Presented by: Brandon Bixler
The Pennsylvania State University
Authored by: Brandon Bixler | Grace Shawver | Laura Rice | Melanie Miller Foster | Daniel Foster
Pennsylvania State University | Pennsylvania State University | University of Minnesota | Pennsylvania State University | Pennsylvania State Univesity 

In May 2022, a research team from the Global Teach Ag Network and Penn State University traveled to Nepal to conduct a qualitative research study analyzing Nepalese science education. The research study consisted of two primary objectives: a) describe characteristics of Nepalese learning environments and b) identify educators' perceptions of opportunities related to utilizing Nepalese agriculture as a context for science education. Our team used the Photovoice method, which enables researchers to gain perspectives from participants that truly represent their context and experiences through a first-hand collection of photographs and accompanying descriptions. Photovoice research highlights local expertise and knowledge to address needs and goals in individual communities, aligning with the tenets of the Asset-Based Community Development Theory. The research team visited ten different schools and conducted qualitative Photovoice interviews with thirteen educators; the team visited both government and private schools and interviewed diverse educators from a variety of backgrounds. Following introductory conversations, the educators collected photographs of their educational resources in response to a series of prompts. Personal interviews followed the photo collection with a discussion about the resources captured, allowing the researchers to understand educator perspectives more fully. Our research identifies several challenges facing Nepalese science educators, including resource struggles, a lack of pedagogical training, and chronic national employment challenges. However, our findings also highlight a variety of unique assets, including a robust lab-based curriculum and high expectations for students across varying school contexts. In sharing the photos and stories of the educators we interviewed, we hope to communicate the powerful lessons we learned while also showcasing the potential of Photovoice as a research method with the capacity to empower and uplift the voices of our global agricultural education community.

Presented by: Emmanuel J. Kanchewa
University of Georgia
Authored by: Emmanuel J. Kanchewa | Joshua Toran | James C. Anderson II
University of Georgia | University of Georgia | University of Georgia 

Society is increasingly becoming more diverse necessitating the need for leaders to be capable of navigating unfamiliar environments and interacting appropriately with people of different cultures. Cultural immersion activities like faculty-led study abroad programs are recognized as effective learning opportunities for developing cultural competence. The programs are designed by faculty to afford students authentic encounters that contribute to developing their abilities to interact and work with diverse groups of people. Simple contact with culturally diverse people can broaden students' worldviews or reinforce stereotypes if the immersion experience is not processed in an appropriate manner. The objective of this qualitative study was to examine the impact of faculty-led study abroad experiences on participants' cultural worldviews. Thirteen (n=13) students took part in a 14-day study abroad program to Morocco. Nine (n=9) of those students agreed to participate in semi-structured interviews to capture perspectives on their experiences and how it shaped their worldview about cultural diversity. In addition to taking part in arranged activities and reading on global leadership practices, participants were assigned to write reflective blogs and peer responses based on four topics of race, ethnicity and culture, religion or belief systems, sexual orientation, and ability or social status. These posts, fifty-six (n=56) in total, served as additional data for analysis. Findings show that students perceived the faculty-guided activities helpful in understanding what they were experiencing and shaping their worldviews. Further, participants highlighted the importance of orientation activities conducted before departure to prepare them for the cultural differences they would experience. Implications of these findings are discussed on whether leaders/content experts are necessary for the creation of meaningful experiences that positively impacts students' worldviews. A study limitation was the respondents were all female, which is the predominant demographic for cultural immersion programs. Future studies and recruitment efforts should include more male participants.

Presented by: Krishnaswamy Jayachandran
Florida International University
Authored by: Krishnaswamy Jayachandran | David Sotomayor | Maria Consuelo Donato | Randy Stanko | Shad Nelson | Jose Espiritu
Florida International University | University of Puerto Rico Mayagüez | Texas A&M University Kingsville | Texas A&M University Kingsville | Texas A&M University Kingsville | Texas A&M University Kingsville 

Four Hispanic Serving Institutions (HSI) from Texas A&M University-Kingsville, University of Puerto Rico-Mayaguez, Florida International University, and University of Texas-El Paso collaborated in a USDA funded undergraduate internship program titled: "Student Training in Agricultural Research Techniques by Novel Occupational Workshops (START NOW). The goal was to promote under-represented students to build careers addressing the USDA-NIFA Priority Science Areas through academic and extramural student activities in soil, plant, and environmental sciences. Each summer, each institution selected three students for an 8-week professional internship with a United States Department of Agriculture (USDA) or environmental related agency to promote research- or professional-based experiential learning. Three additional students participated in a two-week agriculture-environment academic tour to Costa Rica in combination with a 6-week research internship with research scientists. The Costa Rica tour was prepared in coordination with the Texas A&M Soltis Center for Research and Education, Costa Rica. One student from each institution took part of a multi-university HSI team, coached by an USDA-NRCS Soil Scientist, to participate in a regional soils judging competition held in the United States. Students received exam preparation training for the American Society of Agronomy International Certified Crop Adviser exam. Students received a stipend in accord with the type of participating internship. Graduate students provide support in carrying out the assessment program, coordinating workshops and trainings, and in student mentoring. After completing four years of the project, 48 undergraduate and 9 graduate students have been funded through summer internships. The students reported improved awareness and knowledge of the relation between their academic study program and potential work opportunities, felt better prepared to work in soils and agriculture professional fields. All internship students were rated as effective or highly effective by internship supervisors regarding teamwork, preparedness for the internship, and communication (listening/speaking/writing), followed closely by reliability/responsibility, self-discipline, and analysis/problem solving.

Presented by: Jeiel Ballard
University of Tennessee at Martin
Authored by: Jeiel Ballard | Joseph Ostenson | John Ricketts
Tennessee State University | University of Tennessee at Martin | Tennessee State University 

Introduction
Students of agriculture-based study abroad programs can gain all the benefits of study abroad - independence, adaptability, cultural aptitude - while additionally gaining exposure to, and experience in, international agriculture. This project takes a closer look at the development of these benefits in students, with a particular focus on growth in independence and agricultural awareness over the course of a semester abroad.

Method
Students participated in a semester-long study abroad in Siena, Italy. This program included coursework in both cultural immersion and Italian agriculture, as well as several hands-on agricultural activities, including goat-milking, cheese-making, and harvesting grapes and olives in and around Siena. Interviews were conducted with all students near the beginning, middle, and end of the program. Questions inquired into the students' growth and experience at each point of the semester. Interviews were analyzed for themes regarding students' independence and agricultural awareness.

Results
The primary themes observed include: struggles and growth in money management; students' experience of greater freedom and the increased responsibility that came with it; and students' heightened cultural sensitivity, in matters both cultural and agricultural. Exploring each of these themes will give a clearer picture of the education and events that contribute to student growth in study abroad, as well as how that growth proceeds over the course of the semester.

Summary
We will demonstrate specifically how the curricular and extra-curricular structure of a study abroad can take advantage of the demands of confronting a new culture - and the struggles these demands cause - in greatly enhancing students' self-awareness and their understanding of agriculture.