{'fraction_non_alphanumeric': 0.02342640795078088, 'fraction_numerical': 0.008518693800283956, 'mean_word_length': 5.327844311377246, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Study Abroad Opportunities for Agricultural Education: Lessons Learned and Tips for Teachers

According to the Council on Standards for International Educational Travel (CSIET) only one fifth of one percent (0.2%) of high school students study abroad (2008). That compares with less than five percent of U.S. college students studying abroad in any particular year, according to U.S. Census Bureau (2004) data. Although travel has never been more accessible and affordable, many students simply don't place a priority on seeing the world outside the borders of the United States. Travel abroad can seem frightening, difficult to understand, and to some, unnecessary. However, in an industry as global as agriculture, students studying agricultural education could benefit from exposure to cultures different than their own. Agricultural education students, whether secondary or post-secondary, must be prepared to live and work in a multicultural, global society. The purpose of this article is to share insights for leading study abroad experiences for students in agricultural education. Many educational institutions and programs target international activities as a strategy for helping young people think globally. The National FFA Organization offered members their first international trip in 1948 when they participated in an exchange with the Young Farmers of Great Britain (National FFA Organization Records, 2010). Similarly, 4-H established an international exchange to Europe that same year, and currently promotes the 4-H Global Citizenship Program Model with established curriculum for engaging today's young citizens (University of Nebraska-Lincoln, 2002). One University 's International Opportunity for Future Agricultural Education Teachers In 2004, Agricultural Education program faculty and staff at Purdue University proposed a short-term study abroad for its teacher education students. The country of Jamaica was chosen as the destination for multiple reasons. First, it had a secondary agricultural education system to observe, second, the country had a college of agriculture with a mission similar to a U. S. land-grant university, and third, it was substantially different in ethnicity and socioeconomic status from Indiana. How it Works As with any international travel opportunity, funding is a key factor in the decision making process. An internal grant supported two of the authors to travel in the summer of 2004 to Jamaica to establish in-country arrangements for the initial study abroad experience scheduled for summer 2005. From this exploratory trip it was determined that Jamaica's College of Agriculture, Science, and Education (CASE) would be the "home base" for the study abroad. It was also decided that the experience would be three weeks in length. This length was chosen for both pedagogical and financial reasons. It was also the average length of most other summer study abroad programs at Purdue University. The authors strongly encourage a separate reconnaissance trip by the teacher(s) prior to any proposed international study abroad trip to ensure no surprises exist in accommodations, eating establishments, transportation, or safety. It is important when establishing study abroad trips to build a budget that is realistic and one that is sustainable if future trips are a consideration. A budget should be developed based on a targeted number of participants and expected expenses. Giving students options for activities ahead of time can help determine overall costs and insure student interest in the final itinerary and trip length. Determining the ideal time of the international experience is critical for securing the greatest number of interested students. The authors decided that their study abroad experience would begin immediately after the conclusion of spring semester exams. This allowed students to complete the three week experience and still have the months of June and July to work at internships or take oncampus summer classes. This schedule also allowed the instructors to be on-campus during the state's FFA Convention, the university's summer incoming student registration, and the state's agricultural teachers' association summer conference. …