Performing Department
(N/A)
Non Technical Summary
This program has four main objectives: (1) provide underrepresented racially and ethnically minoritized (URM[1]) students with Regenerative Agriculture[2], community engagement, technical communication and transcultural literacy skills important for food, agriculture, renewable natural resources and environmental (FARNE) careers; (2) generate a scalable, sustainable model of transnational, community-engaged Regenerative Agricultural education and partnership network; (3) develop pathways and institutional partnerships for students to attain employment in FARNE careers; and (4) establish long-term institutional partnerships focused on water security, biodiversity restoration and sustainable livestock management, via collaboration with Indigenous[3] communities in Veracruz, México. Through classroom instruction, a Fellow's program, and field-based community-focused learning, this proposed program will: (1) provide students with coursework, fieldwork and internship experience, cultivating essential qualifications for career positions with the U.S. Department of Agriculture (USDA) and related agencies, companies and organizations, and (2) provide a framework for understanding impact of experiential, community-engaged learning on URM students' interest in FARNE professions.This collaboration between The University of Texas at San Antonio (UTSA) and St. Philip's College (SPC) will establish a transnational, community-engaged Regenerative Agricultural (RA) program which combines natural resource management with community-based engagement and communication skills. This collaborative network is supported on the Mexican side with a scientific research grant managed by the National Autonomous University of México (UNAM) focused on sustainable livestock management in the tropical rainforest of the Tuxtlas Biosphere Reserve.The program begins with UTSA and SPC students enrolling in two courses through which students are introduced to basic concepts in RA, including timely topics in climate-smart solutions for pollution mitigation, soil and water phytoremediation, water security, carbon sequestration and biodiversity restoration. From these courses, 20 Fellows will be recruited each year to participate in additional community-based fieldwork, including monthly community-located conversations to share content learning with peers and engage with local leaders in RA and livestock management. The coursework and Fellow's program is followed by a three-week study abroad in Veracruz, México, and competitive selection for internships with the U.S. Foreign Agricultural Service (FAS) and other U.S.-and México-based non-profit organizations.Each of these components will generate interest in the RA sector through local, national, and international partnerships. Additionally, the project will strengthen SPC undergraduate students' familiarity with UTSA by establishing peer networks and introducing SPC students to UTSA's programs in environmental science/studies, ecology, and interdisciplinary humanities. Cumulatively, the program will develop students' global resource management, community-engaged research and cultural literacy skills to make them competitive candidates for a wide range of leadership-track FARNE careers.Cumulatively, the program seeks to achieve four distinct outcomes: (1) increase the number of underrepresented UTSA and SPC students interested in USDA and related FARNE professions; (2) establish Agency-Organization-University pathway for students to gain applied disciplinary and professionalization skills, (3) enhance long-term relationships among non-profit organizations, government agencies and higher education institutions, and (4) develop a transferable model of community-engaged hybrid study abroad programming.We will achieve program objectives by building on existing UTSA/SPC programs to support student transfer, graduation and professional success. Our institutions are well positioned to collaborate for several reasons: (1) UTSA--a research intensive, Hispanic Serving Institution (HSI)--and SPC--an HSI and Historically Black College or University (HBCU) community college--both serve communities with many students who are racially or ethnically marginalized and/or first generation, (2) both institutions have long-term commitments to provide students with affordable, high impact, learning opportunities, (3) both aim to develop students into globally minded, ethical professionals, and (4) both seek to prepare students to adapt to a rapidly changing world through innovation.Community-engaged and experiential learning provides students opportunities to apply skills in real-world contexts while learning alongside experts. The program's emphasis on community-engaged learning supports the acquisition of climate-smart agricultural management skills through a deep contextual understanding of RA practices in different countries and communities. Further, the community-based learning will require students to engage with pressing global ecological challenges such as environmental degradation, biodiversity loss and climate change, and propose adaptable, nature-based solutions supporting pollution mitigation, carbon sequestration, biodiversity restoration and more. The program will also advance strategic goals for both UTSA and SPC by developing key workforce skills in global resource management, particularly scaling up climate-smart solutions in agricultural supply chains systems, while also establishing long-term partnerships with agriculture research centers in México.[1] URM refers to individuals who identify as Black/African American, Hispanic/Latinx, Native American/American Indian and/or Pacific Islander.[2] Regenerative Agriculture is a land management system which, in contrast to industrial farming, uses ecosystem- conscious practices to improve soil health, sequester carbon, improve waterways & protect biodiversity[3] The term Indigenous is utilized to reference persons who may identify as: Native American, American Indian, First Peoples, Native Peoples--including federally and non-federally recognized tribes--as well as specific communities in Veracruz and Oaxaca, many of whom continue to follow traditional agricultural and agroforestry practices.
Animal Health Component
70%
Research Effort Categories
Basic
30%
Applied
70%
Developmental
(N/A)
Goals / Objectives
The objectives of this grant are to: (1) provide underrepresented racially and ethnically minoritized (URM[1]) students with Regenerative Agriculture[2], community engagement, technical communication and transcultural literacy skills important for food, agriculture, renewable natural resources and environmental (FARNE) careers; (2) generate a scalable, sustainable model of transnational, community-engaged Regenerative Agricultural education and partnership network; (3) develop pathways and institutional partnerships for students to attain employment in FARNE careers; and (4) establish long-term institutional partnerships focused on water security, biodiversity restoration and sustainable livestock management, via collaboration with Indigenous[3] communities in Veracruz, México. Through classroom instruction, a Fellow's program, and field-based community-focused learning, this proposed program will: (1) provide students with coursework, fieldwork and internship experience, cultivating essential qualifications for career positions with the U.S. Department of Agriculture (USDA) and related agencies, companies and organizations, and (2) provide a framework for understanding impact of experiential, community-engaged learning on URM students' interest in FARNE professions.Our proposal combines expertise and resources from The University of Texas at San Antonio (UTSA) and St. Philip's College (SPC) to establish a transnational, community-engaged Regenerative Agricultural (RA) program which combines natural resource management with community-based engagement and transcultural communication skills. This collaborative network is supported on the Mexican side with a scientific research grant managed by the National Autonomous University of México (UNAM) focused on sustainable livestock management in the tropical rainforest of the Tuxtlas Biosphere Reserve.The program begins with UTSA and SPC students enrolling in two courses through which students are introduced to basic concepts in RA, including timely topics in climate-smart solutions for pollution mitigation, soil and water phytoremediation, water security, carbon sequestration and biodiversity restoration. From these courses, 20 Fellows will be recruited each year (10 SPC students, 7 UTSA undergraduates & 3 UTSA graduate students) to participate in additional community-based fieldwork, including monthly community-located conversations to share content learning with peers and engage with local leaders in RA and livestock management. The coursework and Fellow's program is followed by a three-week study abroad in Veracruz, México, and competitive selection for internships with the U.S. Foreign Agricultural Service (FAS) and other U.S.-and México-based non-profit organizations (See Table 2). Recognizing that financial costs and lack of travel experience can be significant barriers to participation in study abroad [2], this program provides financial support to cover costs exceeding regular academic year tuition and fees, and limits program duration to three weeks. Fellows who are unable to participate in the abroad component will still be eligible for internship opportunities. These internships will be supported through existing UTSA and SPC partnerships with local RA farms and ranches, FAS and other RA organizations. Students will also be competitive applicants for existing UTSA internship opportunities with the EPA, U.S. Fish and Wildlife Service (USFWS), and the U.S. Forest Service (USFS).Each of these components will generate interest in the RA sector through local, national, and international partnerships. Additionally, the project will strengthen SPC undergraduate students' familiarity with UTSA by establishing peer networks and introducing SPC students to curricular offerings in environmental science/studies, ecology, and interdisciplinary humanities. Cumulatively, the program will develop students' global resource management, community-engaged research and transcultural literacy skills to make them competitive candidates for: (1) transfer from SPC to UTSA, or (2) a wide range of leadership-track FARNE careers.[1] Within this proposal, URM refers to individuals who identify as Black/African American, Hispanic/Latinx, Native American/American Indian and/or Pacific Islander.[2] Regenerative Agriculture is a land management system which, in contrast to industrial farming, uses ecosystem- conscious practices to improve soil health, sequester carbon, improve waterways & protect biodiversity [1][3] The term Indigenous is utilized to reference persons who may identify as: Native American, American Indian, First Peoples, Native Peoples--including federally and non-federally recognized tribes--as well as specific communities in Veracruz and Oaxaca, many of whom continue to follow traditional agricultural and agroforestry practices.
Project Methods
Efforts This project interweaves community-engaged transcultural experiential learning across all activities to support URM students' success in FARNE disciplines and professions. Activities are scaffolded to provide three distinct areas of expertise: (1) Basic Conceptual Learning--exposure to disciplinary knowledge and professional opportunities relevant to FARNE careers; (2) Community Engaged Praxes--robust learning from community leaders engaged in RA in San Antonio, the Tuxtlas Biosphere Reserve, the Sierra Madre Fog Forest, and Huasteca; and (3) Application--students apply what learning in local and international contexts via capstone projects, completed through either internship or study abroad experience.1. Basic and Conceptual Learning: Students will begin by registering for two 3-credit courses in the spring semester--an interdisciplinary environmental humanities course and a course focused on environmental biology or natural resources. Each course is an existing course that counts toward degree requirements, and can accommodate a specialized focus on RA and community-engaged environmental science. The courses will all include learning objectives aligned with three key themes: (1) Soil and Watershed Regeneration; (2) Climate Change Mitigation, Adaptation, and Resilience; and (3) Biodiversity in Food and Agricultural Systems. Students will develop final case study-based projects in RA and apply them in either the study abroad experience and/or internships.2. Community-Engaged Praxes: In tandem with coursework, students will be invited to apply to participate in a Fellows program, through which they will gain additional field experience via outreach at local RA farms and ranches, and monthly meetings with local and international collaborators. Monthly conversations will be guided by themes which extend students' understanding of ethical and practical concerns related to RA, and help frame their projects around issues relevant to the communities they will engage with in Veracruz. Fellows will be provided with a stipend to support their research and engagement.3. Application: Students who complete both coursework and Fellows program will have the option of applying to undertake two capstone experiences: (a) a 3-week study abroad in Veracruz, México, and/or (b) a local or international internship.Study Abroad: 3-week faculty-led program centered in Veracruz, México. Students apply skills and further develop understanding of concepts learned during the coursework and Fellows program, via in-person visits to RA organizations with expertise in agroforestry, sustainable grazing, land restoration, and biodiversity. Students will also learn about impacts of natural resource management via hands-on fieldwork at each site.Internships: Following completion of coursework or study abroad, students will be eligible to apply for internships with one of our six collaborating organizations, or through extant UTSA internship programs (e.g., with USFWS or USFS), five of which will be funded through the grant. These internships will allow students to build on classroom and field-based learning by applying skills with agencies or organizations focused on RA, food systems and international trade.This engaged learning model will provide students with conceptual and applied knowledge, as well as vital community engaged agricultural experience. The program is designed to foster long-term university-agency-organization partnerships which continue to support RA, agroforestry and trade to support URM student success and innovation.EvaluationThere are 2 compoonents to the evaluation of this program: (1) Evaluation of Student Outcomes, and (2) Programmatic Evaluation.1. Student Outcomes: evaluated via three different types of data:a. Pre-/Post-Surveys of Content Knowledge, Disciplinary Identity and Sense of Belonging.b. Pre-/Post-Written Reflections on Career Objectives and Pathway.c. Artifacts. (De-identified copies of students' projects and any study abroad and internship deliverables)Assessment will evaluate: (1) efficacy of experiential learning for developing belonging and self-efficacy; (2) impact of experiential learning on disciplinary knowledge and research skills; (3) impact of participation on graduation and continuation in FARNE careers, and (4) development of institutional-agency relationships.2. Program Evaluation: Annual internal meetings and evaluation will be undertaken by the PI team, in collaboration with our main collaboratign partners (e.g., Terra Advocati, Estampa Verde). In addition, Dr. Nichole Garcia will provide an external evalaution of the program durign Years 2 and 4 of the program.Table 5: Products, Results, Measurable Outcomes and PersonnelActivitiesEvaluationOutcomePersonnelClassroom-Based Learning1.1 RA & Natural Resource Management1.2 Mexican American Studies & Environmental Communication1.3 Case Study projects1.4 Invited Speakers1.1-1.3 Pre/Post-Survey1.1-1.3 Artifact analysis1.1 Increased basic & applied content knowledge1.2 Increased understanding of history, policies and contexts for RA1.1-.2, 1.4 Increased career path knowledge1.3 Increased self-efficacySmith (1.1, 1.3, 1.4); Walker, (1.2-1.4); Ramirez (1.2-1.4);King-Kostelac (1.4); GRA (support, 1.1)Fellows Program2.1 Close mentorship from program faculty2.2 Hands-on experience supporting RA2.3 Community-engagement and communication skills2.1 Notes/Memos from meetings2.2-2.3 Pre/Post-Survey, Written reflections & artifact analysis2.1-2.2 Increased content knowledge2.1-2.3 Increased comfort working in diverse cultural & geographic spaces2.2-2.3 Increased sense of belongingRamirez (2.1-2.2); Smith (2.1-2.2); Walker (2.1, 2.3); King-Kostelac (2.1, 2.3); GRA (support, 2.2-2.3)Study Abroad3.1 Applied experience with RA3.2 Increased knowledge of international ecological, cultural and policy issues3.3 Experience with transcultural community-engagement3.1-3.3 Written Reflections and Artifacts analysis31.-3.3 Post-survey3.1-3.2 Increased content knowledge3.1-3.3 Increased comfort working in diverse cultural & geographic spaces3.2-3.3 Increased sense of belongingRamirez (3.2-3.3); Smith (3.1-2.2); Walker (3.1, 3.3);Mayes & Bolea (3.1-3.3); GRA (support, 3.1-3.3)Internship4.1 Applied professional experience4.2 Final Internship Project4.1-4.2 Artifact analysis & written reflections4.1-4.2 Post-survey4.1 Improved understanding of professional working environment4.1-4.2 Improved belonging & self-efficacyKing-Kostelac (4.1-4.2)Program Administration5.1 Participant Recruitment5.2 Student Advising & Mentoring5.3 Data Collection5.4 Data Analysis5.5 Administration & Evaluation5.1-5.2 Pre-/Post survey5.2-5.4 External Eval.5.1-5.5 Annual Program Eval. Meeting5.1-5.2 Recruitment & participant support5.3-5.4 Data to support dissemination of results to identified audiencesKing-Kostelac (5.1-.4); Smith, Ramirez & Walker (5.1-2, .4); Mayes & Bolea (5.5)