Some Dimensions of Farmers'-Pastoralists' Conflicts in the Nigerian Savanna

Study abroad programs offer unique opportunities for students to gain valuable educational and life experience. These experiences support a well-rounded education and prepare the students to work in a more global society. Many study abroad programs are designed with undergraduates as the target audience and may not meet the academic needs or life situations of the graduate student. This paper describes the authors’ observations based on their experiences with developing and implementing study abroad programs. This writing discusses lessons learned and offers recommendations for expanding existing programs to attract graduate students. Study Abroad: Essentials in Recruitment & Interdisciplinary Education Study Abroad excursions have been shown to increase a student’s perception of the value of their overall educational experience, expand their worldview, and become more comfortable with diversity (Jackson & Nyoni, 2012). For the most part, students who participate in these experiences are traditional undergraduate students, as they are the easiest cohort to recruit. Graduate students are often ignored in systematic outreach campaigns because of the common assumption that they are not available due to family or work responsibilities. During the last decade, data captured from American colleges and universities demonstrate that only a very small percentage of students participating in study abroad courses are graduate students (> 2 %). The largest group are baccalaureate Juniors (36%). About 40% of study abroad students invest an entire academic semester or quarter. The average length of a study abroad course in the U.S. is now about 4-8 weeks. Thus, for at least the last few decades, study abroad initiatives recruit and register mostly undergraduate college and university students. The assumption is made that graduate students do not have time or inclination to participate (IOIE, 2010; NAFSA, 2010; Vistawide, 2015). It was not until several years ago that there was even much interest in study abroad programs specifically for graduate students (Lindsey, 2005). Study Abroad programs are normally designed with undergraduates in mind thus; there may be a lack of academic rigor attached to the study abroad course. This article will present a case for expanding existing 104 Journal of Global Initiatives university based, faculty-led programs to actively include graduate students. Moreover, it will describe experiences and lessons learned over the last several years with a United States-based study abroad program that caters primarily to graduate students in both full and part-time academic programs. These experiences are defined by cultural norms inherent to the United States but increasing learning outcomes and the value of the experience is a goal that is universal to study abroad programs. Cultivating a World View Many master’s level graduate programs place heavy emphasis on applied learning. The underpinnings of theory and practice issues are examined as a foundation for practice applications. Participation in a study abroad opportunity allows for a substantial expansion of the students perception about professional practice in other cultures. Dramatic cultural or professional differences as well as the more subtle ones allow the student to adapt their practice skill to diverse situations and people, work towards becoming interculturally effective practitioners (Lindsey, 2005; Boateng & Thompson, 2013). This expansion includes the possibility of learning from the teachings of a professor from another culture as well as participating with students from other cultures. The contrast of this academic setting is a powerful tool for retention of concepts and information. Students will learn concepts that will build on their academic courses taken thus far. They will also learn new concepts that may challenge the cultural applicability of what they have learned. This contrast, and the challenge of conceptualizing how to utilize this new information, will be memorialized for these students as a major academic “take-away” from their study abroad experience.