Using a Study Abroad Experience as the Stimulus to Globalize the Secondary Agricultural Education Curriculum

Sharp, K.; Roberts, T. Grady

doi:10.5191/jiaee.2013.20104

Cited by 6 publications

(5 citation statements)

References 5 publications

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“…Literature points to the wide variety of international experiences available to undergraduate students. A review of the literature base related to international agricultural and extension education reveals a variety of available experiences aimed at improved global education such as attending conferences (Rutherford, 2012); listening to presentations and talking with people who worked for long periods in the country; fieldtrips to observe agricultural practices and internships (Bruening & Shao, 2005); participation in online simulations (Boyd, Dooley, & Felton, 2005); viewing online videos (Harder & Bruening, 2008); long term service such as Peace Corps (Smith, Moore, Jayaratne, Kistler, & Smith, 2009); participation in study abroad programs (Sharp & Roberts, 2013); using technology (Krueger & Reese, 2002); and participating in youth exchange programs (Williams, Lawrence, Gartin, Smith, & Odell, 2002). Further, many universities offer seminars on international topics, as well as clubs and other extracurricular activities to engage students in international experiences.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Globalizing the Undergraduate Experience in Agricultural Leadership, Education, Extension, and Communication

Heinert¹,

Roberts²

2016

JAE

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University graduates are entering a workforce where global competencies are important; yet, a vast majority graduate with limited international educational experience. The purpose of this basic qualitative study was to describe themes of international educational experiences currently being offered to students of agricultural leadership, education, extension, and communication. The study was guided by Roberts' (2006) model of experiential learning contexts. Interviews were conducted with twelve faculty representing diverse departments of agricultural leadership, education, extension, and communications geographically from the West, Southeast, Northeast, and Midwest. Participants indicated five major themes of international educational experiences: curricular experiences, seminars, interactions with international students, co-curricular and extracurricular activities, and international travel. Overall intended outcomes from cited international educational experiences were global awareness, applying theory to practice, providing on roads for students and recruitment, empathy, meeting demand for global learners from industry, and for them to be "life changing." Recommendations for practice and future research are addressed, as are possible implications for the discipline.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Globalizing the Undergraduate Experience in Agricultural Leadership, Education, Extension, and Communication

Heinert¹,

Roberts²

2016

JAE

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“…Those factors can only be truly understood by being immersed in that particular community and studying the individuals which comprise the community. The researchers were able to locate various studies on the impact and perspectives of individuals who participated in international programs (Black, Moore, Wingenbach, & Rutherford, 2013;Farrell & Suvedi, 2002;Harder & Bruening, 2008;Lawver & Soto-Cruz, 2007;Sharp & Roberts, 2013;Shoulders, Barrick, & Myers, 2011, but no studies were found that focused on the impact that an international experience could have on community members.…”

Section: Referencesmentioning

confidence: 99%

Untitled

2016

JIAEE

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Articles intended for publication should focus on international agricultural education and/or international extension education. Articles should relate to current or emerging issues, cite appropriate literature, and develop implications for international agricultural and extension education. Manuscripts, or portions of manuscripts, must not have been published or be under consideration for publication by another journal. Three types of articles are solicited for the JIAEE: Feature Articles, Tools of the Profession Articles, and Book Reviews. Feature Articles Feature articles 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. For publication in the JIAEE, feature articles 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. Feature 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. Other Article Types Commentary articles state an opinion, offer a challenge, or present a thought-provoking idea on an issue of concern to international agricultural and extension education, including a published article in the JIAEE. These articles are invited by the editors. Tools of the Profession articles report specific techniques, materials, books and technologies that can be useful for agricultural and extension educators in a global context and/or in a country/region. Book Reviews provide insight on current books related to international agricultural education.

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“…A case study reported by Sharp and Roberts (2013) revealed that it was possible for a pre-service agriculture education teacher to bring an international experience to the secondary classroom via the development of curriculum. This case revealed that high school students' knowledge of the international location increased through this exposure.…”

Section: Journal Of Agricultural Educationmentioning

confidence: 99%

An Examination of Pre-service Agricultural Science Teachers’ Interest and Participation in International Experiences: Motivations and Barriers

Murphrey¹,

Lane²,

Harlin³

et al. 2016

JAE

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Using a Study Abroad Experience as the Stimulus to Globalize the Secondary Agricultural Education Curriculum

Cited by 6 publications

References 5 publications

Globalizing the Undergraduate Experience in Agricultural Leadership, Education, Extension, and Communication

Globalizing the Undergraduate Experience in Agricultural Leadership, Education, Extension, and Communication

Untitled

An Examination of Pre-service Agricultural Science Teachers’ Interest and Participation in International Experiences: Motivations and Barriers

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