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An immersive, comparative approach to experiential learning in food studies education

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  • Nadine Lehrer

    (Chatham University)

Abstract

Experiential learning in food and agricultural higher education takes many different forms. This paper highlights an immersive, comparative approach to a graduate food studies course in the dairy sector. It explores how students in this class experience a particular combination of field trips, culinary workshops, hands-on activities, and classroom discussions, and explores how the structure and combination of these course elements contributes to reflection, critical thought, and a more nuanced and complex understanding of food systems (or not). Results suggest that this intensive compare/contrast approach to field trips and applied experiences, accompanied by multiple venues for in-depth verbal and written reflection on these experiences, can help facilitate (1) self-reflection, critical thinking, and broader systems thinking, (2) an understanding of and empathy towards conflicting views on food systems issues, and (3) an acceptance of and ability to work across differences, within the contradictions and complications that characterize food systems work.

Suggested Citation

  • Nadine Lehrer, 2024. "An immersive, comparative approach to experiential learning in food studies education," Agriculture and Human Values, Springer;The Agriculture, Food, & Human Values Society (AFHVS), vol. 41(1), pages 61-73, March.
    • Handle: RePEc:spr:agrhuv:v:41:y:2024:i:1:d:10.1007_s10460-023-10466-y
    DOI: 10.1007/s10460-023-10466-y
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