The Ingredients in Food: Geography, Philosophy, and Team Teaching

Autor/inn/en	Alberts, Heike C.; Carlin, Laurence
Titel	The Ingredients in Food: Geography, Philosophy, and Team Teaching
Quelle	In: Geography Teacher, 18 (2021) 1, S.5-10 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1933 8341
DOI	10.1080/19338341.2020.1861052
Schlagwörter	Food; Geography Instruction; Honors Curriculum; Team Teaching; College Freshmen; First Year Seminars; College Faculty; Agricultural Production; Civil Rights; Course Descriptions; Philosophy; Student Attitudes; Interdisciplinary Approach; Barriers; Teaching Methods; Wisconsin + Suchen Sie Ihr Suchwort? Lebensmittel; Geography education; Geography lessons; Geografieunterricht; Teamteaching; Studienanfänger; Fakultät; Agriculture; Production; Landwirtschaft; Produktion; Agrarproduktion; Landwirtschaftliche Produktion; Bürgerrechte; Grundrechte; Zivilrecht; Kursstrukturplan; Philosophie; Schülerverhalten; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Students in The Honors College at the University of Wisconsin Oshkosh are required to take a team-taught first-year seminar in their first semester. The seminar is theme-based and taught by two professors from two different disciplines. The theme of the seminar is food, one teacher is a professor of geography and the other a professor of philosophy. In the course, students learn about the geography of food by exploring questions about how food is produced, transported, traded, and consumed and discuss what impact food production has on the environment, why food is unevenly distributed throughout the world, and what human rights issues arise in connection to food production and consumption. Although this class has been successfully taught six times, the authors continue to wonder about its impact on the students. At universities, geography is more commonly grouped with the natural or social sciences than with the humanities and so is clearly interpreted as being quite different from philosophy and the other humanities. Furthermore, most philosophical explorations within geography occur in advanced undergraduate- and graduate-level courses, so any overlap is especially limited in classes targeted at introductory-level students. In this study, the authors aim to address both of these gaps in the literature: the lack of the student perspective and the evaluation of an interdisciplinary class combining two fairly different disciplines. The study is student centered and, thus, the authors are interested in questions such as the following: Do students find value in interdisciplinary team teaching and, if so, is it the value we want them to find? Do students find that geography and philosophy are a good match for theme-based interdisciplinary instruction? What are the challenges associated with this method of interdisciplinary instruction? In this article, the authors explore these questions using data from a survey of students in two consecutive years and provide some points to consider for instructors who are planning a team-taught class. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01