Investigating faculty development and engagement for internationalization of the curriculum
Urban, Emily Ruth
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This study aims to investigate practices and theoretical assumptions about the development and engagement of faculty in colleges of agriculture for the internationalization of subject-specific content courses. This qualitative study primarily examines the experiences and perceptions of faculty who participated in a yearlong faculty development program in 2010, which included a travel component to Costa Rica. Results show that the program brought about many positive long-term impacts, both expected and unexpected, for the participants. Respondents claimed cognitive growth in a variety of knowledge areas, which helped them integrate global content into their courses. However, long-term internationalization outcomes vary drastically among participants. Most significant impacts relate to the peer relationships developed through the program. It is recommended that direct training aimed at helping faculty incorporate their international knowledge into pedagogical strategies is needed. Additionally, long-term support strategies for internationalization need to be implemented, particularly at the department level.