Developing interdisciplinary thinking in a food and nutritional security, hunger, and sustainability graduate course

Knobloch, Neil A.; Charoenmuang, Mingla; Cooperstone, Jessica L.; Patil, Bhimanagouda S.

doi:10.1080/1389224x.2019.1690014

Cited by 8 publications

(4 citation statements)

References 28 publications

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“…Complex societal issues, such as food justice and insecurity, environmental justice, and urban agriculture require an interdisciplinary approach to be sufficiently addressed. Knobloch et al (2019) outlined several areas of emphasis in interdisciplinary education. Most applicable to this study are: a) blending of natural and social science research methods, b) moving from behaviorism to critical pedagogy via learner-centered teaching and experiential learning, c) using students' funds of knowledge and values and enhancing students' ability to enact change, and d) instruction as facilitation, mentoring, and interactive discussions.…”

Section: Agricultural and Life Science Education Curriculamentioning

confidence: 99%

Student Experiences of a Social Justice-based Agricultural and Life Science Education Course at an 1862 Land-Grant University

Cropps,

Esters

2021

JAE

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Agricultural and Life Science (AgLS) research tends to focus on the need for a globally competent workforce prepared to work with diverse populations. However, as AgLS education mirrors society, minoritized populations in AgLS are marginalized and othered. Further, AgLS curricula continues to frame agriculture through a white male lens; consequently, current and prospective students note the lack of educational curricula focused on the experiences of marginalized populations. The purpose of this single-case study was to explore students' learning experiences in a new interdisciplinary social justice-based graduate course focused on historical and contemporary diversity, equity, access, and inclusion (DEAI) issues in AgLS. Findings are organized into four areas: ( 1) what students enjoyed most in the course, (2) race and representation, (3) students' perceptions of learning experiences and outcomes, and (4) suggestions for improvement. Students reported most positively on the readings, class discussions, and assignments (i.e., op-ed and social justice initiative). Regarding race and representation, students reported taking the course because they were seeking perspectives outside of the whitestream perspectives they had previously been exposed to, and because Black students were seeking agricultural diversity courses taught by Black faculty. Students reported positively regarding their experiences and learning outcomes. Last, students gave suggestions regarding the final research paper, course topics, and the number of weekly readings required. This study illuminated the need for AgLS educators to better address and embed DEAI in agricultural contexts, decenter whiteness in AgLS curricula, and work harder to diversify their faculty ranks.

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Section: Agricultural and Life Science Education Curriculamentioning

confidence: 99%

Student Experiences of a Social Justice-based Agricultural and Life Science Education Course at an 1862 Land-Grant University

Cropps,

Esters

2021

JAE

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“…At this stage, the preservice educators considered many possibilities as they planned their lessons, but they transitioned their thinking to framing ideas for integrated learning. They did this by focusing on problem solving that were based on real-world problems that would help students: (1) learn content knowledge; (2) see interdisciplinary connections; (3) apply knowledge that would help students solve problems; and, likely result in essential skills (Knobloch et al, 2020;Scherer, et al, 2019;Wang & Knobloch, 2018). At this stage, engineering design played a role as an integrator to help students see interdisciplinary connections and apply knowledge to solve problems.…”

Section: Figure 2 Three Stage Of Preservice Educators' Beliefs Of Intmentioning

confidence: 99%

“…At this stage, engineering design played a role as an integrator to help students see interdisciplinary connections and apply knowledge to solve problems. The preservice educators evolved to seeing AFNR content connections to STEM and how STEM could be used to help their students solve problems holistically, which supported interdisciplinary learning (Knobloch et al, 2020). However, their ideas were too large for the amount of time they were given to plan for their STEM lessons, which lead them to adjust in fine-tuning their lessons.…”

Section: Figure 2 Three Stage Of Preservice Educators' Beliefs Of Intmentioning

confidence: 99%

Preservice Educators’ Beliefs and Practices of Teaching STEM through Agriculture, Food, and Natural Resources

Wang,

Knobloch

2020

JAE

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Teaching integrative science, technology, engineering, and mathematics (STEM) is gradually moving into agriculture, food, and natural resources (AFNR) education. Numerous researchers have emphasized that educators’ beliefs are at the heart of framing effective educational practices. Although integrated STEM teaching and learning literature is growing, little research has focused on how preservice educators’ beliefs inform integrated STEM through AFNR practices. By conducting an interpretivist, multiple-case study, the purpose of this study was to explore how preservice educators’ beliefs and practices of their integrated STEM through AFNR lesson plans and instruction. The preservice educators’ beliefs of integrated STEM through AFNR lessons showed three stages of development: (1) preconceived stage, (2) broadened horizons stage, and (3) perceived reality stage. The findings revealed preservice educators have similar beliefs as science teachers in regard to learning outcomes when using integrated STEM approaches. Further, preservice educators designed integrated STEM lessons using AFNR content, in which they were most familiar. Finally, the perceived reality phase was the most challenging for preservice educators because they needed to transition their integrated STEM through AFNR views from being broad to how they could concretely facilitate meaningful integrated learning experiences for their students.

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“…Learning environments that address multiple disciplines have the potential to contribute to learning and to develop competencies such as critical thinking, problem solving, communication, and an awareness of societal problems [e.g., 1,2].…”

Section: Introductionmentioning

confidence: 99%

Factors that influence multidisciplinary teamwork in a Challenge-Based Learning course

Mesutoğlu,

Bayram

2022

Towards a New Future in Engineering Education, New Scenarios That European Alliances of Tech Universities Open Up

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For our students to work on the global challenges facing humankind, they should be raised to appreciate the importance of science and engineering in real-life contexts. Challenge-based learning (CBL) courses have merit in accomplishing this goal by facilitating students’ innovative solutions to authentic, complex problems. The fundamental characteristics of CBL include real-world challenges, collaboration, and multidisciplinarity. The presented work describes a CBL course where applied physics and mechanical engineering students worked in multidisciplinary teams. An instrumental case study was conducted to identify factors that influence multidisciplinary teamwork in this CBL course. Data were collected using interviews, reflection reports, and observations of team meetings. Transcribed video recordings were searched for instances of demonstrating the codes revealed with analysis of interview transcripts and reflection reports. The research results showed the significant factors influencing multidisciplinary teamwork: a) disciplinary connections to the challenge, b) receiving tutor guidance, c) making presentations in teams, d) exchanging science and engineering perspectives, e) readings and videos on course Canvas, and f) student motivation. Implications are discussed, and suggestions for future research and practice are presented.

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Developing interdisciplinary thinking in a food and nutritional security, hunger, and sustainability graduate course

Cited by 8 publications

References 28 publications

Student Experiences of a Social Justice-based Agricultural and Life Science Education Course at an 1862 Land-Grant University

Student Experiences of a Social Justice-based Agricultural and Life Science Education Course at an 1862 Land-Grant University

Preservice Educators’ Beliefs and Practices of Teaching STEM through Agriculture, Food, and Natural Resources

Factors that influence multidisciplinary teamwork in a Challenge-Based Learning course

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