Improving Education in Agricultural Biosciences through Studying Abroad in the United States

Studying abroad in agricultural biosciences can develop students’ cultural, academic, and communication skills and enhance employability. However, in the United States, discussions of study abroad are limited to either one-way directionality (U.S. students to other countries) or to the experiences o...

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Autores principales:	Phillip R. Myer, David Ader, Tom Gill
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2019
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/2da9ec49d57a4c4d8bfa8b24f1405154
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spelling	oai:doaj.org-article:2da9ec49d57a4c4d8bfa8b24f14051542021-11-15T15:04:15ZImproving Education in Agricultural Biosciences through Studying Abroad in the United States10.1128/jmbe.v20i1.16191935-78851935-7877https://doaj.org/article/2da9ec49d57a4c4d8bfa8b24f14051542019-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v20i1.1619https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885Studying abroad in agricultural biosciences can develop students’ cultural, academic, and communication skills and enhance employability. However, in the United States, discussions of study abroad are limited to either one-way directionality (U.S. students to other countries) or to the experiences of international students who come to the United States for degree programs. We analyzed the perspectives and experiences of studying abroad by Zamorano University (Honduras) students who completed an agricultural bioscience pasantía (four-month internship) during the final year of their undergraduate program. We used mixed methods to collect data via focus group discussions and a survey with Zamorano students who had completed a pasantía in 2017, as well as key informant interviews with Zamorano pasantía coordinators. Study-abroad experiences were compared between students who completed their pasantía in the United States (37%) and those who completed their pasantía in any of 17 other countries worldwide. Significant relationships were identified (p < 0.05) between: doing a pasantía in the United States (compared with going elsewhere) and improving science and theoretical knowledge; having a hands-on experience and science and theory improvement; improving communication and confidence in using scientific methods. The Zamorano pasantía model lends insights into the value of study abroad for agricultural bioscience education.Phillip R. MyerDavid AderTom GillAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 20, Iss 1 (2019)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Phillip R. Myer David Ader Tom Gill Improving Education in Agricultural Biosciences through Studying Abroad in the United States
description	Studying abroad in agricultural biosciences can develop students’ cultural, academic, and communication skills and enhance employability. However, in the United States, discussions of study abroad are limited to either one-way directionality (U.S. students to other countries) or to the experiences of international students who come to the United States for degree programs. We analyzed the perspectives and experiences of studying abroad by Zamorano University (Honduras) students who completed an agricultural bioscience pasantía (four-month internship) during the final year of their undergraduate program. We used mixed methods to collect data via focus group discussions and a survey with Zamorano students who had completed a pasantía in 2017, as well as key informant interviews with Zamorano pasantía coordinators. Study-abroad experiences were compared between students who completed their pasantía in the United States (37%) and those who completed their pasantía in any of 17 other countries worldwide. Significant relationships were identified (p < 0.05) between: doing a pasantía in the United States (compared with going elsewhere) and improving science and theoretical knowledge; having a hands-on experience and science and theory improvement; improving communication and confidence in using scientific methods. The Zamorano pasantía model lends insights into the value of study abroad for agricultural bioscience education.
format	article
author	Phillip R. Myer David Ader Tom Gill
author_facet	Phillip R. Myer David Ader Tom Gill
author_sort	Phillip R. Myer
title	Improving Education in Agricultural Biosciences through Studying Abroad in the United States
title_short	Improving Education in Agricultural Biosciences through Studying Abroad in the United States
title_full	Improving Education in Agricultural Biosciences through Studying Abroad in the United States
title_fullStr	Improving Education in Agricultural Biosciences through Studying Abroad in the United States
title_full_unstemmed	Improving Education in Agricultural Biosciences through Studying Abroad in the United States
title_sort	improving education in agricultural biosciences through studying abroad in the united states
publisher	American Society for Microbiology
publishDate	2019
url	https://doaj.org/article/2da9ec49d57a4c4d8bfa8b24f1405154
work_keys_str_mv	AT philliprmyer improvingeducationinagriculturalbiosciencesthroughstudyingabroadintheunitedstates AT davidader improvingeducationinagriculturalbiosciencesthroughstudyingabroadintheunitedstates AT tomgill improvingeducationinagriculturalbiosciencesthroughstudyingabroadintheunitedstates
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Improving Education in Agricultural Biosciences through Studying Abroad in the United States

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