Evidence for Experiential Learning in Undergraduate Teaching Farm Courses

Conceptualization Most of the syllabi did not have evidence for abstract conceptualization. Of the 31 syllabi that did have evidence, there were three main activities and assignments that indicated this stage in the experiential learning cycle. Opportunities for students to develop models and make hypotheses were made available through written assignments and projects with hypotheses components. Abstract conceptualization was represented by statements such as “learn how to formulate a researchable question” (S48) and by direct indication of the requirement to create and describe hypotheses in assignments. Written assignments with a discussion or synthesis component was another form of abstract conceptualization that was found in several of the syllabi. Syllabus 6 included instruction for students to write a final synthesizing essay and in syllabus 51 students were instructed to write a final report based on small reports they had been writing throughout the course. Syllabi 76 and 77 went into greater detail about the requirements for the synthesis component to the written assignment. The components of this section were the following: “critically discuss the literature, build to support your assertion. Identify weaknesses and strengths and needs to be addressed in future research” (S76 & S77). The other major indication of abstract conceptualization found in the assignments included in the syllabi was opportunities for students to make plans for future action. Plans included enterprise or production plans. One example of an enterprise plan was found in syllabus 10. The Sheep Enterprise Plan consisted of the assignment purpose, an explanation, and outline development. Another example of a production plan was found in syllabus 35. This assignment was called the Organic Production Plan. The details of this assignment were described in the following way: Each student will choose one product (vegetable, herb, fruit, mushrooms, etc.) for which to develop and organic production plan, from see/spore/cutting/etc. to final product. You will need to demonstrate in full detail how to produce this item according to the National Organic Program (NOP) standards. You should include a budget and a marketing plan, including projected production and sales. A detailed proposal page will be handed out in class. (S35) Other cases of future plans were projects that required creating a future management plan, creating a farm production and management plan, generating a field plan, and a crop production plan. Active Experimentation Active experimentation was evident in the form of projects, oral presentations and group work. Thirty-three of the 78 syllabi included a project as part of the student assignments. Application of course concepts was seen in statements such as “this fall you will work in teams to develop a proposal to improve one area of the local food system in a way that is situated in the historical, scientific, and cultural contexts you will be studying this semester” (S16). Another project took place throughout the entire length of the course and included “quality of Mazurkewicz , Harder, & Roberts Evidence for Experiential ... Journal of Agricultural Education 183 Volume 53, Number 1, 2012 design, implementation, monitoring, and final crop quality.” In addition to projects, 21 syllabi contained oral presentations. There were 18 syllabi that indicated group work. Group work represents opportunities for students to adjust to certain situations. There was no evidence for active experimentation in 24 of the 78 syllabi.