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<p class="MsoNormal"><b>From:</b> Gonzalez Jr., Roberto - OPPE, Calexico, CA <roberto.gonzalez@usda.gov>
<br>
<b>Sent:</b> Friday, January 22, 2021 3:17 PM<br>
<b>To:</b> Ogden, Kimberly L - (ogden) <ogden@arizona.edu>; Burgess, Shane C - (shaneburgess) <sburgess@cals.arizona.edu>; Hunt, James E - (jeh) <JHunt@ag.arizona.edu>; Pawar, Sangita C - (sangita) <sangita@arizona.edu>; Mester, John Clark - (jmester) <jmester@arizona.edu>;
Patten, Kim J - (kjpatten) <kjpatten@arizona.edu>; Coffey, Courtney - (ccoffey) <ccoffey@arizona.edu>; Silvertooth, Jeffrey C - (silverto) <Silver@ag.arizona.edu>; Mars, Matthew M - (mmars) <mmars@arizona.edu>; Cantwell, Elizabeth R - (ecantwell) <ecantwell@arizona.edu><br>
<b>Subject:</b> [EXT]2021 USDA-NIFA Food and Agriculture Service Learning Program (FASLP)<o:p></o:p></p>
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<p class="MsoNormal"><o:p> </o:p></p>
<p align="center" style="text-align:center"><strong><span style="font-family:"Calibri",sans-serif;color:red">External Email</span></strong><o:p></o:p></p>
<p class="MsoNormal"><b>USDA-NIFA Food and Agriculture Service Learning Program (FASLP)<o:p></o:p></b></p>
<p class="MsoNormal">FASLP is intended to increase knowledge of agriculture and improve the nutritional health of children, and to bring together stakeholders from the distinct parts of the food system to increase the capacity for food, garden, and nutrition
education within host organizations or entities, such as school cafeterias and classrooms, while fostering higher levels of community engagement between farms and school systems. The initiative is part of a broader effort to not only increase access to school
meals for low-income children, but also to dramatically improve their quality. The development of leadership skills, knowledge, and qualities are necessary to prepare students for agricultural and related careers in the private sector, government, and academia.
Teaching applications must demonstrably incorporate a leadership development component to equip students with technical and leadership abilities upon graduation.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><b>Who Is Eligible to Apply:</b> state agricultural experiment stations; colleges and universities; university research foundations; other research institutions and organizations; etc.<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><b>Closing Date: </b>Monday, May 3, 2021<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><b>Cost Sharing or Matching Requirement:</b> No<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><b>Range of Awards:</b> $0 - $225,000<o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><b>View Grant Opportunity:</b> <a href="https://www.grants.gov/web/grants/view-opportunity.html?oppId=330963">
https://www.grants.gov/web/grants/view-opportunity.html?oppId=330963</a><o:p></o:p></p>
<p class="MsoNormal"><o:p> </o:p></p>
<p class="MsoNormal"><b><u>For Example<o:p></o:p></u></b></p>
<p class="MsoNormal"><b><span style="font-family:"Arial",sans-serif">ACCESSION NO:</span></b><span style="font-family:"Arial",sans-serif"> 1017481
<b>SUBFILE:</b> CRIS <br>
<b>PROJ NO:</b> PR.W-2018-05945 <b>AGENCY:</b> NIFA PR.W <br>
<b>PROJ TYPE:</b> OTHER GRANTS <b>PROJ STATUS:</b> EXTENDED <br>
<b>CONTRACT/GRANT/AGREEMENT NO:</b> 2018-70026-28940 <b>PROPOSAL NO:</b> 2018-05945
<br>
<b>START:</b> 01 SEP 2018 <b>TERM:</b> 31 AUG 2021 <b>FY:</b> 2018 <br>
<b>GRANT AMT:</b> $213,831 <b>GRANT YR:</b> 2018<br>
<b>AWARD TOTAL:</b> $213,831<br>
<b>INITIAL AWARD YEAR:</b> 2018 <o:p></o:p></span></p>
<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto"><b><span lang="ES-MX" style="font-family:"Arial",sans-serif">INVESTIGATOR:</span></b><span lang="ES-MX" style="font-family:"Arial",sans-serif"> Morales-Agrinzoni, C. R.
<o:p></o:p></span></p>
<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto"><b><span lang="ES-MX" style="font-family:"Arial",sans-serif">PERFORMING INSTITUTION:</span></b><span lang="ES-MX" style="font-family:"Arial",sans-serif">
<br>
SISTEMA UNIVERSITARIO ANA G. MENDEZ, INC. <br>
</span><span style="font-family:"Arial",sans-serif">ANA G MENDEZ AVE 8 <br>
SAN JUAN, PUERTO RICO 00928 <o:p></o:p></span></p>
<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto"><b><i><span style="font-family:"Arial",sans-serif">CATA</span></i></b><b><i><span style="font-family:"Tahoma",sans-serif">Ņ</span></i></b><b><i><span style="font-family:"Arial",sans-serif">O
COMMUNITIES AND SCHOOLS AGRICULTURAL-BASED LEARNING EXPERIENCE PROJECT</span></i></b><span style="font-family:"Arial",sans-serif">
<o:p></o:p></span></p>
<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto"><b><span style="font-family:"Arial",sans-serif">NON-TECHNICAL SUMMARY:</span></b><span style="font-family:"Arial",sans-serif"> Universidad Metropolitana (UMET), a Hispanic Serving
Agricultural College and University (HSACU) in the Commonwealth of Puerto Rico, is submitting this two-year regular project to implement an agriculture-based learning educational community model to increase the knowledge of agriculture and improve the nutritional
health of underserved communities and local schools in the Cataņo municipality. The project will affect two underserved communities in Cataņo, William Fuertes and Cucharillas, and two public schools, Francisco Oller-High School and Onofre Carballeira- Middle
School. The goals are: a) implement an agriculture-based learning educational community model; b) increase the community and students' knowledge in agriculture, gardening and nutrition; c) improve the teaching skills of public schools teachers from 6th to
12th grades and increase their knowledge in gardening, agriculture and nutrition; and to d) improve the nutritional health of underserved communities and local schools. To achieve this goal project intends to: 1) develop a collaborative partnership network
comprised by a school district, two local community schools (middle and high school), two universities, various local community-based NGOs, an agriculture state agency, farms and agricultural NGOs initiatives, to implement an agriculture-based learning educational
community model; 2) increase the capacity for food, garden, and nutrition education in the schools and the communities creating one school garden in Onofre Carballeira-middle School and one community aquaponics orchard in William Fuerte community; 3) engage
19 Cataņo communities, 30 public school teachers from 6th to 12th grades from the Onofre Carballeira- Middle School and the Francisco Oller-High School, and25 students, 9th to 12th grades, from the Culinary Arts Vocational program at the Francisco Oller high
school in agriculture-based learning experiences to improve their knowledge in agriculture and nutritional health, and encourage their consumption of fruits and vegetables; and 4) develop and publish an educational activity guide with curriculum resources
in agriculture-based learning experiences to incorporate farm to schools strategies in trainings and professional opportunities.
<o:p></o:p></span></p>
<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto"><b><span style="font-family:"Arial",sans-serif">OBJECTIVES:</span></b><span style="font-family:"Arial",sans-serif"> The goals of this project, which will affect communities and
public schools in the Cataņo municipality in Puerto Rico, are to: a) implement an agriculture-based learning educational community model; b) increase the community and students' knowledge in agriculture, gardening and nutrition; c) improve the teaching skills
of public schools teachers from 6th to 12th grades and increase their knowledge in gardening, agriculture and nutrition; and to d) improve the nutritional health of underserved communities and local schools. This goals can still be accomplished with the reduced
funding. <o:p></o:p></span></p>
<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto"><b><span style="font-family:"Arial",sans-serif">APPROACH:</span></b><span style="font-family:"Arial",sans-serif"> To effectively carry out the goals of this project, the SEA-UMET
reached out to 13 entities to form a strong collaborative partnership network. The development of collaborative partnerships is one of the best practices that the SEA implement in its projects. The role of each one is key to achieve the goals.The project will
be evaluated by an external evaluator using the logic model presented in the attachment section and will be measured by process indicators and outcomes indicators to determine the best practices and lessons learned. The process indicators will be: (1) number
of active partners developing projects activities; (2) number of participant teachers that complete the workshops and the agriculture-based learning experience; (3) number of agriculture-based learning experience developed during the workshops as part of the
teaching training (curriculum resources); (4) number of public high schools students participating in the agriculture-based learning experience on farm and lectures; (5) number of persons participating in the agriculture fair Placita Viva; (6) number of local
farms and producers participating in the agriculture fair Placita Viva; (7) number of activities and participants in vegetables and fruits taste test during the agriculture fair Placita Viva; (8) number of nutrition talks and participants during the agriculture
fair Placita Viva; (9) number of activities developed by teachers in schools gardens; and (10) community orchard and school garden production. The outcomes indicators will be: (1) % of participant teachers that improve their knowledge of agriculture, gardening
and nutrition; (2) % of participant teachers that integrate school gardens and farms concepts in their classes; (3) number of educational activity guides with curriculum resources in agriculture-based learning experiences developed by participant teachers
in the classroom; and (4) impact of agriculture-based learning experiences activities in the consumption of fruit and nutrition health in students.The evaluation methodology includes an extensive implementation and process analysis. The implementation and
process analysis will use project documents, project observation, informal interviews with participants during activities, and visits to participating schools for on-site observation of project operations. During the site visits, structured interviews will
be conducted with project staff and a sample of the school administrators.For the impact analysis, the following will complete the evaluation process: (1) instrument data collection will be identified or developed; (2) data collection procedures will be conducted;
(3) results will be analyzed using descriptive and inferential statistics; (4) Educational Activity Guide with curriculum resources in agriculture-based learning experiences will be developed with place-based lessons and activities conceptualized and written
by the participating teachers and environmental educational non-profit organizations of the project; (5) final report on the evaluation results will be prepared; 6) results will be shared with the participating schools, partners and communities to disseminate
the project outcomes and best practices <o:p></o:p></span></p>
<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto"><b><span style="font-family:"Arial",sans-serif">PROGRESS:</span></b><span style="font-family:"Arial",sans-serif"> 2019/09 TO 2020/08<br>
Target Audience:During this period target aundince was: 20 students from the Culinary Art Program of the Onofre Carballeira High School of Cataņo. They participate in lecture with the chef Ambas, who give sharetips and recipeof how to combine fruit and vegetable
as part of healty boricuas plate. 25 teachers from Onfre Carballeira School in 36 hrs of workshop of how to integrate orchard as part of the school classes. 25 community leaders in workshop of agro-entrepenurs: how to initiate a agriculture bussines forn an
agriculture urban farm. Changes/Problems:The health emergency caused by COVID-19 did not allow the goals established during this period to be completed. For this reason, a no costextension was requested.The work plan will be implemented according to the emergency
situation, taking into account the necessary security measures. To the extent possible, teacher workshops will be facilitated online. What opportunities for training and professional development has the project provided?During this period project provide 36hrs
professional development teacher training in how to integrate orchad as part of the classroom. In addition, 20 students from the Culinary Art Program of the Onofre Carballeira High School of Cataņo participate in a wokshop-lecture with the chef Ambas, who
give sharetips and recipeof how to combine fruit and vegetable as part of healty boricuas plate. As part of the community engament, project provide an agro-entrepenuers workshop for the community leader of Cataņo. How have the results been disseminated to
communities of interest?At the moment result has beem diseminated to the communities in two press relese. Also , the project has used the social networks and social pages of the communties organization to promote project activities. Additional, for each activitie
flyers and poster are distributed in communities What do you plan to do during the next reporting period to accomplish the goals?We submitte an no cost extension to complete the agriculture inmerse program for the students in the Culinary Arts Program of the
Onfre Carballeira, the development of the aquaponic system in the community of William Fuertes and complete the profesional development program for the Onofre Caballeira teachers school.
<o:p></o:p></span></p>
<p class="MsoNormal" style="mso-margin-top-alt:auto;mso-margin-bottom-alt:auto"><b><span style="font-family:"Arial",sans-serif">IMPACT:</span></b><span style="font-family:"Arial",sans-serif"> 2019/09 TO 2020/08<br>
What was accomplished under these goals? During this period the project managed the implementation of an agriculture-based learning educational community model developing a collaborative partnership network comprised by a school district, two local community
schools (middle and high school), two universities, various local community-based NGOs, an agriculture state agency, farms and agricultural NGOs. This agriculture-based learning educational community model facilitate the implementation of 136 hours of workshops
and training in gardening and nutrition education for publics shool teacher from 6th to 12th grade. Also the integration of six (6) agriculture-based learning experiences on farms as part of the workshops. The result of this workshop, training and learning
experience demostrate an increase of knowledge in gardening, agriculture and nutrition, and the improving of their teaching skills. Other result of this workshop and training was the design of the school orcarhd thar will be develop by the participant teachers
in the Onofre Carballeira Middle School. For COVID-19 situation, the agro market fair Placita Viva, can be implemented during this period. Also, the agriculture inmerse experience for the students of the Culinary Art Program cant be completed.</span><o:p></o:p></p>
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