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Cultivating Educational Experiences:...

Meeker, Wes,

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Cultivating Educational Experiences: An Exploratory Case Study of Faculty and Administration Perceptions of a Higher Education Campus Community Garden /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Cultivating Educational Experiences: An Exploratory Case Study of Faculty and Administration Perceptions of a Higher Education Campus Community Garden // Wes Meeker.
Author:	Meeker, Wes,
Description:	1 electronic resource (389 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-10, Section: A.
Contained By:	Dissertations Abstracts International86-10A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31997130
ISBN:	9798314814086

Cultivating Educational Experiences: An Exploratory Case Study of Faculty and Administration Perceptions of a Higher Education Campus Community Garden /
Meeker, Wes,

Cultivating Educational Experiences: An Exploratory Case Study of Faculty and Administration Perceptions of a Higher Education Campus Community Garden /Wes Meeker. - 1 electronic resource (389 pages)

Source: Dissertations Abstracts International, Volume: 86-10, Section: A.

Community gardens are a popular trend within colleges and universities. However, there is a scarcity of research regarding perceptions of these spaces and their potential use for experiential learning in higher education. The purpose of this qualitative, exploratory case study was to examine faculty and university administration perceptions of campus community gardens in higher education, post-pandemic, at a medium-sized university of access in the Northeast. Research was focused on faculty and administrator viewpoints and guided by the question, "What are the perceptions of campus community gardens for experiential learning opportunities post-pandemic?"Using Kolb's (1984) Experiential Learning Theory as a theoretical framework, faculty and administration responses to survey questions and semi-structured interviews, as well as field notes from site visits in observation of the events, classes and general use of the campus community garden, all served as the data for analysis of the educational potential of campus community garden activities. Data collected concerning the perceptions and practices of administration were also discussed in context of Kouzes and Posner's (2023) The Five Practices of Exemplary Leadership. By understanding the perceptions of policy stakeholders at universities, these community garden spaces could be optimized to provide unique, on campus educational opportunities in the post-pandemic U.S. university system.Barriers to use of the campus community garden identified by faculty and administration included confusion with another space on campus that served as a memorial garden, uncertainty around permission and how to access to the garden, the garden's distance from main campus, seasonality and weather of the Northeast climate, a fear of student distraction outside, and a reliance on artifacts of the traditional indoor classroom. Participants also perceived other barriers to the campus community garden's use due to a need for resources around the garden initiative including dedicated staff, funding for staff and supplies, and time allotted for faculty participation.This study revealed a gap in the experiential learning practice of faculty, indicating a need for further professional development and training in experiential learning to understand and practice garden-based learning and other experiential activities in their courses. In addition, administrators would benefit from utilizing Kouzes and Posner's (2023) The Five Practices of Exemplary Leadership to entrench garden initiatives into experiential learning activities that connect to the university's mission of social justice through the connection to food justice and environmental issues, thus ensuring the space endures as a well maintained and resourced learning environment.

English

ISBN: 9798314814086Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Campus community gardens

Cultivating Educational Experiences: An Exploratory Case Study of Faculty and Administration Perceptions of a Higher Education Campus Community Garden /
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520 $a Community gardens are a popular trend within colleges and universities. However, there is a scarcity of research regarding perceptions of these spaces and their potential use for experiential learning in higher education. The purpose of this qualitative, exploratory case study was to examine faculty and university administration perceptions of campus community gardens in higher education, post-pandemic, at a medium-sized university of access in the Northeast. Research was focused on faculty and administrator viewpoints and guided by the question, "What are the perceptions of campus community gardens for experiential learning opportunities post-pandemic?"Using Kolb's (1984) Experiential Learning Theory as a theoretical framework, faculty and administration responses to survey questions and semi-structured interviews, as well as field notes from site visits in observation of the events, classes and general use of the campus community garden, all served as the data for analysis of the educational potential of campus community garden activities. Data collected concerning the perceptions and practices of administration were also discussed in context of Kouzes and Posner's (2023) The Five Practices of Exemplary Leadership. By understanding the perceptions of policy stakeholders at universities, these community garden spaces could be optimized to provide unique, on campus educational opportunities in the post-pandemic U.S. university system.Barriers to use of the campus community garden identified by faculty and administration included confusion with another space on campus that served as a memorial garden, uncertainty around permission and how to access to the garden, the garden's distance from main campus, seasonality and weather of the Northeast climate, a fear of student distraction outside, and a reliance on artifacts of the traditional indoor classroom. Participants also perceived other barriers to the campus community garden's use due to a need for resources around the garden initiative including dedicated staff, funding for staff and supplies, and time allotted for faculty participation.This study revealed a gap in the experiential learning practice of faculty, indicating a need for further professional development and training in experiential learning to understand and practice garden-based learning and other experiential activities in their courses. In addition, administrators would benefit from utilizing Kouzes and Posner's (2023) The Five Practices of Exemplary Leadership to entrench garden initiatives into experiential learning activities that connect to the university's mission of social justice through the connection to food justice and environmental issues, thus ensuring the space endures as a well maintained and resourced learning environment.
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