GLAG18: Cultivating Global Learners - Department of Agricultural ...

#GLAG18: Cultivating Global Learners

4th Annual Global Learning in Agriculture Conference January 22-26, 2018 Presented by the Global Teach Ag! Initiative

Welcome Hello and welcome to #GLAG18!

We are so very excited to have you as a participant in this learning adventure! Did you know that this is the fourth Global Learning in Agriculture Conference, and the third offering online? The first Global Learning in Agriculture Conference was offered face-to-face in November 2014. This first meeting was an unfunded mandate from a grant, which required our Fulbright-Hays group to get together to discuss how we could implement what we learned in Korea into our agriculture classrooms (#AgEd2Korea). When others heard of our meeting, they asked to attend and it became a conference—accidentally. We didn’t think that too many folks would be interested in coming to Happy Valley in November, but they were! Our conference room was bursting at the seams with nearly sixty people in attendance for #GLAG14. It seemed that there was a need for a conversation on global learning in agriculture, but no one needs another conference to try to pack into their schedule. So forget the airplane tickets, hotel rooms and catered food—the decision was made to move the conference online in order to be able to include even more educators. We felt that this was the best way to give the most people an entry point into the conversation. The conference has grown by leaps and bounds, and has moved to encompass twelve Global Learning Partners from institutions across the nation and the world! (For a full listing of Global Learning Partners, please see page 2 of this program.) Each year we’ve tried to implement something new, to innovate, seeking to make the conference more interactive and more impactful. We had our hands full putting #GLAG16 online, but took the leap to add on-demand presentations to #GLAG17. This year we are excited that Vivayic (@Vivayic), one of the Global Learning Partners, will be hosting a workshop during Friday’s live session with the intention of creating a take-away item for immediate implementation in your learning environment. Additionally, four other Global Learning Partners (Hawkeye Community College (IA) Global Agriculture Learning Center, @GALC_Hawkeye;; Iowa State University, Agricultural Education and Studies Department, @iastate_cals;; The World Food Prize, @WorldFoodPrize, and Penn State Extension, @agsiciences) are hosting roundtable discussions throughout the conference week on specific topics. We encourage you to participate fully in these new activities, and look forward to your feedback on these new additions and new possible innovations as we look to #GLAG19! Global learning in agriculture is a subject that we approach with great humility. From that first face-to-face meeting to trying to figure out how to best host an online conference, it’s a process of continual learning. I hope that you won’t hesitate to reach out to us or one of the Global Learning Partners with a great idea that you would like help bringing to fruition or a suggestion you wish someone might do. We are all here to share and exchange ideas and best practice with the shared desire of helping those we come into contact with be better global citizens. I look forward to “seeing” you at the conference!

Melanie Miller Foster, @GlobalMelanie Global Teach Ag! Global Learning Specialist

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#GLAG18: Global Learning Partners

There truly is something magical about providing a space for passionate individuals to collaborate with purpose! A thank you to our supporters who acknowledge that this dialogue is important, that this conversation needs to happen and that the true engine for positive change in the world involves engaging driven educators!

We have a belief that global learning in agriculture provides a unique synergistic opportunity for colleagues in formal school- based agricultural education, extension agricultural education or other agricultural educators. Reflective of this, we are so pleased that our title sponsors for this effort include • Penn State Extension (@agsciences) and • Penn State Center for Professional Personnel Development in Agricultural Education (@TeachAgPSU)!

In addition, the need for Global Learning in Agriculture is not limited to one state (or even nation)! Reflective of the global sense of urgency surrounding our need to empower agricultural educators with global competency, our #GLAG18 Global Learning Partners are:

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Custom Agricultural Tours

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Adventure Education Center, Costa Rica AgriCorps (@AgriCorps_US) CELA Belize (@CELABelize) Explorations by Thor Hawkeye Community College (IA) Global Agriculture Learning Center (@GLAC_Hawkeye) Iowa State University, Agricultural Education and Studies Department (@iastate_CALS) Michigan State University, College of Agriculture and Natural Resources (@CANRatMSU) National FFA Organization (@NationalFFA) University of Nebraska-Lincoln, Department of Agricultural Leadership, Education and Communication (@UNL_ALEC) Purdue, Department of Youth Development and Agricultural Education (YDAE_Purdue) Vivayic (@Vivayic) World Food Prize Foundation (@WorldFoodPrize)

Schedule: On-Demand Presentations!

The on-demand presentations will be available through VoiceThread. They will be released daily by 8:00am during GLAG Week, January 22-25. Participants need to just click the links in the daily emails to access and watch the presentations. If you create a free account on VoiceThread, you can leave comments and/or questions and the presenters (or other participants) can respond! This helps us overcome the “time-zone” challenges of conference interaction! Don’t forget to participate in the daily round table discussion about the essential question and the on-demand presentations. Tune in by clicking on the Zoom link provided, or dialing in with the number and meeting ID on any phone!

Monday, January 22nd: How can we leverage global experiences in our agriscience classrooms?

On-Demand Presentations: •

Catholic Relief Services (CRS) Farmer to Farmer Volunteer Program: An AgriScience Educator Perspective, Melanie Berndtson (@mberndtson), Wellsboro (PA) High School (@WellsboroAg)

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Barriers and Opportunities for Agricultural Work-based Learning in Tasmania, Rosalind Cowan (@Cowan_Rosalind), Penn State University (@TeachAgPSU)

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Want to make International Agriculture ʺREALʺ for your classroom or presentation? Billye Foster, Tennessee Technological University (@TTUTeachAg)

Discussion Round Table 8:00 PM EST Hosted by the Hawkeye Global Agriculture Learning Center (@GALC_Hawkeye) o ZoomLink: https://psu.zoom.us/j/196891460 o Phone Number & Code: +1 646 876 9923 (US Toll) Meeting ID: 196 891 460

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Tuesday, January 23rd:

How can we utilize technology for global learning? On-Demand Presentations: •

Making Global Connections with Skype in the Classroom, Krista Pontius (@KristaPontius), Greenwood (PA) High School (@FFAgwood)

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Utilizing Professional Online Networks to Keep International Relationships Strong, Amber Roberts, Montana State University (@MSUCollegeofAg)

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1 Year Down, 1 Year To Go;; Let Peace Corps Take the Mic in Your Classroom, Olivia Murphy-Sweet (@OSweetMurph), Peace Corps Senegal (@PC_Senegal) Discussion Round Table 8:00 PM EST Hosted by the Iowa State University, Agricultural Education and Studies Department (@iastate cals) o Zoom Link: https://psu.zoom.us/j/242862903 o Phone Number & Code: +1 646 876 9923 (US Toll) Meeting ID: 242 862 903

Did you know you can interact with #GLAG18 participants by leaving comments/questions on the “ON-DEMAND” Presentations?

Check out Page 12 to learn more!

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Wednesday, January 24th: How can we teach global agriculture in a domestic context?


Global Cloverbuds, Sasha Diederich (@4HSasha), Penn State Extension Tioga County (@agsciences)

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Investigation: How can high-protein soy help feed the developing world? Jane Hunt, GrowNextGen.org (@GrowNextGen)

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Engaging Students in Agriculture in Uganda: Hosting Exchange Students, Joseph Ankley, North Huron (MI) School (@NorthHuronFFA)

Discussion Round Table 8:00 PM EST Hosted by the The World Food Prize Foundation (@WorldFoodPrize) o Zoom Link: https://psu.zoom.us/j/949762883 o Phone Number & Code: +1 646 876 9923 (US Toll) Meeting ID: 949 762 883

Thursday, January 25th:

How can we reach diverse learners?


Words Are Just the Tip of the Iceberg: Identifying Strategies to Teach Diverse Learners, Kellie Claflin (@kmclafin), Oregon State University (@OregonState)

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Culturally Relevant Curriculum Development, Whitney Thurmond, Vivayic (@vivayic)

Discussion Round Table 5:00 PM EST Hosted by Penn State Extension (@agsciences) o Zoom Link: https://psu.zoom.us/j/377507675 o Phone Number & Code: +1 646 876 9923 (US Toll) Meeting ID: 377 507 675

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Schedule: Live on Friday, January 26th!

#GLAG18: Cultivating Global Learners

Friday, January 26, 1:00 - 5:00 PM EST The live presentations on Friday, January 26 will be accessed through the online conferencing software of Adobe Connect. An email with the link to the Adobe Connect room will be sent out to all registered participants the morning of January 26. 1:00 Welcome! A journey together 1:10 Presentations: Updating 'Pen Pals' into a 21st Century Cultural Experience, Dustin Homan (@dushom) & Rachel Sanders (@sandersGISA), Ohio State Extension - 4-H Youth Development (@Ohio4H) • Intercultural Competencies as Global Learning Outcomes, Lisa Lambert Snodgrass and Mark Russell, Purdue University (@YDAE_Purdue) • Texas 4-H GLOBE—Global Leadership Opportunities Beyond Education, Darlene Locke, Texas A&M Agrilife Extension (@agrilife) •

2:00 Conference Break: Have you “replied” to someone new on Twitter about #GLAG18?

2:15 Keynote

“Transforming Global Agriculture Through Youth Engagement"

Appiah Boateng (@AppiahKwakuBoat), founder and Executive Director of 4-H Ghana (@4HGhana)

Trent McKnight (@Trent_McKnight), founder of AgriCorps (@Agricorps_US)

3:15 Conference Break: Have you followed someone new from #GLAG18 on Twitter? 3:30 Interactive Workshop—"Planning and Evidencing Global Learning Impact in Agriculture" Audrey Denney (@AudreyDenney), Vivayic (@Vivayic)

4:45 Wrap Up All presentations will be recorded, archived with links distributed to registered #GLAG18 participants within a week upon completion of the conference!

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Schedule: Meet our Facilitators Samantha Alvis (@agcjsam), Director of International Programs and Development, Association of Public and Land Grant Universities (@aplu_news) Samantha Alvis came to APLU as a congressionally-funded Mickey Leland International Hunger Fellow in 2014 and is currently Director of International Programs and Development, where she oversees a number of projects and initiatives related to the comprehensive internationalization of APLU member campuses. She also manages APLU’s International Agriculture Section. Alvis completed her undergraduate and master’s degrees in agricultural education at the University of Arizona. While at the University of Arizona, she completed her student teaching internship at Baboquivari High School with Mr. Walt Wesch on the Tohono O’odham Nation. She completed her Ph.D. in international agricultural development and agricultural communications from the Department of Agricultural Leadership, Education, and Communications at Texas A&M University in 2016. Her research focuses on the role of higher education in international development.

Brad Kinsinger (@bradkinsinger), Director of the Global Agriculture Learning Center, Hawkeye Community College (@GLAC_Hawkeye) Brad Kinsinger serves as the director of the Global Agriculture Learning Center at Hawkeye Community College. Before arriving at Hawkeye in 2010 Brad was the agricultural instructor and FFA advisor at West Branch High School in West Branch, IA. Brad has fostered and cultivated agricultural partnerships in Brazil, Denmark, Haiti, Nicaragua, and Kosovo with new connections in the works. Brad received his bachelors of science in agricultural education from Iowa State University and is currently pursuing a master’s in international agriculture through Oklahoma State University.

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Schedule: Meet our Facilitators

Audrey Denney (@audreydenney), Learning Designer, Vivayic (@vivayic) Not everyone would enjoy traveling to 31 states and 6 countries in a 12-month span. Audrey, however, loves adventure, travel and isn’t scared to try new things. She’s hiked a Guatemalan volcano in flip flops (doesn’t recommend), taken a nap in an Egyptian pyramid and put her feet in the source of the Nile River.

Audrey has a theoretical and practical knowledge of learning design and a background in agriculture education. Audrey joined Vivayic full-time in 2015 after wrapping up her time with AgriCorps as Director of Recruitment and Marketing. Prior to AgriCorps, she was a Lecturer and served as the Outreach and Retention Coordinator at the College of Agriculture for her alma mater, Chico State University, Chico. Audrey holds a BS and MS of Agriculture Education from Chico State University. The materials for Audrey’s #GLAG18 workshop "Planning and Evidencing Global Learning Impact in Agriculture" can be found in this program on pages 24-29.

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Schedule: Meet our Keynote Speakers Appiah "Boat" Boateng (@AppiahKwakuBoat), 4-H Ghana (@4HGhana) As the founder and Executive Director of 4-H Ghana, “Boat” has worked as a Youth Development Worker for 33 years. He has traveled across many countries and built development partnerships with many organizations on youth development programming. He is currently serving as a Global Board Member of the Global 4-H Network representing the Africa Region. He holds a diploma in Youth Development Work from University of Ghana and the Commonwealth Youth Programme (CYP), a diploma in Social and Political Science from Komsomol Advanced Institute of Higher Learning, Tashkent, Uzbekistan and Master of Arts on Governance and Sustainable Development at the University of Cape Coast, in Ghana. He believes that the 4-H positive youth development program is key to growing leaders and is grateful to be part of it.

Trent McKnight (@Trent_McKnight), AgriCorps (@AgriCorps_US) Trent McKnight is a lifelong rancher and businessman in Throckmorton, Texas, with bachelors and masters degrees in Agricultural Economics and Comparative Politics from Oklahoma State University and The London School of Economics. He is a past national president of the Future Farmers of America and appointee of Governor Rick Perry to the Brazos River Authority. In 2012, he was narrowly defeated in a runoff election for the Texas Legislature. Trent has served as an agriculture advisor to the U.S. Military in Iraq, agricultural economist to the United Nations in West Africa, agriculture researcher for the Borlaug Institute of International Agriculture and chairman of the USDA Beginning Farmers and Ranchers Committee. Agriculture, rural communities and international development are his passions. In 2013, he founded AgriCorps, a non-profit organization that connects young, American agriculture professionals to capacity-building efforts for school-based agricultural education in developing countries. AgriCorps is a partner of 4-H Ghana.

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Technology Protocols: Navigating Success! For an online conference, technology obviously plays a big role! Below you will find a short description of the different platforms and how we will use them for #GLAG18. All participants will need a good connection to the internet with appropriate bandwidth, a screen, speakers and a keyboard. On-Demand Presentations—VoiceThread The on-demand presentations will be available through VoiceThread. They will be released daily during GLAG Week, January 22-25. Participants need to just click the links in the daily emails to access and watch the presentations. The most up-to-date version of Adobe Flash Player is recommended. You can leave a comment or question for the presenter by following the directions on the next page. You leaving a digital fingerprint (i.e. a comment, question) makes all the difference! Daily Roundtable Discussions—Zoom Participate in a daily discussion about the daily essential question and the on-demand presentations, each day of GLAG Week— January 22 through January 25. Find the link to the discussion in your daily GLAG Week email or on the conference website. A microphone and/or a webcam are helpful in order to fully participate in the discussion. Participants can also call in over the phone. Live Conference (#GLAG18)—Adobe Connect The live presentations on Friday, January 26 can be accessed through the online conferencing software of Adobe Connect. It is recommended you attempt to “test,” your connection at least one day prior to ensure that you do not have difficulties accessing Adobe Connect on your computer. We do have our Penn State College of Agriculture Science IT help team on call and ready to assist. Online Conversations—Adobe Connect and social media One of the best parts of a conference is connecting with others who are interested in the same subjects. During the live event, you can connect with other participants right in the conference room in Adobe Connect—no special accounts or sign-in needed. However, social media including Facebook and Twitter, are great ways to engage in a lively backchannel discussion where participants have the option to post photos, videos, links and more. Make sure to tag every post with the conference hashtag #GLAG18. Find more information on how to get started with social media on page 13 of this program. 10

Technology Protocols: Navigating Success! Emergency Technology Difficulties Protocol!

If you are having difficulties hearing the presentations during #GLAG18 on Friday, January 26th in the Adobe Connect Platform, it is recommended you run the Audio Setup Wizard in the Adobe Meeting Room site. Be sure that the correct external speakers are selected on your computer for playback. If you continue to have problems, please contact Penn State College of Agricultural Sciences IT support through one of the methods below:

Email: [email protected] Phone Number: 814-865-1229 Please call between 8:30am EST and 4:30pm EST on January 26. Be sure to mention that you are a Global Learning in Agriculture (or GLAG) conference participant! If you do not receive help with the above two options, please call the cell phone of Dr. Daniel Foster (@FosterDanielD):

814-753-2102

Dr. Foster will connect you with someone to assist.

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Technology Protocols: Navigating Success! On-Demand Presentations The on-demand presentations will be available through VoiceThread, with new presentations released by 8:00 a.m. each day from January 22 through January 25. Participants need to just click the links in the daily emails to access and watch the presentations. The most up-to-date version of Adobe Flash Player is recommended. You can leave a comment or question for the presenter by following the directions below. Comments and questions truly help develop a community of learners develop Make sure to tune in for the daily roundtable discussion each evening to discuss the on-demand presentations! See the schedule for more information. HOW TO LEAVE COMMENTS ON VOICETHREAD

Participants with a link to VoiceThread presentation can only view the presentation;; however, to leave a comment, you will be asked to register. (There is no charge!)

Registration: https://voicethread.com/register Click on the “+” sign to add a comment

Options: text, phone in, file upload, audio or webcam (recommended)

To leave an audio or webcam comment: Allow access to microphone and/or webcam, recording starts (You may get a countdown before the recording starts)

While recording, you can use Pencil tool (doodle tools on the progress bar) to make notes by clicking and dragging the mouse pointer

You can stop recording by clicking “stop recording” and save. You may see identify image on left side

Additional Guidance on Commenting: https://tinyurl.com/GLAGVoiceThread

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Technology Protocols: Navigating Success!

Chat with us on Twitter!

Not a Twitter expert? Make #GLAG18 an opportunity to grow your professional learning network through social media! Here are a few tips to get started:

Signing up 1. Head over to http://twitter.com and find the “Sign Up” box. 2. Fill out the form to give Twitter your name, email address and a password for your account. 3. Create a username. We recommend a short, descriptive name that people will readily associate with you. 4. Click “Sign up for Twitter.” 5. You will receive a confirmation email from Twitter, click the link in the email to confirm that Twitter has the correct email address. 6. You are officially a Twitter user! 7. Follow your favorite accounts and don’t forget to follow @globalteachag How to Tweet 1. Once signed in, select the “Compose New Tweet” icon, found on the top right of your screen. 2. Write your Tweet. Make sure to include #GLAG18 somewhere within your tweet. 3. Feel free to add photos, videos or links to share with other participants. 4. If you would like to Tweet directly at us (to get our undivided attention), include @globalteachag in your Tweet. 5. Click the Tweet button and it will be shared. Connect with other #GLAG18 participants 1. See what other conference participants are talking about by searching #GLAG18 in the “Search Twitter” bar at the top of the page. You can sort Tweets by “latest” or “top” (most popular). 2. See a Tweet that you’d like to respond to? Engage in a conversation with that person by clicking the conversation bubble underneath their Tweet. Make sure to use the conference hashtag, #GLAG18, in your reply. 3. Follow other conference participants in order to continue the conversation all year long!

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What’s in the Box? No really, what is a “Conference-in-a-Box”? The concept of a Conference-in-a-Box was the genius of @GlobalMelanie when designing our first online Global Learning in Agriculture Conference (#GLAG16). It was an innovative attempt to put into one box the things we enjoy about professional development events! It is funny. When we tackled the question: What makes a conference great? The first answer always seemed to be: connecting with like-minded people. We hope that we have provided purposeful ways for you to choose to become an active member of the global learning in agriculture professional learning network through the technology we use, but we also know that there are other things that make a conference fun. The #GLAG18 Conference-in-a-Box is intended to enhance and extend the learning experience and to help make sure that this is NOT another boring webinar. In the box you will discover traditional components of a conference—the conference program, workshop materials, Global Learning Partner SWAG (stuff we all get), instructional resources and even a conference shirt. All items curated to be easily accessed and immediately used as you plan ways to make a positive difference in the lives of students. Oh... lest we not forget: FOOD! At conferences, banquets, or really any international travel, food is often a topic of conversation or memories. To maximize on this, we have asked past #GLAG Conference participants to nominate their favorite international snack (and share a story) to be included for your enjoyment. Who knows? Maybe your snack nomination will be selected for the #GLAG19 Conference-in-a-Box! Why have we done this? Because we know this conversation matters, we know that budgets are limited and time is precious, so we’ve designed the conference this way so you don’t have to take time off work, travel to some far flung location and sit in a conference room. Put on your bunny slippers and enjoy #GLAG18 without having to leave the comforts of your community! Opening your box is part of the shared learning adventure! Feel free to share pictures and videos of your personal #GLAG18 Conference-in-a-Box experience on social media using the hashtag #GLAG18!

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What’s in the Box? International Snacks

Just like a face-to-face conference, we think virtual conferences should have snack breaks too! The snacks included in your #GLAG18 Conference-in-a-Box have been selected from past participant suggestions to include sweet and savory snacks from around the world. We’ve also managed to include a shot of caffeine, just like a real coffee break.

International foods are a great way to open a conversation about the global agriculture system. Is it easy to determine where an individual food item originated? Where did each of the ingredients come from? Do other countries have different food safety regulations? As you enjoy your snacks today, consider how you might incorporate the sense of taste into your next lesson.

Landjaeger Snack Sausages Submitted by Genna Tesdall (@GennaTesdall), Penn State University

“I first tried Landjaeger during my study abroad in Germany. The butcher sells it as a tasty snack to take with on a hike or into the vineyard, but it is also a great addition to Kasespaetzle, a cheesy noodle dish reminiscent of home-made macaroni and cheese. The Landjaeger reminds me of a time when I experienced the challenges and privileges of being a foreigner in a country where I do not appear as though I am a foreigner until my confused expression reveals my German-language proficiency. I experienced the kindness of many people who treated me gracefully and with respect as I was learning (and continue to learn) their language and culture—through the classroom, the fields of the small town Nueffen, and the local bakeries and cafes. The photo is of me helping plant potatoes in the village of Neuffen in southwest Germany (near Stuttgart).”

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Tim Tams Cookies Submitted by multiple participants!

Jamie Propson (@mishicotag), Mishicot High School

“We were able to host an exchange student who first introduced us to Tim Tams three years ago. Her Aussie school has a strong dairy judging team making her desire a placement in Wisconsin and FFA connections placed her with us. Since then we have shared them with other exchange students throughout the Mishicot School District where I teach. The benefits of being a host family are expanding your global connections and horizons. We love to keep in touch with other families and learn about culture and agriculture in the process. Here is a photo of us with Jess who first introduced us.”

Heather Singmaster (@hsingmaster), Asia Society (@AsiaSocietyEDU)

“I heard about Tim Tams when I was leading an Asia Society working group of CTE professionals on a study tour in Melbourne, Australia in 2014. During one free afternoon, the U.S. participants were all going off to find Tim Tams to take back home. I had never heard of them, but apparently, Hugh Jackman gave some to Oprah on one of her shows and that’s how many Americans knew of them. Being a fan of cookies and chocolate myself, I too had to go buy some and see what was so special. I tried them and understood immediately why they are so popular in Australia—they sell 45 million packs of them there each year! The photo is of me holding a wombat during that trip.”

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Ferrero Pocket Coffee Ketja Lingenfelter, Penn State University

“I was in Italy with friends when I discovered Pocket Coffee. I thought it would be a good virtual coffee break for #GLAG18 because it is like a portable expresso! The picture is of me…”

Banana Kick Joseph Cho, Global Teach Ag Visiting Fellow

“Banana Kick is one of the most popular snacks in South Korea. It is especially popular among little kids as well as older generations. The snack was developed and released in the late 1970s so it is known to almost every Korean. The unique feature about Banana Kick is the soft puff like texture and the fact that the snack is a banana flavor, which is a unique flavor rarely seen around the world. When I was young, I was not allowed to have any sweets or snacks. Our house did not have much to start with. Knowing this, whenever my relatives came to visit the house they would buy bags of snacks from the grocery market and bring them to our house. Banana Kick was always one of the snacks they bought. I would always sneak a Banana Kick from the bag and take it outside to snack. Even to this day, I steal a couple of Banana Kicks whenever I see my nephew or niece eating it.” The photo is from a 2014 Fulbright-Hays Group Project Abroad offered between University of Florida and Penn State University (#AgEd2Korea). Joseph was a graduate student at the host university, Seoul National University. Here Joseph (right) is pictured with Daniel Foster (left) and an agricultural educator from Suwon High School for the Agricultural Sciences (center).

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Coconut Candy Nur Husna Abd Wahid (@nba107Nur), Universiti Teknologi Malaysia (@utm_my)

“This is a very popular traditional candy among Malaysians especially during the festive season. It became very popular from a condensed milk company namely Carnation, who used to post recipes using Carnation condensed milk in the 1960s. If I am not mistaken, Carnation is an American company. I think the original recipe had been changed a bit to make it more Malaysian. The candy is usually prepared at home because it is very easy to make it. Its main ingredient is freshly grated white coconut, butter, condensed milk and food coloring. Malaysians loves the candy because of the coconut flavor (we use a lot of coconut in our cooking!).” Global Teach Ag! Is excited to travel to Malaysia in July 2018 with #AgEd2Malaysia. Do you have an international snack to suggest for #GLAG19? Please suggest your favorite non-perishable packaged snack by emailing [email protected] or filling out the request form at https://tinyurl.com/GLAG19Snacks Thank you in advance for your contribution!

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What’s in the Box? Great Books!

I Will Always Write Back: How One Letter Changed Two Lives A book by Caitlin Alifirenka (@milamommy23) and Martin Ganda (@MartinGanda)

Sometimes we need to be reminded of how individuals can learn about the world without traveling. This non-fiction book chronicles a global learning adventure that takes the form of a friendship that began as a pen pal assignment. A student from Pennsylvania middle school class selected a pen pal partner from Zimbabwe and the writing relationship endured long past the requirements of the assignment. The opening of the two pen pals’ eyes to these very real global inequalities illustrate the types of global learning we hope to facilitate in our students. Through a personal relationship they are shown, not told, of the consequences of complex global issues. It causes each of the teens to reflect on their lives and their decisions, changing the way that they think about themselves in the world. This book is included in the box with the intention of inspiring you to reflect on how you might encourage friendships between the learners you work with and individuals who have a different experience. Is it feasible for you to create a similar global learning opportunity for your learners? Dustin Homan and Rachel Sanders will share some tips in their presentation on “Updating ‘Pen Pals” into a 21st Century Cultural Experience.” If not letter writing, might you connect learners over Skype, as Krista Pontius (@KristaPontius) talks about in her presentation “Making Global Connections with Skype in the Classroom?” Maybe you can manage to get your learners together in the same room, such as through student exchange programs—see Joseph Ankey’s presentation on hosting exchange students—or by hosting a Global Cloverbud Day, as Sasha Diederich (@4HSasha) talks about in her presentation. There are so many ways that we can connect our learners that it is easy to become lost in the options. We encourage you to read the book, get inspired, and think about some of the thought-providing questions at the end.

This is a call to action: How will YOU connect your learners with the world? Share your ideas, success stories and best practices on this website: https://tinyurl.com/ycub495x

I look forward to reading your ideas, stories and best practices, Melanie,@GlobalMelanie

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What’s in the Box? Curriculum Resources

As educators, we know it is fun to get things that you can put to use immediately next week in your quest to make a positive difference in learners lives! It is fun for us to spend the year seeking out fun resources that we give two thumbs up to provide you in your very special “Conference-in-a-Box.” Consider these the winnings of the door prize pull! And YOU WON!

Global Concepts for Young People

While this resource may be targeted to a younger audience, we feel the innovative educators involved in global learning will be able to readily adapt/modify the resources to meet your audience's needs. The frame is solid and provides examples of anchor stories, games, graphic organizers, and critical-thinking questions to help as a resources for educators looking to teach five key global concepts―Change, Interdependence, Culture, Scarcity, and Power.

Global Skills for 21st Century Report from @AsiaSociety

Sometimes when we are tackling a big problem we need two things: 1. A specific list of “targets” (in this case skills to develop in our learners) 2. Help in conveying the “why” (in this case why global skills are necessary)

Global Food Security Challenge Curriculum from World Food Prize

Wouldn’t it be awesome to have access to three curriculum modules that include teacher guides, student tasks, key terms, assessment tools, essential questions and standards alignment? This curriculum is a result of a partnership between the Foods Resource Bank and The World Food Prize Foundation, developed by the ABN Educational Consulting Group (J. Anderson, M. Bloom and R. Newhouse) in 2017.

As you innovate with these resources, please share back with @globalteachag your ideas, successes and stories! Feel free to email [email protected] or share via social media (#GLAG18, @GlobalTeachAg)

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What’s in the Box? Fun i.e. Guatemalan Pencil Pouches Sololá, Guatemala—We teach our students that agriculture is global—that different growing contexts can produce different agricultural products that are sold on the global market. But do we ever think about agricultural education in other contexts? How is agriculture taught to the next generation in different parts of the world? What is the same and what is different? A recent project with the United States Department of Agriculture’s Foreign Agriculture Service brought several members of the Global Teach Ag Initiative to Universidad del Valle de Guatemala Altiplano in the western highlands of Guatemala. The institutional story is fascinating: the grounds currently being used as an institution of learning previously served as a military base during the civil war that took place from 1960 to 1996. During the conflict, indigenous Maya were targeted and thousands of men, women and children were killed. When the conflict ended the military base was converted to a branch campus of Universidad del Valle de Guatemala (UVG), a symbolically beautiful act. The United States Department of Agriculture (USDA) has made many investments in UVG Altiplano to support research, education and extension. Why does the USDA support these efforts? Simply put, it is a matter of supporting global food security. We know that as the population grows, each country in the world needs to increase agricultural production in order to meet the growing demand. The USDA supports countries that have great agricultural potential, but are not yet producing at their capacity. Additionally, the United States imports agricultural products from Guatemala. Did you know that about 80% of the snow peas consumed in the U.S. are grown in Guatemala? When traveling abroad, it is always tempting to look for what’s different, but we prefer to look for similarities. What we saw at UVG Altiplano included enthusiastic, creative teachers of agriculture educating the next generation of leaders in agriculture. Although the context is very unique, the passion for agriculture is the same. To remind us all of how the passion for agriculture and agricultural education resonates throughout the world, we brought home a colorful bit of flair home to share with all of you— the pencil pouch included in your Conference-in-a-Box. Continue reading about the Global Teach Ag Initiative work in Guatemala in the July/August 2017 issue of The Agricultural Education Magazine. If you travel this year, is there something fun that you could put in the #GLAG19 Box? Contact [email protected] with your ideas and for more information! Can’t wait to see what you share!

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What’s in the Box? Global Impact What is the impact of the Global Learning in Agriculture Conference? Here’s what Myken Poorman, agricultural educator at Bellefonte Area High School (PA) (@BellefonteAHS), told us: “After participating in the first GLAG webinar, I decided to lead a group of students on a service-learning trip. We went to the Dominican Republic this summer (June 2017) and worked at an environmental school who focuses on teaching sustainable agriculture and farming practices. It was wonderful for my students to see the differences of how they do things with the resources they have and many of them came back with a very different opinion of agriculture and realized that the biggest might not always be the best for the business, environment or economy.” These photos are from the class trip to the Dominican Republic.

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What’s in the Box? Impactful Fashion Choices—#GLAG18 Shirt! Why include a conference shirt?

It’s more than just for fun! Check out this story written by our Global Teach Ag interns, Kaitlin Liszka (@KaitlinLiszka) and Alicia Gates (@Gates_Alicia) The T-Shirt Triangle Costa Rica is about 2145 miles from Pennsylvania by plane. Pennsylvania is about 2180.5 miles from Arizona by car. Arizona is about 2404 miles from Costa Rica by plane. What could bring all these places together? A T-shirt. Dr. Paige Castellanos (@paigec_psu) was in Costa Rica teaching a Rural Development course with Penn State University. For this course, she led a small group of students through a program in a rural community in the mountains near Turrialba. The group spent part of their time touring the local farms and talking with local farmers. One day they were on a tour of a small scale sugarcane field, where they had a hands-on opportunity to harvest the sugarcane. Then they took the sugarcane to a press that was still powered by horses. While they were there a tour also came through to view the sugarcane press, which was not something that was unusual. Until someone from that tour group recognized the T-shirt that Dr. Castellanos was wearing from #GLAG16. Dr. Kirk Astroth (@kirkastroth), a professor at the University of Arizona, was the person that recognized her T-shirt. He was a presenter for #GLAG16 and through talking to Dr. Castellanos, they discovered that they had connected during the conference through Twitter. Because of a T-shirt worn on the right day, at the right time, a connection from an online experience was able to be made face-to-face. The professors now still keep in occasional communication through social media. The professional learning networks created through the Global Learning in Agriculture Conferences continually manifests itself in new ways! We encourage you to wear your polo shirt to professional conferences and other events in order to connect face-to-face with other #GLAG18 participants. The photo shows Dr. Castellanos (third from the right) and her class in Costa Rica. Dr. Castellanos is wearing the navy blue #GLAG16 t-shirt. Share your fun “connections” stories with us! Email your stories to [email protected]. Our #GLAG18 Conference shirt was designed by Global Teach Ag Intern, Olivia Richart!

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Workshop Materials!

Planning and Evidencing Global Learning Impact in Agriculture Activity Design Scenarios: Instructions: Brainstorm a global learning in agriculture activity within the constraints of your assigned scenario.

Scenario A

•You don’t have time or money to take your students abroad. You’ve never been overseas. You do have access to the interwebs.

Scenario B

•You have connections with people living and working in agriculture abroad, but don’t have the time or money to take your students abroad.

Scenario C

•The sky is the limit you have no monetary or time constraints on your activity design.

Scenario D

•You don't have the money to take your students abroad or personal contacts living abroad. You have first-hand lived experience in working abroad.

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Immersive Experience Continuum

Global learning goal: Acquire knowledge of Choose one. global agriculture

Develop skills in global agriculture

Shift mindset around global agriculture Goal For your students to be For your students to For your students to able to recall, gain hands-on, change their understand, and practical skills mindset, comprehend disposition, or attitude about information global agriculture Success depends on Effective instruction Rehearsal and Providing an feedback experience that violates the learners’ expectation and creates cognitive dissonance Considerations Utilize discussions, Utilize case studies, Guide (but don’t student presentations, scenarios, force) your students and effective simulations, and/or through reflection multimedia. modeling. and new thinking utilizing Kolb’s model.

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Global Learning Value Rubric Preview draft by Association of American Colleges and Universities (www.aacu.org) Capstone 4

3

2

Benchmark 1

Global SelfAwareness

Effectively addresses significant issues in the natural and human world based on articulating one’s identity in a global context.

Evaluates the global impact of one’s own and others’ specific local actions on the natural and human world

Analyzes ways that human actions influence the natural and human world.

Identifies some connections between an individual’s personal decisionmaking and certain local and global issues.

Perspective Taking

Evaluates and applies diverse perspectives to complex subjects within natural and human systems in the face of multiple and even conflicting positions (i.e. cultural, disciplinary, and ethical.)

Synthesizes other perspectives (such as cultural, disciplinary, and ethical) when investigating subjects within natural and human systems.

Identifies and explains multiple perspectives (such as cultural, disciplinary, and ethical) when exploring subjects within natural and human systems.

Identifies multiple perspectives while maintaining a value preference for own positioning (such as cultural, disciplinary, and ethical).

Cultural Diversity

Adapts and applies a deep understanding of multiple worldviews, experiences and power structures while initiating meaningful interaction with other cultures to address significant global problems.

Analyzes substantial connections between the worldviews, power structures, and experiences of multiple cultures historically or in contemporary contexts, incorporating respectful interactions with other cultures.

Explains and connects two or more cultures historically or in contemporary contexts with some acknowledgement of power structures, demonstrating respectful interaction with varied cultures and worldviews.

Describes the experiences of others historically or in contemporary contexts primarily through one cultural perspective, demonstrating some openness to varied cultures and worldviews.

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Global Learning Value Rubric Capstone 4

3

2

Benchmark 1

Personal and Social Responsibility

Takes informed and responsible action to address ethical, social, and environmental challenges in global systems and evaluates the local and broader consequences of individual and collective interventions.

Analyzes the ethical, social, and environmental consequences of global systems and identifies a range of actions informed by one’s sense of personal and civic responsibility.

Explains the ethical, social, and environmental consequences of local and national decisions on global systems.

Identifies basic ethical dimensions of some local or national decisions that have global impact.

Understanding Global Systems

Uses deep knowledge of the historic and contemporary role and differential effects of human organizations and actions on global systems to develop and advocate for informed, appropriate action to solve complex problems in the human and natural worlds.

Analyzes major elements of global systems, including their historic and contemporary interconnections and the differential effects of human organizations and actions, to pose elementary solutions to complex problems in the human and natural worlds.

Examines the historical and contemporary roles, interconnections, and differential effects of human organizations and actions on global systems within the human and the natural worlds.

Identifies the basic role of some global and local institutions, ideas, and processes in the human and natural worlds.

Applying Knowledge to Contemporary Global Contexts

They are given 15 minutes to: Choose an objective to focus Applies knowledge Plans and evaluates Formulates on, design an activity that fits and skills to more complex practical yet implement solutions to global elementary their constraints, figure out sophisticated, challenges that are solutions to global appropriate, and appropriate to challenges that use where it fits on the continuum, workable solutions their contexts using at least two to address complex multiple aspectdisciplinary and decide what of the global problems disciplinary perspectives (such Global Learning Value Rubric using perspectives (such as cultural, interdisciplinary as cultural, historical, and itperspectives is driving toward. historical, and scientific). independently or with others.

Defines global challenges in basic ways, including a limited number of perspectives and solutions.

scientific).

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Activity Design Guide •

Choose a global learning goal:

•

Design an activity that fits your constraints:

•

Decide where it fits on the continuum:

•

Decide what aspect of the Global Learning Value Rubric the activity is driving toward:

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Assessment Guide •

• •

•

Who are your stakeholders? o Community? o Parents? o Funders? o School board? What do your stakeholders value? What are you trying to show? o Reaction o Learning o Behavior o Results o Societal impact o ROI What avenue will you use to determine if you achieved your targeted outcome? o Test o Essay o Presentation o Teacher observation

What kind of assessment might be the most appropriate based on you stakeholders and goals?

Additional Assessment Resources Brinkerhoff: Uses qualitative data to create evidenced-based stories. Should be used with quantitative data. https://www.watershedlrs.com/hubfs/DOCUMENTS/Learning_Evaluation_Brinkerhoff_.pdf Kirkpatricks: Measures reaction, learning, behavior, and results. https://www.mindtools.com/pages/article/kirkpatrick.htm Phillips: Five level model measuring reaction, learning, job application & implementation, business impact, and ROI. https://www.dashe.com/blog/evaluation-2/more-on-re-evaluating-evaluation-jack-phillips-and-roi/ CIRO: Four level approach that measures: context, input, reaction, and outcome. http://www.blendit-training.co.uk/wp-content/uploads/2011/11/CIRO-Context-Input-ReactionOutcome.pdf www.vivayic.com @vivayic Audrey Denney [email protected] @audreydenney

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The Global Teach Ag! Initiative Team Global Teach Ag! Interns

Kaitlin Liszka, @KaitlinLiszka Alicia Gates, @gates_alicia Olivia Richart

Past Global TeachAg Interns 2015-16 Victoria Herr, @Victoria_Herr

2014-15 Kayla Hack, @HackKayla

Global Teach Ag! Fellow Joseph Cho, @whduaud

Past #TeachAg Fellows 2015-16 Michael Cahill, @CahillMS89

2014-16 Nur Wahid, @nba107Nur 2014-15 Nicole Weaver, @TeamWeaverFever

Global Teach Ag! Latin American Specialist Duverney Chaverra Rodriguez, @duverneydj

Past Latin American Specialist 2015-16 Cassidy Cheddar, @crcheddar

Global Learning Specialist

Melanie Miller Foster @GlobalMelanie

Innovation Specialist/ Agricultural Teacher Educator

Dr. Daniel Foster @FosterDanielD

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What’s Next?

Sign up for #GLAG19 now! 1/28/2019 - 2/01/2019 We are already planning for next year! Watch the communication channels for ways to register for #GLAG19. We will have Global Learning in Agriculture Week starting on Monday, January 28, 2019 and culminating with the 4th annual online #GLAG Conference on Friday, February 1st!! We will once again have only 100 “Conference-in-a- Box” for participants. First come, first served, so sign up now to guarantee your spot! After completing your conference evaluation, be thinking: 1. What could I share in #GLAG19? 2. Who should I nominate to present? 3. What “international snack” should I submit? 4. Who should I encourage to join the Global Learning in Agriculture Party?