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INVESTIGATOR: Marshall, R. W.; Smith, K.; Simon, G.; . Rawls, W.

PERFORMING INSTITUTION:
SOUTHERN UNIV
BATON ROUGE, LOUISIANA 70813

JAGS IN AG: RECRUITMENT, EXPLORATION, AND RETENTION

NON-TECHNICAL SUMMARY: Jags in AG: Recruitment, Exploration, and Retention is designed to increase the number of minority students at the collegiate level in Food and Agricultural Sciences (FAS) using innovative approaches to address academic inadequacies of students, allowing them an opportunity to pursue degrees in the FAS disciplines. In a continued effort to improve rural and underserved populations, this project will address two objectives: (1) strengthen relationships with public school officials, college recruiters, and community leaders and (2) enhance college student participants' experiential learning opportunities in research and extension. The use of education, research, and extension modules will continue beyond the grant period. The fruition of the project will ultimately build capacity at Southern University Baton Rouge (SUBR) and Southern University Agricultural Research & Extension Center (SUAREC). Through this process we will achieve our goal of helping build leaders and productive citizens over the next five to ten years, fulfilling the need of minorities in Food and Agricultural Sciences. At the end of the project period, results from the project will be disseminated in annual reports, fact sheets, and SUBR and SUAREC websites. One to three page summaries of significant findings will be sent to various 1862 and 1890 colleges with FAS.

OBJECTIVES: In a continued effort to improve rural and underserved populations, this project will address two objectives: 1. Strengthen relationships with public school officials inclusive of guidance counselors, college recruiters, alumni organizations and community leaders. 2. Enhance college student participants' experiential learning opportunities in research and extension.

APPROACH: Objective one will be accomplished through a workshop which will be organized and conducted on the campus of Southern University Baton Rouge for an identified group of high school guidance counselors, college recruiters, alumni organizations and community leaders. Solicitation materials will be developed and disseminated. The one-day workshop will be conducted with a goal of increasing the awareness and knowledge of careers in the food and agricultural sciences. Objective two is designed to provide project recruits research and extension experiences while enrolled as freshmen and sophomores in college. Each year 10 undergraduates will be selected for this project. They will be placed on a student research or extension team for a given area. Teams, comprised of two or more students, will be assigned to mentors based on their particular interest in an FAS area. They will also receive an introduction to the principles of designing and conducting related work. Selected mentors will guide research and extension activities. Toward the end of their term, student participants will conduct assigned activities under the auspices of their mentor with the expectations they will be required to present their work as part of a presentation, oral or poster, at the end of their project period during a Campus Annual Ag Day.

PROGRESS: 2012/09 TO 2017/08
Target Audience:The target audience for this project were high school guidance counselors, college recruiters, high school juniors and seniors, and summer programs participants. Many high school guidance counselors, college recruiters, alumni organizations and community leaders, do not have experience in the broader food and agricultural enterprise (let alone in traditional production) that would enable them to give students a "real-world" interpretation of the ideas, concepts, and skill sets they need to acquire to be effective in the diverse agricultural workplace.Because of this, we also targeted college students that were undecidedabout their academic majors. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?As part of the workshop, participants visited classrooms and teaching sites and research laboratories to see firsthand what students would be exposed to as they pursue their degrees. The importance of the food and agricultural industry and its contribution statewide, nationally, and globally was also discussed with workshop participants. Presentations of these and other relevant areas were made by several university faculty and officials. Two presentations were given at national conferences on JAGS in AG and how other institutions could benefit from a program such as this. One was given at the Professional Agricultural Workers Conference (PAWC). Presentations of these and other relevant areas were made by several university faculty and officials. Project staff gained knowledge on mentoring students for recruitment, retention and graduation. Each student project team (two or more students) had a research or extension facultymentor. Teams of recruits were assigned to mentors based on interest inclusive of climate change, childhood obesity, global food security and hunger, apparel merchandising, food safety, sustainable bioenergy, community and economic development, entrepreneurship, family life, leadership, and child development. Student participants conducted assigned activities under the auspices of their mentor with the expectations. Some student were even hired for internships during the summer semester. How have the results been disseminated to communities of interest?Many presentations have been given at professional conferences and local workshops on the impact of this program by student participants and also project directors. Upon completion of each organizedworkshop, participants assisted in the recruitment process of students for FAS disciplines at Southern University. Working with workshop participants, project directors provided leadership for the development of specific recruiting materials which the group recommended would make the greatest impact in getting students to stop, look, and browse. These materials are being displayed on sites at many high schools in the state to allow for greatest exposure. Advertisements are in the form of posters, giveaways, and kiosks.The project resultswere also presented at the USDA-NIFA Project Directors meeting. Students are the best advocates for disseminating information and giving their testimonies. News briefs have also been written on campus regular and social media. What do you plan to do during the next reporting period to accomplish the goals?We will continue to monitor and obtain feedback from former program participants, alumni, guidance counselors, etc. Through the 1890 Capacity Building Grant, we have applied to NIFA for approval to continue this project.

IMPACT: 2012/09 TO 2017/08
What was accomplished under these goals? Three (3) workshops were conducted across the state of Louisiana for high school guidance counselors, college recruiters, alumni organizations, and community leaders. Forty-five (45) incoming freshman were recruited throughout the duration of this grant. As a program participant, each student was provided a stipend for the Fall, Spring andSummer semester if they were attending Summer school and working with their mentors on research or extension projects. These students participated in various aspects of the program including the orientation, assignment to mentors, hands-on research (or extension) project experience, field tours, preparation of papers/posters, presentation techniques, etc. Of those 45 students, we had a retention rate of 80%. The first cohort of students graduated Spring 2017. The average GPA of participantswas 3.18 (on the 4.00 scale). Student participants take part in existing research and extension projects at the Southern University Agricultural Research and Extension Center (SU Ag Center) in areas inclusive of climate change, childhood obesity, global food security and hunger, apparel merchandising, food safety, sustainable bioenergy, community and economic development, entrepreneurship, family life, leadership, and child development. Student participants conducted assigned activities under the auspices of their mentor with the expectations that they will be required to present their work as part of a scholarly creation, oral or poster, at the end of their project period during a Campus Annual Ag Day. Students traveled to Texas, Florida, Mississippi, and parts of Louisiana for experential learning tours. With assistance from student participants, we conducted four successful National Ag Day celebrations with the 207 event hosting over 3,000 K-12 students.

PUBLICATIONS (not previously reported): 2012/09 TO 2017/08
Type: Journal Articles Status: Submitted Year Published: 2017 Citation: The impact of Experiential Learning Experiences in Food and Agricultural Sciences

PROGRESS: 2015/09/01 TO 2016/08/31
Target Audience:Our target audiences for this reporting period werehigh school students in their junior and senior year and summer programs.Wealso incorporated elementary and middle school students.Since some college students have undecided majors,we incorporated those students as well. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?Each student project team (two or more students) had a research or extension mentor. Teams of recruits were assigned to mentors based on interest inclusive of climate change, childhood obesity, global food security and hunger, apparel merchandising, food safety, sustainable bioenergy, community and economic development, entrepreneurship, family life, leadership, and child development. Student participants conducted assigned activities under the auspices of their mentor.All of our students were hired for intenships during the summer and semester. How have the results been disseminated to communities of interest?Student participants presented their work and skills as part of a National Campaign during Southern University's Annual National Ag Day.Thetheme for this year was "Stewards of a Healthy Planet" Southern University Pesents National Ag Day Across the State.These projects and activities were broadcasted on social media (facebook, twitter, instagram, etc.). What do you plan to do during the next reporting period to accomplish the goals?A final one day workshop (through this funding) will be organized and conducted on the campus of Southern University Baton Rouge for another group of 35 high school guidance counselors, college recruiters, alumni organizations and community leaders to increase the awareness and knowledge of careers in FAS.Guidance counselors' ability to touch every student in a school that intends to further students' education is an important part of all schools seeking to send students to the next level. However, one of guidance counselors' most damaging impacts on Food and Agricultural Sciences (FAS) is that many do not have knowledge of the programs that are found within today's FAS disciplines. This leads to students receiving misinformation or little if any information about programs in FAS. College recruiters understand the limits of their individual program knowledge and are often bombarded with books and other materials to assist them in the process. However, when forced to work with large numbers of students in a high school, it provides very little time to focus on one particular program if it is not an attractive program by their standards. Thus, the need for us to bring in possibilities for guidance counselors, college recruiters, alumni organizations and community leaders, is dire to increase student interest in FAS collegiate opportunities. Students from rural and poverty-stricken backgrounds lack the academic preparation needed to successfully transition from high school to college in pursuit of a FAS degree at the collegiate level. Each student project team (two or more students) will have a research or extension mentor. Teams of recruits will be assigned to mentors based on interest inclusive of climate change, childhood obesity, global food security and hunger, apparel merchandising, food safety, sustainable bioenergy, community and economic development, entrepreneurship, family life, leadership, and child development. Our first cohort of participants under this group will graduate Spring 2017. These students came to college under this program and will graduate from Southern University due to funding and mentorship provided through JAGS in AG.

IMPACT: 2015/09/01 TO 2016/08/31
What was accomplished under these goals? During theperiod, werecruited 12 new students and they have been selected to participate in the JAGS in AG: Recruitment, Exploration, and Retention Program for this reporting period. As a program participant, each student was provided a stipend of $1,000 for the Fall semester and $1,500 for the Summer semester if they were attending Summer school and working with their mentors on research orextension projects. These students participated in various aspects of the program including the orientation, assignment to mentors, hands-on research (or extension) project experience, field tours, preparation of papers/posters, presentation techniques, etc. The students actually participated at the 2015 Southern University Sustainability Program along with undergraduate and graduate students. They had tremendous exposure by visiting the poster presenters and interacting with them - asking questions and receiving tips on research presentations. The posters of their work were displayed in the halls of the Southern University Agricultural Center for faculty, staff, students and visitors to observe. Our first cohort of participants under this group will graduate Spring 2017. These students came to college under this program and will graduate from Southern University due to funding and mentorship provided through JAGS in AG.

PUBLICATIONS: 2015/09/01 TO 2016/08/31
Type: Conference Papers and Presentations Status: Published Year Published: 2015 Citation: Marshall, Renita and Adell Brown, Jr.. "Bridging the Gap Between Work Force Development and Higher Education: Critical Link to Preparing the Next Generation of Agriculture Leaders". A presentation at the 73rd Professional Agricultural Workers Conference (PAWC), Tuskegee, Alabama. December 6-8, 2015.

PROGRESS: 2014/09/01 TO 2015/08/31
Target Audience: Our target audiences for this reporting period were high school guidance counselors and college recruiters. We also targeted high school students in their junior and senior year and summer programs. Many high school guidance counselors, college recruiters, alumni organizations and community leaders, do not have experience in the broader food and agricultural enterprise (let alone in traditional production) that would enable them to give students a "real-world" interpretation of the ideas, concepts, and skill sets they need to acquire to be effective in the diverse agricultural workplace. This year we incorporated colege students that were undecided upon their majors. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided?Each student project team (two or more students) had a research or extension mentor. Teams of recruits were assigned to mentors based on interest inclusive of climate change, childhood obesity, global food security and hunger, apparel merchandising, food safety, sustainable bioenergy, community and economic development, entrepreneurship, family life, leadership, and child development. Student participants conducted assigned activities under the auspices of their mentor with the expectations. Some student were even hired for intenships during the summer and semester. How have the results been disseminated to communities of interest?Student participants presented their work as part of a presentation, oral or poster, during a Campus Annual Ag Day and Sustainability week. These events were attended by campus faculty and staff from colleges across the state of Louisiana. There are 2 articles in progess that will be submitted to national journals for publication. What do you plan to do during the next reporting period to accomplish the goals?Each student project team (two or more students) will have a new or continuing research or extension mentor or project. Teams of recruits will be assigned to mentors based on interest inclusive of climate change, childhood obesity, global food security and hunger, apparel merchandising, food safety, sustainable bioenergy, community and economic development, entrepreneurship, family life, leadership, and child development. Student participants will continue to conduct assigned activities under the auspices of their mentor with the expectations they will be required to present their work during our 3 Annual National Ag Day celebration.

IMPACT: 2014/09/01 TO 2015/08/31
What was accomplished under these goals? Twelve students have been selected to participate in the JAGS in AG: Recruitment, Exploration, and Retention Program for this reporting period. As a program participant, each student was provided a stipend of $1,000 for the Fall semester and $1,500 for the Summer semester if they were attending Summer school and working with their mentors on research or extension projects. These students participated invarious aspects of the program including the orientation, assignmentto mentors, hands-on research (or extension) project experience, field tours, preparation of papers/posters, presentation techniques, etc. The students actually participatedat the 2015 Southern University SustainabilityProgram along with undergraduate and graduate students.Theyhad tremendous exposure byvisiting the poster presentersand interacting with them - asking questions and receiving tips on research presentations. The posters of theirwork were displayed in the halls of the Southern University Agricultural Center for faculty, staff, students and visitors to observe.

PUBLICATIONS: 2014/09/01 TO 2015/08/31
No publications reported this period.

PROGRESS: 2013/09/01 TO 2014/08/31
Target Audience: Our target audiences for this reporting period were Agriculture extension agents, career service providers, high school guidance counselors, and community leaders. We also targeted high school students in their junior and senior year through career days, college fairs, one-on-one meetings and campus tours. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided? Two presentations were given at national conferences on JAGS in AG and how other institutions could benefit from a program such as this. One was given at the Professional Ag workers Conference (PAWC). Presentations of these and other relevant areas were made by several university faculty and officials. Project staff gained knowledge on metoring students for recruitment,retention and graduation. How have the results been disseminated to communities of interest? The JAGS in AG program has been featured in the Southern University System Ovations magazine for its use of technology in the field. The use of technology and the extension agents in the field have facilitated the recruitment process of students and others becoming interested in food and agricultural sciences. Upon completion of the training, participants were provided with recruiting materials to be displayed in sites at many high schools in the state to allow for greatest exposure. Two presentations were given at national conferences on JAGS in AG and how other institutions could benefit from a program such as this. One waspresented at the Professional Agricultural Workers Conference (PAWC), Tuskegee, Alabama. What do you plan to do during the next reporting period to accomplish the goals? Each student project team (two or more students) will have a new or continuing research or extension mentor or project. Teams of recruits will be assigned to mentors based on interest inclusive of climate change, childhood obesity, global food security and hunger, apparel merchandising, food safety, sustainable bioenergy, community and economic development, entrepreneurship, family life, leadership, and child development. Student participants will continue to conduct assigned activities under the auspices of their mentor with the expectations they will be required to present their work as part of a presentation, oral or poster, at the end of their project period during our second Annual Campus Annual Ag Day, March 18, 2015.

IMPACT: 2013/09/01 TO 2014/08/31
What was accomplished under these goals? Three trainings were conducted across the state of Louisiana for Agriculture extension agents, career service providers, high school guidance counselors, and community leaders to emphasize and reemphasize the benefits of a career in FAS. Trainings included but not limited to the new and emerging career opportunities for graduates with degrees in FAS; academic programs in FAS; requirements for admission to college; and the application process of student financial aid and scholarships available within and external to the university. Seventeen students have been selected to participate in the JAGS in AG: Recruitment, Exploration, and Retention Program for this reporting period. As a program participant, each student was provided a stipend of $1,000 for the Fall semester and $1,500 for the Summer semester if they were attending Summer school and working with their mentors. Each student project team (two or more students) had a research or extension mentor. Teams of recruits were assigned to mentors based on interest inclusive of climate change, childhood obesity, global food security and hunger, apparel merchandising, food safety, sustainable bioenergy, community and economic development, entrepreneurship, family life, leadership, and child development. Student participants conducted assigned activities under the auspices of their mentor with the expectations. Students presented posters at our first Campus National Ag Day March 2014.

PUBLICATIONS: 2013/09/01 TO 2014/08/31
Type: Conference Papers and Presentations Status: Published Year Published: 2014 Citation: JAGS in AG: Recruitment, Exploration, Retention Renita Woods Marshall, K. Nelson-Smith, W. Rawls, and G. Simon. Southern University Agricultural Research and Extension Center, Southern University and A&M College, Baton Rouge, LA 70813. 72 Annual Professional Agricultural Workers Conference.December. 2014

PROGRESS: 2012/09/01 TO 2013/08/31
Target Audience: Our target audiences for this reporting period were high school guidance counselors, college recruiters, alumni organizations and community leaders. We also targeted high school students in their junior and senior year and summer programs. Many high school guidance counselors, college recruiters, alumni organizations and community leaders, do not have experience in the broader food and agricultural enterprise (let alone in traditional production) that would enable them to give students a “real-world” interpretation of the ideas, concepts, and skill sets they need to acquire to be effective in the diverse agricultural workplace. Guidance counselors, college recruiters, community leaders, and alumni organizations are untapped resources that could be useful in identifying and educating students as they transition from high school to college. Guidance counselors are poised to have a say in every students’ decision as it relates to life after high school because of their on-sight presence, particularly students that plan to pursue a higher degree, because of their role in many of the processes involving the college admission process. Because of this, counselors have the opportunity to encourage students to look at a particular field of study. Community leaders strive to raise expectations for all students, and try to make sure that every student has the opportunity to succeed. Guidance counselors’ ability to touch every student in a school that intends to further students’ education is an important part of all schools seeking to send students to the next level. However, one of guidance counselors’ most damaging impacts on Food and Agricultural Sciences(FAS) is that many do not have knowledge of the programs that are found within today’s FAS disciplines. This leads to students receiving misinformation or little if any information about programs in FAS. College recruiters understand the limits of their individual program knowledge and are often bombarded with books and other materials to assist them in the process. However, when forced to work with large numbers of students in a high school, it provides very little time to focus on one particular program if it is not an attractive program by their standards. Thus, the need for us to bring in possibilities for guidance counselors, college recruiters, alumni organizations and community leaders, is dire to increase student interest in FAS collegiate opportunities. Students from rural and poverty-stricken backgrounds lack the academic preparation needed to successfully transition from high school to college in pursuit of aFAS degree at the collegiate level. Changes/Problems: Nothing Reported What opportunities for training and professional development has the project provided? As part of the workshop, participants visited classrooms and teaching sites and research laboratories to see firsthand what studentswould be exposed to as they pursue their degrees. The importance of the food and agricultural industry and its contribution statewide, nationally, and globally was also discussed with workshop participants. Presentations of these and other relevant areas were made by several university faculty and officials. How have the results been disseminated to communities of interest? Upon completion of the workshop, participants assisted in the recruitment process of students for FAS disciplines at Southern University. Working with workshop participants, project directors provided leadership for the development of specific recruiting materials which the group recommended would make the greatest impact in getting students to stop, look, and browse. These materialsare beingdisplayed in sites at many high schools in the state to allow for greatest exposure. Advertisements are in the form of posters, give-aways, and kiosks. What do you plan to do during the next reporting period to accomplish the goals? Another one day workshop will beorganized and conducted on the campus of Southern University Baton Rouge for another group of 35 high school guidance counselors, college recruiters, alumni organizations and community leaders to increase the awareness and knowledge of careers in FAS. Each student project team (two or more students) will have a research or extension mentor. Teams of recruits will be assigned to mentors based on interest inclusive of climate change, childhood obesity, global food security and hunger, apparel merchandising, food safety, sustainable bioenergy, community and economic development, entrepreneurship, family life, leadership, and child development. This team-mentoring approach will demonstrate to participants how research and extension based problems are generally studied and solutions developed using a multi-disciplinary approach. Student participants will conduct assigned activities under the auspices of their mentor with the expectations they will be required to present their work as part of a presentation, oral or poster, at the end of their project period during a Campus Annual Ag Day.

IMPACT: 2012/09/01 TO 2013/08/31
What was accomplished under these goals? A one day workshop was conducted on the campus of Southern University Baton Rouge for a group of 35 high school guidance counselors (from 21 high schools), college recruiters, alumni organizations and community leaders to increase their awareness and knowledge of careers in FAS. Some special features of the workshop included discussions of new and emerging career opportunities for graduates with degrees in FAS; academic programs in FAS; requirements for admission to college; and the application process of student financial aid and scholarships available within and external to the university. Fourteen students have been selected to participate in the JAGS in AG: Recruitment, Exploration, and Retention Program; ten of these studnts will receive stipend. As a program participant, each student was provided a stipend of $1,000 for the fall semester.

PUBLICATIONS: 2012/09/01 TO 2013/08/31
No publications reported this period.