Both Katie Chen and Raquel Fleskes successfully defended their honor’s theses. Katie’s thesis explored food security and how differences in data sets at the national and local levels could affect food aid. Raquel’s thesis involved the creation and analysis of new lab activities for a new course in our department – ANTH 222: Introduction to Ecological and Evolutionary Anthropology.
Chen, K. 2014. A comparison between local and national data: how food security definitions, dimensions and interpretations can impact aid. Honors Thesis written for the Department of Anthropology, University of Maryland. 38 pp.
Organizations around the world define “food security” in a variety of ways, but usually derive their version from the World Food Summit in 1996. Food security from this meeting is defined “as existing when all people, at all times, have physical and economic access to sufficient, safe and nutritious food to meet their dietary needs and food preferences for an active and healthy life”. This definition varies from organization to organization, and in this thesis I to compare the definitions from the Food and Agriculture Organization (FAO), the World Food Programme (WFP), and the World Health Organization (WHO) in order to understand how the definitions are shaped and how this impacts the information they collect. In an extensive search through documents, survey data, reports and published works, I found that the surveys conducted may not give an adequate idea of what food security is. I also compare Dr. Shaffer’s socio-economic household survey conducted in Tanzania to the information collected by the FAO to see if the datasets are comparable and representative of food security definitions.
Fleskes, R. 2014. Facilitating a deep learning approach for university students in an interdisciplinary lab setting: a case study approach to the formulation of the Introducation to Ecological and Evolutionary laboratory course at the University of Maryland. Honors Thesis written for the Department of Anthropology, University of Maryland. 171 pp.
In interdisciplinary higher education, the challenge for educators is to understand how to design a curriculum that teaches course material effectively, while still encouraging deep learning and interdisciplinary thinking in the classroom. We present a case-study illustrating how this was accomplished for the Introduction to Ecological and Evolutionary Anthropology (IEEA) laboratory course at the University of Maryland. Laboratory session styles varied between activity-based, discussion, station, and out-of-the-classroom formats and contained critical thinking and application-based questions. A pre- and post-test on learning objectives were distributed at the beginning, middle, and end of one academic semester to assess if students were learning course material. Additionally, student opinion surveys on the quality of the laboratory course were distributed to assess student-perceived effectiveness of the course. Over three academic semesters, laboratory activities were either modified or implemented, leading to improvement in the student opinion survey. The IEEA curriculum design provides framework for how educators in higher education can enhance course effectiveness and student opinions to facilitate deeper learning and interdisciplinary thinking for in their classrooms. [a good portion of the thesis is appendices containing the labs and related materials]