An Organic Learning Environment
“We asked ourselves what would happen if students took four linked courses around one topic, and then did field work mid-semester,” explained Barry Allen, associate professor of environmental studies.
Immersion courses are common for language programs but are rare in other disciplines. Rollins faculty found that the singular focus of the intensive experience gave students the same kind of fluency that language learners gain. Students grew more confident, and they could discuss concepts with greater sophistication.
The pilot program, Down to Earth: The Hidden Landscape of Food in America, was a tremendous success. The immersion experience included a 10-day field trip to examine innovative practices in sustainable agriculture. In fact, what began as an experiment in 2007- 2008 is now being further integrated into the Rollins Environmental Studies curriculum.
Allen and Associate Professor Lee Lines chose 13 first-year students from approximately 60 who expressed interest in the project. “We weren’t looking specifically for environmental studies majors,” said Lines, “We were looking for students with a curiosity about contemporary social and environmental issues and a passion for learning.”
Students also lived together in one residence hall as part of a Rollins Living Learning Community.
Four linked courses
Having all students take only the four linked courses eliminated scheduling conflicts for both students and teachers. It has also allowed for much more flexibility for outside course-related activities, which included a 10-day field study trip to California in October to examine innovative practices in sustainable agriculture.
“Typically, you have to conduct the field work before or after the course,” said Allen. “In this case, students benefit more from the field component because they’re prepared to see what they’re going to see, and our subsequent discussions are informed by their field experience.”
Each of the four courses approached the issue of “food and sustainability” from a different perspective. Most importantly, these courses were designed for student participation and active learning. As you can see from the course descriptions below, the idea was to tackle issues rather than merely transfer information. Students and professors actively explored some of the most dynamic and exciting questions of our time.
The Environmental Crisis in its Cultural Context
How does our society view the environment? Can America still be considered, as Thomas Jefferson once described it, “nature’s nation”? Why is protection of the environment socontroversial? Can one individual really make a difference? Together we will construct our own answers to these challenging questions.
Culture and Agriculture
Do Americans view food differently than people in other countries? Is agriculture about more than just producing food? Is modern agriculture sustainable? Is organic agriculture really everything it’s “cracked-up” to be? These questions go to the heart of understanding the meaning of food in America.
Landscapes of the American West
What does the future hold for desert cities like Las Vegas and Los Angeles? Why is the Pacific Northwest often seen as “a world apart”? Why does the Colorado River no longer reach the sea? Are our national parks about more than just great scenery? These sorts of questions will guide our exploration of the physical and cultural landscapes of the American West. The Political Economy of Food in America
How did we become a “fast food nation?” Why is corn syrup in almost everything we eat? Why do we import orange juice from Brazil? Why do we grow cantaloupes in the desert southwest? The answers to all of these questions lie in the political economy of food in America.
The unexpected benefits
For Allen and Lines, there have been many other unexpected benefits. “Everyone was on a first-name basis much more quickly and two-way communication is much stronger, said Lines. “Students are more engaged because they’re more comfortable with one another. This aspect of the whole experience has been greater than anticipated. We also have a much better opportunity to stay on top of their overall academic performance.”
The benefits to the duo’s teaching skills were also unexpected. “Since we alternate teaching, each of us is a student in the other’s classes,” said Lines. “A second set of eyes in the class helps us see how students react to various teaching methods—what works and what doesn’t. We’ve team taught before so we have enough trust to provide candid feedback to one another.” Allen agrees. “We’ve been able to check a lot of the things for one another that we take for granted as professors,” he said.
This year’s immersion program, From Manifest Destiny to Environmental Sustainability: Rediscovering the Landscape of the Americas, took 13 students and two faculty members to the Pacific Northwest.