Progress 09/01/11 to 08/31/16

Outputs
Target Audience:The target audience for "It's All About TEF: Internationalizing Teaching, Extension and Farming Research in Ethiopia" is undergraduate students from the University of Nebraska Lincoln who are studying a discipline relevant to food security and who have not participated in a study abroad program during the course of their undergraduate education. In addition, we have been targeting studentswho have had limited opportunityto study food security-related topics in a domestic or international setting, but also those who rarely participate in study abroad due to limited financial resources and limited access to study abroad program information. Changes/Problems:Our changes and problems in this program were easily addressed and remedied. Below I list the few problems encountered and what we did to tackle the issue during the life of the project. Our work resulted in an improved project overall so that what was initially experienced as a problem was turned into a positive outcome. 1. Change in PI. My collaborator completed his contract with UNL in 2014 and was unable to renew his contract for 2015. Therefore he returned to Ethiopia. I had to complete the majority of this grant without the support and help ofmy colleague. However, we consulted on project areas when I was in Ethiopia each summer and he will assist in preparing the final manuscript for publication. 2. Change in University Partner due toPolitical Unrest. We had to change university partners after the 2014 program ended because Haramaya University in Northern Ethiopia experienced some political unrest and tensions on the ground were affecting our experience. As PI,Idid not feel comfortable taking students back to this region and despite disagreement from my colleagues, I made this change. In 2016, Haramaya had student uprisings which resulted in additional unrest and student deaths. Furthermore, thisOromia region is the place where the stimulant chat is grown on thelargest amount of land andI did not want undergraduates in this area. So in 2015 and 2016, we moved our project to Hawassa University. This turned out to be a great move for us. The students got to experience the Great Rift Valley and the College of Agriculture at Hawassa University includes the USAID Center of Excellence for Nutrition in Ethiopia. So this initial discomfort resulted in a positive outcome for the project, but also increased the education of our students. 3. Inability to recruit agriculture majors for the study abroad. Despite giving talks in agronomy courses, attending education abroad fairs in CASNR, and receiving a no-cost extension to offer a winter program which would allow those who need summer for farming activities, we were unable to recruit agriculture majors for our education abroad programs. Now that the program is housed in Nutrition, we will at least have a home base and a program that is sustainable. Our hope is to continue recruiting in Animal Science and Agronomy so that slowly, we generate interest and desire to study food security in an international setting. We have befriended faculty and administrators to help in our efforts for the future. What opportunities for training and professional development has the project provided?1. Oral Presentation and Power Point Design. All students create and deliver Power Point presentations for faculty and staff of collaborating institutions while in Ethiopia. In addition, those who completethe summer programpresenta panel discussion in the subsequent fall semester to recruit students for followingyear's program. University administrators, faculty and students attend these sessions. The Power Point presentationincludestheresearch data and observations from the5 week program experience. All students gain skillin public speaking and in preparing an academic presentation. 2. International Study Scholarship. One 2014 participantreceivedthe State Department's Boren scholarship andhas just returned from one year in Mozambique where she studiedPortugese and researched childhood feeding patterns. She conducted acomprehensive literature search, wrote an IRB proposal, and created a project design to address a nutrition-related topic which the NGO, CARE International, requested. This entire process was facilitated by the 2014 Ethiopia study abroad experience. She will now use the data collected for her senior honor's thesis and submit a manuscript for publication. A 2015 returnee also applied for the Boren to work in Tanzania, but was not successful in her application. Still she learned to write applications and academic essays and conduct research during this process. She is now applying to dental school, another outgrowth of her Ethiopian experience, where she learned the connection between malnutrition and tooth decay among primary school children. 3. Education Abroad Scholarships. Two of 6 students in 2014, 3 of 9 in 2015, and 1 of 7 in 2016 received a Benjamin A. Gilman International Scholarship for the study abroad program in Ethiopia. All students gain extensive experience writing essays for funding support and filling out applications. Most are successful in one or more of their applications and this allows them to have entries on their resume or c.v. as they apply to graduate or professional school. Gilman recipients must be Pell Grant students;consequently,every year we have had low income students participate in this program. Also, eachyear, we have had minority students participate in this NIFA-fundedstudy abroad. Students who were once refugees and African American students have participated annually, but also low income and minority students have been a part of each year's program. All of these students are from university population segments whorarely experiencea study abroad program anywhere in the world, let alone in Africa. 4. Training in Research Methods and Data Collection. All 22 participants over 3 yearslearned to do anthropometric assessments and dental exams in food insecure areas of Ethiopia. Data werecollected under an IRB proposal; hence all students completed the ethical training required for conducting research. Finally all students conducted household observations, collected data in markets related to food availability, and visited fishing sites, dairies, processing plants, and farms where food is produced and procured. 5. Graduate Student Teaching. One UNL PhD student in Nutrition, originally from Ethiopia, assisted with teaching, and provided guidance and advice forthe 2015 program. After completing his first year of graduate school at UNL, he then co-lead the2016 study abroad program. He has now learned how to administer a program, guide students in a new cultural setting where they have limited knowledge, and provide training in hands-on tasks. He has also learned how to design, implement and monitor a study abroad program. 6. Visits to International Governing Bodies and Service Providers. All students and faculty participating in the 2015 and 2016study abroad program visited the UN's World Food Program office and/or WFP community program sitesand other food-related service programs. Also, the entire group in 2015 and 2016 visited and toured the African Union headquarters in Addis Ababa. Students received briefings on Food Security and the Ebola Response and related issues for the continent. These visits allowed students to see how food policy affects food security and health on the continent. 7. Work with Ethiopian Universities. All 22 students worked with faculty and students from two different Ethiopian institutions, Wollo University in the Ethiopian Highlands, and Haramaya University in 2014, and Wollo University andHawassa University in the Great Rift Valley in 2015 and 2016. Students conducted reseach alongside Ethiopian students and toured each campus. They toured agricultural research plots at each university, as well as animal science and aquaculture sites to see the kind of food security-related research being conducted. 8. UNL collaborations with Ethiopian Universities. Research and project designs for future collaborations are ongoing between UNL and Hawassa University's Department of Nutrition and Food Science. Faculty are also advising each other's graduate students and contributing to their MS research. These relationships have grown directlyout of the education abroad programs. 9. Manuscript Preparations. Data collected in 2015 and 2016 will be the basis for an honor's student senior thesis and then the manuscript from this collaborative work will be submitted for publication. This data entry and literature search is ongoing. Also, the UNL graduate student who acted as the co-leader for 2016 and the PI are now completing a manuscript about the study abroad program funded by the ISE grant. That manuscript will be completed in August of 2016 and submitted to an education abroad journal. Both undergraduate and graduate students have had the opportunity to participate in these writing and manuscript preparation experiences. How have the results been disseminated to communities of interest?1. In May of 2015, the Project Director visited USDA headquarters in Washington, DC to participate in a panel presentation and discussion with other ISE PIs. The discussion which resulted among attendees, and the questions posed about each project, were useful in considering the possibilites for follow up to the grant and sustaining the activities started with NIFAfunding. 2. Because we have now completed the grant and 3 study abroad programs, the Project Director is preparinga manuscript about the development of an education abroad program in a developing country that includes science and research. The many lessons learned related to recruiting, assisting students in locating funding sources, administering the program on the ground, and the student learning outcomes will be included in a 2016 academic conference presentation and in a subsequent manuscript for an education abroad journal. Students who attended the 2015 and 2016 programs filled out a pre and post-trip questionnaire and this data will be a part of the manuscript. Also, student participants in the summer 2015 and 2016 education abroad programs designed and wrote blogs while on the 5 week trip. This blog is used for recruiting students in subsequent years but also provided information and educational material to university administrators, staff, students, and family members of participants. The blog was written by a different student each day and included photos taken by the group over the 5 week journey. 3. The data collected on growth and development and dental health during 2015 and 2016 will be entered, analyzed and prepared for submission to two or more journals. Students will assist in the preparation and write-up of this material and, as noted above, one or more students will use this material as the basis for completing a senior honor's thesis. What do you plan to do during the next reporting period to accomplish the goals? Nothing Reported

Impacts
What was accomplished under these goals? "It's All About TEF: Internationalizing Teaching, Extension and Farming Research in Ethiopia" has resulted in achievements within each of the goal objectives. To strengthen the global competitiveness of UNL's faculty and students, through international research and education in Ethiopia, the following has been done: Objective 1: Develop a study abroad to enhance the international experience, knowledge and skills of UNL students. A study abroad course was implemented during 2012`-13 and the first program was conducted in Ethiopia during June-July of 2014. Since 2014, 2 additional programs have been completed; one in June-July of 2015, and one in May-June of 2016. Despite the fact that thegrant funds have been expended, we hope to continue the researchprogram over 5 weeks each summer. Toensure long-term sustainability, the program was moved from Arts and Sciences (A&S)to College of Education and Human Sciences (CEHS) where the student interest has been highest. Although the original PI co-leadthe 2014 program, he stayed inEthiopia at the close of the trip. Thecurrent PI is a Professor in Nutrition(NHS) but works with faculty and students from acrossUNL. Thischange in project personnel has allowed the program to be more expansive inits reach. Despite extensive recruiting efforts, and targeted workdirected atAgricultural Sciences and Natural Resources (CASNR), only one of 22 students who has completed anEthiopia study abroad hasbeen from a agriculture-related discipline. For the most recently completed program (May/June of 2016),all students were nutrition majors. To attract students from Agronomy and Horticulture, CASNR faculty offered a winter break program in 2015. Although advertising was extensive and grant funds were offeredto offset costs, the Agronomy faculty was unable to recruit a student whose major was agriculture. Nevertheless,we provided funding to an A&S student who was interested in climate change. The summer programs have all been 5weeks longand have emphasized variedecological zones; highlandAmhara Regionand the SNNP region in the Great Rift Valley. In all,22 students have completed study abroad; 6 in 2014, 9 in 2015, and 7 in 2016. Our original goal was to support14 students; consequently we have exceeded this goal by training 8 additional students. All 22 participants have received ISE funding tooffset travel costs. Because the ISE is complete, future participants will need to pursue other sources of funding to cover trip costs, e.g. State Department's Gilman Scholarship. We will work with UNL's Education Abroad office to connect students with funding sources and offer support in applying and writing essays. We will alsorecruit10 students each year so that costs are shared by a larger group. To ensure that we can continue to offer the program each year with 10 students,we will open the programto other BIG TEN universities, allowing us to minimize costs for each individual. Each year we have enhanced the course curriculum around the four pillars of food security;availability, accessibility, useability and sustainability. All students have completed IRB training to conduct research and collect data in households, health clinics/outposts, markets, and primary schools. All students have made anthropometric and dental assessments of primary school children to see the impact of undernutrition and evaluatethe impact on growth and development. We also visit health facilities to see how many individuals seektreatment related to severe acute malnutrition (SAM) on an annual basis and interview health care providers about treatment regimens. We compile lists of market foodsand visit households to observe the way in which food is acquired, prepared, and distributed. All students participate in on-farm activities, e.g., cooking over a three-stone fire, plowing, grinding grains, hauling water. Finally we visit NGO's and international entities such as the African Union to see and understand how food and health are addressed in policy. Objective 2: Create a new multidisciplinary seminar course entitled, "Food Security from a Global Perspective." This course was created as a cross-listed course with thehome department in Anthropology and was taught in 2012 and 2013. Once the original PI returned to Ethiopia,the course was reorganized in a new home department. The global food security course is now housed in NHS and is taught each fall semester. Despite the cross-listing with 4 other departments, only 5 students enrolled in fall 2015. The curriculum was overhauled during the 2015 semester so that students are now reading 4-5 of recently publishedbooks on food security, performing a group assessment of basic food security inLincoln, Nebraska, and writing a paper on one country and presenting the content through a Power Point presentationon food security. The fall 2016 course already has 12 students enrolled and we anticipate that the enrollment will continue to increase as the course gains momentum and students become aware of this curricular possibility. This is a permanent and sustainable course and is unique in terms of content on a timely and importanttopic. Objective 3: At least 3 courses with expanded international components. The original PI, Dr. Shimelis Beyene,expanded the international content of 3cross-listed courses in anthropology. Despite his departure from UNL, the internationalized courses continue to be taughtand the curricula includean international perspective because the course description language in the university catalog was altered. Although I don't teach these previously alteredcourses,I have strengthened the interational curriculum forNUTR 253:Cultural Aspects of Food and Nutritionfor NHS. Student enrollment for this course is never less than 80 students, exceeding the enrollment of the other courses combined. But also the food and culture course was already listed as a diversity offeringfor general education. Students from all colleges take this course and consequently, we are actually reaching a large number of students regarding food and international topics. I have incorporated the four pillars offood security into the curricula for this course and am writing a textbook to expand and enhance the education that UNL students receive about food and food culture worldwide. Finally, each year I am able to recruit for the Ethiopia program in this course. In 2016,4 of the 7 students who enrolled in the program were from NUTR 253. Objective 4: Strengthen the capabilities of UNL faculty, students and extension personnel to conduct multi-disciplinary research and teaching. Through this grant, research training has been provided to 22 UNL undergraduate students, none of whom had conducted food-related research prior to participating in the study abroad program in Ethiopia. Although most students had read about anthropometric assessment and food-related illness such as kwashiorkor and marasmus, this grant-funded program provided an opportunity to conduct these assessments and see actual cases of food-related ailments. UNL students worked alongside Ethiopian university students and talked to Ethiopian faculty. CEHS signed a letter of collaboration with Hawassa University's College of Agriculture so that faculty and students from Nutrition at each university could work together on collaborative efforts and share educational materials. We did not have a formal collaboration prior to this education program; however we are nowin the process of searching for grant funding to conduct collaborative projects. As PI, I am now on the MS committee for a skeletal flourosis project in Department of Nutrition and Food Sciences at Hawassa University. Also,my study abroad co-leader is a former lecturer at another of the collaborating institutions, Wollo University, and will participate in future education abroad programs as a co-leader and conduct collaborative research as a UNL student in Ethiopia.

Publications

Progress 09/01/14 to 08/31/15

Outputs
Target Audience:The target audience for this reporting period (July 2014 to July 2015) was undergraduate students at the University of Nebraska Lincoln who are studying a discipline relevant to food security, and who have had limited opportunities in the past to study abroad. Changes/Problems:All efforts related to the grant have included few problems and changes. However, we did have some minor issues during the education abroad in 2014 and attempted to make improvements this year. 1. For the duration of the grant, we have had difficulty in recruiting agriculture majors for the education abroad programs. We have offered information sessions on the agriculture campus and attended the education abroad fairs in agricuture. Yet this year, we were unable to interest a single student. We asked for and received a 2nd no-cost extenstion to make one final attempt at recruiting agriculture majors under the grant for a December 2015-January 2016 trip. Agronomy faculty who are Co-PI's on this grant would accompany the students. If we are not successful, the funds will be used for the summer 2016 trip and nutrition students. 2. We changed one university site so that we could more easily access field sites, provide a greater contrast in ecology, have expertise in Nutrition from Ethiopia, and provide a safer environment for students which the PI felt would enhance the learning experience. Thus we substituted Hawassa University in the SNNP region for Haramaya University in the Oromia region and created a much more positive experience for students. The Hawassa University Department of Nutrition is housed within the College of Agriculture and there is a real 'farm to table' approach in education related to food security. 3. We added new pre-departure reading material to the education abroad course syllabus which the students seemed to benefit from. One book was an ethnography about a scholar researching child feeding habits in a rural community in Mali and another was about research methods related to food habits and consumption. We will reconsider texts for 2016 so that students feel prepared to 'hit the ground running' in Ethiopia. What opportunities for training and professional development has the project provided?1. Oral Presentation and Power Point Design. Five of six participants from the Ethiopia 2014 Education Abroad presented a panel discussion in fall 2014 to recruit students for the 2015 program. Students prepared Power Points which included their research data and observations from their 5 week program and delivered oral presentations in two programs at UNL. 2. International Study Scholarship. One of the 2014 education abroad students learned of the State Department's Boren program while promoting the Ethiopia study abroad program for 2015. Under the Project Director's mentorship, she applied for and received a $20,000.00 scholarship to study Portugese and research childhood feeding habits in Mozambique for the 2015-2016 academic year. In preparing the application, she learned how to do a comprehensive literature search, write an Institutional Review Board proposal, and create a project design to address a nutrition-related topic which the NGO, CARE International, has asked her to study. This entire process was facilitated by the 2014 Ethiopia study abroad experience. 3. Education Abroad Scholarships. Three of the 9 students who participated in the Ethiopia education abroad learned to write scholarship essays and research funding options for education abroad. Three students received a Gilman award for the 2015 Ethiopia trip. 4. Training in Research Methods and Data Collection. All 9 education abroad students learned to do anthropometric assessments and dental exams among middle school children in food insecure areas of Ethiopia. This data was collected under an IRB proposal; hence all students completed the ethical training required for conducting research. Finally all students had to conduct household observations, collect data in markets related to food availability, and visit fishing sites and farms where food is produced and procured. 5. Academic Research Presentations. All 2015 Education Abroad students prepared and presented their research findings at both Wollo University and Hawassa University. Fellow UNL students, Ethiopian student counterparts, and faculty and staff attended. Students gained experience in pubic speaking, preparing Power Point presentations, and delivering research data. 6. Graduate Student Teaching. The project director hired an incoming UNL PhD student in Nutrition to assist with teaching, and provide guidance and advice to the 2015 study abroad. He has now learned how to administer a program, guide students in a new cultural setting where they have limited knowledge, and provide training in hands-on tasks. This will allow the PhD student to return to Ethiopia each summer throughout his doctoral training so that he can co-lead the annual education abroad trip, strengthen the university collaborations, and creates a long-term relationship for UNL. 7. Visits to International Governing Bodies and Service Providers. All students and faculty participating in the 2015 study abroad program visited the UN's World Food Program for a briefing about food aide and other food-related service programs. Also, the entire group had the opportunity to visit and tour the African Union headquarters in Addis Ababa. Students also received briefings on Food Security and the Ebola Response and related issues for the continent. 8. Work with Ethiopian Universities. Students worked with faculty and students from two different Ethiopian institutions, Wollo University in the Ethiopian Highlands, and Hawassa University in the Great Rift Valley. Students conducted reseach alongside Ethiopian students and toured each campus. They toured agricultural research plots at each university, as well as animal science and aquaculture sites to see the kind of food security-related research being conducted. How have the results been disseminated to communities of interest?In May of 2015, the Project Director visited USDA headquarters in Washington, DC to participate in a panel presentation and discussion with other ISE project directors. The discussion which resulted among attendees, and the questions posed about each project, were useful in considering the possibilites for completing the grant and sustaining the activities started through this funding. Because we have now completed two study abroad programs, the Project Director will prepare a manuscript about the development of an education abroad program in a developing country that includes science and research. The many lessons learned related to recruiting, assisting students in locating funding sources, administering the program on the ground, and the student learning outcomes will be included in an academic conference presentation and in a subsequent manuscript for an education journal. Students who attended the 2015 program filled out a pre and post trip questionnaire and this data will be a part of the manuscript. Student participants in the summer 2015 education abroad program designed and wrote a blog while on the 5 week trip. This blog is used for recruiting students in subsequent years but also provided information and educational material to university administrators, staff, students, and family members of participants. The blog was written by a different student each day and included photos taken by the group over the 5 week journey. Film footage of students in a variety of activities was taken during the 5 week 2015 trip. This film will be available on the website to educate and provide information to those interested in future education abroad programs to Ethiopia. Finally, the data collected on growth and development and dental health during 2015 will be entered, analyzed and prepared for submission to two or more journals. Students will assist in the preparation and write-up of this material. What do you plan to do during the next reporting period to accomplish the goals?1. The project director asked for and received a second no-cost extension to try and recruit agriculture students one last time for the related education abroad program. Although both the Education Abroad coordinator and the Project Director made multiple attempts, we were unsuccessful in recruiting agriculture students. The UNL agronomy faculty has proposed a trip to Ethiopia in December 2015 - January 2016 and will enroll as many as 6 agriculture undergraduate students. The timing will allow the group to see the height of the growing season and a 3 week duration - rather than a 5 week - might create more interest in the program. Should the recruiting for the December trip fail, we will apply the remaining funds to the 2016 summer program. 2. We will turn in a proposal for the 2016 education abroad to Ethiopia on September 1, 2015, establishing this as a permanent offering for the Department of Nutrition and Health Sciences. It will be the only such program for the department. Because there are no other education abroad programs specifically designed for nutrition majors, there is great interest in the course. Students want and need international experience related to all aspects of food security. Seven of the 9 students who attended the 2015 program are Nutrition majors. Also, the project director who is a faculty member in Nutrition and Health Sciences, will now have this education abroad program as a regular part of her teaching load. Although students from all disciplines and colleges will be eligible to participate in the program, Food Security, Health and Nutrition in Ethiopia, the program and related course will be permanently housed in Nutrition. 3. Returning students from the 2015 program will present two panel discussions about the program in September 2015. We will begin recruiting early for the 2016 program, helping students access funding sources and preparing them earlier than in previous years. With this summer offering now a part of the regular teaching load, more time can be devoted by the Project Director to organizing and preparing the education abroad program. 4. The incoming PhD student in nutrition who is from Ethiopia, and assisted with the 2015 education abroad, will also contribute to recruiting students for the 2016 program. He will also assist in preparing manuscripts related to development of the education abroad and the data collected by students in the 2015 program. 4. Advertising the course, 'Food Security from a Global Perspective' should improve the course enrollment and participation for this grant-related course in its new home in Department of Nutrition and Health Sciences. Fall 2015 is the first time that this course will be offered as part of the nutrition curriclua, hence students will need time to learn about the course and see it in the departmental course listings.

Impacts
What was accomplished under these goals? Progress was made on each of the four objectives related to the project's central goal, "...strengthen the glocal competitiveness of UNL's faculty and students, through international research and education, in Ethiopia." during this reporting period 2014-2015. 1. A second study abroad program in two different ecological zones of Ethiopia was conducted over five weeks, June 3 to July 13, 2015 for nine students. Two Ethiopian universities, Wollo University in the Amhara Region, and Hawassa University in the Southern Nations and Nationalities and Peoples Region, hosted the group and facilitated research. Visits were made to rural households, health centers and outposts, markets, schools and international governing bodies who impact food security. The Education Abroad coordinator for the College of Agricultural Sciences and Natural Resources (CASNR) and the College of Education and Human Sciences (CEHS) accompanied the Project Director for the entire duration of the trip to both co-lead and assess the feasibility of an annual CEHS study course, "Food Security, Health and Nutrition in Ethiopia". A colleague from Ethiopia's Wollo University, who will begin PhD training at the University of Nebraska in the Fall of 2015, was paid to work with the UNL students throughout the 5 weeks in Ethiopia as well so that he will be ready co-lead the program over the next 5 years (starting in 2016) while completing his PhD in the US. This strengthens his portfolio, but also the long-term relationships with our Ethiopian partners. In our original proposal, we anticipated that as many as 14 undergraduates would benefit from this funding and we have now exceeded that number with 15 trained and funds remaining to support 6 additional students. 2. The course, "Food Security from a Global Perspective" will be taught in the fall of 2015. Because it is now housed in Nutrition, but still cross-listed among 3 colleges and 5 departments, the students who are enrolling are diverse and bring a variety of perspectives to the semester-long discussion. 3. International content has been added to additional courses such as Nutrition NUTR 253: Cultural Aspects of Food and Nutrition. This international curricula serves as a catalyst for students to sign up for the the education abroad course in Ethiopia. At least one student from this course has been a part of the education abroad in both 2014 and 2015. 4. The education abroad course includes research training and data collection; consequently, in both 2014 and 2015, students collected data under an IRB project proposal on household food preparation and consumption and on growth and development in school children in food insecure regions of Ethiopia. The 2015 data will be submitted for publication and students will be co-authors. Additionally, the education abroad program has created interest in international issues among all students and many are now pursuing additional international research opportunities as undergraduates. For example, a 2014 student was awarded a Boren Scholarship to study in Mozambique. Starting in August of 2015, she will begin a year of training in Portuguese language and conduct research on childhood feeding patterns for the the international NGO CARE using skills acquired during the study in Ethiopia. Finally, based on experiences in offering the education abroad course in Ethiopia, the project director and co-leaders will prepare a manuscript about an international education abroad course focused on food scurity which includes research training.

Publications

Progress 09/01/13 to 08/31/14

Outputs
Target Audience: We have reached 44 students this year through course instruction, including three campus courses and one study abroad course taught in Ethiopia. Among those enrolled for ISE-related courses, six were graduate students while 32 were undergraduates. One student was an international scholar and at least 25% of the students enrolled were minority students. More female students were enrolled than male students among the four courses. Changes/Problems: There are no major changes to be inacted. One minor change is that we will take students to a new university site, Awassa University, rather than return to Haramaya University. Haramaya was difficult in terms of finding places for students to stay, is in an area where fewer food crops are grown, and is difficult to access as they rainy season approaches. So we will still visit two universities but only one of these will be the same as the previous year, Wollo University. What opportunities for training and professional development has the project provided? Two faculty members, Drs. Shimelis Beyene and Mary Willis, learned about conducting a study abroad while taking students on this 5 week trip. This experience has allowed Dr. Willis to design an improved itinerary and curriculum for 2015, but also to set up relationships in Ethiopia which will help sustain an ongoing study abroad in this East African country which has so much to teach regarding food and food systems. We have also learned that in order to gain the interest of students in agronomy, we will have to have a solid program which supports students from multiple disciplines. This way, we can always have the study abroad going and with time, insert more and more students who study an area related to agriculture. Students really are the best representatives for recruiting others from discipines which rarely study abroad. How have the results been disseminated to communities of interest? An abstract will be submitted in October 2015 for an oral presentation at the Society for Applied Anthropology meeting to be held in spring 2016. Following this meeting, a manuscript will be prepared on the design and implementation of a research study abroad focused on nutrition, food, and health in Ethiopia. The emphasis here will be on training students from multiple disciplines and helping them to conduct research. What do you plan to do during the next reporting period to accomplish the goals? 1. Dr. Willis has been working to interest students in the study abroad for 2015; she has attended 3 different campus fairs, organized 2 student panel presentations, and presented the opportunity to advisors in the College of Education and Human Sciences. 2. Dr. Willis has been maintaining contact with the travel companies, hotels and universities to design the 5 weeks study abroad for June and July of 2015. 3. Dr. Willis has located an alternative university site to replace Haramaya University so that student research support and training can be expanded. The new university collaborator, Aswassa University, has a nutrition department in the College of Agriculture and will accommodate a more diverse audience. The site itself is also easier to work within and is set in another ecological zone. 4. Drs. Willis and Beyene wrote detailed notes about the first experience so that when the 2015 study abroad is completed, a comparison can be made and a mansucript can be written to share what has been learned and provide suggestions to others for creating this study abroad.

Impacts
What was accomplished under these goals? 1. In the fall of 2013, the revised course, Ecological Anthropology (ANTH/NRES 473/873), was offered to 15 undergraduate and 3 graduate students. 2. In the spring semester of 2014, 13 students were enrolled in the ISE-developed course ANTH/AGRO/HORT/NRES 429/829, Food Security from a Global Perspective. Two faculty taught this course for 2 graduate students and 11 undergraduates. Students conducted group projects with a regional focus and completed individual research papers on a topic of interest related to food security. A guest speaker presented a lecture on food security contributions from USAID and two UNL research professors, one from Agronomy and one from the National Drought Mitigation Center, gave lectures to the class. Also, students attended 2 UNL Heuerman lectures which focused on food security topics. Course revisions were made based upon the evaluator's input which was generated by talking to students before and after the course was completed. Students were from a mix of disciplines, including social and biological sciences. 3. Applied and Development Anthropology(ANTH 474/874), a course revised through ISE, was offered to 7 students; one graduate student and 6 undergraduate students. 4. Submitted the paperwork for adding Food Security from a Global Perspective (as noted above) to the palette of courses for Nutrition and Health Sciences. Course approval achieved in the fall of 2014. 5. Submitted the paperwork to move the home department forFood Security from a Global Perspectivefrom Anthropology to Nutrition and Health Sciences. This was done to ensure that nutrition majors would begin to enroll in the course and that the course would be taught every academic year. In this third reporting year, students from 3 colleges and 5 departments can earn credits for this course. The goal is to increase the enrollment to 25 in the next few years and to promote diversity among majors. Also, we have previously offered the course on a single day, from 5:00 to 9:300. This turns out to be too much for one day and students are too tired mid-way through the course. So we will now teach the course over two days in the late afternoon. The course will be offered next in the fall of 2015. 6. The first study abroad course, funded through this ISE grant, was conducted in Ethiopia over 5 weeks in June and July of 2015. Six students, 2 males and 4 females, and two faculty (Drs. Shimelis Beyene and Mary S. Willis) were a part of this first study course. Students had one week of training and preparation in the U.S. before the Ethiopian study segment began. Two research sites were visited and students observed and studied all aspects of food security, including households, markets, farmers' fields, health centers, schools, and food production centers. Two Ethiopian universities, Wollo University and Haramaya University, were used to facilitate research, and 6 faculty and 4 students from each provided support to UNL students. Both sites were in highland regions and ncluded areas which require food aide to support malnourished populations. Students met with World Food Program staff near Dese, Ethiopia in the Amhara region, the 'buckle' of the famine belt. In addition, students met the human rights officer for the United Nations High Commissioner for Refugees to discuss food issues. 7. Students who participated in the study abroad in Ethiopia presented 2 panel discussion sessions for other UNL students, faculty and staff upon their return. They presented research findings and observations, and answered questions about the trip as a recruiting tool for the study abroad in summer 2015. Our total number of participants for 2015 will more than double: 27 students have signed up for additional information and 10 of these are already certain to attend the study abroad. Most of those interested at this time are students from Nutrition and Health Sciences. 8. One summer study abroad student made the decision to add a second major related to water and natural resources as a result of his ISE-funded experience. In addition, this student will return to Ethiopia with the study abroad group in 2015 to do further research about water and water resources. He will be joined by a second student who will conduct her studies on soil. She too participated in the 2014 study abroad and wants to expand her research scope. 9. Dr. Willis assisted with 3 different presentations related to study abroad programs at UNL following the Ethiopia tour in 2014. This was done to contribute to recruitment efforts. Also, Dr. Willis met with the advisors in the College of Education and Human Sciences to discuss the ISE program and provide information to use in recruiting 2015 students. 10. We conducted a pre and post assessment of the study abroad student experience. Students provided constructive feedback which we will fold into the summer 2015 experience. For example, they requested more detailed preparation before the trip about what they will see and experience. The poverty was overwhelming and of course we saw malnourished children with kwasiorkor. This was hard to process and made us realize that we need to have discussions at the end of each day to process and support. Also, we will have a more detailed itinerary prepared given our 'practice' session in summer 2014. Overall, our students were very pleased with the experience and all stated that they learned a great deal. One student provided the following input at the close of her research paper: In conclusion, I learned so much about food security and nutrition while on this trip to Ethiopia. It was very interesting to hear about the different methods and hybridized seeds being experimented with to increase crop yield. I enjoyed my time observing food preparation in the households, even participating at times in the household’s daily chores. This trip has only strengthened my resolve and ambition with regards to the field of Dietetics. I feel that combating food insecurity and educating the public with regards to nutrition and healthy eating is an important job and one that I am more than willing to undertake.

Publications

Progress 09/01/12 to 08/31/13

Outputs
Target Audience: We have reached at least 56 students through three courses related to this project; one new course and two revised courses. Among the 56 students that took these courses, 45 were undergraduate and 11 were graduate students. Two graduate and two undergraduate students were international students from Africa and Asia. Four undergraduate students were also from monority groups. Changes/Problems: The major challenge has been the recruitment of qualified students for the study abroad in Ethiopia. Of the four students that applied last spring, only two qualified to participate based upon their current GPA. As a result, we cancelled the planned trip to Ethiopia for the summer of 2013. Because the study abroad course had only been advertised as an Anthropology course in the first notices, we began to investigate offerings through additional departments and colleges. Allowing credit to be obtained through multiple departments and colleges provides the maximum flexibility for students to enroll in a study abroad course and receive academic credit for their experience. To this effect we held several meetings since last spring with relevant university officials from three colleges. We made the necessary revisions and a course entitled “AGRI 310 Study Tours in International Agriculture: Global Food Security Scholar” has been approved by College of Agriculture and Natural Resources. CASNR not only approved the course but also earmarked financial support for qualified students that may, combined with our project support, bring the total student cost to less than $2000. Similarly, a process is underway to get our course into the curriculum of College of Education and Human Sciences, with the support of the Global Engagement Coordinator and the Chair of Department of Nutrition and Health Sciences. Offering the study abroad course from these three colleges will appeal to wider students than it was possible last spring, when it was offered only from College of Arts and Sciences. What opportunities for training and professional development has the project provided? Nothing Reported How have the results been disseminated to communities of interest? The team teaching, where all the project team participated in class discussion and presentations, have provided maximum learning opportunity to students. What do you plan to do during the next reporting period to accomplish the goals? We continue to provide the following courses with several international case studies and perspectives, updating them as new case studies are published. Ecological Anthropology (ANTH 473/473, NRES 473/873) Applied and Development Anthropology (ANTH 474/874) Agro-ecology (AGRO 435/835, HORT 435/835, NRES 435/835) The project evaluator has refined a ‘pretest/posttest’ assessment instrument for these courses to increase student response rates and maximize input from the student perspective. As a result, we were able to obtain the maximum response rate in the Global Food Security course offered in the spring of 2013. We will participate in the Fall Education Abroad Fair to advertise the course early and widely, now that it is also being given within CASNR as well. Digital notices will be distributed across the campuses, colleges and departments so that students can consider this study abroad course right away. Faculty will recruit students in courses as well. This study abroad is one of the few offerings which includes a strong research component and is subsidized by the ISE award; thus the study course will strengthen research skills and is cost-effective. The new course Food Security from a Global Perspective and the revised courses Applied and Development Anthropology and Ecological Anthropology will be offered, for the second time, to students across the university this fall and in the upcoming spring semester of 2014. The first study abroad in Ethiopia will be conducted the summer of 2014. We already have four interested students and expect more as the course is advertised in different venues. Eight to ten students are expected to participate as it will be offered through three colleges. In addition to participating in faculty research projects, survey data collection and interviewing, anthropometric measurements and resource mapping, students will spend about three days with rural families conducting participant observation. Upon return, students will share their experiences with UNL students and faculty in a workshop. In conclusion, we have continued to build on the Year One accomplishments, with the major challenge being how best to advertise and recruit students for a study abroad in East Africa. Because the course is being offered from multiple colleges, The College of Arts and Sciences, The College of Education and Human Sciences, and the College of Agriculture Sciences and Natural Resources, and with additional student support possible from several internal sources, we expect that we will establish a very effective and important mechanism for international education.

Impacts
What was accomplished under these goals? In the Fall of 2012, the College of Arts & Sciences Curriculum Committee (CASCC) approved the study abroad course entitled “ANTH 498/898: Advanced Current Topics in Anthropology: Study Abroad in Ethiopia” and the course was subsequently incorporated into the Education Abroad Office (EAO) bulletin. The project team participated in the Spring 2013 Education Abroad Fair by distributing the course brochure, explaining the study abroad course to students and displaying artifacts from Ethiopia at a booth devoted to this project. Four students completed the initial application; however two students did not qualify to participate based upon the current GPA. As a result, we cancelled the planned trip to Ethiopia for the summer of 2013. we offered three courses for 56 studnets over this reporting period. Last Spring Semester, we were able to offer Food Security: A Global Perspective (ANTH 429A/829A, AGRO 429A/829A, HORT 429A/829A, NRES 429A/829A). A total of 13 students (five graduate and eight undergraduate) from Anthropology, Agronomy and Horticulture and School of Natural Resources completed the course. Thus, biological and social sciences were represented in the first course offering. Two students were international graduate students, one each from Kenya and India, which brought diverse perspectives and experiences to discussions. Although the course had only been offered once, it was a runner-up for the CAS Dean’s award. One of our graduate student has become a Program Coordinator for Sub-Saharan Africa at the Norman Borlaug Institute for International Agriculture at Texas A&M. She acknowledges the importance of this course in this job. “ Good afternoon professors, I wanted to let you all know that I recently accepted a position as the Program Coordinator for Sub-Saharan Africa at the Norman Borlaug Institute for International Agriculture at Texas A&M. I am extremely excited, and believe that this is a great first job to start off my career in international development. The Food Security course has equipped me with some important knowledge that I will most certainly apply to this position... so I thank all of you for sharing your expertise. I look forward to working in the international development arena, and the possibility of crossing paths or even working with any of you in the future. Kindest Regards,” Our internal evaluator has conducted an assessment and we plan to revise the course according to this feedback from students.

Publications

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

Outputs
OUTPUTS: The course proposal for "Food Security: A Global Perspective" has been approved by multiple departmental, college and UNL curriculum committees. The course, "Food Security: A Global Perspective" (ANTH 429A/829A, AGRO 429A/829A, HORT 429A/829A, NRES 429A/829A), has been cross-listed with Anthropology, the School of Natural Resources, and Agronomy and Horticulture. Students from a variety of majors and colleges may take this course. The contents of three courses are revised to include more international case studies and perspectives. The courses include: Ecological Anthropology (ANTH 473/473, NRES 473/873) Applied and Development Anthropology (ANTH 474/874) Agroecology (AGRO 435/835, HORT 435/835, NRES 435/835) Applied and Development Anthropology is being offered fall of, 2012. The project evaluator has developed instruments and conducted a pretest assessment for ANTH 474/874. A posttest assessment has been created and will be conducted at the end of the semester. PARTICIPANTS: This past summer (2012), Dr. Tsegaye Tadesse, while in Ethiopia for another project, travelled to potential sites for the study abroad and discussed logistical arrangements for the study abroad with our partner universities, Haramaya University and Wollo University. We held a meeting with the UNL Education Abroad Director and the Assistant Education Abroad Director about the process of student recruitment, application process, and the UNL policies and procedures for students and faculty regarding study abroad. We met with a UNL professor who had facilitated a study program in Rwanda during two different summers to gain insight from her experience. We met with one student who had developed a documentary widely viewed by campus communities after participating in one of the study abroad programs in Africa. Summer of 2013 will be our first study abroad program fieldwork where the actual training for professional development of students will take place. TARGET AUDIENCES: The project primarily targets University of Nebraska-Lincoln (UNL) undergraduate students through study abroad in Ethiopia as well as the development of new and revised courses. However, the project also provides opportunities for UNL faculty, graduate students, and extension personnel to conduct multi-disciplinary, collaborative research with Ethiopian partners. This firsthand knowledge and experience of Ethiopian food (in)security issues and research by students and faculty will increase subsequent successful internationalization of the lager university community through workshops and seminars as well as curricular development and revision. PROJECT MODIFICATIONS: Nothing significant to report during this reporting period.

Impacts
The course, "Food Security: A Global Perspective" (ANTH 429A/829A, AGRO 429A/829A, HORT 429A/829A, NRES 429A/829A) is now in university bulletin, accessible to all interested students, for Spring 2013. Students from departments of Agronomy and Horticulture, Anthropology, and School of Natural Resources can earn credit from this course that counts towards their majors or minors. The revised Applied and Development Anthropology (ANTH 474/874) is being taught this semester. It will enhance the knowledge and skills of students about international development theories, methods and policies and practices. The degree to which this impact is achieved will be assessed at the end of the semester by comparing the pretest - posttest assessment results.

Publications

• No publications reported this period