Abstract

Service-learning allows students to learn in a real-world situation while engaging the community with useful service. In Spring 2016 and 2017 semesters, a service-learning opportunity was provided in the Animal Breeding course at Tarleton State University. The project, Farm Partners, matched small groups of students to area farms with animal breeding challenges. Students met with their Farm Partner, assessed the challenge, and presented a viable solution at the end of the semester. Students could choose to participate in the Farm Partners project in lieu of two homework assignments, two attendance credits, and the final exam. Data were collected to assess the students’ experiences and mastery of course concepts in this nontraditional format. The participation rate of the service learning project was 49% (27/55 students) in 2016 and 39% (15/38 students) in 2017. At the end of the course, all students were given a skills assessment to gauge their mastery of course concepts. No difference (2016 p=0.99, 2017 p=0.77) in skills was seen between the service-learning and non-service-learning students at the end of either semester. Students reported improved industry awareness and curriculum connections as major advantages in their reflection assignments, and 79% of the farms planned to implement the students’ proposals.