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Team Approach to Teaching Participatory Group Process Involving Natural Resources and Agriculture

R. D. William^*, S. L. Davis, L. A. Cramer, K. Stephens, R. Gresswell^||, G. Stephenson^# and P. E. Corcoran^**

^* Department of Horticulture, Oregon State University, Corvallis 97331 and Department of Animal Sciences, Oregon State University, Corvallis 97331 and Department of Sociology, Oregon State University, Corvallis 97331 and Department of English, Oregon State University, Corvallis 97331 and ^|| Department of Fish & Wildlife, Oregon State University, Corvallis 97331 and ^# Department of Extension, Oregon State University, Corvallis 97331 and ^** Department of Political Science, Oregon State University, Corvallis 97331

Abstract

Contemporary issues are defined by people who share diverse and often strongly defended views about the topic. In Oregon, citizens are increasingly being asked or expected to participate in complex decisions that require a consensus. Rather than teach one professor's synthesis of a contemporary natural resource issue, faculty from six disciplines coach group process, interactive learning skills, and systems thinking as a way to address complex issues from multiple perspectives. Students learn by grappling with a natural resource issue of their choice within groups based on a diversity among majors, degree status, and gender. Students define situation (S), brainstorm new or different targets (T), and analyze two or more pathways (P), using an STP learning and action process. Exploring potential pathways involves defining possible consequences, stakeholder views, feasibility (ecological, social, economic, and political), and planning that includes expected behavior of the improved system over time. Students present their topics and improvements showing systemic relationships, systematic analysis, and integration of scientific facts and secondary data at midterm and during finals. Reflective learning is fostered throughout the course with prompted questions in a journal notebook. Grading criteria promote meaningful inquiry and participation in group process combined with integration of scientific facts and reflective learning.