Progress 08/01/12 to 07/31/15
Outputs
Target Audience:The target audience for this project was students at Fort Lewis College. Fort Lewis College is a public liberal arts postsecondary institution located in the rural southwestern region of Colorado in the city of Durango (population 17,500). In 2014, Fort Lewis College enrolled approximately 4,000 students in 30 majors. As a Native-American serving institution, Fort Lewis College enrolled students from 155 American Indian tribes and Native Alaskan villages in that time period. Formal classroom instruction and experiential learning were used to reach the target student audience. In total, I taught four courses during the project period, all with a combination of lecture, field-trips, and case-study learning. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?This project created the opportunity to train four aspiring food systems practitioners with leadership skills. This occurred through a collaboration with the campus Environmental Center's Food Fellows program and the Ecological Agriculture course. For the growing seasons of 2014 and 2015, we hired two Food Fellows per season. These were students seeking to gain and implement horticultural skills in the campus garden. The Food Fellows enrolled in the Ecological Agriculture course and then applied knowledge from that course to the season-long cultivation of the campus garden. The Food Fellows also developed marketing channels for the produce, creating a Campus Grown initiative through which the campus cafeteria now buys student-grown produce from the garden. How have the results been disseminated to communities of interest?The target audience for this research was college professors and curriculum developers interested in theory and practice of interdisciplinary food systems programs. I have shared results of this research through three channels: academic manuscripts, a website, and a conference presentation. Academic manuscripts Hilimire K., Gillon S., McLaughlin B.C., Dowd B.M., Monsen K. 2014. Food for thought: Developing curricula for sustainable food systems education programs. Agroecology and Sustainable Food Systems 38: 722-743. Hilimire, K., McLaughlin, B.C., in press. Students' Suggestions for Food Systems Curricula at a Liberal Arts College. Agroecology and Sustainable Food Systems. Hilimire, K. Theory and practice of an interdisciplinary food systems curriculum. Submitted. Curriculum website In order to make this results of this research broadly available to educators, I have created a website. This online resource includes a description of the six courses developed for this research, along with learning outcomes, topics, learning theory, the course model, and scheduling notes for each course. The website has been a successful outreach tool, as educators across the nation have contacted me about the curriculum. The website url is http://kathyhilimire.weebly.com/food-systems-curriculum.html Conference presentations Finally, I presented the results of this research at the Association of American Geographers annual conference in Chicago on April 24, 2015. The title of the presentation was "Theory and practice of an interdisciplinary food systems curriculum." What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
GOAL 1) Develop a curriculum for an Agroecology certificate at Fort Lewis College that will provide students with practicum experience, job-training, and exposure to multiple aspects of agriculture, food production, and sustainability. Literature review: As proposed, I have completed a literature review of peer-reviewed work on teaching philosophies and Agroecological education. I have incorporated these educational concepts into the design of the curriculum. This literature review was published by the Journal of Sustainable Food Systems and Agroecology. The paper describes my findings and summarizes suggestions for others seeking to develop food systems curricula. Student survey: In February 2013, I offered an online 12-question survey to all Fort Lewis College students. Questions were primarily aimed at evaluating interest in Food Systems curricula and at soliciting suggestions for Food Systems course offerings. Three-hundred-six students from 28 majors completed the study, and 87% of students indicated interest in more food systems coursework. Specific suggestions regarding classes desired and level of background/experience will be used to tailor the curriculum to the needs of students. A manuscript based on this research is in press with the Journal of Agroecology and Sustainable Food Systems. Curriculum development: Based on the pedagogical theory from the literature review and on input from students given in the survey, along with ideas from faculty, staff, and food systems professionals, I have built the following outline for the Agroecology Certificate: Sustainable Food Systems of the Four Corners Region Political Ecology of Food Ecological Agriculture Interdisciplinary Field Training in Food Systems Community Development of Food Systems Independent Experience in Food Systems I have completed course syllabi, teaching outlines, and field day itineraries for all six courses. Each course packet is between 20-100 pages long. GOALS 2 AND 3) Establish collaborative partners for field components of the certificate, including but not limited to, farmers, ranchers, food processors, and policymakers. Locate instructors for a practical skills course series taught as part of the certificate who will teach farm design, irrigation techniques, soil quality options, pest management, etc. The goal of this objective was to establish a network of food systems professionals who can host field trips, teach skills, give guest lectures, and offer internships for students in an Agroecology certificate program at Fort Lewis College. I have contacted all farmers and ranchers listed as vendors at the Durango farmers' market and in the Eat Local guide and have networked with the local county extension agent to identify food systems professionals. Through on-site visits, meetings, and online survey, I have connected with 20 food systems professionals who are interested in participating with this curriculum. These include mixed vegetable farmers, orchard farmers, beef ranchers, food access and nutrition non-profit workers, policy advocates, and the manager of a meat processing plant. The final deliverable of this objective was an Excel-based spreadsheet with name, contact info, and field offerings of food systems professionals that can be called upon to host field portions of the Agroecology curriculum at Fort Lewis College. GOAL 4) Embed this curriculum with on-campus resources such as the Fort Lewis College Environmental Center's community garden. Fort Lewis College has an on-campus student garden that is an ideal living classroom for teaching applied components of sustainable horticulture. In the summer semester of 2014, I piloted "Ecological Agriculture." This course focused on approaches to garden and farm management that are compatible with environmental conservation and ecosystem function. With an emphasis on early season garden/farm preparation, material covered included building soil quality, irrigation management, crop rotations, and integrated approaches to pest and weed management. Specific growing needs of commonly cultivated vegetable crops were also taught. This course integrated lectures, field trips to local farms, and work in the campus garden. GOAL 5) Pilot components of the curriculum via summer courses and guest lectures. I have piloted four sustainable food systems courses at Fort Lewis College. In summer 2013, I taught "Sustainable Food Systems," a hybrid field/classroom course that used regional food systems initiatives as case studies. Through field trips to farms, ranches, and a slaughterhouse, students analyzed food systems topics from policy to food security. Students also completed a service-learning project with an anti-hunger nonprofit and gained hands-on practice with horticultural skills at local farms. In the spring of 2014, I taught "Political Ecology of Food." In this class, students honed critical thinking skills by focusing on controversial food systems topics such as the farm bill, genetically modified organisms, and local foods. In the summers of 2014 and 2015, I taught "Ecological Agriculture," a course that immersed students in the concept of the farm/garden as an ecosystem. In the course, I used the campus garden as a living laboratory, and students engaged with concepts of soil quality, biodiversity management, and ecosystem function in the context of that agroecosystem. GOAL 6) Make this curriculum available to other institutions. In order to make this results of this research broadly available to educators, I have created a website. This online resource includes a description of thesix courses developed for this research, along with learning outcomes, topics, learning theory, the course model, and scheduling notes for each course. The website has been a successful outreach tool, as educators across the nation have contacted me about the curriculum. The website url is http://kathyhilimire.weebly.com/food-systems-curriculum.html
Publications
- Type:
Journal Articles
Status:
Published
Year Published:
2014
Citation:
Hilimire K., Gillon S., McLaughlin B.C., Dowd B.M., Monsen K. 2014. Food for thought: Developing curricula for sustainable food systems education programs. Agroecology and Sustainable Food Systems 38: 722-743.
- Type:
Journal Articles
Status:
Awaiting Publication
Year Published:
2016
Citation:
Hilimire, K., McLaughlin, B.C., In press. Students Suggestions for Food Systems Curricula at a Liberal Arts College. Agroecology and Sustainable Food Systems.
- Type:
Journal Articles
Status:
Submitted
Year Published:
2016
Citation:
Hilimire, K. Theory and practice of an interdisciplinary food systems curriculum. In preparation.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2015
Citation:
Theory and practice of an interdisciplinary food systems curriculum. Paper session. Association of American Geographers 2015 Annual Meeting. April 24, 2015.
|
Progress 08/01/14 to 07/31/15
Outputs
Target Audience: The target audience for this project was students at Fort Lewis College. Fort Lewis College is a public liberal arts postsecondary institution located in the rural southwestern region of Colorado in the city of Durango (population 17,500). In 2014, Fort Lewis College enrolled approximately 4,000 students in 30 majors. As a Native-American serving institution, Fort Lewis College enrolled students from 155 American Indian tribes and Native Alaskan villages in that time period. Formal classroom instruction and experiential learning were used to reach the target student audience. In total, I taught four courses during the project period, all with a combination of lecture, field-trips, and case-study learning. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided? This project created the opportunity to train four aspiring food systems practitioners with leadership skills. This occurred through a collaboration with the campus Environmental Center's Food Fellows program and the Ecological Agriculture course. For the growing seasons of 2014 and 2015, we hired two Food Fellows per season. These were students seeking to gain and implement horticultural skills in the campus garden. The Food Fellows enrolled in the Ecological Agriculture course and then applied knowledge from that course to the season-long cultivation of the campus garden. The Food Fellows also developed marketing channels for the produce, creating a Campus Grown initiative through which the campus cafeteria now buys student-grown produce from the garden. How have the results been disseminated to communities of interest? The target audience for this research was college professors and curriculum developers interested in theory and practice of interdisciplinary food systems programs. I have shared results of this research through three channels: academic manuscripts, a website, and a conference presentation. Academic manuscripts Hilimire K., Gillon S., McLaughlin B.C., Dowd B.M., Monsen K. 2014. Food for thought: Developing curricula for sustainable food systems education programs. Agroecology and Sustainable Food Systems 38: 722-743. Hilimire, K., McLaughlin B.C. Students' Suggestions for Food Systems Curricula at a Liberal Arts College. Under review. Hilimire, K. Theory and practice of an interdisciplinary food systems curriculum. In preparation. Curriculum website In order to make this results of this research broadly available to educators, I have created a website. This online resource includes a description of the six proposed courses, along with learning outcomes, topics, learning theory, the course model, and scheduling notes for each course. The website has been a successful outreach tool, as educators across the nation have contacted me about the curriculum. The website url is http://kathyhilimire.weebly.com/food-systems-curriculum.html Conference presentations Finally, I presented the results of this research at the Association of American Geographers annual conference in Chicago on April 24, 2015. The title of the presentation was "Theory and practice of an interdisciplinary food systems curriculum." What do you plan to do during the next reporting period to accomplish the goals? Between now (May 2015) and project completions (July 2015), I will pilot and assess a revised version of the Ecological Agriculture course. I will also finalize and submit the last manuscript, "Theory and practice of an interdisciplinary food systems curriculum," to a peer-reviewed journal.
Impacts
What was accomplished under these goals?
GOAL 1) Develop a curriculum for an Agroecology certificate at Fort Lewis College that will provide students with practicum experience, job-training, and exposure to multiple aspects of agriculture, food production, and sustainability. Literature review: As proposed, I have completed a literature review of peer-reviewed work on teaching philosophies and Agroecological education. I have incorporated these educational concepts into the design of the curriculum. This literature review was published by the Journal of Sustainable Food Systems and Agroecology. The paper describes my findings and summarizes suggestions for others seeking to develop food systems curricula. Student survey: In February 2013, I offered an online 12-question survey to all Fort Lewis College students. Questions were primarily aimed at evaluating interest in Food Systems curricula and at soliciting suggestions for Food Systems course offerings. Three-hundred-six students from 28 majors completed the study, and 87% of students indicated interest in more food systems coursework. Specific suggestions regarding classes desired and level of background/experience will be used to tailor the curriculum to the needs of students. I have submitted a manuscript based on this research to an academic journal; it is currently under review. Curriculum development: Based on the pedagogical theory from the literature review and on input from students given in the survey, along with ideas from faculty, staff, and food systems professionals, I have built the following outline for the Agroecology Certificate: Sustainable Food Systems of the Four Corners Region Political Ecology of Food Ecological Agriculture Interdisciplinary Field Training in Food Systems Community Development of Food Systems Independent Experience in Food Systems I have completed course syllabi, teaching outlines, and field day itineraries for all six courses. Each course packet is between 20-100 pages long. GOALS 2 AND 3) Establish collaborative partners for field components of the certificate, including but not limited to, farmers, ranchers, food processors, and policymakers. Locate instructors for a practical skills course series taught as part of the certificate who will teach farm design, irrigation techniques, soil quality options, pest management, etc. The goal of this objective was to establish a network of food systems professionals who can host field trips, teach skills, give guest lectures, and offer internships for students in an Agroecology certificate program at Fort Lewis College. I have contacted all farmers and ranchers listed as vendors at the Durango farmers' market and in the Eat Local guide and have networked with the local county extension agent to identify food systems professionals. Through on-site visits, meetings, and online survey, I have connected with 20 food systems professionals who are interested in participating with this curriculum. These include mixed vegetable farmers, orchard farmers, beef ranchers, food access and nutrition non-profit workers, policy advocates, and the manager of a meat processing plant. The final deliverable of this objective was an Excel-based spreadsheet with name, contact info, and field offerings of food systems professionals that can be called upon to host field portions of the Agroecology curriculum at Fort Lewis College. GOAL 4) Embed this curriculum with on-campus resources such as the Fort Lewis College Environmental Center's community garden. Fort Lewis College has an on-campus student garden that is an ideal living classroom for teaching applied components of sustainable horticulture. In the summer semester of 2014, I piloted "Ecological Agriculture." This course focused on approaches to garden and farm management that are compatible with environmental conservation and ecosystem function. With an emphasis on early season garden/farm preparation, material covered included building soil quality, irrigation management, crop rotations, and integrated approaches to pest and weed management. Specific growing needs of commonly cultivated vegetable crops were also taught. This course integrated lectures, field trips to local farms, and work in the campus garden. GOAL 5) Pilot components of the curriculum via summer courses and guest lectures. I have piloted three sustainable food systems courses at Fort Lewis College. In summer 2013, I taught "Sustainable Food Systems," a hybrid field/classroom course that used regional food systems initiatives as case studies. Through field trips to farms, ranches, and a slaughterhouse, students analyzed food systems topics from policy to food security. Students also completed a service-learning project with an anti-hunger nonprofit and gained hands-on practice with horticultural skills at local farms. In the spring of 2014, I taught "Political Ecology of Food." In this class, students honed critical thinking skills by focusing on controversial food systems topics such as the farm bill, genetically modified organisms, and local foods. In the summer of 2014, I taught "Ecological Agriculture," a course that immersed students in the concept of the farm/garden as an ecosystem. In the course, I used the campus garden as a living laboratory, and students engaged with concepts of soil quality, biodiversity management, and ecosystem function in the context of that agroecosystem. GOAL 6) Make this curriculum available to other institutions. In order to make this results of this research broadly available to educators, I have created a website. This online resource includes a description of the six proposed courses, along with learning outcomes, topics, learning theory, the course model, and scheduling notes for each course. The website has been a successful outreach tool, as educators across the nation have contacted me about the curriculum. The website url is http://kathyhilimire.weebly.com/food-systems-curriculum.html
Publications
- Type:
Journal Articles
Status:
Published
Year Published:
2014
Citation:
Hilimire K., Gillon S., McLaughlin B.C., Dowd B.M., Monsen K. 2014. Food for thought: Developing curricula for sustainable food systems education programs. Agroecology and Sustainable Food Systems 38: 722-743.
- Type:
Journal Articles
Status:
Under Review
Year Published:
2015
Citation:
Hilimire, K., McLaughlin B.C. Students Suggestions for Food Systems Curricula at a Liberal Arts College. Under review.
- Type:
Journal Articles
Status:
Other
Year Published:
2015
Citation:
Hilimire, K. Theory and practice of an interdisciplinary food systems curriculum. In preparation.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2015
Citation:
Theory and practice of an interdisciplinary food systems curriculum. Paper session. Association of American Geographers 2015 Annual Meeting. April 24, 2015.
|
Progress 08/01/13 to 07/31/14
Outputs
Target Audience:
Nothing Reported
Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?
Nothing Reported
How have the results been disseminated to communities of interest? Thus far, I have prepared and submitted two manuscripts based on this research. One has been published in the Journal of Sustainable Food Systems and Agroecology that describes suggestions for others seeking to develop Food Systems curricula, and the other is in review. What do you plan to do during the next reporting period to accomplish the goals? In the final stage of this project, I will prepare a third manuscript on the proposed curriculum. I will also make portions of the curriculum available to other educators through an online tool. Finally, I aim to present this research at food systems and education-oriented conferences in the spring and summer of 2015.
Impacts
What was accomplished under these goals?
GOAL 1) Develop a curriculum for an Agroecology certificate at Fort Lewis College that will provide students with practicum experience, job-training, and exposure to multiple aspects of agriculture, food production, and sustainability. Literature review: As proposed, I have completed a literature review of peer-reviewed work on teaching philosophies and Agroecological education. I am incorporating these educational concepts into the design of the curriculum I am building. This literature review was published by the Journal of Sustainable Food Systems and Agroecology. The paper describes my findings and summarizes suggestions for others seeking to develop Food Systems curricula. Student survey: In February 2013, I offered an online 12-question survey to all Fort Lewis College students. Questions were primarily aimed at evaluating interest in Food Systems curricula and at soliciting suggestions for Food Systems course offerings. Three-hundred-six students from 28 majors completed the study, and 87% of students indicated interest in more food systems coursework. Specific suggestions regarding classes desired and level of background/experience will be used to tailor the curriculum to the needs of students. In April 2014, I submitted a manuscript based on this research to an academic journal, which is currently under review. Curriculum development: Based on the pedagogical theory from the literature review and on input from students given in the survey, along with ideas from faculty, staff, and food systems professionals, I have built the following outline for the Agroecology Certificate: Sustainable Food Systems of the Four Corners Region Politics and Social Movements of Food Systems Interdisciplinary Field Training in Food Systems Environmental Agriculture Community Development of Food Systems Independent Experience in Food Systems I have completed course syllabi, teaching outlines, and field day itineraries for all six courses. Each course packet is between 20-100 pages long. GOALS 2 AND 3) Establish collaborative partners for field components of the certificate, including but not limited to, farmers, ranchers, food processors, and policymakers. Locate instructors for a practical skills course series taught as part of the certificate who will teach farm design, irrigation techniques, soil quality options, pest management, etc. The goal of this objective is to establish a network of food systems professionals who can host field trips, teach skills, give guest lectures, and offer internships for students in an Agroecology certificate program at Fort Lewis College. I have contacted all farmers and ranchers listed as vendors at the Durango farmers’ market and in the Eat Local guide and have networked with the local county extension agent to identify food systems professionals. Through on-site visits, meetings, and online survey, I have connected with 18 food systems professionals who are interested in participating with this curriculum. These include mixed vegetable farmers, orchard farmers, beef ranchers, food access and nutrition non-profit workers, policy advocates, and the manager of a meat processing plant. The final deliverable of this objective will be an Excel-based spreadsheet with name, contact info, and field offerings of food systems professionals that can be called upon to host field portions of the Agroecology curriculum at Fort Lewis College. GOAL 4) Embed this curriculum with on-campus resources such as the Fort Lewis College Environmental Center's community garden. Fort Lewis College has an on-campus student garden that is an ideal living classroom for teaching applied components of sustainable horticulture. In the summer semester of 2014, I piloted “Environmental Agriculture.” This course focused on approaches to garden and farm management that are compatible with environmental conservation and ecosystem function. With an emphasis on early season garden/farm preparation, material covered included building soil quality, irrigation management, crop rotations, and integrated approaches to pest and weed management. Specific growing needs of commonly cultivated vegetable crops were also taught. This course integrated lectures, field trips to local farms, and work in the campus garden. GOAL 5) Pilot components of the curriculum via summer courses and guest lectures. I have piloted three sustainable food systems courses at Fort Lewis College. In summer 2013, I taught “Sustainable Food Systems,” a hybrid field/classroom course that used regional food systems initiatives as case studies. Through field trips to farms, ranches, and a slaughterhouse, students analyzed food systems topics from policy to food security. Students also completed a service-learning project with an anti-hunger nonprofit and gained hands-on practice with horticultural skills at local farms. In the spring of 2014, I taught a class entitles “Food for Thought: Political and Social Movements of Food Systems.” In this class, students honed critical thinking skills by focusing on controversial food systems topics such as the farm bill, genetically modified organisms, and local foods. In the summer of 2014, I taught “Environmental Agriculture,” a course that immersed students in the concept of the farm/garden as an ecosystem. In the course, I used the campus garden as a living laboratory, and students engaged with concepts of soil quality, biodiversity management, and ecosystem function in the context of that agroecosystem. GOAL 6) Make this curriculum available to other institutions. This goal will be achieved in the final stage of this project – see below.
Publications
- Type:
Journal Articles
Status:
Published
Year Published:
2014
Citation:
Hilimire K, Gillon S, McLaughlin BC, Dowd BM, Monsen K. 2014. Food for thought: Developing curricula for sustainable food systems education programs. Agroecology and Sustainable Food Systems 38: 722-743.
|
Progress 08/01/12 to 07/31/13
Outputs
Target Audience:
Nothing Reported
Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?
Nothing Reported
How have the results been disseminated to communities of interest? Thus far, I have prepared and submitted a manuscript for submission to the Journal of Sustainable Food Systems and Agroecology that describes suggestions for others seeking to develop Food Systems curricula. I am also in the process of preparing a manuscript for submission to an academic journal on the results of the student survey. By the end of the project, I will make portions of the curriculum available to other educators through an online tool. What do you plan to do during the next reporting period to accomplish the goals? GOAL 1) Develop a curriculum for an Agroecology certificate at Fort Lewis College that will provide students with practicum experience, job-training, and exposure to multiple aspects of agriculture, food production, and sustainability. I will complete curriculum development for the two remaining courses left to be prepared: “Community Development of Food Systems” and “Independent Field Experience.” I will prepare course syllabi, teaching outlines, and field day itineraries for these courses. GOALS 2 AND 3) Establish collaborative partners for field components of the certificate, including but not limited to, farmers, ranchers, food processors, and policymakers. Locate instructors for a practical skills course series taught as part of the certificate who will teach farm design, irrigation techniques, soil quality options, pest management, etc. To complete this objective, I will contact additional farms and ranches. Thus far, my network is largely comprised of small- and medium-scale producers and those using organic methods. Going forward, I will contact large-scale and conventional producers, along with more professionals past the farm-gate, including restaurateurs, grocery store owners, and processing specialists. The final deliverable of this objective will be an Excel-based spreadsheet with name, contact info, and field offerings of food systems professionals that can be called upon to host field portions of the Agroecology curriculum at Fort Lewis College. GOAL 4) Embed this curriculum with on-campus resources such as the Fort Lewis College Environmental Center's community garden. Completed. GOAL 5) Pilot components of the curriculum via summer courses and guest lectures. As described above, I will pilot two additional courses for this curriculum in 2014. GOAL 6) Make this curriculum available to other institutions. The final product of this project will be a model for an Agroecology Certificate/Sustainable Food Systems Program that has been partially field-tested at Fort Lewis College. During the final period of this project (May-July 2015), I will make available online a suggested series of courses for the program, along with syllabi for each course.
Impacts
What was accomplished under these goals?
GOAL 1) Develop a curriculum for an Agroecology certificate at Fort Lewis College that will provide students with practicum experience, job-training, and exposure to multiple aspects of agriculture, food production, and sustainability. Literature review: As proposed, I have completed a literature review of peer-reviewed work on teaching philosophies and Agroecological education and am incorporating these educational concepts into the design of the curriculum I am building. Based on this literature review, I have prepared and submitted a manuscript for submission to the Journal of Sustainable Food Systems and Agroecology that describes my findings and summarizes suggestions for others seeking to develop Food Systems curricula. I have also identified online and print resources made available by institutions with similar programs and am using these tools in the design of my curriculum. Specifically, I have found resources available at Center for Agroecology and Sustainable Food Systems; Cornell; Sustainable Agriculture Education Association; and UC Davis. Student survey: In February 2013, I offered an online 12-question survey to all Fort Lewis College students. Questions were primarily aimed at evaluating interest in Sustainable Food Systems curricula and at soliciting suggestions for course offerings. 306 students from 28 majors completed the study, and 87% of students indicated interest in more food systems coursework. Specific suggestions regarding classes desired and level of background/experience will be used to tailor the curriculum to the needs of students. I am in the process of preparing a manuscript for submission to an academic journal on the results of this survey. Curriculum development: Based on the pedagogical theory from the literature review and on input from students given in the survey, along with ideas from faculty, staff, and food systems professionals, I have built the following outline for the Agroecology Certificate/Sustainable Food Systems Program. The outline suggests a core series of three required classes: 1) Introduction to Sustainable Food Systems; 2) Interdisciplinary Field Training in Food Systems; and 3) Politics and Social Movements of Food Systems. Students would then choose two more courses from the following choices to complete the certificate based on their interests and career goals: 4) Environmental Agriculture; 5) Community Development of Food Systems; and/or 6) Independent Field Experience. Thus far, I have completed course syllabi, teaching outlines, and field day itineraries for four of the six courses. Each course packet is between 50-100 pages long. I aim to complete these course packets by August 2015 so that in the final stage of the project I can make portions of them available to other educators through an online tool. GOALS 2 AND 3) Establish collaborative partners for field components of the certificate, including but not limited to, farmers, ranchers, food processors, and policymakers. Locate instructors for a practical skills course series taught as part of the certificate who will teach farm design, irrigation techniques, soil quality options, pest management, etc. The objective of goals 2 and 3 is to establish a network of food systems professionals who can host field trips, teach skills, give guest lectures, and offer internships for students in an Agroecology Certificate/Sustainable Food Systems Program at Fort Lewis College. I have contacted all farmers and ranchers listed as vendors at the Durango farmers’ market and in the Eat Local guide and have networked with the local county extension agent to identify food systems professionals. Through on-site visits, meetings, and an online survey, I have connected with 16 food systems professionals who are interested in participating with this curriculum. These include mixed vegetable farmers, orchard farmers, beef ranchers, food access and nutrition non-profit workers, and the manager of a meat processing plant. GOAL 4) Embed this curriculum with on-campus resources such as the Fort Lewis College Environmental Center's community garden. Fort Lewis College has an on-campus student garden that is an ideal living classroom for teaching applied components of sustainable horticulture. This summer, I will pilot Course 4 of the certificate curriculum, “Environmental Agriculture.” This course focuses on approaches to garden and farm management that are compatible with environmental conservation and ecosystem function. With an emphasis on early season garden/farm preparation, material covered will include building soil quality, irrigation management, crop rotations, and integrated approaches to pest and weed management. Specific growing needs of commonly cultivated vegetable crops will be taught. This course will integrate lectures, field trips to local farms, and work in the Environmental Center’s campus garden. GOAL 5) Pilot components of the curriculum via summer courses and guest lectures. By the end of 2014, I will have taught three sustainable food systems courses at Fort Lewis College. Last summer, I taught Course 1 of the certificate curriculum, “Introduction to Sustainable Food Systems,” a hybrid field/classroom course that used regional food systems initiatives as case studies. Through field trips to farms, ranches, and a slaughterhouse, students analyzed food systems topics from policy to food security. Students also completed a service-learning project with an anti-hunger nonprofit and gained hands-on practice with horticultural skills at local farms. In the spring of 2014, I will teach Course 3 of the certificate curriculum, “Political and Social Movements of Food Systems.” Distinct from the summer course, this class will focus explicitly on controversial topics such as the farm bill, genetically modified organisms, and local foods. Finally, this summer I will teach Course 4 of the certificate curriculum, “Environmental Agriculture,” a course that will immerse students in the concept of the farm/garden as an ecosystem. We will use the Environmental Center garden as a living laboratory, and students will engage with concepts of soil quality, biodiversity management, and ecosystem function in the context of that agroecosystem. I have also given guest lectures on food systems in Environmental Studies, Anthropology, and Sociology courses. GOAL 6) Make this curriculum available to other institutions. This goal will be achieved in the final stage of this project – see below.
Publications
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