Greenhouse Management (HORT 310) at Colorado State University equips students with the skills and knowledge necessary to manage a greenhouse production facility, which 88% of students reported is their career plan (n=156). However, based on historic grades, students struggle with heating and cooling principles, which involve calculations of standard heating and cooling needs given a particular structure and climate. In Spring 2023, a Design Project (DP) was implemented as a learning opportunity to apply the principles and skills gained in the class in a context that matters to students. Over the course of the semester, students research and write about a greenhouse operation that they are designing, detailing their production strategies and citing current research. According to Social Practice Theory, learning is intimately intertwined with context, meaning that one’s identity, with which they are emotionally attached, guides participation. Thus, having the agency to choose relevant locations and crops suggests that they would have greater investment and engagement with the DP because the learning matters, or is meaningfully connected, to their own lives. A DP pre- and post-assessment was administered in Spring 2024 (n=36) to better understand if students’ relationships with the DP improved confidence and learning of fundamental HORT 310 principles, specifically greenhouse heating and cooling. In the post-assessment, 98% of respondents felt the DP assisted in their learning, and of respondents that included a free response (n=20), 20% indicated that they enjoyed the DP. Additionally, pre- and post-assessments revealed improved participant performance on questions pertaining to cooling principles following DP implementation, while performance on heating principles was unchanged. Together, these results support the use of Social Practice Theory as a framework for the development of assignments, such as the DP, that foster student learning and engagement by connecting content to student motivations and interests.
