Progress 03/15/18 to 03/14/23
Outputs
Target Audience:This project is designed to target Hispanic sophomore/junior/senior level B.S. animal science majors through engagement activities and exposure to research through experiential learning. The goal is to improve retention and graduation rates and ultimatelyincrease the diversity of the nation's workforce by placing well trained graduates into animal science careers upon graduation. Changes/Problems:-COVID-19 hindered many activities (particularly due to limited travel) in Years 2-3. Educational tours, job shadowing events, attendance at professional meetings and extension activities were severely limited in these years.In order to continue to provide experiential learning opportunities for our students during this time, faculty mentors provided additional research opportunities and local symposia for presentation of research. Selection of the Year 4 cohort was delayed by one full semester in order to accept applications when TAMUK travel restrictions would be lessened and student travel would be allowed. This decision (and no-cost extension) allowed our students to benefit from program activities which require travel, enabling us to more effectively accomplish the objectives of the TExAS Scholars Program. What opportunities for training and professional development has the project provided?-Students often report that research projects, job shadowing, educational tours, and professional meeting attendance provide opportunities for personal growth, networking and career planning. -All students (100%) involved with the TExAS Scholars program were involved with research. As a result, scientific and technical skills were obtained that will be utilized as they progress in their education and careers. Skills gained may also give these students an advantage as they pursue additional degrees or careers upon graduation. -Educational tours to research and production agriculture sites provide students with exposure to educational and career prospects while promoting networking amongst students, faculty and tour site hosts. Throughout the TExAS Scholar Program, 71% of students participated in an educational tour. Considering the severe travel restrictions put in place because of COVID-19, a significant portion of our students were still able to gain the benefits of an educational tour. -A Job Shadowing experience was provided to students in an effort to provide them with an idea of the daily tasks involved in an animal science related career. Additionally, it provides an opportunity for students to add to their professional network. Throughout the TExAS Scholar Program, 68% of students were able to gain this experience. Again, this number was less than ideal, but with the travel restrictions of COVID-19, it was unavoidable. Students shadowed diverse animal science professional including: Texas A&M AgriLife Researchers, Texas A&M AgriLife Extension Specialists, veterinarians, nutritionists, and a commercial product specialist. -Similar to the educational tours and job shadowing experiences, professional meeting attendance was limited by COVID-19 travel restrictions for many TExAS Scholar participants. However, 14 professional meetings were attended by TExAS Scholar participants throughout the program. Professional meetings provide students with a tremendous networking opportunity as they meet with university faculty, USDA scientists, and industry professionals. Further, these meetings provide students with an opportunity to discover current agriculture research and issues. How have the results been disseminated to communities of interest?-During Year 4, a manuscript was published which was a direct result of research conducted by three Year 1 students. This manuscript was published into Applied Animal Science. -Students involved with the TExAS Scholars Program presented the results of their research projects at professional meetings, conferences, workshops, and other events. Due to travel limitations in place with COVID-19 throughout a significant portion of our program, students were unable to travel to professional conferences for presentation of research results. However, research was completed and presented at local symposia to include the Javelina Research Symposium and Student USDA Career Experience Symposia.Further, two students within the final cohort have had abstracts accepted for presentation at the ASAS Annual Meeting in July 2023. -Students involved in this type of program often report community involvement that pertains to their research project or program of study. Involvement with K-12 students through camps, recruitment activities, and general engagement, is an excellent way to encourage younger kids to consider obtaining a college education. Ten TExAS Scholars involved in ruminant nutrition research involving ruminally cannulated steers provided teaching demonstrations throughout the TExAS Scholars Program. They engaged groups of 12-30 high school students, discussing with them their research projects, followed by teaching them how samples are taken from the rumen of a cannulated animal; and allowing the students to experience this first-hand. Additionally, nine TExAS Scholar students participated in local College and Career Fairs, recruiting students and sharing their knowledge of Animal Science degree and career options. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
-Throughout the TExAS Scholar Program, 31 students were funded (27 Hispanic), surpassing the proposed target of 24 Hispanic students. Of these, 22 have graduated and 9 remain enrolled in their Animal Science course of study with expectations of graduating by 2024. Of our 22 TExAS Scholar graduates, 3 have pursued an M.S. in Animal Science (one graduated with their M.S. in Dec. 2020, the second graduated with their M.S. in Aug. 2022 and the third is expected to graduate with their M.S. in Dec. 2023) and 5 have pursued a DVM (all five are currently enrolled in their respective DVM programs). Thus, 36% of our graduates have pursued graduate or professional degrees upon their graduation from TAMUK, effectively demonstrating the efforts of our program. Objective 1: Develop a cooperative link ... -Faculty at TAMUK, TAM Agrilife Research, TAM Agrilife Extension, USDA/ARS, and private industry worked with students to develop scientific, technical,and professional skills that would improve retention and graduation rates of Hispanic students in order to increase graduate/professional school acceptance and career success. Mentoring that occurred between faculty/scientists/industry and students increases career awareness and educational opportunities allowing students to make more informed decisions about their future while equipping them with the knowledge and skills necessary to accomplish their personal and professional goals. -Activities within the TExAS Scholar Program that enhanced the relationships of those involved include: student research, job shadowing, educational tours, and professional meeting attendance. Students will continue to benefit from these educational and professional networking opportunities into the future. Relationships they have developed can lead to opportunities including internships, graduate school, and job placement. Objective 2: Educate undergraduate students ... -Funding for this program proposed providing a minimum 24 underrepresented (Hispanic) students with the opportunity to conduct research, job shadow a professional in their chosen career, participate in an educational tour, and participate in an extension opportunity. Our target number of students was exceeded with the funding of 31 students over the life of the TExAS ScholarProgram. -Students selected to participate in the program were Animal Science majors. They each selected a discipline within the field of Animal Science that interested them. They worked with a faculty member within their chosen discipline to conduct research, analyze samples in the lab, statistically analyze data, and interpret resulting data for presentation at professional meetings or to the community. -Throughout the TExAS Scholar program, 14 professional meetings were attended by student participants. Professional meetings provided students with the opportunity to understand the broad scope of animal science and related fields. Further, they provided opportunities for students to develop a professional network that may advance their educational or career goals. -Although COVID-19 hindered travel for several years of the program, 22 students were able to participate in an educational tour. These educational tours provided students with valuable experience giving them a deeper appreciation and understanding of course content when they are able to see real-world application outside the classroom. Site visits to USDA/ARS centers, private industry, and various academic institutions promotededucational and career awareness. -Job shadowing provided students with an opportunity to experience the daily life of an animal science professional. Through these experiences,students were able to gain insight intoa specific career while networking with a professional. Similar to professional meetings and educational tours, COVID-19 hindered travel for job shadowing events. However, 21students were able to participate in a job shadowing experience through the TExAS Scholar Program. Objective 3: Develop skills and gain experience ... -Students were financially supported through grant funds for their involvement in research. Students were mentored by faculty and trained in discipline specific techniques. As students took ownership of their research projects, a sense of responsibility and accountability was instilled. Funds were also spent on research supplies and for student travel to professional meetings, not only to gain knowledge, but also to present their research findings. -Extension experiences were extremely limited for our students as a result of COVID-19 travel restrictions. However, 12 of our students were able to participate in an AgriLife Extension program or event throughout the TExAS Scholar Program. Students aided in extension program coordination, shadowed Extension Specialists, and attended Extension programs. The presence of producers and industry professionals within these programs broadens the student's perspective of our animal science industry and exposes them to diverse careers in agriculture. Objective 4: Foster and develop faculty-student mentor relationships ... -A team of mentors was established to help funded student participants define goals and evaluate future educational and career plans. Mentors included teaching faculty, research scientists, extension specialists, County Extension Agents, USDA scientists, industry professionals, graduate students, and peers in the TExAS Scholar program. -Each student worked directly with a faculty member in their chosen discipline. They worked closely with this faculty member designing and conducting a research trial, completing lab work, analyzing and interpreting data and presenting results. Personal relationships were developed as this one-on-one interaction outside of the classroom took place. Faculty closely monitored students and students gained knowledge from their faculty mentor. -During weekly Journal Club meetings, students gained knowledge of current research and learned to interpret journal articles. In addition, students shared individual research progress. In this manner, students gained knowledge of subjects outside of their chosen discipline and broadened their knowledge base. Meetings were faculty led, thus providing another mentor for students. Peer mentoring that occurred during these meetings was highly beneficial as students learned from each other. -Job shadowing provided an additional mentor within a specific career field to the student. This mentor is potentially a life-long mentor as the student works toward goals of achieving a similar career. -Other professionals involved in mentoring students included a variety of industry professionals. The week-long Educational Tour that students participated in allowed for an abundance of networking opportunities. Relationships developed through this opportunity provided students with potential internship, graduate school, and job opportunities upon graduation. Our long-term goal is to graduate underrepresented (Hispanic) students ... -Throughout the life of the TExAS Scholar Program, 22 participants graduated and 9 remain enrolled in their course of study. Thus, the program maintains a 100% graduation rate. Further, two have since graduated with their M.S. in Animal Science (one is currently enrolled in a Ph.D. program) and seven additional participants are expected to graduate with either an M.S., Ph.D., or DVM within the next three years. Knowledge gained through undergraduate research and experiential learning opportunities aided these students in being successfully admitted into graduate level and advanced degree programs.
Publications
- Type:
Other
Status:
Accepted
Year Published:
2023
Citation:
Corona, A., S. A. Garza, M. Fonseca, J. Kotzur, R. C. Anderson, and N. L. Mast. 2023. Effect of select nitrocompounds on rumen methane inhibition and antimicrobial activity in vitro. Abstract accepted for 2023 ASAS-CSAS-WSASAS Annual Meeting.
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Progress 03/15/21 to 03/14/22
Outputs
Target Audience:This project is designed to target Hispanic sophomore/junior/senior level B.S. animal science majors through engagement activities and exposure to research through experiential learning. The goal is to improve retention and graduation rates and ultimatelyincrease the diversity of the nation's workforce by placing well trained graduates into animal science careers upon graduation. During the fourth year of the program, a total of 6 studentswere served. Additionally, the 8 students which made up Year 3cohort finished their program early in Year 4. All 6 of the new Year 4 cohort of studentsare Hispanic, meeting the proposed target of 6 total students for Year 4. This report pertains to activities in Year 4 of the grant program (3/2021 through 3/2022), however, students served in Year 4 will complete their fellowship year during Year 5, so some of their activities will be reported in Year 5.Student hire was delayed due to COVID-19 (for the return of normal travel, allowing us to meet the goals of the program) and to coincide with academic semesters. Changes/Problems:-COVID-19 hindered many activities (particularly due to limited travel) in Years 2-4. Educational tours, job shadowing events, attendance at professional meetings and extension activities were severely limited in these years. Thus, we delayed the selection of our Year 4 cohort by one full semester in order to accept applications when TAMUK travel restrictions would be lifted and student travel would return to normal. This has and will allow our program to benefit from activities which require travel, enabling us to accomplish the objectives of this grant program. It was for this reason, that we requested the no-cost extension. We anticipate this extension of time will allow our Year 4 cohort of students the ability to accomplish all goals of the program. What opportunities for training and professional development has the project provided?-Students often report that research projects, job shadowing, and professional meeting attendance provides opportunities for personal growth, networking and career planning. -All students (100%) involved with the TExAS Scholars program were involved with research in Year 4. As a result, scientific and technical skills were obtained that will be utilized as they progress in their education. Skills gained may also give these students an advantage as they pursue additional degrees or careers upon graduation. -In Year 4, students attended professional meetings including: American Society of Animal Science Annual Meeting (Louisville, KY; July 2021) and Western Section ASAS Annual Meeting (Fort Collins, CO; October 2021). -Job shadowing experiences are currently being scheduled for the Year 4 cohort to complete during Year 5. However, the Year 3 cohort completed their job shadowing experiences early in Year 4. Job shadowing provided students with the opportunity to experience a day in the life of a professional in various animal science careers including: a veterinarian, a mobile veterinarian, a feed sales representative, and a county extension agent. How have the results been disseminated to communities of interest?-Students involved with the TExAS Scholars Program will present the results of their research projects at professional meetings, conferences, workshops, or other events. At the time of this report, students are conducting research, performing lab work, interpreting findings, and analyzing data in preparation for preparing abstracts for poster/oral presentations. It is anticipated that in Fall 2022, students will present their research and disseminate it to communities of interest. -During Year 4, a manuscript was published which was a direct result of research conducted by a Year 1 student. This manuscript was published into Applied Animal Science and is cited previously in this report. -Students involved in this type of program often report community involvement that pertains to their research project or program of study. Involvement with K-12 students through camps, recruitment activities, and general engagement, is an excellent way to encourage younger kids to consider obtaining a college education. For example, three Year 4 cohort of TExAS Scholars currently involved in a ruminant nutrition research project involving ruminally cannulated steers provided a teaching demonstration to the Texas Livestock Ambassadors (a distinguished group of high school 4-H students). They engaged a group of approximately 25 high school students, discussing with them their research projects, followed by teaching them how samples are taken from the rumen of a cannulated animal; and allowing the students to experience this first-hand. What do you plan to do during the next reporting period to accomplish the goals?-Plans are in place to have the TExAS Scholars of Year 4 cohort present their research findings at professional conferences during Year 5. Research is being conducted at the time of this report. -Plans for job shadowing and extension events are underway for the Year 4 cohort of students to complete during Year 5. Industry, Extension and USDA collaborators are involved in helping meet these objectives. -Students involved in the TExAS Scholars Program who are continuing their studies but will not graduate during Year 4 (100%) and wish to continue undergraduate research experience will work with their faculty mentors to seek continued employment. The scientific, technical and professional skills gained through the TExAS Scholar Program will make them ideal candidates for future research funding opportunities within the University.
Impacts
What was accomplished under these goals?
-A total of 6 students were selected for the Year 4 cohort of students, meeting the proposed target. All 6 are Hispanic sophomores and juniors and will be continuing their education. Following up on the previous cohorts of students during Year 4: one Year 1 student graduated from a Veterinary Technology program and is now using that certification at a local veterinary clinic, a second Year 1 student graduated with a M.S. from TAMUK, two Year 2 students graduated with a B.S. from TAMUK, one Year 2 student was accepted into a DVM program and began in Fall 2021 and two Year 3 students are currently being funded by other programs to continue their research interest. Thus far, all graduates of our program are either furthering their studies with a M.S. or DVM program or have received job offers immediately after graduation. -Due to the COVID-19 pandemic and in order to coincide with academic semesters, recruitment of students for Year 4 was delayed for students to began in January 2022. Thus, Year 4 students will not complete their fellowship until December 2022. At the time of this report, several activities are planned for Year 4 students which have not yet occurred and therefore will be included in the Year 5 report. However, Year 3 students ended their program early in Year 4, so their activities are included in this report. Objective 1: Develop a cooperative link ... -Faculty at TAMUK, TAM Agrilife Research, TAM Agrilife Extension, USDA/ARS, and private industry are working with students to develop scientific, technical and professional skills that will improve retention and graduation rates of Hispanic students in order to increase graduate school acceptance and career success. The mentoring that occurs between faculty/scientists/industry and students increases career awareness and educational opportunities allowing students to make more informed decisions about their future while equipping them with the knowledge and skills necessary to accomplish their personal and professional goals. -Activities which occurred in Year 4 that enhanced the relationships of those involved in the TExAS Scholar Program include: student research, job shadowing, educational tour, and professional meeting attendance. Students will continue to benefit from educational and professional networking opportunities into the future. Relationships they have developed can lead to opportunities including internships, graduate school, and job placement. Objective 2: Educate undergraduate students ... -Funding for this program proposed providing a minimum 24 underrepresented (Hispanic) students with the opportunity to conduct research, job shadow a professional in their chosen career, and participate in an extension opportunity. At present, 31 students have participated in this program, far exceeding our proposed target. -Students selected to participate in the program are majoring in Animal Science. They have chosen a discipline within the field of Animal Science that interests them. They are working with a faculty member within their chosen discipline to conduct research, analyze samples in the lab, statistically analyze data, and interpret resulting data for presentation at professional meetings. -Job shadowing was conducted early in Year 4 for the Year 3 cohort of students. Students were able to job shadow a research scientist with TAM Agrilife Research, multiple veterinarians, including a mobile veterinarian, and a county extension agent. This experiential learning opportunity provided insight for the student into the daily routine of a professional within their chosen career. This will further allow the students to network and may provide an opportunity for the student to develop a relationship with a professional who can serve as a mentor as the student strives to enter that career. Plans are being finalized to provide the Year 4 cohort of students a job shadowing opportunity in Year 5. -Unfortunately, extension opportunities were limited in Year 4 due to COVID-19, however these activities are currently being planned for the Year 4 cohort to complete in Year 5. -The Educational Tour for the Year 3 cohort of students took place in April 2021. During this week students visited Friona Feedyard, O-T Feedyard, Ferrell-Ross Roll Manufacturing, High Plains Dairy, 4-Mile Dairy, Casey Beefmasters, Triangle Ranch, West Texas A&M University, Livestock Nutrition Center, and several other locations. The ability to experience these types of operations exposes students to the many careers available in the animal science industry. Objective 3: Develop skills and gain experience ... -Students are being financially supported through grant funds for their involvement in research. Students are mentored by faculty and trained in discipline specific techniques. As students take ownership of their research projects, a sense of responsibility and accountability is being instilled. Funds are also being spent to provide research supplies and as students travel to professional meetings not only to gain knowledge, but also to present their research findings. -Extension activities were limited again in Year 4 due to COVID restrictions. However, it is anticipated that the Year 4 cohort of students will have the opportunity to be involved in local extension programs during Year 5, which will provide students with an opportunity to network with Extension collaborators as well as local producers, developing a strong network of professionals. Objective 4: Foster and develop faculty-student mentor relationships ... -Funded students have a team of mentors established to help students define goals and evaluate future educational and career plans. Mentors include teaching faculty, research scientists, extension specialists, County Extension Agents, USDA scientists, industry professionals, graduate students, and their peers in the program. -Each student works directly with a faculty member in their chosen discipline. They work closely with this faculty member designing and conducting a research trial, completing lab work, analyzing and interpreting data and presenting results. Personal relationships are developed as this one-on-one interaction outside of the classroom takes place. Faculty closely monitor students and students gain knowledge from their faculty mentor. -During weekly Journal Club meetings, students gain knowledge of current research and learn to interpret journal articles. In addition, students share their individual research progress. In this manner, students gain knowledge of subjects outside of their chosen discipline and broaden their knowledge base. Meetings are faculty led, thus providing another mentor for students. Peer mentoring that occurs during these meetings is highly beneficial as students learn from each other. -Job shadowing provides an additional mentor within a specific career field to the student. This mentor can potentially be a life-long mentor as the student works toward goals of achieving a similar career. -Other professionals involved in mentoring students include a variety of industry professionals. The week-long Educational Tour that the students are involved with allows for an abundance of networking opportunities. Relationships developed through this opportunity may provide students with internship, graduate school, and job opportunities upon graduation. Our long-term goal is to graduate underrepresented (Hispanic) students ... -One Year 1 student graduated with her M.S. in Fall 2021. A second Year 1 student has defended her thesis and will graduate with her M.S. in August 2022. She has been accepted and will begin a PhD program at the University of Missouri in Fall 2022. Additionally, within the first four years of the program, four TExAS Scholar students have been admitted into DVM programs. Knowledge gained through undergraduate research aided these students in being successfully admitted into graduate level and advanced degree programs.
Publications
- Type:
Journal Articles
Status:
Accepted
Year Published:
2021
Citation:
Hook, K. C., R. V. Machen, D. B. Wester, K. C. McCuistion and N. L. Bell. 2022. Effects of cyclic monensin feeding on ruminally cannulated beef steers consuming low-quality forage. Appl. Anim. Sci. 38:129-140.
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Progress 03/15/20 to 03/14/21
Outputs
Target Audience:This project is designed to target Hispanic sophomore/junior/senior level B.S. animal science majors through engagement activities and exposure to research through experiential learning. The goal is to improve retention and graduation rates and ultimatelyincrease the diversity of the nation's workforce by placing well trained graduates into animal science careers upon graduation. During the third year of the program, a total of 8 studentswere served. Additionally, 6 students from the Year 2 cohort finished their program early in Year 3. Of the 8 new students, 6 were Hispanic and 2 non-Hispanic, surpassing the proposed target of 6 total students for Year 3. This report pertains to activities in Year 3 of the grant program (3/2020 through 3/2021), however, students served in Year 3 will complete their fellowship year in5/2021 so some of their activities will be reported in Year 4.Student hire was delayed due to COVID-19 and to coincide with academic semesters. Changes/Problems:-COVID-19 has hindered certain activities during Year 3 and will likely continue to have an impact into Year 4. Travel was less restricted in Year 3 than Year 2 but still hindered certain activities such as job shadowing events and extension opportunities. However, research has continued, conferences were attended, the educational tour was a success and we are committed to remaining focused in order to accomplish the objectives of this grant program. What opportunities for training and professional development has the project provided?-Students often report that research projects, job shadowing, and professional meeting attendance provides opportunities for personal growth, networking and career planning. -All students (100%) involved with the TExAS Scholars program were/are involved with research in Year 3. As a result, scientific and technical skills were obtained that will be utilized as they progress in their education. Skills gained may also give these students an advantage as they pursue additional degrees or careers upon graduation. -In Year 3, students were unable to travel to conferences due to university restrictions in place because of the COVID-19 pandemic. However, four students were able to present the results of their research locally within the university (to the Honors College, to the College of Agriculture and Natural Resources, and to the Department of Animal Science). Others are preparing for presentation early in Year 4. Presenting their research allows the student to network with professionals in their field and gain experience organizing research, writing and speaking. These are valuable skills that will be beneficial to their futures in agriculture. -Job shadowing experiences are currently being planned for the Year 3 cohort of students (to be completed early in Year 4) and will provide students with additional training and professional development within a specific career or discipline. -The Educational Tour also provides a great professional development opportunity for students. This week-long tour provides an in-depth look into a multitude of agricultural career fields and allows tremendous networking opportunities. How have the results been disseminated to communities of interest?-Students involved with the TExAS Scholar Program in Years 2 and 3 were deeply impacted by the COVID-19 pandemic. Students in the Year 2 cohort finished their fellowship year early in Year 3. This was the time in which they were scheduled to attend and present their research at scientific conferences. However, travel restrictions did not allow these activities to happen. Students in the Year 3 cohort were began late in Year 3, but have also been restricted from traveling to conferences. One student was able to present her research to the TAMUK Honors College, one presented at a university research function and two others presented to the TAMUK College of Agriculture and Natural Resources. Other students in the Year 3 cohort are preparing abstracts and posters for presentation in Year 4. -Students involved in this type of program often report community involvement that pertains to their research project or program of study. Involvement with K-12 students through camps, recruitment activities, and general engagement, is an excellent way to encourage younger kids to consider obtaining a college education. In Year 3, four TExAS Scholars involved in a ruminant nutrition research project with ruminally cannulated steers provided a teaching demonstration to a group of high school 4-H students. They engaged a group of approximately 50 high school students, discussing with them their research projects, followed by teaching them how samples are taken from the rumen of a cannulated animal; and allowing the students to experience this first-hand. What do you plan to do during the next reporting period to accomplish the goals?-Plans are being finalized to have the TExAS Scholars of Year 3 cohort present their research findings during Year 4. Abstracts are being written and submitted at the time of this report. - Recruitment of students for Year 4 is currently being delayed in an effort to have COVID-19 travel restrictions lifted. Recruitment for the Year 4 cohort will take place in Fall 2021 and students will begin their program in January 2022. At this time, it is anticipated that COVID-19 restrictions will be less severe and will not hinder as many activities as during Year 2 and 3. -Students involved in the TExAS Scholars Program who are continuing their studies but will not graduate during Year 3 (87.5%) and wish to continue undergraduate research experience are working with their faculty mentors to seek continued employment. Thus far, 28.6% of TExAS Scholars have received offers of continued support through other programs. The scientific, technical and professional skills gained through the TExAS Scholar Program made them ideal candidates for future research funding opportunities within the University.
Impacts
What was accomplished under these goals?
-A total of 8 students were served during the 3rd year of the project, surpassing the proposed target of 6 for Year 3. Of these 8 students, 6 were Hispanic. Following up on previous cohorts, two Year 1 students graduated from TAMUK in Year 3. One is currently working on a Master of Science at West Texas A&M University and the other is awaiting veterinary school acceptance. Additionally, four Year 2 students graduated in Year 3. Two of these students have been accepted in the DVM program at Texas A&M University, one accepted a position as ranch foreman and another is employed at a meat processing facility. Thus far, all graduates of our program are either furthering their studies with a Master of Science or DVM program or have received job offers immediately after graduation. -Due to the COVID-19 pandemic and in order to coincide with academic semesters, recruitment of students and initiation of the Year 3 cohort began in September 2020. Thus, Year 3 students will not complete their one-year fellowship until August 2021. At the time of this report, several activities are planned for Year 3 students which have not yet occurred and therefore will be included in the Year 4 report. However, Year 2 students ended their program in Year 3, so their activities are included in this report. Objective 1: Develop a cooperative link ... -Faculty at TAMUK, TAM Agrilife Research, TAM Agrilife Extension, USDA/ARS, and private industry are working with students to develop scientific, technical and professional skills that will improve retention and graduate rates of Hispanic students in order to increase graduate school acceptance and career success. The mentoring that occurs between faculty/scientists/industry and students increases career awareness and educational opportunities allowing students to make more informed decisions about their future while equipping them with the knowledge and skills necessary to accomplish their personal and professional goals. -Activities which occurred in Year 3 that enhanced the relationships of those involved in the TExAS Scholar Program include: student research, educational tour, and professional meeting attendance. Students will continue to benefit from educational and professional networking opportunities into the future. Relationships they have developed can lead to opportunities including internships, graduate school, and job placement. Many of the TExAS Scholars from Year 1 and 2 are currently enrolled in graduate or professional school programs. Objective 2: Educate undergraduate students ... -Funding for this program will provide a minimum 24 underrepresented (Hispanic) students with the opportunity to conduct research, job shadow a professional in their chosen career, and participate in an extension opportunity. At present, 25 students have participated in this program. Thus, by the end of Year 3, we have exceeded our target and will continue to fund students in Year 4. -Students selected to participate in the program are majoring in Animal Science. They have chosen a discipline within the field of Animal Science that interests them. They are working with a faculty member to design a research project, conduct the research trial, analyze samples, statistically analyze data, and interpret resulting data for presentation at professional meetings. -Job shadowing and extension program activities were hindered by the COVID-19 pandemic in Year 3. However, the Year 3 cohort may be able to participate in these activities early in Year 4 prior to finishing their fellowship year. -The Educational Tour for the Year 3 cohort of students is planned for March 2021. During this week students will visit/tour Texas A&M Agrilife Research Beeville, TX, Friona Feedyard, Ferrell-Ross Roll Manufacturing, High Plains Dairy, Casey Beefmaster Ranch, West Texas A&M University, Livestock Nutrition Center, Triangle Ranch, and several other locations. The ability to experience these types of operations exposes students to the many careers available in the animal science industry. Objective 3: Develop skills and gain experience ... -Students are being financially supported through grant funds for their involvement in research. Students are mentored by faculty and trained in discipline specific techniques. As students take ownership of their research projects, a sense of responsibility and accountability is being instilled. Funds are also being spent to provide research supplies. In Year 3, student travel to professional meetings and extension programs for gaining knowledge and to present research findings was limited. However, several students were able to present their research within the university. Objective 4: Foster and develop faculty-student mentor relationships ... -Funded students have a team of mentors established to help students define goals and evaluate future educational and career plans. Mentors include teaching faculty, research scientists, extension specialists, County Extension Agents, USDA scientists, industry professionals, graduate students, and their peers in the program. -Each student works directly with a faculty member in their chosen discipline. They work closely with this faculty member designing and conducting a research trial, completing lab work, analyzing and interpreting data and presenting results. Personal relationships are developed as this one-on-one interaction outside of the classroom takes place. Faculty closely monitor students and students gain knowledge from their faculty mentor. -Weekly Journal Club meetings are held for students involved in the program. During these meetings, students gain knowledge of current research and learn to correctly read and interpret journal articles. In addition, students are expected to share their individual research progress. In this manner, students gain knowledge of subjects outside of their chosen discipline and broaden their knowledge base. Journal Club meetings are faculty led, thus providing another mentor for students. Peer mentoring that occurs during these meetings is highly beneficial as students learn from each other. -Job shadowing provides an additional mentor within a specific career field to the student. This mentor can potentially be a life-long mentor as the student works toward goals of achieving a similar career. Unfortunately, due to COVID-19, job shadowing was restricted in Year 3. -Other professionals involved in mentoring students include a variety of industry professionals. The week-long Educational Tour that the students are involved with will allow for an abundance of networking opportunities. Relationships developed through this opportunity may provide students with internship, graduate school, and job opportunities upon graduation. Our long-term goal is to graduate underrepresented (Hispanic) students ... -One Year 1 student who graduated during Year 1, is in her third year of a Master of Science program at TAMUK. One Year 1 student graduated early in Year 3 and began a Master of Science program at West Texas A&M University. A second Year 1 student is currently in her second year of a Master of Science program at TAMUK. Two Year 2 students are in their second year of DVM programs. The Year 3 cohort of students is comprised of sophomores and juniors, therefore none of them have graduated during Year 3. The knowledge and skills these students gain will help them to succeed in their post baccalaureate endeavors.
Publications
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Progress 03/15/19 to 03/14/20
Outputs
Target Audience:This project is designed to target Hispanic sophomore/junior/senior level B.S. animal science majors through engagement activities and exposure to research through experiential learning. The goal is to improve retention and graduation rates and ultimatelyincrease the diversity of the nation's workforce by placing well trained graduates into animal science careers upon graduation. During the second year of the program, a total of 9 studentswere served. Additionally, five students from the Year 1 cohortfinished their program early in Year 2. Of the 9 Year 2 students, 8 were Hispanic and 1 non-Hispanic, surpassing the proposed target for Year 2. This report pertains to activities in Year 2 of the grant program (3/2019 through 3/2020), however, students served in Year 1 completed their fellowship early in Year 2 and the Year 2 cohort of students will complete their fellowship year inMay 2020.Student hire was delayed to coincide with academic semesters. Changes/Problems:-COVID-19 has hindered certain activities during Year 2 and will likely continue to have an impact into Year 3. Travel was restricted, preventing certain goals such as professional conference attendance, the educational tour and job shadowing events. However, research has continued and we are committed to remaining focused in order to accomplish the objectives of this grant program. What opportunities for training and professional development has the project provided?-Students often report that research projects, job shadowing, and professional meeting attendance provides opportunities for personal growth, networking and career planning. -Eight of the nine students involved with the TExAS Scholars program were involved with research in Year 2. One student chose to focus on extension, rather than research. This student was provided a 10 week internship with TAM Agrilife Extension Specialists to coordinate conferences, and shadow multiple specialists. As a result, scientific and technical skills were obtained by all students involved that will be utilized as they progress in their education. Skills gained may also give these students an advantage as they pursue additional degrees or careers upon graduation. -In Year 2, students attended professional meetings including: Plains Nutrition Council Spring Conference (San Antonio, TX; April 2019), Javelina Research Symposium (Kingsville, TX; April 2019), Grass-Fed Beef Conference (College Station, TX; May 2019), Texas Beef Council Conference (Austin, TX; June 2019), American Society of Animal Science Annual Meeting (Austin, TX; July 2019), and Texas A&M Beef Cattle Short Course (College Station, TX; August 2019). Several students were scheduled, but unable to attend, additional meetings in Spring 2020 due to the pandemic. -Job shadowing experiences provide students with additional training and professional development within a specific career or discipline. Three of our students in Year 2 were able to job shadow prior to the pandemic. Their shadowing opportunities included a veterinarian, a molecular animal scientist and extension specialists. How have the results been disseminated to communities of interest?-Students involved with the TExAS Scholars Program have prepared abstracts for oral and poster presentation at professional meetings. Students in the Year 1 cohort presented early in Year 2 of the grant (Spring and Summer of 2019). Plans for the Year 2 cohort to present research during Spring and Summer of 2020 have been altered due to the COVID-19 pandemic. Many conferences and meetings have been canceled or postponed. -Students involved in this type of program often report community involvement that pertains to their research project or program of study. Involvement with K-12 students through camps, recruitment activities, and general engagement, is an excellent way to encourage younger kids to consider obtaining a college education. For example, three TExAS Scholars currently involved in ruminant nutrition research involving ruminally cannulated steers recently provided a teaching demonstration to a group of high school 4-H students. They engaged a group of approximately 30 high school students, discussing with them their research projects, followed by teaching them how samples are taken from the rumen of a cannulated animal; and allowing the students to experience this first-hand. What do you plan to do during the next reporting period to accomplish the goals?-Recruitment of students for Year 3 was delayed due to COVID-19. However, recruitment is currently being revised to include an online application process and Zoom interviews. The Year 3 cohort is scheduled to begin September 1, 2020. This will align with academic semesters and potentially allow time for the pandemic to subside prior to the start of cohort 3 students. -Because the Year 1 cohort of students overlapped with the Year 2 cohort, we took advantage of the peer mentoring that was available. For a few months, Journal Club meetings and research included both Year 1 and Year 2 students. This provided a great opportunity for peer mentoring between the two groups; one at the end of their fellowship period, and the other just beginning. During these Journal Club meetings, the Year 1 cohort presented things they learned and what they may have done differently to further enhance their experience. It provided a great opportunity for the Year 2 cohort to ask questions. -The greatest challenge many students face is overcoming financial adversity. As faculty, we work closely with the students, understand their needs, and do what we can to ease that burden. Funds provided from this grant allow students to be compensated for the work/research they perform.
Impacts
What was accomplished under these goals?
-A total of 9 students (8 Hispanic and 1 Non-Hispanic) were served during the 2nd year of the project, surpassing the proposed target of 6 for Year 2. Four of these students graduated during Year 2. -In order to coincide with academic semesters, recruitment of students and initiation of Year 2 students began in Summer 2019. Thus, Year 2 students will not complete their one-year fellowship until May 2020. At the time of this report, several activities are planned for these students which have not yet occurred and therefore will be included in the Year 3 report. Objective 1: Develop a cooperative link ... -Faculty at TAMUK, TAM Agrilife Research, TAM Agrilife Extension, USDA/ARS, and private industry are working with students to develop scientific, technical and professional skills that will improve retention and graduation rates of Hispanic students in order to increase graduate/professional school acceptance and career success. The mentoring that occurs between faculty/scientists/industry and students increases career awareness and educational opportunities allowing students to make more informed decisions about their future. -Activities which occurred in Year 2 that enhanced the relationships of those involved in the TExAS Scholar Program include: student research, job shadowing, and professional meeting attendance. Students will continue to benefit from educational and professional networking opportunities into the future. Relationships they have developed can lead to opportunities including internships, graduate school, and job placement. By the end of Year 2, travel for any reason was restricted due to COVID-19. Thus, a virtual meeting was held to introduce students to the grant collaborators as well as the Advisory Board and help them to continue to build their network. Objective 2: Educate undergraduate students ... -Funding for this program will provide a minimum 24 underrepresented (Hispanic) students with the opportunity to conduct research, job shadow a professional in their chosen career, and participate in an extension opportunity. At present, 17 students have participated in this program. For Year 2, our target engagement level was 6 students, but we were able to fund 9, thus we have exceeded our target. -Students selected to participate in the program are majoring in Animal Science. They are working with a faculty member within their chosen Animal Science discipline to design a research project, conduct the research trial, analyze samples in the lab, statistically analyze data, and interpret resulting data for presentation at professional meetings. -Job shadowing provides insight for the student into the daily routine of a professional within their chosen career. This experiential learning opportunity will further allow the students to network and may provide an opportunity for the student to develop a relationship with a professional who can serve as a mentor as the student strives to enter that career. One student job shadowed a veterinarian, another shadowed a Molecular Animal Scientist and a third shadowed multiple Agrilife Extension Specialists. Six students were scheduled for job shadowing experiences in Spring 2020, but were unable to participate in these experiences due to the COVID-19 pandemic. -The Educational Tour for Year 2 was planned for April 2020. Unfortunately, due to the COVID-19 pandemic, travel was restricted, and this tour was canceled. -Similar to the Educational Tour, the majority of extension opportunities were planned for Spring 2020 and were therefore canceled due to travel restrictions put in place with COVID-19. One student, however, completed a 10 week internship with Texas A&M Agrilife Extension in College Station, TX in Summer 2019. He worked with 6 extension specialists and was directly involved in planning and coordinating three different conferences. These experiences provided a multitude of opportunities for building his professional network. Objective 3: Develop skills and gain experience ... -Students are being financially supported through grant funds for their involvement in research or extension. Students are mentored by faculty and trained in discipline specific techniques. As students take ownership of their research projects, a sense of responsibility and accountability is being instilled. Funds are also being spent to provide research supplies and as students travel to professional meetings not only to gain knowledge, but also to present their research findings. -Project investigators work with TAM Agrilife Extension collaborators to involve students in local extension programs. This experience provides students with an opportunity to network with Extension collaborators as well as local producers, developing a strong network of professionals. Objective 4: Foster and develop faculty-student mentor relationships ... -Funded students have a team of mentors established to help students define goals and evaluate future educational and career plans. Mentors include teaching faculty, research scientists, extension specialists, County Extension Agents, USDA scientists, industry professionals, graduate students, and their peers in the program. -Each student works directly with a faculty member in their chosen discipline. They work closely with this faculty member designing and conducting a research trial, completing lab work, analyzing and interpreting data and presenting results. Personal relationships are developed as this one-on-one interaction outside of the classroom takes place. Faculty closely monitor students and students gain knowledge from their faculty mentor. -Weekly Journal Club meetings are held for students involved in the program. During these meetings, students gain knowledge of current research and learn to correctly read and interpret journal articles. In addition, students are expected to share their individual research progress. In this manner, students gain knowledge of subjects outside of their chosen discipline and broaden their knowledge base. Peer mentoring that occurs during these meetings is highly beneficial as students learn from each other. -Job shadowing provides an additional mentor within a specific career field to the student. This mentor can potentially be a life-long mentor as the student works toward goals of achieving a similar career. -Others involved in mentoring students include a variety of industry professionals. The week-long Educational Tour that the students are involved with allows for an abundance of networking opportunities. Unfortunately the Year 2 cohort of students was unable to partake in this opportunity due to COVID-19. However, we hope to include the Educational Tour as part of the program again in Year 3. Our long-term goal is to graduate underrepresented (Hispanic) students ... -Students involved in the TExAS Scholars Program who will not graduate during Year 2 (44%) and wish to continue undergraduate research experience are working with faculty mentors to seek continued employment. Thus far, 25% of TExAS Scholars interested in continuing undergraduate research, have received offers of continued support through other programs. The scientific, technical and professional skills gained through the TExAS Scholar Program made them ideal candidates for future research funding opportunities within the University. -One Year 1 student will graduate in May 2020 and has been accepted into a Master of Science program at West Texas A&M University. A second Year 1 student graduated during Year 2 and began a Master of Science program at Texas A&M University-Kingsville. One Year 2 student was accepted into a DVM program at Ross University School of Veterinary Medicine and another was accepted into a DVM program at Texas A&M University, both for Fall 2020 admission. The knowledge and skills these students gain will help them to succeed in their post baccalaureate endeavors.
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Progress 03/15/18 to 03/14/19
Outputs
Target Audience:This project is designed to target Hispanic sophomore/junior/senior level B.S. animal science majors through engagement activities and exposure to research through experiential learning. The goal is to improve retention and graduation rates and ultimatelyincrease the diversity of the nation's workforce by placing well trained graduates into animal science careers upon graduation. During the first year of the program, a total of 8 studentswere served. Of these 8 students, 7 were Hispanic and 1 non-Hispanic, achieving the proposed target for Year 1. Data presented in this report pertains to their activities between 3/2018 and 3/2019.However, there was a delay in funding availability, so data collected ranges from 6/2018 to3/2018. The students served in Year 1 will complete their fellowship year in5/2019. Changes/Problems:-Changes: Reduced funding. The approved funded amount was approximately $12,000 less than the proposed funding amount. Thus, the number of proposed yearly student fellowships was reduced from 7 to 6. However, even with this reduced budget, we were able to fund a total of 8 students in Year 1. Our goal is to engage as many students as possible and we anticipate this trend to continue in Years 2, 3, and 4. -No problems to report. What opportunities for training and professional development has the project provided?-Students often report that research projects, job shadowing, and professional meeting attendance provides opportunities for personal growth, networking and career planning. -All students (100%) involved with the TExAS Scholars program were involved with research in Year 1. As a result, scientific and technical skills were obtained that will be utilized as they progress in their education. Skills gained may also give these students an advantage as they pursue additional degrees or careers upon graduation. -In Year 1, students have attended professional meetings including: American Association of Hispanics in Higher Education Annual Meeting (Costa Mesa, CA; February 2019), HSI Grant Programs New Project Director's meeting (Costa Mesa, CA; February 2019), and Javelina Research Symposium (Kingsville, TX; September 2018). In addition, students are scheduled to attend: Plains Nutrition Council Spring Conference (San Antonio, TX; April 2019), Javelina Research Symposium (Kingsville, TX; April 2019), and American Society of Animal Science Annual Meeting (Austin, TX; July 2019). -Job shadowing experiences are currently in process and will provide students with additional training and professional development within a specific career or discipline. How have the results been disseminated to communities of interest?-Because the TExAS Scholar Program is still in its early stages, dissemination of results has been limited. In Years 2, 3, or 4 of the program, once the first cohort completes the program, qualitative and quantitative information gathered on student participants will be presented at the North American Colleges and Teachers of Agriculture annual conference (or a similar conference). An abstract pertaining to the TExAS Scholar Program was not submitted this year because of limited data in this first year of program implementation. -Students involved with the TExAS Scholars Program will present the results of their research projects at professional meetings. At the time of this report, students are finalizing lab work, interpreting findings, and preparing abstracts for poster/oral presentations. It is anticipated that in spring and summer 2019, students will present their research and disseminate it to communities of interest. -Students involved in this type of program often report community involvement that pertains to their research project or program of study. Involvement with K-12 students through camps, recruitment activities, and general engagement, is an excellent way to encourage younger kids to consider obtaining a college education. For example, two TExAS Scholars currently involved in a ruminant nutrition research project involving ruminally cannulated steers recently provided a teaching demonstration to a group of high school students from Tooele FFA (Utah). They engaged a group of approximately 20 high school students, discussing with them their research projects, followed by teaching them how samples are taken from the rumen of a cannulated animal; and allowing the students to experience this first-hand. What do you plan to do during the next reporting period to accomplish the goals?-Plans are being finalized to have the TExAS Scholars of Year 1 cohort present their research findings within the first few months of Year 2. Abstracts are being written and submitted at the time of this report. -Recruitment of students for Year 2 has begun and the Year 2 cohort should begin May 1, 2019. -Because the Year 1 cohort of students will overlap with the Year 2 cohort, we plan to take advantage of the peer mentoring that will be available. For one month, Journal Club meetings will include both Year 1 and Year 2 students. This will provide a great opportunity for peer mentoring between the two groups; one at the end of their fellowship period, and the other just beginning. During this Journal Club meeting, Year 1 Cohort will present things they learned and what they may have done differently to further enhance their experience. -Students involved in the TExAS Scholars Program who are continuing their studies but will not graduate during Year 1 (75%) and wish to continue undergraduate research experience are working with their faculty mentors to seek continued employment. Thus far, 50% of TExAS Scholars interested in continuing undergraduate research at completion of their TExAS Scholars program, have received offers of continued support through other programs. The scientific, technical and professional skills gained through the TExAS Scholar Program made them ideal candidates for future research funding opportunities within the University.
Impacts
What was accomplished under these goals?
-A total of 8 students were served during the first year of the project, surpassing the proposed target of 6 for Year 1. Of these 8 students, 7 were Hispanic. One of the eight graduated during Year 1 and was accepted into an Animal Science graduate program which she is currently enrolled in. Another of the 8 will graduate shortly after Year 1 ends (May 2019). -Delayed start. The university did not release funds for the project until late April 2018 which delayed recruitment of students and initiation of the project. Thus, Year 1 students will not complete their one-year fellowship until May 2019. At the time of this report, several activities are planned for these students which have not yet occurred and therefore will be included in the Year 2 report. -Reduced funding. The approved funded amount was approximately $12,000 less than the proposed funding amount. Thus, the number of yearly student fellowships was reduced from 7 to 6. Even with this reduced budget, we were able to fund a total of 8 students in Year 1. Our goal is to engage as many students as possible and we anticipate this trend to continue in Years 2, 3, and 4. Objective 1: -Faculty at TAMUK, TAM Agrilife Research, TAM Agrilife Extension, USDA/ARS, and private industry are working with students to develop scientific, technical and professional skills that will improve retention and graduate rates of Hispanic students in order to increase graduate school acceptance and career success. The mentoring that occurs between faculty/scientists/industry and students increases career awareness and educational opportunities allowing students to make more informed decisions about their future while equipping them with the knowledge and skills necessary to accomplish their personal and professional goals. -Activities which occurred in Year 1 that enhanced the relationships of those involved in the TExAS Scholar Program include: student research (ongoing), job shadowing (March - May 2019), educational tour (planned for April 28-May 2, 2019), and professional meeting attendance (ongoing). Students will continue to benefit from educational and professional networking opportunities into the future. Relationships they have developed can lead to opportunities including internships, graduate school, and job placement. One of the 8 students funded in Year 1 is currently in graduate school studying Animal Science. Objective 2: -Funding for this program will provide a minimum 24 underrepresented (Hispanic) students with the opportunity to conduct research, job shadow a professional in their chosen career, and participate in an extension opportunity. At present, eight students have participated in this program. For Year 1, our target engagement level was six students, thus we have exceeded our target. -Students selected to participate in the program are majoring in Animal Science. They have chosen a discipline within the field of Animal Science that interests them. They are working with a faculty member within their chosen discipline to design a research project, conduct the research trial, analyze samples in the lab, statistically analyze data, and interpret resulting data for presentation at professional meetings. -At present, job shadowing is being finalized for Year 1 students. Four students have been scheduled for job shadowing experiences (a research scientist with TAM Agrilife Research, a Commercial Product Specialist with Archer Daniels Midland Company, a small animal veterinarian and a large animal veterinarian) and four are in progress. This experiential learning opportunity will provide insight for the student into the daily routine of a professional within their chosen career. This will further allow the students to network and may provide an opportunity for the student to develop a relationship with a professional who can serve as a mentor as the student strives to enter that career. -Extension opportunities are currently being planned for the first cohort of students from Year 1. We anticipate this opportunity to take place in May 2019, shortly after the Spring semester ends. -The Educational Tour for Year 1 has been planned for April 28-May 2, 2019. During this week students will visit/tour Texas A&M Agrilife Research Beeville, TX, Wrangler Feedyard, Ferrell-Ross Roll Manufacturing, High Plains Dairy, Nail Ranch, West Texas A&M University, Blue Sky Heifer Yard, Cargill Friona Packing Plant, Livestock Nutrition Center, and several other locations. The ability to experience these types of operations exposes students to the many careers available in the animal science industry. Objective 3: -Students are being financially supported through grant funds for their involvement in research. Students are mentored by faculty and trained in discipline specific techniques. As students take ownership of their research projects, a sense of responsibility and accountability is being instilled. Funds are also being spent to provide research supplies and will be spent this Spring and Summer as students travel to professional meetings not only to gain knowledge, but also to present their research findings. -Project investigators are currently working with TAM Agrilife Extension collaborators to involve students in local extension programs. This experience will provide students with an opportunity to network with Extension collaborators as well as local producers, developing a strong network of professionals. Objective 4: -Funded students have a team of mentors established to help students define goals and evaluate future educational and career plans. Mentors include teaching faculty, research scientists, extension specialists, County Extension Agents, USDA scientists, industry professionals, graduate students, and their peers in the program. -Each student works directly with a faculty member in their chosen discipline. They work closely with this faculty member designing and conducting a research trial, completing lab work, analyzing and interpreting data and presenting results. Personal relationships are developed as this one-on-one interaction outside of the classroom takes place. Faculty closely monitor students and students gain knowledge from their faculty mentor. -Weekly Journal Club meetings are held for students involved in the program. During these meetings, students gain knowledge of current research and learn to correctly read and interpret journal articles. In addition, students are expected to share their individual research progress. In this manner, students gain knowledge of subjects outside of their chosen discipline and broaden their knowledge base. Journal Club meetings are faculty led, thus providing another mentor for students. Peer mentoring that occurs during these meetings is highly beneficial as students learn from each other. -Job shadowing provides an additional mentor within a specific career field to the student. This mentor can potentially be a life-long mentor as the student works toward goals of achieving a similar career. -Other professionals involved in mentoring students include a variety of industry professionals. The week-long Educational Tour that the students are involved with will allow for an abundance of networking opportunities. Relationships developed through this opportunity may provide students with internship, graduate school, and job opportunities upon graduation. Our long-term goal is to graduate underrepresented (Hispanic) students who possess thetechnical, scientific, and professional skills required to be competitive for graduate school, or careers in the food and agriculture sector. -One student has graduated this first year. She completed a summer research project and subsequently graduated. Knowledge gained through undergraduate research aided her in being successfully admitted into the Master of Science in Animal Science program which she is currently enrolled. The knowledge and skills she gained are now being utilized as a graduate student.
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