| Description |
The intent of this thesis is to address the importance of effective cooking class curriculum for 7th grade students in the Salt Lake City School District. Considering basic cooking skills, nutrition, food culture, and gender norms, we gain an understanding how students and teachers are experiencing this state-mandated curriculum. Curriculum, one-on-one semi structured interviews with adults, and classroom brainstorming sessions with students were the methods used to address the research question. Additionally, students provided written responses to questions on a notecard. The results indicated a disconnect between the administrators designing the cooking curriculum and the needs of the instructors, which results in an ineffective student learning experience. Ultimately, recommendations are made to improve the current cooking class experience with specific regard to emphasizing multicultural food, practicing cooking skills at home, and improving communication between instructors and state-level administrators. These recommendations are made on behalf of enriching the teaching and learning experiences associated with this particular unit within the Career and Technical Education Program. |
