A Change in Perspective: Agriculturally-Based Study Abroad Experience for Nicaraguan Students

Study abroad courses have become a priority for institutions of higher education because of a need to broaden students’ perspectives of the world. However, a dearth of knowledge existed regarding whether the reported outcomes of study abroad courses, such changes to students’ perspectives, endure over time. In response, this retrospective study explored how university agriculture students’ (n = 5) shared experiences during a one-week study abroad course to Nicaragua influenced their long-term changes in perspective after returning to the U.S. in 2018. Through our phenomenological analysis, three themes emerged: (1) dichotomous learning outcomes, (2) recognition of power and privilege, and (3) advocacy for global experiences. In the first theme, dichotomous learning outcomes, participants’ long-term changes in perspective appeared to vary based on their level of academic maturity. Meanwhile, in the second theme, as university agriculture students compared their lived experiences in Nicaragua to their existing assumptions of the U.S., it appeared to elicit powerful shifts concerning how they viewed the world. And, as a result, they reported their experiences prompted them to consider the implications of social inequities more deeply. In the final theme, participants reported that after returning home, they began to advocate for global experiences among their peers, family, and friends. Consequently, our findings supported the use of short-term study abroad courses to foster a positive transformation in students’ global perspectives and behaviors after returning to the U.S. Keywords: agricultural education, study abroad, phenomenology, retrospective long-term change

Section: Theoretical Frameworkmentioning

confidence: 99%

Transformative Learning in Nicaragua: A Retrospective Analysis of University Agriculture Students’ Long-Term Changes in Perspective After a Study Abroad Course

Pigg

O’Malley

Roberts

et al. 2021

Section: Theoretical Frameworkmentioning

confidence: 99%

Untitled

2021

For publication in the JIAEE, manuscripts must pass the JIAEE's double blind, referee process, where peer reviewers evaluate manuscript content and ensure readability. Reviewers are selected from the AIAEE membership. In the double blind, referee process, all references to authors are removed before the manuscript is sent to reviewers. Articles may be submitted for peer review a total of three times before they are no longer acceptable for publication in the JIAEE. Failure to meet the submission formatting guidelines will result in an automatic first rejection.Two different types of articles are solicited for the JIAEE: Feature Articles and Research Notes. Feature ArticleA Feature Article should focus on philosophy, current or emerging issues, and the methodology and practical application of specific research and appropriate technologies, which have implications for developed and developing countries. Conceptual/Theoretical and Methodological manuscripts are also encouraged as submission for feature articles. If applicable, a feature article should report the findings from a fully investigated study. Feature articles are no longer than 20 double-spaced pages, excluding references. Research NoteA Research Note is a concise but complete description of a limited investigation that will not be included in a later manuscript. It serves one of the following purposes: (1) presents initial proofof-concept results on new ideas or program evaluations, timely issues, or innovative approaches;(2) reports replications or extensions of previously published research that does not merit another full-length manuscript yet provides results that contribute to a greater understanding of the phenomena under study. Research Notes are no longer than 10 double-spaced pages, excluding references.

“…The Graduate School and International Education strategic plan at the University of Arkansas aimed to increase the percentage of graduating seniors who have completed an international experience to 25% by 2020 (University of Arkansas, 2016). However, to reach the goals outlined by the University of Arkansas, assessments should be made to ensure IPs are serving to enrich faculty and student educational experiences (Hainline et al, 2018). The purpose of this research was to collect information of students enrolled in Bumpers College courses.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Students’ Perceived Barriers, Benefits & International Programmatic Preferences

Caillouet

Wood

2019

Study abroad experiences can change college students by contributing to their development of self-awareness, communication skills, and ability to navigate the unknown. The objective of this study was to determine students’ perceived barriers, benefits, and preferences for international programs (IP). Undergraduate students in large-enrollment, required courses by major, and all freshman orientation undergraduate courses in Bumpers College were targeted and all grade classifications were represented (n = 672). Based on a five-point Likert-type scale (1 = completely disagree to 5 = completely agree), students reported “cost is too high” (M = 3.93, SD = 1.00) and being “too busy with school” (M = 3.54, SD = 1.10) as the barriers keeping them from participating in an IP. Using the same Likert-scale, students reported “socially/culturally learn more about a host country” (M = 4.61, SD = 0.67) and “life-changing opportunity” (M = 4.60, SD = 0.66) as the most influencing benefits. Students were most interested in short-term, faculty-led programs (n = 234, 27.2%) with a length of two to three weeks (n = 224, 30.7%) during summer session I (n = 307, 39.4%). Students reported they would like to learn more information about future IPs through email (n = 278, 34.8%), classroom visits (n = 111, 13.9%), and their academic advisors (n = 108, 13.5%). Assessing student’s barriers, benefits, and preferences for IPs will guide Bumpers College program development. It is important to focus IP efforts on students’ needs and interests, while also providing meaningful, engaged learning in all environments. Keywords: agricultural education; barriers and benefits; international programs; study abroad