Budget and Proposals Handout
• Through the Spencer Foundation, who focuses on educational grants and research
• Project will last three years, starting 9/1/2010 and ending 8/31/2013
• The project is aimed at helping educate minority and underrepresented students about the importance of agriculture and a college degree
• It could significantly increase the quality of food and agricultural literacy within inner city schools and produce society-ready graduates through experiential education settings, and increase enrollments of non-traditional and underrepresented students into agricultural related careers.
• It is important to include not only students and teachers, but administrators, counselors and parents.
• Minorities are severely underrepresented in top agriculture careers and college undergraduate agriculture degrees. This grant hopes to increase awareness and representation of these groups based on state levels
• Undergraduate students and university professors will take part in this. These are the perfect people to take part in this study as this is part of their career goals.
• The grant hopes to educate high school students so that they may in turn educate their peers about the benefits available to them through a degree in agriculture science.
• Future recommendations for this study would be to include other universities.
Wednesday, May 5, 2010
Monday, April 19, 2010
Justification
This project will increase significantly the quality of food and agricultural sciences education by producing agriculture and society-ready graduates through an experiential education setting, and increase enrollments of non-traditional and underrepresented students into agricultural science careers. Dispelling long-held myths about food and agricultural careers (i.e., all such careers are farm-based, menial, and low-paying) for non-traditional and underrepresented students will open the doors to attracting highly skilled employees in the agricultural sciences sector. This project will expand the model for achieving employment equity within private sector agricultural employers.
a. Project Justification
Women and minority students are reluctant to enter food and agricultural careers, partly due to misconceptions, but misconceptions alone cannot explain this reluctance. What do high school students in highly populated metropolitan areas know about food and agricultural science careers? What do those students know about educating others about such careers? What factors impact students’ decisions to enter or avoid food and agricultural science careers? When do they make those decisions? Who influences their decisions?
Texas Tech University and its College of Agricultural Sciences and Natural Resources (CASNR) reported slight increases. Though these are not enough to show strong representation to the state. Employment opportunities for college graduates with expertise in the food, agricultural and natural resources systems remain strong (Goecker, Gilmore, Smith, & Smith, 2005). While Goecker et al. projected more than 52,000 annual job openings from 2005 to 2010, only 49,300 qualified graduates are expected to fill these positions. Therefore, the need to produce more qualified employees is becoming increasingly important.
The need (Goecker et al., 2005) exists for recruiting and preparing knowledgeable, skilled, society-ready graduates for future agricultural and societal leadership roles. The National Academy of Science (2009) recently reported (Transforming Agricultural Education for a Changing World) that universities with undergraduate programs in food and agricultural sciences needed to be more proactive in strengthening those programs. The National Academy of Science recommended nine steps, six of which are addressed in this proposal, for achieving programmatic changes in the food and agricultural sciences.
a. Project Justification
Women and minority students are reluctant to enter food and agricultural careers, partly due to misconceptions, but misconceptions alone cannot explain this reluctance. What do high school students in highly populated metropolitan areas know about food and agricultural science careers? What do those students know about educating others about such careers? What factors impact students’ decisions to enter or avoid food and agricultural science careers? When do they make those decisions? Who influences their decisions?
Texas Tech University and its College of Agricultural Sciences and Natural Resources (CASNR) reported slight increases. Though these are not enough to show strong representation to the state. Employment opportunities for college graduates with expertise in the food, agricultural and natural resources systems remain strong (Goecker, Gilmore, Smith, & Smith, 2005). While Goecker et al. projected more than 52,000 annual job openings from 2005 to 2010, only 49,300 qualified graduates are expected to fill these positions. Therefore, the need to produce more qualified employees is becoming increasingly important.
The need (Goecker et al., 2005) exists for recruiting and preparing knowledgeable, skilled, society-ready graduates for future agricultural and societal leadership roles. The National Academy of Science (2009) recently reported (Transforming Agricultural Education for a Changing World) that universities with undergraduate programs in food and agricultural sciences needed to be more proactive in strengthening those programs. The National Academy of Science recommended nine steps, six of which are addressed in this proposal, for achieving programmatic changes in the food and agricultural sciences.
Significance of the Problem- Spencer Grant
roject Narrative
1. Potential for Advancing the Quality of Education; Significance of the Problem
The U.S. National Institute of Food and Agriculture (NIFA) has “promoting human sciences addressing rural youth, individual, and family well-being in a community context” (CSREES Strategic Plan 20007-2012, Objectives 3.1 & 3.2; 2007) as one of the critical Higher Education Challenge Grant Program Priority Areas. Baccalaureate degree-level students from non-traditional or underrepresented populations in the food and agricultural sciences may be systematically disadvantaged from learning about career opportunities in the food and agricultural sciences. High school counselors and science teachers in urban schools with predominantly African American and/or Hispanic student enrollments may not fully appreciate, teach, or encourage those students to consider the vast career opportunities available as agricultural scientists within the NIFA. Such opportunities are particularly noteworthy in Texas where immeasurable agricultural science careers exist, while disparate ratios of Hispanics are employed in those careers. At the end of 2006, Hispanic men consisted of just 3.8% and Hispanic women made up 2.6% of the total NIFA employment workforce (USDA Reports, n.d.; FY 2006 USDA’s total employment was 101,792). A similar situation exists in Kentucky, where numerous natural resource careers exist, while unequal ratios of African Americans are employed in those careers. At the end of 2006, African American men included just 3.9% and African American women made up 7.4% of the total NIFA employment workforce (USDA Reports, n.d.).
1. Potential for Advancing the Quality of Education; Significance of the Problem
The U.S. National Institute of Food and Agriculture (NIFA) has “promoting human sciences addressing rural youth, individual, and family well-being in a community context” (CSREES Strategic Plan 20007-2012, Objectives 3.1 & 3.2; 2007) as one of the critical Higher Education Challenge Grant Program Priority Areas. Baccalaureate degree-level students from non-traditional or underrepresented populations in the food and agricultural sciences may be systematically disadvantaged from learning about career opportunities in the food and agricultural sciences. High school counselors and science teachers in urban schools with predominantly African American and/or Hispanic student enrollments may not fully appreciate, teach, or encourage those students to consider the vast career opportunities available as agricultural scientists within the NIFA. Such opportunities are particularly noteworthy in Texas where immeasurable agricultural science careers exist, while disparate ratios of Hispanics are employed in those careers. At the end of 2006, Hispanic men consisted of just 3.8% and Hispanic women made up 2.6% of the total NIFA employment workforce (USDA Reports, n.d.; FY 2006 USDA’s total employment was 101,792). A similar situation exists in Kentucky, where numerous natural resource careers exist, while unequal ratios of African Americans are employed in those careers. At the end of 2006, African American men included just 3.9% and African American women made up 7.4% of the total NIFA employment workforce (USDA Reports, n.d.).
Sunday, April 18, 2010
AWS concerns
There is some overlap in the requirements of the AWS grant. these include the student (applicatn) educational history, resume, etc. This also occurs with the importance of research and study. I will inlcude the things needed, but will try not to overlap too much.
The American Welding Society offers feloowship grants for students who are getting degrees in welding techology or related fields. Mine conentrates on Agriculture Education, which focuses on metal fabrication education programs.
The American Welding Society (AWS) seeks to foster university research in joining and to recognize outstanding faculty and student talent. We are again requesting your proposals for consideration by AWS.
It is expected that the winning researchers will take advantage of the opportunity to work with industry committees interested in the research topics and report work in progress.
Please note, there are important changes in the schedule which you must follow in order to enable the awards to be made in a timely fashion. Proposals must be received at American Welding Society by February 16, 2010. New AWS Fellowships will be announced at the AWS Annual Meeting, November 2010.
THE AWARDS
The Fellowships or Grants are to be in amounts of up to $25,000 per year. A maximum of two students are funded for a period of up to three years of research at any one time. However, progress reports and requests for renewal must be submitted for the second and third years. Renewal by AWS will be contingent on demonstration of reasonable progress in the research or in graduate studies.
The AWS Fellowship is awarded to the student for graduate research toward a Masters or Ph.D. Degree under a sponsoring professor at a North American University. The qualifications of the Graduate Student are key elements to be considered in the award. The academic credentials, plans and research history (if any) of the student should be provided. The student must prepare the proposal for the AWS Fellowship. However, the proposal must be under the auspices of a professor and accompanied by one or more letters of recommendation from the sponsoring professor or others acquainted with the student's technical capabilities. Topics for the AWS Fellowship may span the full range of the joining industry. Should the student selected by AWS be unable to accept the Fellowship or continue with the research at any time during the period of the award, the award will be forfeited and no (further) funding provided by AWS. The bulk of AWS funding should be for student support. AWS reserves the right not to make awards in the event that its Committee finds all candidates unsatisfactory.
DETAILS
The Proposal should include:
1.Executive Summary
2.Annualized Breakdown of Funding Required and Purpose of Funds (Student Salary, Tuition, etc.)
3.Matching Funding or Other Support for Intended Research
4.Duration of Project
5.Statement of Problem and Objectives
6.Current Status of Relevant Research
7.Technical Plan of Action
8.Qualifications of Researchers
9.Pertinent Literature References and Related Publications
10.Special Equipment Required and Availability
11.Statement of Critical Issues Which Will Influence Success or Failure of Research
In addition, the proposal must include:
1.Student's Academic History, Resume and Transcript
2.Recommendation(s) Indicating Qualifications for Research
3.Brief Section or Commentary on Importance of Research to the Welding Community and to AWS, Including Technical Merit, National Need, Long Term Benefits, etc.
4.Statement Regarding Probability of Success
The American Welding Society (AWS) seeks to foster university research in joining and to recognize outstanding faculty and student talent. We are again requesting your proposals for consideration by AWS.
It is expected that the winning researchers will take advantage of the opportunity to work with industry committees interested in the research topics and report work in progress.
Please note, there are important changes in the schedule which you must follow in order to enable the awards to be made in a timely fashion. Proposals must be received at American Welding Society by February 16, 2010. New AWS Fellowships will be announced at the AWS Annual Meeting, November 2010.
THE AWARDS
The Fellowships or Grants are to be in amounts of up to $25,000 per year. A maximum of two students are funded for a period of up to three years of research at any one time. However, progress reports and requests for renewal must be submitted for the second and third years. Renewal by AWS will be contingent on demonstration of reasonable progress in the research or in graduate studies.
The AWS Fellowship is awarded to the student for graduate research toward a Masters or Ph.D. Degree under a sponsoring professor at a North American University. The qualifications of the Graduate Student are key elements to be considered in the award. The academic credentials, plans and research history (if any) of the student should be provided. The student must prepare the proposal for the AWS Fellowship. However, the proposal must be under the auspices of a professor and accompanied by one or more letters of recommendation from the sponsoring professor or others acquainted with the student's technical capabilities. Topics for the AWS Fellowship may span the full range of the joining industry. Should the student selected by AWS be unable to accept the Fellowship or continue with the research at any time during the period of the award, the award will be forfeited and no (further) funding provided by AWS. The bulk of AWS funding should be for student support. AWS reserves the right not to make awards in the event that its Committee finds all candidates unsatisfactory.
DETAILS
The Proposal should include:
1.Executive Summary
2.Annualized Breakdown of Funding Required and Purpose of Funds (Student Salary, Tuition, etc.)
3.Matching Funding or Other Support for Intended Research
4.Duration of Project
5.Statement of Problem and Objectives
6.Current Status of Relevant Research
7.Technical Plan of Action
8.Qualifications of Researchers
9.Pertinent Literature References and Related Publications
10.Special Equipment Required and Availability
11.Statement of Critical Issues Which Will Influence Success or Failure of Research
In addition, the proposal must include:
1.Student's Academic History, Resume and Transcript
2.Recommendation(s) Indicating Qualifications for Research
3.Brief Section or Commentary on Importance of Research to the Welding Community and to AWS, Including Technical Merit, National Need, Long Term Benefits, etc.
4.Statement Regarding Probability of Success
The Spencer Foundation is dedicated to educational grants. The one that relates to my project is the area of inquiry The Relation between Education and Social Relations. The grant helps to serve the community and its role in the success of students
Since the time of the Enlightenment, education has been viewed as carrying the potential to lessen inequality and expand the economic and social opportunities available to citizens. Much controversy surrounds the question of the degree to which that potential has been and is today being realized.
The Spencer Foundation seeks to shed light on the role education plays in reducing economic and social inequalities -- as well as, sometimes, re-enforcing them -- and to find ways to more fully realize education's potential to promote more equal opportunity. Expanded opportunity is important not only to a society's economic well being but to the character of its civic, cultural and social life as well.
It is important to recognize that these educational investments don't occur in a vacuum. Larger social structures -- law and government, markets and property rights, practices and patterns of racial and gender inequality, and others -- provide a framework that conditions education's effects. Deep inequalities in family circumstances and social environments pose serious challenges to the attainment of equal educational opportunity. And even for persons with good educational opportunity, a variety of other factors in family and community life influence their prospects. While these observations should not be used to excuse schools from doing their utmost to improve the prospects of students from disadvantaged backgrounds, we need to understand better how larger social structures and the contexts in which schooling occurs (including family circumstances, health and nutrition, public safety, housing, transportation, libraries, and so on) influence the ability of schools to shape educational and social outcomes.
Education enriches and expands people's lives in many ways, including through their employment opportunities, their civic and political involvements and the quality of their personal lives. Our interests therefore extend to studies that examine the ways in which differences in educational experiences (including quality and character of schooling as well as number of years in school) translate into differences in employment, earnings, and civic and social outcomes. Such work can help us identify ways to change schooling investments and outcomes in the interests of a more just and prosperous society.
Since the time of the Enlightenment, education has been viewed as carrying the potential to lessen inequality and expand the economic and social opportunities available to citizens. Much controversy surrounds the question of the degree to which that potential has been and is today being realized.
The Spencer Foundation seeks to shed light on the role education plays in reducing economic and social inequalities -- as well as, sometimes, re-enforcing them -- and to find ways to more fully realize education's potential to promote more equal opportunity. Expanded opportunity is important not only to a society's economic well being but to the character of its civic, cultural and social life as well.
It is important to recognize that these educational investments don't occur in a vacuum. Larger social structures -- law and government, markets and property rights, practices and patterns of racial and gender inequality, and others -- provide a framework that conditions education's effects. Deep inequalities in family circumstances and social environments pose serious challenges to the attainment of equal educational opportunity. And even for persons with good educational opportunity, a variety of other factors in family and community life influence their prospects. While these observations should not be used to excuse schools from doing their utmost to improve the prospects of students from disadvantaged backgrounds, we need to understand better how larger social structures and the contexts in which schooling occurs (including family circumstances, health and nutrition, public safety, housing, transportation, libraries, and so on) influence the ability of schools to shape educational and social outcomes.
Education enriches and expands people's lives in many ways, including through their employment opportunities, their civic and political involvements and the quality of their personal lives. Our interests therefore extend to studies that examine the ways in which differences in educational experiences (including quality and character of schooling as well as number of years in school) translate into differences in employment, earnings, and civic and social outcomes. Such work can help us identify ways to change schooling investments and outcomes in the interests of a more just and prosperous society.
Grant Websites
I am including the websites for my two grants. I am intrigued about teh possiblities within the Spencer Foundation. I will look inot this foundation for some ohter possible grants down the road.
The first is the American Welding Soceity Grant at
http://www.aws.org/foundation/research_fellowships.html
The second is the Spencer Foundation Grant at
http://www.spencer.org/content.cfm/education-and-social-opportunity
The first is the American Welding Soceity Grant at
http://www.aws.org/foundation/research_fellowships.html
The second is the Spencer Foundation Grant at
http://www.spencer.org/content.cfm/education-and-social-opportunity
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