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- W2185438607 abstract "Interdisciplinary courses that teach both science and policy are rare. In 1999, we developed and began to offer an interdisciplinary undergraduate course in the science and policy of sustainable agriculture to students majoring in political science, agricultural science, and other disciplines. As the theme of the course was both the science and politics of sustainable agriculture, we selected and developed materials that featured both natural and social science domains. We faced challenges tied to the interdisciplinary nature of the course material and to the diverse backgrounds of the students. The major barriers to learning were differences in students' technical backgrounds and levels of motivation to study a discipline outside of their major. After teaching the course three times, we report here approaches helpful to address these challenges: (i) compile a customized set of reading assignments, (ii) address student disciplinary parochialism with interdisciplinary team teaching, (iii) focus on the crucial concepts rather than broader topical coverage, (iv) employ frequent short quizzes and in-class written activities and discussions to identify points that needed to be clarified, and (v) use a variety of educational materials and activities (e.g., articles, videos, field trips, and guest speakers) to address diverse learning styles. There is evidence that these approaches promoted student learning." @default.
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- W2185438607 date "2002-01-01" @default.
- W2185438607 modified "2023-09-25" @default.
- W2185438607 title "Lessons Learned from Teaching an Interdisciplinary Undergraduate Course on Sustainable Agriculture Science and Policy" @default.
- W2185438607 cites W2760406704 @default.
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- W2185438607 doi "https://doi.org/10.2134/jnrlse.2002.0111" @default.
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