Planting a virtual vineyard: using problem-based learning to examine the importance of site selection to premium wine grape production in Washington state

Kathryn L. House

During the last three decades, the Washington state wine grape industry has grown from a mere few thousand acres and nineteen wineries to over thirty-thousand acres and over four hundred wineries. Moreover, an initial assessment of the industry indicated an overriding need for qualified employees in the viticulture, enology, and business sectors. In response to this booming commerce sector, the Viticulture and Enology program at Washington State University was created in 2001 to train graduates to fill such positions. However, concerns with curricula applicability and distance course delivery as well as lack of adequate compensation for industry positions had arisen. This research sought to reassess industry and student needs in conjunction with outlined program goals thus modifying the program curricula to increase effectiveness for industry members, students, and program instructors. An extensive industry survey highlighting the preferred positions, knowledge, skills, and pay scale for graduates of a baccalaureate degree program indicated that qualitative skills such as communication and problem-solving ability were required for success in the industry in additionto subject-specific knowledge areas. Therefore, in lieu of exams, a series of collaborative, problem-based learning exercises were implemented on a trial basis in an Advanced Viticulture course to aid in students' subject and qualitative skill development. Proven to be effective for similarly complex educational areas such as medicine and law, course modules utilized industry relevant and research-based data. While formulating a "Virtual Vineyard" proposal for a fictitious client, student "consulting" groups learned to integrate essential subject specific knowledge while increasing their proficiency in problem-solving, team work, communication, and leadership. Performance and perception results of the Virtual Vineyard modules indicated that student achievement increased as familiarity with the exercises increased. Furthermore, students rated the Virtual Vineyard highly due to its problem-based learning and real world application. Results of this research will be utilized for the enhancement of the Viticulture and Enology Program at Washington State University and will be shared with state industry organizations

Planting a virtual vineyard: using problem-based learning to examine the importance of site selection to premium wine grape production in Washington state

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