School is Such a Chore!....Interim Report

School is Such a Chore! Agriculture as a Lens for Enhancing Learning and Life Skills Research Partnerships Program Interim Report: Executive Summary 

Dr. Stelmach’s current research focuses on expanding the current understanding of the effect innovative learning environments have upon student learning. In the case of New Humble, the community perspective suggests that agriculture strengthens natural life skills including “problem solving, cooperation, work ethic, and leadership” (p. 2).  The underlying questions that guide this research study includes 

• How does experiential learning through agriculture foster curricular connections and life skills in K-6 students?

• How does an agricultural learning environment shape students’ relationship with the school? (p.17)

Dr. Stelmach encapsulated the history and story of NHCS in a way that echoes the strong commitment towards the school and the significance of NHCS in the community. She also summarized the triumphs and impressive growth of NHCS as a public charter school, giving significant credit to the many stakeholders who have made this possible. 

  There are several key individuals who have been involved throughout the research process thus far. They include

• Dr. Bonnie Stelmach- key contact and principal investigator

• Dr. Rae Ann Van Beers- co-investigator and student research team lead

• Halea Kohel- principal and main point of school contact

• Dreann Wurban- Student research team co-facilitator 

• Rotating undergraduate research assistants

• NHCS Student research team- four grade 5 students and one grade 6 student

• An evolving element of the research study, the NHCS student research team will aid in numerous methods of data collection including “walking interviews” using GoPro cameras. 

Research participants for this qualitative study include various NHCS stakeholders. Individual interviews have been conducted thus far and focus groups may be introduced later on in the study. The proposed participants and actuals are reflected in the chart below. Please note that individual interviews began on October 19, 2023. 

Stakeholder	Proposed Number Participants	Number of Participants as of February 8, 2024	Participant Gap
NHCS Students	5 students per grade	20 students total Kindergarten- 2 Grade 1- 1 Grade 2- 4 Grade 3- 2 Grade 4- 3 Grade 5- 5 Grade 6- 3	15 students total Kindergarten- 3 Grade 1- 4 Grade 2- 1 Grade 3- 3 Grade 4- 2 Grade 5- 0 Grade 6- 2
NHCS Alumni	Not included in original proposal	2	Not included in original proposal
NHCS Teachers	3-5	3	0-2
NHCS Staff	3-5	3	0-2
Parents	10 parents per grade	7 parents total	63 parents total
Community Members	5-10	To be pursued in the future.	To be pursued in the future.

Preliminary findings are structured according to Granit-Dgani’s four dimensions of place-based learning (in place, of place, from the place, and for the sake of place). These dimensions are explained in the chart below. 

Dimension	Definition	Example at NHCS	Key Research Takeaways
Learning in place	Teaching and learning transferred outside of the classroom; i.e. how learning is affected when it occurs in a location other than the traditional classroom.	Students identified that seeing an animal in person (out in the barnyard) helped them to learn more about it as opposed to when the animal’s picture is projected onto a screen in the classroom.	NHCS students display conceptual specificity when engaging in conversation about animals and agriculture. Observation skills and information recall may be enhanced due to experiential learning. Students communicated sophisticated responses to questions and hypotheses provided insight into relational thinking skills.
Learning of place	Affect that the environment and processes within that environment have upon learning; i.e. how the learning environment processes or conditions help shape learning.	The most prominent example at NHCS is the numerous jobs available to students (preparing harvested vegetables for sale, shovelling sidewalks or skating rink, recycling, helping with dishes, morning announcements, chore positions, etc.) impart feelings of accomplishment, contribution, and responsibility.	Through increased jobs and responsibilities, students develop communication skills, work ethic, teamwork, and commitment.  The high-stakes, “adult” jobs that the students are given allow them to develop high-level expertise.  The question of how a sense of purpose impacts student relationships with their school has arisen through this study.
Learning from place	Educational role that a specific environment has on students and teachers; i.e. students learning from realities of the farm (NHCS barnyard).	Students learn about animal behaviour at school and transfer that knowledge to behaviours exhibited by their animals at home.	NHCS students have learned through the realities of farming operations i.e. birth and death. Experiential learning allows the development of skills and the crucial activity of self-assessment. Students have developed clear insight and understanding into food sources and production, an understanding that is not linear among all Canadians.
Learning for the sake of place	Support and embrace change in the place based upon first 3 dimensions; i.e. rooted in sustainability practices	NHCS students display various acts of unprompted stewardship through cleaning up messes or picking up items dropped by others without being asked.	NHCS students were able to distinguish between beneficial and questionable land practices. Land stewardship is viewed by students as more than mere practices, but as ethical values to appreciate.

At NHCS, student preference for hands-on learning has highlighted the value of students being outdoors, a clear contradiction to the traditional classroom setting that we are normally accustomed to. The connection between school and home has been reiterated in more ways than one. A staff member noted that student interest increases when their home life is recognized or connections to their home life can be made. Additionally, parents have noted that their child(ren) is/are able to engage in conversations with other adults about agriculture in ways that they cannot. 

Student participation in interviews has yielded valuable insight into the skills and knowledge that are being fostered through NHCS’ unique and innovative approach. Through additional data collection from students; increasing parent, teacher, and community member participation more insight can be gained. Should focus groups be desired in the future, an amendment to ethics will be submitted for approval. 

Do you or your child want to get involved in research? If so, please email Dr. Stelmach directly, bonnies@ualberta.ca.

Find out more about University of Alberta professor and qualitative researcher, Dr. Stelmach here.

Read the full report here.