An Examination of University Agricultural Education Faculty Attitudes toward the Implementation of High Impact Learning Experiences

Abstract

Meaningful learning is a goal across the broad field of agricultural education and high impact learning (HIL) experiences are a mechanism to facilitate that goal. The purpose of this study was to examine university agricultural education faculty attitudes toward the implementation of HIL. Faculty (n=85) from 10 agricultural education departments nationwide responded to a survey about perceptions of HIL experiences for undergraduate and graduate students. The majority of respondents reported that as a student they had participated in HIL experiences such as study abroad, research projects, internships, and student teaching. However, neither participation as a student nor current involvement in HIL activities influenced their perceptions of HIL. Characteristics that influenced perceptions included teaching experience and departmental support. Respondents with less teaching experience possessed a stronger perception of the benefit of HIL and those who perceived they had departmental support reported less concern for barriers (i.e., time and planning) to HIL implementation. Findings revealed a need for support and training related specifically to the implementation of study abroad activities.