Higher Education and Teaching Commons^™

Social Justice And The Us Food System: A Critical Course On The Human Dimensions Of Food, Ali Brooks

Food Systems Master's Project Reports

Our world is made up of overlapping political, environmental, and economic spheres that engender social injustice and inequality. Though separate societal issues can seem divergent and unconnected, they are all linked together by one universal necessity: food. Because everyone eats, everyone is connected to—and dependent on—food and the systems that govern it. However, the impacts of our industrial food system are not felt equally among people who hold different positions of power within it.

Today’s industrial food complex operates on the capitalist principle of profit accumulation through exploitation, commodification, and extraction. This set of relations is not defined by scale …

Experiences Of Agricultural Education Preservice Teachers Engaging In Critical Friendships, Sable Sellick

Graduate Theses and Dissertations

Like educators in other disciplines, agricultural education preservice teachers must find ways to improve as teachers using methods such as reflection or peer observation. Critical friendship combines both, promoting reflection through the use of a critical friend who observes an individual’s teaching and provides constructive criticism to help the individual advance their practice. This qualitative study sought to use the critical friendship concept to assist agricultural education preservice teachers in reflecting on their teaching techniques. Participants were randomly assigned to one of two groups; one group selected a critical friend in agricultural education, and the other group selected a critical …

Characteristics Of Quality Agricultural Magazine Capstone Courses Based On The Five R'S Model, Traci Nicole Rushing

Graduate Theses and Dissertations

This study sought to assess students' and instructors' perceptions regarding the value of an agricultural communications magazine capstone course at three universities that were identified as exemplary in an effort to describe the characteristics leading to the course's success. Using a qualitative survey methodology, the investigator administered an open-response survey, conducted personal interviews with purposively-selected students in each course and the instructors, and made field observations. Both the interviews and the surveys consisted of six, in-depth questions crafted after Andreasen's (2004) of a successful magazine capstone course. Based on students' and instructors' perceptions through the lens of Andreasen's (2004) model, …