Date of Award

2012

Document Type

Undergraduate Thesis

Keywords

students teaching students, leadership, hunger, service learning, social change

Abstract

Tonight, one in seven people in the world will go to bed hungry (World Food Programme, 2012). Right now there are about 925 million people in the world who do not have enough to eat (Economic and Social Development Department, 2010). The vast majority of the impoverished live in rural areas and suffer from chronic persistent hunger, which is the cause of many societal, political, and economic challenges we face as a global community (Burkey, 1993). There is also a clear distinction that must be made about hunger. About 90% of hunger today is chronic persistent hunger and it doesn't look anything like famine (FeelGood World, 2010). Hunger is complex and deeply embedded in our social structures. Stan Burkey (2003) calls for "a need for pluralism, recognizing multiple-causations, multiple objectives, and multiple interventions.” This is where social entrepreneurship, an individual with innovative solutions to society's most pressing social problems, comes into play (Nick, Brush, & Allen, 2009). This literature review was written in three parts: sustainable hunger eradication methods, leadership (definitions, history, emerging models), and education pedagogies (service learning, discussion, grading, role of the teacher). These three sections are the foundation for the conceptual and pedagogical framework of ENVS 197: Hunger, Leadership, and Social Change. The methodology explains the various elements found in the course syllabus including course structure, readings, assignments, evaluation methods, in-class activities, and grading. It also details the preparation processes of the course, the co-teaching roles, and risks/ contingency plans. The results are presented in a class-by-class scenario including the date, learning goals, agenda, and a SWOT (Strengths, Weaknesses, Opportunities, Threats). The results will also cover the elements of the syllabus, as previously listed above, and include the goals of each element, any changes made and why, student feedback, and personal observations. The discussion section touches on my experiences with grading and rubrics, the service learning aspect of the course, and the challenges and opportunities associated with facilitating and having a co-facilitator. Conclusions are drawn to make recommendations for future STS courses as well as Hunger, Leadership and Social Change specifically. The section closes with personal reflections on my experience with the development and implementation of this course and its impact on my future goals and aspirations.

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