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Objective. To develop a student focus group process for formative evaluation of the learning environment in a college of pharmacy. Design. Student focus groups were formed and met from fall 2002 to spring 2006. During spring 2005, student cohorts (first-through third-professional years) were surveyed and anecdotal evidence about the process was gathered from faculty members. Assessment. Student opinions about the effectiveness of the focus groups were fairly positive, with 59% to 87% agreeing that the process allowed students to communicate effectively with faculty members. The main problems identified were lack of communication between focus group members and the student body, and the lack of response by some faculty members to student concerns. Based on anecdotal evidence, faculty members agreed that the process encouraged student development but was less useful for pedagogical issues. Conclusion. Focus groups can be an effective way of providing feedback to faculty members and students about the classroom learning environment if students are trained to give appropriate feedback and professors are supported in responding to student input.

Certified organic food and fiber production is an important part of the agricultural economy. A course at the University of Kentucky was developed and focused specifically on organic farming. Course goals included increasing students' agronomic knowledge and their ability to consider farms as ecosystems, and fostering respect for farmers. The course sought to balance the personal, holistic methods of thinking used by alternative agriculture practitioners and the formal, objective approach of the land-grant university. Farmer expertise was essential. Students read case studies of organic farms, spoke with farmers by conference call, and visited local organic farmers. As they learned from farmers, students also considered information from the formal scientific literature to strengthen their understanding of ecological and social interactions in organic farming. Students visited local organic farmers and presented their own farm case studies to the class. Students wrote papers recommending research-based solutions to production problems faced by their farmers. Students reported that they learned about diverse agricultural techniques, found that many farm systems fall under the organic umbrella, and learned that farmers have many motivations for using organic practices. Some students stated intentions to try organic methods on their own gardens, buy more organic food, work in urban gardens, educate people about organic farming, and support sustainable agriculture in careers as agricultural professionals. Students reported new appreciation for nonquantifiable quality of life issues such as how people spend time, new awareness of humans' interaction with the natural environment, and new recognition of their responsibility for their actions.