Broadening Students ' Experiences and Expanding Their Career Competencies through International Experiential Learning Opportunities

BROADENING STUDENTS ' EXPERIENCES AND EXPANDING THEIR CAREER COMPETENCIES THROUGH INTERNATIONAL EXPERIENTIAL LEARNING OPPORTUNITIES

Sponsoring Institution

National Institute of Food and Agriculture

Project Status

EXTENDED

Funding Source

OTHER GRANTS

Reporting Frequency

Annual

Accession No.

1000187

Grant No.

2013-70003-20928

Project No.

TEX09563

Proposal No.

2013-01666

Multistate No.

(N/A)

Program Code

Project Start Date

Sep 1, 2013

Project End Date

Aug 31, 2018

Grant Year

2013

Project Director
Wingenbach, G.

Recipient Organization
TEXAS A&M UNIVERSITY
750 AGRONOMY RD STE 2701
COLLEGE STATION,TX 77843-0001

Performing Department
Ag Leadership, Ed & Curriculm

Non Technical Summary
College of agriculture students participated minimally (~3,500; 1.3% of 274K) in international experiential learning opportunities in 2010-11. Such opportunities provide teamwork, problem solving, decision making, and critical thinking skills in real-world situations. Traditionally underrepresented groups (Hispanic and African American) in agricultural sciences are less likely to participate (6% and 4%, respectively) in international agricultural study and research programs than are Caucasian (82%) students. The USDA and the agricultural industry will lack a quality workforce if agriculture students continue having limited, traditional views of agricultural careers. Therefore, the purpose of this project is to broaden students' academic experiences and expand their career competencies in the food and agricultural sciences through international experiential learning opportunities. College of agriculture students at Texas A&M and Prairie View A&M Universities will increase their skills and competencies in agricultural communications, teamwork, and management. They will partner with the University of Namibia and Namibia-based research centers (Gobabeb Research and Training Centre and Cheetah Conservation Fund) to teach community-based natural resource management strategies. Products include reusable learning objects and other materials (lesson plans, e-portfolios, streaming videos, etc.) in an Internet-based repository. The outcomes include significant numbers of students who 1) broaden their academic experiences in Food Security and Hunger, and 2) increase their communications, teamwork, problem solving, and decision making skills. Various research and evaluation instruments will be used to measure the outcomes; instruments include the Global Perspective Inventory; Critical Thinking Assessment Test; Teamwork Skills Questionnaire; Kolb's Learning Style Inventory; Adaption-Innovation Inventory; and the Decision Outcome Inventory.

Animal Health Component

Research Effort Categories

Basic

(N/A)

Applied

(N/A)

Developmental

(N/A)

Classification

Knowledge Area (KA)	Subject of Investigation (SOI)	Field of Science (FOS)	Percent
903	6099	3020	100%

Knowledge Area
903 - Communication, Education, and Information Delivery;

Subject Of Investigation
6099 - People and communities, general/other;

Field Of Science
3020 - Education;

Keywords

international experiential learning

citizen journalism

community-based natural resource management

Goals / Objectives
1. Broaden students' academic experiences through a targeted learning-abroad program. 2. Recruit traditionally underrepresented students for international experiential learning opportunities in Food Security and Hunger issues. 3. Expand students' career competencies in communications, teamwork, problem solving, and decision making. 4. Study and practice community-based natural resource management strategies in Namibia. 5. Incorporate international perspectives into existing university courses.

Project Methods
Efforts: A multi-phase, collaborative three-year effort is needed to achieve the project objectives. Phase I: TAMU/PVAMU/UNAM faculty members will develop application criteria and conduct interviews to select at least 20 students for an international experiential learning opportunity in summer 2014. Student recruitment strategies include TAMU/PVAMU faculty member participation in college- and university-sponsored international fairs, student organizations, career shows, and USDA-related conferences. Special emphasis will be to recruit traditionally underrepresented groups in the food and agricultural sciences, with at least 60% from Hispanic and African American groups. Faculty will develop CBNRM course materials in collaboration with the Gobabeb Research and Training Centre (Gobabeb) and the Cheetah Conservation Fund (CCF). Emphasis will be placed on curricula focused on Namibia's unique plant and wildlife management strategies. Additional in-country workshop materials will be created for career competency-building lessons/practice focused on employer-valued workplace skills (e.g., teamwork, problem solving, decision making, and critical thinking skills). Participants will receive pre-departure and in-country instruction in digital photography and video techniques. Phase I will be evaluated by participants and project directors. Baseline data will be gathered using quantitative and qualitative techniques to assess participants' 1) teamwork, problem solving, decision making, and critical thinking skills; 2) perceptions, awareness, and attitudes toward international experiential learning opportunities; 3) knowledge of CBNRM strategies and natural resource issues affecting Namibia's agricultural production; and 4) interests in pursuing careers in the food and agricultural sciences. Phase II: TAMU/PVAMU/UNAM faculty members will conduct a five-week experiential learning opportunity with Namibia-based natural resource research centers (Gobabeb and CCF), and agricultural producers (commercial and communal/subsistence-based systems) on private and public lands/parks. Phase II is designed to help faculty members and students study and practice CBNRM strategies that may help resolve Food Security and Hunger issues in Namibia. Phase II evaluation methods include quantitative and qualitative measures to gather counterparts' knowledge of CBNRM strategies and their perceptions of experiential learning opportunities. Also, students' teamwork, problem solving, decision making, and critical thinking skills will be assessed during in-country activities at Gobabeb and the CCF. Phase III: TAMU/PVAMU faculty and students will design and create educational materials (print and electronic), including reusable learning objects (RLOs), lesson plans, e-portfolios, streaming videos, photo essays, etc., for the project's Internet-based repository. Additional materials include: 1) CBNRM educational field guides; 2) CBNRM digital photo essays and streaming videos; 3) CBNRM lesson plans; and, 4) Student-developed Wiki site for project dissemination and future student recruitment. Faculty will publish project results. A community digital media repository will promote the project. Recruitment processes for new student in summer 2015 continue; 20 new students, 60% of whom will be recruited from traditionally underrepresented groups in the food and agricultural sciences, will be recruited to participate in the second year of the project. Phase IV: Faculty members will conduct a five-week experiential learning opportunity with Namibia-based natural resource research centers (Gobabeb and CCF), and agricultural producers (commercial and communal/subsistence-based systems) on private and public lands/parks. Evaluation methods will be used to adjust the project approach. Attention is focused on gathering Namibians' knowledge of CBNRM strategies. Media repository updates, including students' field experience blogs, will be ongoing throughout this Phase. Phase V: Faculty members and students will use the second rotation of the international experiential learning opportunity to design and publish project educational materials (print and electronic). Student recruitment processes for summer 2016 will be completed. Twenty or more students, 60% of whom will be recruited from traditionally underrepresented groups in the food and agricultural sciences, will be recruited to participate in the project. Phase VI: Faculty will conduct a five-week experiential learning opportunity with Namibia-based natural resource research centers (Gobabeb and CCF), and agricultural producers (commercial and communal/subsistence-based systems) on private and public lands/parks. Summative evaluation strategies will be directed at measuring students' awareness, knowledge, and attitudes toward collaborative international teaching and research activities. Project results will be incorporated into faculty members' respective departmental curricula, educational materials, and future research. Evaluation: The evaluation plans are designed to monitor the project as it evolves through formative measures and assess the project's effectiveness in achieving its objectives and outcomes through summative measures. The evaluation plan includes measures to determine students' global perspectives; career competencies; and career interests in the food and agricultural sciences. One project objective is to broaden students' academic experiences through a targeted learning-abroad program. The PDs will determine students' changes in global perspectives along three learning dimensions; cognitive, intrapersonal, and interpersonal (Braskamp, Braskamp, Merrill, & Engberg, 2011), using the Global Perspective Inventory (GPI) in pre- and posttest settings. The GPI, a 40-item instrument, was determined valid and reliable for measuring college students' changes in global perspectives. Another objective is to expand students' career competencies (communications, teamwork, problem solving, and decision making skills). Students' technical writing communication skills will be measured in pre- and posttest settings using the Critical Thinking Assessment Test (NSF, 2007). The Teamwork Skills Questionnaire (O'Neil, Lee, Wang, & Mulkey, 1999), a 36-item instrument, will be used in pre- and posttest settings to determine students' changes in teamwork skills (coordination, decision making, leadership, interpersonal skills, adaptability, and communications). Students' preferred methods of gaining new knowledge will be measured using Kolb's Learning Style Inventory (Kolb, 1984). Problem solving styles will be measured using Kirton's (1976) Adaption-Innovation Inventory, a 32-item instrument, in pre- and posttest settings.

Progress 09/01/13 to 08/31/17

Outputs
Target Audience:The target audience is undergraduate students, specifically underrepresented students in the food and agricultural sciences, at Texas A&M University (TAMU), Prairie View A&M University (PVAMU), and the University of Namibia (UNAM), with a goal of 60% of participants representing female, Hispanic, and African American groups that would fulfill the operational goal of 20 participants annually. Major recruitment activities were held including multiple TAMU and PVAMU Study Abroad Fairs, classroom presentations, campus online announcements, student organizations, and fliers. Recruitment efforts produced >100 documented student interest forms (study abroad fair rosters, student meeting rolls, etc.) annually. Changes/Problems:The PDs used previous experiences to revise curricula and in-country schedules to maximize learning, enhance program outcomes, and reduce program costs. The program continued using increased US-based preparation and orientation sessions, and post-experience debriefing with students; these measures proved extremely beneficial for student interaction and deepened their learning from the Namibia experience.? What opportunities for training and professional development has the project provided?Habis Farming Enterprise continued refining its practical livestock and agriculture program for project participants in 2016. Namibia program participants studied Habis' unique natural habitat, especially noting livestock/wildlife conflicts in relation to severe drought and grazing scarcity. However, the highlight for training and professional development this year was participants' inclusion in the Karibib Farmers' Association meeting. Most commercial farmers in Namibia hold regular association meetings to discuss current affairs affecting farming practices in their respective regions. The Karibib Farmers' Association included discussions of national landowners' rights, illegal hunting issues, property borders disputes, and a technical presentation on poaching problems. Namibia program participants interacted with real Namibian farmers, discussing their real problems and life situations. Students experienced farmers' practical lessons on community-based natural resource management issues. How have the results been disseminated to communities of interest? Facebook pages and local university news articles (online) have been created and published in the TAMU/PVAMU university systems to promote the project. Refereed abstracts in national/international journals. Multiple international research conference (NACTA and AIAEE) abstracts and posters. Student portfolios and repositories (TAMU and PVAMU study abroad programs) were showcased at a public exhibition, complete with gallery displays and prizes. Students won individual honors in the annual TAMU Study Abroad photo contest, including the grand prizewinner. Departmental blogs (http://alecabroad.tamu.edu/) What do you plan to do during the next reporting period to accomplish the goals? Nothing Reported

Impacts
What was accomplished under these goals? International experiences enhanced participants' teamwork, problem solving, decision-making, and critical thinking skills in real-world situations. They also helped students gather, interpret, analyze, and reflect on intercultural issues to broaden their perspectives. College of agriculture students from Texas A&M and Prairie View A&M Universities increased their workforce competencies in agricultural communications, teamwork, and management. Specifically, participants experienced significant change in three areas: collaboration skills, contextualization skills, and confidence. Recruit traditionally underrepresented students for international experiential learning opportunities in Food Security and Hunger issues. The PDs developed application criteria and conducted interviews to select 20+ students for an international experiential learning opportunity in summer 2014-2017. Recruitment strategies included TAMU/PVAMU faculty member participation in college- and university-sponsored international career and study abroad fairs, student organizations, and classroom presentations. Program totals are now 179 applicants (148 females, 31 males). Applicants represented various disciplines from the TAMU College of Agriculture and Life Sciences and the PVAMU College of Agriculture and Human Sciences. Program totals are now 67 participants (54 females, 13 males). PVAMU totaled 19 applicants, of which five participated in the Namibia programs. 2.Broaden students' academic experiences through a targeted learning abroad program. The PDs collaborated with Namibia-based organizations to highlight Namibia's unique plant and wildlife management strategies, co-existing with private commercial and communal/subsistence-based farming enterprises. Project partners conducted a five-week experiential learning opportunity between US- and Namibia-based natural resource research centers and agricultural producers on private and public lands/parks. Students, some who were first-time travelers outside the USA, acknowledged they gained new perspectives of Namibia's farm management and community service strategies through presentations and farm tours. Students' active participation in experiential learning increased their understanding of community development issues and enhanced their social science competencies. More specifically, two research instruments (Global Perspectives Inventory and Global Skills Inventory) were used to measure students' changes in perspectives in pre- and post-test settings for the Namibia study abroad program. The GPI measures changes in global perspectives along three learning dimensions: cognitive, intrapersonal, and interpersonal. GPI data showed students experienced significant positive gains in cognitive knowledge, cognitive knowing, intrapersonal identity, and intrapersonal affect; these gains revealed Namibia study abroad participants increased their thinking and learning abilities for their culture and study/interaction with other cultures. The GPI also revealed no significant differences existed in participants' pre- and post-experience levels for interpersonal responsibility and interpersonal social interaction, quite possibly because the Namibia program is faculty-led and highly dependent on group study/travel, as opposed to individual work where interpersonal responsibility and interpersonal social interaction skills are more highly needed. The GSI measures global oriented job skills across five domains: cognitive (Global Perspective), interpersonal (Communications), business (Resource Management), strategic (Problem Solving), and intrapersonal (Psychological Health). GSI data showed participants experienced significant positive gains in the cognitive (Global Perspective) domain because of their Namibia study abroad participation. No significant differences existed in other GSI domains. Expand students' career competencies in communications, teamwork, problem solving, and decision-making. Data were collected to determine if students experienced significant changes in their perceived socially responsible leadership skills because of their international experiential learning opportunities in Food Security and Hunger issues. Results showed statistically significant differences (i.e., positive growth/gains) existed in students' leadership skills constructs (Change, Citizenship, Collaboration, Commitment, Common Purpose, Congruence, Conscious of Self, and Controversy with Civility), when compared by self-perceived leadership skills before versus after the Namibia study abroad program. Student blogs focused on selected intercultural and natural resource topics Reports focused on cultural, educational, environmental, and social issues Photo narratives addressed cultural-related themes and photographic techniques Photography portfolios showcased students' creative and professional products Study and practice community-based natural resource management (CBNRM) strategies in Namibia. The PDs developed CBNRM course materials focused on curricula related to Namibia's unique plant and wildlife management strategies. Students met and interacted with indigenous peoples (Damara, Himba, San, Basters, and Herrero) and private landowners to learn about impacts and balances between conservation and utilization of natural resources to sustain livelihoods. Students participated in an educational excursion in the Walvis Bay harbor, focused on utilizing the harbor as a resource for shipping, aquaculture and oyster farming, wildlife conservation, and tourism. Students attended a regional farmers meeting. They were exposed to current issues including resettlement farms, poaching, and short wave radio communication concerns. PDs evaluated students' pre- and post-knowledge of CBNRM strategies in the 2016 program. Incorporate international perspectives into existing university courses. UNAM-Neudamm administrators and students delivered presentations to the Texas student group, providing international perspectives on food security and CBNRM issues in Namibia. TAMU and PVAMU faculty enhanced on-campus courses with RLOs, lessons, e-portfolios, streaming videos, and photo essays produced during the 2015 program. Former TAMU and PVAMU students served as program ambassadors, providing talks about their experiences to classes and student organizations on both campuses; PDs witnessed increased student awareness and interest during the 2016 recruitment campaign, primarily as a result of former students' and PDs' classroom promotional efforts. Eight students who participated in this project explicitly enhanced their academic programs by adding an international agriculture development minor to their studies. Junior lecturers (4 females and 1 male) from UNAM-Neudamm delivered presentations to the Texas student group, thereby giving them opportunities to express themselves to an international audience on issues in food security and community based natural resources management in Namibia.

Publications

Type: Journal Articles Status: Accepted Year Published: 2017 Citation: Redwine, T., Wagner, S., Rutherford, T., & Wingenbach, G. (In press). Outcomes of study abroad in three domains of human development. NACTA Journal.
Type: Conference Papers and Presentations Status: Awaiting Publication Year Published: 2017 Citation: Prochaska, A. M., Redwine, T., Wingenbach, G., Rutherford, T., Evans, E., Perkins, S., Bost, E., & Jones, W. (2017). Impact of photo narratives on reflection and learning retention [Abstract]. NACTA Journal, 61(Supplement 1).
Type: Conference Papers and Presentations Status: Awaiting Publication Year Published: 2017 Citation: Perkins, S., Redwine, T., Wingenbach, G., Rutherford, T., Evans, E., Bost, E., Prochaska, A. M., & Jones, W. (2017). Understanding cultural heritage prior to high-impact educational experiences [Abstract]. NACTA Journal, 61(Supplement 1).
Type: Conference Papers and Presentations Status: Awaiting Publication Year Published: 2017 Citation: Evans, E., Redwine, T., Wingenbach, G., Rutherford, T., Bost, E., Prochaska, A. M., Perkins, S., & Jones, W. (2017). Influence of reflection and immersion on students' views of cultural diversity [Abstract]. NACTA Journal, 61(Supplement 1).
Type: Conference Papers and Presentations Status: Awaiting Publication Year Published: 2017 Citation: Bost, E., Wingenbach, G., Redwine, T., Rutherford, T., Perkins, S., Prochaska, A. M., Evans, E., & Jones, W. (2017). Impact of photo narratives on reflection and learning retention [Abstract]. NACTA Journal, 61(Supplement 1).
Type: Other Status: Published Year Published: 2017 Citation: Wingenbach, G., Redwine, T., Rutherford, T., & Jones, W. (2017). Can you see me learn? Using the photo narrative process to evaluate student experiential learning. Invited workshop at the 2017 NACTA Conference, Purdue University, IN. Retrieved from http://www.nactateachers.org/images/website/2017_Purdue/All_Presentations/Workshops/Wingenbach_WorkshopPhotoNarrative2.pdf
Type: Conference Papers and Presentations Status: Awaiting Publication Year Published: 2017 Citation: Redwine, T., Wingenbach, G., Rutherford, T., & Watkins, B. (2017). Enhanced cross-cultural skills through global agricultural experiences. Proceedings of the 33rd Annual Conference of the Association for International Agricultural and Extension Education, Minneapolis, MN.
Type: Conference Papers and Presentations Status: Published Year Published: 2017 Citation: Prochaska, A. M., Wingenbach, G., Bost, E., Evans, E., Perkins, S., Redwine, T., & Rutherford, T. (2017). Finding similarities in cultures through creative writing. Poster session presented at the 20th Annual Student Research Week, Texas A&M University, College Station, TX.
Type: Conference Papers and Presentations Status: Published Year Published: 2017 Citation: Bost, E., Perkins, S., Prochaska, A. M., Evans, E., Wingenbach, G., Redwine, T., Rutherford, T., & Jones, W. (2017). Photo narrative impacts on reflection and learning retention. Poster session presented at the 20th Annual Student Research Week, Texas A&M University, College Station, TX.
Type: Conference Papers and Presentations Status: Published Year Published: 2017 Citation: Perkins, S., Redwine, T., Wingenbach, G., Rutherford, T., Evans, E., Bost, E., Prochaska, A. M., & Jones, W. (2017). Self-identity: Understanding cultural heritage prior to high-impact educational experiences. Poster session presented at the 20th Annual Student Research Week, Texas A&M University, College Station, TX.
Type: Conference Papers and Presentations Status: Published Year Published: 2017 Citation: Evans, E., Wingenbach, G., Bost, E., Prochaska, A. M., Perkins, S., Redwine, T., Rutherford, T., & Jones, W. (2017). Exploring another culture to discover your own. Poster session presented at the 20th Annual Student Research Week, Texas A&M University, College Station, TX.

Progress 09/01/15 to 08/31/16

Outputs
Target Audience:The target audience is undergraduate students, specifically underrepresented students in the food and agricultural sciences, at Texas A&M University (TAMU), Prairie View A&M University (PVAMU), and the University of Namibia (UNAM), with a goal of 60% of participants representing female, Hispanic, and African American groups that would fulfill the operational goal of 20 participants annually. Major recruitment activities were held including multiple TAMU and PVAMU Study Abroad Fairs in fall 2015, classroom presentations, campus online announcements, student organizations, and fliers. Recruitment efforts produced >100 documented student interest forms (study abroad fair rosters, student meeting rolls, etc.). The PDs secured 46 applicants for the Namibia 2016 program. The 2016 applicant pool was comprised of 41 females (89%) and 5 males; 16 (35%) were from Asian, Hispanic, and/or African American groups, while the other 30 were Caucasian. The PDs conducted several competitive interviews at TAMU and PVAMU to select 28 applicants for the Namibia 2016 program. Those selected were predominately female (n = 23; 82%), and representative of Asian, Hispanic, and/or African Americans (n = 13; 46%, nearly double the percentage above the 2015 level). The PDs successfully achieved the project goal of recruiting at least 60% of the U.S. participants representing females, Hispanics, and African Americans. Fourteen TAMU (11 females, three males) and two PVAMU (one female, one male) students completed the Namibia 2016 program. Six PVAMU students (five females and one male) submitted applications, were interviewed for the program, and two fully participated in the 2016 program. Student feedback suggested that study abroad program costs may have deterred other some students from participating. University (TAMU, PVAMU, and UNAM) faculty, staff, scientists, and personnel from Namibia-based partners, Desert Research Foundation of Namibia (DRFN) and Natural Destinations Africa, were involved in planning, coordinating, teaching, and evaluating the outcomes of this project. Changes/Problems:The PDs are using the 2016 experience to revise curriculum and 2017 in-country schedules to maximize learning, enhance program outcomes, and reduce program costs. The 2016 program continued using increased US-based preparation and orientation sessions, and post-experience debriefing with students; these measures proved extremely beneficial for student interaction and deepened their learning from the Namibia experience. What opportunities for training and professional development has the project provided?Habis Farming Enterprise continued refining its practical livestock and agriculture program for project participants in 2016. Namibia program participants studied Habis' unique natural habitat, especially noting livestock/wildlife conflicts in relation to severe drought and grazing scarcity. However, the highlight for training and professional development this year was participants' inclusion in the Karibib Farmers' Association meeting. Most commercial farmers in Namibia hold regular association meetings to discuss current affairs affecting farming practices in their respective regions. The Karibib Farmers' Association included discussions of national landowners' rights, illegal hunting issues, property borders disputes, and a technical presentation on poaching problems. Namibia program participants interacted with real Namibian farmers, discussing their real problems and life situations. Students experienced farmers' practical lessons on community-based natural resource management issues. How have the results been disseminated to communities of interest? Five refereed abstracts in a national journal One refereed journal article in review Six international research conference abstracts and posters Sixteen student portfolios and repositories (TAMU and PVAMU study abroad programs) showcased at a public exhibition, complete with gallery displays and prizes Two students won individual honors in the annual TAMU Study Abroad photo contest, including the grand prize winner Sixteen departmental blogs (http://alecabroad.tamu.edu/) What do you plan to do during the next reporting period to accomplish the goals?PDs strive to meet project recruitment targets. Efforts focusing on specific organizations such as MANRRS(Minorities in Agriculture, Natural Resources and Related Sciences), HLAE (Hispanic Leaders in Agriculture and the Environment), and/or other student groups will heighten future participants' awareness and hopefully bolster their participation. The PDs will assist students in identifying additional potential external funding sources and promoting individual fund-raisers.

Impacts
What was accomplished under these goals? Students from colleges of agriculture do not participate in international experiential learning programs as much as students from other colleges. Underrepresented students (Hispanic and African American) and females in agricultural sciences may be less likely to participate in international agricultural research programs than are Caucasian and/or male students. This project was designed to broaden students' academic experiences and expand their career competencies in the food and agricultural sciences through international experiential learning opportunities. Our international experiences enhanced participants' teamwork, problem solving, decision-making, and critical thinking skills in real-world situations. They also helped students gather, interpret, analyze, and reflect on intercultural issues to broaden their perspectives. In 2016, college of agriculture students from Texas A&M and Prairie View A&M Universities increased their workforce competencies in agricultural communications, teamwork, and management. Specifically, participants experienced significant change in three areas: collaboration skills, contextualization skills, and confidence. Project goals accomplished during this reporting period include: Recruit traditionally underrepresented students for international experiential learning opportunities in Food Security and Hunger issues. The PDs developed application criteria and conducted interviews to select 20+ students for an international experiential learning opportunity in summer 2016. Recruitment strategies included TAMU/PVAMU faculty member participation in college- and university-sponsored international career and study abroad fairs, student organizations, and classroom presentations. Forty-six (41 females, 5 males) TAMU/PVAMU students applied to the 2016 Namibia program. Applicants represented various disciplines from the TAMU College of Agriculture and Life Sciences and the PVAMU College of Agriculture and Human Sciences. Twelve female and four malestudents participated in the 2016 program. Four PVAMU students applied and were accepted, but only two participated in the 2016 Namibia program. Broaden students' academic experiences through a targeted learning-abroad program. The PDs collaborated with Namibia-based organizations to highlight Namibia's unique plant and wildlife management strategies, co-existing with private commercial and communal/subsistence-based farming enterprises. Project partners conducted a five-week experiential learning opportunity between US- and Namibia-based natural resource research centers and agricultural producers on private and public lands/parks. Students, some who were first-time travelers outside the USA, acknowledged that they gained new perspectives of Namibia's farm management and community service strategies through presentations and farm tours. Students' active participation through experiential learning increased their understanding of community development issues and enhanced their social science competencies. Expand students' career competencies in communications, teamwork, problem solving, and decision-making. Student blogs focused on selected intercultural and natural resource topics Reports focused on cultural, educational, environmental, and social issues Photo narratives addressed cultural-related themes and photographic techniques Photography portfolios showcased students' creative and professional products Study and practice community-based natural resource management (CBNRM) strategies in Namibia. The PDs developed CBNRM course materials focused on curricula related to Namibia's unique plant and wildlife management strategies. Students met and interacted with indigenous peoples (Damara, Himba, San, Basters, and Herrero) and private landowners to learn about impacts and balances between conservation and utilization of natural resources to sustain livelihoods. Students participated in an educational excursion in the Walvis Bay harbor, focused on utilizing the harbor as a resource for shipping, aquaculture and oyster farming, wildlife conservation, and tourism. Students attended a regional farmers meeting. They were exposed to current issues including resettlement farms, poaching, and short-wave radio communication concerns. PDs evaluated students' pre- and post-knowledge of CBNRM strategies in the 2016 program. Incorporate international perspectives into existing university courses. UNAM-Neudamm administrators and students delivered presentations to the Texas student group, providing international perspectives on food security and CBNRM issues in Namibia. TAMU and PVAMU faculty enhanced on-campus courses with RLOs, lessons, e-portfolios, streaming videos, and photo essays produced during the 2015 program. Former TAMU and PVAMU students (2014 and 2015 programs) served as program ambassadors, providing talks about their experiences to classes and student organizations on both campuses; PDs witnessed increased student awareness and interest during the 2016 recruitment campaign, primarily as a result of former students' and PDs' classroom promotional efforts. Eight students who participated in this project explicitly enhanced their academic programs by adding an international agriculture development minor to their studies.

Publications

Type: Conference Papers and Presentations Status: Awaiting Publication Year Published: 2016 Citation: Moore, W., Martin, A., Wingenbach, G., Redwine, T., Rutherford, T., & Jones, W. (2016). Mind yourself: A case study in celebrating self-management skills [Supplement: Abstract]. NACTA Journal, 60(1).
Type: Conference Papers and Presentations Status: Awaiting Publication Year Published: 2016 Citation: Martin, A., Moore, W., Wingenbach, G., Jones, W., Redwine, T., & Rutherford, T. (2016). The not so "Ugly American": How study abroad enhances students' professionalism skills [Supplement: Abstract]. NACTA Journal, 60(1).
Type: Conference Papers and Presentations Status: Awaiting Publication Year Published: 2016 Citation: Wingenbach, G., Moore, W., Martin, A., Rutherford, T., Redwine, T., & Jones, W. (2016). Mission critical: Enhancing students' critical thinking skills through study abroad [Supplement: Abstract]. NACTA Journal, 60(1).
Type: Conference Papers and Presentations Status: Awaiting Publication Year Published: 2016 Citation: Redwine, T., Rutherford, T., Wingenbach, G., & Jones, W. (2016). Cultivating effort in study abroad: An innovative team teaching approach [Supplement: Abstract]. NACTA Journal, 60(1).
Type: Conference Papers and Presentations Status: Published Year Published: 2015 Citation: Redwine, T., Rutherford, T., & Wingenbach, G. (2015). Distinct viewpoints of change as a result of study abroad [Supplement: Abstract]. NACTA Journal, 59(1), 28.
Type: Conference Papers and Presentations Status: Published Year Published: 2015 Citation: Redwine, T., Rutherford, T., & Wingenbach, G. (2015). Toward a concentric model of change: Completing a model of holistic human development [Supplement: Abstract]. NACTA Journal, 59(1), 81.
Type: Conference Papers and Presentations Status: Published Year Published: 2015 Citation: Redwine, T., Rutherford, T., & Wingenbach, G. (2015). Outcomes of a study abroad program: A qualitative approach to three domains of holistic human development. bstract presented at the 31st Annual Conference of the Association for International Agricultural and Extension Education, Wageningen, The Netherlands.
Type: Conference Papers and Presentations Status: Published Year Published: 2015 Citation: Redwine, T., Rutherford, T., & Wingenbach, G. (2015). Chess with feelings: Using Q Methodology to explain viewpoints of change in students as a result of study abroad. Abstract presented at the 31st Annual Conference of the Association for International Agricultural and Extension Education, Wageningen, The Netherlands.
Type: Conference Papers and Presentations Status: Published Year Published: 2014 Citation: Redwine*, T., Rutherford, T., Salazar*, V., & Wingenbach, G. (2014). #safari: Using content analysis to describe an international high-impact experience. Abstract presented at the 30th Annual Conference of the Association for International Agricultural and Extension Education, Miami, FL.

Progress 09/01/14 to 08/31/15

Outputs
Target Audience:The target audience is undergraduate students, specifically underrepresented students in the food and agricultural sciences, at Texas A&M University (TAMU), Prairie View A&M University (PVAMU), and the University of Namibia (UNAM), with a goal of 60% of U.S. participants representing female, Hispanic, and African American groups that would fulfill the operational goal of 20 participants annually. Major recruitment activities were held including multiple TAMU and PVAMU Study Abroad Fairs in fall 2014, classroom presentations, campus online announcements, student organizations, and fliers. Namibia in-country program coordinator, Bernd Schneider, visited TAMU and PVAMU classes and student organizational meetings to promote program interest for Namibia 2015. Recruitment efforts produced >100 documented student interest forms (study abroad fair rosters, student meeting rolls, etc.). The PDs secured 51 applicants for the Namibia 2015 program, which was a 20% increase in applicants from the Namibia 2014 program. The 2015 applicant pool was comprised of 43 females (84%) and 8 males; 16 (31%) were from Hispanic and/or African American groups, while the other 35 were Caucasian. The PDs conducted several competitive interviews at TAMU and PVAMU to select 24 applicants for the Namibia 2015 program. Those selected were predominately female (n = 20; 83%) and/or representative of Hispanic and/or African American groups (n = 6; 25%). The PDs believe they were successful in achieving the project goal of recruiting at least 60% of the U.S. participants representing female, Hispanic, and African American groups; increased efforts to attract the target audience are needed in the 2016 program. Fourteen TAMU female students completed the Namibia 2015 program; PVAMU students did not participate in the 2015 study abroad program. Seven PVAMU students (all African Americans; five males and two females) submitted applications and were interviewed for the program; however, all withdrew from the 2015 program. Program costs may have deterred these students from participating. University (TAMU, PVAMU, and UNAM) faculty, staff, scientists, and personnel from Namibia-based partners, Desert Research Foundation of Namibia (DRFN) and Natural Destinations Africa, were involved in planning, coordinating, teaching, and evaluating the outcomes of this project. Changes/Problems:The PDs will use the 2015 experience to revise curriculum activities and schedules to maximize learning and to enhance program outcomes. The 2015 program established increased U.S. in-country preparation and orientation, and post-experience debriefing with students was beneficial for interaction and deep learning in Namibia. What opportunities for training and professional development has the project provided?Habis Farming Enterprise further developed its practical livestock and agriculture program, by developing an ecotourism study centre. The 2015 Namibia program participants were the first group to take advantage of the centre's unique natural habitat study facilities. Also, community development and cross-cultural activities (interaction with Topnaar, Damara, and Himba settlements), and professional advice (photo repository and data collection) promoting the Namib Desert were featured training and professional development functions in the 2015 program. The Desert Research Foundation has initiated the development of a communications internship program promoted through the Namibia program. How have the results been disseminated to communities of interest? International research conference (NACTA and AIAEE) abstracts and posters Outstanding research presentation at AIAEE (The Netherlands) Student portfolios and repositories (TAMU and PVAMU study abroad programs) University student winners (4) in the Annual TAMU Study Abroad photo contest Student blogs (http://alecabroad.com) Student-developed promotional video: (https://www.youtube.com/watch?v=_CuO02SSP-8&feature=youtu.be) What do you plan to do during the next reporting period to accomplish the goals?The PDs are not meeting specific recruitment targets, especially at the PVAMU campus. Renewed efforts are needed to target specific organizations such as MANNRS (Minorities in Agriculture, Natural Resources and Related Sciences), HLAE (Hispanic Leaders in Agriculture and the Environment) or other groups to bolster participation. The PDs need increased participation from PVAMU students. The PVAMU co-PD will develop a strategy to increase student participation by targeting PVAMU alumni groups and individuals. Such targets include area Trail Ride organizations and private industry, which have supported similar past activities and are committed to continued similar support. Additionally, the PDs will assist students in identifying additional potential external funding sources and promoting individual fund-raisers.

Impacts
What was accomplished under these goals? Students from colleges of agriculture do not participate in international experiential learning programs as much as students from other colleges. Underrepresented students (Hispanic and African American) and females in agricultural sciences may be less likely to participate in international agricultural research programs than are Caucasian and/or male students. This project was designed to broaden students' academic experiences and expand their career competencies in the food and agricultural sciences through international experiential learning opportunities. Our planned international experiences enhance participants' teamwork, problem solving, decision-making, and critical thinking skills in real-world situations. They were designed also to help students gather, interpret, analyze, and reflect on intercultural issues to broaden their perspectives. In 2015, college of agriculture students from Texas A&M University increased their workforce competencies in agricultural communications, teamwork, and management. Specifically, participants experienced significant change in three areas: collaboration skills, contextualization skills, and confidence. These changes aided the PDs in creating a model for student change resulting from an international learning program. The goals of the project as outlined in the Project Initiation section are to: Broaden students' academic experiences through a targeted learning-abroad program. The PDs collaborated with Namibia-based organizations to highlight Namibia's unique plant and wildlife management strategies, co-existing with private commercial and communal/subsistence-based farming enterprises. Project partners conducted a five-week experiential learning opportunity between US- and Namibia-based natural resource research centers and agricultural producers on private and public lands/parks. Students, some who were first-time travelers outside the USA, acknowledged that they gained new perspectives of Namibia's farm management and community service strategies through UNAM presentations and farm tours. Students' active participation through experiential learning will increase their understanding of community development issues and enhance their social science competencies. Recruit traditionally underrepresented students for international experiential learning opportunities in Food Security and Hunger issues. The PDs developed application criteria and conducted interviews to select at least 20 students for an international experiential learning opportunity in summer 2015. Student recruitment strategies included TAMU/PVAMU faculty member participation in college- and university-sponsored international career and study abroad fairs, student organizations, and classroom presentations. Fifty-one (43 females, 8 males) TAMU/PVAMU students applied to the 2015 Namibia program. Applicants represented various disciplines from the TAMU College of Agriculture and Life Sciences and the PVAMU College of Agriculture and Human Sciences. Fourteen female students (all TAMU) participated in the 2015 program. Seven PVAMU students applied and were accepted, but none participated in the 2015 Namibia program. Expand students' career competencies in communications, teamwork, problem solving, and decision-making. Student blogs focused on selected intercultural and natural resource topics Reports focused on cultural, educational, environmental, and social issues Photo narratives addressed cultural-related themes and photographic techniques Photography portfolios showcased students' creative and professional products Study and practice community-based natural resource management (CBNRM) strategies in Namibia. The PDs developed CBNRM course materials focused on curricula related to Namibia's unique plant and wildlife management strategies. Students met and interacted with indigenous peoples (Topnaar, Damara, Himba, San Basta, and Herrero) and private landowners to learn about impacts and balances between conservation and utilization of natural resources to sustain livelihoods. PDs determined a need to evaluate students' pre- and post-knowledge of CBNRM strategies, which will be undertaken in the 2016 program. Incorporate international perspectives into existing university courses. UNAM-Neudamm administrators and lecturers (2 females and 3 males) delivered presentations to the Texas student group, providing international perspectives on food security and CBNRM issues in Namibia. TAMU and PVAMU faculty enhanced on-campus courses with RLOs, lessons, e-portfolios, streaming videos, and photo essays produced during the 2015 program. Former TAMU and PVAMU students (2014 and 2015 programs) are serving as program ambassadors, providing talks about their experiences to classes and student organizations on both campuses; PDs have witnessed increased student awareness and interest during the 2016 fall recruitment campaign, primarily as a result of former students' and PDs' classroom promotional efforts. Nine students added an international agriculture development minor to their academic program.

Publications

Progress 09/01/13 to 08/31/14

Outputs
Target Audience: The target audience for this project is undergraduate students, specifically those from traditionally underrepresented groups in the food and agricultural science, at Texas A&M University (TAMU), Prairie View A&M University (PVAMU), and the University of Namibia (UNAM). The Project Directors (PDs) focused recruiting efforts on the target audience, with a goal of 60% of the U.S. participants representing female, Hispanic, and African American groups that would fulfill the operational goal of 20 student participants annually. Recruitment efforts resulted in 36 applicants for the 20-student pool. The applicant pool was comprised of 32 females (89%) and 14 (39%) who were from Hispanic and/or African American groups. The PDs conducted several competitive interview processes at TAMU and PVAMU to select 22 applicants for participation in the 2014 program. Those selected can be described as being female (n = 20; 91%) and/or representative of Hispanic and/or African American groups (n = 9; 41%). Sixteen students completed the program. The PDs agreed that they were highly successful in achieving the project goal of at least 60% of the U.S. participants representing female, Hispanic, and African American groups but additional efforts to attract the target audience are needed in the 2015 program. Additionally, university (TAMU, PVAMU, and UNAM) faculty and staff and scientists and personnel from another Namibia-based Partner, Desert Research Foundation of Namibia (DRFN), were involved in planning, coordinating, teaching, evaluating, and reporting the outcomes of this project. Changes/Problems: The PDs will use the 2014 experience to revise future curriculum activities and schedules to maximize learning and to enhance program outcomes. Additional U.S. in-country preparation and orientation of students would be beneficial to prepare students for interaction and learning in Namibia. The PDs anticipate enhanced participation from the PVAMU campus based on prior participation and success of students in 2014. The Desert Research Foundation of Namibia through its Livelihood Support Programme for group resettlement projects in the Omaheke Region (LISUP) initially proposed a field excursion day to a San resettlement project, which due to time constraints did not materialize. However, the DRFN coordinator for this specific project (E. Dirkx assisted by Dr. Tamsin) was able to address students at Gobabeb Research and Training Centre. What opportunities for training and professional development has the project provided? The DRFN and Habis Farming Enterprise developed programs focused on the practical aspects related to livestock farming within commercial agriculture and community development (Topnaar settlements at Gobabeb), and rendering professional advice (photo repository and data collection) to promote the Namib Desert as a declared World Heritage Site. How have the results been disseminated to communities of interest? Student blogs, FaceBook pages, and local university news articles (online) have been created and published in the TAMU/PVAMU university systems to promote the project. What do you plan to do during the next reporting period to accomplish the goals? The PDs realize they are not meeting specific recruitment targets. Renewed efforts are needed to target specific organizations such as MANNRS (Minorities in Agriculture, Natural Resources and Related Sciences), HLAE (Hispanic Leaders in Agriculture and the Environment) or other groups to bolster these activities. It was agreed that the next study abroad program would gain more value (in terms of practical exposure) through a visit to a farming resettlement project of the DRFN. Specifically, reduced forage availability (due to climate change) has adversely impacted the livelihoods of marginalized, indigenous San communities of Namibia whose subsistence is typically dominated by livestock operations on communal rangelands. Students would better experience different pastoral land tenure systems dominant in Namibia and could compare various agricultural enterprises and extension systems. In terms of outreach and prospective student participation in the Namibia Study Abroad Program, the potential financial commitment required to participate is the greatest deterrent to PVAMU students’ participation, and unfortunately, the PVAMU College of Agriculture and Human Sciences provides no financial assistance as an incentive for students to participate. In 2014, this lack of support by the college appeared to be a demotivating factor to students. Therefore, a strategy that will be utilized to assist with student funding is to target PVAMU alumni groups and individuals, area Trail Ride organizations and private industry, which have supported similar activities in the past and have committed to continued similar support. Additionally, the PDs will assist students in identifying potential external funding sources and promoting individual fund-raisers.

Impacts
What was accomplished under these goals? College of agriculture students don’t participate in international experiential learning programs as much as students from other colleges. Also, underrepresented students (Hispanic and African American) and females in agricultural sciences are less likely to participate in international agricultural research programs than are Caucasian and/or male students. This project was designed to broaden students’ academic experiences and expand their career competencies in the food and agricultural sciences through international experiential learning opportunities. Our planned international experiences enhance participants’ teamwork, problem solving, decision making, and critical thinking skills in real-world situations. They were designed also to help students gather, interpret, analyze, and reflect on intercultural issues to broaden their perspectives. In 2014, college of agriculture students at Texas A&M and Prairie View A&M Universities increased their workforce competencies in agricultural communications, teamwork, and management. Specifically, participants experienced significant change in three areas: collaboration skills, contextualization skills, and confidence, as measured (Redwine, 2014) through 45 learning outcomes. These changes aided the PDs in creating a model for student change resulting from an international learning program. Listed below are the goals of the project as outlined in the Project Initiation section. The major goals of the project: 1) Broaden students’ academic experiences through a targeted learning-abroad program. a) The PDs collaborated with Namibia-based organizations to highlight Namibia’s unique plant and wildlife management strategies, co-existing with private commercial and communal/subsistence-based farming enterprises. b) Project partners conducted a five-week experiential learning opportunity between US- and Namibia-based natural resource research centers and agricultural producers on private and public lands/parks. c) Students, some who were first-time travelers outside the USA, acknowledged that they gained new perspectives of Namibia’s farm management and community service strategies through UNAM presentations and farm tours. Students’ active participation through experiential learning will increase their understanding of community development issues and enhance their social science competencies. 2) Recruit traditionally underrepresented students for international experiential learning opportunities in Food Security and Hunger issues. a) The PDs developed application criteria and conducted interviews to select at least 20 students for an international experiential learning opportunity in summer 2014. Student recruitment strategies included TAMU/PVAMU faculty member participation in college- and university-sponsored international fairs, student organizations, and career shows. b) Twenty-eight (26 females, 2 males) TAMU students applied and 13 (all female) participated in the 2014 study abroad program. Applicants represented various disciplines throughout the college of agriculture. c) Eight PVAMU students applied and three participated in the 2014 study abroad program. Applicants represented diverse disciplines such as agriculture, nursing, education, and psychology. The PVAMU male student was the only male student from both schools participating in the 2014 program. d) Sixteen students (TAMU=13; PVAMU=3) participated in the 2014 program 3) Expand students’ career competencies in communications, teamwork, problem solving, and decision making. a) Student Blogs focused on selected intercultural topics b) Interviews/Reports focused on cultural, educational, environmental, social issues c) Photo Narratives addressed cultural-related themes and photographic techniques d) Infographics incorporated students’ perceptions, reflections and experiences e) Instagrams addressed selected topics relative to the program curricula f) Photo Portfolios showcased students’ foremost examples of photojournalism 4) Study and practice community-based natural resource management (CBNRM) strategies in Namibia. a) The PDs developed CBNRM course materials focused on curricula focused on Namibia’s unique plant and wildlife management strategies. b) Students met and interacted with indigenous (Topnaar, Damara, Himba, and Herrero) peoples and private agriculturists to learn about impacts and balances between conservation and utilization of natural resources to sustain livelihoods. c) PDs determined a need to evaluate students’ pre- and post-knowledge of CBNRM strategies will be undertaken in the 2015 program. 5) Incorporate international perspectives into existing university courses. a) Junior lecturers (4 females and 1 male) from UNAM-Neudamm delivered presentations to the Texas student group, thereby giving them an opportunities to express themselves to an international audience on issues in food security and community based natural resources management in Namibia. b) The young UNAM lecturers have started talking about a similar program where Namibian education institutions mainstream experiential-based learning modes. c) TAMU and PVAMU faculty enhanced on-campus courses with RLOs, lessons, e-portfolios, streaming videos, photo essays produced during the 2014 program. d) TAMU and PVAMU students who participated in the 2014 program are serving as ambassadors and program representatives, providing presentations of their experiences, to other classes and student organizations on both campuses; the PDs expect increased awareness and interest from diverse groups will result from the students’ program promotion efforts.

Publications