An International Short Course for Training Professionals as Effective Science Communicators

Scholars have recognized a need for educational programs that prepare scientists, Extension practitioners, and other stakeholders to communicate science effectively. Such programs have the potential to increase public awareness and aid policy development. Having recognized this need, faculty at Michigan State University (MSU) developed an international short course in science and technology communication that was offered at MSU from 2010 to 2012. This article provides an overview of the design, implementation, and impact assessment of the course. We also share lessons learnt from this program and provide suggestions for other similar programs

Virtual Training for Managing Emerging Zoonotic Diseases including COVID-19

The burden of zoonotic diseases is an important global issue affecting human and animal health, food value chains, international trade, and the environment. Two-thirds of the infectious diseases affecting human health are of animal origin. Information and knowledge of zoonotic diseases and associated effects is critical for managing these diseases. The World TAP at Michigan State University offered an online course in zoonotic diseases in March 2021, which a diverse group of 42 participants from 15 countries in Africa, Asia, Middle East, and Americas attended. Grounded on Experiential Leaning Theory this paper discusses the conceptualization, design, implementation, outcomes of, and lessons-learned from this course. Key contents of this comprehensive course included epidemiology of zoonotic diseases, zoonoses of wildlife origin, utilizing a One Health approach to managing zoonoses, and roles of regional/international organizations in strengthening zoonotic disease management capacities, and the lessons-learned from the pandemic on diagnosis, prevention, and prediction of zoonotic diseases. The paired t-test results using pre- and post-course survey data showed significant increases in the participants’ level of knowledge on zoonoses post-course. in comparison to their pre-course knowledge. During the interactive discussion, participants stressed the need for continuing information sharing, and networking. For future offerings, the participants suggested adding impacts of zoonoses on international trade, and effect of climate change on zoonoses., and increasing collaborations between national, regional, and international organizations working on zoonoses. With the success of the first offering, MSU will continue to offer this course in the future, may be in a hybrid mode

A Biotechnology Course for Developing Countries

Biotechnology offers benefits, but few developing countries have approved genetically engineered (GE) crops. Extension educational programs could help prepare stakeholders in developing countries to influence biotechnology policies. Michigan State University (MSU) developed a two-week course that was taught 14 times from 2002 to 2010 for 251 participants from 58 developing countries. This course helped form an international network of biotechnology specialists who collaborate with stakeholders

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Not AvailableThe management and transfer of agricultural technologies for commercialisation purposes is considered to be a new concept in India. However, there is an upward surge in the technology protection, incubation and other commercialisation activities in recent times. This can be attributed to the recent transformation of the agribusiness ecosystem in the country due to policy initiatives and more focused research in applied and frontier areas. Technologies developed in research or academic institutions are typically transferred through an agreement in which the university or the research institution grants to a third party a licence to use its intellectual property in the defined technology, sometimes for a particular field of use and/or region of the world. The technology transfer process promotes commercialisation, reach of better products to the market and job generation. The expenses incurred towards intellectual property protection and its maintenance can be justified in view of introduction of better products, increased completion in the market, enhanced customer satisfaction, and more revenue and tax generation.Not Availabl

Section 1: WorldAgInfo: 21st Century Agriculture Education and Information Systems Project (WorldAgInfo Final Report)

WorldAgInfo Project Final Report extractThe WorldAgInfo Project final report, which this document is a part of, summarizes the results of activities undertaken as part of the 21st Century Agricultural Education and Information Systems Project (WorldAgInfo), May to December 2007, funded by the Bill and Melinda Gates Foundation and implemented by A.R. Mann Library, Cornell University. Project activities (summarized and contextualized in this section) included consultations with staff of the Bill and Melinda Gates Foundation; site visits to South Asia and Africa by members of the project's Design Team; two international workshops convened in Ithaca, New York, and Livingstone, Zambia, to bring together policy makers, scholars, instructional technology and curriculum specialists, and private sector representatives; literature reviews on topics relevant to smallholder agriculture in Africa and South Asia; and smallholder interviews conducted on site in India, Sri Lanka, Mali and Zambia by agriculture undergraduate and graduate students. The report offers a wealth of ideas for innovations in agricultural education and information systems, pulling together the creative thinking of the many people who participated in the project, which included members from the fields of agriculture, information technology, and education

Section 4: Ideas for Other Potential Support Initiatives (WorldAgInfo Final Report)

WorldAgInfo Project Final Report extractThe WorldAgInfo Project final report, which this document is a part of, summarizes the results of activities undertaken as part of the 21st Century Agricultural Education and Information Systems Project (WorldAgInfo), May to December 2007, funded by the Bill and Melinda Gates Foundation and implemented by A.R. Mann Library, Cornell University. Project activities included consultations with staff of the Bill and Melinda Gates Foundation; site visits to South Asia and Africa by members of the project's Design Team; two international workshops convened in Ithaca, New York, and Livingstone, Zambia, to bring together policy makers, scholars, instructional technology and curriculum specialists, and private sector representatives; literature reviews on topics relevant to smallholder agriculture in Africa and South Asia; and smallholder interviews conducted on site in India, Sri Lanka, Mali and Zambia by agriculture undergraduate and graduate students. The report offers a wealth of ideas for innovations in agricultural education and information systems (including those listed here), pulling together the creative thinking of the many people who participated in the project, which included members from the fields of agriculture, information technology, and education

Section 6: Smallholder Surveys (WorldAgInfo Final Report)

WorldAgInfo Project Final Report extractThe WorldAgInfo Project final report, which this document is a part of, summarizes the results of activities undertaken as part of the 21st Century Agricultural Education and Information Systems Project (WorldAgInfo), May to December 2007, funded by the Bill and Melinda Gates Foundation and implemented by A.R. Mann Library, Cornell University. Project activities included consultations with staff of the Bill and Melinda Gates Foundation; site visits to South Asia and Africa by members of the project's Design Team; two international workshops convened in Ithaca, New York, and Livingstone, Zambia, to bring together policy makers, scholars, instructional technology and curriculum specialists, and private sector representatives; literature reviews on topics relevant to smallholder agriculture in Africa and South Asia; and smallholder interviews conducted on site in India, Sri Lanka, Mali and Zambia by agriculture undergraduate and graduate students (documented here). The report offers a wealth of ideas for innovations in agricultural education and information systems, pulling together the creative thinking of the many people who participated in the project, which included members from the fields of agriculture, information technology, and education