Item No. 1 of 1

INVESTIGATOR: Moore, P. D.; Buckner, E. R.; Garner, J. O.

PERFORMING INSTITUTION:
UNIV OF ARKANSAS
PINE BLUFF, ARKANSAS 71601

FROM THE MISSISSIPPI DELTA TO THE NIGER DELTA: STRENGTHENING TEACHING AND EXTENSION CAPACITY AT UAPB TO ENHANCE INTERNATIONAL PROGRAMMING

NON-TECHNICAL SUMMARY: This project is designed to operationalize Institutional Imperative Six, Diversify and Globalize the University of Arkansas at Pine Bluff, as stated in the university's Keepers of the Spirit 2011-2015 Strategic Plan. Project objectives are: 1) to establish a cross-disciplinary working group to engage in scholarly and experiential learning activities that focus on global trends and developments impacting the agriculture sector and rural communities in river basin regions; 2) to establish a faculty-led study abroad program emphasizing food and agricultural sciences; and 3) to establish a sustainable international extension program through the formation of working partnerships, execution of memoranda of understanding and funding/technical assistance for a comprehensive, multistakeholder rural development project in the Niger Basis of West Africa. The project takes into account three important trends impacting UAPB and its School of Agriculture, Fisheries and Human Sciences: 1) state government's increasing demand for accountability and performance in the higher education sector; 2) the continually evolving and complex alchemy of race, geography and economic disparity within the Arkansas and broader Delta region; and 3) the globalization of the national and regional economies and the implications for the agriculture sector and land-grant institutions. Successful attainment of project objectives will result in a more responsive and competitive institution in a changing regional and global context.

OBJECTIVES: The goal of this project is to enhance international programming at UAPB through enhanced teaching and extension capacity. This shall be accomplished through three objectives: 1) to establish a cross-disciplinary working group reflective of the School of Agriculture, Fisheries and Human Sciences as well as other Schools on campus; 2) to establish a faculty-led study abroad program; and 3) to lay the foundation for a sustainable international extension program through the establishment of working partnerships, execution of memoranda of understanding, funding for a comprehensive rural development project and targeted technical assistance to overseas partners. Key milestones for year one include: staff hiring, refinement and initiation of evaluation plan, establishment of cross-disciplinary working group, overseas needs assessment exercise, formation of overseas working group, development of faculty-led study abroad protocol, overseas partners visit to UAPB and cross-cultural/experiential learning Arkansas Delta study tour. Key milestones for year two include: on-going monitoring and assessment, working group seminars/meetings,implementation of faculty development plans, competitive selection of faculty led study abroad projects, execution of MOUs with overseas partners, selection/refinement of rural development project through consultative project and commencement of overseas technical assistance. Year three key milestones include: on-going project assessment, working group seminars/meetings, implementation of faculty development plans, faculty led study abroad programs, pilot implementation of rural development project, on-going technical assistance and comprehensive program evaluation. Anticipated outputs by objectives are:1)knowledge production(theoretical and practical), networking opportunities, cross-fertilization of ideas and new relationships; 2) knowledge production, study abroad protocol, formation of faculty-led study abroad interest group, new skills in study abroad program management; and 3) new global partners,skills in cross-cultural project management, university linkages protocol.

APPROACH: This project emphasizes capacity building in program design, coordination and management. With respect to Objective One, the methodology is guided by recommendations in Transforming Agricultural Education for a Changing World (National Academy of Sciences, 2009). Objectives Two and Three are designed to bring UAPB to a place of parity with what are increasingly standard trends in international programming. Failure to achieve these two objectives will limit faculty and student competitiveness in academic and professional arenas. The project logic model looks at outcomes in terms of short-term (knowledge), medium-term (actions) and long-term (changes in conditions). Hence, all project activities commence with an emphasis on learning and knowledge acquisition which then informs activities (actions) that are designed to change conditions (human, institutional, social and economic). This progression is reflected in the order of activities with year one emphasizing learning/knowledge acquisition, year two emphasizing activities (actions) and year three laying the foundation for long-term sustainability (change in conditions). Projected objective one outcomes include: 1) knowledge of academic priorities across departments, regional trends, global trends (knowledge); 2) inter-departmental collaborations, curriculum innovations (actions); and 3) institutionalization of cross-departmental collaborations (conditions). Projected objective two outcomes include: enhanced knowledge of study abroad trends; global learning; study abroad resources (knowledge); curriculum innovations and study abroad programs (actions); and institutionalization of study abroad protocol and systems through greater coordination (conditions). Projected objective three outcomes include: enhanced knowledge of Niger/Mississippi Delta basin conditions (knowledge), execution of MOUs, project training and project implementation (actions), and improved social and economic conditions for project participants and institutionalization of university processes for executing MOUs and coordinating international extension projects (conditions). Proposed measurment tools for these activities include pre/post questionnaires, annual activity surveys, one-on-one interviews and focus group sessions.

PROGRESS: 2012/09 TO 2017/08
Target Audience:Target audiences during this phase of project implementation reflect an emphasis on laying the foundation for long-term sustainability of international activities which support the three goals of this projectand have the potential to become mainstreamed into various aspects of campus life. UNIVERSITY OF ARKANSAS AT PINE BLUFF The Globalizing Higher Education Interest Group This group consists of roughly 75-80 persons, taking into account overlapping membership among diverse subgroups. OIPS does not convene this interest group on a regular basis as such. Rather, the interest group serves to facilitate outreach, program development, program marketing and resource mobilization in support of internationalization initiatives. This group includes faculty, staff and administrators (25) who have expressed an interest in international program activities or support these activities through their designated university responsibilities, e.g, the Registrar, Director of Student Financial Services, Controller, etc. The group also includes the UAPB Working Group on Global Higher Education (13), academic chairs (16), the China Initiative Steering Committee (10), international student recruiters/academic program coordinators (29) and the leadership team for the School of Agriculture, Fisheries and Human Sciences (13). The UAPB Working Group on Global Higher Education This interdisciplinary group supports objective one and consists of deans, department chairs, faculty, university staff and external partners that met periodically during the life of the project to deepen knowledge of globalization and internationalization trends.Working group members implemented at least one faculty/professional development project, in many instances with mini-grants made available through the project grant. This group is designed to serve as a nexus or strategic cluster of individuals who can assist OIPS in fostering long-term internationalization initiatives in key sectors of the campus community. Membership remained steady from the previous year at 13 persons. The China Initiative Faculty Steering Committee This committee emerged as a project led by members of the UAPB Working Group on Global Higher Education. The committee assists OIPS in shaping university engagement in China and plays a key role in student outreach and recruitment. Department of Agriculture Faculty During the final year of grant implementation, OIPS reached out to Department of Agriculture faculty to deepen and expand interest in international extension projects (objective three). One immediate outcome was faculty and staff participation in a Cochran Fellows training program focused on soil enrichment strategies for agriculture specialists in Turkmenistan and Uzbekistan. This program was implemented in June, 2017. The Office of Academic Affairs The Office of Academic Affairs, led by the Provost and Vice Chancellor of Academic Affairs, plays a key role in policy formulation as it relates to academic departments and degree programs. The Office also convenes the Academic Affairs and Educational Policies Committee. Administration and Finance The increase ininternational project activities across campus have required increased engagement with the Office of the Controller (including grant accounting) and the Office of Purchasing and Procurement in order to obtain clarification of existing procedures, problem-solve on a diverse range of transactions/procedures related to international program activities and to discuss desired changes in policies and procedures in order to more fully advance an internationalization program at UAPB. UAPB Faculty/Student Population/Education Abroad Student Interest Groups OIPS has established a working methodology that involves the a six-eight week outreach and recruitment period (late October - early December)in support of education abroad programming,including a series of activities during International Education Week in November. Student alumni from previous education abroad programs play key roles in outreach activities. Outreach activities typically reach 350-500 students on average. The outreach period generally follows a program planning period (September/October) through which OIPS sets program priorities in collaboration with faculty collaborators. Once students commence weekly advisement sessions during the spring semester,students are organized byinterest groups according to their education abroad program selections. On average, approximately 25 students participate in education abroad weekly advisement sessions. The UAPB Peace Corps Prep Inaugural Cohort OIPS established a Peace Corps Prep Program and launched the its inaugural cohort in November, 2016. This program incorporates thematic focus areas that include agriculture and youth development, two important priorities of land-grant institutions. Peace Corps Prep participants are required to join UAPB's Collegiate 4-H Club. Peace Corps Prep prospects are required to complete a comprehensive application indicating how they will integrate globally focused coursework into their curriculum and their plans for volunteer service and professional development. They are not required to study abroad; however, all are encouraged to do so at some point during their matriculation at UAPB. Five students were accepted into UAPB's inaugural student cohort. NIGERIA Rivers Demonstration Initiative Partners Agriculture soil science/agronomy faculty and extension staff (3) at the Rivers State University of Science and Technology Executive Director, Program staff and trainees at the Development and Leadership Institute (5) Mind Mine Services staff (3)responsible forcoordination of in-country activities Three farm groups consisting primarily of women and youth farmers, including the Tai Women Farmers, RSUST Local Women Farmers and the Omuma Youth Farmers. Ford Foundation West Africa Regional Office Project director met with program leadership team (4-5 persons) and one program officer conducted a project site visit. Goal was to explore feasibility of foundation support for project activities. OTHER Other contacts were made with prospective funders to explore feasibility of funding follow-on project activities. Changes/Problems:Little School with a Big Vision to Foster Global Change Situated in the southern region of the United States wherestudentparticipation in education abroad programs tends to lag national participation rates, the University of Arkansas at Pine Bluff is a historically black land-grant institution of higher learning that serves students from persistent poverty communities in the Arkansas Delta and urban inner-city neighborhoods. Student enrollmentconsists ofapproximately 2,700 undergraduate and graduate students, thus characterizing the university as a small instituion of higher learning. Although the university reaffirmed its commitment to fostering a multicultural, globally focused learning environment throughits 2016 reaccreditation process, theinstitutional context can be adaunting challenge for internationalization processes. Metrics associated with a small student population can work against internal and externalresource mobilization efforts in support of expanding faculty, staff and student participation in global initiatives even with a substantial grant award. Nevertheless, strategic investments in this aspect of the university's mission is vital to opening doors to global opportunity for students from historically marginalized communities. Thus, in order to accomplish project objectives, we were generally successful in using grant fund to leverage additional resources to expand program outreach and impact. For example, UAPB's Males of Color Initiative, funded by the Foundation for the Mid South, has covered the costs of airfare for 1-2 male education abroad participants since 2015. UAPB's membership in the HBCU-China Scholarship Network ensured that students traveling to China would not have to pay host institution tuition, room and board. Also, in some instances, SAFHS subsidized the cost oftravel for principal investigators andprovided scholarship assistance to one student participant in a China edcuation abroad program. Managing the Dynamics of Change This project was initially funded for three years with extensions granted for an additional two-year period. One factor in the extension of the grant award period was the high level of changeand transition that characterized the internal and external project environments. Internally, the project was implemented during a period in which leadership at the level of the Chancellor transitioned three times, leadership at the level of the Vice Chancellor for Academic Affairs transitioned twice and leadership at the level of the SAFHS Dean transitioned twice. Surprisingly, one positivedynamic throughout these transitions was that the support for global programs increased, strengthen and deepened.From another vantage point, growth in the composition of the OIPS staffing structuregenerated its own dynamics in terms of the time and level of effort involved inorienting, training and fostering the professional development of new team members.Moreover, OIPSout-grew existing office space with full-time permanent staff currently housed in two adjacent buildings. These changeswere further complicatedby a period of intense growth in program activity accompanied by the mandate to establish and/or revamp internal administrative, financial and programmatic methods of operation within OIPS. Externally, implementation of the Rivers Demonstration Initiative was complicated and moved at a slower pace than desired due to the outbreak of the Ebola epidemic in West Africa, including Rivers State, national election processes in Nigeria characterized by a high level of violence in Rivers State in particular,and accompanying changes and/or transitions in the leadership and program staff of partner organizations. Change Management in the Context of Organic, Human Systems A second factor in the extension of the project implementation period was the imperfect art of projecting the degree andlevel of programimplementation that the can beeffectively managed within the context of organic, human systems and organizational processes. Thus, while the original implementation plan clearlyset forth deliverables on a quarterly and annual basis, the somewhat dramaticincrease in international program activities resulted in pressures upon the university's existing administrative and financial infrastructure. This generated certain inefficiencies normally associated with the bureaucratic processes of hiring staff, negotiating and executing subaward agreements, establishing new accounts to manage education abroad (non-grant) fundraising activities and administering paperwork associated with international travel, to name just a few. To facilitate these processes, OIPS staff had to facilitate and engage in informal learning processes with administrative staff and leadership in university officesthat dealwith human resources, purchasing, procurement, grant accounting and travel related matters. Unfinished Business To fully consolidate gains and programmatic investments realized through this NIFA capacity building grant, certain steps must be undertaken. These include the following: completion of the working group white paper in order to outline strategic directions in internationalization for the next five-year period; institutionalization of the UAPB Working Group on Global Higher Education, perhaps, reconstiuted and renamed to incorporate representation from the administrative and financial offices of the university as well as the Division of Student Affairs; formalization of desired protocolsregarding facultystaff international travel, education abroadrisk management procedures, and execution of university linkage memorandathrough official university processes; generation of scholarship, journal articles (and/or a book)that contribute to higher education learning and knowledge acquisition as it relates to internationalization processes in the context of historically black land-grant institutions; the addition of at least one full-time OIPS position; enhanced used of technology to improve the management and efficiency of OIPS administrative, financial and program operations; and the acquisition of expanded office space that will enable OIPS staff to function in one office setting that facilitates the efficiency and effectiveness of staff will dual or multiple areas of responsibilitythat requireeffective team work and coordination. The good news is that progress is being made with respect to all of the above with the strong leadership support and guidance of the Provost/Vice Chancellor of Academic Affairs and the SAFHS Interim Dean/Director. What opportunities for training and professional development has the project provided?Years ago as a development practitioner working with communities and diverse stakeholders across the Lower Mississippi River Basin, my professional motto was that"the process of development is the process of learning." Indeed,I am not aware of any contextin which entrenched values, beliefs, behaviors and practices are changed outside of an intensive knowledge acquisition, learning process. Having spent a substantial portion of my higher education career working within a community of historically black colleges and universities in Mississippi, my initial impression of the UAPB context in 2011was onecharacterized bycultural isolation. Best practices in the internationalization ofhigher education, whichcharacterized HBCU collaboration in Mississippi were generally nonexistent in terms of the operations, policies and working norms that defined global programming at UAPB. Although this grant wasdesigned toaddress thsi reality by jump-starting an intensive, knowledge-driven process towards internationalization, in actuality, the process of learning and associated activitieswere more intense than originally envisioned. A description of the training and professional development activities associated with each project goalare summarized below. GOAL ONE: WORKING GROUP Although members of the UAPB Working Group on Global Higher Education were selected based upon demonstrated interest in global engagement, we learned that the language and nomenclature associated with international education were foreign concepts for the vast majority of participants. We issued the call for mini-grant proposals for at least two consecutive semesters without adequate response from working group members until we organized a workshop to specifically breakdown the concept of internationalization and provide practical models and examples of global programming across the three mission areas of teaching, research and extension. Ourinteractive seminar series also enabled working group members to deepen and expand their networks for learning, knowledge acquisitionand professional development through: 1)interactions withinvited guest presenters and resource persons, 2) field visits and study tours, 3) a peer learning exerciseconducted at the University of Arkansas - Fayettevilleby their international programs team and 4) networking opportunities with other international education professionals during the 2016 Arkansas NAFSA meeting hosted for the first time by UAPB. GOAL TWO:FACULTY LED STUDY ABROAD Initially, what the grant envisioned was a learniing process independent of the activities associated with the UAPB Working Group on Global Higher Education. In actuality, the investments we were making in working group members enabled them to become our best prospects for developing faculty leaders for education abroad programs. Thus, structured learning activities, e.g., seminars, workshops and field visits, were supplemented by organic, experiential learning processes through real time learning in the context of researching, designing and implementing education abroad programs. Working group members (and other faculty/staff) were coupled with an OIPS staff person who provided technical assistance and guidance in the program development process. Prospective faculty program leaders were also asked to periodically attend education abroad advisement sessions for students so that they could become familiar with standard procedures associated with passport/visa applications, medical preparations, student budget development, international travel logistics, etc. Faculty were also expected to meet with students independent of the OIPS standard advisement process in order to develop positive faculty-student rapport, deepen student understanding of the slated program and problem-solve on specific issues as appropriate. Note: Education abroad weekly advisement sessions were required of all students who registered with OIPS for an education abroad program. These sessions focused not only on the practical preparations for international travel but also served as an acculturation process of the underlying norms and behaviors for functioning effectively in a cross-cultural context. GOAL THREE:BUILDING INTERNATIONAL EXTENSION CAPACITY Training and professional development activities associated with this goal included the following: West Africa needs assessment exercise with collaborating partners in Senegal (Wetlands International Africa) and Nigeria to gain a deeper understanding of the agriculture/rural development context, government priorities for the agriculture sector, conventional agriculture practices; Partners exchange visit to Arkansas and the Lower Mississippi River Basin, including professional meetings, site visits, tours of SAFHS facilities and dialogue sessions; Five week training program for faculty member at Rivers State University of Science and Technology focusing on all aspects of high tunnel/hoop house vegetable production; Workshops and demonstration exercises for participants in the Rivers State Demonstration Exercise, including collaborating partners responsible for installing and managing hoop house demonstration sites, women and youth farmers and the local/in-country coordination team; and On-going technical assistance by SAFHS faculty/staff and external resource persons via on-site partner consultations, teleconferences and feedback on weekly reports from overseas project collaborators. How have the results been disseminated to communities of interest?Results of project activities have been disseminated via the following modalities: UAPB working group seminars also open to the broader university community UAPB main website page UAPB magazine SAFHS social media postings SAFHS annual reports SAFHS newsletters OIPS information sessions and presentations at SAFHS/campus meetings and events OIPS consultations/updates with SAFHS/university leaders off-campus conferences, workshops and seminar local/regional newspaper articles What do you plan to do during the next reporting period to accomplish the goals? Nothing Reported

IMPACT: 2012/09 TO 2017/08
What was accomplished under these goals? This capacity building grant has been the single greatestfactor inthe transformation of the Office of International Programs and Studies(OIPS) as a catalyst for internationalization within the School of Agriculture, Fisheries and Human Sciences (SAFHS) and the university at large.This grant has also elevated the role of SAFHS as a campusleader inthe internationalization process, serving not only as a model for other schoolsbut also providing tangible supportfor internationalization goals relevant to the land-grant mission. Drawing upon guidance from the report Transforming agricultural education for a changing world (National Academy of Sciences, 2009), the project enabled SAFHS to: take stock of its strategic assets and create internal learning and management systems that foster the cross-program fertilization of ideas, knowledge transfer and collaborative approaches to teaching and extension service delivery; adapt the existing curriculum and create meaningful learning opportunities that will enable faculty to more effectively prepare students to thrive and be successful in an increasingly global society; and identify niche opportunities that build upon the institution's historic mission and assets to strengthen engagement in the global arena in areas that involve food security, sustainable agriculture practices, rural livelihoods and effective environmental stewardship. At the time this grant was written,OIPS staffing consisted of 1.3 persons, essentially a full-time administrative specialist and a part-time program leader. The office had a five-fold mandate of which only one mandate was being properly addressed.These five mandates or core function areas consistedof the following: promoting global awareness and learning; education abroad; international student/scholar services; university linkages; and international extension. Of these five areas,international student/scholar serviceswas the only function reasonably resourced and conducted in a systematic an on-going basis. All other areas were addressed through sporadic, ad hoc andsomewhat fragmented approaches to program implementation. This grant enabled OIPS to complementexisting staffwithan additional part-time program specialist and to implement program activities across all function areas in a systematic, coherent and coordinated manner. This enabled SAFHS and universityleadership to more fully appreciate OIPS as an institutional asset and, thusadd two additional full-time positions to the unit. Also, the program leader was eventually released from some of heracademic responsibilities to assume a stronger role in directing unit activities as the Associate Dean for Global Engagement. Key accomplishments of the project include the following: GOAL ONE: WORKING GROUP Members of the working group were selected based on a record of demonstrated interest and commitment to service, outreach, extension and global engagement. The establishment of the working group thusenabled OIPS to extend its reach and influence into sectors of campus life that might not have been otherwise possible. These "influencers" were then given greater visibility asadvocates of an internationalization agenda through their enhanced profile and the resources made available to them for various mini-grant projects. Mini-grant projects provided opportunities for working group members to expand and deepen professional networks and facilitated the formulation of coherent action strategies in support of the five program areas of the OIPS mission. Each mini-grant project supported at least one program area, thusexpanding the reach of OIPS/SAFHS internationalizationactivities. Examples of mini-grant projects include collaboration with the Pine Bluff LINKS chapter (women's civic organization) to conduct a series of high school workshops on career opportunities in the global arena; design of Ghana education abroad program to illustrate connections between the political economy of the Lower Mississippi Basin and the history, culture and economy of Ghana, including its ties to the global slave trade; networking tripsto Cote d'Ivoire, Ghana and Nigeria to visit high schools, universities, governmentagenciesand EducationUSA offices to fostermemoranda of understanding and relationships in support of internationalstudent enrollment at UAPB, resulting in the recruitment and enrollment of approximately six students from Ghana and Nigeria with students from Cote d'Ivoire in the admissions pipeline for the 2017-2018 academic cycle; and development of memoranda of understanding in the Americas to facilitate international extension aquaculture/fisheries projects. GOAL TWO:FACULTY LED STUDY ABROAD Prior to this grant, OIPS implemented one short-term faculty led education abroad program (generally 7-14 days) every other year, primarily in a European urban setting. This grant facilitated a comprehensive review of our education abroad strategy, shifting emphasis to experiential programs, one - eight weeks in duration, primarily in rural settings (or with rural components) and/or immersion language programs in countries of global strategic importance, generally outside of Europe. Faculty engagement was solicited in thisprogram review and revamping process beginningwith the design ofUAPB's China Initiative (2015, 2017); followed by faculty-led programs in Mexico(2016)and the Dominican Republic (2017);the apprenticeship of a faculty member (2016-2017) for a South Africa program in 2018; and award of a Partners of the Americas grant(2017)for a faculty-led Colombia exchange programin 2018.Other related accomplishments are noted for this period: OIPS now organizes 4-6 education abroad programs annually, approximately half of which involve faculty coordination and leadership. Between 2015-2017, student participation in education abroad programs transitioned from five (5) students toabout 60-65students, though we expect some fluctuation in participation rates going forward. During 2015-2016, student participation in education abroad programs were heavily subsidized with grant funds.In 2017, OIPSassisted faculty and students in securing funds for education abroad programs through a range of diverse sources, utilizing grant funds for very limited purposes. GOAL THREE:BUILDING INTERNATIONAL EXTENSION CAPACITY Through this project, OIPS launched UAPB's Global River Basin Initiative which began with a demonstration initiative in the Niger Delta region of Rivers State and was subsequently expanded to the Demerara-Essequibo River Basin in Guyana though a second capacity building grant, building upon SAFHS previous engagement in this region through aPartners of the Americas, Farmer to Farmer Program.In the Niger Delta region, OIPS employed a consultative, interactive planning processthat includeda needs assessment exercise followed by a partners exchange visit to the U.S. This processled partners to requestSAFHS assistancein addressing the challenge ofgrowing vegetable crops due to pervasive nematode infestation endemic to the region's tropical climate and soil conditions. This led to an eight-month demonstrationhigh tunnel vegetable production project. During this period, many tomato crops across northern Nigeria were devastated by the Tuta Absoluta pest epidemic. However, we learned that the tomato species produced in our project's protective covered environment were less susceptible to infestation. This project enabled women and youth farmers to successfully work with partners to bring their tomato crop to production, thus generating income from local sales. In support of long-term sustainability goals, memoranda of understanding were executed with five partners representing government, higher education, private sector and non-government organizations.

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

PROGRESS: 2015/09/01 TO 2016/08/31
Target Audience:During this reporting period, target groups remained generally consistent with those identified in the previous report reflecting a continued emphasis on project implementation. However, certain shifts in target groups did occur based on the nature of activities conducted. RIVERS STATE, NIGERIA In Rivers State Nigeria, target groups consisted of the following: * Agriculture soil science/agronomy faculty and extension staff at the Rivers State University of Science and Technology (RSUST) Note: Three faculty and staff were directly involved as participants and technical assistance providers; however, seminar and other activities were open for full participation by all faculty. * Five undergraduate agriculture students at Rivers State University of Science and Technology (RSUST) Note: Five students were directly involved as trainees in the rural demonstration project; however, seminar and other activities were open for full participation by the agriculture student body. * Program staff and trainees at the Development and Leadership Institute, a non-government organization Note: Four staff were directly involved as trainees; however, seminar and other activities were open to the full staff complement. * Three farm groups consisting primarily of women and youth farmers, includingthe TaiWomen Farmers, RSUST Local Women Farmers and the Omuma Youth Farmers. Three participants per group participated in the designated training sessions atany one time. UNIVERSITY OF ARKANSAS AT PINE BLUFF Several groups and constituencies comprise the target audience at the University of Arkansas at Pine Bluff. They include: Globalizing Higher Education Interest Group This group consists of roughly 75-80 persons, taking into account overlapping membership. OIPS does not convene this interest group on a regular basis as such. Rather, the interest group list of contacts is designed for outreach, program marketing and program development purposes. The listincludesfaculty, staff and administrators (25) who have expressed an interest in international program activities or support these activities through their designated university responsibilities, e.g., the Registrar, Director of Student Financial Services, Controller, etc. This group also includes the UAPB Working Group on Global Higher Education (13), academic chairs (16), the China Initiative Steering Committee (10), international student recruiters/academic program coordinators (29), and the leadership team for the School of Agriculture, Fisheries and Human Sciences (13). The UAPB Working Group onGlobal Higher Education This interdisiciplinary group supports objective one of our grant and consists of deans, department chairs, faculty, university staff and external partners that meet periodically to deepen knowledge of globalization and internationalization trends. Working group members are expected to implement at least one faculty development project and are eligible to receive mini-grant funds for this purpose. The size of the group dropped to 13 during this academic cycle, due to early retirement precipitated by family-related medical challengesand new employment at other institutions. Nevertheless, this group continues to play a key role in advancing faculty led education abroad and other internationalization initiatives. The Academic Affairs and Educational Policies Committee This committee includes the Vice Chancellor and Associate Vice Chancellor for Academic Affairs, the Registrar, Deans and academic department chairs. This body has oversight over education abroad policies and procedures. The China Initiative Faculty Steering Committee This committee functions as a component of the UAPB Working Group on Global Higher Education, giving particular attention to China-related program activities. UAPB Student Population/Education Abroad Student Interest Groups Beginning with the pilot China program, OIPS has established a working methodology for education abroad program recruitment which was discussed in greater detail in the other products/outputssection of this report. Our recruitment strategy involves a range of outreach activities that lead to the formation of student interest groups based on their program of interest. Changes/Problems:Previous reports have documented the challenges faced in implementing projects in West Africa, particularly Nigeria. These challenges included the Ebola epidemic and the 2015 national elections process that resulted in outbreaks of violence across the country with continuing adverse impacts in Rivers Statethrough 2016 as elections were declared invalid, resulting in new elections and new rounds of violence. One consequence of these dynamics is that activities associated with Goal Three detracted time and energy that would have been devoted to report preparation, general program management andachievement of Goals One and Two. Thiscircumstance led UAPB to request a second no-cost extension which was granted and allowed the project to continue through August, 2017. As a result of this second no-cost extension, staff have been able to slowly play "catch-up" on multiple fronts, including project documentation, report preparation and evaluation activities. What opportunities for training and professional development has the project provided?Training and professional development are an integral dimension of activities conducted among the three project goals and is discussed in greater detail in the section, Other Products. What is critical to emphasize in this section is that knowledge acquisition and exposure to best practices and trends has laid the foundation for program implementation in each goal area. For example, faculty members who are now engaged in education abroad programs, were first acculturated to the international education field through a series of seminars and field experiences that strengthened their knowledge and understanding of the role international education can play in the higher education context. In another example, persons responsible for the oversight and management ofdemonstration sites in Rivers State, Nigeria, were required to attend a series of training sessions, both in the classroom and field contexts. Again, students who sign up for a study abroad program interest group were required to enroll in a designated course and/or attend a series of weekly advisement sessions. This principle that knowledge precedes program implementation is an integral dimension of the program strategy for this grant. How have the results been disseminated to communities of interest?Thus far, the dissemination of program results has focused primarily on the university and the constituents served locally, regionally and nationally. This is due to the fact that a certain degree of cultural transformation is required for international education to become an integral and vital dimension of the learning experience at UAPB. Thus, dissemination has focused on local/regional newspapers, the UAPB magazine which now regularly features at least one-two internationally-focused articles, the university website, the campus bulletin (electronic newsletter)and university/school/departmentsocial media outlets. What do you plan to do during the next reporting period to accomplish the goals?During the next phase of project implementation, primary emphasis shall be placed on sustainability, evaluation and broadening disseminatioin to include professional meetings and venues, focusing primarily on the generation of scholarship articles that will present this project and UAPB's experience as a case study for internationalization, particularly as it relates to small, land-grant and/or historicaly black institutions of higher learning.

IMPACT: 2015/09/01 TO 2016/08/31
What was accomplished under these goals? Goal One: To Establish a Cross-Disciplinary Working Group to Advance Internationalization at UAPB * For the first time in UAPB's history, a cross-disciplinary group of faculty, staff and external partners have convened on a regular basis to deepen their knowledge of internationalization trends and explore how these trends influence the higher education mission at our university. Mini-grant projects continue to function in a catalytic capacity, enabling faculty in particular to push the boundaries of global engagement in the areas of teaching, research, service and extension. One faculty member, for example, used mini-grant funds to support a collaboration between UAPB, a local high school and the LINKS, a professional women's association. Through this collaboration, two workshops were conducted for local high school students to raise their awareness of academic and professional career tracks in the international arena. Four working group members took advantage of the UA, Fayettevile, peer learning visit to develop faculty led education abroad programs. Two of these programs were implemented in Ghana and Mexico during the summer of 2016. With respect to the Mexico program, for example, two computer science students accompanied a biology professor to conduct research on bioinformatics at the National Autonomous University of Mexico (UNAM). Goal Two: To Establish a Faculty-Led Study Abroad Program As the project moved into maturity, there is an increasing merging, synergism and complementarity taking place between the activities associated with different goals of this grant. The working group member who spearheaded the pilot education abroad program in Ghana implemented this project as part of a broader initiative to establish a linkage relationship with Valley View University that, over time, will also focus on agriculture research and extension projects. One faculty initiative to establish a faculty led program with a university in Peru was not successful; however, the faculty member remains committed to pursuing other program possibilities, particularly in Latin America. The various pilot programs implemented to date have enabled OIPS staff to appreciate the power of an organically-driven process. Thus, focus has shifted from rules and protocols to exploring what works, what does not work and how institutional policy and procedures should be based and guided by lessons learned. In the final analysis, the goal at UAPB is to develop and shape faculty-led education abroad initiatives that may not necessarily conform to conventional practices but nevertheless broaden horizons and opportunities for faculty and student engagement in the international arena. Through this process, UAPB expanded education abroad pilot programs to include France (two students), Ghana (one student) and Mexico (two students). Goal Three: Laying the Foundation for a Sustainable International Extension Program -- Niger Delta Rural Demonstration Project During the 2015-2016 program cycle, dominant attention and energy was devoted to implementation of the Rivers State Demonstration Initiative. This initiative was designed to address a strategic challenge facing agriculture producers in the Niger Delta region. To address a pervasive nematode infestation issue, exacerbated by tropical climate conditions, partners asked UAP to assist them in establishing demonstration sites featuring vegetable production in protective covered environments, equipment for purposes of sanitizing soil for vegetable production purposes and alternative production techniques. The partners also agreed to establish a research-focused site at the Rivers State University of Science and Technology (RSUST) and a capacity-building/training site at the Development and Leadership Institute (DLI), a regional non-government organization. In addition to a cohort of five RSUST students, three women and youth small farm groups were recruited to participate in the project following a process that involved interviews and site visits.Each group was asked to them commit three members for each training activity or exercise during anintense seven-month technical training process. Key accomplishments of the Rivers Demonstration Initiative include the following: * Despite the onset ofdisease that required destruction of all plants and sanitization of the DLI hoop house structure, program partners and small farmers demonstrated resilience in bringing a second tomato crop to production, resulting in farmers receiving produce raised and income from sales generated. * One importantdevelopment is that,while many tomato crops across northern Nigeria was devastated by the outbreak of the Tuta Absoluta pest infestation epidemic,Dizengoff personnel clarified that this pest does not affect tomato species that were being cultivated at in project protective covered environments. * Although the purpose of this project was not to replicate hoop house production at the village level, at least, not during this phase, small farmers were sufficiently introduced to the fundamentals to build their receptiveness towards this idea. Moreover, the technical assistance and training sessions provided small farmers with knowledge and expertise that contributed to enhanced productivity of their village/communal plots. * RSUST and DLI program partners gained valuable skills in managing hoop house structures and developed sustainability plans to incorporate this project into the advancement of programs and activities in progress.

PUBLICATIONS: 2015/09/01 TO 2016/08/31
No publications reported this period.

PROGRESS: 2014/09/01 TO 2015/08/31
Target Audience:During this reporting period, the dynamics of our target audience shifted as we transitioned from outreach and partnership formation into the program implementation process.Within the university context, we commenced developing networks of informal and formal structures that we integrated into various program activities depending upon desired goals and outcomes. Certain program activities continued to serve an outreach purpose as they were broadly advertised to the entire campus. Outreach in this sense was complemented by efforts targeted to specific individuals and groups. The various groups/target audiences during this reporting period include the following: RIVERS STATE NIGERIA Within Rivers State, as we moved into implementation of the Rivers Demonstration Initiative, the Rivers State Working Group (12 persons)maintained its central role. However, partners, additional staff and other stakeholders became involved at a deeper level through the formation of subcommittee structures as well as activities designed to strengthen relationships through the formation of memoranda of understanding. For example, the Working Group created the Project Monitoring and Supervision Committee that consisted of four persons. At RSUST, project partners created a Technical Committee consisting of four persons who would be integrally involved in the hoop house demonstration site at their campus. UNIVERSITY OF ARKANSAS AT PINE BLUFF The Globalizing Higher Education Interest Group This group consists of a broad range of individuals, including faculty, administrators and staff(25) who have expressed interest in the work of OIPS and periodically support various program activities. This group includes the Registrar, Director of Student Financial Services, the Vice Chancellor for Student Affairs, the Dean of Student Activities, etc. It alsoincludes the UAPB Working Group on Global Higher Education (18-20), academic chairs (16), the China Initiative Steering Committee (9), international student recruiters/academic program coordinators (29) and the leadership team for the School of Agriculture, Fisheries and Human Sciences (13. As membership in a number of these sub-groups overlap, an approximate number forthisnetwork is 75-80 persons. OIPS does not convene this interest group on a regular basis as such. Rather this list is designed for outreach, program marketing and program development purposes.It also assists OIPS and project staff in cultivating institutional relationships by providing periodic updates on program activities. The UAPB Working Group on Global Higher Education This interdisciplinary group supports objective one of our grant and consists of deans, department chairs, faculty, university staff and external partners that meets periodically to deepen knowledge of globalization and internationalization trends. Working group members are expected to implement at least one faculty development project and are eligible to receive mini-grant funds for this purpose. The size of the group has remained relatively steady with 18-20 members depending upon attrition as well as the addition of new persons. The AcademicAffairs and Educational Policies Committee This committee includes the Vice Chancellor and Associate Vice Chancellor for Academic Affairs, the Registrar, academic department chairs, etc. The China Initiative Faculty Steering Committee This committee was formed to jump-start our faculty-led education abroad program with a pilot project in China. It consists of faculty and chairs representing the following departments: agriculture, aquaculture, human sciences, English (and foreign languages), computer science and economics/business management. The committee consists of six persons and, beginning in November,generally met on a monthly or bi-monthlybasisfor the remainder ofthe 2014-2015 academic year. Two members of this committee are also members of the UAPB Working Group. The China Initiative Student Cohort This student cohort included 13 students enrolled in the Introduction to Chinese Culture course, a requirement for participation in China study abroad programs. Of this number, approximately 8 students signed up for the China Program and were required to attend weekly advisement sessions every Tuesday from 11 to 12 noon. Education Abroad Interest Groups OIPS has also created country-specific education abroad interest groups as a result of student information sessions, office visits and International Education Week outreach activities. Theseinclude China (40), France (49), the Caribbean (...), South Africa (...) and General (12). Membership in these lists overlap. As previously stated, interest groups do not meet per se. These lists are designed principally for outreach, program marketing and program development purposes. Changes/Problems:A number of challenges had to be addressed during this reporting period. They included the following: Change in Local Coordinating Partner in Rivers State: At the time the grant application was submitted for funding, the Development and Leadership Institute (DLI) was selected to serve as the in-country coordinating partner. This function also included periodic reporting on project activities.However, prior to the scheduled needs assessment exercise in September, 2013, the Executive Director resigned his position.Approximately, one year later, the Executive Director position remained vacant at a time when the Associate Director also decided to resign to pursue a range of other ventures through his private company. This created a situation in which there would be no senior level position at DLI fully acquainted with thepurposes and on-going evolution of project activities in Rivers State. In consultation with the National Program Leader and grant specialist, a decision was made to terminate the contract with DLI as the coordinating partner. However, DLI was allowed to continue to function as a program partner with representation on the Rivers State Working Group. The hope and expectation was that the organization would regroup in such a manner that its on-going involvement in the project would remain viable. In the interim, Mind Mine Services, under the leadership of Mr. Nyema Onunwor (former Associate Director of DLI), was brought on board as the new implementing agency for project activities in Rivers State. Ebola Epidemic: During a five-six month period, no travel could be planned to Rivers State because of the Ebola epidemic impacting a cluster of countries in West Africa, including Nigeria. Following Lagos, Port Harcourt in Rivers State was the second city in which Ebola confirmed Ebola cases emerged. National Elections and Political Dynamics in Rivers State: Nigeria can be compared toIndia as a populous, multi-ethnic, multi-religious country in which national and state elections processes can be conflictual and prone to bloody violence. Having lived and worked in Nigeria for over a decade, the Project Director was aware of this dynamic and had endeavored to implement project activities prior to the 2015 national and state elections cycle. However, this strategy did not work as planned. Although there have been periodic delays in the project implementation cycle as reporting in this and the previous report have indicated, the primary consideration is that controversial elections-related dynamics surfaced two years earlier than usual. Rivers State, in particular, emerged as a key geo-political player in the national electionsprocess due to the Executive Governor's increasing profile as a bold, change-driven leader who confronted the national government and ruling political party for corruption and fraud. In fact, he emerged as a key player in the opposition party after switching allegiance from the ruling Peoples Democratic Party. Given that Rivers State Government is a key partner and supporter of this project, therewere periods in which itwas difficult to schedule training and technical assistance visits to Rivers State in order to advance key project objectives. While we were fortunate to obtain the approval and consent of partners to conduct a training and technical assistance visit in February, 2015, we were nevertheless required to enter into a holding pattern forseveral months thereafter. This was due tothe fact thatpracticallyall contestedstate and Federal positions in Rivers State were contested through tribunal courts and the Federal judicial system. Related to this development was the transition of the President of Rivers State University of Science and Technology and the appointment of an interim chief executive officer who then required time for proper orientation of project objectives. Limited No-Cost Extension Period: In light of the above circumstances, the Project Director's assessment was that the project period needed to be extended by 18 months. However, in consultation with the National Program Leader, she learned that only a 12-month extension could be granted. This request was subsequently submitted and approved by NIFA, effectively extending the project period to August 31, 2016. What opportunities for training and professional development has the project provided?Professional development and training opportunities included the following: 1) UAPB Working Group seminar series; 2) UAPB Working Group faculty development and mini-grant projects; 3) the UAPB Project Team technical assistance and training exercise in Rivers State (February, 2015); 4) evaluation-related capacity building sessions at UAPB and in Rivers State, Nigeria; and 5) the four-week professional development program for Dr. Obianuju Ada Orji at UAPB during May, 2015. During this reporting period, the Project Director alsobenefitted from key and strategic opportunities for capacity building and professional development. First, she attended the NIFA 1890 CBG Project Directors' Meeting in Washington, D.C., during September, 2014. In addition to the presentations and reports by NIFA staff, she was able to arrange a one-on-one consultation with Dr. Edwin Lewis, National Program Leader. This sesson enabled her to outline a number of challenges emerging during the mid-point of the project implementation cycle, thus receiving invaluable advice and guidance. Second,because of the Project Director's on-going engagement with river basin issues in the West Africa context, she successfully applied forthe Delta Regional Authority's one year Delta Leadership Institute Executive Academyas a member of the Arkansas cohort. Participation in this program required endorsement and selection by the Governor of the State of Arkansas. This experience enabled the Project Director to attend a series of institutes that focused on various topics impactingdevelopment in the Lower Mississippi River Basin. The program also includeda trip to D.C. to meet with key policymakers and to learn about advocacy and public policy issues impacting the region. While in D.C., she was able to pursue new collaborations in support of UAPB's emerging education abroad program, including the Natural Resource Conservation Service (NRCS) and the Peace Corps Prep Program. Overall,participation in the DRA leadership institute enabled the Project Director to reflect broadly onriver basin development challenges and potential pathways for advancing rural community well-being.No NIFA funds were required for participation in this program. The program commenced in September, 2014, and concluded in July, 2015. Finally,beginning Saturday,March 21-, 2015, a series of international education meetings, conferences and workshops were conducted in New Orleans during the span ofa week. As the Project Director was invited to make an informal presentation during IIE's Generation Study Abroad Workshop, she alsotook advantage of the opportunity to attend two other events: 1) the Foundation for Campus Internationalization at HBCUs sponsored by the Association for International Education Administrators (AIEA) and Xavier University of Louisiana and 2) the annual meeting of the Forumon Education Abroad (FEA). One key session at the FEA meeting, attended by the Project Director, was on the U.S. Department of State's new Study Abroad Office. How have the results been disseminated to communities of interest?During 2014-2015, dissemination strategies were aimed to promote specific project activities in order to increase participation or lay the foundation for broader replication and expansion. For example, the UAPB and SAFHS communications offices collaborated in various ways to promote education abroad activities, includingthe posting of a story on the China Initiative on the main webpage, postingthe IIE Generation Study Abroad logo on the main webpageand developing press releases for local news coverage. With respect to Objective Three, specific outreach strategieswere implemented in collaboration with the Arkansas World Trade Center. This organization arranged fortwo delegations from Cote d'Ivoire and Ghana to visit UAPB and other selected sites in Arkansas. These visits provided an opportunity for project and SAFHS staff to share about on-going project work in Rivers State, Nigeria. In the case of Cote d'Ivoire, representatives of the Universite' Nord Sud (UNS) planned two subsequent visits to campus to consolidate a partnership relationship and execute a formal memorandum of understanding. Negotiations are now proceeding with respect to a cohort of undergraduate and graduate students that UNS intends to send to UAPB. With respect to Ghana, follow-up discussions are taking place as to next steps for developing a sustainable working relationship. What do you plan to do during the next reporting period to accomplish the goals?During the next reporting period, continued emphasis shall be given to implementation of project activities consistent with all three program goals. However, given the Ebola epidemic in West Africa and political dynamics in Nigeria, a one-year no -cost extension was granted to ensure completion of anticipated project activities without undue disruption. This is discussed in greater detail in the section on changes/problems.

IMPACT: 2014/09/01 TO 2015/08/31
What was accomplished under these goals? ACCOMPLISHMENTS Goal One: To Establish a Cross-Disciplinary Working Group * Conducted fall semester seminar including working group members,local partnersand representatives (students, faculty, staff, administrators) of the broader campus community * Conductedspring semester seminar including working group members,members of advisory council, local partnersand representatives (students, faculty, staff, administrators) of the broader campus community * Commenced faculty development mini-grant programs to facilitate implementation of faculty development plans *Four faculty development mini-grants awarded: Dr. Barry J. Colley, PhD (SAFHS advisory council member/external partner): To develop collaborative partnerships with university, nonprofit and government partners in Ghana and strengthen international student recruitmentactivities inthis country ($1500) Dr. Joseph Onyilagha, PhD (School of Arts and Sciences): To develop collaborative partnerships with university and government partners in Nigeria and strengthen international studentrecruitment activitiesin this country ($1500 as a cost-share to defray the costs of international travel) Dr. Jessie Walker, PhD (School of Arts and Sciences): To defray student travel costs associated with participation in the UAPB China Initiative ($1500) Dr. Peter Yong-Sukh Wui, PhD (School of Business): To present a paper in Chinaand strengthen international student recruitment activities in South Korea ($1500 as a cost-share to defray the costs of travel) NOTE: Both Drs. Walker and Wui are members of the China Initiative Faculty Steering Committee Goal Two: To Establish a Faculty-Led Study Abroad Program * Conducted two information sessions on external partnerships and possibilities for faculty engagement and institution to institution collaboration: Engaging the Academy in Education Abroad, Part I: This was an open information session to share information about the Generation Study Abroad Initiative sponsored by the Institute of International Education and the HBCU-China Scholarship Network. Session participants included 20+ faculty, staff, students and administrators. Engaging the Academy in Education Abroad, Part II: This session focused on the Arcadia University Experience in education abroad programming, featuring Dr. Jessie Guinn, Jr., PhD, Assistant Academic Dean of STEM, and Mr. John Wells, Director of Enrollment Management, both representing the College of Global Studies. The aim of the session was to learn about the transformation of a small college in the suburbs of Philadelphia through its integration of education abroad programming into the university experience. This session included seven participants. * Organized campus visit by Arcadia University representatives (above)to engagein consultations with OIPS staff and the Interim Vice Chancellor for Academic Affairs on education abroad program models and strategies for faculty engagement * Revamped working draft of education abroad protocol to systematize academic credit and financial aid for diverse program types, including faculty-led programming, and submitted for review, input and feedback by the SAFHS Dean and the Interim Vice Chancellor for Academic Affairs * Designated China for pilot program and established the UAPB China Initiative * Formalized relationship with the HBCU-China Scholarship Network * Established China Initiative Faculty Steering Committee * Developed working relationships with four universities in China: Fudan University, Hainan University, Sias International University and Shanghai Ocean University * Developed new course, Introduction to Chinese Culture, and secured approval through the Academic Affairs and Educational Policies Committee and the Faculty Senate * Recruited and enrolled 13 students in new course taught by Dr. Yong-Suhk Wui, Introduction to Chinese Culture * Conducted weekly advisement sessions for students and played instrumental role in securing funding for five students who traveled to China during July, 2015 * Provided Dr. Wui, instructor of Introduction to Chinese Culture course,with faculty travel grant (approximately $3,500) to defray the costs of visiting UAPB students participating in various programs in China Goal Three: Laying the Foundation for a Sustainable International Extension Program * Refined project design and timelines, taking into account partners interest in high tunnel/hoop house vegetable production facilities * Executed subaward agreement with MMS, new partner in Rivers State, Nigeria, to oversee and coordinate all facets of Rivers Demonstration Initiative * Conducted training and technical assistance visit in Rivers State during February, 2015, to meet with the Rivers State Working Group to provide an update on project activities, to work with the working group to reshape the partnership structure for purposes of project implementation, to conduct introductory sessions on evaluation methodology with the working group and project staff, to conduct site visits with four prospective women and youth farm groups, refine criteria and selection process for farm group selection,and tofacilitate project planning sessions with members of the Project Monitoring and Supervsion Committee of the Rivers State Working Group and the TechnicalCommittee established at Rivers State University of Science and Technology (RSUST) * Deepened partnership relationships in Rivers State through site visits, project presentations and execution ofmemoranda of understanding in order toformalize the partnership relationship with the following entities: Living Earth Nigeria Foundation: MOU Signing Ceremony,Thursday afternoon, February 5, 2015 (10+ Persons Present) Development and Leadership Institute: MOU Signing Ceremony, Friday afternoon, February 6, 2015 (13+ Persons Present) Rivers State University of Science and Technology: Symposium and MOU Ceremony, Monday morning, February 9, 2015 (101+ Persons Present) Mind Mine Services (MMS): MOU Signing Ceremony, Tuesday afternoon, February 10, 2015) (17+ Persons Present) Rivers State Government: MOU Ceremony, Thursday afternoon, February 12th, 2015 (24 Persons Present) * Identified Dizegoff Nigeria as a prospective in-country hoop house vendor *Selected Dr. Obianuju Ada Orji, Senior Lecturer, RSUST,as the participant for the Advancing Women in Agriculture Professional Development Program and arranged four-week program at UAPB during May, 2015, which included SAFHS faculty/staff consultations; a test demonstraton plot in one of UAPB's high tunnel facilities, a one-week practicum with Seven Harvest, Inc., an agribusiness operation owned by Dr. Barry Colley (UAPB Working Group member) that specializes in vegetable and herb production in high tunnel facilities; site visits to agribusiness and hoop house sites in Arkansas and Mississippi; an individualized research program and development of a project action plan

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

PROGRESS: 2013/09/01 TO 2014/08/31
Target Audience:NOTE: NUMBERS PROVIDED ARE BASED ON SIGN-IN SHEETS AND/ORINTERNAL STAFF RECORDS; FIGURES BELOW DO NOT INCLUDE PROJECT STAFF I.UNIVERSITY OF ARKANSAS AT PINE BLUFF Faculty, Staff and Administrators Campus Information Session (September 5, 2013): 11 Department of Agriculture Presentation/Information Session during Faculty Meeting (December 5, 2014): 22 UAPB Working Group on Global Higher Education Orientation Session: 16 Delta Study Tour Debriefing Session: 11 University Cross-Section (Students, Faculty, Staff and Administrators) University Convocation Featuring Chancellor's Address on Internationalization and Inauguration of the UAPB Working Group on Global Higher Education (March 13, 2014): 324 (including 217 Students and107 Faculty, Staff and Administrators) II. PROFESSIONAL CONFERENCES AND MEETINGS Professional Agricultural Workers Conference Workshop Presentation, Tuskegee University (December 8-10, 2013): 25 +/- UAPB Rural Life Conference (February 28, 2014):20 +/- III. PARTNERS AND STAKEHOLDER EVENTS AND ACTIVITIES West Africa Needs Assessment Exercise (September 2013) Part I: Dakar, Senegal and Senegal River Basin, including St. Louis and surrounding areas (September 17-20, 2013) Wetlands International Africa Project Staff Orientation: 4 Centre Interprofessionnel Pour La Formation aux Métiers de L'Agriculture (CIFA Centre): 4 Société Nationale d'Aménagement et d'Exploitation des Terres du Delta (SAED): 3 Senegalese Institute of Agricultural Research (ISRA): 8 Gaston Berger University Site Visit: 23 Part II: Rivers State, Nigeria (September 21 - October 1, 2013) Government House Courtesy Visits: 6 Ministry of Youth Development Working Visit: 10 DLI Roundtable Discussion -- Niger Delta and Key Development Opportunities and Challenges: 13 Rivers State Sustainable Development Agency (RSSDA) Working Visit: 14 Two-Day Field Exercise: 21 Rivers State University of Science and Technology Working Visit: 25 +/- Rivers State Working Group Inaugural Meeting: 13 Ministry of Women Affairs Working Visit: 10 Development and Leadership Institute Working Visit: 8 +/- West Africa Partners Exchange Visit (June 22-28, 2014) NOTE: 12 partners from West Africa (Nigeria and Senegal) participated in this visit and are included in the numbers below Orientation Session with Representatives from Local Nigerian Community: 14 Clinton School of Public Service Site Visit: 16 Heifer International Headquarters Site Visit/Meeting with Africa Program Staff: 16 University Presentation/Meet and Greet: 63 (includingStudents, Faculty, Staff, Administrators and Community Representatives) Rivers State Working Group Meeting with Interim Vice Chancellor for Academic Affairs and Director of Recruitment: 14 Rivers State Working Group Meeting/Debriefing: 12 Awards Ceremony and Dinner: 39 Delta Study Tour (June 25-26, 2014) NOTE: Participants in the study tour included the West Africa partners (12) and members of the UAPB Working Group on Global Higher Education (10). These persons are represented in the numbers below which also include community partners, staff of host organizations and other invited guests. Boys, Girls and Adults Community Development Corporation (Marvell, AR): 75+ (including BGACDC staff, volunteers, community representatives, program partnersand children in summer camp) Agricultural Demonstration and Outreach Center (Marianna, AR): 27 Seven Harvest: 26 Delta Regional Authority, Federal Development Agency(Clarksdale, MS): 29 Southern Rural Black Women's Initiative (Mound Bayou, MS): 28 Delta State University Seminar and Reception(Cleveland, MS): 32 Changes/Problems:During this reporting cycle, we experiencedthe followingproject-related challenges: 1) The project team continues tograpple withoperationalizing a coherent evaluation plan. This has been complicated by the challenge ofsecuring theservices of an evaluation resource person with experienceinthe use of logic models and participatory evaluation methodology. This dynamic is not uncommon in our region due to a number of factors, including its rural nature and the limited number of professionals who engage in this kind of work. Project implementation activities during year one, for example, were substantially delayed because of the nature of university procedures for hiring exernal consultants. After negotiations failed with a prospectivefirm in Jackson, MS, we changed our approach. In consultation with our Grant Specialist, we decided to allocatefunds to strengthen internal staff capacity and draw upon the services of a resource person for training and capacity building purposes. We identified another prospect in Jackson, MS, for this purpose. Unfortunately, negotiations once again led to a dead-end. Fortunately, we were successful in identifyinganother person suitable prospect, Alan Gumbel, who residesin Memphis, TN.To facilitate his understanding of our project, we arranged an introductory meeting between him and our West Africa project coordinators in Dakar, Senegal, and Rivers State, Nigeria.This meeting was conducted during the West Africa partners exchange visit in June, 2014.Discussions with Mr. Gumbel remain in the early stage; thus, a concrete plan of action in this area has not been finalized. Against this backdrop, we moved forwardwith incorporatinga number of evaluation activities in-house, drawing upon the services of the Project Program Specialist and Student Assistants. Overseas project staff also assist in thisarea. Diligent efforts are made to document the number of participants who attend or participate in project activities. At the conclusion of each activity, participants are asked to complete an evaluation form. In some select instances, we may also organize follow-up debriefing sessions for feedback of a qualitiative, formative nature. From a logic model perspective, we remain in stages one and two, where the emphasis is on activity-related outputs and capacity building with an emphasis on knowledge acquisition. This may continue through the next year of implementation. 2) With respect to our faculty led education abroad goal, we realized the need to slow down the pace and ambitiousness of our initial goals as originally envisioned in the grant. This was due to the fact that a faculty led education abroad program works more effectively when there is an established education abroad program already in place. Thishas not beenthe case at UAPB. Consequently, faculty are not generally knowledgeable about the importance of education abroad and how it works in the university context. Moreover, staff in the Offices of the Registrar and Student Financial Services have limited experience working with education abroad progams for purposes of academic credit and use of Federal financial aid dollars. This dynamic will require a more concerted outreach and training effort to persons not originally considered as part of the primary beneficiaries of the project. Additional thought and consideration will be given to this challenge during the next project implementation cycle. 3) In terms of the Rivers State Demonstration Project, we are experiencing challenges with the staffing of our in-country coordinating partner. Before departing Arkansas at the end of the West Africa Partners visit, the Interim Directorof DLI informed us that he would be leaving the organization to pursue other professional ventures. His departure means that the organization will be withoutsenior-level leadership who possess a historical perspective of the project, including its goals, lessons learned and how it has evolved over time. The previous Executive Director resigned within a few months prior to the needs assessment exercise that was conducted during September-early October of 2013. Thus, with the departure of the Interim Director, the organization will not have staff in place with the necessary leadership and management skills to oversee project activities in Rivers State. Thus, a decision was made to undertake stepsto close-out project activities with DLI until a suitable replacement could be obtained. 4)Finally, in terms of the pace of project implementation, we are moving forward aggressively notwithstanding oursmall staffcomposition. We conducted our annual team-building retreat in Augustto assessthe project implementation process thus far, identify challenges, both internal and external, and improve communications and project management systems. Nevertheless,it is realistic to anticipate that a no-cost extension may be required given the delay in moving into the project implementation process due to the extended project start-up period during year one. In regard to this matter and the other challenges listed above, the Project Director made a decision to consult with Edwin Lewis, Program Leader, during the upcoming Project Directors meetingslated for September in Washington, D.C. What opportunities for training and professional development has the project provided?The three-state Delta Study Tour which wasconducted during June, 2014, was designed as a cross-cultural experiential learning exercise. This activity enabled faculty and professionals interested in river basin development to interact with each other to share about areas of mutual concern, gain from each other's lessons learned and identify potential areas of collaboration. The study tour also exposed participants and the UAPB project team to best practices in agriculture and community/economic development. Site visits included a half-day program with the Boys, Girls and Adults Community Development Corporation in Marvell, Arkansas, featuring their community garden, housing and youth outreach projects. The trip also included UAPB's demonstration and outreach center and local farmsin Marianna, AR, to learn about protective covered vegetable growing environments. The group enjoyed a social and cultural program in Memphis, TN, before traveling down Highway 61 in the Mississippi Delta.In Clarksdale, MS,attended a session conducted by board and staff of the Delta Regional Authority, visited the Delta Blues Museum and wrapped up the tour with a seminar on the role of higher education in promoting regional progress. The seminar was hosted by Delta State University and included faculty from their university, UAPB and the Rivers State University of Science and Technology. How have the results been disseminated to communities of interest?I. PROFESSIONAL CONFERENCES AND ACADEMIC PRESENTATIONS The Project Director attended the Professional Agriculture Workers Conference at Tuskegee University duringDecember 8-10, 2013,where she conducted a presentation on this project as part of a panel that focused on international agriculture trends and practices. The theme of the conference focused on the role of women and youth in agriculture. Consequently, the Project Director focused her presentation onthe West Africa needs assessment exercise, recommendations and strategies for increasing the involvement of women and youth in agriculture, and next steps in the implementation process. Similar presentations were made to the Department of Agriculture faculty (December, 2013),workshop participants atUAPB's annual Rural Life Conference (February, 2014) and to faculty, staff and graduate students at the Heller School for Social Policy and Management, Master's in Sustainable International Development, Brandeis University (March, 2014). II. PROJECT ACTIVITIES Apart from these presentations, other outreach and dissemination activities were executed as a part of on-going project activities.A comprehensive listof the various audiences engaged in this project thus far has been provided in aprevious section of this report. Examples of contacts madeinclude the following: At Gaston Berger University in St. Louis, Senegal, the Project Director and Co-Project Directors met with university officials and academic department heads and made presentations on UAPB and the capacity building project. This activity was part of the needs assessment exercise in the Senegal River Basin. It is envisioned that the Senegal River Basin will be the site for a demonstration activity similar to that taking place in Rivers State. In such instance, GBU would be an ideal partner. Similar presentations were made to other potential partners and stakeholders throughout the West Africa needs assessment exercise. The inauguration of the UAPB Working Group coincided wiith a university convocation in which the Chancellor was the featured speaker. This was the first occasion in UAPB's history in which the Chancellor spoke to the broader university community on the importance of integrating the global perspective into all aspects of the higher education process. This event was featured in local media through a front page story of the Pine Bluff Commercial. During the West Africa partners visit and the Delta study tour, UAPB project staff introduced this NIFA project to diverse stakeholders, sharing about its intended goals and outcomes. In Marvell, AR, for example, we were hosted by a diverse and engaging group of community leaders through a visit hosted by the Boys, Girls and Adults Community Development Corporation. III. MEDIA COVERAGE Finally, media coverage independent of specific program activities included articles in the UAPB magazineand SAFHS newsletter on this capacity building grant, including the goals of the grant and activities in progress. There was also front-page coverage of the official project launch in the local newspaper. What do you plan to do during the next reporting period to accomplish the goals?During the next reporting period, greater attention shall be given to our second project goal, which is to develop a faculty-led education abroad program as a part of an on-going process to strengthen education abroad programming at UAPB. Apart from this, we will commence the seminar series and mini-grants program for members of the UAPB Working Group on Global Higher Education and move into the early stages of developing the Rivers State Demonstration Initiative.

IMPACT: 2013/09/01 TO 2014/08/31
What was accomplished under these goals? ACCOMPLISHMENTS Goal One: To Establish a Cross-Disciplinary Working Group * Completed recruitment activities and finalized selection of14 working group members * Faculty development plans (for potential mini-grant projects) submitted as part of application process * Formalized name of working group as the UAPB Working Group on Global Higher Education * Inaugurated and announced working group members during university convocation (March13, 2014) * Conducted orientation session for members (March 13, 2014) * Conducted cross-cultural/experiential learning three-state (Arkansas, Tennessee and Mississippi) Delta study tour with West Africa partners todeepen knowledge of the broader region's history and culture and compare issues impacting river basindevelopment(June June 25-26, 2014) Goal Two: To Establish a Faculty-Led Study Abroad Program * Joined the Instituteof International Education's Generation Study Abroad(GSA) as a founding partner with the aim ofleveraging resources and expanding contacts in support of our emergingstudyabroad program * Submitted two grant applications to GSA program partners to access additional education abroad scholarships to supplement scholarship funding under existing grant; one grant was approved, thus enabling UAPB students to receive scholarships and/or discounts from programs sponsored by SIAS International University in China * Joined the HBCU-China Scholarship Network to access additional education abroad scholarships to supplement scholarship funding under existing grant; thus, enabling UAPB students to access scholarships and program discounts from partner Chinese universities * Revised draft faculty-led study abroad protocol for initial round of review by Dean, Vice Chancellor of Academic Affairs, Registrar and Financial Services Director Goal Three: Laying the Foundation for a Sustainable International Extension Program * UAPB project team (Director and Co-Directors) conduct needs assessment exercise in Senegal, focusing on the Senegal River Basin near St. Louis, and Rivers State, Nigeria which is based in the lower portion of the Niger River Basin (in an area commonly referred toas the Niger Delta) during September 17, 2013, to October 1, 2013 *UAPBproject staffand overseas country coordinators (Development and LeadershipInstitute, Wetlands International Africa) prepare comprehensive needs assessment report outlining: 1) potential demonstration project activities and 2) strategies for developing sustainable linkage relationships * Rivers State Working Group is oficially inaugurated during needs assessment exercise and meets regularly to review findings of needs assessment exercise, refine proposed project ideas and prepare for U.S. exchange visit * Hosted week-long visit by West Africa partners during June 22-28, 2014. Program activities included social/cultural program (UAPB welcome reception, Clinton Presidential Library, Beale Street (historic blues district) in Memphis, etc.); working sessions with UAPB project team; site visits to farms and demonstration sites managed by the School of Agriculture, Fisheries and Human Sciences (SAFHS) and external partners; and professional meetings with diverse higher education, agriculture producers, community-based organizations and regional development entitities * West Africa partners and UAPB project team agree during Rivers Working Group debriefing sessionthat demonstration project will focus on protective covered vegetable growing environment with a particular focus on high tunnel/hoop house production in tropical climates

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

PROGRESS: 2012/09/01 TO 2013/08/31
Target Audience: PROJECT PERIOD: SEPTEMER 1, 2012, TO AUGUST 31, 2013 UNIVERSITY OF ARKANSAS AT PINE BLUFF School of Agriculture, Fisheries and Human Sciences * Annual School Meeting Number in Attendance: Approximately 75-100 Faculty, Staff and Administrators * Campus Bulletins (Electronic Notices) Approximate Number Reached: All Faculty, Staff, Administrators *OneCampus Information Sessions Total Number in Attendance: 34 International Affairs Council * Spring Semester Meeting Number in Attendance:12 EXTERNAL PARTNERS AND STAKEHOLDERS Non-government Organizations and Partners of the School of Agriculture, Fisheries and Human Sc iences * Written and Electronic Communications * Campus Information Session and Lunch Briefing Session Number Reached: 16 Global River Basin Advisory Council This group consists of scholars, current and former foundation officers and practitioners. This group was convened to enable project principals to begin thinking about strategies for the long-term sustainability of the project funded by this grant. * Inaugural Meeting via Teleconference Total Number of Council Members: 5 Number of Council Members in Attendance: 5 Total Number in Attendance: 7 Campus Visit to the University of Zululand, KwaZulu-Natal Province, South Africa UAPB has executed a Memorandum of Understanding with the University of Zululand (UNIZULU) and activities have been underway in furtherance of this MOU. During a June 17-20, 2014, visit to UNIZULU, the Project Principal Investigator conducted a campus presentation on UAPB's Global River Basin Initiative (GRBI) of which this project represents the first phase of implementation. Subsequent meetings included discussions at to how UNIZULU might become a participant in this Initiative at a future date. (Note: No costs were charged to project grant for this visit.) * Campus Presentation Number in Attendance: 18 * Meetings with Department of Agriculture Faculty and the Deputy Vice Chancellor for Innovation and Research Total Number in Attendance: 14 Agribusiness Development Authority, Kwazulu-Natal Provincial Government, South Africa Principal Investigator met with the Director and senior management team to discuss UAPB's Global River Basin Initiative and current activities underway in Senegal and Nigeria. This meeting was followed by a site visit to the Umkomaas River Basin to meet representatives of the Ndonyela Cooperative. A representative from the provincial Ministry of Agriculture also participated in this site visit. (Note: No costs were charged to project grant for this visit.) * Meeting with Director and Senior Management Team Number in Attendance: 7 * Site Visit to Umkomaas River Basin/Interactions with Ministry of Agriculture and Ndonyela Cooperative Representatives Number of Participants: 10 Changes/Problems: Major changes/problems occurred, first, with respect to the delay in the implementation of project activities due to project start-up administrative, financial, staffing and operational tasks. The project start date is September 1, 2012; however, grant award paperwork was not issued until September 30, 2012. Additional budget clarifications and revisions were required and, to some extent, involved back and forth negotiations with one of the overseas coordinating partners. The release of funds for certain minor operational costs and the Rivers State project secretariat were released on January 30, 2013. Funds subject to further negotiation include $16,000 for the Evaluation Consultant and $80,000 for the Rivers Demonstration Project. These budgetary issues should be fully resolved in year two of project implementation. Meanwhile, program activities that were not implemented in year one have now been incorporated in the work plan for year two. Second, securing the Project Evaluation Consultant was complicated by State of Arkansas and university procurement procedures. A new plan of action has been developed emphasizing a series of capacity building workshops facilitated by experts in logic model development andparticipatory evaluation methodology. This new approach fully complies with university procurement and purchasing procedures. Another advantage of this approach is that workshops and capacity building sessions can be creatively scheduled to allow for the participation of other project participants, e.g, overseas partners during their exchange visit or members of the UAPB cross-disciplinary working group. Third, preparations for the overseas needs assessment exercise was intense and time-consuming, requiring a high level of consultation with overseas partners and U.S. based embassy representatives. Dates for the needs assessment exercise had to be set in consultation with partners in three different countries, including UAPB here in the U.S. UAPB Co-Principal Investigators include the Dean and Associate Dean for Research and Extension of the School of Agriculture, Fisheries and Human Sciences whose responsibilities had to be taken into consideration in setting proposed travel dates. In Rivers State, Nigeria, we are dealing with the President of the state university and Heads of ministries and agencies, not to mention Wetlands International's intense project schedule in both West and East Africa. Once agreement was reached on a timetable, visa applications and booking international flight tickets became the next round of challenges. In the case of Senegal, U.S. citizens were not legally required to obtain visas until mid-July just weeks away from our slated travel date. For approximately three to four weeks, there was confusion among Senegalese embassyand consulate staffregarding the required procedures and modalitiesfor accessing the visa application website. We were compelled to send correspondence to the Ambassador and Consulate General in order to get proper attention to our inquiries. These challenges were exacerbated by the fact thatSenegal was the first stop on the program itinerary and visas had to be secured there beforewe could commence the visa application process forNigeria. Moreover, the heat was on when we learned that the Dean has scheduled a trip to China towards the end of August and needed his passport and visas for all three countries beforehis departure date. Finally the process of booking flights within an affordable cost range truly became the icing on the cake, taking into accountour need to crisscross across West Africa, transiting in and out of the Lagos airport – while also putting in a place some type ofplan to ship materials to Rivers State in a manner that would allow us to avoid the prohibitive baggage fees on the West Africa regional carrier. Had we not made alternative arrangements for the collection of project materials in Lagos, we could have conceivably paid as much for the shipment of luggage as we had paid for the actual airline tickets! Fourth, the decision to employ a participatory, consultative process in the design of the Rivers Demonstration Project created complications in the release of the $80,000 budgeted for this project activity. The NIFA grant office requires a detailed project budget to release these funds. However, the initial proposal and work plan incorporated a structured planning process – through the needs assessment exercise and partners’ exchange visit – that would enable all parties to share ideas and ensure that any agreed upon project would maximize impact at the grassroots level. Presently, we are only half-way through this process. What opportunities for training and professional development has the project provided? 1. In-house training sessions on Federal grants management facilitated by the UAPB Office of Grants Management 2. In-house sessions on State of Arkansas legal regulations and procedures governing state institution procurement and purchasing procedures 3. Annual meeting of Arkansas international educators and professionals on April 12, 2013, at the University of Arkansas at Little Rock (Project Director and Project Program Specialist) How have the results been disseminated to communities of interest? Nothing Reported What do you plan to do during the next reporting period to accomplish the goals? EVALUATION * Finalize negotiations and release of funds for evaluation-related activities * Select phase one evaluation resource persons * Project team annual retreat and capacity building workshop * Refinement of evaluation plan * Review of evaluation instruments developed to date; refinement as appropriate * Design of additional evaluation instruments as needed * Initiation of comprehensive evaluation plan OUTREACH AND PUBLIC RELATIONS * Design and printing of brochures * First phase of website design * Submit institutional endorsement required for participation in the Institute ofInternational Education (IIE) Generation Study Abroad Initiative, a national campaign to double study abroad participation in ten year. NOTE: This activity has been completed and will be discussed in greater detail in the next annual progress report. PROGRAM DISSEMINATION, TRAINING AND PROFESSIONAL DEVELOPMENT NOTE: Given the timing of this report, the first four activities have already been completed. The other activities remain in the planning stage. Additional outreach activities may also be added before the end of the second year project reporting period. * Campus Information Session (September 5, 2013) * Aspen Institute/Delta Regional Authority training session on WealthWorks strategy for local/community development initiatives * Professional Agricultural Workers Conference Presentation * Multi-state regional meeting of international educators, NAFSA Region III (Project Director and Two Project Program Specialists) * UAPB/SAFHS Rural Life Conference * Brandeis University presentation/networking visit * USDA/NIFA Project Directors Annual Meeting OBJECTIVE ONE: CROSS-DISCIPLINARY WORKING GROUP * Selection of members of the cross-disciplinary working group * Inauguration of cross-disciplinary working group NOTE:The date has been set for this event and the Chancellor has agreed to present the keynote address. * Cross-cultural/experiential learning tour of the Arkansas Delta OBJECTIVE TWO: FACULTY-LED STUDY ABROAD * Complete first draft of education abroad protocol * Review and revise education abroad protocol * Submit protocol for review by academic policies committee * Secure approval for implementation beginning with the Fall 2014 academic semester OBJECTIVE THREE: LAYING THE FOUNDATION FOR SUSTAINABLE INTERNATIONAL EXTENSION CAPACITY * Conduct overseas needs assessment exercise * Overseas partners exchange visit to UAPB/Lower Mississippi Basin region during late spring/early summer NOTE: This visit will overlap the period in which the Arkansas Delta study tour is conducted so that overseas partners can participate in this activity as well. * Refinement of Rivers State demonstration project plan based on outcomes of structured planning process involving UAPB project principals and overseas partners

IMPACT: 2012/09/01 TO 2013/08/31
What was accomplished under these goals? PART ONE. PROJECT START-UP AND IMPACT ASSESSMENT Project leaders devoted most of their time and attention to project start-up activities for the period of September 1 - August 31, 2013. Thus, impact assessment remains at an early stage in the project implementation process. Against this backdrop, project successes center primarily upon developing a consistent outreach plan and establishing the necessary administrative and organizational foundation for the successful implementation of envisioned activities. Official notification of the project award was received in late September. This was followed by grant management orientation with the Office of Research and Sponsored Programs (ORSP). Also, certain obligated funds subject to release upon further clarification or the submission of additional budget information. This process of post-award budget negotiations required back and forth communications with overseas partners. A substantial portion of these funds were subsequently released in January, 2013. With respect to outreach and public relations, project principals disseminated information about the project via diverse modalities within the university and broader region. National and international contacts were also made to lay the foundation for long-term expansion and sustainability. Approximately 190 – 215 substantive contacts were made. This number consists of participants and members of the target audience who attended meetings in which the Initiative was a part or the primary focus on the agenda. This number does not include telephone contacts, email contacts or one-on-one meetings between project principals and the target audience. With respect to project staffing, project principals successfully hired a half-time Project Program Specialist in February, 2013. Ms. Claudette Romious has extensive experience in event management and travel logistics in both the U.S. and Africa, including Nigeria. A Student Assistant was hiredbeginning March 1, 2013. Securing the Project Evaluation Consultant was complicated by State of Arkansas and university procurement procedures. The bid issuance and review process requires approximately 8-10 weeks in general. The bid preparation, issuance and review process for this project was conducted during April – mid-June. Only one bid was submitted which did not meet project requirements. Thus, the Principal Investigator decided not to accept the bid tendered and to forego release of a second bid. A new plan of action was developed emphasizing a series of evaluation-related capacity building workshops that will allow project principals to arrange presentations and work sessions with diverse resource persons over the three-year period of the project. This approach complies with university procurement and purchasing procedures. Another advantage of this approach is that workshops and capacity building sessions can be creatively scheduled to allow for the participation of other project participants, e.g, overseas partners during their exchange visit or members of the UAPB cross-disciplinary working group. The last key task during the project start-up period was the negotiation and execution of sub-award agreements with overseas partners. This activity is discussed in greater detail in relation to Objective Three. PART TWO. ACCOMPLISHMENTS BY PROJECT OBJECTIVES Objective One: Cross-Disciplinary Working Group A campus information session and stakeholders briefing luncheon were conducted on April 30, 2013. The purpose of these sessions was to share information about the Initiative and recruit members of the UAPB cross-disciplinary working group. An initial deadline of June 30, 2013, was set for the receipt of working group applications. This deadline was subsequently extended to September 16, 2013, to allow for greater diversity and number of applicants. Evaluation Feedback : Ratings for the information session indicated that most of the guests in attendance were supportive of the project's goals and planned activities. Several suggestions emphasized the importance of including youth. Ten (10) of the respondents rated the session as good and twenty (20) rated the session as excellent in clearly communicating the goals of the project. The presenter/project principals’ ratings were: average (1), good (8) and excellent (21). Stakeholders’ comments during the luncheon sessions were more specific. Several comments, again, reinforced the importance of involving youth. Stakeholders also encouraged UAPB to explore opportunities to expand the initiative to include more meaningful engagement with local/regional stakeholders. During the meeting the Project Director responded to this suggestion by acknowledging that the original intent was to conduct a demonstration project in the Arkansas Delta as well as the Niger Delta. Unfortunately, she noted, the budget was tight and the Arkansas Delta demonstration project was removed from the grant application. Project principals promised 1) to continue the dialogue with local/regional stakeholders; 2) to include them in the Arkansas study tour for the UAPB Working Group and overseas partners; 3) include them in consideration for overseas technical assistance assignments and 4) to explore the opportunity for supplemental funding for an Arkansas demonstration project. Objective Two: Faculty-Led Education Abroad Program The Project Director engaged in meetings and discussions with the Registrar as well as the Director and key personnel in the Student Financial Services Office. As a part of this outreach process, the Project Director forwarded a template of the proposed education abroad protocol to these parties for their review and input. This template consists of a previously designed protocol that the Project Director developed at another institution. UAPB's protocol may model certain aspects of this document; however, it is expected that there will be some substantial differences as well. The key purpose of the protocol is to align the diverse processes that must take place in order for students to access financial aid for education abroad programs. Accomplishment of this task is key as the vast majority of U.S. students rely on some form of financial aid to finance education abroad programs. Objective Three: Laying the Foundation for Sustainable International Extension Capacity Primary activities in this area included orientation and information sessions with staff in the Office of Grants Management. These activities enabled project principals to access and manage project budget accounts. They also empowered project principals with the necessary information and tools to commence project orientation with the overseas partners. Orientation for overseas partnerswas guided by the process of negotiating and executing sub-award agreements with the in-country coordinating organizations: the Wetlands International Africa Office in Senegal and the Development and Leadership Institute in Rivers State, Nigeria. This process enabled project principals to explain the basic requirements and expectations involved in managing a U.S. Government grant. Other administrative/logistical accomplishments under this objective included: 1) reaching agreement with partners regarding dates for the West Africa needs assessment exercise (September 15 – October 2, 2013) and 2) undertaking the necessary logistical preparations for the two-week exercise, including visa applications, booking tickets, preparation of briefing books, university paperwork for securing financial disbursements, and developing itineraries in consultation with overseas partners. Most of these matters were finalized by August 31, 2013. The needs assessment exercise will be discussed in greater detail in the second annual progress report.

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