Abstract

This illustrative case study details the evolution and continued progression of multiple, non-traditional STEM education at an urban secondary school (6–12). Environmental-focused experiential learning contexts were designed to support integrated STEM education that aligns with standards and the United Nations Sustainable Development Goals. This review focuses on issues and topics related to learning contexts that support STEM education and includes a description of sustainability practices through student projects and school courses/activities. The AgroLab Uniandes model emerged from an initial review of models, programs, and projects by the key stakeholders of the Falls Church City Public School’s (FCCPS) sustainability program in fall 2019. The FCCPS Academy for Sustainable Thinking implemented the AgroLab Uniandes model during fall 2022. It served as a framework to streamline efforts of the new and existing environmental science, energy, and design programs under the umbrella of an urban agriculture program focused on sustainability within the city’s public schools and the adjoining community. The results of the case study found that students in the FCCPS sustainability program developed a deeper understanding of urban agriculture and environmental science each subsequent year through multiple, intentional experiential learning contexts. The learning contexts combine classroom instruction with project-based activities in the school’s aquatic education facility, the vivarium (indoor greenhouse) facility, the school gardens (pollinator, native plants, food production), and living labs (water retention area designed ecosystems). Multiple exhibits of students’ engagements are found throughout the secondary school facility.