Situation-based and cooperative learning in an upper-division fruit production and physiology course

Abstract

A situation-based or modified case study approach to learning has been adopted in an upper division fruit production course that is taught at Oregon State University in the Department of Horticulture. A new case study, which will have a high probability of generating discussion on key pomological themes, is developed each term. On the first meeting day of class, students identify relevant themes in the case study. A modified jigsaw cooperative learning strategy is then used to cover the relevant subject matter throughout the term. While using this strategy, groups of two to three students become experts on a theme and are responsible for sharing their knowledge with their peers. The instructor mentors the experts by reviewing assignments created by them, checking answers to assignments, and administering quizzes on the themes. About midterm, larger groups of six to seven students begin their preparation of an oral presentation and written synthesis of the goals and possible pathways for achieving the targets of the primary stakeholders (i.e., orchardists, field representatives, extension faculty, etc.) that are presented in the case study. The groups make their presentations to the stakeholders at the end of the term. Students are required to prepare an individual written report. This learning approach links theory with practice, gives students practice in extensively analyzing a situation, enables students to become conversant in and knowledgeable of basic pomology, builds positive relationships between fellow students, and provides multiple experiences for communicating information and student's discoveries.