This program was developed to address the problem of low science, technology, engineering, and mathematics (STEM) proficiency and college enrollment of Kentucky students and provide students firsthand knowledge of the broader educational and career opportunities in STEM agriculture, aquaculture, and related fields.  Results of this program may also allow educators to better understand how to increase the number of underrepresented students entering higher education in the pursuit of ag-STEM degrees through hands-on project-based learning opportunities.  It has been reported that less than 16 percent of Black, Hispanic, and Native American college students who aspire to earn a bachelor’s degree in STEM actually accomplish that goal within five years of matriculation.  

A three-month Professional Mentorship Program at Frankfort High School began during the fall of 2016 and spring 2017 semesters. Notably, seniors at Frankfort High School participated in two 14-week professional learning placements (e.g., career clusters) within local businesses and organizations by serving as an intern.  Kentucky State University’s Aquaculture Research Center was one career cluster on the list.  Notably, students logged a minimum of 112 hours for each 14-week placement (e.g., one semester) and 224 hours between both placements (e.g., two semesters total).  This is equivalent to working 8 hours a week as students are recommended to work four days a week and two hours each day.  The mentorship program provided opportunities for Kentucky State University’s Cooperative Extension Program to strengthen collaborations and build strong relationships with students, teachers, and school administrators.  

The purpose was to identify the impact of the mentor-guided, project-based learning program through hands-on aquaculture activities as perceived by high school students.  This evaluation study attempted to explore the educational experiences, perceptions, attitudes, and behaviors of secondary students’ and their intrinsic desire to learn more about STEM-related fields and careers when exposed to hands-on/minds-on aquaculture projects.  Qualitative data generated included field observations of participants’ activities in the mentorship program, structured face-to-face interviews with open-ended questions, focus groups, student journal reflections, and closed-ended questionnaire. 

The long-term outcome of the program will be that a higher number of underrepresented students might graduate from Kentucky State University’s College of Agriculture education program and eventually join the STEM workforce throughout the United States.  Future plans for monitoring the trend of growth will be to collect quantitative data from each graduating senior who participated in the program and determine the frequency distribution of those students who attends Kentucky State University. 

Three primary themes that emerged from the qualitative analysis which includes: 1) students gained self-confidence in their ability to explore and try new things, and viewed college as attainable after their experience in the program; 2) gained practical life skills such as communication, collaborative teamwork, and responsibility of their learning experience; 3) and results demonstrated that the aquaculture mentorship program enhanced students’ awareness of, interest in, and motivation toward learning more about STEM areas of study and careers.