Exploring teaching and learning perspectives in research service-learning : a case study of a community-based sustainable food project

This qualitative case study explores the teaching and learning experiences of faculty, community organization staff and students who were part of a “research service-learning” (Goss et al., 2010) project in an Environmental Science capstone course. These students collaborated with a community organization to undertake a research project that examined food sustainability and the effects of climate change in the Lower Fraser Valley of British Columbia. Through semi-structured interviews this study examined the teaching and learning roles and relationships of students, faculty and the community partner, what participants learned about doing community-based research through this project, and what students learned about the social, political and cultural landscapes of the local food movement. Findings were organized and presented through three major themes; an expansion of teaching and learning roles, an expansion on the notion of research, and an expansion of students’ food movement learning and knowledge. Participants’ experiences suggest that teaching and learning roles and relationships were much more fluidity and dynamic nature than teacher/learner relationship of a traditional classroom. Faculty discussed their role beyond what might be considered that of the “teacher”, including facilitator, critical support, and negotiator. Students saw faculty as advisors, project supporters, and as providers of resources including, at times conflict managers. The community partner enthusiastically took up an educator role, something students came to understand more explicitly through interview process of this study. Participants grew their notions of research and what counts as research and knowledge and through the project and course both faculty and students gained a better understanding of what it means to engage in community-based research. Furthermore, students went beyond technical elements of conducting a scientific inquiry in their project to examine and learn about social, cultural and political aspects of the food movement. This study offers recommendations for faculty, students and community partners for similar type engagements and offers up research service-learning to integrate community-based experiential learning into STEM courses.Education, Faculty ofEducational Studies (EDST), Department ofGraduat