Students Increase Understanding and Knowledge of Food Security As a Result of a Hydroponic Food Production Course

Interest in greenhouse and controlled-environment agriculture (CEA) hydroponic food crop production is increasing among undergraduate and graduate students and, as a result, there is a need for curricula to CEA hydroponic production methods. In addition to providing learning opportunities for crop production, the increased interest in hydroponic and CEA edible crop production also presents an opportunity to discuss the issue of food security as it relates to regional and local communities. Our objectives were to quantify if student awareness and understanding of food security were affected by food security-oriented lecture content and laboratory experiences in a hydroponic food crop production course. Food security content and a service-learning project were integrated into HORT 331- Hydroponic Food Crop Production at Iowa State University in the fall semesters of 2014 and 2015. In the lecture portion of the course, several presentations were delivered on food security, covering both broad, fundamental aspects as well as local, community aspects. Students produced multiple crops in hydroponic systems, including lettuce, cucumbers, and tomatoes, in the greenhouse lab. Crops were harvested weekly and donated to a local perishable food pantry and free meal program. Additionally, students volunteered at the food shelf, participating in either in distributing food or in preparing and/or serving food in the free meal program. At the beginning and end of the course, students completed a self-assessment quantifying their confidence in understanding food security and food secretary-related concepts, followed by a quiz. In both 2014 and 2015, student self-assessment scores increased for every statement, with increases in understanding ranging from 0.9 to 2.9 out of a 5-point scale for responses. Additionally, quiz scores significantly improved from the begging of the semester compared to the end of the semester by 16% (2014) or 26% (2015). When taken together, we believe that incorporating food security content into lecture and discussion in a hydroponic food production course, along with producing, donating, and distributing food, enhances student understanding of food security. This may serve as a useful model for similar food production courses interested in incorporating food security into their learning objectives.