Taproots began as an experimental program at Greenbelt Middle School (GMS) in January 2011 with the purpose of investigating the benefits of a specialized curriculum that focuses on critical thinking, hands-on interactivity, and scientific inquiry. TapRoots centers its curriculum on agroecology, and strategically utilizes the physical environment to stimulate student interest and comprehension. Si
nce early 2011, TapRoots has made it a priority to investigate practical pedagogies to implement at Greenbelt Middle School. Initially, the TapRoots curriculum was limited to a three-workshop series specifically focused on introducing topics in soil genesis, composting, and gardening via hands-on interactivity. The TapRoots program concluded with a cooking demonstration in the garden, which was sponsored by My Organic Market and the University of Maryland Food Co-Op. At the conclusion of the initial project period, spanning from January through June 2011, project leaders and project partners determined that the pilot curriculum had been successful and decided to revamp and expand for 2012. In the summer of 2011, TapRoots organized a curriculum advisory committee where pedagogical specialists Megan Hughes and Tanisha Johnson assisted founders Anthony Dimeglio and Jennifer Himmelstein in writing a 12-workshop series on agroecology. Tanisha Johnson, a Science Technology Engineering Mathematics (STEM) educator, aligned the TapRoots learning objectives with Maryland curriculum codes. The 12 workshop curriculum complements 6th, 7th, and 8th Maryland Core Standards, but is designed specifically for 7th grade science
In December 2011, TapRoots solidified a relationship with Chesapeake Education Arts Research Society (CHEARS) to promote sustainable growth with collaboration and focused leadership. CHEARS provides mentorship and fiduciary support to TapRoots, as well as eleven other volunteer-run projects.
