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Growing PEAS at the Duke Campus Farm: An Analysis of Post-Secondary Sustainable Agriculture Education Curricula

Growing PEAS at the Duke Campus Farm: An Analysis of Post-Secondary Sustainable Agriculture Education Curricula

Damon Cory-Watson
Copyright: © 2014 |Pages: 22
ISBN13: 9781466658561|ISBN10: 1466658568|EISBN13: 9781466658578
DOI: 10.4018/978-1-4666-5856-1.ch028
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MLA

Cory-Watson, Damon. "Growing PEAS at the Duke Campus Farm: An Analysis of Post-Secondary Sustainable Agriculture Education Curricula." Handbook of Research on Pedagogical Innovations for Sustainable Development, edited by Ken D. Thomas and Helen E. Muga, IGI Global, 2014, pp. 543-564. https://doi.org/10.4018/978-1-4666-5856-1.ch028

APA

Cory-Watson, D. (2014). Growing PEAS at the Duke Campus Farm: An Analysis of Post-Secondary Sustainable Agriculture Education Curricula. In K. Thomas & H. Muga (Eds.), Handbook of Research on Pedagogical Innovations for Sustainable Development (pp. 543-564). IGI Global. https://doi.org/10.4018/978-1-4666-5856-1.ch028

Chicago

Cory-Watson, Damon. "Growing PEAS at the Duke Campus Farm: An Analysis of Post-Secondary Sustainable Agriculture Education Curricula." In Handbook of Research on Pedagogical Innovations for Sustainable Development, edited by Ken D. Thomas and Helen E. Muga, 543-564. Hershey, PA: IGI Global, 2014. https://doi.org/10.4018/978-1-4666-5856-1.ch028

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Abstract

This chapter explains a study designed to create a guide to aid the Duke Campus Farm (DCF) in developing an educational program on sustainable agriculture. Currently, many such education programs exist, but they are very different in their content, tools and approaches. Qualitative analysis of 58 syllabi from 30 post-secondary educational institutions was used to understand frequent practices in the field of sustainable agriculture education (SAE). The analysis showed consistency for 14 content areas that appeared in 93% to 26% of all syllabi, 10 tools that appeared in 93% to 14% of all syllabi, and 10 approaches that appeared in 86% to 7% of all syllabi. A gap in SAE was also discovered in that most educators use only one of the four phases of Experiential Learning (EL) theory when implementing EL. This information was then used to create an education program for the DCF. Studies such as this seem useful in compiling and codifying new innovations in education about sustainable development.

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