Abstract

An animal science travel course focused on sustainable agriculture, was developed by Missouri State University, University of Central Missouri, and Northwest Missouri State University. Our goal was to provide an experiential learning opportunity revolving around sustainable agriculture. For two years, (2013 and 2016), students completed a questionnaire based on the Intrinsic Motivation Inventory (IMI) to study the influence of experiential learning on student motivation. Survey questions related to students’ interest and enjoyment, perceived competence, effort and importance, pressure and tension, and value and usefulness associated with the course. Students were asked to rate their technical and social skills. Pre-and post-test results were compared using analysis of variance and correlations determined between IMI responses and student demographics. Pressure and tension were less after the course. Students’ perceived competence, effort and importance, as well as student confidence in social skills differed by school. A school by time interaction existed for students’ interest and enjoyment related to the course. Older students were more likely to perceive themselves as competent in sustainable agriculture, while female students reported greater confidence in animal science skills than male students. Students enjoyed and valued the course and did not feel pressure during the five-day course.