STEM in the Field: Food System Learning for Change Maker Development

• In Event: Critical Approaches to Food Systems Education Part I: Garden and Sustainable Agriculture Education

Abstract

Experiential learning lies at the heart of the Residential Initiative for the Study of the Environment (RISE) program, an interdisciplinary residential learning community for environmental and sustainability studies students. All first-year RISE students (n = ~75) take Natural Science (NSC) 192: Environmental Studies First-Year Seminar, for which they participate in food system team projects, including the Bee, Pig, Fungi, Vermicomposting, and Mealworm Teams; for these projects students are responsible for organization, communication, problem solving, seeking expert assistance, and collecting and reporting on data. Collaborative work with real world outcomes that connects directly to the students’ interests allows for the development of civic skills alongside intellectual learning, so that ethical commitments and scientific knowledge coincide in ways that inform responsibility and decision- making (Orr, 1992). This nested cognitive and affective learning presents critical pathways for STEM identity, or sense of belonging in STEM communities (Archer et al., 2010; Aschbacher et al., 2009; Brickhouse & Potter, 2001; Carlone et al., 2014) and change maker development (Dugan, 2006; Kezar et al., 2006; Komives et al., 2009).
Meaningful food system participation requires both scientific and practical knowledge, and both intellectual and affective development, as well as skills like problem-solving, leadership, communication, and reflexivity (Lieblein et al., 2004; Ostergard et al., 2010). These are skills experiential learning can develop (Galt et al., 2012; Parr & Trexler, 2011). Food system learning and engagement also requires a commitment to participate in communities to work for just systems (Francis et al. 2011; Krasny & Tidball, 2009). Developing and maintaining this commitment is a hallmark of change makers, as well as an important element of connecting to, and persisting in, STEM communities. Participation in experiential food system education can provide a sense of community and collaborative skills, facilitate knowledge co- construction with faculty, and positively impact interdisciplinary learning (Francis et al., 2011; Galt et al., 2012; Parr & Trexler, 2011).
Our research explores experiential STEM learning and identity shifts as students in NSC 192 grow organic food, make compost, care for animals, and tend to bees as participants in team-based food system projects. In fall 2014 all first year RISE students (n = 90) were administered a survey at the end of the semester, with a response rate of 91% (n = 82). The survey, containing 25 Likert-scale, multiple choice, and open-ended questions, asked students to report on their attainment of six learning and developmental outcomes. Preliminary findings indicate that participation with the experiential food system teams allowed students to feel more connected to each other and place, which resulted in deeper learning.  Additionally, students described these spaces as safe, non-hierarchical, trusting, and fostering peer-to-peer learning. In fall 2017 we will re-issue an adapted version of this survey, and also conduct a pre-/post-analysis of STEM identity (Carlone & Johnson, 2007; Hughes et al., 2013) and civic attitudes (Civic Attitudes and Skills Questionnaire). These three metrics will provide insight into the role of experiential food system activities on STEM identity and change maker development.

Authors

• Lissy Goralnik, Michigan State University

• Laurie Thorp, Michigan State University