What should be Included in an International Agriculture Undergraduate Course?

Abstract

The purpose of this study was to identify the topics and teaching methods appropriate in a beginning international agriculture undergraduate course. A three round Delphi procedure was used to solicit expert opinions regarding important topics and effective teaching methods to deliver an international agriculture course for U.S. undergraduate students. The results revealed that the highest rated topics needed to be included in the international agriculture course were: role of agriculture in economic development; globalization and the implications/affect on agriculture; the role of culture in agricultural international development; definition of a developing country and a developed country; why a world-view is important to today's agricultural producers and leaders; and agricultural extension and education systems in different countries. The top five teaching methods suggested by the panel of experts included experiential learning; presentations and dialog with those who have worked long term in relevant countries; field studies/trips to view various agricultural practices (one-three weeks); internships; and field trips to a country. Educators might consider the directions provided by this panel of experts when they develop coursework in international agriculture.

United States and Latin American Undergraduate Students’ Knowledge, Attitudes and Perception of Global Agricultural Issues

“…Conversely, the global agricultural system faces many issues, ranging from climate change, reduction in soil fertility, reduction in biological diversity, and a rapidly growing world population (McIntyre, Herren, Wakhungu & Watson, 2009). The proceeding literature highlights the many ways agriculture is connected to the global community (Bruening & Shao, 2005).…”

“…Academic institutions and their faculty members must take a pro-active role to effectively teach students how to contribute to the solution of issues around the world (Bruening & Shao, 2005). Elting (2001) recommended the undergraduate education curriculum in agricultural sciences should aim to prepare aware and knowledgeable students for a global context.…”

Internationalizing Sustainable Agriculture Education

“…Oftentimes study abroad is perceived as the only means to develop international experiences, when there is a diversity of other approaches to develop global learning opportunities and perspectives, especially for agricultural students (Brooks, Frick & Bruening, 2006). In a survey of 49 LGUs, more than half reported offering a selection of international opportunities with agricultural content and focus (Bruening & Shao, 2005). They also reported having a wide range of formal (international curricula or course-based) and informal (cocurricular) pedagogies available, including the standard study-abroad programs.…”

“…Important to all assessments of student learning is designing activities that emphasize reflective thinking, facilitate student inquiry, encourage students to state, analyze, evaluate, and synthesize information, and that challenge students to set and work toward fulfilling learning and assessment goals for SA programs. Activities for SA international experiences are most successful when they emerge from the specific learning outcomes and inform assessment, but also are grounded in varied experiential learning opportunities (Bruening & Shao, 2005) and engagement with diverse international partners, producers, and community members.…”

“…Service-learning and engaging with communities while abroad often makes international experiences more meaningful to students and makes longlasting impact on their professional development (Tonkin & Quiroga, 2004). Building on these general-international learning experiences described in Bruening & Shao (2005), we have developed a series of diverse international experiences and considerations specific for SA education (table 1).…”