Universities must prepare their students to work in an increasingly diverse and global workplace. However, minority students, particularly Native Americans, continue to be under-represented in agriculture and study abroad. Partnerships between tribalcolleges and universities (TCUs) and predominately white institutions (PWIs) could provide substantial benefits to students at both types of institutions. Students from Purdue University and Haskell Indian Nations University (HINU) participated in a 15-day travel course to Costa Rica from 2010 to 2012. An online questionnaire was administered in 2013 to assess student perceptions at least one year after completing the course. Respondents at both universities indicated that the course increased their knowledge of agricultural production systems and tropical ecosystems as well as their understanding of cultural and ethnic diversity in Costa Rica. Respondents also indicated that their experience reinforced their commitment to studying a foreign language,enhanced their interest in academic study and encouraged them to explore other cultures. Open-ended responses suggest that students viewed interacting with indigenous groups in Costa Rica as the most memorable and engaging component of the course. This study suggests that study abroad programs can be developed and offered through partnerships between TCUs and PWIs that provide substantial benefits to Darticioants.
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