Real Problems, Real Clients: Using Experiential Education to Promote Integrated Learning.

Semester-long experiential projects are an effective alternative to traditional laboratory experiences for many agronomic courses.  One example will be presented in detail.  Soil and water conservation is rarely an end in itself.  Rather, the principles must be applied within a farming system, so conservation and profitable management must be integrated.  The following project was designed to encourage upper level students to integrate conservation principles with knowledge gained in other production courses.  A local beef producer requested help in planning an intensive grazing system on a 167 acre undeveloped farm.  Students met with the producer to ascertain her needs and goals, then designed a project to provide her with the information she needed.  Students 1) used GPS and GIS techniques to map the property, 2) evaluated both the land and the physical resources available, 3) developed a program of forage renovation to support the beef herd, 4) defined livestock and crop management, 5) made cost and time estimates for installing water and fencing, and 6) identified additional extension publications to support the implementation of the project.  The project enhanced the lecture portion of the course by providing concrete examples of the principles that were presented in class.  Students presented a set of sound recommendations and a good plan to the producer.  While this approach is highly effective for learning and well-received by students, there are some challenges: the approach would be difficult with a large class and the instructor has to be willing to accommodate novel situations, guiding students to learn rather than simply providing information.  A similar approach has been used effectively with courses in Farm Resource Management and Crop Production.