Seeking SOLE Food: Service-Learning and Sustainability in Honors Think Tank Courses

Autor/inn/en	Kinkead, Joyce; Curtis, Kynda
Titel	Seeking SOLE Food: Service-Learning and Sustainability in Honors Think Tank Courses
Quelle	In: Journal of Service-Learning in Higher Education, 8 (2018), (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2162-6685
Schlagwörter	Service Learning; Honors Curriculum; Sustainability; Universities; Campuses; Agricultural Production; Food; Interdisciplinary Approach; Student Projects; Recycling; Wastes; Student Attitudes; Undergraduate Students; Research Design; Problem Solving; Science Education; Humanities; Art Education; Social Sciences; Program Descriptions; Utah + Suchen Sie Ihr Suchwort? Service-Learning; Nachhaltigkeit; University; Universität; Agriculture; Production; Landwirtschaft; Produktion; Agrarproduktion; Landwirtschaftliche Produktion; Lebensmittel; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schulprojekt; Gargabe; Abfall; Schülerverhalten; Forschungsdesign; Problemlösen; Naturwissenschaftliche Bildung; Geisteswissenschaften; Humanwissenschaften; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Social science; Sozialwissenschaften; Gesellschaftswissenschaften
Abstract	The value of service-learning as a high-impact educational practice in college courses is further documented here through client-centered student projects seeking to increase SOLE food-- sustainable, organic, local, and ethically produced--on the Utah State University campus. Honors students enrolled in a Think Tank series of courses in Science, Social Sciences, and Arts/Humanities completed six cross-disciplinary projects focused on various aspects of dining services and food sources on campus, including recycling, food waste, food recovery, and local sourcing. Post-project student reflections indicate that students were much more aware of campus-wide sustainability issues and how they, as campus citizens, could contribute in meaningful ways. Student also demonstrated the ability to property design research projects and engage in data-informed problem solving as a result of their service-learning project. Students also learned to successfully work in groups and appreciate and encourage the strengths of each team member. (As Provided).
Anmerkungen	University of Louisiana System. 1201 North Third Street Suite 7-300. Baton Rouge, LA 70802. Tel: 337-482-1015; Fax: 337-482-5374; e-mail: service@louisiana.edu; Web site: http://journals.sfu.ca/jslhe/index.php/jslhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01