A model for implementing a college-wide experiential learning program in higher education

Thumbnail Image
Supplemental Files
Date
2009-01-01
Authors
Steiner, Charles
Major Professor
Advisor
Committee Member
Journal Title
Journal ISSN
Volume Title
Publisher
Authors
Person
Retallick, Michael
Department Chair
Research Projects
Organizational Units
Organizational Unit
Agricultural Education and Studies

The Department of Agricultural Education and Studies was formed in 1989 as a result of the merger of the Department of Agricultural Education with the Department of Agricultural Studies. Its focus includes two these fields: agricultural education leading to teacher-certification or outreach communication; and agricultural studies leading to production agriculture or other agricultural industries.

History
The Department of Agricultural Education and Studies was formed in 1989 from the merger of the Department of Agricultural Education and the Department of Agricultural Studies.

Dates of Existence
1989–present

Related Units

Journal Issue
Is Version Of
Versions
Series
Abstract

ScienceWith Practice (SWP) was conceptualized to provide opportunities for agriculture students to develop a planned learning component as part of their work experiences with faculty and staff in university research laboratories, farms, greenhouses, and other units. This college-wide program was designed and implemented using adult learning theory and best practices found in the literature. Activities included development of learning agreements, individual progress visits, regular student seminars, an end-of-experience symposium, a recognition banquet, and a formal evaluation. Students had opportunities to acquire technical agriculture skills; explore linkages between upperlevel coursework, research, and the world of work; develop skills related to organizing, planning, and conducting research; and consider graduate education and research as a potential career. Students earned academic credit for articulating their personal growth and what was learned. Student expectations included: 1) participation and communication; 2) a journal of activities and experiences; 3) a final report and reflection; 4) a formal 20-minute presentation; and 5) a comprehensive portfolio. Science With Practice developed into a program in which students took more responsibility for their work and connected their learning and work experiences and faculty transitioned from employers to mentors.

Comments

This article is from NACTA Journal 53 (2009): 2. Posted with permission.

Description
Keywords
Citation
DOI
Source
Copyright
Thu Jan 01 00:00:00 UTC 2009
Collections