Connection with MAST
Program volunteer or Friend of MAST
First year involved with the program
1990
State
Minnesota
Country
United States
I am a BIG fan of the MAST program.
My interest in integrating international students into CFANS classes goes back to my graduate school days at the U of M, when we had an extensive fellowship program with Morocco that brought a number of graduate students here across many ag majors. I benefited greatly from meeting students with diverse perspectives and experiences while pursuing my PhD in Food Science. Some of these Moroccan students are still colleagues today and are leaders in their fields for their country.
Today, as a teaching professor in entrepreneurship, I work with students as they develop their leadership, entrepreneurial thinking, and decision-making professional skills. Having MAST students in my classes adds a critical dimension of expanded perspectives and experiences that benefits CFANS students as we learn together.
In all four of my classes, I focus on project-based learning outcomes. Given that MAST students have already completed an undergraduate degree and, in some cases, have professional experience, it is a big plus for exposing CFANS students to the level of thinking required in project-based exercises. For example, in my APEC 3451 Food and Ag Sales class, many of the MAST students have actually had sales experience in seed sales. Hearing their stories and voices in class discussions is valuable to all. In addition, students in these classes rally around the MAST students as they learn and practice their English communication skills. It is a true win-win for the class as a team.
The intangibles are expected and can bring richness to the learning experience. For example, this past spring, we had a CFANS student who is of Brazilian heritage but was born and grew up in the U.S. When he got to meet the MAST students, they literally adopted him (one of the MAST students had the same first name - Vinicius) into group projects so that he could practice his Portuguese too. This was special to watch as an example of 360-degree inclusion. In another example, a couple of years back, we had a professional panel of former students who shared their work and one was a dairy operator talking about some of the new innovations in the profession. Turns out, one of the MAST students was a dairy veterinarian. The dialogue in that class that day led to a week-long discussion of topics, during which the MAST student was the knowledge expert and brought extensive richness to the class that you just could not replace. The MAST student told me that it really gave him confidence in his professional skills, and I know the CFANS students gained a whole new perspective on how innovation in the ag field isn't simply a U.S. phenomenon.