148 Experiential learning influences student perspectives on career aspirations, industry networking, and soft skill development

Abstract

Equine industry internship and career options are diverse and can prove difficult for college students to navigate when entering the workforce. An equine industry course, with classroom and experiential learning trip components, was developed to expand educational and networking opportunities provided in traditional animal science curriculum. The objective of this study was to determine how course participation influenced future career aspirations, willingness to relocate for employment, and soft skill development. Students (n = 24) from the University of TN (n = 20) and IL State University (n = 4) participated in an 8 d experiential learning trip which contained 17 individual stops across industry, reproduction, nutrition, agritourism and manufacturing locations in TN, OK and TX. Pre- and post-trip surveys were conducted (Qualtrics) to assess prior experience with equids, career aspirations, personal, professional skills and knowledge learned from the trip. Soft skill abilities, willingness to travel, and knowledge gained were assessed on a 5 point Likert scale. Career aspirations, involvement in the equine industry and skills developed post-trip were open ended questions analyzed manually where the number of similar answers were counted. Data were assessed for descriptive statistics using StataSE 17. Most students (62.50%, n = 15) were previously involved in the equine industry and/or equids for more than 5 years, were animalscience majors (87.50%, n = 21), and were raised in rural/on-farm communities (54.20%, n = 13). Post-trip 58.33% (n = 14), of respondents changed career aspirations including but not limited to nutritionist, barn manager, reproductive specialist, and equine veterinarian. Post-trip students indicated they have gained more knowledge of internships (87.50%, n = 21), awareness of careers (95.83%, n = 23), value of equi-tourism (83.33%, n = 20) and overall additional knowledge of equine gained (83.33%, n = 20). Open ended questions indicated students developed professionally, with skills including networking (25.00%, n = 6), importance of connections (20.83%, n = 5), and knowledge of new career opportunities (37.50%, n = 9). Students gained social skills (12.50%, n = 3), communication skills (8.33%, n = 2), confidence (41.67%, n = 10) and expanded personal comfort zones (29.17%, n = 7). The industry trip enhanced student knowledge, experience, and soft skills that would have otherwise been inaccessible in a traditional course setting. Additional assessment should be conducted to quantify the benefit of experience-based learning in career aspirations and developing marketable skills.