Progress 09/01/24 to 08/31/25
Outputs
Target Audience:The focus of the Rutgers University-Veterinary Learning and Preparation (RU-VETLEAP) program is to increase the number of undergraduate multicultural student-scholars from the state of New Jersey that enter doctor of veterinary medicine (DVM) programs or careers in other veterinary or biomedical research or agriculture-related careers. The initial target audience for disseminating information about the efforts of the RU-VETLEAP program in Fall 2024 and Spring 2025, through email and social media campaigns, were ~3500 students from Rutgers School of Environmental and Biological Sciences. Additional audiences were prospective students that were high school students and transfer students from New Jersey community colleges.More specifically, ~500 undergraduate students that had declared animal sciences orbiological sciences as their major were the target audience. Information sessions, advising workshops, and newsletters were provided and applications for entry to the RU-VETLEAP program were solicited. Twenty-five students applied and 11 were interviewed of whom 5 MSP scholars were recruited. The criteria for selection were high financial need, prior academic performance, high motivation to enter DVM programs, and demonstrable hard work and commitment to the completion of their B.S. degree in the pre-veterinary track. The 5 MSP scholars are identified below with numbering. The following statements are excerpted from their application packets. Scholar 1 is a rising sophomore with a 3.917 GPA. She stated in her essay, "In 2007, I was given a chance to have a family who was willing to provide unconditional love to me, and it was my turn to do the same. No matter how different we were, and no matter if we were related by blood or not, the power of bonds is much stronger. My experience with being adopted provides me with the beautiful desire to give a nurturing environment to those who need it the most, regardless of the species. I wish I could adopt every animal in the world and give them each a deserving home. Becoming a veterinarian has become my mission in life. With this career, I would not only be able to treat sick animals, but also see happy families that chose to adopt." She further states, "I aspire to become a veterinarian to advocate for animal welfare, support adoption efforts, and give pets the ability to live happy and fulfilling lives." In high school, she had won the Presidential Scholar Award. Scholar 2 is a rising sophomore with a 3.52GPA. She stated, "I have always loved people as well as animals, so a career in veterinary medicine gives me the best of both worlds, as I will be helping people just as much as their animals." She continues, "Not only will a successful education help me contribute to the field of Animal Science and veterinary medicine, but it will also contribute to my community, first-generation African-American women. The veterinary field is not very diverse, so with my success, I will contribute to the already small percentage of the veterinary population that are African-American women." She made the honor roll throughout high school. Scholar 3 is a rising sophomore and has a 3.65GPA. She wrote in her application, "In my junior year of high school, I doubted what college major to pursue. Enrolled in my school's animal science program, I was labeled a 'future veterinarian' from a young age, based on my claims and my family's expectations. This label made me question my future: Did I have the drive to become a doctor? Was I pursuing this path to meet others' expectations? Was I meant to push myself towards such an advanced goal? I was conflicted and debated not going to college at all at one point. However, I remembered a trip my animal science teacher took us on to another school...where I worked with livestock. I had a great time on their farm and with their sheep and concluded that I wanted to become a livestock veterinarian, following the footsteps of the veterinarian who instructed us that day." She further states that "as a prospective veterinarian, I aim to contribute to animal science and veterinary medicine by continuously improving the welfare of food animals and supporting efforts to eradicate diseases that devastate them. In my community, I hope to educate people about livestock care and provide opportunities for them to interact with these animals, sparking greater interest in the field." In high school, she made the high honor roll and received academic excellence awards. Scholar 4 is a rising junior with a 3.3GPA. He states, "As a first-generation college student, it has become increasingly difficult to afford not only my undergraduate career but also my mother's and my living expenses. Coming from a single-mother household, I have had to work part-time jobs since I was little to be able to afford living expenses and not rely so heavily on my mother. The pressure of paying my tuition without the help of my mother has forced me to seek multiple jobs while being a full-time student trying to maintain a competitive GPA for veterinary school admission. Although I am fortunate enough to secure jobs that allow me to obtain animal experience for veterinary school, they are mentally and physically taxing. Regardless of my background, I have managed to overcome financial obstacles while taking heavy course loads without deterring me from pursuing my future career in veterinary medicine. I want to be able to represent a community of first-generation students within the veterinary field by finishing my education at Rutgers and going on to veterinary school. By becoming a veterinarian, I aim not only to fulfill my dreams but to contribute to the diversity and strength of the veterinary field itself. I want to prove that despite my struggles and setbacks, dreams can still be achieved through hard work and perseverance. I strive to inspire future pre-veterinary students who face similar challenges. My goal is to mentor other disadvantaged students and support the next generation of veterinarians and animal scientists." While at Rutgers, he has received awards, scholarships, and a school grant for his commitment to academics and community. Finally, Scholar 5 who is a rising junior with a 3.73GPA says, "Nothing is more fulfilling than the idea that I can wake up every day to a career that will allow me to make a difference in the world of science, medicine, and the lives of animals. My journey so far has been tumultuous, to say the least, but nothing has shaken me from striving toward my goal of becoming a veterinarian. My life and financial situation have recently taken a sudden turn with the passing of my father last semester. My father was the sole provider for my family due to my mother's disability, so when he left us, we were devastated emotionally and financially. Being that this year has been the hardest of my life, I still strive to achieve my goals for myself and honor his legacy. There were many days this year when I worried about where I would live and whether I would be able to continue with my education in the face of such adversity and tragedy. However, the one thing that truly kept my head up was my father's voice encouraging me never to quit and that education is the key to all my success. As I have progressed through Rutgers, I have fallen more in love with the possibility that I can make real contributions to veterinary medicine and research as I learn and grow. With veterinary medicine, there is never a dull moment, and I hope someday I will be able to experience all of those moments to their fullest." In high school, she was in the National Honors Society and made the Dean's List her first year at Rutgers. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?Special experiential learning was provided via a Study Abroad opportunity in Belize in partnershp with Rutgers University-SEBSOffice of Global Engagement. 4 scholars were able to availthis opportunity in the first reporting period. Peer mentoring and leadership training. One scholar was trained in leadership and peer mentoring activities as part of the USDA NEXTGENAnimal Science Discovery Program. This scholar learnthow to mentorprovideacademic and social support to community college students from a different state that were in a residential program in Rutgers University. Veterinary Clinical Internship opportunities: A Veterinary clinical network was created and students were encouraged to seek out shadowing or employment opportunities. 3 scholars utilized these opportunities and earned clinical shadowing hours and vet assistant hours. Introduction to Veterinary Technology Course:One scholar participated in this course in Spring 2025 and learnt about basic small animal veterinary practices. Research in Animal Science: Two scholars participated in faculty-led research projects in the Endocrinology and Animal Biosciences program. Careers in Animal Science:Three scholars participated in this course and engaged with professionals from different animal science fields and exploredtheirinterests. Academic Mentoring and Tutoring Network:To improve the academic readiness in Biology, Chemistry, Math, and Physics, a peer-tutoring community was created in partnership with Rutgers Learning Centers. Scholars attended the tutoring sessions in Spring 2025. How have the results been disseminated to communities of interest?The results have thus far been disseminated via social media, press releases and newsletters. SEBS NJAES Newsroom Articles: https://sebsnjaesnews.rutgers.edu/2024/10/rutgers-awarded-250000-usda-nifa-grant-to-prepare-students-for-vet-school/ https://sebsnjaesnews.rutgers.edu/2025/08/usda-nifa-grant-funds-ru-vetleap-scholars-study-abroad-in-belize/ Link to department newsletter:https://animalsciences.rutgers.edu/news/AnimalScienceUpdate2025.pdf What do you plan to do during the next reporting period to accomplish the goals?Major Goal 1: We are in progress to achieve more animal handling, husbandry, veterinary clinical, and research training hours. Our original aim was to have each MSP scholar complete more than 500 hours by the end of the duration of this project. In the first reporting period we nearly achieved that goal. So, we will continue sustaining those efforts for the next reporting period. Major Goal 2: Academic mentoring and tutoring will be continued and higher GPAs will be achieved. Major Goal 3: Since students are rising sophomores and juniors, this goal is in progress. Pre-veterinary advising and VMCAS application preparation willcommencein the next reporting period. Major Goal 4: 3 students were enrolled inCareers in Animal Science Coursein the last reporting period. The remaining two students will receiveexposure to USDA-related careers and explore a variety of career paths.The Veterinary Alumni Networkthat was created will be engaged for 1:1 mentorship. While the scholars participatein numerousstudent organizations, they will be encouraged toparticipate in leadership roles. They had a missed opportunity to present at the MSP Scholars meeting in April 2025. However, Scholars will be encouraged to attend and present at the next MANNRS and other student-focused conferences.
Impacts
What was accomplished under these goals?
RU-VETLEAP is designed to increase the number of Animal Science students from underrepresented communities accepted into DVM programs and careers in USDA mission-critical areas of food, agriculture, and human and animal health. Theproblem of veterinarian shortage in the US, and specifically in New Jersey, could be addressed by the RU-VETLEAP program. The overarching goal of the program is to increase thecompetitiveness of the MSP scholar-applicants to DVM programs. The approach of the RU-VETLEAP program is to bring about a) a change in the knowledge base of the students with regards to opportunities to enhance their academic competitiveness and experiential learning to become more competitive for DVM programs; b) a change in action to participate in academic tutoring and avail veterinary clinical, research, and study abroad opportunities; and c) and professional development to develop the skills for career readiness. We believe we have achieved all the milestones in the first reporting period. Scholar 1 is part of the Rutgers University Veterinary Science Club, Companion Animal Club, and SEBS Governing Council, where she served as one of the Animal Science Major Representatives. In Spring 2025, she had the opportunity for experiential learning with animals on the Rutgers farm, specifically with swine and cattle earning 120 hours. In Summer 2025, the RU-VETLEAP-SEL scholarship allowed her to study abroad in Belize through the Wildlife Health, Ecology and Conservation program where she gained ~120 hours of experiential learning. Additionally, she was in the Introduction to Veterinary Technology class where she learnt basic vet clinical activities. Further, she participated in the USDA NEXTGEN-Rutgers Office of Research Comparative Medicine working in a lab animal-veterinary clinical internship for ~105 hours. Scholar 1 has earned a total of 345 hours of experiential learning and has maintained of 3.92 GPA. Scholar 2 is training in the Rutgers Seeing Eye Puppy Raising Club, a national non-profit organization that helps train guide dogs for the visually impaired. Even though she was unable to travel in Summer 2025, she worked locally at a veterinary clinic for 60 hours and volunteered in a research lab in Spring 2025. She has earned 60 hours on experiential learning in the first reporting period whilst maintaining her GPA at 3.52. Scholar 3 is a member of the Society of Animal Science and Rutgers University Veterinary Science Club. In Spring 2025, she earned 45 hours of experiential learning in animal handling working with various livestock species. In Summer 2025, she worked in Woodland Wildlife Refuge for 52 hours and also participated in the Study Abroad in Belize in the Wildlife Health, Ecology and Conservation program. Thus, she earned a total of 217 experiential learning hours and increased her GPA from 3.54 to 3.65, which is commendable. Scholar 4 is active in the Minorities in Agriculture Natural Resources and Related Sciences Club (MANRRS) and has served as the MANRRS treasurer his sophomore year. He gained 45 hours of hands-on microsurgical experiential learning in the In Vivo Lab Animal Techniques in Spring 2025. He earned 120 hours in the Study Abroad (Belize) experience in the Large Animal Veterinary Care Program in Summer 2025. He participated in the USDA NEXTGEN Animal Science Discovery Program as a peer mentor and accrued over 100 hours of experiential learning. Finally, he also worked with the Rutgers Office for Research for 267 hours, where he has developed a strong interest in laboratory animal care and medicine. Impressively, he has improved his GPA during this semester from 3.14 to 3.31 while earning a whopping 532 hrs of total number of experiential learning hours. Scholar 5 attends the Rutgers University Veterinary Science Club. In Spring 2025, she served as a teaching assistant for the Animal Reproduction course, and she contributed to research in an endocrinology lab, gaining a total of 180 hours. In Summer 2025, worked as a veterinary assistant at a North Jersey veterinary hospital for 475 hours, where she continues to develop her clinical skills. She was the fourth student that availed the RU-VETLEAP-SEL scholarship for the Study Abroad in Belize and earned 120 hours of experiential learning in the Wildlife Health, Ecology & Conservation program. This Scholar 5 worked a total of 775 hours (!) and maintained her GPA at 3.73. This is exceptional especially since this student lost a parent in the past semester. Needless to state, I am exceedingly proud of all 5 MSP scholars and how much they have achieved with the USDA-NIFA support provided to them. Sustaining such support will ensure a certain path towards becoming competitive applicants and future veterinarians.
Publications
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