![]() ![]() The impacts of their meal on the systems involved across the food production chain, based on what students have learned in the course about the nutritional ecology model and other environmental issues. What meal they prepared, why they chose to make it, and whether they are satisfied with the results. Students write an individual project report not to exceed 4 single-spaced pages, which contribute to 25% of the final grade for undergraduate/non-degree students and 20% for graduate students. Skype, Google Hangouts).ĭuring the meal, each student presents their dish in no more than 10 minutes.įinally, students reflect on the questions in the assigned written report (below) in open discussion. Students were instructed to share a virtual meal together where they discuss their projects-ideally, while enjoying their meal-over online collaborative software of their choice (e.g. Students shop for ingredients and prepare the meal in their own kitchen. Students could ask the instructors or teaching team if they weren’t sure whether their meal met the assignment guidelines. Additionally, students are told “there is no reason to cook something overly elaborate: this should be a meal that you would actually make in your life.” Hypothetically, this assignment would give students usable knowledge of a healthy and sustainable meal they could cook for themselves (and/or their family). The meal should be complex enough to be “adequate for a dinner meal”. Newby writes, “Remember, thinking about the implications of the meal and finding suitable sources and ingredients is as important as creating or modifying a recipe that promotes individual health these are the criteria on which the assignment will be graded.” Students were supposed to consider the nutrient content of the meal as well as the sources of the ingredients. They could either modify a favorite meal or create something new. Students were assigned to create a meal based on principles of nutrition and sustainability that they learned about in the class. ![]() The instructor divided students intro groups of about 6 students, with whom they would discuss the meals they each created. Students were provided with a handout of written instructions (attached). As students from all over the world took this course online, the instructor modified this assignment from an in-person group assignment, where students planned, shopped, cooked, and ate together as a team, to an individual activity that students completed on their own and joined their classmates online to discuss their learnings over a “virtual meal.” This assignment is the final activity of the course, when students bring together all of the concepts they have learned about nutrition and sustainability to create a meal in their own kitchen that reflects these principles, farm to fork. Introduction and Background: This course examines how modern food production and distribution affects health, the environment, and the planet. Gain skills that may lead them to cook healthier and more eco-conscious meals for themselves after the course has endedĬlass: ENVR E-129: From Farm to Fork: Why What You Eat Matters More deeply understand what course concepts of health and sustainability look like in the real world through creating a meal based on those principlesĭemonstrate knowledge of course concepts by analyzing the nutritional value and environmental impact of their meal in a write-up Students apply what they have learned in the classroom to their own dinner plates by creating a meal based on principles of health and sustainability that are attentive to personal, local, and global considerations. ![]()
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