485 Opportunities Produced and Learning Outcomes Achieved Through a Design Thinking Approach to Problem Based Learning in an Animal Science Capstone

Incorporation of a design thinking approach to problem-based learning in an animal science capstone maximizes intellectual growth and critical reasoning while exposing students to relevant, current industry challenges. Briefly, students working within groups formulate a complex problem statement following facilitated interaction with statewide livestock commodity group stakeholders, then develop implementable solutions via utilization of a design thinking model. This course design structure allows students to demonstrate proficiency in multiple departmental learning objectives: implementation of effective animal management strategies, utilization of animal production systems to sustain economic resources, demonstration of critical thinking, effective communication across multiple mediums, preparation to engage in lifelong learning, and evaluation of socially responsible techniques to produce animal products. Pandemic based restrictions provided students the ability to attend face-to-face classes or work remotely. The capstone was simultaneously delivered on both platforms, but all assessments and feedback were provided online. Student experiences were evaluated weekly through group feedback prompts. Principal student-reported experiences include emergent themes of effective team building and collaboration, a deeper understanding of the value of quality scientific literature, a requirement to pursue in-depth thought to generate actionable solutions, and a desire to independently reach outside of the classroom to learn from other industry professionals. Student assessments prioritized the learning and revision process, with multiple opportunities to improve the synthesis, synopsis, formatting and mechanics of their work throughout the semester. The course concludes with student presentation of their complex problem solutions to a panel of industry stakeholders and department administration, faculty and graduate students. In conclusion, a capstone course utilizing a design thinking approach to problem-based learning effectively provides real-world learning opportunities for students to apply their content knowledge while expanding their universal skills of teamwork, communication, social responsibility and lifelong learning. This course also provides increased opportunity for student-stakeholder engagement.