Enhancing student engagement and agronomic competence through active learning: A 5‐year multi‐cohort SoTL study in an undergraduate field crop production course

Abstract This 5‐year mixed‐methods study examined the impact of active learning strategies on undergraduate student learning and engagement in the Field Crop Production course. Guided by constructivist and experiential learning theories, this scholarship of teaching and learning study redesigned the course. The redesign incorporated field‐based modules, real‐world case studies, crop management simulations, and collaborative problem‐solving activities. Data were collected across five spring semesters (2021–2025) using pre‐ and post‐course knowledge tests, student surveys, reflective journals, focus group interviews, and an instructor teaching journal. Quantitative analysis of pre‐ and post‐course data showed significant improvements in agronomic knowledge and applied decision‐making skills across all cohorts. Mean learning gains ranged from 27.6% to 29.6% relative to pre‐course baseline scores (paired t ‐tests, p < 0.001; Cohen's d = 1.83–1.98). Qualitative thematic analysis of student reflections and focus groups revealed enhanced ability to interpret field observations, develop crop management strategies, and connect theoretical concepts with real‐world agricultural practices. Student feedback consistently highlighted the value of hands‐on learning, peer collaboration, and real‐world application. Student interest in agronomy‐related careers increased from 60% at the beginning of the study to 81% by the final cohort, suggesting broader vocational impacts of the course redesign. Triangulation of quantitative and qualitative evidence indicates that integrating experiential and context‐based active learning strategies can substantially enhance learning outcomes in applied agricultural education. These findings provide practical guidance for educators seeking to strengthen student engagement and professional readiness in agronomy and other applied science disciplines.