Community Gardening Fieldwork at Jones Point Park: A Case Study on Student Development Through Ethnographic Research Coursework

Cultural documentation fieldwork is essential to the preservation of heritage resources. This case study documents the curriculum and student outcomes specific to a park-based fieldwork class provided to undergraduate and graduate students at a university located near Washington, DC (US). With a focus on community gardening, students were trained to conduct ethnographic research that contributes to cultural interpretation and conservation. Learning outcomes pertained to the ethnographic techniques, the preservation of documentary materials, and the public presentation of cultural heritage. Background information about the university’s field school, the selected site, and the stakeholders involved in this process is provided to create an understanding of the applied learning process, assessment strategies, and resources needed to host this program. The associated discussion includes an analysis of student engagement, reflection on learning outcomes, details necessary to replicate the efforts, and limitations that should be considered for similar curriculum development.