Experienced-Based Education (EBE) – Guidelines for Majors in Plant Science

What is EBE?

The 3-credit EBE requirement at SEBS provides opportunities for students to participate in out-of-classroom or extra-curricular activities that combine technical knowledge with development of practical skills. Students earn credit while they work in industry or in laboratory or field research in an area relevant to their discipline of study.

How Do Plant Science Students Satisfy This Requirement?

Most students in the Plant Science curriculum satisfy the EBE requirement by registering for 11:776:495/496 Special Problems in Plant Science.¹

See syllabus and associated learning goals of the course (PDF).

In general, the 3-credit requirement for EBE is satisfied by approximately 150 hours of activity (i.e., per credit: 50 hours of work, or 3 to 4 hours of work per week for 14 weeks). Students may register for 1 to 3 credits of Special Problems per semester depending on anticipated work load.

What Opportunities Are There?

Students in the plant science curriculum may choose to do internships with local green-industry businesses (such as golf courses, chemical companies, landscape and greenhouse facilities, or community gardens) or conduct independent research (in the laboratory or field; on campus or at outlying research stations or farms) with faculty who provide invaluable mentorship in research and critical thinking skills. Research areas include natural products, plant breeding, turf research, plant growth, and plant pathology.

See EBE activities of students.

It's the responsibility of the student to independently arrange for undergraduate research or other work experiences. Students should work in areas that interest them.

Requirements

Students who complete EBE credit must demonstrate a scholarly effort in the form of a written report (e.g., term paper, research report, draft of a journal article, annotated laboratory notebook, etc.) or oral presentation (e.g., PowerPoint or poster presentations, field demonstrations, etc.). Alternatively, advisors may choose to administer an evaluation of technical proficiency (oral or written exams or quizzes that test for depth of knowledge and communication skills). The nature of the experience, including assessment, is developed by the student and advisor prior to the experience.

The scholarly effort should follow the format agreed upon by the student and advisor. An example of how written reports or presentations might be organized is:

1. Introduction (what did you do, and why?)
2. Materials, Methods, or Description of Activities
3. Results (outcomes, especially as they relate to learning goals)
4. Discussion (what was learned? Technically, professionally, interpersonal relationships, etc.? Project successes, failures, unexpected results, and lessons learned? Place the experience in the broader context of the role of plants in agriculture, society, or the environment)
5. Conclusions
6. Acknowledgments
7. References or Literature Cited

Actions

1. Advising: contact Dr. Nrupali Patel, Plant Biology Undergraduate Coordinator (npatel@sebs.rutgers.edu) for approval of the EBE project.
2. Learning contract: An agreement between the student and advisor (or employer) is required in the form of a learning contract that details three learning goals, provides a brief summary of the work, the number of hours (or credits), semester, location, contact information for the advisor or supervisor, and a description of an agreed-upon scholarly product. Please use the fillable PDF learning contract form (PDF). The approved (signed and dated by your advisor or supervisor with whom you are completing the EBE) learning contract must be submitted to Dr. Nrupali Patel (npatel@sebs.rutgers.edu) before a special permission number will be given to the student.
   
   Students may develop their own learning goals for the experience, but these should include a demonstration of basic knowledge or technical skills that relate to the student’s academic program, problem solving skills, ability to interpret data, information, and ideas, critical thinking or problem solving ability, and communication (written or oral) skills, in particular, what the student has learned. Students must also place the experience within the broader context of the role of plants in agriculture, society, or the environment.
   
   Learning goals may be modeled after those included in the 11:776:495/496 Special Problems in Plant Science syllabus.

 

For Prospective Students Contact: