Presented By: Mia Sullivan, Pennsylvania State University
Co-Authors: Jeremy Falk, Ross Butler Tech High School
Daniel Foster, Pennsylvania State University
Melanie Miller Foster, Pennsylvania State University
Kasee Smith, University of Idaho

Global citizenship is critical to developing a globally ready 21st-century workforce in food, fiber, and natural resources. Global citizenship comprises three dimensions: social responsibility, global competency, and global civic engagement. Social responsibility is the perceived level of interdependence and social concern to others, society, and the environment. Global competence in people is a nonjudgemental behavior of being open to people and cultures different from their own. Global civic engagement is interaction with civic organizations to engage in global change. Combined, the three dimensions of global citizenship consist of 3 indicators. Educators, along with their knowledge, skills, and dispositions, are key players to developing global citizenship in students. Twenty-nine pre-service agricultural teacher candidates across two years in two cohorts from two different agricultural teacher education institutions from different parts of the US were presented the opportunity to participate in a high impact experience through a program lasting a full academic year. The program included two courses, a group domestic study away to the World Food Prize Borlaug Dialogues, and small group teams sent to teach global food security to secondary students in agricultural education programs located in communities across the US. We utilized an accepted Global Citizenship Scale modified for the agricultural context and collected data in a pre-post format. Both cohorts of pre-service agricultural teacher candidates increased their global citizenship overall and across all three domains from pre to post assessment after completing the program. Recommendations include continuing domestic global learning opportunities for teachers to gain necessary global knowledge and skills as well as further research on differences in gains in global citizenship achieved from domestic experiences to international experiences. Additionally, future scholarship is recommended one exploring accessibility to high-impact learning experiences to advance global citizenship.