The edible weeds feast: an experiential assignment for agroecology, food systems, and weed science higher education

Abstract

Introduction: Given growing challenges in agriculture and food systems, such as climate change and economic instability, higher education must train professionals to work across disciplines and address complex, real-world problems. Preparing students for dynamic and uncertain environments requires not only technical knowledge but also collaboration and critical reflection, which can be enhanced by experiential education. For Agroecology, Food Systems, Weed Science, and similar higher education programs, the topic of edible weeds provides an excellent context for interdisciplinary experiential learning. Edible weeds are common, yet undervalued components of the associated agrobiodiversity that simultaneously present crop management challenges for farmers and nutritious food sources. This dual role makes edible weeds an ideal entry point for students to critically reflect on the challenges of our food systems and connect ecological and cultural dimensions of food. To explore this potential, we developed the Edible Weeds Feast, an assignment for Ethnobotany and Weed Ecology undergraduate students at Montana State University. Methods: Working in teams, students identify and collect edible weeds, design recipes, present their chosen species’ ecology and nutritional properties, and prepare dishes for a shared meal. We present students’ assessments of this assignment conducted in 2023 and 2024, using post-assignment surveys and focus group interviews. Results: Findings revealed strong overall approval of the Edible Weeds Feast. Students reported perceived knowledge gains in several fields, from plant identification to the cultural significance of wild plants, with the strongest perceived gains on the nutritional benefits of edible weeds. The positive overall assessment did not differ between students in Ethnobotany and Weed Ecology. Students emphasized that the experiential, collaborative structure of the assignment enhanced their enjoyment and deepened their learning, while also facilitating exchange between agricultural and food systems perspectives. Critical student feedback centered on organizational aspects, for example, the timing of the plant gathering, which will inform refinements of future iterations. Discussion: The Edible Weeds Feast represents an impactful experiential and interdisciplinary assignment that can inspire similar pedagogies in higher education.