Concreting the Student Learning Experience in Agricultural Economics Through Field Research Projects

Document Type

Article

Journal/Book Title/Conference

North American Colleges and Teachers of Agriculture Journal

Volume

54

Issue

4

Publication Date

2010

First Page

16

Last Page

23

Abstract

In this study we evaluate the impacts of an experiential learning assignment in the form of a field research project on undergraduate student learning perceptions in an agricultural economics program. Data included a survey of all students completing the project and voluntary, open-ended interviews conducted by a non-course instructor. Results indicate students perceived the field project enhanced their learning over other assignments, especially with a higher frequency of interaction withindustry professionals. Additionally, students stated an improved depth of content knowledge, improvedprofessional understanding, and a deeper awareness of their strengths as a result of the field work project.

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