Evidence for Experiential Learning in Undergraduate Teaching Farm Courses

Abstract

Higher education institutions are attempting to use teaching farms to provide hands-on learning experiences to students, but there is a lack of research on the degree of cognitive engagement at teaching farms. Kolb’s model provided the theoretical framework for assessing evidence of experiential learning in courses using teaching farms. Qualitative methods were used to examine syllabi from courses that use teaching farms at higher education institutions. Syllabi were collected using a snowball sample. Overall there was evidence for the presence of both concrete experience and active experimentation in the syllabi. Practitioners should be cognizant of when activities are intended to facilitate students to enter the reflective observation and abstract conceptualization stages. Opportunities for experience that are included in teaching farm courses should have purpose and be more than just mere activity.