Source: UNIVERSITY OF HOUSTON SYSTEM submitted to NRP
SKILLS DEVELOPMENT IN SYNTHETIC BIOLOGY FOR CLIMATE SMART AND SUSTAINABLE AGRICULTURE
Sponsoring Institution
National Institute of Food and Agriculture
Project Status
ACTIVE
Funding Source
OTHER GRANTS
Reporting Frequency
Annual
Accession No.
1031430
Grant No.
2023-77040-41264
Cumulative Award Amt.
$995,803.00
Proposal No.
2023-04518
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
UNIVERSITY OF HOUSTON SYSTEM
4800 CALHOUN ST STE 316
HOUSTON,TX 770042610
Performing Department
(N/A)
Non Technical Summary
The sustainability of conventional agricultural practices has become increasingly challenging due to climate change. Forfood security, there is a dire need to equip the younger generation with the required knowledge and skills to meet the challenges of growing more food for the increasing human population. In this regard, the University of Houston (UH) and Texas A&M University (TAMU), two Hispanic-serving institutions, have been awarded this grant to develop a diverse workforce in food and agricultural sciences to address the climate change crisis. The project team will introduce underrepresented students to career opportunities in agriculture by developing new courses in plant biotechnology and synthetic biology. Students will acquire experiential and project-based learning involving the genetic engineering of plants and microbes to improve soil health and plant productivity through independent and thesis research, industry internships, and hydroponic certification. Thus, the project will directly benefit more than ~320 students (undergraduate and graduate) belonging to minority backgrounds.
Animal Health Component
40%
Research Effort Categories
Basic
40%
Applied
40%
Developmental
20%
Classification

Knowledge Area (KA)Subject of Investigation (SOI)Field of Science (FOS)Percent
2032499104030%
1020110106020%
2014099108020%
2060430102030%
Knowledge Area
206 - Basic Plant Biology; 102 - Soil, Plant, Water, Nutrient Relationships; 203 - Plant Biological Efficiency and Abiotic Stresses Affecting Plants; 201 - Plant Genome, Genetics, and Genetic Mechanisms;

Subject Of Investigation
4099 - Microorganisms, general/other; 0110 - Soil; 0430 - Climate; 2499 - Plant research, general;

Field Of Science
1040 - Molecular biology; 1060 - Biology (whole systems); 1080 - Genetics; 1020 - Physiology;
Goals / Objectives
With changing global climate and unprecedented threats to the agricultural production system, there is a dire need to equip the young generation with knowledge and skills to solve emerging problems of food insecurity. Hence, we propose developing an extensive undergraduate and graduate program based on experiential learning (EL) in climate-smart agriculture and utilizing plant synthetic biology approaches. The objectives of the program are to (i) Design and develop synthetic biotechnology and plant biotechnology courses for graduate and undergraduate students, (ii) Create experiential and project-based learning opportunities for students, and (iii) Improve research, leadership, and communication skills in Agriculture sciences. Using these objectives, the following major tasks will be completed:Objective#1:Design and develop new synthetic biology and plant biotechnology courses.Task#1.1: Design and develop synthetic biology courseTask#1.2: Design and develop plant biotechnology courseTask#1.3: Independent Research courseTask#1.4: Certification course on climate-smart hydroponicsObjective#2:Create experiential and project-based learning opportunities for the students.Task#2.1 BS students' involvement in project-based learningTask#2.2 MS students' experiential education through project-based learningTask#2.3 Participation in the farm, instrumentation, experimental and research daysTask#2.4: Summer Lab Assistantship and InternshipsObjective#3:Improve research, leadership, and communication skills in Agrisciences.Task#3.1: Conference participation for studentsTask#3.2 PBL activities through Writing Caffe and peer forumTask#3.3. Hosting Entrepreneurship WorkshopsTask#3.4. Student's feedbackThe proposed project will (a) Offer advanced knowledge to the students through SynBio and plant biotechnology courses, (b) Improve students' critical, analytical, and problem-solving skills during project-based learning activities, (c) Provide technical skills through "Instrumentation Day," "Farm Day," "Experimentation Day," and "Certification program in climate-smart hydroponic and aeroponic plant cultivation." (d) Engage students in leadership skills activities such as "Writing Cafe" and "Peer forum." and (e) Provide communication and entrepreneurship skills via "Research Day," "Invited Seminars," and "Workshops." This project is jointly proposed by the neighboring universities (University of Houston and Texas A&M University) that host more than 120,000 students and are Hispanic-serving institutions. The new courses will educate more than 320 students in four years through curriculum development. The experiential learning-based project's researchwill help to develop the skills of 67 students (22 MS and 45 BS students). These students will work as paid Lab Assistants or perform internships with industrial partners during the summer semester. Hence, the project will develop both technical skills and non-technical skills required for a job-ready workforce in Food and Agrisciences fields.
Project Methods
Methods of Education:Project-based learning approachesExperiential learning approachesShadowing senior students and facultyClassroom instructions: Powerpoint presentations, videos, tutorials, quizzes, assignments, problems, exams, group discussions, surveys, group projects, and presentationsIndustries internshipsWorkshopsInfo-sessionsPresentation, website, and videographies of activitiesEvaluation of the project:Establishing assessment and improvement mechanisms are vital to program success. Prof. Neal Eldin, former college dean, has agreed to be an evaluator of this program. He has extensive experience in utilizing Kirkpatrick's methods for program evaluation. Prof. Eldin has used quantitative and qualitative data to evaluate the performance of other USDA-funded programs at UH. The training levels will be assessed at the beginning and end of each program year. A survey-style post-test will then be used to determine changes in the participants' attitudes that result from the project experience. Their expectations and experiences relative to the program have a lasting influence on their career choice. Evaluating the program's impact on career path progress will involve querying participants each year of their graduate career to indicate how they have transferred program experience into their coursework, agriscience-related job experiences and research, and initial career choices. This will be accomplished through tracking documents on the program website and personal interviews. Additional data on employment and graduate program placement rates will help determine this level of assessment.

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

Outputs
Target Audience:We performed 9 different types of experiential and project-based learning events for undergraduate (sophomores, juniors, and seniors) and graduate students. Through these programs, we reached out to around 398 students in this reporting year. Most of these students were from Department of Engineering Technology (Biotechnology Program), Department of Biology and Biochemistry, and Department of Earth and Atmospheric Sciences at the University of Houston (UoH). Around 18 students also participated from Texas A&M University (TAMU) College Station. In terms of gender-wise ratio, 58.3% students were femaleand 41.7% were male who participated in these events. In addition to university students, we also reach out to high school students and industrial stakeholders for possible internships and job opportunities for our students. Instrumentation Day: We organized two instrumentation days, which were attended by 38 undergraduates and graduates. recording photosynthesis (Li-COR system), assessing gene expression in plants and microbes (DNA/RNA quality control analysis, cDNA synthesis, PCR, RT-PCR), and analyzing soil samples (HPLC, GC-MS, and FT-NIR). The event focused on building student skills in sample handling, data collection, chemical analysis, and troubleshooting--key areas for future careers in biotechnology and molecular biology.Drs. Khan and Albert were the key organizers for this event. Entrepreneurship Workshop: We hosted two Biotech Entrepreneurship Workshops in the reported period. Drs. Balan and Hwang were the key organizers for this event. The main purpose was to aware students about effective communication, adaptability, pitching strategies, business financial planning, leadership development, and STEM examples of startups. A total of 36 undergraduate and graduate students participated in these workshops. Research Club: Conducted a 10-session Biotechnology Research Club for 27 sophomores and junior-level undergraduate students, focusing on research methodologies in biotechnology, including experiment planning, literature review, experimental design, data collection and interpretation, and scientific writing. Drs. Balan and Khan were the key organizers for this event. Research Day: We organized two Research Days (Theme Research Day: Ignite Your Curiosity) at UoH, which were attended by more than 104 graduate and undergraduate biotechnology students. The students were given an opportunity to present their research work. The event featured poster presentations and elevated pitches judged by faculty from Cullen College of Engineering, College of Natural Sciences and Mathematics, and industry professionals. Students showcased their innovation, leadership, and investigative skills across various topics, including genetic engineering of watermelons, biopesticides, plant physiology, microbiome, and bioinformatics analysis of genes.Dr. Khan was the key organizer for this event. Farm Day: We organized two UH Biotechnology Farm Days, which were attended by more than 40 students (undergraduate and graduate). The students visited the Center for Genomics and Bioinformatics at Texas A&M University (TAMU) and Moonflower Hydroponics in Houston. This allowed students to get real-world experience of how biotechnology tools are implemented in FAN sciences.Dr. Khan was the key organizer for this event. Controlled Environment Food Production Workshop: Our project team hosted a workshop on controlled environment food crop production at Texas A&M University (College Station, TX). Workshop participants included 15 undergraduate and graduate students from the UH and 14 undergraduate and graduate students and research associates from TAMU. The students were trained in growing plants using soilless environments and obtained training in establishing and maintaining leafy greens system for sustainable livelihood.Drs. Zhen and Khan were the key organizers for this event. Peer Research Café: We organized 2-hour Writing Café and peer forum meetings monthly for senior undergraduate and graduate students to enhance their writing, research, and presentation skills. Participants (19 graduate students) gained a comprehensive understanding of academic writing conventions, practical skills in reference management, and received individualized feedback on their research presentations.Dr. Lin was the key organizer for this event. Invited Seminars: We organized 6 invited seminars, where speakers from academia and governmental organizations presented key information related to food and agri-biotechnologies. More than 90 students participated in these talks.Dr. Khan was the key organizer for this event. Summer Lab Assistantship/Internship program: This year summer lab assistantship program hosted 16 students (12 undergraduate and 4 graduate). These students were from biotechnology program and from other UoH colleges. The participants went through extensive experiential and project-based learning program by working on research projects related to gene editing, microbial, and plant biotechnologies. Each student worked on an individual project or continued their research topic from their capstone class. This program offered students an opportunity to learn key skills (communication, problem-solving, and critical thinking) and to enable them industry industry-oriented job-readiness. This program also helps the students to gain leadership skills by working individually on their research projects.The project team jointly worked in the summer for this program. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?Most of the above tasks across different objectives provided a key platform for students to improve their knowledge, abilities, and skills. This also helped students' engagement and success. Some of the examples below are additional examples of students' participation at different study levels: Students from junior to senior undergraduate levels, as well as graduate students, engaged in project-based research to enhance their analytical, critical, and problem-solving skills. Lab-based research also bolstered their confidence and reinforced the knowledge acquired from theoretical courses in the program. High school students visit UHSL: These events are organized each summer for orientation and touring research labs. I represented the BTEC program to showcase the importance of biotechnology and the facilities available in the department. This was in addition to the lectures on "Job Markets for Biotechnologists," "Plant Biotechnology and its Tools," and "Food Microbiome." These lectures were presented to students from Fort Bend County ISD. Approximately 32 students participated. High school students visit TAMU: On June 2, 2025, as part of the Horticulture Exploration Day organized by the Texas Master Gardener Coordinator through the Texas A&M AgriLife Extension Service, we welcomed 45 high school students and about 20 accompanying adults to visit our research facilities at Texas A&M University. During the visit, we gave lab tours and highlighted our current research projects on resource-efficient agriculture/horticulture using hydroponics and electric lighting High School students' research experience: Two students from the Academy of Science and Technology participated in a K-12 research program by working on thePlastic-eating bacteria isolation and characterization from the Galveston Bay area. Fall 2024-Spring 2025. The student won several competitions. First, they compete at the district fair (around 300 students) and place 1st, followed by 2nd place at the regional fair of Houston (around 2000 students), and 3rd place at the State Fair of Texas. Later, the students who qualified for the international fair (in Columbus, USA) got a 4th place. https://isef.net/project/plnt050t-petase-optimization-for-microplastic-breakdown Awareness and outreach: We hosted over 90 high school students from Aristoi Classical Academy at UHSL. The event started with a presentation, followed by lab visits and an on-site demo of gel electrophoresis (Jan 2025). It took several weeks of preparation and arrangements to host the students and perform an on-site demo. How have the results been disseminated to communities of interest?All the project activities and related results are disseminated to communities through the program website:https://abcc.egr.uh.edu/ What do you plan to do during the next reporting period to accomplish the goals? We will keep implementing various activities designed across the three objectives of the program. In addition, we intend to improve building industry internship opportunities for our students. This is one of the key area that currently require more emphasis. Also,timely feedback is crucial. We will enhance our methods for collecting and following up on participant feedback to ensure more effective and prompt responses.

Impacts
What was accomplished under these goals? By implementing the three objectives of the program, wereached out to around 398 students in this reporting year. The following are key accomplishments, objectivewise. Objective#1: Task 1.1:A graduate level (BTEC 6325 Molecular Techniques; 3 credits) and two undergraduate level courses (BTEC 3200; Biotech Research Methods; BTEC3302 (Molecular Genetics and Biotechnology) courses were revised by addingsynthetic biology and agribiotechnology-related topics and tutorials. These courses were attended by 74 students. The overall evaluation of this course was ~4.3 out of 5.0. Task 1.2: This reporting period, the PD prepared materials, exercises, quizzes, project-based learning activities, group discussion, and team presentation for the plant biotechnology (3-credit course; BTEC 4397-30(25792). The course was offered in Spring 2025 and was enrolled in by 16 students. This course is currently a special topic, which will become an elective and part of the biotechnology program. The overall evaluation of this course was 4.5 out of 5.0. Task 1.3:For independent research courses, we are implementing two core courses (BTEC4349 Capstone Experience - I and BTEC4350 Capstone Experience - II; 5 credit hours). Using these courses, the students take part in agri-biotechnology research work with the project team. A total of 18 students enrolled in capstone-I course, and 6 projects were assigned. Out of this, 3 projects (9 students) focused on food sciences and agriculture-related projects. A total of 42 students enrolled in this course, and 16 projects were assigned. Out of this, 8 projects (24 students) focused on food sciences and agriculture-related projects. Task 1.4: Certification workshop on climate-smart hydroponics: From July 1-2, 2025, our team hosted a workshop at Texas A&M University (College Station, TX) focusing on controlled environment food crop production. Participants received practical training in hydroponic crop production, including seeding and seedling care, transplanting, nutrient solution formulation, crop management, and harvesting techniques. Objective#2: Task#2.1: Through the capstone project, we recruited 12 undergraduate students for hands-on research activities. Their project themes include: (i) Mushroom growth and key metabolite analysis. (ii) Algae application as biofertilizers in key crops, (iii) Overexpression and gene editing in Bacillus, (iv) microbiome function in root growth, (v) plant molecular changes in responses to stress, (vi) agrobacterium mediated gene transformation in plants, and (vii) plant tissue culture development for efficient transformation. The students designed experiments, conducted lab work, prepared weekly progress reports, created posters, presented their findings at Research Day, and submitted detailed research reports. Task#2.2: Through this program, we supported the research and thesis project of 6 MS students. The key areas of research included gene editing in microbes, plant physiology and environmental changes, synthetic microbiome, and algae-related research projects. Two students have graduated, and 2 are in the process of completing their thesis-related work. Also, two MS students are performing their research work at TAMU. Task#2.3: Instrumentation Day: We organized two instrumentation days, which were attended by 38 undergraduates and graduates. recording photosynthesis (Li-COR system), assessing gene expression in plants and microbes (DNA/RNA quality control analysis, cDNA synthesis, PCR, RT-PCR), and analyzing soil samples (HPLC, GC-MS, and FT-NIR). The event focused on building student skills in sample handling, data collection, chemical analysis, and troubleshooting--key areas for future careers in biotechnology and molecular biology. Research Day: We organized two Research Days (Theme Research Day: Ignite Your Curiosity) at UoH, which were attended by more than 104 graduate and undergraduate biotechnology students. The students were given an opportunity to present their research work. Farm Day: We organized two UH Biotechnology Farm Days, which were attended by more than 40 students (undergraduate and graduate). The students visited the Center for Genomics and Bioinformatics at Texas A&M University (TAMU) and Moonflower Hydroponics in Houston. This allowed students to get real-world experience of how biotechnology tools are implemented in FAN sciences. Task#2.4: Summer Lab Assistantship/Internship program: This year summer lab assistantship program hosted 16 students (12 undergraduate and 4 graduate). These students were from biotechnology program and from other UoH colleges. This program offered students an opportunity to learn key skills (communication, problem-solving, and critical thinking) and to enable them industry industry-oriented job-readiness. This program also helps the students to gain leadership skills by working individually on their research projects. Objective#3: Task#3.1: About 6 students from the biotechnology program participated in the Algal Biomass Summit (Houston). These students participated and presented their research work at the summit. One student got the best poster presentation prize at the summit. Two undergraduate and one graduate student presented their capstone research projects at the Southeast Texas Evolutionary Genetics and Genomics (STEGG) Symposium. One MS student presented her research work at Soy2025 (Wisconsin), and one MS student presented a poster at the Geological Society of America. Task#3.2: Peer Research Café: We organized 2-hour Writing Café and peer forum meetings monthly for senior undergraduate and graduate students to enhance their writing, research, and presentation skills. Participants (19 graduate students) gained a comprehensive understanding of academic writing conventions, practical skills in reference management, and received individualized feedback on their research presentations. Research Club: Conducted a 10-session Biotechnology Research Club for 27 sophomores and junior-level undergraduate students, focusing on research methodologies in biotechnology, including experiment planning, literature review, experimental design, data collection and interpretation, and scientific writing. Task#3.3.We hosted two Biotech Entrepreneurship Workshops in the reported period. The main purpose was to aware students about effective communication, adaptability, pitching strategies, business financial planning, leadership development, and STEM examples of startups. A total of 36 undergraduate and graduate students participated in these workshops. Task#3.4. Students' feedback: Most of the experiential learning events were participated in by students, with very few students dropping out of the event. This shows a strong enthusiasm to participate in our program. Students rated the knowledge gained during the event as very valuable, with the majority expressing strong satisfaction. They also praised the clarity and approachability of the instructors, noting that the content was delivered in an engaging, easy-to-follow way. The atmosphere encouraged student interaction, and most felt that their questions were answered thoroughly, creating a supportive environment for learning. Course evaluations:In the course evaluations where plant biotechnology and synthetic biology were offered, we obtained 4.1 to 4.5out of 5.0 evaluations. The survey was based on a university-level course evaluation survey comprising different sets of questions on the course. This is high at college-level evaluation of undergraduate courses. Evaluator feedback: The overall program targets are achieved more than planned, and proposed with the proposed activities are highly impactful to the student's success. The program could benefit more from focusing on high-end instrumentation and involving new technologies and topics related to AI and machine learning.

Publications

  • Type: Peer Reviewed Journal Articles Status: Published Year Published: 2025 Citation: Ahmad, Waqar, Lauryn Coffman, Ram Ray, Selamawit Woldesenbet, Gurbir Singh, and Abdul Latif Khan. "Flooding episodes and seed treatment influence the microbiome diversity and function in the soybean root and rhizosphere." Science of The Total Environment 982 (2025): 179554.
  • Type: Peer Reviewed Journal Articles Status: Published Year Published: 2025 Citation: Guo, Cui, Vanna Nguyen, Ashley Tseng, and Yuheng Lin. "Hydrolysis of Chlorogenic Acid by a Novel GDSL Lipase/Esterase from Sunflower." Journal of Biotechnology (2025).
  • Type: Peer Reviewed Journal Articles Status: Published Year Published: 2025 Citation: Nguyen, Vanna, Ashley Tseng, Cui Guo, Mary Adwer, and Yuheng Lin. "Microbial synthesis of m-tyrosine via whole-cell biocatalysis." Enzyme and Microbial Technology 185 (2025): 110590.
  • Type: Peer Reviewed Journal Articles Status: Published Year Published: 2025 Citation: Khan, Nasir Ali, Lucille Owens, Martin A. Nu�ez, and Abdul Latif Khan. "Complexity of combined abiotic stresses to crop plants." Plant Stress 17 (2025): 100926.
  • Type: Peer Reviewed Journal Articles Status: Published Year Published: 2025 Citation: Nguyen, Anh Quynh, Waqar Ahmad, Ram Ray, Xiaonan Shan, Abdul Latif Khan, and Venkatesh Balan. "Algal Biomass from Wastewater Treatment Stimulates Cotton (Gossypium hirsutum) Growth and Gene Regulation." Journal of Plant Growth Regulation (2025): 1-18.
  • Type: Peer Reviewed Journal Articles Status: Published Year Published: 2025 Citation: Asaf, Sajjad, Yetunde A. Williams, Lubna, Jean-Jack M. Riethoven, Jason Eslamieh, Ahmed Al-Rawahi, Ahmed Al-Harrasi, and Abdul Latif Khan. "Plastome structure, evolution and diversity of Frankincense-producing Boswellia genus." Functional & Integrative Genomics 25, no. 1 (2025): 172.
  • Type: Other Journal Articles Status: Submitted Year Published: 2025 Citation: Waqar Ahmad, Tisha Haukongo, Jason Prez, Eunhea Kwon, In-Jung Lee, Abdul Latif Khan, Synthetic communities from hypersaline habitats offer salinity stress tolerance to crop plants. Environmental Experimental Botany
  • Type: Other Journal Articles Status: Under Review Year Published: 2025 Citation: Aijaz, E., Kwon E, Khan, A.L., Melatonin Microbe Interactions in Plant Rhizosphere. iScience
  • Type: Other Journal Articles Status: Submitted Year Published: 2025 Citation: Fatima, N., Balan, V., Ahmad, W, Khan, A.L., Microalgae application improves photosynthesis and growth in soybean and sorghum plants. Journal of Plant Growth Regulation
  • Type: Books Status: Awaiting Publication Year Published: 2025 Citation: Albert B. Flavier; Venkatesh Balan; Abdul Latif Khan; Hemen Hosseinzadeh; Maedeh Mohammadi; and Suhaib Ahmad. Microbial Biotechnology: Fundamentals and Applications. Open Reading Resource PressBook
  • Type: Other Journal Articles Status: Submitted Year Published: 2025 Citation: Kwon E., Khan, A.L.Microbiome producing ACC deaminase and its function in plant stress tolerance. Plant Direct
  • Type: Conference Papers and Presentations Status: Published Year Published: 2025 Citation: Waqar Ahmad - University of Houston, Lauryn Coffman - Texas A&M University, Gurbir Singh - University of Missouri, Abdul Latif Khan - University of Houston, Presented a poster of the abstract titled #100-58 Seed treatments and flooding events influence the Microbiome diversity and function in the soybean rhizosphere at Plant Biology 2025, in Milwaukee, Wisconsin, on July 26-July 30, 2025.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2025 Citation: Greer, Presley. Khan, Shuhab, Khan, Abdul, Khan, Nasir, Spectral Index Response of Multiple Soybean Genotypes to Salinity Stress and Silicon Treatments. Abstract #9149; The Geological Society of America. San Antonio, Texas, USA, 1922 October 2025.
  • Type: Conference Papers and Presentations Status: Published Year Published: 2025 Citation: Lucille Owens, Waqar Ahmad, Abdul Latif Khan, Fungal endophytic synthetic consortia to improve soybean growth? under drought stress conditions?. Soy 2025: 19th Biennial Conference on Molecular & Cellular Biology of the Soybean
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2025 Citation: Ahmad Suhaib, Jessica Yeng, Abdul Latif Khan. Uncovering the Hidden Transport Network: Evolution and Silicon-Responsive Expression of NIP Aquaporins in Plants. 1st Great Lakes Plant Science Conference (GLPSC 2025)J hosted by Michigan State University and the Plant Resilience Institute from September 12-14, 2025 in Lansing, Ml, USA.
  • Type: Peer Reviewed Journal Articles Status: Published Year Published: 2024 Citation: Coffman, Lauryn, Hector D. Mejia, Yelinska Alicea, Raneem Mustafa, Waqar Ahmad, Kerri Crawford, and Abdul Latif Khan. "Microbiome structure variation and soybeans defense responses during flooding stress and elevated CO2." Frontiers in Plant Science 14 (2024): 1295674.
  • Type: Conference Papers and Presentations Status: Accepted Year Published: 2024 Citation: Khan, A. L., Conference Presentation: Frankincense as bioeconomy resources with health benefits, "American Council for Medicinally Active Plants," PVAMU and USDA, Prairie View, TX. (August 2024).


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

Outputs
Target Audience:Undergraduate students: Objective#1 (Curriculum development) We planned for 30 students per year and reached out to 27 through enrollment. Objective# 2 (Experiential and project-based learning in research): We planned for 10 students per year, and we gave the opportunity to 12 students with financial support and 9 through enrolling and performing research in Capstone Research Experience courses. Objective #3 (Skills) = We planned for10 students per year, and we gave the opportunity to 12 students Graduate students: ? Objective#1 (Curriculum development): We planned for 10students per year andreached out to 12 through enrollment. Objective# 2 (Experiential and project-based learning in research): We planned for10 students per year, and we gave the opportunity to 8students with financial support and 2 through enrolling and performing research in the Master Project course. Objective #3 (Skills) =We planned for10 students per year, and we gave the opportunity to 8students Entrepreneurship workshop: Hosted at the University of Houston on April 19th, 2024, this workshop had two sessions: "Social Entrepreneurship in Technology and Science" and "Lean Canvas Models." Around 20 students (8 graduate and 12 undergraduate students), from biotechnology and engineering attended. Dr. Hyunseok Hwang explained the basics of entrepreneurship, while Dr. Tanu Chatterji from Bauer College of Business explained the Lean Canvas Model, a one-page business plan for testing and validating business ideas. Research Club: Conducted a 10-session Biotechnology Research Club for 15 junior-level undergraduates and two graduate students, focusing on research methodologies in biotechnology, including experiment planning, literature review, experimental design, data collection and interpretation, and scientific writing for 10 weeks. Students meet once a week for 1 hour, either listening or giving a short presentation on pre-defined research topics related to Food and Agriculture Biotechnology. Instrumentation Day: In Spring 2024, 22 undergraduates and graduates participated in the Instrumentation Day. They gained hands-on experience in several areas: (i) DNA Sample Preparation: Techniques include gel electrophoresis and quantification using nanodrop and Qubit, (ii) RNA work: Students learned TNA extraction, cDNA synthesis and qRT-PCR-related reaction preparation and analysis, (iii) Photosynthesis Measurements: Using LI-COR 6800 for photosynthesis and LICOR 600 for chlorophyll fluorescence, (iv) HPLC analysis: Sample preparation and analysis of microbial products. Students were introduced to the basic functions, purposes, and anatomy of the HPLC, learning about mobile and stationary phases, sample pathways, and compound elution speeds. They interpreted HPLC results using existing data and practiced preparing, loading, and running samples. A simplified introduction to the software was also provided. Research Day: This year's Research Day at UH Sugar Land saw 58 graduate and undergraduate biotechnology presenting collaborative projects. The event featured poster presentations and elevator pitches judged by faculty from Cullen College of Engineering, The College of Natural Sciences and Mathematics and industry professionals. Students showcased their innovation, leadership, and investigative skills across various topics, including genetic engineering of watermelons, biopesticides, plant physiology, microbiome, and bioinformatics analysis of genes. Farm Day: Twenty students fromUH and Texas A&M University (TAMU) participated in Farm Day to learn about current technologies for producing food production, specifically leafy greens, at the Kalera vertical farming facility. They also observed how automation reduces labor and increases yields, how apps and software efficiency, and saw good manufacturing practices (GMP) in action. Climate Smart Workshop: Our project team hosted a workshop on climate-smart agriculture at TAMU, College Station, TX from May 15-17, 2024. The workshop featured talks on topics such as hydroponic crop production, greenhouses and indoor farms lightings, bio stimulants for climate-smart plant growth, environmental benefits of using micro and macroalgae, production of therapeutic proteins using plants, farming practices to increase carbon sequestration, applications of synthetic biology, biotechnology in climate-smart agriculture, and social entrepreneurship. Talks were delivered by project PIs and invited speakers from TAMU.The workshop also included hands-on learning opportunities on hydroponics production of leafy greens and fruiting vegetables at the TAMU Horticultural Department's teaching greenhouse. Peer Research Café: We organized 2-hour Writing Café and peer forum meetings monthly for senior undergraduate and graduate students to enhance their writing, research, and presentation skills. Participants gained a comprehensive understanding of academic writing conventions, practical skills in reference management and received individualized feedback on their research presentations. Presenting and discussing their work in an academically supportive setting significantly bolstered their confidence and refined their presentation skills. The collaborative and interactive nature of the meetings fostered a strong sense of community and facilitated peer-to-peer learning and networking. Ten students actively participated in these enriching academic exchanges. Invited Seminars: Two invited speakers presented their research work and life experiences and discussed how they undertook the research path. Summer Lab Assistantship/Internship program: Twenty-one students (12 undergraduate and 8 graduate students) participated in experiential and project-based learning opportunities. These students received financial support for the summer months ($2,400 for undergraduates and $3,200 for graduate students). Each student either worked on an individual project or continued their research from their capstone class. This program enhanced their knowledge and skills in plant biotechnology and genetic engineering. Changes/Problems: We merged the "Writing Cafe" and "Peer Forum" into one activity "Peer Research Forum". This will help to improve delivering quality information to student's communication skills. The overall purpose of the activity will remain the same as proposed in the project document. We also merged "Instrumentation Day" and "Experimentation Day" into Instrumentation and Experimentation Day" to ensure smooth implementation and give opportunities for students to participate more.The overall purpose of the activity will remain the same as proposed in the project document. What opportunities for training and professional development has the project provided?We organized two workshops --Climate Smart Hydroponics and Entrepreneurship --and conducted training sessions on various lab instruments to enhance students' knowledge, skills, and leadership in Food and Agricultural Sciences. Two students participated in a 3-days intensive training on Photosynthesis Analysis in Agriculture at Li-COR in Nebraska. They later served as master trainers, teaching other students how to use the instruments effectively. The project offered a wide range of training and professional development opportunities. Participants gained hands-on research experience through a summer internship, improved their skills with advanced scientific equipment during Instrumentation Day, and developed their writing and presentation abilities through the Peer Forum and Writing Café. Farm Day provided practical agricultural experience, while the Research Club encouraged critical thinking and discussion. The Entrepreneurship Workshop equipped students with the skills needed to launch and manage ventures in the agricultural sector. Students from junior to senior undergraduate levels, as well as graduate students, engaged in project-based research to enhance their analytical, critical, and problem-solving skills. Lab-based research also bolstered their confidence and reinforced the knowledge acquired from theoretical courses in the program. How have the results been disseminated to communities of interest?The project activities were shared on X (Twitter; #NIFAImpacts), LinkedIn, the project website, and UH news. Some examples of these news items are https://uh.edu/news-events/stories/2024/january/01022024-climate-weather-crops.php and https://uh.edu/news-events/stories/2024/january/01022024-climate-weather-crops.php We organized info sessions for sophomores on the USDA-HSI program's objectives, activities, and benefits of joining it. We also reached out to high school students from Fort Bend and Houston ISD to disseminate project activities and the benefits of joining programs at UH and TAMU. What do you plan to do during the next reporting period to accomplish the goals?Enhancing Project Activities: We will continue to advance our planned activities for each objective and their associated tasks. Efforts will be intensified to reach a broader student audience, increase enrollment in relevant curricula, and incorporate additional topics related to agricultural and food sciences. Expanding Participation: We will actively promote project activities and opportunities to diverse student groups, emphasizing involvement in experiential and project-based learning activities. Building Industry Internship Connections: We will collaborate with industry partners to facilitate internships for senior students. We will engage companies such as Kalera Inc., Biora, and Lonza to provide 2.5-month internship opportunities. Refining Feedback Mechanisms: Timely feedback is crucial. We will enhance our methods for collecting and following up on participant feedback to ensure more effective and prompt responses.

Impacts
What was accomplished under these goals? Objective#1:Design and develop new synthetic biology and plant biotechnology courses. Task 1.1: We have prepared the syllabus for the plant biotechnology (3-credit course; BTEC 4397-30(25792), which has been approved by the Program Core Committee, the Department, and the academic office. This elective course is available to undergraduate students at the junior to senior level. It covers topics such as crop physiology, defense and immune mechanisms, plant-microbe interactions, cell culture, breeding, agronomy, phytochemicals, industrial uses, cloning and transformation, genomics, gene editing, and climate change biology. The course includes lectures, student presentations, discussions, homework, quizzes, and four project-based learning (PBL) exercises. For fall 2024, enrollment stands at 3 students, but we anticipate an increase in future semesters through program advisor promotions. We have enhanced the existing mandatory graduate course (BTEC 6325 Molecular Techniques; 3 credits), by incorporating more topics on agricultural biotechnology. Students now learn to apply agriculture biotechnology approaches in their experiments. Key topics include plant molecular biology protocols (DNA, RNA, protein extraction, gene expression analysis, and transcriptomics) and project-based learning activities where students collaboratively solve problems and present their findings. Task 1.2:We have developed and added four new 1.5-hour lectures on Synthetic Biology to the course BTEC3302 (Molecular Genetics and Biotechnology). These include DNA Assembly Techniques, Synthetic Biology, Metabolic Engineering, and Genome Editing Techniques. Additionally, four existing lectures on Recombinant DNA Technology, Recombinant Protein Expression, Protein Engineering, and Genetically Modified Organisms have been updated with a stronger emphasis on Genetic Engineering, closely related to Synthetic Biology. The Molecular Genetics and Biotechnology course enrolled 27 students for Spring 2024. Task 1.3: The Capstone Research Experience program, which spans two semesters and is mandatory for graduation is currently underway. To promote undergraduate independent research, we aimed to offer equivalent thesis courses. Although no students enrolled this year, two students have signed up for the plant biology thesis course for Fall 2024. Task 1.4: Certification workshop on climate-smart hydroponics: From May 15-17, 2024, our team hosted a workshop at Texas A&M University (College Station, TX) focusing on climate-smart agriculture. The event covered hydroponic crop production, greenhouse and indoor farm lighting, biostimulants for climate-smart growth, environmental benefits of micro and macroalgae, plant-based therapeutic protein production, carbon sequestration practices, synthetic biology applications, and social entrepreneurship. Presentations were given by project PIs and TAMU guest speakers. The workshop also included hands-on training in hydroponic production of leafy greens and fruiting vegetables at TAMU's teaching greenhouse. Objective#2:Create experiential and project-based learning opportunities for the students. Task#2.1: Through the capstone project, we recruited 9 undergraduate students in hands-on research activities. Their projects include: (i) Cordycepin as a Biocontrol Agent? (ii) ACC Deaminase-Producing Microbial Symbiosis in Drought Stress? and (iii) Gibberellin Biosynthesis in Fungi?. The students designed experiments, conducted lab work, prepared weekly progress reports, created posters, presented their findings at Research Day, and submitted detailed research reports. Task#2.2: Two MS students perform research work for their MS Project Course on: (i) Extracellular enzyme analysis of the plant rhizosphere during heat stress conditions to soybean and (ii) nano plastics impacts on plant growth and development. They carried out lab work and presented their findings at the course's conclusion. Additionally, one post-graduate student completed a research project on the flooding stress microbiome of soybean plants. Task#2.3: We organized Farm Day at Kalera Vertical Farm for 20 students, Instrumentation Day at UH for 22 students, and Research Day at UH for 58 students. These events provided hands-on research experiences and opportunities for students to present their work to peers and professors. Task#2.4: We offered summer lab assistantship and internship to 23 undergrad and graduate students across various labs in UH and TAMU. This opportunity enables them to conduct experiments and manage project independently, with mentorship from faculty and a PhD student to enhance their skills and knowledge. Objective#3:Improve research, leadership, and communication skills in Agrisciences. Task#3.1: Two students intensive three-day training on photosynthesis analysis in agriculture at Li-COR (Nebraska). They then served as master trainers, teaching other students about the instruments. Additionally, two students presented their capstone research project at the Southeast Texas Evolutionary Genetics and Genomics (STEGG) Symposium. Task#3.2: We organized a Research Club for sophomore and junior students to explore the research workflow, and a Peer Research Café for graduate students to share their research experiences and challenges. Task#3.3. We held an Entrepreneurship Workshop at UH, where over 8 students learned principles of starting food and agriscience-related businesses. Task#3.4. After each activity or event, we conducted a timely feedback survey. Additionally, a Qualtrics survey was administered to students who participated in the Entrepreneurship workshop. Evaluator's comments: The project activities spanned different levels of graduate and undergraduate students, and some program activities were disseminated to high school students. The project team has met its targets by providing experiential and project-based opportunities to diverse students. Curriculum development is in process, and the team plans to improve enrollment in new and revised existing curricula in plant sciences.

Publications