2025 ASEE Annual Conference & Exposition

Introduction
This full paper explores a 100-mile diet adaptation project introduced in a science education methods course for preservice teachers (PSTs) at a Canadian Initial Teacher Education Program (ITE). The project aimed to address climate anxiety by exploring connections between climate change-anxiety, place identity, and educational technology. The primary goal was to demonstrate how educational technology can enhance PSTs’ engagement with their communities and local-global climate challenges.

The 100-Mile Diet as a Pedagogical Framework
The 100-mile diet, introduced in 2005 by a Canadian couple, encourages sourcing food locally within a 100-mile radius. This concept was adapted in the course to help PSTs develop personalized or community-based solutions. PSTs explored how their adaptations could reduce carbon footprints, promote sustainability, and make climate change education more tangible.

Methodology
PSTs were tasked with adapting the 100-mile diet based on their personal lifestyles, practices, or family businesses. They worked individually or in small groups to reduce carbon footprints, engage with local resources, and build connections within their communities. The project integrated educational technology into both STEM and non-STEM subjects in early childhood and elementary education.

Over 12 weeks, PSTs documented, analyzed, and synthesized their adaptations using various formats, including PowerPoint presentations, digital books, diaries, and Instagram vlogs. The instructor collected 55 unique projects from 128 PSTs over three academic terms (2022-2024). Each project was evaluated using a 5-level rubric, validated by colleagues from other Canadian ITE. The analysis focused on identifying success indicators, assessing student engagement, and determining the project's relevance for future STEM teaching. The analysis was further mapped from the Seven Essential Elements for consideration in the future implementation of Experiential Learning in Undergraduate Engineering Education Review.

Findings
1. Technology as a Pedagogical Tool
Educational technology was central to the project, allowing PSTs to document, analyze, and present their findings using digital tools. Some tracked food costs and mileage with Excel, while others documented local food production via Instagram. Educational technology fostered creativity, collaboration, and critical thinking. It bridged the gap between STEM and non-STEM PSTs, making complex concepts more accessible through user-friendly tools.

2. Student Engagement and Ownership
The project was grounded in experiential learning, encouraging PSTs to actively design, implement, and reflect on their adaptations. Students developed ownership of their projects, often incorporating personal or community-based learning. One group traced their family’s apple production from local cooperatives to retail stores, while another documented growing native berries. Experiential learning helped PSTs address climate anxiety by grounding their learning in real-world actions.

3. Community Engagement and Relevance
The project emphasized the importance of engaging with local communities to address climate change. By interacting with local farmers, markets, and agricultural research centers, PSTs gained insights into the environmental and economic impacts of local food systems and reinforced interdisciplinary approaches to climate change-anxiety.

4. Diversity, Equity, and Inclusion (DEI)
A key objective was to bridge the gap between STEM and non-STEM PSTs, particularly those from underrepresented backgrounds. The inquiry-based approach promoted an inclusive environment where all students could participate meaningfully. Place-based learning allowed PSTs to draw on their personal and cultural practices. Educational technology helped PSTs present complex information in accessible formats, encouraging reflection and action.

Conclusion
The 100-mile diet adaptation project successfully combined educational technology, experiential learning, and DEI initiatives to address climate anxiety. By integrating personal and community experiences, the project fostered deep engagement with climate change. Future iterations could benefit from a greater focus on the emotional aspects of climate anxiety, while longitudinal studies could track the long-term impacts of these adaptations in classrooms.