Practical experience is invaluable to students majoring in plant-related fields including horticulture. Most times students with no prior practical experience acquire the required knowledge and skills to succeed in horticulture field through college education. However, there is limited literature on the impact of courses implementing experiential learning through students assuming horticulture-related professional roles on achieving learning objectives. Hence, the current study investigated the pedagogical approach of practical learning by incorporating students undertaking management role in achieving learning objectives of upper-level horticulture courses within a classroom setting. The methodology involves implementing this student-centered activity of assuming professional role as greenhouse manager and hydroponics operation manager in two different 3000-level courses (urban horticulture and hydroponics and soilless crop production, respectively) and assessing their impact on learning outcomes. Each student assumed the role of manager for a week and experienced real-world problem solving in greenhouse and hydroponics operation management settings. Quantitative and qualitative data collection methods, including surveys, and observational analysis, are utilized to evaluate the effectiveness of the approach in enhancing students' understanding and attainment of course objectives. Preliminary findings indicate that incorporating assumption of horticulture professional role activities fosters deeper engagement, critical thinking, and practical application of theoretical concepts. Students reported increased confidence in their abilities to apply learned principles in real-world scenarios, as well as a greater appreciation for the complexities of urban horticulture and hydroponics crop production. Overall, this research highlights the potential of experiential learning strategies, such as horticulture professional role simulations, to effectively support the achievement of learning objectives while providing students with valuable insights into professional practice. Finally, the findings contribute to the ongoing discourse on innovative pedagogical approaches and their impact on student learning outcomes in higher education settings.
