Shad D. Nelson, Ph.D. Assistant Professor of Agronomy Texas A&M University-Kingsville

1. Teaching and Mentoring Students Through Experiential Learning Opportunities for Careers in Sciences Shad D. Nelson, Ph.D. Assistant Professor of Agronomy Texas A&M University-Kingsville

2. Current Challenges • Student retention in scientific disciplines • Obstacles for students: • Increased emphasis on challenging academic curriculums: such as math, chemistry, engineering, physics, etc. • Student’s inability to visualize how this knowledge will apply to “real world” • Student’s question: How will this get me a job, or practical ‘hands-on’ skills and experience?

3. Student’s Reaction • For many students, especially 1st generation college students, when they confront these obstacles a common reaction occurs: • Increased anxiety • Fear of failure in current academic program • Lack of self-confidence to make it through • Rushed decision to leave program for a “less-rigorous” one • Discouraged and may abandon college

4. Instructor’s Role in Student Retention • The Instructor’s Role: • Acknowledge that student retention is a personal responsibility • Determine a Plan of Action to retain students in your academic program • Include as many additional people into that plan as possible • Seek out funding sources that can help you achieve success • Do It

5. One Example Program • Texas A&M University-Kingsville, located in South Texas • University is a Hispanic Serving Institution (>50% Hispanic students) • Problem: >25% of freshman student drop-out rate; only 25% graduate in 6 yrs • The Following Illustrates My Solution to Increase Practical Experiences for Students and In Turn Increase Student Retention

6. Plan of Action-Objectives • Objective 1:Address professional development of TAMUK undergraduate students to basic research skills and experience needed for employment or graduate school • Objective 2: Create course to teach laboratory and research techniques and protocols used in soil, plant and environmental sciences • Objective 3:Fund undergraduate student research projects under direction of a major advisor • Objective 4: Get students involved in research presentations at regional and national meetings • Objective 5:Pay for students to attend a professional meeting to present their research

7. USDA/CSREESHSI Education Grants Program • Meeting the Experiential Needs of South Texas Students for Careers in Agricultural Sciences • 2002-2004; $299,974 • Teaching and Mentoring South Texas Students for Careers in Agricultural Science and Research • 2004-2006; $300,000 • Co-PDs: Drs. J. Laurenz, and R. Stanko (TAES) • Collaboratoring Mentors: Drs. M. Garcia, L. Brennan, E. Louzada (TAMUK-Citrus Center)

8. Accomplishments • New Courses Created “Experimental Methods & Sample Analysis” • Agriculture Science • Animal Science • Laboratory Courses in Spring ‘03 and ‘05 • Students receive ‘hands-on’ training in their field of study in course have opportunity • After course training: if student desires, he/she selects faculty mentor to perform research under their direction

9. Accomplishments • Over 20 undergrad student research aides and 4 graduate students hired • Students and mentors in agriculture science created individual research projects • Undergraduate and Graduate Research projects presented at state and national professional society meetings • Results in preparation for publication

10. Robert Munguia, Jr. Veronica Ancona Tracy Cadena Jeremiah Salinas James Wilborn LeeRoy Rock Luna Viola Gade Julien Shantidas Catherine Simpson Sara Anne Fredrickson Wendy Austin Benjamin Garcia David Etzler Jeremy Rounsavall Jaclyn Dominguez Chad O’Gorman Nicole Burdick Trent Teinert Lacie Schnieder Angela Lee William Arnwine Elizabeth Torres Students Employed by Program

11. Professional Meeting Abstracts 2005 • Southern Section American Society of Animal Science, Baton Rouge, AR • Southern Regional Animal & Waste Conference, San Antonio, TX • Southern Region ASA meetings, San Antonio, TX 2004 • Annual Student Agriculture Research Symposium, College Staion, TX • Pathways to the Doctorate Symposium, TAMUS, Corpus Christi, TX • 2004 Texas Chapter Meeting of the Wildlife Society, Kerrville, TX • 2004 Southern Region of the Amer. Soc. of Animal Science. Tulsa, OK • 2004 Subtropical Hort. Soc. Meeting. TAMUK Citrus Center, Weslaco, TX 2003 • ASA-CSSA-SSSA Society Meeting. Denver, CO. • Pathways to the Doctorate Symposium, TAMUS. Galveston, TX Student Presenters: 15 different student research presenters Chad O’Gorman, Lacie Schnieder, Nicole Burdick, Jaclyn Dominguez, Lisa Soliz, LeeRoy Rock, Robert Munguia, James Wilborn, Catherine Simpson, Veronica Ancona, Julien Shantidas, Jerry Stratmann, Trent W. Teinert, Jeremy W. Rounsavall, and Viola Gade

12. HSI funded student projects

13. Outcomes: McNair Scholarships Funding for Summer Research 2004

14. (2005) — South Section American Society of Animal Science in Baton Rouge, Arkansas • TAMUK students broke a regional record by winning 1st, 2nd, and 3rd place in the Undergraduate and 2nd place in the Graduate Research Presentation Competition.

15. Outcomes • 100% retention of undergraduate students in college • 95% remained at TAMUK College of Ag • Over 50% of undergraduate students have gone on to graduate school • 3 out of 4 Masters students went on to doctorate degree programs • All others have job offers prior to leaving school or found jobs in their field within 2-3 months after graduation

16. A Mechanism for Student Success • Funding agencies, like USDA/CSREES can play a major role in the direction of underserved student populations • Such programs will not only increase student retention, but bolster both student and faculty professional development • Continued support of programs like this is necessary to allow for students to progress to graduate school and train them for future careers in scientific disciplines

17. The Final Point • Students Want To Be Challenged • Learning Today Must Be Interactive • Educators Must Immerse Themselves in Student Centered and Career Training Activities • When These Activities Have Purpose: • A Student’s Self-Esteem Increases • Their Drive to Succeed in Program Rises • Determination to See It Through is Accomplished • Student Finds Within Himself or Herself an Accurate Picture of What He/She Can Become