Internationalization of the curriculum is increasingly important to many in higher education. Proponents cite cultural understanding, global knowledge, and a commitment to develop sustainable international food systems. However, there are a number of barriers to implementing international content in undergraduate courses. Agular (2002) suggested that curriculum, attitudes, policies, resources, and faculty training were among some of the key obstacles.

The purpose of this study was to determine the impact of internationalized curriculum on undergraduate students in the College of Agriculture at Montana State University. The objectives were to: 1) identify perceived benefits gained by students participating in internationally focused courses, and 2) identify long-term impact of student participation in the internationally focused courses. Evaluation of results indicated predominately positive responses toward international learning. Students indicated that they have a much better understanding of international agricultural markets, culture, broader worldview, and a greater understanding of global issues related to agriculture.

Keywords: Tribal Colleges, Native Americans, Participatory Rural Appraisal, Experiential Learning


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