This document summarizes a Cornell Cooperative Extension (CCE) exploratory brigade trip to Nicaragua. The brigade's goals were to gain first-hand experience of rural outreach agencies in Nicaragua, meet potential collaborators, and develop an interdisciplinary CCE educator team. The brigade visited organizations in San Ramon and Leon, including universities, farms, and women's groups. They encountered diverse approaches to agriculture, education, and community development. The brigade reflected on international experiences, cross-cultural competencies, and potential next steps like future collaborations between Nicaraguan and CCE educators.

1. La CCE Brigada exploratoria en
Nicaragua
CONTEXTO, ENCUENTROS Y REFLEXIONES

2. Context
 Building cross cultural competencies within CCE
 Existing and emerging relationships in Nicaragua
 Support from ESP
 Current University (and CALs) prioritizing of
international work and experience.

3. Benefits of International Experiences
 International experiences can:
 Increase understanding of connectedness, commonality of
issues in a globalizing world
 Re-invigorate practices at home
 Build networks for collaboration
 Increase our capacity to "enhance public understanding of
global issues" (Ludwig & McGirr, 2003, p. 410).

4. Trip goals
 Gain first-hand experience of how rural
outreach/extension agencies in a foreign culture
address issues similar to those that New York faces.
 Meet colleagues in Nicaragua and explore potential
opportunities for collaboration.
 Develop a multi-disciplined CCE Extension Educator
team that will work together in the future to provide
interdisciplinary solutions to complex problems in
New York.

5. The brigade
 Paul Treadwell – Trip
coordinator
 Helene Dillard
 Rod Howe
 Rocky Kambo
 Shawn Smith
 Nancy Schaff
 Mary Wrege
 Chip Malone
 Paul LaChapelle
(University of Montana)

6. Encounters

7. San Ramon
 Homestays
 Encounters:
 UCA
 Finca La Hermandad
 CESESMA
 Mujeres La Pita
 El Chile
 La Chispa

8. UCA –Case study

9. CESESMA – Case study
Community Need
Strategic Planning
Programs
Evaluation

10. Leon
 September 11-13
 Encounters (UNAN Leon)
 Pueblo Redondo
 Iguana Nursery
 Women's development
 Tito Anton’s farm
 Colleges
 Agroecology
 Vet medicine
 Botanical Garden

11. Pueblo Redondo – Case study

12. Tito Anton – Case study

13. UNAN Leon

14. 4-S: Saber, Sentimientos, Servicio, Salud
New York 4-H Nicaragua 4-S Head . Heart . Hands . Health
• 4-S existed in Nicaragua in past
• USDA Foreign Ag Service
providing funds for Fabretto
Foundation to start up 4-S on
small scale
• Supporting 4-S
clubs/connecting NY 4-Hers
with Nicaraguan youth
• Collegiate 4-H members as
virtual mentors
• New York “sister” 4-H
clubs
• Shared projects
• Peace Corps volunteers
• Planting Hope

15. Diverse Cognitive Styles and Learning
Preferences
Ideas for Planning Curriculum with and/or on Behalf of Youth
Some North Some Latin Some Northern Some Asian
American Cultures American European Cultures
 Personalized Cultures  Precisely timed
options Cultures detailed plan
• Elaborate form • Coherent
 Activities to  Wide variety of
• Relational activities structure activities
compare &
contrast • Flexibility in • Thematic  Clarity in
 Freedom in schedule acceptable activities schedule
schedule • Reflective • Limited choices  Concrete
 Active observation in schedule experience
experience • Abstract  Learning through
• Learning through receiving
 Learning through knowledge
peer discussion receiving  Concern with how
• Concern with • Learning
 Concern with to create good
how to conduct through relationships
how to get
things done conversation discussion with  The joy of
 The joy of • The joy of rhetoric experts agreement
competence • Self-directed group • Concern with  Organized group
 Limited group activities how to conduct activities
activities conversation
• The joy of critical
engagement
• Very limited
group activities
Adapted from J. Bennett, 2001, Intercultural Communication Institute. From a presentation by
Jennifer Skuza, University of Minnesota Extension Center for Youth Development

16. Experiential Learning in Cultural Contexts
1.
Experience/
Experimentar
5.
Do/ 2.
Apply/ Share/
Aplicar Hacer Compartir
Apply/ Reflect/
Aplicar Reflexionar
Generalize/ Process/
Generalizar Procesar
4.
3.

17. Reflections

18. A few post trip comments
 When visiting the University, surprised at how run-
down, sparse, and minimal the facilities were but the
staff was positive, had refreshing vision and looked
to the future with vision.
 Another image that has stayed with me is the people
who care about their country and land.
 The welcoming (open arms) with which we were
greeted in almost every situation. Local people
provide such a different experience than anyone can
ever expect listening to world news.

20. Next steps
• JULY 2013 VISIT BY NICARAGUAN
COLLABORATORS
• Michael Sobalvarro
• Marvin Jarquin or Tito Anton UNAN Leon
• AUGUST 2013 CCE/ESP 10 DAY
RESEARCH/STUDY TRIP
• CONTACT: PAUL TREADWELL PT36@CORNELL.EDU

21. Questions and discussion