FLIPPING OUT: STUDENTS AND TEACHER LEARN TOGETHER VIA SELF-LEARNING, SELF-ASSESSMENTS, RUBRICS, & PEER REVIEW IN A NOVEL COURSE ON AGRICULTURE INFORMATION & TECHNOLOGY, CUTTINGTON UNIVERSITY, LIBERIA

This paper reviews development of a required course focusing on information literacy and research skills, teamwork, evidence-based practical information for problem solving (including interdisciplinary approaches), information technologies, and life-long learning. The course is integrated into the curriculum of the College of Agriculture and Sustainable Development (CASD) at Cuttington University in Liberia through a US Agency for International Development (USAID) EHELD (Excellence in Higher Education for Liberian Development) Grant (669-A-00-11-00035-00). Presentation support came from a Rutgers University Research Council Grant and Univerity Libraries. A librarian was embedded into creating the curriculum and developed a required course, CASD 304, on agriculture information and information technology that students will take in their third year. A major obstacle is that no one is experienced to teach it, hence the choice of the "flipped classroom." This course is taught through the use of self-learning, readings, collaborative team work, and involves an active learning hands-on approach to develop critical thinking skills in accessing information in today's world. There is no textbook required for the class but suggested resources are provided that students can consult throughout the semester. Through an extensive literature review, postings on agriculture librarianship lists, and professional colleagues, no other required course like this (other than a small number of workshop materials) exists anywhere in the world. Lists consulted included those of the US Agriculture Information Network (USAIN), AgNIC (Agriculture Network Information Center) and the International Association for Agriculture Information Specialists (IAALD).