the CREATE Program at UH from 3 June-26 July 24, designed to reinforce their intent to graduate with a science degree & to consider a career addressing health issues common in their communities &/or contributing to research on discovery & testing of potential new medications. The research focused on Pacific populations & cancer biology. Study Abroad One Tropical Agriculture student attended UHM during Fall 24 combining the National Student Exchange out-of-state study program with support from the Project. He completed 15 credit hours of agriculture courses: most not typically offered at UOG. Goal 4: Community engagement & outreach Non-formal educational activities for students We participated in 2 internship fairs: the Career Voyage on 18 Sept 24, at the UOG Fieldhouse & the Sea of Green: Community Outreach Event on 19 Oct 24, at the Micronesia Mall, Guam. Both fairs were organized by UOG's Triton Advising Center. The opportunities introduced students to the opportunities available in the NextGen COMPASS program. We reached over 100 students & recruited about 15 students.
Publications
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Progress 06/01/23 to 05/31/24
Outputs
Target Audience:The target audiences for this project are students entering or continuing their undergraduate programs in the FANH sciences in the Marianas Islands and employers/agencies who need our qualified local graduates. This includes students and future students at the University of Guam (UOG), Guam Community College (GCC), and Northern Marianas College (NMC). Although the Western Pacific is extremely diverse culturally, socially, geographically, and ecologically, the representation of local community members in the agency or organizational workforce is low, where we see a growing skills gap and rapid growth of unemployment. The job skills of many (if not most) of our youth are insufficient for long-term employment, personal growth, and productivity, especially with the local and federal agencies that are active in the Marianas Islands. Given the lack of a skilled population for entry-level jobs or higher-level positions, most of those working in federal and local agencies are from the continental US. Unfortunately, most of these employees come to the islands for 2 years and then leave, just as they have become effective in the local environment (politically, personally, and professionally). Thus, NextGen provides opportunities for our young people to gain the necessary skills for gainful employment and to provide for long-term employment benefiting the islands, the economy of the region, and national development. This NextGen project is locally named COMPASS, which stands for "Creating Opportunities for the Marianas: Pathways for Access and Student Success." In the context of NextGen with multiple partner institutions and a student-centric model of learning opportunities, the compass is viewed as an ideal visual representation to refer to cooperative learning in a region of small, isolated, oceanic islands. Students served, Year 1 Thirty-eight students were provided with either paid internship/research experiences or fund support. Of these, 4 students completed training in water safety and coral reef survey techniques, 4 completed training in forest inventory analysis, 1 began training in fish aging and reproductive biology, 3 students participated in conferences, and 4 presented the results of their research at a conference. Most of the students are female (60.5%, 23 students), 34.2% (13) are male, 1 is non-binary, and 1 chose not to respond. Native Pacific Islanders make up 39.5% (15 students), 18.4% (7) are of mixed heritage (most a mixture of different Pacific Island cultures), 26.3% (10) consider themselves to be Asians, 7.9% (3) are Caucasians, and 7.9% (3) chose not to respond. Several academic majors were reported by students. Biology majors accounted for 38.6% (14 students), Agriculture & Life Sciences majors 26.3% (10), Natural Resource Management majors 13.2% (5), Communications & Media majors 5.3% (2), Liberal Arts majors 5.3% (2), Mathematics majors 2.6% (1), Human Nutrition & Food Sciences 2.6% (1), and 7.9% (3) who are still uncertain as to their major. Although these may not all appear to be FANH sciences--the students' activities outside the classroom have been focused on skills and training for FANH fields. Employer/Agencies served, Year 1 The home institution was the most popular source of internships, with 22 out of 34 students completing internships or research experiences at UOG or NMC. The remaining 12 students completed internships with federal agencies, local agencies, and non-profit organizations, but in most cases, a single student was the only NextGen intern for that employer. Beginning in June 23, we started to compile a database of agencies and organizations that have 1) employed students in the past, 2) expressed their interest in the NextGen program, or 3) might be willing to mentor a student in the future. This database continues to grow. Initiatives to Attract Students High-impact Experiences Student recruitment for Year 1 was based on encouraging motivated students to participate in various learning experiences such as internships, research experiences, training, and conferences. These paid experiences attracted students to the program and helped students to finance their academic programs while gaining practical knowledge and application of the concepts they learned in the classroom and lab. Career Guidance and Mentoring The Project Director and Career Counselor provide students with career guidance and other mentoring activities. This year, the Project Director offered guidance to students about their current and future studies, internships that potentially match their areas of interest and/or career aspirations, and charting career paths. This may occur in disparate settings: in the PD's office when they pick up their paychecks or are passing by; in the classroom; during student club meetings; and because we live in small communities--at events, such as 5K road races. The Career Counselor and PD have put the individual student's interests/goals at the center of their conversations to build mentoring relationships that are desired by the students: knowing that someone of "authority" cares about their progress, struggles, and goals. Participants in the COMPASS Program also serve as peer and near-peer mentors, spreading the word during informal conversations and personal testimonies. Publicity Additional efforts were made to reach not only students and employers but the public as well. Presentations in STEM classes, to student campus clubs, at career fairs (such as the Mariana Islands Conservation Conference Career Fair at NMC), and campus events (such as UOG's Charter Day) allowed more students to see the possibilities for their participation in the NextGen COMPASS Program. Additional efforts to reach the students included emails, the UOG NextGen COMPASS website (https://www.uog.edu/schools-and-colleges/college-of-natural-and-applied-science/compass/index), bulletin boards, and personal communications (both formal and informal) at UOG and NMC. Participating in community events, conferences, and community events, such as the NMC Resource Fair and UOG CNAS Migratory Bird Celebration ensures that the public (including potential employers and students hoping to complete a degree in STEM) consider careers in FANH or hiring local graduates in FANH fields. Innovative Approaches Small institutions, such as UOG, NMC, and GCC struggle to provide all the opportunities available at larger institutions. This means that we must form partnerships with those with similar missions. We have therefore partnered with the UOG Triton Advising Center and the Career Development Office to provide workshops and have taken advantage of UOG's partnership with Handshake--"a platform where employers can recruit talented University of Guam students for internships and jobs" (https://careerconnect.uog.edu/resources/handshake/). Finally, we are strongly focused on personal relationships. This program is designed to serve multiple institutions in the same region who share the same cultural history--our students on Saipan (NMC) have close family on Guam (GCC & UOG) and vice versa. We are bridging the campuses and providing support for students, including opportunities on the different (but historically connected) islands. In our small communities, focusing on personal relationships is a culturally relevant strategy. Changes/Problems:Changes These included: 1) the creation of a sub-award for partners at the University of Hawaii, Manoa (UH); and 2) replacing 2 co-PIs. Our grant proposal did not include a subaward for UH. Internal changes within the College of Tropical Agriculture & Human Resources (CTAHR) at UH left too little time for subaward approval prior to the submission deadline. Instead, the budget itemized UH graduate teaching assistants and faculty working on curriculum development. Then, UH faculty found that a subaward was appropriate for properly processing paychecks. This subaward also required indirect costs for UH. The original budget was modified for the UH subaward of $557,299.89. The discussion among partners, their institutions, and the approval process are now complete at the end of Year 1. Year 1 funding will be carried over to Year 2. Note that the changes do not affect budget allocations to participant/student support and have received NIFA approval. Two co-PIs have changed. 1) Dr. Jon-Paul Bingham is now the co-PI for UH. He has been acting co-PI since project initiation. The previous co-PI, Dr. Walter Bowen, requested the change. He is currently unable to devote time to grant support as the Associate Dean of CTAHR. 2) Kelsey McClellan, the Natural Resources Management Program Director at NMC, has been acting co-PI since project initiation. Originally, Mr. Clement Bermudes was the co-PI representing NMC, as the acting Dean of Academic Programs and Services. He is no longer employed by the college. Delay We intended to have course-sharing software (for seamless registration among the partnering institutions, including processing of tuition, the Free Application for Federal Student Aid, & transcripts) during Year 1. Unfortunately 3 issues arose: 1) confusion over the University of Guam's institutional mechanics, paperwork, and approvals concerning the request for proposals and/or bids, especially for software to be installed at 6 different institutions, 2) significant changes in the technology and mergers of firms involved and 3) continued difficulty in convincing some administrators and receiving approvals for software installation at the larger institutions, especially when other options may be available, given the relatively small impact this will have on the larger universities' enrollments. In Year 2 we will complete a smaller bid process, contracting for course-sharing software to be installed and operational at UOG, NMC, and Guam Community College (GCC). We believe that this will allow us to show the value of the software and its positive impacts for faculty and students alike. Then in Year 3, we hope to include all 6 partners in the contract for course-sharing software. Problems Recruitment Our small institutions have few students majoring in traditional Agriculture programs--too few to run a cohort project. UOG currently has 57 students enrolled in the 4-yr Agriculture & Life Sciences Program (ALS). Neither NMC nor GCC have Agriculture programs. (The closest are Family & Community Services, Environmental Tech certificate, and Culinary Arts/Chef Training at GCC and Natural Resource Conservation at NMC.) So, we have defined FANH sciences as those that are listed as jobs on the USDA website. This allows recruitment from the ALS Program and the larger Biology Program, as well as Computer Science (programmers), Mathematics (statisticians), and even the Communications & Media programs (STEM Publicists, etc.) The challenge is to develop individualized career development plans and to find appropriate internships and learning experiences. Structure and Processes Given the unique nature of the NextGen grant, structures and processes were not in place but had to be developed and revised; all while moving forward with activities. For example, we used several versions of our student application, internship application, host agency application, internship agreement, etc. These changes were partly a response to improving the processes, but also to ensure the necessary data are being collected. Also, our UOG team consists of only 2 full-time employees--a career counselor and a project manager. It has been a challenge to collect data, complete paperwork, onboard students, provide individualized academic & career advisement for students, ensure that students are paid for their internships and travel (and the work/travel completed documented), design and complete some outreach & communication, and provide these services to students from 3 campuses on 2 different islands. We are considering hiring an assistant to manage the financial paperwork. For our partner, the University of Florida (UF) The delay in contracting course-sharing software has led UF and UOG to pivot to using a less robust structure for sharing online courses for Year 2. This will be remedied as we complete the contractual process and incorporate the course-sharing software in Year 2 for the Marianas, and in Year 3 for UF (and UH, USU). In-person courses being developed by a UF professor on the Management of Vertebrate Invasions (for UOG, GCC, NMC, and UF students) may be limited by liability concerns of the UF International Center. We are trying to change the model to using the National Student Exchange system. For our partner, USU The process of developing or enhancing current/new courses from USU to deliver to the Marianas is not yet fully realized, given that UOG, NMC, and GCC are 1st focused on courses in wildlife biology, natural resource management, and dietetics. (The initial focus on these areas was, in part, based on the outcomes of the inception workshop, results of the faculty surveys, and online courses available through our partner institutions.) USU's strengths in the traditional agricultural sciences will be the focus of the next phase of curriculum development, likely Years 2 and 3. These efforts will require greater investment and direction from UOG, GCC, and NMC, as to how USU efforts can meet COMPASS students' needs. By that time, cross-institutional course-sharing software should be available to facilitate these efforts. The white paper which introduces the Mariana Islands, their unique challenges in supporting higher education, specifically in fields encompassed by FAHN, and has not yet progressed to submission for peer review. The paper describes UOG's NextGen grant, "Creation of a Cooperative BS Degree Program for the Marianas Islands and Beyond," and how the grant program is designed to relieve some of these challenges. We expect the manuscript to be submitted in Summer 24. An online survey was developed (with assistance from USU faculty) to assess student perceptions of challenges faced by agriculture, natural resources, and food/nutrition in the Marianas Islands. This survey explores how students perceive local education and employment opportunities and their interest in participating in experiential learning opportunities. The student survey was slowed by the necessary Institutional Review Board process at UOG and will be administered to students in Fall 24. For our partner, UH A change to the UH accreditation status indirectly impacted this project. Although this resulted in a delay, the changes allow an alternative pathway to becoming a Registered Dietitian. This will reduce the necessity of an undergraduate dietetics program at UOG and strengthen students' ability to transfer to the graduate program at UH. The most important team builder--conversation The UOG Team and our Partners meet regularly (UOG meets bi-weekly, and the partners meet quarterly). During meetings, all aspects of the project are discussed. These meetings ensure all members are productively working together and solving any problems that arise (delays, roadblocks, or seemingly intractable issues) and allow the celebration of completed tasks. Through frequent check-ins, we can solve problems collaboratively, adjust, and make changes as needed. What opportunities for training and professional development has the project provided?Training Activities The US National Park Service trained 4 students through an 8-hr CPR for adults & children/First Aid/AED Certification, swimmer rescue & snorkel training for coral reef surveys, GIS basics using esri.com, line transect survey methodology, and use of underwater photography & CoralNet software to identify & count corals & algae. Studying and monitoring coral reefs are essential to the safety and substantial food resources for our islands, especially with climate change. The USDA Forest Service's Pacific Northwest Research Station provided Forest Inventory Analysis training (tree diameter, canopy height, species ID, ground cover, and understory composition) to 4 students. One of the students gained far more than just the inventory analysis techniques: he said, "I feel like I did acquire at least a base line of native and invasive plant species that can definitely be worked more on through time." Guam NSF EPSCoR provided a 4-wk course "Life History Methods Workshop: Jungle Histology 3 & Fish Ageing" on fish age estimation and reproductive patterns. Attended by 1 NMC student who felt that this experience "has really solidified what I want to do in the future." Internships Academic majors for students in the program are broad, including Natural Resource Management, Tropical Agriculture Production, Human Nutrition & Food Sciences, Biology, Mathematics, and Communications & Media. However, students are interested in connecting their studies to food, agriculture, and the environment in real-world settings. The internship opportunities, in the workplace/research lab, varied from coral-reef monitoring, to assessment & eradication of invasive vines, assisting in spay/neuter clinics, evaluating the efficacy of varieties of mangos & bananas, web development & coding, teaching an AI to identify corals, horticulture at the UOG Triton Farm, needs assessment & curriculum building for 4-H, and to data analytics on Marianas cancer prevalence and outcomes. These included positions at home institutions, federal agencies, local agencies, and non-profit organizations. Most internships (22 of 34 students) were at UOG or NMC. A Biology Bio-Medical major, after working on coral reef management stated, "I was solely focused on the medical aspect of my degree. I felt like I had tunnel vision with my degree. I forgot to realize that my biology degree covers a very broad range. With the exposure given through my internship, I realized how much more there is to my degree than just medical opportunities." She is now considering working in an environmental field, such as environmental health. Non-formal opportunities focused on skills and training for FANH fields. One student noted that "this internship has effectively honed my ability to communicate adeptly, employ critical thinking, and tackle complex challenges. This project was an eye-opener, spurring personal growth and illuminating my future professional aspirations. It solidified my career direction and shed light on areas for personal development." Professional Development Conferences Agricultural Outlook Forum (Washington, DC 14-16 Feb 24). Two students majoring in Agriculture and Life Sciences from UOG participated. The Forum provided students the opportunity to see the breadth of career paths at USDA. Top USDA administrators shared their career paths and discussed ways that students could obtain experience through the USDA. Students toured the National Agriculture Research Station & the National Food Laboratory in Beltsville, MD. One of the students is now determined to seek an internship at the National Food Laboratory after graduation. Center for Island Sustainability Conference (Guam, 10-13 Apr 24). Four NextGen students from NMC's Natural Resource Management program presented posters. Among them: a poster on the "Saipan distribution of invasive yellow crazy ants, Anoplolepis gracilipes." This project is particularly important, because these ants have particularly large colonies. They have reduced forest species diversity and have negatively impacted people and pets in urban areas. Students had several opportunities: conference speakers shared indigenous practices connected to island sustainability; researchers discussed their projects in the Western Pacific--works ranging from studying the effectiveness of agroforestry systems in Chuuk, to the quality of hot pepper plants on Guam, the application of coco-peat as natural mulch for crops, and to the application of cannabis hemp as a cover crop in agroforestry. The conference's emphasis on sustainable values, cultural expression, and networking was highly impactful. The students also toured the Center for Environmental Management of Military Lands and learned about their research on invasive species on Guam. UOG STEM Conference (28-29 Mar 24). This undergraduate-student-led event showcased student research, encouraged dialogue about local issues between students, faculty, and researchers, and explored student STEM opportunities. The event also encouraged high-school students to consider careers in STEM. This was an opportunity for our students to recruit other students and highlight what they have learned and how the program has positively impacted them. Mariana Islands Conservation Conference (Saipan, 26 Feb-1 Mar 24) This Marianas-specific conference celebrates conservation research and efforts in marine and terrestrial fields. We used the opportunity to recruit NMC students and presented the NextGen program at the NMC research symposium. Workshop An inception workshop was held at UOG from 11-15 Sept 23, with 15 representatives from UOG, NMC, GCC, UF, USU, and UH-Manoa. The "on-the-ground" assessment and strategic planning with project partners from different ethnic and cultural backgrounds, revealed challenges shared by the 3 Marianas institutions, low or decreasing student enrollment, mental health concerns, student retention, changing student demands, student access to higher education, student employability, articulation policies, difficulty attracting and retaining instructors, small numbers of instructors and budget constraints, among others. The overarching goal of the workshop was how to integrate the students' cultural and racial identities such that the transition to academics becomes more meaningful, while also providing the knowledge and skills for graduates to use to enrich their cultures and social identities. Students are reaping the benefits. As one student stated "I think that the projects I was a part of greatly helped the wellbeing of the residents and environment of Guåhan, because what we worked on and towards was the preservation of native plant species that had ties to Chamorro culture. It introduced me to the idea of preservation of culture through the protection, care, and the spreading of awareness to native plants of Guåhan." Symposia The Fall 23 COMPASS Semi-Annual Student Symposium (30 Nov 23) had 7 of the 17 interns share their internship experiences and 30 students attended. The Spring 24 COMPASS Semi-Annual Student Symposium (3 May 24) had 18 of the 25 interns presenting their internship experiences, and about 30 people attended. Invited speaker Dr. Timothy Clark presented his journey to finding his passion as a marine ecologist for the War in the Pacific US National Historical Park. These events serve several purposes: 1) they provide an opportunity for students to prepare scientific talks and present them publicly, 2) they highlight what the students learned and gained from the experiences, 3) they serve as recruitment events, and 4) they help students to see that career development is a life-long process of exploration and learning. How have the results been disseminated to communities of interest?To students The results from the internships and research experiences have been disseminated through our semi-annual student symposia. These symposia provide students an opportunity to improve their presentation skills, as well as let other students see the interesting, fun, and career-building activities that have been completed by COMPASS students. The 1st symposium was on 30 Nov 23 & the 2nd was on 3 May 24. The event was advertised to students at UOG, GCC, and NMC by email and bulletin board postings. In addition, we have used several tabling opportunities to engage with students on the UOG and NMC campuses, & with the public at several community events. Today's students also seem to respond with greater frequency to bulletin boards, social media posts, & our website (https://www.uog.edu/schools-and-colleges/college-of-natural-and-applied-science/compass/index). The website includes information about the project, news articles on the NextGen COMPASS project (including student interns), an ever-growing list of learning opportunities, the beginnings of descriptions of/skills required for several classes of jobs with the USDA & how to contact the project team. However, the most successful way of reaching students so far, has been through informal conversations among students and with their faculty. To agencies and other potential employers We have asked the mentors at UOG & GCC, as well as the agencies, businesses, and organizations where students have completed internships and research experiences to attend our semi-annual student symposia. In addition, the Project Director as a member of the Governor of Guam's Workforce Development Collaborative, has taken every opportunity to informally discuss the NextGen project with other agency heads and suggest to them that we can support student interns at their agencies. Five news articles were developed, posted on the UOG website, and 2 were picked up by the Marianas news agencies. Given our small communities, informal person-to-person discussions (even in line at the grocery store) have been the most productive in increasing awareness of the project as well as recruiting more mentors and internship sites. Recently, the USDA sent out a questionnaire to their agencies, asking about internship possibilities. To the public, including families, and future students "Tabling" activities are a very important part of outreach in the Marianas. Parents often choose careers for their sons and daughter but are unaware of the multitude of opportunities. Students in middle and high school are often directed toward careers that are perceived to be highly paid professional jobs. At several "tabling" events, parents and their children expressed surprise at all the professional positions available to college and university graduates in the FANR sciences. Several of our interns also provided presentations, workshops, and activities for middle and high school students, especially through 4H activities. This outreach not only teaches the STEM material, but it also helps students to envision themselves in a career or career pathway like the university students presenting to them. This has been especially effective in some of our schools where the family income is low, the students are primarily from islands other than Guam and Saipan and the interns are from the same communities and share the same language(s). What do you plan to do during the next reporting period to accomplish the goals?From Project Partners Establish the University of Guam (UOG) as a partner institution for the National Student Exchange Program at the University of Hawai'i-Manoa (UH), Utah State University (USU), and the University of Florida (UF) UF intends to finalize the development of online course sections for WIS 4523 (Human Dimensions in Natural Resource Conservation), WIS 4934 (Topics in Wildlife Ecology & Conservation), and WIS 4945 (Wildlife Techniques), such that these will be open for enrollment to UOG, Guam Community College (GCC) and Northern Mariana College (NMC) students starting Fall 24 USU intends to develop online courses for delivery to Mariana Island students, particularly in animal science and/or dietetics. This will also include the development of courses that can be delivered by USU graduate students through NextGen project-supported graduate teaching assistantships A UF professor to teach 1-3 in-person wildlife biology courses at UOG during Summer 25 A UH professor to travel to Guam to evaluate and onboard facilities that will serve as supervised internship locations for accredited dietetics training programs USU to finalize the white paper proposal for action: "Enhancing Experiential Learning in the Marianas Islands Through Collaborative Partnerships" and submit it for peer review & publication From UOG Project Management Goal 1 Complete the bid process and choose a single software company to provide integration of course sharing across UOG, NMC, and GCC. This activity from the 1st year has had to be broken into several steps to convince administrators of its efficacy among the partnering institutions. Continue to work on the development and enhancement of course offerings and shared programs in Wildlife Biology, Natural Resource Management & Environmental Tech. This will still require the approval of new courses and shared programs through each institution's approval chain (potentially up to the Presidents and Board of Regents) as well as accrediting bodies (WSCUC and ACCJC) for UOG, NMC, and GCC. Promote online and/or shared courses on websites, social media & other communication platforms Plan for and assist visiting faculty from UF and UHM Goal 2 Refine guidelines and mechanics for National Student Exchange opportunities, including tuition agreements, airfare, room & board, stipends, etc. Refine evaluation criteria for National Student Exchange opportunities Continue to increase the local sites for internship and research opportunities Continue to provide local high-impact learning opportunities (internships and research experiences) for students, especially during the Fall 24 and Spring 25 semesters Research potential sites for internship and research opportunities outside the Marianas Islands for Summer 25, including USDA sites and partnering universities Assist students with applications for internship and research opportunities outside the Marianas Islands for Summer 25 Continue to promote potential internships & research opportunities on websites, social media & other communication platforms Continue "intrusive advising" and mentoring of NextGen students, focusing on their academic & career goals and aspirations with individualized pathways Continue to monitor & evaluate the success (and problems) arising from internships & research experiences both locally & away from the Marianas Islands Continue to host (and grow) the semi-annual student symposia Continue to collect data and details necessary for monitoring grant success and evaluation Goal 3 Develop guidelines and mechanics for scholarships. This activity from the 1st year was not completed, because we have had few students who could make use of a scholarship and there was no reason to limit access to these funds. We expect scholarships to grow exponentially, as students take advantage of opportunities away from the Marianas Islands. Increase promotion of scholarship funding, especially for opportunities away from the Marianas Islands Continue to provide scholarships to students needing financial support Continue to monitor & evaluate the success (and problems) arising from scholarship opportunities both locally & away from the Marianas Islands Goal 4 Continue to develop local outreach opportunities for students and increase their visibility on the website, bulletin boards, and social media Recruit a student intern to work with the team to assist in the planning, preparation, and distribution/completion of NextGen COMPASS communication, community involvement, and outreach activities Plan, prepare, coordinate, and present 1 activity each semester for NextGen COMPASS students involving either the public or K-12 students Record and evaluate the outreach activities and how many were served
Impacts
What was accomplished under these goals?
This project tackles 4 interconnected issues. 1) The higher education institutions in the Marianas (Northern Marianas College: NMC, Guam Community College: GCC, and the University of Guam: UOG) are very small, leading to limited course offerings. This limitation can prevent students from qualifying for federal jobs. 2) Students are often unaware of potential career paths, while employers struggle to attract qualified local graduates, who bring energy, skills, and knowledge to the workplace. 3) Completing a BS degree often requires moving far away (Los Angeles is 17 time zones and over 6000 miles away from Guam), where the culture is different, tuition is higher, and room & board are additional costs. For less affluent and minority students, these barriers can be hard to overcome without assistance. 4) Outreach efforts to our communities and K-12 students can break this cycle. Each goal addresses 1 of these issues. Goal 1 Potential courses for sharing identified We compiled a comprehensive list of all online courses in the FANH sciences from each partner institution (~150 courses), with links to course descriptions/syllabi. The list was used to create a faculty survey, which identified the most beneficial courses. These will be prioritized for course sharing among all 5 institutions, providing depth and breadth in coursework not available at our small institutions. Specific gaps in programs to be addressed 1st, include, Wildlife Field Techniques, Management of Vertebrate Invasions (to be developed with UF), poultry production (to be developed with USU), and several dietetics courses (to be developed with UH). Curriculum development Wildlife Biology: UOG offers no wildlife-related or conservation biology courses and only 2 zoology courses. Federal jobs for wildlife biologists, require 12 credit hours (cr.) of zoology, 3 cr. of conservation biology, and 9 cr. of wildlife science. UF is revising 5 wildlife biology courses to be offered as Hyflex courses (online for NMC & UOG and in-person for UF students). The courses available in Fall 24, will be: WIS 2920 Wildlife Colloquium (1 cr.) WIS 3401 Wildlife Ecology and Management (3 cr.) WIS 3404 Natural Resource Ecology (3 cr.) WIS 4523 Human Dimensions in Natural Resource Conservation (2 cr.) WIS 4554 Conservation Biology (3 cr.) With 2-3 of these courses, students majoring in Biology at UOG will be qualified as Wildlife Biologists through USDA's OPM standards. They will be competitive for jobs through USDA/APHIS Wildlife Services. Natural Resource Management (NRM): NMC has an AA degree in NRM but needs more advanced curricula. Some UF upper-level online courses may be used for an advanced certificate, allowing students to live and work on their home island. A second option is planned for a 2 + 2 NRM degree: a 2-yr AA from NMC plus 2 years at UH-Manoa to complete a BS. Ultimately, graduates will be employed at many local and federal agencies in the islands dealing with our fragile natural resources. New Environmental Tech (ET) Program: Students start with a free "bootcamp" at GCC, then enter the 1-yr ET Aide certificate program. Students who complete a 2nd year earn an ET AS degree. If a student completes 2 additional years at UOG, they will earn a BS in Biology (ET Officer). Graduates at each level can be hired immediately by the Guam Department of Public Health and Social Services, and several other local and federal government agencies. Limited tuition reduction established & approved To begin sharing courses between the UF Wildlife Ecology & Conservation program and UOG & NMC, a "self-funded" status has been established by UF, such that UOG and NMC students' tuition is reduced and then paid by NextGen scholarships. This removes a major barrier for Marianas students. Goal 2 Guidelines for Applications & Agreements Guidelines for paid internships were developed and implemented. Project specific forms were developed: COMPASS Application, Internship Application, Internship Agreement, and Student Internship Opportunity Form and streamlined forms to meet the Research Corporation of the University of Guam requirements. This paperwork not only provides necessary data but allows us to place students in internships that best suit their needs and goals. Evaluation criteria Students are encouraged to Internships/research experiences Thirty-eight students were provided paid internship/research experiences or fund support. Of these, 4 students completed sponsored training in forest inventory analysis, 1 student participated in a life-history methods workshop, and 7 students were able to participate in conferences, most presenting the results of their research. All most all our 38 interns this year believed that their internship experience helped them to gain academic knowledge, learn practical skills, build their capacity to do research. Most also found that the internships had significant personal impact, particularly in terms of defining their career pathway. One student noted that "this special project has profoundly shown me what I truly want to do for the rest of my life. The project highlighted both my strengths and areas that require improvement which helped me understand how much more work I need to do to become a competent veterinarian." Mentoring One-on-one mentoring occurs during the onboarding process, at the beginning of each semester, and informally when students pick up their checks. Many of our students also mentored others--one student wrote "I enjoyed working with the people [in 4-H communities] because they make me realize how important it is to involve the younger generations in 4-H." Number of students served Number of males/females/non-binary 13/24/1 Number of Asians/other Pacific islanders/2 or more races 10/15/7 Number of 1st-time freshmen/1st-generation students 9/10 Number in 2-yr college/4-yr university program 7/31 Number with Pell scholarships 4 Goal 3 Scholarships Priority is given to 1) students who began FANH studies, but had to interrupt their studies due to financial, health, or other hardship, 2) students who earned an AS degree at any Micronesian institution and desire to continue to a BS in FANH, and 3) students who currently work in a FANH field but lack the education to advance. Travel scholarships (all expenses paid) were provided so 2 students could attend the Agricultural Outlook Forum, 5 students could present their research at the 2024 Center for Island Sustainability Conference, and 1 student to participate in the 4-wk Life History Methods Workshop. A typical student response was that this "helped me network with people in my field and educated me on how this kind of career realistically is in Guam." Goal 4 NFE activities for students Six non-formal "tabling" events were attended by students. These outreach sessions introduced students to opportunities available in the NextGen COMPASS program and provided students the chance to share their NextGen experience. Over 250 people met with us. Ultimately, these events allow current students to recruit the next generation of students to meet the demand for skilled professionals.
Publications
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