Evaluating Experiential Learning in Undergraduate Agricultural Education: A Content Analysis of Course Syllabi from a College of Agriculture

This study evaluated the presence and depth of experiential learning within undergraduate course syllabi from the Martin-Gatton College of Agriculture, Food, and Environment. Through a content analysis of 41 syllabi across five academic majors, the study examined how course objectives and assignments aligned with Kolb’s Experiential learning cycle (1984), Webb’s depth of knowledge (1997), and Joplin’s Mini to maxi Scale (1981). A structured coding instrument was used to quantify the frequency of learning elements across these three frameworks. The findings revealed that Abstract Conceptualization and Reflective Observation were the most common stages in both objectives and assignments, while Concrete Experience was consistently underrepresented. Similarly, most objectives were categorized at DOK Levels 2 and 3, with fewer instances at the extended thinking level (DOK 4). These findings highlight opportunities for faculty to improve the balance and depth of experiential learning in undergraduate agriculture education through intentional course planning and instructional development.