Interdisciplinary Model for Infusing Food Security into STEM Curriculum
Integrating applied learning and research experiences into the curriculum at any academic level represents hands-on, student-centered learning at its best. It provides expanded opportunities for instructional innovations and faculty-student mentorships that can both translate to the classroom and ex...
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Thomas A. Lyson Center for Civic Agriculture and Food Systems
2016-08-01
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Online Access: | https://www.foodsystemsjournal.org/index.php/fsj/article/view/142 |
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doaj-57d8eefa3bf149a2bbd6497db2142bfc2020-11-25T03:06:25ZengThomas A. Lyson Center for Civic Agriculture and Food SystemsJournal of Agriculture, Food Systems, and Community Development2152-08012016-08-013110.5304/jafscd.2012.031.007142Interdisciplinary Model for Infusing Food Security into STEM CurriculumMaleka P. Hashmi0Kitrina M. Carlson1University of Wisconsin, StoutUniversity of Wisconsin, StoutIntegrating applied learning and research experiences into the curriculum at any academic level represents hands-on, student-centered learning at its best. It provides expanded opportunities for instructional innovations and faculty-student mentorships that can both translate to the classroom and extend beyond the classroom. Here we propose an interdisciplinary, comprehensive, and immersive approach to integrating service-learning and research into the science, technology, engineering and math (STEM) classroom by devising the infrastructure necessary for students to have the opportunity to actively participate in a local food security network. Presented here are two examples of experiential-learning activities integrated into STEM curricula that align learning objectives with food security stakeholder needs. We hypothesize that the sense of personal responsibility to serve and empower food security network stakeholders will be a very important motivating factor for students to master the accompanying STEM learning objectives that have been integrated into the framework of the service-learning project.https://www.foodsystemsjournal.org/index.php/fsj/article/view/142Community StakeholdersExperiential LearningFood SecurityHealth ClinicHoophouseService-learning |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Maleka P. Hashmi Kitrina M. Carlson |
spellingShingle |
Maleka P. Hashmi Kitrina M. Carlson Interdisciplinary Model for Infusing Food Security into STEM Curriculum Journal of Agriculture, Food Systems, and Community Development Community Stakeholders Experiential Learning Food Security Health Clinic Hoophouse Service-learning |
author_facet |
Maleka P. Hashmi Kitrina M. Carlson |
author_sort |
Maleka P. Hashmi |
title |
Interdisciplinary Model for Infusing Food Security into STEM Curriculum |
title_short |
Interdisciplinary Model for Infusing Food Security into STEM Curriculum |
title_full |
Interdisciplinary Model for Infusing Food Security into STEM Curriculum |
title_fullStr |
Interdisciplinary Model for Infusing Food Security into STEM Curriculum |
title_full_unstemmed |
Interdisciplinary Model for Infusing Food Security into STEM Curriculum |
title_sort |
interdisciplinary model for infusing food security into stem curriculum |
publisher |
Thomas A. Lyson Center for Civic Agriculture and Food Systems |
series |
Journal of Agriculture, Food Systems, and Community Development |
issn |
2152-0801 |
publishDate |
2016-08-01 |
description |
Integrating applied learning and research experiences into the curriculum at any academic level represents hands-on, student-centered learning at its best. It provides expanded opportunities for instructional innovations and faculty-student mentorships that can both translate to the classroom and extend beyond the classroom. Here we propose an interdisciplinary, comprehensive, and immersive approach to integrating service-learning and research into the science, technology, engineering and math (STEM) classroom by devising the infrastructure necessary for students to have the opportunity to actively participate in a local food security network. Presented here are two examples of experiential-learning activities integrated into STEM curricula that align learning objectives with food security stakeholder needs. We hypothesize that the sense of personal responsibility to serve and empower food security network stakeholders will be a very important motivating factor for students to master the accompanying STEM learning objectives that have been integrated into the framework of the service-learning project. |
topic |
Community Stakeholders Experiential Learning Food Security Health Clinic Hoophouse Service-learning |
url |
https://www.foodsystemsjournal.org/index.php/fsj/article/view/142 |
work_keys_str_mv |
AT malekaphashmi interdisciplinarymodelforinfusingfoodsecurityintostemcurriculum AT kitrinamcarlson interdisciplinarymodelforinfusingfoodsecurityintostemcurriculum |
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