Higher education institutions are attempting to use teaching farms to provide hands-on learning experiences to students, but there is a lack of research on the degree of cognitive engagement at teaching farms. Kolb's model provided the theoretical framework for assessing evidence of experiential learning in courses using teaching farms. Qualitative methods were used to examine syllabi from courses that use teaching farms at higher education institutions. Syllabi were collected using a snowball sample. Overall there was evidence for the presence of both concrete experience and active experimentation in the syllabi. Practitioners should be cognizant of when activities are intended to facilitate students to enter the reflective observation and abstract conceptualization stages. Opportunities for experience that are included in teaching farm courses should have purpose and be more than just mere activity.

Needs assessments are an important tool for informing organizational development efforts in Extension. The purpose of the study reported here was to identify problems faced by county units within UF/IFAS Extension during county program reviews. The findings were drawn from the reports created after five county units experienced program reviews in 2011. External problems with the potential to affect program quality were more numerous than internal problems. The persistent and widespread nature—beyond the counties studied—of the identified problems should create a sense of urgency within the Extension system to develop innovative and collaborative solutions.