Incorporating Experiential Learning Projects Into Graduate Courses.

Experiential learning projects allow students to increase their problem solving and technical writing skills, solidify their understanding of the scientific method, interact within a large group towards a common goal, and learn new concepts outside of their major discipline. Two experiential learning projects were implemented within SOIL 721 (Environmental Field Instrumentation and Sampling) at North Dakota State University.  The first project focused on the research question (fall, 2009): What is the concentration and distribution of Hg in roadside soils in North Dakota? and the second project had the research question (fall, 2011): What is the concentration and distribution of N and P in dog parks in Fargo, ND?  Students were required to develop the testable hypotheses, experimental design, sample soils and process them, conduct statistical analysis, and write the manuscript for peer-review.  Incorporation of experiential learning projects into graduate courses is challenging but can be very rewarding for those involved.  These projects enabled students to expand their research capabilities in a focused, controlled, and directed manner and allowed them to participate in writing a manuscript for peer-review, which for most of them was their first experience with this task.