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Abstract

Capstone courses can foster skills like teamwork, communication, and interpersonal skills, and project-based learning can be an effective approach to such courses. This study explored students’ perceptions and experiences of a project-based learning approach in an undergraduate, capstone, agricultural communications course. Using a convergent mixed-methods design, an end of course questionnaire was administered, and post-course focus groups were conducted. The highest scored item was ‘I was satisfied with the level and quality of communication I had with the instructor.’ The lowest scored item was ‘the course helped me develop a deeper appreciation for the subject.’ Qualitatively, two overarching themes emerged: (a) project-based learning: “I can do this. I did this,” and (b) realistic application: an invaluable foundation. The first theme included four sub-themes: (a) critical thinking: “trial by fire,” (b) feedback … “is really critical,” (c) pride and effort: “we’re making a freaking magazine,” and (d) project fatigue: “it’s hard to not have an attitude.” The second theme included two sub-themes: (a) collaboration: balancing “so many personalities,” and (b) burnout and stress: “a million little things.” The findings of this study further support the use of PBL in higher education. The course provided preparation for post-graduation endeavors, with students recognizing the transferability of skills across career paths. While students discussed experiencing project fatigue, instructors may mitigate stress by establishing clear expectations, providing a schedule and deadlines, and providing assistance. Additional research exploring project-based learning in agricultural communications settings is needed to offer deeper insights regarding student learning outcomes.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

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