HighlightsThe RASE pedagogical model for integrating technology into an upper-division structures course proved effective.A retrospective pre-test/post-test was used to measure changes in students’ perceived competencies.Students indicated increases in perceived knowledge, skills, and attitudes following several course modifications.Students felt technology, experiential learning, and formative and summative assessment improved their learning.Abstract. In early 2019, instructors in the Agricultural Operations Management (AOM) program in the Department of Agricultural and Biological Engineering at the University of Florida developed a retrospective pre-test/post-test survey instrument to measure changes in perceived knowledge, skills, and attitudes (KSA) for students enrolled in AOM4642: Environmental Systems for Agricultural Structures during the fall 2019 semester. The course trains students to understand the components of the environment, the impact of those components on building usage, and how to control the environmental variables of buildings used to house agricultural products (e.g., livestock and horticultural) for more efficient production, processing, and storage. The course stresses a hands-on approach through experiential learning opportunities, and it challenges students to solve problems using critical thinking and application of conceptual principles. The course recently underwent significant revisions following the RASE pedagogical model to create student-centered curricular experiences and link learning objectives with assessments, outcomes, and evaluation. Thirty-one AOM students enrolled in the 16-week course completed the survey. After the course, the students retroactively (i.e., “before and after” instruction) rated their perceived learning. Changes in pre- and post-instruction responses were compared using measures of central tendency and correlations, and statistical significance (p-values) was reported. Constructs measuring KSA items were created using collapsed variables and tested for internal consistency and scale reliability against a threshold reliability coefficient of 0.70. The goal of this study was to assess the effectiveness of the RASE pedagogical model on student-perceived learning with respect to changes in knowledge, skills, and attitudes in an agricultural structures course. The specific objectives of this study were to: (1) measure changes in students’ perceived knowledge, skills, and attitudes, (2) evaluate student sentiment toward the course materials and activities, and (3) solicit feedback from the students on ways to improve the course. Results of the survey indicated significant increases in students’ perceived learning with respect to KSA. In addition, students commented on the effectiveness of several instructional activities (e.g., labs, field trips), indicating that those activities enhanced their experiences, but they also noted that shorter, more frequent homework would help with retention. Keywords: Assessment and evaluation, Construct reliability analysis, Instructional improvement, Perceived learning, RASE pedagogical model, Retrospective pre-test and post-test design, Student perceptions.