Twenty-first International Conference on Environmental, Cultural, Economic & Social Sustainability

Abstract

This illustrative case study details the evolution and continued progression of multiple, non-traditional STEM learning environments at an urban secondary school campus. These environmental-focused ecosystems support integrated STEM learning by aligning with the United Nations Sustainable Development Goals. By providing direct application of sustainability practices in STEM education through student projects and school courses/activities, the review calls attention to broader issues and topics related to environments supportive of STEM learning. The AgroLab Uniandes model emerged from an initial review of models, programs, and projects by the key stakeholders of the Falls Church City Public School’s (FCCPS) sustainability program in fall 2019. The AgroLab Uniandes was implemented in the FCCPS Academy for Sustainable Thinking during fall 2022. The model served as a framework to streamline efforts of the new and existing environmental science, energy, and design programs under the umbrella of an urban agriculture program focused on sustainability within the city’s public schools and the adjoining community. The results of the case study found that students in the FCCPS sustainability program are developing deeper understandings of urban agriculture and environmental science each subsequent year through multiple, intentional experiences. Those experiences combine their classroom instruction with project-based activities in the school’s aquatic education facility, the vivarium (indoor greenhouse) facility, the school gardens (pollinator, native plants, food production), and living labs (water retention area designed ecosystems). Multiple exhibits are presented of the student experiences within the educational facilities.