Performing Department
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Non Technical Summary
Agriculture serves as the backbone of insular economies, social structure, and cultural traditions for Pacific islanders. The land-grant higher education institutions in insular areas strive to teach agriculture and food sciences valuing local culture; however, we face challenges including insufficient access to contemporary agricultural technologies/practices and limited instruction resources in global agricultural economics in curricula. These obstacles hinder the development of skilled professionals capable of addressing the complex agricultural issues prevalent in the region and the world. Further, the insular nature of these institutions often isolates students from mainstream agricultural advancements and global academic opportunities, impeding their educational progress. Consequently, such Institutions' struggle would result in our graduates not being prepared to address emerging challenges in a global economy, international agricultural market demands, and environmental issues including climate change and invasive species. This significant educational problem may extend to a direct impact on food security, economic sustainability, and environmental resilience in the Pacific islands. Addressing these challenges is crucial for promoting safe and nutritious food security in a rapidly growing world population. Expansion of educational opportunities and fostering economic development in communities contribute to enhancing the quality of life and addressing socio-economic disparities in island societies. The Agriculture and Life Sciences Division (ALSD) at the University of Guam (UOG) offers the Bachelor of Science degree in Agriculture and Life Science (ALS) and the Master of Science degree in Sustainable Agriculture, Food, and Natural Resources (SAFNR), serving as the only 4-year undergraduate and 2-year post-baccalaureate degree programs in the western Pacific insular region. The student population at UOG is primarily composed of Pacific islanders and Asians (UOG FACTBOOK 2021-2022). However, many transferred students or new students from other islands often face challenges in adapting to UOG's 4-year U.S.-style university system and language barriers, making it difficult for them to meet the requirements for a bachelor's degree within the planned period. In recent conversations with faculty and administrators from the College of Micronesia (COM)-FSM, Palau Community College (PCC), and Guam Community College (GCC), it has been recognized that there is a demand for the revision of curricula in Agriculture science tracks, creating a pathway for students with Associate Degrees from community colleges to take upper division courses to complete a baccalaureate degree in Agriculture and Life Science at UOG. This proposal aims to address this challenge and opportunity by assessing the current curricula of the ALS instruction program and insular community colleges, leading to the development of a 2+2 program and an international agribusiness curriculum. In this proposal, we address the challenge and opportunity for assessing the current curricula of our ALS instruction program and curricula of insular community colleges leading to the development of (1) 2+2 program, meaning completion of a 2-year associate degree program at community colleges followed by 2 years of taking the specialized upper division courses in Agriculture and Food Science at UOG. Additionally, the proposal aims to develop (2) an international agribusiness curriculum combining classroom learning with hands-on training through internships facilitated by international cooperation with Asia-Pacific agriculture colleges as well as agribusiness schools in US mainland colleges. We will continue to seek collaboration with the National Pingtung University of Science and Technology (NPUST) in Taiwan which was initiated with support of the previous RIIA project (Award No.: 2022-70008-38345) "Adaption of Virtual Reality Technology (VRT) in Advancement of Agriculture and Food Sciences Education in Insular Institutions." This RIIA proposed project seeks to inaugurate a platform to facilitate mutual understanding and strengthen forceful collaboration in a multicultural context by following the USDA Strategic Plan and NIFA Science Emphasis Areas "Education & Multicultural Alliances Science." Moreover, this proposal aligns with the RIIA project priorities, including strengthening institutional educational capacities and attracting and supporting undergraduate and graduate students in identified areas of national need in the food and agricultural sciences.
Animal Health Component
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Research Effort Categories
Basic
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Applied
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Developmental
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Goals / Objectives
The proposed project encompasses three (3) main objectives:Objective 1: Conduct a needs assessment to determine the requirements for developing acurriculum for the new (2+2) Track within ALS Objective 2: Develop an international agribusiness management track or minor degreewithin the ALS degree program.Objective 3: Conduct an experiential learning internship program in international agricultural and food sciences in collaboration with the National Pingtung University of Science and Technology (NPUST) in Taiwan.The anticipated overall impact of these objectives is to enhance students' academic knowledge and practical skills, preparing them for roles in the agricultural industry. By offering expertise in small and medium-sized agribusiness enterprises, extension education, and marketing, students will be equipped for successful careers. Collaboration among Pacific Insular Institutions, international agribusiness programs, government agencies, and industry stakeholders will facilitate knowledge exchange, research collaboration, and internship opportunities. Additionally, faculty training in specialized areas such as agribusiness management and economics will strengthen teaching quality and research capacity within insular institutions.
Project Methods
Plan of Operation and MethodologyProposed ActivitiesObjective 1: Conduct a needs assessment to determine the requirements for developing a curriculum for the new (2+2) Track within ALS degree program.Formation of Needs Assessment Team: Establishing a dedicated needs assessment team comprising key stakeholders and an ad-hoc committee, including Mr. Steven Young-Uhk (Vice-president and Extension Director at COM-FSM) and Program Directors.Review of Curricular Designs: Analyzing curricula and course offerings at neighboring institutions, including Guam Community College (GCC), College of Micronesia (COM), Palau Community College (PCC), and Northern Marianas College (NMC).Analysis of Student Career Paths: Examining student enrollment trends, graduation rates, and career outcomes.Assessment of Demand: Using surveys and interviews to gauge interest and preferences for the (2+2) Track.Dissemination of Findings: Sharing assessment results with stakeholders.Objective 2: Develop an international agribusiness management track or minor degree within the ALS degree program. Formation of Curriculum Development Team: Assembling a team including Mr. Steven Young-Uhk and Program Directors, as well as faculty members from the SBPA with expertise in agribusiness management.Stakeholder Consultations: Gathering input from faculty, students, industry professionals, and community leaders.Curriculum Development Discussion: Hosting a workshop to develop the structure and content of the track.Curriculum Approval and Implementation: Reviewing and implementing the curriculum, ensuring alignment with standards.Objective 3: Conduct an experiential learning internship program in international agricultural and food sciences in collaboration with the National Pingtung University of Science and Technology (NPUST) in Taiwan.Establishment of Collaborative Partnership: Creating a partnership with NPUST, led by Dr. Shang-han Tsai.Development of Internship Program Framework: Outlining program objectives, structure, and evaluation methods.Identification of Internship Opportunities: Identifying research projects and industry placements.Recruitment and Selection of Participants: Advertising, reviewing applications, and selecting candidates.Implementation of Internship Program: Participants engage in hands-on learning experiences at NPUST in Taiwan.Monitoring and Evaluation: Collecting feedback to assess program effectiveness.Documentation and Reporting: Documenting activities and outcomes for future reference and stakeholder communication.