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Dr. Irvin Widders Dr. Mywish Maredia Michigan State University

Title XII Legislation. Declaration of Policy-Sec. 296(a)The Congress declares that, in order to achieve the mutual goods among nations of ensuring food security, human health, agricultural growth, trade expansion, and the wise and sustainable use of natural resources, the U.S. should mobilize the c

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Dr. Irvin Widders Dr. Mywish Maredia Michigan State University

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    1. Dr. Irvin Widders Dr. Mywish Maredia Michigan State University

    2. Title XII Legislation Declaration of Policy-Sec. 296(a) The Congress declares that, in order to achieve the mutual goods among nations of ensuring food security, human health, agricultural growth, trade expansion, and the wise and sustainable use of natural resources, the U.S. should mobilize the capacities of the U.S. land-grant universities, other eligible universities, and public and private partners of universities in the U.S. and other countries for:

    3. Title XII Legislation Declaration of Policy-Sec. 296(a) (2) Improved human capacity and institutional resource development for the global application of agriculture and related environmental sciences.

    4. USAID Support for Degree Training Collaborative Research Support Programs (CRSPs) Higher Education for Development (HED) USAID Long-Term Degree Pilot Programs Borlaug Fellows Program Independent Contracts for Training Programs

    5. Objectives of Presentation: Define the CRSP Model for Training and Institutional Capacity Building Review CRSP Achievements Consider Challenges and Innovations in CRSP Training

    6. The Collaborative Research Support Program The CRSPs empower host country institutions to address recognized needs and constraints though the creation of new technologies and knowledge while concurrently developing human resource capacity and competencies in strategic areas of agriculture and natural resource sciences, thus leading to institutional self-reliance and sustainability.

    7. Comparative Advantage of CRSPs in Human Resource Development Access to the academic programs of >60 U.S. universities Partnerships with approximately 200 agricultural research institutions in >70 developing countries Integration of academic, research and outreach in degree training programs Focus on finding solutions to private and public sector problems Collaboration with diverse partners (e.g., agribusiness, government institutions, IARCs, NGOs, foundations, etc.) Long-term institutional collaborative relationships

    8. CRSP Achievements in Degree Training Total Across Nine CRSPs Total Degrees (BS, MSc and PhD) awarded (1978-2007) 3145 Total post-graduate degrees awarded (1978-2007) 2779 Total number degrees supported (1978-2007) 3417 Total ongoing support for degree training (current) 272

    9. Number of degree trainees supported by CRSPs, 1978-2007

    10. Average number of CRSP-supported trainees completing their degree programs per period, 1978-07

    11. Demographics of CRSP Trainees Degree level- 34% PhD, 47% MS, 19% BS Disciplinary areas- Plant sciences, animal sciences, soil sciences, genetics, natural resources, food science, nutrition, social science, agriculture economics, education and extension Gender- 65% male, 35% female Location of training- Training in both U.S. and other countries (nearly 50-50 split) Country of Origin- Nearly 75% from developing countries (40-50% of trainees from Africa)

    12. Cost Share of CRSP Degree Training by U.S. Universities Other grant funds used to partially cover thesis research costs Out-of-State tuition waivers for students on assistantships Reduction in indirect cost rates University and departmental scholarships

    15. Impact Assessment of Graduate Degree Training: Bean/Cowpea CRSP Jamora, el al., 2007 (see ASA poster no. 249-7) Survey of CRSP graduate degree trainees (1980 - present) Survey of Principal Investigators (1980- present) Case Studies: Sokoine University of Agriculture (SUA), Tanzania Escuela Agricola Panamericana, Honduras

    16. Trainee Survey Findings: Learning Impacts CRSP thesis research was highly relevant to current work/job responsibilities (83%). Ability to “design/conduct/analyze scientific research” was the most important knowledge, skill and attitude (KSA) acquired. Acquired KSAs were shared through publications (66%), seminars/conferences (70%), and supervision of research projects of students (66%).

    17. Trainee Survey Findings of Respondents: Return Rate: 86% of Host Country trainees returned to a developing country after graduation 79% of HC trainees returned immediately to home institution Profile: 86% earned a Ph.D. degree 69% specialized in plant sciences 72% worked in bean/cowpea related field Post Training Collaboration: 40% continued collaboration with U.S. professor

    18. Truths - Dispelling Fallacious Dogmas CRSP Graduate Degree Training at U.S. universities is low cost for donor agencies and competitive. Trainees do return to their home countries after graduation. CRSP thesis research does address constraints and applied problems of the agriculture and natural resource sectors in the developing countries. CRSP graduates do enhance the capacity of and contribute to sustainable institutional development. CRSP graduates continue a relationship with U.S. professors and their respective universities.

    19. Future Challenges in CRSP Training Keeping educational programs of U.S. universities competitive on both an academic and cost basis. Providing innovative educational experiences in accord with the comparative strengths of agriculture based universities. Being relevant to contribute to the enhancement of sustainable capacity of developing country institutions.

    20. Innovations in Graduate Training New models for graduate degree programs. Joint or dual institutional degree programs Sandwich programs Distance education programs Life-long professional development programs 2. Changes in Graduate Program Structure Professional training vs. Research focus Multidisciplinary vs. disciplinary Value Chain vs. subsector focus “Designer” graduate programs for target populations 3. Value Addition to Host Country Graduate Programs Research opportunities in U.S. university laboratories Internships in U.S. agribusinesses Participation in U.S. university outreach programs (Land-Grant Model) U.S. university faculty instruction of courses at HC universities

    21. Challenges for CRSPs and U.S. Universities 1. Reforming graduate programs in the agricultural sciences and being flexible on program requirements without compromising academic quality and scholarship Admissions requirements (GRE?) Residency requirements Course requirements Type of scholarly activity Accepting transfer credits Thesis defense requirements

    22. Challenges for CRSPs and U.S. Universities Consideration of the academic needs of both domestic and international graduate students (i.e., global knowledge, attitudes and skill sets, knowledge of emerging issues, etc.) in degree program development. Preparation of a new generation of “global leaders” for private/public sector professions in agriculture and natural resources.

    23. Irvin Widders, Director Mywish Maredia, Assoc. Director Dry Grain Pulses CRSP 321 Agriculture Hall Michigan State University East Lansing, Michigan 48824 Web page: www.pulsecrsp.msu.edu/

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