Tenth International Conference on Food Studies

Abstract

Food waste poses a significant environmental challenge to the U.S. Fortunately, many organizations and municipalities are exploring options to encourage individuals to waste less food, and to compost food that cannot be eaten. Such efforts require thoughtful communication strategies. Consequently, in this case study, we examined two semesters of a graduate-level communication strategy course that was designed to center around a team-based service-learning project that would help promote composting. Previous research suggests that service-learning generally benefits undergraduate communication students as they practice team-building skills, learn to relate to clients, and create work that they can use in their portfolios. However, little work has examined whether graduate communication students might derive similar benefits. Our study also explored whether a service-learning project focused on food waste could engage students with sustainable food systems, even through their majors were not expressly related to food or the environment. In one semester of the course, the students worked with city staff to promote a pilot community compost program. In the other semester, the students worked with campus dining services to promote sustainable dining efforts, including campus composting. We invited students to participate in a focus group to evaluate how the class engaged the students with sustainable food systems issues, and how it impacted other aspects of their learning. We also examined end-of-semester course evaluations and interviewed community partners. Based on our findings, we make recommendations for incorporating sustainable food systems service-learning projects into the classroom.