Progress 09/15/23 to 09/14/24
Outputs
Target Audience:During this reporting period, we reached a target audience of women and minority students at two community colleges in Tennessee and Texas to participate in the Science, Engagement, and Leadership Academy. These students came from rural areas in their states and were interested in pursuing a career in science, technology, engineering, and math (STEM). In the summer of 2024, we had a total of 12 program participants (six in each state). Due to attrition, we ended the program with five students in Texas and fours in Tennesse, for a total of nine community college students. Of the nine students engaged in the program, seven were female (77.7%), four identified as Hispanic or Latino (44.4%) and one identified as Asian (11.1%). Additionally, six of the nine students were first generation college students (66.7%). Changes/Problems:Changes: We had fewer students participate in the SELA program due to to attrition over the 6-week period. This reduced our final number from 12 to 9. Change:This change did open up additional participant support funds to bring all student participants to the 2025 MANRRS National meeting, which aligns with the goals and objectives of this project and will provide additional opportunities for these students. Challenges: Despite student interest in a CCC-MANRRS in Texas, we have been faced with the challenge of identifying an appropriate advisor at the community college. We have made contact with their dean and mulpitple support faculty, but have struggled to find someone to agree to this task. Potential Change: If we cannot find a CCC-MANRRS advisor in Texas, we belive there is enough interest in west Tennessee that we can establish a second CCC-MANRRS chapter there. While not ideal, we would still reach different regions within one of our target states, which would help to fulfill the goals of this grant and the WAMS program. What opportunities for training and professional development has the project provided?SELA was a 6-week long training program for SELA Fellows (community college students) followed by additional online webinars for the following academic year. During this reporting period, we offered four formal workshops for participants. SELA Onboarding Workshop - What Does it Mean to be a Scientist? Science Communication Workshop - Best Practices for Presenting Research Poster Design Workshop Virtual Research Poster Presentation Additionally, this program offered: Weekly mentor meetings between SELA fellows and the program directors during their 6-week summer research experience (6 total) Research/lab training provided by the students' research lab mentor(s) How have the results been disseminated to communities of interest?
Nothing Reported
What do you plan to do during the next reporting period to accomplish the goals?SELA Fellows We will continue to work with SELA fellows during the next reporting period as part of the program to help achieve goals A through E. The following activities are planned for participating students: Civic Leadership Webinar Attendance for the 2025 Minorities in Agriculture, Natural Resources, and Related Sciences (MANRRS) National Meeting Job Prep Webinar Communty College Chapters (CCC) - MANRRS We have established contacts at Pellissippi State College in Tennessee and South Plains College and Texas to develop the CCC-MANRRS. We will continue to work with these community colleges to help them develop a charter chapter through the national organization and offer professional development opportunties to the students We will develop a CCC-MANRRS online portal to connect community college students 4-year institutions. These efforts will align with goals A through C Dissemination One presentation is planned for the Association of International Agricultural Education and Extension in Edinburgh, Scottland during the next reporting period
Impacts
What was accomplished under these goals?
The Science, Engagement, and Leadership Academy (SELA)was conducted in June and July of 2024 with participation of nine SELA Fellows from community colleges in Texas and Tennessee. These students participated in multiple professional development trainings and a 6-week long summer research experience. They were supervised by a faculty researcher at the University of Tennesse, Knoxville or Texas Tech University. Students responded to a pre and posttest survey before and after the six week long program which demonstrated: (a) increased knowledge of STEM job opportunities (b) increased sense of belonging within the STEM disciplines - many noted identifying new mentors in their fields as well (c) increased motivation to pursue a career in STEM (d) increase in leadership and communication skills, although this was only a minimal increase at the time of data collection; and (e) increased postivie perceptions of personal science identity
Publications
|