Abstract
Integration of international learning experiences into sustainable agriculture (SA) educational programs represents a unique and effective approach to help students improve their global awareness and citizenship, intercultural communication, problem-solving skills, and career development. While there are challenges to establishing international educational activities in emerging SA programs, the benefits of providing students with a global perspective to the worlds' food systems far exceed those challenges. This paper formalizes key considerations and diverse approaches for developing student-centered international educational opportunities for sustainable agriculture that have been assembled from literature research and from the collective experiences of the authors. A holistic approach is described, beginning with developing strong international partnerships built on reciprocity and understanding the diversity of international learning opportunities and development considerations; establishing learning outcomes and assessment; and appreciating current opportunities and challenges. While many of the experiences and examples come from land-grant universities (LGUs), enhancing a global perspective to all types of SA programs at various institutions is vital for preparing future food system leaders to advance sustainable agriculture in the global community. The information in this paper is valuable for SA educators interested in developing new international educational opportunities and also may stimulate further communication about shared pedagogical strategies related to international SA education.
Highlights
Why Is a Global Perspective to sustainable agriculture (SA) Education Necessary? The 21st century poses a number of challenges for the long-term sustainability of agriculture and food systems on both local and international scales
While international learning experiences are becoming important in higher education and the number of students applying to study-abroad experiences is increasing, the number of agricultural students consistently makes up the smallest percentage of those going abroad, estimated at just 1 percent of the total student study-abroad population, according to data from 2008–2009 (Institute of International Education [IIE], 2010)
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
Summary
Schroeder-Moreno,a , * Department of Crop Science, North Carolina State University Susan F. Clark,b Department of Human Nutrition, Foods and Exercise, Virginia Tech Carmen J. Byker,c Department of Health & Human Development, Montana State University Xin Zhao,d Department of Horticultural Sciences, University of Florida. Submitted 6 December 2011 / Revised 2 March, 13 April and 25 April 2012 / Accepted 2 May 2012 / Published online 27 May 2012
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