Source: California State University, Los Angeles submitted to NRP
E-FARMS: EDUCATION REFORM IN FOOD AND AGRICULTURE USING REACTIVE MOLECULAR DYNAMIC SIMULATIONS AND SCIENCE PEDAGOGY
Sponsoring Institution
National Institute of Food and Agriculture
Project Status
ACTIVE
Funding Source
OTHER GRANTS
Reporting Frequency
Annual
Accession No.
1031399
Grant No.
2023-77040-41314
Cumulative Award Amt.
$1,000,000.00
Proposal No.
2023-04492
Multistate No.
(N/A)
Project Start Date
Sep 15, 2023
Project End Date
Sep 14, 2027
Grant Year
2023
Program Code
[NJ]- Hispanic Serving Institutions Education Grants Program
Recipient Organization
California State University, Los Angeles
ORSP/GE 3rd floor
Los Angeles,CA 90032
Performing Department
(N/A)
Non Technical Summary
Chemistry is the foundation of many disciplines in food and agricultural sciences, which provides an insight into the chemical processes that occur across the agriculture-food-nutrition continuum. Students often experience challenges within majors that require chemistry knowledge due to its abstract nature. Their struggle stems from a lack of effective learning strategies and supports extending beyond conventional methods. Moreover, there is a scarcity of opportunities to apply chemistry knowledge to solve contextualized problems in food and agricultural sciences. To address these challenges, the project aims to develop and implement a program (a) using an asset-based framework to foster their science identity, (b) incorporating evidence-based science pedagogy to promote student engagement and motivation, (c) equipping students with reactive molecular dynamic simulations skills to enhance their understanding of chemical reactions, and (d) emphasizing the importance of practical application skills to enable students to solve contextualized problems in the food and agricultural science field.The project will target students from three Hispanic-Serving Institutions in California, California State University, Los Angeles, San Diego State University, and California State University, Bakersfield, to promote equitable learning opportunities for underrepresented minorities. Through three implementations and iterative refinements, a total of 72 undergraduate students will receive training to enhance their knowledge of dynamic mechanisms of chemical reactions in food and agricultural science topics. Furthermore, 10 graduate students will be selected to enhance their leadership skills by assisting in mentoring the undergraduate participants. They will also refine their application skills by incorporating reactive molecular dynamic simulation into their own research. By accomplishing the project objectives, the overarching goal of the project is to enhance the quality of food and agricultural science education in Hispanic-Serving Institutes, to better prepare students for success in advanced degree programs and careers within the food and agricultural science sector, and to promote interdisciplinary collaboration and community building.
Animal Health Component
0%
Research Effort Categories
Basic
30%
Applied
0%
Developmental
70%
Classification

Knowledge Area (KA)Subject of Investigation (SOI)Field of Science (FOS)Percent
90350103020100%
Knowledge Area
903 - Communication, Education, and Information Delivery;

Subject Of Investigation
5010 - Food;

Field Of Science
3020 - Education;
Goals / Objectives
The overarching goal of Project e-FARMS is to enhance the quality of FAS education in HSIs, better prepare students for success in advanced degree programs and FAS workforce, and promote interdisciplinary collaboration and community building.Goal 1: Develop a program consisting of an asset-based framework, pedagogical supports, and RMD simulation training to enhance undergraduate students' understanding of chemical reactions and their ability to solve emerging scientific problems in the FAS field. We will accomplish this goal by iteratively developing, testing, and refining the programObjective1-1: The interdisciplinary project team will develop a program consisting of 10 training modules designed to enhance the understanding of chemical reactions, develop problem-solving skills within the context of FAS, and promote motivation toward learning science among undergraduate students in FAS majors. The team will use data collected from the three implementations on program efficiency, quality, feasibility, and student outcomes to refine and finalize the programGoal 2: Demonstrate the promise of the program to improve academic outcomes, motivate students to learn science, and increase retention rates of students in FAS-related majors. To accomplish this goal, we will conduct methodologically rigorous studies to evaluate the impact of the program on student outcomes and track the retention and graduation rates of the participating students.Objective 2-1: Upon completion of a one-semester program that incorporates pedagogical supports, RMD simulation training, and FAS disciplinary topics, 72 undergraduate students who participated in the program will demonstrate significant improvements (p < .05) in (a) their academic outcomes (e.g., understanding of chemical reactions and contextualized problem-solving skills), (b) motivation to learn science, and (c) science identity development when compared to students in the control group.Objective 2-2: After completing the program, undergraduate students who participated in the program will more likely maintain a GPA of 3.0 or greater, remain in FAS-related majors, and/or graduate with a B.S degree in FAS-related majors compared to those who did not participate in the programGoal 3: Enhance leadership skills, RMD simulation skills, and scholarly writing and communication skills of students pursuing M.S. degrees in FAS-related majorsObjective 3-1: 10 graduate students pursuing an M.S. degree in FAS-related majors will demonstrate proficiency in utilizing RMD simulation.Objective 3-2: 10 graduate students who are trained with RMD simulation skills will mentor and assist the learning of undergraduate participants.Objective3-3: 10 graduate students will apply RMD simulation skills to their own research to solve contextualized scientific problems in the FAS fields.
Project Methods
EffortProgram development: The project team will develop a semester-long program, which will consist of 10 sessions encompassing chemical reaction simulations, hands-on activities, and practical problem-solving using RMD skills. Each 75-minute weekly session will be delivered synchronously online and students will be given a software license for RMD simulation that they can install on their personal computers.Program implementation:PD Hwang will oversee the program's implementation, providing pedagogical supports to students, and guidance on instructional delivery to the project team, and co-PDs Hong, Zhao, and Liu will lead synchronous online instructions via hands-on practices, lectures, discussion, and group activities. The leadership team, consisting of graduate students who will be trained prior to the program's implementation, will participate in the entire program and provide individualized learning support to participants who require additional guidance. Participants in the treatment group will attend a 75-minute weekly live session online, where they will be encouraged to share their lived experiences related to weekly topics, which will be leveraged into generating context-based science inquiries by capitalizing their funds of science knowledge and identity. A virtual café will be created to provide a space for students to ask questions and share their learning experiences in STEM disciplines. Tomake student interactions more effective, we will recruit and train students to serve as TAs in the virtual café. Participants can ask TAs questions when running simulations, experiencing technical difficulties, or analyzing their simulation results. The virtual café will foster a FAS community that cultivates students' science identity and professionalism across the three institutions.EvaluationStudent Outcomes. Participants will be assessed before, during, immediately after, and one semester after the program in four main areas: (a) chemical reaction knowledge; (b) FAS context-based problem-solving skills; (c) motivation toward learning science; and (d) science identity. Additionally, participants will be assessed after every weekly session for first two areas (formative measures) to examine their growth trajectory during the treatment period. For (a), the project team will develop 13 formative measures to describe chemical reactions between molecules, which will be equated in scaling for repeated measurement (McMullen C., 2016). For (b), we will follow Bortnik et al. (2021)'s process for constructing context-based assessment in chemistry to develop science problems that will require application of chemical reaction knowledge. For (c), we will use the Science Motivation Questionnaire II (Glynn et al., 2011) to measure students' motivation to learn science, which assesses students' conceptualization, intrinsic motivation, self-efficacy, career motivation, and grade motivation toward science. For (d), we will use the STEM Professional Identity Overlap (STEM-PIO-1; McDonald et al., 2019), a single-item measure where participants will be asked to select the picture that best describes the current overlap of the image they have of themselves and their image of what a STEM or science professional is.Data Analysis. A two-level hierarchical linear model, where individual (i) is at Level 1 and institution (j) is at Level 2, will be used to analyze student outcomes. We will test and add possible covariates such as entry SAT scores, high school science course-taking sequences and patterns, and pretest scores to the model to reduce confounding effects. We will first evaluate the average treatment effects; then, evaluate moderated effects by student demographic variables (gender, ethnicity/race, undergraduate years, and specific disciplines in FAS). Additionally, we will use a piecewise regression to examine each individual's growth during the treatment period. Moreover, we will conduct a descriptive analysis to examine the participants' retention and graduation rates.Focus Group. One focus group per implementation will be conducted with 4-8students who self-identify as URM. The purpose of the focus group is to gather detailed feedback/information on the overall efficacy, accessibility, and usability of the e-FARMS program. Participants will be asked about changes in their confidence and perceptions in learning FAS before and after the training, differences between the program and conventional lectures they have received, and suggestions for making the program' usability and effectiveness in retaining students from URM in their major and preparing them for FAS-related careers.External Evaluation. The program will be evaluated by two experts, Dr. Ken-inchi Nomura and Dr. Vandeen Campbell. Dr. Nomura will conduct a heuristic evaluation on program design and usability (Nielsen, 1994) using his expertise in RMD simulations to evaluate content quality and alignment with the project components. Dr. Campbell will evaluate instructional delivery, treatment integrity, and fidelity (e.g., whether the program design improves learnability by maintaining internal consistency within the program content and provides flexibility and efficiency to accommodate all students). Evaluation criteria will be adapted from an existing rubric based on the scope and aim of the project. Please see Budget Justification for details.Student Testimonials. Upon completion of the program, we will collect testimonials from participants from URM and female groups via video or written forms. Students will share their own personal stories, experiences, and feelings about the program, which will be used to advertise the program and to aid in the recruitment of participants for future program implementation.Feasibility Evaluation. After analyzing the data from the three program implementations, we will conduct a broad assessment for its practicality and potential for expansion and replication on a large scale. Additionally, we will explore the possibility of adopting the program at the institutional level for long-term curricular transformation. Three College Deans will evaluate the institutional feasibility of the program using different approaches. Drs. S. Hooker (SDSU) and J. Dong (CSUB) will assess its potential for FAS and other natural science programs, while Dr. M. Fryling (CSULA) will evaluate its potential for teacher preparation programs.

Progress 09/15/24 to 09/14/25

Outputs
Target Audience:During Year 2, we broadened our target audience to include both undergraduate and graduate students across STEM majors, strengthening the program's reach and impact. We recruited and trained 21 undergraduate students, equipping them with hands-on experience in molecular dynamics (MD) simulation and fostering their computational and problem-solving skills. At the graduate level, we continued to mentor three previously trained students, supporting them as they applied their MD expertise in research projects, classroom instruction, and conference presentations--demonstrating the transferability and sustained impact of their training. In addition, we recruited and trained three new graduate students, including two former undergraduate trainees who transitioned into the MS Food Science program at SDSU. Their continued involvement illustrates the program's role in building a strong pipeline from undergraduate training into advanced STEM graduate studies. Beyond the university setting, our outreach activities expanded the program's influence to younger learners. Through participation in SDSU STEAM Day and the Golden Oak Community School STEM Family Night, we engaged elementary and high school students with interactive STEM demonstrations, sparking early interest in computational modeling and agricultural sciences. These outreach efforts not only inspired future participation in food and agricultural sciences but also emphasized the program's broader commitment to cultivating diverse and sustained pathways into STEM. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?This year, the project created multiple pathways for training and professional development across both the undergraduate and graduate levels, reinforcing its role in building a robust pipeline of STEM talent. A total of 21 undergraduate students successfully completed the updated training modules, which emphasized computational modeling and molecular dynamics (MD) simulations. Their learning experience was further enriched by an invited guest lecture on advanced MD simulations, providing exposure to cutting-edge techniques and applications beyond the core curriculum. At the graduate level, three students completed the training and applied MD simulations directly to their own research projects, integrating computational approaches into ongoing scientific investigations. In addition to their research, these graduate students assumed roles as teaching assistants for the program, where they gained valuable leadership and mentoring experience while supporting undergraduate trainees. Their work culminated in three research presentations at the ACS Spring 2025 National Meeting, demonstrating their ability to contribute to and engage with the broader scientific community. Undergraduate participants also showcased their growth and accomplishments, with four trainees presenting their projects at the 2025 SDSU Student Symposium. These presentations not only highlighted their technical progress but also strengthened their skills in scientific communication and public engagement. Building on these successes, three new graduate students were recruited and completed training in summer 2025. Notably, one student has already had an abstract accepted and is preparing to present at Pacifichem 2025, underscoring the program's capacity to prepare participants for scholarly contributions on international stages. Together, these activities advanced students' research competencies while also cultivating essential skills in leadership, teamwork, communication, and professional development--positioning them for continued success in academic and professional STEM pathways. How have the results been disseminated to communities of interest?The results of the project have been disseminated to diverse communities of interest through a combination of scholarly, educational, and outreach activities. At the graduate level, students delivered three research presentations at the ACS Spring 2025 National Meeting, demonstrating their ability to contribute to national conversations in molecular dynamics (MD) and computational science. The PD also presented an educational session that was selected for the prestigious Sci-Mix session, underscoring its exceptional quality and broad appeal. In addition, another educational presentation has been accepted for delivery at Pacifichem 2025, further extending the program's visibility to an international audience. At the undergraduate level, four trainees presented their projects at the 2025 SDSU Student Symposium, showcasing their learning achievements and strengthening their professional communication skills. Beyond professional conferences, the project has placed a strong emphasis on outreach and community engagement, ensuring that its impact reaches younger learners and the public. Outreach activities included participation in SDSU STEAM Day (October 18, 2024), where project members engaged elementary and middle school students with hands-on demonstrations, sparking early interest in computational modeling and agricultural sciences. Similarly, at the Golden Oak Community School STEM Family Night (November 15, 2024), the program introduced families and school-age children to STEM concepts through interactive activities, highlighting pathways into food and agricultural sciences. These outreach events not only inspired curiosity among younger audiences but also reinforced the program's mission to cultivate inclusive and diverse pipelines into STEM. To further broaden visibility, the program website has been regularly updated with recent achievements, research highlights, and outreach activities, serving as a public-facing platform for sharing outcomes and expanding accessibility to multiple communities of interest. What do you plan to do during the next reporting period to accomplish the goals?During the next reporting period, we will continue advancing all three goals of the project, with a focus on deepening training, expanding participation, and amplifying professional development outcomes. Goal 1: We will further refine and deliver the training modules in Fall 2025 and Spring 2026, ensuring that content remains current, rigorous, and responsive to student needs. Updates will include the incorporation of additional guest lectures from experts in molecular dynamics (MD) and related fields, as well as enhancements to simulation content to reflect emerging methods and applications. These refinements will strengthen both the quality and relevance of the program while broadening students' exposure to real-world research contexts. Goal 2: We will expand recruitment efforts to engage new groups of undergraduate students across partner campuses, with an emphasis on reaching diverse and underrepresented populations in STEM. To evaluate program outcomes, we will employ a mixed-methods approach that includes pre- and post-assessments of content knowledge and problem-solving skills, along with structured interviews to capture students' experiences, growth, and suggestions for improvement. These data will inform iterative program enhancements and provide evidence of impact for future dissemination. Goal 3: We will recruit the third cohort of graduate students while continuing to provide training and mentoring opportunities for both Cohorts 2 and 3. Graduate students will be supported in applying MD simulations to their own research projects, presenting findings at professional conferences, and mentoring undergraduate participants--thereby strengthening both vertical and peer mentoring structures. In addition, graduate students will be encouraged to develop scholarly communication skills by drafting abstracts, preparing manuscripts, and engaging in professional writing opportunities. These activities will not only enhance their research and teaching profiles but also contribute to the broader dissemination of program outcomes within the scientific community.

Impacts
What was accomplished under these goals? Under Goal 1, we updated and refined the 10 training modules to ensure content accuracy, accessibility, and alignment with current developments in molecular dynamics (MD). We recruited 21 undergraduate students from three campuses (CSUB, Cal State LA, and SDSU) and successfully implemented the training program. To enrich the curriculum, we incorporated an invited guest lecture on advanced MD simulations, exposing students to cutting-edge applications and broadening their perspectives on the field. Under Goal 2, we advanced our program evaluation efforts by collaborating on the assessment of students' contextualized problem-solving skills, which provided a more nuanced understanding of their learning progress and ability to apply MD techniques to real-world challenges. In addition, we conducted post-training interviews to capture students' experiences, learning outcomes, and perceived value of the program, generating insights that will guide iterative improvements and strengthen long-term impact. Under Goal 3, we expanded graduate-level engagement and mentorship. Three graduate students successfully completed training and applied their MD simulation skills to research projects, resulting in presentations at the ACS Spring 2025 National Meeting. Beyond research, these graduate students also contributed to the teaching mission by serving as teaching assistants and mentoring undergraduate trainees. Their mentorship supported four undergraduates who went on to present their work at the 2025 SDSU Student Symposium. Building on this success, we recruited fouradditional graduate students (1 from Cal State LA and 3 from SDSU) for the second cohort, including two former undergraduate trainees who advanced into the MS Food Science program. These students completed their training in summer 2025, and one has already had an abstract accepted for presentation at Pacifichem 2025--further evidence of the program's effectiveness in preparing students for scholarly contributions at international venues.

Publications

  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2025 Citation: Charles Bilgrien, Jing Zhao, Leo Hong, Lexi Hwang, Changqi Liu. (2025). Structural insights into flavin adenine dinucleotide-mediated stabilization of the enzyme BbuA involved in trimethylamine formation. Poster presentation at Pacifichem 2025: Honolulu, HI, USA.
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2025 Citation: Priyanshu Luhar, Ricardo Ramirez, Jing Zhao, Lexi Hwang, Changqi Liu, Leo Hong. (2025). Investigating Lipid Peroxidation in the Presence of Metal Oxide Nanoparticles Using ReaxFF-Based Reactive Molecular Dynamics Simulations. Poster presentation at Pacifichem 2025: Honolulu, HI, USA.
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2025 Citation: Wyatt Mathers, Jiwon Hwang, Changqi Liu, Sungwook Hong, Jing Zhao. (2025). Enhancing nutritional science with molecular dynamics: A focus on the Maillard reaction. Poster presentation at the American Chemical Society (ACS) Spring 2025 National Meeting & Expo: San Diego, CA, USA.
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2025 Citation: Arpit Vaishya, Sungwook Hong, Jiwon Hwang, Changqi Liu, Jing Zhao. (2025). Simulating oxidative pathways in linoleic acid: A molecular dynamics approach to safeguard food quality and extend shelf life. Oral presentation at the American Chemical Society (ACS) Spring 2025 National Meeting & Expo: San Diego, CA, USA.
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2025 Citation: Arpit Vaishya, Chih-Ling Lee, Charles Bilgrien, Sungwook Hong, Jiwon Hwang, Changqi Liu, Jing Zhao. (2025). Molecular dynamics simulations of trans fatty acid formation in various oils during high-temperature frying. Poster presentation at the American Chemical Society (ACS) Spring 2025 National Meeting & Expo: San Diego, CA, USA.
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2025 Citation: Jiwon Hwang, Sungwook Hong, Jing Zhao, Changqi Liu, Wyatt Mathers, Chih-Ling Lee, Arpit Vaishya. (2025). From theory to practice: Enhancing undergraduate problem-solving skills in food and agricultural sciences through computational chemistry modeling, molecular dynamics simulation, and culturally relevant pedagogy. Poster presentation at the American Chemical Society (ACS) Spring 2025 National Meeting & Expo: San Diego, CA, USA. Sci-Mix presentation.
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2025 Citation: Jiwon Hwang and Sungwook Hong. (2025). Enhancing food and biological science education through molecular dynamics and inquiry-based learning. ACS Western Regional Meeting


Progress 09/15/23 to 09/14/24

Outputs
Target Audience:During Year 1, our target population consisted of first-year graduate students from M.S. programs in food science and related STEMmajors at CSULA and SDSU. Since CSUB does not offer an M.S. program, it was not included in this cohort. To promote diversity, we specifically recruited students from underrepresented minority groups. As planned, we successfully recruited two graduate students from SDSU majoring in Food Science and one graduate student from CSULA majoring in Computer Science with a focus on chemical engineering studies. These students completed training in Reactive Molecular Dynamics (RMD) simulation skills during the first year. Throughout the RMD training stage, students met weekly with co-PD Hong and the project team to develop their skills and gain hands-on experience with RMD simulations. This targeted training approach aligns with the project's goals of fostering diversity and equipping students with advanced computational skills to support their academic and professional growth. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?Training graduate students in RMD simulation skills was a key planned activity to achieve Goal 2. The training initially took place during Spring 2024 and was extended into Summer 2024 to prepare the three graduate students for their independent research pracrtices and presentations. How have the results been disseminated to communities of interest?The results, including project ideas and approaches, were shared with the STEM education community through a conference presentation. What do you plan to do during the next reporting period to accomplish the goals?To achieve Goal 1, we will field-test the program in Year 2 as part of a feasibility study. Preliminary findings from this testing will guide us in refining and modifying the program to ensure its scalability. To achieve Goal 2, we will recruit a diverse group of undergraduate students from three campuses using inclusive recruitment strategies. These students will be trained using the program we developed, with the aim of enhancing their knowledge of chemical reactions in food science topics and improving their contextualized problem-solving skills. To achieve Goal 3, we will provide leadership training to the graduate students in Cohort 1 and offer them opportunities to mentor undergraduate students. This dual approach will help foster their leadership skills and support their professional growth.

Impacts
What was accomplished under these goals? We achieved Goal 1 by developing a comprehensive program consisting of 10 modules that incorporate an asset-based framework, pedagogical supports, and RMD simulation training. This program is designed to enhance undergraduate students' understanding of chemical reactions and their problem-solving abilities in addressing emerging scientific challenges in food science and related fields. We achieved Goal 3 by recruiting three graduate students pursuing M.S. degrees in FAS-related fields. These students demonstrated proficiency in utilizing RMD simulations through targeted training. Additionally, we enhanced their communication skills to support their academic and professional development in the field.

Publications

  • Type: Conference Papers and Presentations Status: Submitted Year Published: 2025 Citation: Wyatt Mathers, Jiwon Hwang, Changqi Liu, Sungwook Hong*, Jing Zhao. (2025). Enhancing nutritional science with molecular dynamics: A focus on the Maillard reaction. Abstract submitted for poster presentation at the American Chemical Society (ACS) Spring 2025 National Meeting & Expo: San Diego, CA, USA.
  • Type: Conference Papers and Presentations Status: Submitted Year Published: 2025 Citation: Jiwon Hwang*, Sungwook Hong, Jing Zhao, Changqi Liu, Wyatt Mathers, Chih-Ling Lee, Arpit Vaishya. (2025). From theory to practice: Enhancing undergraduate problem-solving skills in food and agricultural sciences through computational chemistry modeling, molecular dynamics simulation, and culturally relevant pedagogy. Abstract submitted for oral presentation at the American Chemical Society (ACS) Spring 2025 National Meeting & Expo: San Diego, CA, USA.
  • Type: Conference Papers and Presentations Status: Submitted Year Published: 2025 Citation: Chih-Ling Lee, Sungwook Hong*, Jiwon Hwang, Changqi Liu, Jing Zhao. (2025). Molecular dynamics simulations of trans fatty acid formation in various oils during high-temperature frying. Abstract submitted for poster presentation at the American Chemical Society (ACS) Spring 2025 National Meeting & Expo: San Diego, CA, USA.
  • Type: Websites Status: Published Year Published: 2024 Citation: https://efarms.sdsu.edu/
  • Type: Conference Papers and Presentations Status: Published Year Published: 2024 Citation: Hwang, J., Choo, S., Liang, M., Hong, S. (April 2024). Breaking Down Subject Silos by Promoting Interdisciplinary STEM Education, American Research Education Association, Philadelphia, PA.