CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Cultivating Change: Teaching and Learning in the Classroom and on the Farm
Tác giả
Cole J.E.
Năm xuất bản
2017
Source title
Food, Culture and Society
Số trích dẫn
2
DOI
10.1080/15528014.2016.1243770
Liên kết
Tóm tắt
This article examines the teaching and learning experience of Cultivating Change, an upper-level undergraduate seminar at Connecticut College, a liberal arts college in the northeastern USA. I describe the goals, structure and activities of the course and assess the teaching and learning experiences in comparative and institutional context. In so doing I aim to: (1) chart the development of an interdisciplinary course linked to a project on beginning farmers, a curiously overlooked topic in food studies with a host of social, economic and policy implications; (2) describe and assess a transformative teaching and learning experience for me as professor and for students; and (3) identify the key elements of this active learning environment that might be profitably applied to the growing number of courses on food topics. © 2017 Association for the Study of Food and Society.
Từ khóa
active learning; beginning farmers; food education; pedagogy
Tài liệu tham khảo
Ahearn M., Newton D., Beginning Farmers and Ranchers, (2009); Ambrose S., Bridges M., DiPietro M., Lovett M., Norman M., How Learning Works: 7 Research-Based Principles for Smart Teaching, (2010); Barkley E., Student Engagement Techniques: A Handbook for College Faculty, (2010); Bonnekessen B., Food is Good to Teach: An Exploration of the Cultural Meanings of Food, Food, Culture, and Society, 13, 2, pp. 279-295, (2010); Chickering A., Gamson Z., Seven Principles for Good Practice in Undergraduate Education, American Association for Higher Education Bulletin, 39, pp. 3-7, (1987); Choices: The Magazine of Food, Farm, and Resources, 26, (2011); Cole J., The New Racism in Europe, (1997); Cole J., Booth S., Dirty Work: Immigrants in Domestic Service, Agriculture, and Prostitution in Sicily, (2007); Conrad C., Dunek L., Cultivating Inquiry-Driven Learners: A College Education for the 21st Century, (2012); Fink L.D., Creating Significant Learning Experiences, (2003); Fink C., Teaching Food and Qualitative Inquiry: An Ideographic Approach, Food, Culture, and Society, 17, 3, pp. 493-512, (2014); Finkel D., Teaching with Your Mouth Shut, (2000); Guidebook to Beginning Farmers, (2010); Hess G., Drew C.A., Inquiry-Guided Learning through Collaborative Research in a Graduate Course, Teaching and Learning through Inquiry: A Guidebook for Institutions and Instructors, pp. 115-128, (2004); Johnson D., Johnson R., Smith K., Active Learning: Cooperation in the College Classroom, (1998); Lapp J., Caldwell K., Using Food Ethnographies to Promote Systems Thinking and Intergenerational Engagement among College Undergraduates, Food, Culture, and Society, 15, 3, pp. 491-509, (2012); Lee V., Teaching and Learning through Inquiry: A Guidebook for Institutions and Instructors, (2004); Lee V., Greene D., Odom J., Schecter E., Slatta R., What is Inquiry-Guided Learning, Teaching and Learning through Inquiry: A Guidebook for Institutions and Instructors, pp. 3-16, (2004); Michaelsen L., Knight A.B., Dee Fink L., Team-Based Learning: A Transformative Use of Small Groups in College Teaching, (2002); Norman C., Nostalgia for Origins in a Fast Food Culture: Teaching with the Food Memories of Carolina College Women, Food, Culture, and Society, 15, 2, pp. 261-276, (2012); Ortner S., Generation X: Anthropology in a Media-Saturated World, Cultural Anthropology, 13, 3, pp. 414-440, (1998); Perez R.L., Audant B., Livin’ La Vida Sabrosa: Savoring Latino New York, Gastropolis: Food and New York City, pp. 209-229, (2009); Rotenberg R., The Art and Craft of College Teaching: A Guide for New Professors and Graduate Students, (2005); Youth: Renewing the Countryside, (2009); Shute L.L.S., Building a Future with Farmers: Challenges Faced by Young, American Farmers and a National Strategy to Help Them Succeed, (2011); 2007 Census of Agriculture. United States Summary and State Data, Volume 1, Geographic Area Series, Part 51, (2009); Weimer M., Learner-Centered Teaching: Five Key Changes to Practice, (2013)
Nơi xuất bản
Taylor and Francis Ltd.
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus