Influence of Experiential Learning Activities in a Natural Resource Policy Course on Student Learning and Civic Engagement

There is a growing recognition that students in forestry and other natural resource management programs need an understanding of natural resource policy to become well-versed natural resource professionals. As such, instructors need to find creative ways to draw student interest in course content, which students may view as peripheral to their core professional interests. Experiential learning activities can help students engage with course content, increase student motivation and confidence, and develop professional skills. They can also be beneficial in policy courses to encourage civic engagement outside of the classroom. This study assessed student’s attitudes and perceptions about various experiential learning activities conducted in an undergraduate natural resource policy course. Data was collected from an online retrospective survey of student reflections after completion of the course. Results indicate a positive influence of experiential learning activities on student learning and likelihood of future participation in the policy process. Study Implications Students in forestry and other natural resource programs need good understanding of programs, players, and processes of policy-making to become well-versed professionals. Instructors of such classes, however, often struggle to draw student interest in course content, which students may view as peripheral to their professional interest of becoming a forester. By assessing attitudes and perceptions about various experiential learning activities conducted in an undergraduate natural resource policy course, this study demonstrates that incorporating experiential learning activities can positively affect student learning of policy course content as well as likelihood of participating in forest policy process in future.