Research Approaches in Urban Agriculture and Community Contexts

This book will fill a void in the literature around research and program design and the impact of such experiences on learning outcomes within urban agricultural contexts. In particular, this book will cover topics such as STEM integration, science learning, student engagement, learning gardens and curriculum design.

This book features new advanced and original contributions to the literature on an emerging topic (i.e., urban agriculture) that will be of use to researchers and practitioners This book summarizes the latest studies on research-based perspectives of the impact of urban agriculture programs on student learning in addition to highlighting effective models and principles on designing urban agricultural programs The contributions in this book show innovative approaches in examining the effectiveness of urban agriculture in formal, non-formal/informal educational contexts

Autorentext

Dr. Levon T. Esters is a Professor in the Department Agricultural Sciences Education and Communication at Purdue University. He received a B.S. in Agricultural Business from Florida A&M University, an M.S. in Agricultural Education from North Carolina A&T State University, and a Ph.D. in Agricultural and Extension Education from Pennsylvania State University. Dr. Esters serves as the Director of the Mentoring@Purdue (M@P) program which is designed to increase the number of women and underrepresented minorities (URMs) receiving advanced post-secondary STEM-based agricultural and life sciences degrees in Purdue's College of Agriculture. Dr. Esters is a nationally recognized scholar on mentoring, equity, and diversity within the STEM-based agricultural and life sciences disciplines. His research focuses on issues of educational equity and access of URM students with a concentration on the mentoring of Black graduate students; STEM career development of students attending Historically Black Land-Grant Colleges and Universities; and educational and professional mobility of Black graduate students and faculty. Dr. Esters also serves as a Senior Research Associate at The Rutgers Center for Minority Serving Institutions.
Dr. Amie Patchen is a postdoctoral associate with Cornell University's Master of Public Health Program. Her work focuses on increasing equitable access to science learning opportunities in various contexts, increasing access to nature, supporting the development of environmental stewardship attitudes and behaviors, and engaging young people in using science to support social justice in their communities.
Dr. Isha DeCoito is an Associate Professor of STEM Education at Western University in Canada. She possesses extensive experience in developing successful partnerships and collaborations with stakeholders in a variety of educational contexts including medical programs, school gardens, refugee camps, Aboriginal reservations, science centres, teacher education programs, universities, and school boards. Her research focuses on STEM engagement and STEM career aspirations amongst girls and underrepresented populations, experiential learning, gamification, educational technologies, engineering and medical education, professional development, and nature of science conceptions, with a goal of creating equitable and better opportunities for all students.
Dr. Neil Knobloch is a Professor of Agricultural Science Education at Purdue University, serves as Chair of PU-CoA PK-12 Council, and has extensive project management. His integrated approach to scholarship of discovery, learning, and engagement has advanced educational innovations in university teaching and PK-12 outreach to engage and retain more students in the agricultural STEM career pipeline. He has demonstrated campus and national leadership in advancing diversity in agricultural STEM majors by co-directing the Mentoring@Purdue (M@P) Program and building partnerships with nine Historically Black Land-Grant Universities.

Inhalt
Chapter 1. An Introduction of Research Approaches in Urban Agricultural and Community Contexts (Levon T. Esters).- Chapter 2. What Role Does Motivation and Engagement in Garden-Based Education Play for Science Learning in At-Risk Middle School Students? A Self-Determination Theory Perspective (Ellen Skinner and Una Chi).- Chapter 3. Developing a Researchable Question: Open Inquiry in a School Garden (Eric Berson and Isha DeCoito).- Chapter 4. Science in the Learning Gardens: Designing Middle School Curriculum Integrated with Next Generation Science Standards (Dilafruz Williams, Sybil Kelley, and Cary Sneider).- Chapter 5. Science in Action: Biological and Ecological Principals of Urban Agriculture (Bruna Irene Grimberg and Fabian D. Menalled).- Chapter 6. Urban Agricultural Experiences: Focusing on 21st Century Learning Skills and Integrating Science, Technology, Engineering, and Mathematics (STEM) Education (Isha DeCoito).- Chapter 7. Developing Environmental Action Competence in an Urban High School Agriculture and Environmental Program (Anne Stephens and Heidi Ballard).- Chapter 8. Growing a Culture of Sustainability: Urban Agriculture Experiences and Undergraduate Student Attachments and Behaviors (Kerri LaCharite).- Chapter 9. An Overview of Urban Agriculture Youth Programs in Major Cities of the U.S. and the Integration of STEM Curriculum and Activities (Alex Moscovitz and Tara Pisani Gareau).