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INVESTIGATOR: Walker, C.

PERFORMING INSTITUTION:
SOUTHERN UNIV
BATON ROUGE, LOUISIANA 70813

DEVELOPMENT OF LEARNING MODULES FOR ASSURING ACADEMIC ENRICHMENT SUPPORT FOR YOUTH IN RURAL LOUISIANA

NON-TECHNICAL SUMMARY: The project will incorporate science and math using practical agricultural examples and terminologies to reinforce learning of science and math concepts. We will use extensive practical science and math activities to demonstrate that these disciplines are integral components of the FAS. The proposed project provides for a summer academy annually to expose at least 30 high school students to the science of agriculture.

OBJECTIVES: The objectives of the project are (1) to design learning modules in science, math, food and agricultural sciences (FAS), (2) to determine the effectiveness of learning modules, and (3) to implement a FAS Academy during the summers. The intended outcome of the project include (1) a change in knowledge when at least 300 middle school students will learn and enhance their science and math skills, (2) a change in action will occur when at least 80 summer high school students will have a change in knowledge of biofuel and FAS programs, (3) at least 300 middle school students will participate in the program's garden project as a means for bringing awareness to eating healthy and obesity prevention, (4) at least 200 of the middle school participants will, after participating in the garden project, acquire new knowledge of science and math while learning the importance of healthy eating and nutrition using fresh garden products, and (5) the practical hands-on demonstration activities that will make science and math more practical rather than abstract. If the project is successful, many of these students will help increase the number of high school students enrolled in our land-grant universities

APPROACH: First, the proposed project will incorporate some of the recommendations suggested by the National Academy of Science in 2009. The National Academy of Science, 2009, strongly suggests that agriculture be infused into curriculum to provide for a broad based approach to learning. The project will incorporate science and math using practical agricultural examples and terminologies to reinforce learning of science and math concepts. The second aspect of the proposed project is to strengthen the pipeline of high school students to the FAS. We will use extensive practical science and math activities to demonstrate that these disciplines are integral components of the FAS. The body of knowledge justifying the need for this aspect of the project is supported in reports by the (National Academy of Science, 2009 and Association of Public and Land-Grant Universities, 2009). Goecker, et al, 2005, stated that a demand and shortage exists for qualified scientists in the FAS and related disciplines. The report illustrates that over 44% of college graduates are employed in the FAS areas. A continual need exist to expose high school students to the science of FAS. The report shows a need to provide learning opportunities to help fill crucial scientific and professional positions. The proposed project provides for a summer academy annually to expose at least 30 high school students to the science of agriculture. In order to remain competitive, USDA's extension, research, and instructional programs must have a reliable pool of qualified college graduates. The third aspect of the proposed project is to determine the effectiveness of learning modules produced in term of positive changes in knowledge and application of concepts in the math and sciences, particularly as it relates to agriculture. A need exists to develop and evaluate the use of learning modules for students with the intent to provide remediation and increase abilities in science and math. If the project is successful in the fruition of the objectives, the project will be of value to other parishes in the state of Louisiana, the region, and the nation. The proposed project will involve the guardians/parents, volunteers, students, and teachers as resources and a catalyst to improve the methods of teaching the learning modules.

PROGRESS: 2012/09 TO 2017/08
Target Audience:The target audiences included middle and high school students that generally fall in households below the state average of the median household income of $44,673. The rural students that were targeted cut across race and gender lines. The following are the median household income for the parishes of Orleans ($36,681), St. Helena ($32,460), Pointe Coupee ($45,196), Evangeline ($32,125), St. Martin ($41,137), and St. Landry ($36,183). The state of Louisiana's poverty level is 18.3%. The targeted vicinitiesof Orleans and St. Helena parishes have risen dramaticallyabove the state poverty level at 27.2% and 26.1% respectively. Pointe Coupee Parish's poverty level is slightly higher than the state at 18.5%.In addition to low incomes,there were a significant number of participants exhibiting low test scores or less than a 3.0 grade point average. Some participants grade point average wasless than a 2.4. Thestudents seemto have gained a better understanding of science and math upon being a participant in the program. Changes/Problems:Due to the unexpected departure of the original project director in early 2017, one of the original co-project directors was recommended to NIFA to serve as project director for the remaining life of the project. We also had some challenges in acquiring and maintaining the proper level of expertise relating to projects. What opportunities for training and professional development has the project provided?The project staff had opportunities for professional development through webinars, formal training, and benefited from outside assistance from professionals within the field of education, youth development, etc. Development topics included: ethics, professionalism, benefits and maintenance of gardens, best practice youth programs, balancing extension work and a personal life, and how to perform needs assessment to encourage long-term program participation. How have the results been disseminated to communities of interest?The dissemination activities of our findings included a (1) local newspaper and (2) Chancellor's newsletter. Dissemination activities are on-going.At least 25 science and math manuscripts publications are planned. They are pending approval at the writing of our final report by the curriculum specialist used on the project. Upon the learning modules being accepted for publications, these learning modules will be disseminated to communities of interestinthe 34 parishes served by Southern University Agricultural Research and Extension Center. Previously,the activities conducted through the project have been featured in the Lafayette Advertiser, Opelousas Daily World, The Pointe Coupee Banner, the Baton Rouge Advocate, the Des Moines Register, the Monroe news Star, WBRZ-TV, WAFB TV, KATCTV, Fox 10-TV, KLTC-TV, The Southern University Ag Center Blog, Southern University's Ag Center's Chancellor's Report, and social media such as Facebook, Instagram, and Twitter. What do you plan to do during the next reporting period to accomplish the goals?N/A The project has ended.

IMPACT: 2012/09 TO 2017/08
What was accomplished under these goals? The extension project outputs include the designing of learning modules in science (biology and chemistry) and math. Food and agricultural sciences (FAS) academies were planned, developed, and conducted. Over 25 learning modules were developed for 4th through 12th graders. Each module contains at least 50 pages. The project activities provided for thesummer academies. The learning modules contained an abundance of graphics to help enhance the different learning styles and student's interest. The outcomes of the project were a change in knowledge of students learning and enhancing their science and math skills. A change in action occurred when over 65 summer high and middle school students were provided learning enhancements in science (chemistry, biology), math, and agriculture. Many of these students had a heightened interest in enrolling in a land-grant university. The successful fruition of the project is leading to the modules being used beyond the duration of the grant period for reaching a large number of middle and high schoolers. The learning modules will be made available for use by the University's extension program statewide. Several of the youth participants have been encouraged to apply for our 2018 BAYOU (Beginning Agricultural Youth Opportunity Unlimited) Program. Conversely, several of the students are presently enrolled in a FAS discipline. Similarly, two 2017-18 USDA/NIFA 1890 Capacity Building Grants have been submitted that will be a nexus to this successfully completed grant. The two grants requested are approximately $300,000 ($150,000 each). Some of the outcomes/impacts include: (1) development of over 25 learning modules in science and math, (2) exposed over 65 youth in summer agricultural academies, (3) two project investigators developed two (2) grant proposals totaling $300,000 ($150,000 each), (4) several students are now enrolled in a FAS program at Southern University and A & M College, (5) a host of the program participants are still inspired and were part of the 250 plus high school students whom attended our 1st Annual Ag Day Extravaganza.

PUBLICATIONS (not previously reported): 2012/09 TO 2017/08
No publications reported this period.

PROGRESS: 2014/09/01 TO 2015/08/31
Target Audience:The target audiences are students that are in households that fall below the state average of the median household income of $44,673. The following are the median household income for the parishes of Orleans ($36,681), St. Helena ($32,460), Pointe Coupee ($45,196), Evangeline ($32,125), Saint Martin ($41,137), and Saint Landry ($36,183). The state of Louisiana's poverty level is 18.3%. The targeted areas of Orleans and St. Helena have risen dramatically higher above the state poverty level at 27.2% and 26.1% respectively. Pointe Coupee Parish's poverty level is slightly higher than the state at 18.5%. In addition to low incomes, the majority of the participants exhibit low test scores; suffer academically, have high absentee rates, and behavioral issues. Some additional groups who benefited were: •Smart Girls-Pointe Coupee mentoring program for girls. •Project Boys to Men- mentoring program for boys •The Academy for the Academic Enhancement of High School Students in the Food and Ag Sciences-Southern University Statewide Ag Leadership Program. •Ambassadors for Healthy Living-St. Landry parish healthy living leadership program. •Beginning Agricultural Youth Opportunity Unlimited (B.A.Y.O.U.) program-Statewide High School Students who have completed or were working on a college preparatory curriculum. •Southern University undergraduate interns in the agricultural sciences. Changes/Problems:Acquiring and maintaining the proper level of expertise relating to projects. What opportunities for training and professional development has the project provided?The project staff had opportunities for professional development through webinars,formal training,andbenefited fromoutside assistance from professionals within the field of education, yoth development, etc. Development topics included: ethics, professionalism, benefits and maintenance of gardens, best practice youth programs, balancing extension work and a personal life, and how to perform needs assessment to encourage long-term program participation. How have the results been disseminated to communities of interest?The programs offered through the project have been featured in the Lafayette Advertiser, Opelousas Daily World, The Pointe Coupee Banner, the Baton Rouge Advocate, the Des Moines Register, the Monroe news Star, WBRZ-TV, WAFB TV, KATC- TV, Fox10-TV, KLTC-TV, The Southern University Ag Center Blog, Southern University's Ag Center's Chancellor's Report, and social media such as Facebook, Instagram, and Twitter. What do you plan to do during the next reporting period to accomplish the goals?Acquire a curriculum specialist to oversee curriculum development and other correlating matters to determine effectiveness. Staff will continue with training and personal development. In addition, we will identify personal to ensure that staffing is complete in the targeted parishes with a heavy focus on recruiting educators with appropriate academic backgrounds and experiences. Fact sheets and databases will continue to be developed to closely monitor a change in knowledge acquired.

IMPACT: 2014/09/01 TO 2015/08/31
What was accomplished under these goals? Learning modules were created, used, and tested in the following areas: Physical Science, Biology, Earth Science, Environmental Science, Functional Math, Math Essentials, Nutrition, Obesity, Food Safety, Plant Science, and Agricultural Leadership. Students were administered 4-H Common Measures surveys pre- and post-test to determine what was actually learned throughout the course of the workshops with favorable results. During the summer (2015), Southern University Ag Center partnered with LSU AgCenter to sponsor several youth cooking schools entitled, "Creating Healthy Enjoyable Foods" (C.H.E.F.).Schools students learned about farm to table (agricultural production/ gardening to consumption), basic cooking skills, nutrition education, and how math and science is involved through basic every day activities. In addition to creating an entire meal, through evaluations; participants stated they were able to learn the following concepts: learning healthy eating habits, physical activity principles, food preparation, kitchen and food safety, measuring techniques, critical thinking, time management, and team building skills. The major goal accomplished was the making of biofuel. A researcher/co-PD C. Reuben Walker of Southern University A&M College conducted a 3-day workshop on making biofuelat the 2015 Regional Family and Youth Exposition held at the Southwest Center for Rural Initiatives in Opelousas, LA. The event was attended by over 100 students. He also showed the students how to calculate savings by using biofuels in automobiles At the conclusion of the presentation, Dr. Walker showed students how to take used cooking oil and make biofuel. The EXPO also offered the following interactive and educational seminars and workshops: "Hands on Smart Phone", "The Art of Agriculture", and "Keeping it Real" about Tobacco Use. Also, through our Youth Educational Support (Y.E.S.) after-school and summer program, community gardens, and multiple school gardens, we were able to bring awareness to eating healthy and obesity prevention. Mrs. Lucretia Chancler, Supervisor of Child Nutrition for St. Landry Parish Schools, presented throughout the Y.E.S. after-school and summer program, on the USDA's My Plate initiative, portion control, healthy snack alternatives, and the importance of physical fitness toover 300 middle school children. Lastly, several curriculum specialists/educators within the service areas have been identified to oversee curriculum development and other correlating matters to determine effectiveness.

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

PROGRESS: 2013/09/01 TO 2014/08/31
Target Audience: The target audiences are students that are in households that fall below the state average of the median household income of $44,673. The following are the median household income for the parishes of Orleans ($36,681), St. Helena ($32,460), Pointe Coupee ($45,196), Evangeline ($32,125), Saint Martin ($41,137), and Saint Landry ($36,183). The state of Louisiana’s poverty level is 18.3%. The targeted areas of Orleans and St. Helena have risen dramatically higher above the state poverty level at 27.2% and 26.1% respectively. Pointe Coupee Parish’s poverty level is slightly higher than the state at 18.5%. In addition to low incomes, the majority of the participants exhibit low test scores; suffer academically, have high absentee rates, and behavioral issues. Some additional groups who benefited were: •Smart Girls-Pointe Coupee mentoring program for girls. •Project Boys to Men- mentoring program for boys •The Academy for the Academic Enhancement of High School Students in the Food and Ag Sciences-Southern University Statewide Ag Leadership Program. •Ambassadors for Healthy Living-St. Landry parish healthy living leadership program. •Beginning Agricultural Youth Opportunity Unlimited (B.A.Y.O.U.) program-Statewide High School Students who have completed or working on a college preparatory curriculum. It provides an opportunity for them to gain “first hand” knowledge about career opportunities in Agriculture, Family and Consumer Sciences and related disciplines. •Southern University undergraduate interns in the agricultural sciences. Changes/Problems: Acquiring and maintaining the proper level of expertise relating to projects. What opportunities for training and professional development has the project provided? The staff actively seeks opportunities for professional development through webinar and live training, as well as extensive internet research. Development topics include but are not limited to: ethics, professionalism, benefits and maintenance of gardens; best practice youth programs; balancing extension work and a personal life. How have the results been disseminated to communities of interest? The programs offered through the project have been featured in the Lafayette Advertiser, Opelousas Daily World, the Baton Rouge Advocate, the Des Moines Register, the Monroe News Star, WBRZ-TV, the Southern University Ag Center Blog, Southern University Ag Center`s Chancellor`s Report, and social media such as Facebook, Instagram and Twitter. Programs have been featured in the following news articles: “From Grease to Green Energy, kids learn science hands-on: Instructor shows way to turn grease into fuel,” By: Cheryl Devall, Daily World, June 18, 2014. (Biofuel Article) “Cupid shares healthy living lessons with students,” By William Johnson, Daily World, July 22, 2014. (Cupid and BMI Study) What do you plan to do during the next reporting period to accomplish the goals? Acquire a curriculum specialist to oversee curriculum development and other correlating matters to determine effectiveness. Staff will continue with training and personal development. In addition, we will identify personal to ensure that staffing is complete in the targeted parishes with a heavy focus on recruiting educators with appropriate academic backgrounds and experiences. Fact sheets and databases will continue to be developed to closely monitor a change in knowledge acquired.

IMPACT: 2013/09/01 TO 2014/08/31
What was accomplished under these goals? The major goals of the project were accomplished. Learning modules were created, used, and tested in the following areas: Physical Science, Biology, Earth Science, Environmental Science, Functional Math, Math Essentials, Nutrition, Obesity, Food Safety, Plant Science and Agricultural Leadership. Students were given 4-H Common Measures surveys pre-and post-test to determine what was actually learned throughout the course of the workshops with favorable results. All students were offered and participated in gardening activities. Gardening introduced a form physical activity which resulted in calories being burned. Studies show that working in the garden can burn up to 300 calories per hour. Students also participated in the “Southern University Childhood Obesity Prevention Study” conducted by Dr. Glenda S. Johnson. In this study, the students learned about Body Mass Index (BMI), and for their participation, given a $10 gift card. The major goal accomplished was the making of biofuel. Mr. Antonio Harris of Southern University and A&M College conducted a 3-day workshop on making biofuel. Mr. Harris explained what would occur over the three day process; he also showed the students how to calculate savings by using biofuels in automobiles. Along with 60 students from the Southwest Center for Rural Initiatives in Opelousas, 30 students from the Southern University Ag Center’s Beginning Agricultural Youth Opportunity Unlimited (B.A.Y.O.U.) program in Baton Rouge were also in attendance. At the conclusion of the presentation, Mr. Harris show students how to take used cooking oil and make biofuel.

PUBLICATIONS: 2013/09/01 TO 2014/08/31
No publications reported this period.

PROGRESS: 2012/09/01 TO 2013/08/31
Target Audience: Students targeted during this period were students that fell below the state average of the median household income of $44,086. The targeted areas of Orleans and St. Helena Parishes rose slightly above the state poverty level of eighteen percent (18%). Pointe Coupee Parish fell below, at a rate of (17%) seventeen percent. In addition to low incomes, the majority of the participants exhibit low test scores; suffer academically, have high absentee rates and other behavioral issues. Throughout this reporting period, numerous workshops have been offered which include but are not limited to math, technology, health, food and agricultural science. The workshops consisted of middle and high school students from socially, economically, and educationally disadvantaged families, who would not otherwise have opportunities to attend. Changes/Problems: There were a few problems encountered during the reporting period: Loss of staff and their support volunteers. Training of new staff. Also, there was the inability to obtain questionnaires and surveys due to the delay of the Institutional Review Board (IRB) approval. However, the project investigator adjusted project plans, rescheduled work and continued to monitor progress toward desired goals. What opportunities for training and professional development has the project provided? The Staff actively sought opportunities for professional development through webinar training. Most opportunities included : Engaging teens and older youth, which helps to keep teens and older youth involved and interested in programs; Citizen science: engaging the community and impacting decision making, teaches strategies to increase the role of science, especially the science work that is done by and with youth, in the making of these decisions; farm to school is the model of teaching kids about what constitutes healthy food and its origin; and assessing the economic and environmental impacts of sustainability produced poplar based biofuel, which determines the impact of using poplar wood as biofuel. How have the results been disseminated to communities of interest? The programs offered through the project have been featured in the Opelousas Daily World, the Baton Rouge Advocate, the Southern University Ag Center Blog, Southern University Ag Center Chancellor`s Report, and social media such as Facebook, Instagram and Twitter. What do you plan to do during the next reporting period to accomplish the goals? During the next reporting period, the plan is to hire a curriculum specialist to oversee curriculum development and other correlating matters to determine effectiveness. Staff will continue with training and personal development. In addition, we will identify personal to ensure that staffing is complete in the targeted parishes with a heavy focus on recruiting educators with appropriate academic backgrounds and experiences. Fact sheets and databases will be developed to closely monitor a change in knowledge acquired.

IMPACT: 2012/09/01 TO 2013/08/31
What was accomplished under these goals? The major goals of the project were accomplished. Learning modules were implemented in the following areas: Physical Science, Biology, Earth Science, Environmental Science, Functional Math, Math Essentials, Nutrition, Obesity, Food Safety, Plant Science and Agricultural Leadership. Students were given pre-and post-test to determine what was actually learned throughout the course of the workshops with favorable results. All students were offered and participated in gardening activities. Gardening introduced a farm physical activity which resulted in calories being burned. Studies show that working in the garden can burn up to 300 calories per hour. Substantial knowledge was also acquired in science and math, utilizing a computer application Fit Brain. This application demonstrated how to calculate the Body Mass Index (BMI) which determine a Person’s body fat. It is a tool that has capabilities of calculating calorie intake. Additionally, emphasis was placed on determining one`s specific BMI intake for optimal results.

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