Engaged Learning: Mutual benefits for course instruction and extension program delivery

Abstract

Engaged learning projects can effectively complement Extension programming goals and course learning objectives that enrich the outcomes for both components. A cooperative business management class at Cornell University provides an evaluation of the fundamental principles, structure, finance, and governance associated with the cooperative business model. In so doing, students analyze contemporary issues facing modern cooperatives. In collaboration with extension programming surrounding cooperative enterprises, contemporary issues are emphasized through projects with actual cooperative businesses. Cooperatives have included farmer-owned, customer-owned, and worker-owned businesses. Students benefit from applying principles learned in class, while cooperatives benefit from the fresh, new perspectives they receive from people outside their organization. Both value the highly interactive nature of this engagement and to which work plans and expected deliverables can and often do change throughout the course of the projects. This paper synthesizes the opportunities and obstacles associated with developing and administering engaged learning projects from the learned experiences of the class instructor, professional Extension staff, and cooperative industry clients. Recommended best practices are elucidated to better inform faculty interested in implementing this dynamic approach to extension and classroom education.

Keywords: cooperatives, engaged learning, extension programming, undergraduate teaching,

JEL Classification: A22, D70, J54, P13, Q13