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

Outputs
Target Audience: Target audiences included undergraduate students at Haskell Indian Nations University and at Purdue University as well as faculty at both institutions. The target audience also included university educators interested in developing student abroad courses for multicultural audiences. Changes/Problems: In addition to the semester and study abroad courses, we proposed an 8 week summer research program in Costa Rica. However, student interest was relatively low and program logistics were challenging. We supported three students but discontinued the research program after two summers. What opportunities for training and professional development has the project provided? Students increased their knowledge of natural and agricultural ecosystems, gained experience working in multicultural groups, and became familiar with Costa Rican culture and history. Faculty gained experience organizing and leading study abroad courses, delivering content through distance technologies, and in working with a multicultural student body. How have the results been disseminated to communities of interest? Results were conveyed to the general publicthrough a peer-reviewed publication. Students at Haskell Indian Nations University presented their experiences to their classmates after their return through posters and in-class discussion. What do you plan to do during the next reporting period to accomplish the goals? Nothing Reported

Impacts
What was accomplished under these goals? A three credit hour course, "Multicultural Perspectives in Sustainable Agriculture", was taught in spring semester from 2010 to 2013 to students at Haskell Indian Nations University and Purdue University. The course met twice each week (each lecture was 75 minutes) using Adobe Connect, a web-based communication platform. Five main topics were covered during each semester: (1) perspectives on the sustainability of U.S. agriculture, (2) an indigenous perspective on land use and agriculture, (3) biodiversity and tropical ecosystems, (4) Costa Rica history and culture, and (5) tropical crops. In addition to the synchronously taught classroom, students participated in two key activities: reciprocal campus visits and a project in which each student interviewed two to three adults about their perspectives on the sustainability of U.S. agriculture. Both activities were intended to increase student exposure to different backgrounds and cultures. The semester course was followed by a three-credit, two-week course in Costa Rica entitled "Biodiversity in Natural and Agricultural Systems". Students visited conventional and organic agricultural systems and participated in service learning projects at three indigenous villages. Forty-six students (25 from HINU, 21 from PU) took the semester course from 2010 to 2012; annual enrollment ranged between 11 and 16 students. Most students at both institutions were in their junior or senior year when they took the course and most were enrolled in a science major. Less than half of the students at both institutions were from rural communities and less than a third of the HINU students were from reservation communities. However, several HINU students indicated on their forms that they grew up in some combination of reservation and rural or urban/suburban communities. More female students than male students enrolled in the course at both universities. Quantitative and qualitative data were used to determine student engagement and program assessment. Students at both universities posted comments and questions frequently during the lectures and were generally satisfied with the technology used to deliver the lectures. As measured by the number of comments and questions posted during the lectures, Native American males were particularly engaged by course content. The interest of Native American males in working in multicultural groups also increased significantly during the semester although no differences were detected for Purdue males or for women at either institution. Students emphasized the importance of the reciprocal visits and projects for getting to know each other outside the classroom in both written and verbal comments. An online questionnaire with both Likert-style and open-ended questions was administered in 2013 to assess student perceptions of the course at least one year after completing the course. Twenty-five students completed the questionnaire and reported increased knowledge of relevant topics and personal growth. Despite differences in ethnicity and culture, the HINU and PU students did not differ in their positive assessment of the course. Our experience suggests that study abroad programs can be developed and offered through partnerships between TCUs and PWIs that provide substantial benefits to students at both institutions.

Publications

• Type: Journal Articles Status: Published Year Published: 2014 Citation: Gibson, K.D., T. J. Benjamin, B.R. K. Chapin, C.Y. Oseto, and A. M. Lucietto. 2014. Engaging undergraduate students from two institutions in a multicultural synchronously taught agriculture course. North American Colleges Teachers of Agriculture (NACTA) 58:32-38.

Progress 09/01/11 to 08/31/12

Outputs
OUTPUTS: A three credit hour course, "Multicultural Perspectives in Sustainable Agriculture", was taught to thirteen students during spring semester 2012 to students at Haskell Indian Nations University and Purdue University. Course materials (syllabus, lectures, assignments) were revised based on our experience teaching in 2011 but core features of the course (real-time lectures with AdobeConnect, online discussions, presentations by the students about their backgrounds and thei perspectives on sustainable land management, etc). The Purdue students visited Haskell Indian Nations Univeristy for three days. They interacted with Haskell students and faculty, toured the campus, and learned about the history of the university. Unfortunately, Haskell students were not able to visit Purdue in 2012. The semester course was followed by a three-credit, two-week course in Costa Rica entitled "Biodiversity in Natural and Agricultural Systems". Students visited conventional and organic agricultural systems and participated in service learning projects at three indigenous villages. Data developed from the semester course were analyzed and a manuscript developed that will be submitted to a peer-reviewed publication. PARTICIPANTS: Nothing significant to report during this reporting period. TARGET AUDIENCES: The target audiences for this project included students and faculty at both institutions. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.

Impacts
The courses had a similar impact on students in 2012 as in 2010 and 2011. Students gained experience working in culturally diverse groups and their interest in agricultural careers, including graduate school, increased. Student understanding of sustainable agriculture and indigenous philosophies of land use increased as measured by exams, term papers, and journal entries. Interest of non-majors in agriculture increased as measured by pre and post questionnaires. Interest in study abroad and international agriculture was also increased. Faculty gained experience working with culturally diverse students and in using distance learning tools such as AdobeConnect and VoiceThread. Based on the number of comments posted during lectures and on pre and post questionnaires, male students from Haskell Indian Nations University were particularly engaged in the lectures and evidenced the greatest interest at the end of the course in working in multicultural groups. Two new courses that will be available to students at both institutions through distance learning are being developed.

Publications

• No publications reported this period

Progress 09/01/10 to 08/31/11

Outputs
OUTPUTS: A three credit hour course, "Multicultural Perspectives in Sustainable Agriculture", was taught to thirteen students during spring semester 2011 to students at Haskell Indian Nations University and Purdue University. Course materials (syllabus, lectures, assignments) were revised based on our experience teaching in 2010. A commercially available software program, VoiceThread, was used to encourage interaction and facilitate discussion online among students. VoiceThread, allows students to post written, audio, and video comments in response to class assignments. Students traveled from their home institutions to the partner institution for three to four days to interact in person with each other and to learn about the partner institution. Students presented audio and video interviews of their family and friends about during the visit. The interviews focused on perceptions of sustainability and included information about the presenting student's background. During their visit to Purdue University, students from Haskell Indian Nations University also participated in a plant ecology course field project. The semester course was followed by a three-credit, two-week course in Costa Rica entitled "Biodiversity in Natural and Agricultural Systems". Students visited conventional and organic agricultural systems and participated in service learning projects at three indigenous villages. One student returned to two of the indigenous villages for a summer internship. The courses were featured in Purdue University's Agricultures magazine. PARTICIPANTS: Nothing significant to report during this reporting period. TARGET AUDIENCES: Target audiences included undergraduate students at Haskell Indian Nations University and at Purdue University as well as faculty at both institutions. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.

Impacts
The courses had a similar impact on students in 2011 as in 2010. Students gained experience working in culturally diverse groups and their interest in agricultural careers, including graduate school, increased. Student understanding of sustainable agriculture and indigenous philosophies of land use increased as measured by exams, term papers, and journal entries. Interest of non-majors in agriculture increased as measured by pre and post questionnaires. Interest in study abroad and international agriculture was also increased. Faculty gained experience working with culturally diverse students and in using distance learning tools such as AdobeConnect and VoiceThread. Haskell Indian Nations University who attended the 2010 course started a Ph.D program in the College of Agriculture at Purdue University.

Publications

• No publications reported this period

Progress 09/01/09 to 08/31/10

Outputs
A new three credit hour courses was developed and taught. "Multicultural Perspectives in Sustainable Agriculture" was taught to 21 students during spring semester 2010. The course was taught simultaneously to students at Haskell Indian Nations University and Purdue University using AdobeConnect and online collaboration tools like Google documents and Facebook. Students traveled from their home institution to the partner institution for three to four days during the course. An existing course "Biodiversity in Natural and Agricultural Systems" was revised to follow the semester course. Sixteen students from Purdue and Haskell Indian Nations participated in a Maymester course on sustainable agriculture in Costa Rica from May 24 to June 8, 2010. Students visited several agricultural systems including coffee, banana, and cacao. They participated in service learning projects at three indigenous villages within Costa Rica. Two students remained in Costa Rica after the course for an eight week internship. We hoped to support four students but funds for two internships were used instead to reduce the costs of the Maymester course enough to attract students. PRODUCTS: Course syllabi, lectures, and supporting educational material were developed. A course website was developed in fall 2009 and launched before the semester course started. Internship projects were developed and interns selected. An itinerary for the Maymester course was developed and travel arrangements made. New service learning activities were developed for the Maymester course. OUTCOMES: Student understanding of sustainable agriculture and indigenous philosophies of land use increased as measured by exams, term papers, and journal entries. Interest of non-majors in agriculture increased as measured by pre and post questionnaires. Interest in study abroad and international agriculture was also increased. Faculty and students gained experience using distance learning tools such as AdobeConnect. DISSEMINATION ACTIVITIES: The courses were advertised at each campus through directed email, fliers, and call-out meetings. FUTURE INITIATIVES: We will use feedback from students to refine the semester and Maymester course. Both courses will be offered in 2011. We will repeat pre and post questionnaires and develop an article on teaching sustainable agriculture for submission to a peer-reviewed journal. We anticipate reallocating funds from the internships to reduce course costs to minimize financial obstacles to participation.

Impacts
Students gained experience working in culturally diverse groups and have maintained contact after the course ended. Interest in and knowledge of agricultural careers has increased at Haskell Indian Nations. We anticipate that at least one Haskell student from the course will apply to graduate school at Purdue in the College of Agriculture.

Publications

• No publications reported this period