What should be included in an international agriculture undergraduate course?

ASU Author/Contributor (non-ASU co-authors, if there are any, appear on document)
Xiaorong Shao, Assistant Professor (Creator)
Appalachian State University (ASU )
Web Site: https://library.appstate.edu/

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.

Additional Information

Bruening, T.H., & Shao, X. (2005). What should be included in an international agriculture undergraduate course? Journal of International Agricultural and Extension Education, 12(1), 47-54. (ISSN: 1077-0755) Published by the Association for International and Extension Education. http://www.aiaee.org/
Language: English
Date: 2005
Internationalized Curriculum, Undergraduate Education, International Agriculture Course, Teaching Methods

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