Abstract:
Based on experiences with advising and teaching agricultural students in three countries, we observe that conventional building block approaches starting with basic science courses and ending with specialized applications do not serve all students well. We propose a flexible strategy that individualizes the program based on each student's prior experience and places each course into context of farming and food systems and community. Building relevance and connections within courses helps link theory to practice; students are more motivated when specific subject matter is taught "just in time" to help them solve practical challenges and bridge the gap between knowledge and action. Specific examples are provided from the undergraduate program at the Swedish Agricultural University (SLU in Uppsala), the Agroecology MSc program at the Norwegian University of Life Sciences (UMB in As), and the College of Agricultural Sciences and Natural Resources at University of Nebraska (UNL in Lincoln). Our proposed approach helps students develop deep knowledge related to integration of systems components through inductive learning, one that heightens student motivation and cultivates greater confidence during academic programs.
Keywords:
education
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