scholarly journals Experiential Learning through Partnership: A Case Study of a Collaborative, Hands-on Program to Teach High School Students Organic Farming

2013 ◽  
Vol 23 (3) ◽  
pp. 376-381
Author(s):  
Erin M. Silva ◽  
Geraldine Muller
Keyword(s):  
High School ◽  
High School Students ◽  
Experiential Learning ◽  
Organic Agriculture ◽  
School Students ◽  
Insect Management ◽  
Hands On ◽  
The Face ◽  
Certified Organic ◽  
Professional Fields

In 2008, a collaborative project was initiated between the La Farge School District (La Farge, WI), University of Wisconsin–Madison College of Agriculture and Life Sciences, Organic Valley Cooperative Regions Organic Producers Pools (La Farge, WI), and Kickapoo Valley Reserve (La Farge, WI). The overarching mission of the program is to build a sustainable, hands-on educational farm and corresponding curriculum to teach organic agriculture principles to high school students and increase the number of students entering agriculture-related professional fields. Secondary goals of the project include delivering locally grown organic produce and related organic agriculture educational opportunities to the broader community. To achieve these goals, a multifaceted student internship program was created that includes a range of experiential learning opportunities for students. With the participation of each of the project partners, about ten students per year engage in the field production of certified organic vegetables, participate in field trips to sites related to organic agriculture, and distribute the produce to the school and the broader community. Through the integration of these activities, students are taught key principles of successful organic management, including ecologically based disease, weed, and insect management, development of a soil fertility plan, market analysis and its implications of crop selection, and determination of costs of production. In the face of both successes and challenges, through informal evaluation of students and the project team, the program continues to develop each year.

Taking Action from Awareness

2015 ◽  
pp. 200-220
Author(s):  
Carolyn N. Stevenson
Keyword(s):  
High School ◽  
High School Students ◽  
Experiential Learning ◽  
Environmental Education ◽  
Critical Issue ◽  
Education Programs ◽  
School Students ◽  
Hands On ◽  
Taking Action ◽  
Learning Projects

Increasing awareness of climate change issues is a critical issue for all individuals in today's society. Environmental education is important to not only creating awareness of these issues, but taking action towards fostering positive change. Pre-university students have a strong voice on environmental issues that needs to be heard. Environmental education programs such as SeaTrust Institute's AWARE (Action Within a Resilient Environment) assist teens in learning about issues that directly impact their communities. AWARE combines environmental education with hands-on experiential learning projects in their communities. This program also connects high school students with other high school and college students enrolled in SeaTrust Institute's Global Internship.

Taking Action from Awareness

2017 ◽  
pp. 758-778
Author(s):  
Carolyn N. Stevenson
Keyword(s):  
High School ◽  
High School Students ◽  
Experiential Learning ◽  
Environmental Education ◽  
Critical Issue ◽  
Education Programs ◽  
School Students ◽  
Hands On ◽  
Taking Action ◽  
Learning Projects

Increasing awareness of climate change issues is a critical issue for all individuals in today's society. Environmental education is important to not only creating awareness of these issues, but taking action towards fostering positive change. Pre-university students have a strong voice on environmental issues that needs to be heard. Environmental education programs such as SeaTrust Institute's AWARE (Action Within a Resilient Environment) assist teens in learning about issues that directly impact their communities. AWARE combines environmental education with hands-on experiential learning projects in their communities. This program also connects high school students with other high school and college students enrolled in SeaTrust Institute's Global Internship.

Educational Persistence in the Face of Violence

2018 ◽  
Vol 11 (2) ◽  
pp. 94-113 ◽  
Author(s):  
Adrian H. Huerta
Keyword(s):  
High School ◽  
High School Students ◽  
Urban Communities ◽  
Educational Aspirations ◽  
School Students ◽  
Male Youth ◽  
Educational Persistence ◽  
The Face ◽  
Latino Male ◽  
Forms Of Violence

Latino boys and young men often carry the debt of violence into different spaces. This invisible trauma manifests into disruptive behaviors in schools. It is well documented that violence in urban communities and schools has received significant attention from researchers, but little attention has been paid to Latino male youth as individuals and the various forms of violence they have experienced, and how that impacts educational persistence. This qualitative study focuses on 26 Latino male middle and high school students who are attending two continuation schools to understand the types of violence they have experienced and their educational aspirations after high school.

HANDS-ON STEM FOR HIGH-SCHOOL STUDENTS: THE ANTIMATTER-FACTORY MOCKUP AND THE MINICERNBOT PLATFORM

2020 ◽  
Author(s):  
Josep Marín Garcés ◽  
Carlos Veiga Almagro ◽  
Mario Di Castro ◽  
Raúl Marín Prades ◽  
Alessandro Masi
Keyword(s):  
High School ◽  
High School Students ◽  
School Students ◽  
Hands On

How do high school students teach geosciences to elementary students?

2020 ◽  
Author(s):  
Carole Larose
Keyword(s):  
High School ◽  
High School Students ◽  
Young Children ◽  
Plate Tectonics ◽  
School Teacher ◽  
Volcanic Rocks ◽  
School Students ◽  
Earthquake Resistant ◽  
Hands On ◽  
Different Types

<p>I am Biology and Geology teacher in a high school and I teach for students between 15 and 18 years old. Geosciences are not very easy to understand because the concepts are complex. I try to interest my students by using different pedagogical materials including hands-on. At the end of the course, to make sure that they have a good understanding, I sometimes organize a meeting between my students and the children of a primary school. It is a way to assess them because if they are able to explain some geological issues to young children, they must before understand them.</p><p>Before the meeting, the elementary school teacher and I did an educational notebook for young children. We have planned 5 activities on the topic "plate tectonics"</p><ul><li>Explosive and effusive volcanism : children identify different types of volcanism by watching two short videos</li> <li>Study the volcanic rocks : children observe the rocks and look under a polarizing microscope</li> <li>Earthquake-resistant buildings: children use a model to understand how a building can withstand an earthquake</li> <li>The different kind of faults: children use a model to create different types of faults.</li> <li>Identify the movement of Plate tectonics: children use software to do this exercise</li> </ul><p>The meeting lasted two hours. It was a great moment for all the students. My student's job was to help the youngest to answer the questions on their notebooks. They had to explain clearly and simply and it was a very interesting exercise for them because they needed knowledge to do it. Young students asked a lot of questions, they were very curious and interested in this topic.</p><p>Here is an article in French. http://svt.spip.ac-rouen.fr/spip.php?article396</p><p> </p>

Service Learning Partnership Between University And School Students: Experiential Learning Inspired Through Community Research

2010 ◽  
Vol 7 (7) ◽  
Author(s):  
Monica Nandan
Keyword(s):  
High School ◽  
High School Students ◽  
Service Learning ◽  
Experiential Learning ◽  
Corporate Philanthropy ◽  
Community Research ◽  
School Students ◽  
Community Based ◽  
Research Project ◽  
Community Based Research

This article describes a service learning project implemented jointly by undergraduate and high school students during summer.  The service learning project was designed through a Summer Research Institute hosted at a Midwestern University; the institute encouraged faculty to recruit undergraduate students who would partner with area high school students to conduct a community-based research project in their field of interest.  The article describes the partnership between students, as well as the experiential learning that occurred during: research topic identification, literature analysis, planning and implementing a mixed-methodology community-based research project, and during the qualitative and quantitative data analysis, by students.  Using a mosaic theory, the students inferred relationships between three apparently unrelated spheres of their research: challenges faced by youth in the community, financial health of social services for youth, and corporate philanthropy for youth services.  Recommendations for designing creative academic, experiential and service learning projects are offered for all educators. 

A Basic Microbiology Course for High School Students

2010 ◽  
Vol 72 (8) ◽  
pp. 485-488
Author(s):  
Cheng-Wai Yip
Keyword(s):  
High School ◽  
High School Students ◽  
Serial Dilution ◽  
School Students ◽  
Modes Of Action ◽  
Hands On ◽  
Different Types ◽  
Microbiological Techniques

I describe a 5-day basic microbiology enrichment course for high school students. In this course, students learn microbiological techniques such as preparation of agar plates, isolation of bacteria from food, serial dilution, and plating. Additionally, they experience the steps involved in the identification of an unknown bacterium and learn about the modes of action of common antibiotics against different types of bacteria. Feedback indicates that this course provided invaluable lessons and experiences for students who had no prior hands-on experience with microorganisms.

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