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

ABSTRACT

Purpose: The purpose of this study was to describe faculty and graduate students’ motivation and learning experiences in a multi-institutional, interdisciplinary graduate course focused on the nexus of food and nutritional security, hunger, and sustainability.

Design/Methodology/Approach: A one-group pre-experimental case study design was used. Faculty and students completed questionnaires, which included rating scales and open-ended questions. Data were analyzed and triangulated into key findings.

Findings: Results indicated that faculty were interested and engaged in the development of the interdisciplinary course, and students were engaged in interdisciplinary learning and developed communication and education skills through experiential place-based learning.

Practical Implications: Faculty developed a common understanding of their different disciplinary perspectives that helped provide a more cohesive and complementary interdisciplinary learning experience for students. Students learned about global challenges while identifying similar challenges in their local communities through the experiential learning assignments.

Theoretical Implications: The design of the interdisciplinary course helped students think critically and creatively to learn complex issues. Advances in technology and active learning support a flipped classroom model to engage students. Place-based learning combined with interdisciplinary classroom experiences connected students to local real-world contexts and provided students with practical applications of problem-solving, critical thinking, and systems thinking skills.

Originality/Value: Graduate students conducted an asset and needs assessment, which connected them to professionals in the community. Students think food and nutritional security, hunger, and sustainability are global challenges and seldom notice food insecurity in their local communities.

KEYWORDS:

• Food security
• interdisciplinary education
• experiential learning

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Neil A. Knobloch is a Professor of Agricultural Sciences Education at Purdue University. He provides faculty development of integrated and learner-centered teaching strategies and conducts assessments on student learning. He is co-corresponding author: [email protected]

Mingla Charoenmuang is a Doctoral Graduate of Agricultural Sciences Education at Purdue University. She develops curriculum in food systems and systems thinking.

Jessica L. Cooperstone is an Assistant Professor of Horticulture and Crop Science, and Food Science and Technology at The Ohio State University. She conducts research at the intersection of plant science and human nutrition, on biosynthesis ofsecondary plant metabolites and their effects on human health. She also teaches classes on phytochemicals, food toxicology, and metabolomics.

Bhimanagouda S. Patil is the Director of the Vegetable and Fruit Improvement Center and Professor in the Department of Horticultural Sciences. He teaches classes and conducts research on developing vegetables that have enhanced phytochemical properties. He is co-corresponding author: [email protected]

Additional information

Funding

This project was funded through Texas A&M University Vegetable and fruit Improvement Center by the USDA-NIFA #2014-70003-22356. This work was supported by the United State Department of Agriculture National Institute of Food and Agriculture under a Higher Education Challenge Grant 2006-38411-17095 through Texas A&M University.