Progress 09/01/13 to 02/29/16
Outputs
Target Audience:Target Audience 1) The primary focus of the U-ACRE project is the 20 primarily underrepresented undergraduate CSUF students that participate in the program; of the 2015 cohort the majority are Latino. 2) Secondarily, the U-ACRE project benefits the 900 students of Ladera Vista Junior High in Fullerton, CA. 3) Thirdly, the U-ACRE project benefits the partner organizations throughout Orange County. These 14 community organizations benefit from the cutting edge research our students are engaged in, acquiring knowledge and skills for best practices for urban agriculture, and innovative app creation that our students have conducted. 4) Lastly, the broader urban agriculture and food security research community benefits from our U-ACRE program when our U-ACRE fellows take initiative to share their research methodologies and findings at nationwide and local conferences Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?Research projects related to the junior high waste diversion project include monitoring two vermi-compost units designed for institutional application to determine the effect of food type and amount on worm population age structure and growth with the goal of maximizing food waste diversion and worm casting production. The U-ACRE collaboration with the nonprofit Pathways of Hope, which provides food, transitional living and support and prevention services to the hungry, homeless and disadvantaged, has benefited low-income children and their families living at the transitional living facility through increased access to fruits and vegetables. U-ACRE created a smart pot garden for residents, where they grow herbs, chilies, tomatoes, beans, broccoli, cauliflower, carrots, and cucumbers. Through the garden and the CSUF Community Supported Agriculture project, which donates a portion of its produce to the shelter, the residents have gained access to more nutrient-dense foods. During the grant period, at least 90 Ladera Vista Junior High students have participated in garden tutorials; U-ACRE fellows conduct tutorials (30 minute blocks of time) 2 times per week at Ladera Vista. There are approximately 30 students that self- select to attend every 3 weeks, for the duration of the school year. In the tutorials, the U-ACRE fellows use Project Learning Tree materials, combined with information from Agriculture in the Classroom and other learning materials from the USDA such as MyPlate. In addition to the teaching and mentoring that takes place, the Ladera Vista garden has also undergone a physical expansion to include a previously abandoned, 14 foot diameter circular space. Here, students and mentors first created a garden that is a visual interpretation of the USDA's My Plate; after cleaning the area, augmenting the soil with vermi-compost and commercial product, the space was planted with fruits and vegetables. The garden has now been repurposed as a Three Sisters Garden, where students are growing landrace varieties of maize, squash, and beans obtained through Native Seed/Search. Two U-ACRE fellows traveled to the Native Seed/Search facilities in Tucson to receive training in seed-saving. The first harvest of maize was successful and a second planting is underway, which will produce maize meal that will be nixtamilized into masa and used to make tortillas in the culinary arts classes. At Pathways of Hope, U-ACRE fellows worked with the residents and staff to double the size and increase the diversity of the garden initiated under the prior USDA U-ACRE grant. This includes the addition of vertical garden space and the inclusion of more fruit trees. How have the results been disseminated to communities of interest?U-ACRE students and faculty meet regularly with community partners and other stakeholders, hold classes and workshops, and have given twelve presentations at the local, regional, national, and international level during this annual reporting period. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
The objective of the second CSUF U-ACRE grant was to, "increase CSUF's educational capacity by developing an undergraduate research training program focused on urban agriculture and community food security". During this annual reporting period, we have made progress in all areas with concentrations in these five: 1) Collaboration with Pathways of Hope - U-ACRE students complete water saving irrigation and vertical growth structure for urban garden at transitional living center for families. Student research includes: a) understanding how interaction with the garden affects home meal preparation and food choices; and b) understanding the restorative benefits of an art/garden installation at a transitional living center for families. Students and faculty will continue the ongoing research at the PoH Food Distribution Center in Fullerton - this study examines the use of space and time (GIS mapping connected to behavioral data) by food insecure individuals. These data have been structured to coordinate with a county-wide phone survey (conducted by U-ACRE in coordination with the SSRC CATI lab at CSUF) of food insecurity and fruit and vegetable consumption. 2) Created a Sustainable School Gardens with a Food Waste Diversion Model for Public Schools - U-ACRE student research indicates that food particle size is the most limiting factor to food decomposition rate and thus the amount of food diverted and the amount of worm castings produced per unit time. New food processing equipment has been piloted, and data collected and analyzed to determine the optimal process. The new food processing procedure is integrated with the garden and healthy eating sustainable garden.Through communication with school administrators and teachers U-ACRE is bringing research on our sustainable school garden through to dissemination. We have another school in the district (as well as the district) interested in establishing this garden and waste diversion program at their school and the publication and connection to student leaning is an essential part of broader application. 3) Modified ANTH/BIOL 458 Sustainable Urban Food Systems from a 5-week summer intensive to a 16-week spring semester course. This revised format course is being taught in Spring semester 2016 and allows students more time and direct experience to develop their research projects. 4) Expanded Community Partnerships to include Future Foods Farms, an aquaponics farm; Berkeley School, a non-profit K-6 school serving a diverse community; American Heart Association Teaching Gardens Program, which maintains 13 school gardens in low income areas of Santa Ana, CA. U-ACRE student fellows work with community members and teachers in using the gardens to promote healthy eating, designed lesson plans about healthy eating and math in the garden; St. Joseph Health System Healthy Communities Initiative, assisting with hydroponic garden installations at schools and designing research related to agriculture productivity and changes in eating patterns in low income areas of Fullerton, La Habra, and Buena Park. 5) Expanded the assessment of student learning outcomes to include both indirect and direct measures..Results of the assessment process show that participation in the U-ACRE program increases achievement across student learning otucomes, especially those directly related to experiential learning such as hands-on data analysis. Below are student responses in self-assessment of SLOs, comparing U-ACRE participants to those students enrolled in general education classes who did not partiicapte in U-ACRE. Indirect Assessment Variables U-ACRE Median GE Student Median p-value Experiences Gained in a Research Program Engage in real-world research 4 2 p<0.0001 Think creatively about the project 4 3 p<0.0001 Try out new ideas or procedures on your own 3.5 2 p<0.0001 Feel responsible for the project 4 3 p<0.0001 Work extra hours because you were excited about the research 4 2 p<0.0001 Interact with people from outside your school 4 1 p<0.0001 Feel a part of a learning community 4 2 p<0.0001 Research Skills I have skills in interpreting results 4.5 4 0.014 I have tolerance for obstacles faced in the research process 5 4 p<0.0001 I am ready for more demanding research 4 3 0.001 I understand how knowledge is constructed 4 4 N.S. I understand the research process in my field 5 4 0.004 I understand how scientists work on real problems 5 4 0.019 I understand that scientific assertions require supporting evidence 5 4 0.019 I have the ability to analyze data and other information 4.5 4 N.S. I have learned about ethical conduct in research 5 4 N.S. I have the ability to read and understand the primary literature 5 4 0.002 I have skill in how to give an effective oral presentation 5 4 N.S. I have skill in preparing a poster for a professional presentation 5 4 0.002 I have the ability to work independently 5 5 0.034 Mann-Whitney test results of comparing 5 point Likert scale data between two groups: U-ACRE students and students enrolled in General Education classes in Anthropology. Direct Assessment List a research question you have experience working with Covariates Beta S.E. Wald Odds ratio p-value U-ACRE student 3.77 1.14 10.97 39.02 0.002 Upper Division Student 1.30 0.63 4.22 7.15 0.025 List a hypothesis you have experience working with Covariates Beta S.E. Wald Odds ratio p-value U-ACRE student 2.90 0.90 10.48 15.07 0.003 Upper Division Student 1.26 0.60 4.42 6.04 0.031 Describe data Covariates Beta S.E. Wald Odds ratio p-value U-ACRE student 4.21 1.18 12.82 69.17 0.001 Upper Division Student 1.57 0.75 4.32 14.13 0.036 List one of the main results Covariates Beta S.E. Wald Odds ratio p-value U-ACRE student 2.15 0.82 6.79 8.01 0.015 Upper Division Student 0.82 0.51 2.56 6.69 N.S. U-ACRE is gender balanced. 58% of U-ACRE students identify as Hispanic, 25% as White, 8% as Asian/Pacific Islander, and 8% as African American. Whereas, during the same time period, 40% of CSUF undergraduate students identify as Hispanic, 22% as White, 22% as Asian/Pacific Islander, and 2% as African American. 100% of U-ACRE students attended a public high school and 92% come from families who encouraged them to pursue higher education. However only 25% of U-ACRE students (and only 14% of U-ACRE students who identify as Hispanic) felt teachers in high school had high expectations for them. U-ACRE student perception of expectations at school was quite the opposite of the pattern at home; 34% of U-ACRE students (43% of U-ACRE students who identify as Hispanic) felt teachers had moderately low to low expectations for them. None of the U-ACRE students agreed that their high school prepared them fully for college, with 17% disagreeing that they were prepared and 33% strongly disagreeing that they were prepared for college.
Publications
- Type:
Journal Articles
Status:
Other
Year Published:
2015
Citation:
Johnson, S.E. and Cholakians, E. 2015. Effects of Food Insecurity on Macro and Micronutrient Intake. To be submitted to the American Journal of Human Biology.
- Type:
Journal Articles
Status:
Other
Year Published:
2015
Citation:
Cullin, J. and Johnson, S.E. 2015. Intergenerational Transfer of Food Habits. To be submitted to Current Anthropology.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2015
Citation:
Shensky, A.* Introducing Food Systems Education through School Gardens and Technology. Third Annual Yale Food Systems Symposium, October 2015.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2015
Citation:
Agredano, E.* Using GIS to Map Food Security and Fruit/Vegetable Consumption in Orange County, CA. Orange County Food Access Coalition, July 2015.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2015
Citation:
Chavez, C.*, S. Contreras*, and A. Shensky*. A Sustainable School Garden. Save Water Expo, Anaheim Water District, Anaheim, CA, June 2015.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2015
Citation:
Shensky, A.* Enhancing Food Systems Education Through the Integration of Technology Into a School Garden Curriculum. California Geographical Society 69th Annual Conference, Humboldt State University, May 2015. Second Prize for Student Paper.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2015
Citation:
Chavez, C.* and A. Shensky*. The Sustainable Spartan Garden at Ladera Vista Middle School. Spring Green Expo, Metropolitan Water District, Los Angeles, April 2015.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2015
Citation:
Gonzalez, J.* Vermicomposting Workshop. Green Scene, Fullerton Arboretum, Fullerton, CA, April 2015.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2015
Citation:
Agredano, E.* and Johnson, S.E. Visualizing relationships of consumption, food security, nutritional attainment, food space, and food ways in Orange County, CA. Annual Meetings of the Association of American Geographers, Chicago, April 2015.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2014
Citation:
Shensky, A.* Developing a Web App to Monitor and Promote Sustainability in School Gardens. Programa de Sostenibilidad, Escuela Nacional de Estudios Superiores, Unidad Le�n, Mexico (via teleconference) October 2014.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2014
Citation:
Gonzalez, J.* Vermicomposting at a Middle School Campus: A "cradle-to-cradle" approach to food waste. Programa de Sostenibilidad, Escuela Nacional de Estudios Superiores, Unidad Le�n, Mexico (via teleconference) October 2014.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2014
Citation:
Shensky, A.* Developing a Web App to Monitor and Promote Sustainability in School Gardens. North Carolina Sustainable Agriculture Education Conference. Raleigh, NC. September 2014.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2014
Citation:
Gonzalez, J.* Vermicomposting at a Middle School Campus: A "cradle-to-cradle" approach to food waste. The Way to Sustainability IX, Chico, CA, March 2014.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2013
Citation:
Monahan-Wiggs, J.* and Johnson, S.E. Exploring the Garden: Investigating the Effect of Garden-Based Education on Learning and Food Preferences. Annual Meetings of the American Anthropological Association, Chicago, November 2013.
|
Progress 09/01/14 to 08/31/15
Outputs
Target Audience: 1) The primary focus of the U-ACRE project is the 20 primarily underrepresented undergraduate CSUF students that participate in the program; of the 2015 cohort the majority are Latino. 2) Secondarily, the U-ACRE project benefits the 900 students of Ladera Vista Junior High in Fullerton, CA. 3) Thirdly, the U-ACRE project benefits the partner organizations throughout Orange County. These 14 community organizations benefit from the cutting edge research our students are engaged in, acquiring knowledge and skills for best practices for urban agriculture, and innovative app creation that our students have conducted. 4) Lastly, the broader urban agriculture and food security research community benefits from our U-ACRE program when our U-ACRE fellows take initiative to share their research methodologies and findings at nationwide and local conferences Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?Research projects related to the junior high waste diversion project include monitoring two vermi-compost units designed for institutional application to determine the effect of food type and amount on worm population age structure and growth with the goal of maximizing food waste diversion and worm casting production. The U-ACRE collaboration with the nonprofit Pathways of Hope, which provides food, transitional living and support and prevention services to the hungry, homeless and disadvantaged, has benefited low-income children and their families living at the transitional living facility through increased access to fruits and vegetables. U-ACRE created a smart pot garden for residents, where they grow herbs, chilies, tomatoes, beans, broccoli, cauliflower, carrots, and cucumbers. Through the garden and the CSUF Community Supported Agriculture project, which donates a portion of its produce to the shelter, the residents have gained access to more nutrient-dense foods. During the grant period, at least 90 Ladera Vista Junior High students have participated in garden tutorials; U-ACRE fellows conduct tutorials (30 minute blocks of time) 2 times per week at Ladera Vista. There are approximately 30 students that self- select to attend every 3 weeks, for the duration of the school year. In the tutorials, the U-ACRE fellows use Project Learning Tree materials, combined with information from Agriculture in the Classroom and other learning materials from the USDA such as MyPlate. In addition to the teaching and mentoring that takes place, the Ladera Vista garden has also undergone a physical expansion to include a previously abandoned, 14 foot diameter circular space. Here, students and mentors first created a garden that is a visual interpretation of the USDA's My Plate; after cleaning the area, augmenting the soil with vermi-compost and commercial product, the space was planted with fruits and vegetables. The garden has now been repurposed as a Three Sisters Garden, where students are growing landrace varieties of maize, squash, and beans obtained through Native Seed/Search. Two U-ACRE fellows traveled to the Native Seed/Search facilities in Tucson to receive training in seed-saving. The first harvest of maize was successful and a second planting is underway, which will produce maize meal that will be nixtamilized into masa and used to make tortillas in the culinary arts classes. At Pathways of Hope, U-ACRE fellows worked with the residents and staff to double the size and increase the diversity of the garden initiated under the prior USDA U-ACRE grant. This includes the addition of vertical garden space and the inclusion of more fruit trees. How have the results been disseminated to communities of interest?U-ACRE students and faculty meet regularly with community partners and other stakeholders, hold classes and workshops, and have given twelve presentations at the local, regional, national, and international level during this annual reporting period. What do you plan to do during the next reporting period to accomplish the goals?The U-ACRE project continues to grow in collabortive potential, community reach, and aims. We will be working with colleagues at two area feeder community colleges, both Hispanic-Serving Agricultural Colleges (HSACU) in order to increase our recruitment efforts and to enhance the potential degree completion of community college transfers to Cal State Fullerton. U-ACRE is also adding an increased focus on preserving local knowledge and biodiversity through hosting Orange County's first BioBlitz (in partnership with the Fullerton Arboretum), which will be a one day intensive community participatory biological dviersity inventorty concentrated in school and community gardens. U-ACRE will be also hosting Seedstock, an international seed-saving network, in Novermber 2016 at Cal State Fullerton.
Impacts
What was accomplished under these goals?
The objective of the second CSUF U-ACRE grant was to, "increase CSUF's educational capacity by developing an undergraduate research training program focused on urban agriculture and community food security". During this annual reporting period, we have made progress in all areas with concentrations in these five: 1) Collaboration with Pathways of Hope - U-ACRE students complete water saving irrigation and vertical growth structure for urban garden at transitional living center for families. Student research includes: a) understanding how interaction with the garden affects home meal preparation and food choices; and b) understanding the restorative benefits of an art/garden installation at a transitional living center for families. Students and faculty will continue the ongoing research at the PoH Food Distribution Center in Fullerton - this study examines the use of space and time (GIS mapping connected to behavioral data) by food insecure individuals. These data have been structured to coordinate with a county-wide phone survey (conducted by U-ACRE in coordination with the SSRC CATI lab at CSUF) of food insecurity and fruit and vegetable consumption. 2) Created a Sustainable School Gardens with a Food Waste Diversion Model for Public Schools - U-ACRE student research indicates that food particle size is the most limiting factor to food decomposition rate and thus the amount of food diverted and the amount of worm castings produced per unit time. New food processing equipment has been piloted, and data collected and analyzed to determine the optimal process. The new food processing procedure is integrated with the garden and healthy eating sustainable garden.Through communication with school administrators and teachers U-ACRE is bringing research on our sustainable school garden through to dissemination. We have another school in the district (as well as the district) interested in establishing this garden and waste diversion program at their school and the publication and connection to student leaning is an essential part of broader application. 3) Modified ANTH/BIOL 458 Sustainable Urban Food Systems from a 5-week summer intensive to a 16-week spring semester course. This revised format course is being taught in Spring semester 2016 and allows students more time and direct experience to develop their research projects. 4) Expanded Community Partnerships to include Future Foods Farms, an aquaponics farm; Berkeley School, a non-profit K-6 school serving a diverse community; American Heart Association Teaching Gardens Program, which maintains 13 school gardens in low income areas of Santa Ana, CA. U-ACRE student fellows work with community members and teachers in using the gardens to promote healthy eating, designed lesson plans about healthy eating and math in the garden; St. Joseph Health System Healthy Communities Initiative, assisting with hydroponic garden installations at schools and designing research related to agriculture productivity and changes in eating patterns in low income areas of Fullerton, La Habra, and Buena Park. 5) Expanded the assessment of student learning outcomes to include direct and authentic assessment by stakeholders such as the community partners using a rubric designed by faculty members. The assessment material also includes information to educational scaffolding and measures related to closing the achievement gap.
Publications
- Type:
Journal Articles
Status:
Other
Year Published:
2015
Citation:
Cullin, J. and Johnson, S.E. 2015. Intergenerational Transfer of Food Habits. To be submitted to Current Anthropology.
- Type:
Journal Articles
Status:
Other
Year Published:
2015
Citation:
Johnson, S.E. and Cholakians, E. 2015. Effects of Food Insecurity on Macro and Micronutrient Intake. To be submitted to the American Journal of Human Biology.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2015
Citation:
Shensky, A.* Introducing Food Systems Education through School Gardens and Technology. Third Annual Yale Food Systems Symposium, October 2015.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2015
Citation:
Agredano, E.* Using GIS to Map Food Security and Fruit/Vegetable Consumption in Orange County, CA. Orange County Food Access Coalition, July 2015.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2015
Citation:
Chavez, C.*, S. Contreras*, and A. Shensky*. A Sustainable School Garden. Save Water Expo, Anaheim Water District, Anaheim, CA, June 2015.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2015
Citation:
Shensky, A.* Enhancing Food Systems Education Through the Integration of Technology Into a School Garden Curriculum. California Geographical Society 69th Annual Conference, Humboldt State University, May 2015. Second Prize for Student Paper.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2015
Citation:
Chavez, C.* and A. Shensky*. The Sustainable Spartan Garden at Ladera Vista Middle School. Spring Green Expo, Metropolitan Water District, Los Angeles, April 2015.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2015
Citation:
Gonzalez, J.* Vermicomposting Workshop. Green Scene, Fullerton Arboretum, Fullerton, CA, April 2015.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2015
Citation:
Agredano, E.* and Johnson, S.E. Visualizing relationships of consumption, food security, nutritional attainment, food space, and food ways in Orange County, CA. Annual Meetings of the Association of American Geographers, Chicago, April 2015.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2014
Citation:
Shensky, A.* Developing a Web App to Monitor and Promote Sustainability in School Gardens. Programa de Sostenibilidad, Escuela Nacional de Estudios Superiores, Unidad Le�n, Mexico (via teleconference) October 2014.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2014
Citation:
Gonzalez, J.* Vermicomposting at a Middle School Campus: A "cradle-to-cradle" approach to food waste. Programa de Sostenibilidad, Escuela Nacional de Estudios Superiores, Unidad Le�n, Mexico (via teleconference) October 2014.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2014
Citation:
Shensky, A.* Developing a Web App to Monitor and Promote Sustainability in School Gardens. North Carolina Sustainable Agriculture Education Conference. Raleigh, NC. September 2014.
- Type:
Theses/Dissertations
Status:
Published
Year Published:
2014
Citation:
Gonzalez, J. 2014. Vermicomposting at a middle school campus: a "cradle-to-cradle" approach to food waste. Thesis for Master of Science in Environmental Studies, California State University Fullerton.
|
Progress 09/01/13 to 08/31/14
Outputs
Target Audience: 1) The primary focus of the U-ACRE project is the 21 primarily underrepresented undergraduate CSUF students that participate in the program; of the 2014 cohort (n=11), 64% are Latino. 2) Secondarily, the U-ACRE project benefits the 900 students of Ladera Vista Junior High in Fullerton, CA. These students benefit from the trainings and mentorship offered by the CSUF U-ACRE students. When asked how the U-ACRE students benefitted the Ladera Vista students, the principal responded, “The way CSUF students have mentored our students – the students really become mentors for our kids. This school serves 48% free and reduced lunch/there is a lot of poverty, and these interns really help and mentor the students overall. They serve as great role models – model curiosity, enthusiasm, just really nice people. They give up their own time even, and their level of commitment is what makes the program so strong for us.” 3) Thirdly, the U-ACRE project benefits the partner organizations throughout Orange County. These 11 community organizations benefit from the cutting edge research our students are engaged in, acquiring knowledge and skills for best practices for urban agriculture, and innovative app creation that our students have conducted. 4) Lastly, the broader urban agriculture and food security research community benefits from our U-ACRE program when our U-ACRE fellows take initiative to share their research methodologies and findings at nationwide and local conferences. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided? U-ACRE fellows participate regularly in conferences, student research forums and internships. The U-ACRE project was conducted as a multi-modal intervention. The U-ACRE cohort of fellows is enrolled in either service-learning internships or research independent studies courses during their time in the program. For all U-ACRE fellows, Sustainable Urban Food System is taught as a research course (3 units) by an interdisciplinary team of faculty. In addition, these students have the opportunity to conduct their own research, present their research findings at various conferences, workshops or community events. U-ACRE fellows and associates participating in the Ladera Vista Academic Internship develop leadership, communication, technical, and research skills. Here, the U-ACRE fellows serve as trainers and mentors, using the Project Learning Tree curriculum and other USDA materials to ensure that the junior high students learn the basics of composting, urban agriculture, healthy eating and food security. The following student learning outcomes are met through the Ladera Vista Academic Internship: Demonstrate leadership and teamwork in a diverse environment including community engagement Develop research question and methods focusing on urban food systems, food decision-making, or resource management Understand and apply professional and ethical standards in research design and implementation Collect and analyze quantitative and/or qualitative data Disseminate results of their research through effective oral and written communication Project Learning Tree provides U-ACRE with Green Works curriculum materials that CSUF students incorporate into the tutorials at Ladera Vista Junior High. The materials are used to train the students in service learning, conducting school based surveys, and other items regarding environmental stewardship. In the fall, the CSUF students go through a two-day training with Project Learning Tree using the Green Schools Program K-8 curriculum guide. The school plans to apply to the Green Works Grant Program based on the success of this program. How have the results been disseminated to communities of interest? CSUF U-ACRE fellows created monthly newsletter for the residents of the transitional housing complex at our partner, Pathways of Hope. This newsletter reaches stakeholders including approximately 75 adults and 85 children residents, staff, and community members, and incorporates tips on healthy nutrition, recipes that coincide with food being grown on site, tips on urban agriculture, and activities for children. U-ACRE fellows regularly participate in conferences, student research forums, and workshops. A U-ACRE fellow gave a podium presentation at the meetings of the American Anthropological Association in Chicago (November 2013). Three U-ACRE fellows participated in the Green School National Conference in Sacramento March 2014. A U-ACRE fellow presented his garden app and research plans at the Sustainable Agriculture Education Association Conference at NC State (August 18, 2014). U-ACRE staffed an informational and outreach exhibit at the Alcoa Green Fair in Fullerton, CA (August 22, 2014). Three U-ACRE fellows presented results of their research to the Orange County Food Access Coalition at their summer member meeting (July 2, 2014). Three U-ACRE fellows were awarded USDA internships through the CSU WRPI (Water Resources & Policy Initiative). Six Ladera Vista Junior High students, selected from the U-ACRE tutorial participants, participated in the countywide “P21 Our Future Now Sustainability Showcase” (May 24, 2014). The junior high students created three presentations with guidance from their U-ACRE mentors on different facets of their "green school". The junior high students received a second place award as well as personal recognition from US Representative Loretta Sanchez, CA State Assembly Member Sharon Quirk-Silva, and CA State Senator Lou Correa for their participation. The organizers are planning to have the presentations available on YouTube. Three U-ACRE fellows participated in the Green Schools National Conference, Sacramento, CA (March 27, 2014). One U-ACRE fellow gave a presentation at the Sustainable CSU Conference in Chico, CA (March 7, 2014). One U-ACRE fellow presented at the CSUF Research Competition (May 8, 2014). Two U-ACRE students presented at the CSUF Sustainability Conference (April 17, 2014). What do you plan to do during the next reporting period to accomplish the goals? For the next year, we are considering changes to our evaluation. Regarding student knowledge acquisition, we have considered monitoring the updated student resumes; this will allow us to track relevant items such as: number of U-ACRE presentations, creation of products such as apps, participation in internships and service learning hours. Faculty-student research collaborations at the site have been seeking to understand food choices and the cognitive structure of food knowledge, and a faculty research project has mobilized CSUF students as Spanish and English language interviewers. A mixed method approach to data collection has increased U-ACRE student ability in quantitative and qualitative analysis. U-ACRE is also the basis of new research planned for U-ACRE. For instance, anecdotal evidence from the shelter garden suggests that ready access to fresh, flavorful foods can inspire families to prepare meals from scratch rather than defaulting to fast food—an observation that will lead to further, systematic study in U-ACRE. U-ACRE fellows are also examining the factors that influence people’s utilization of Pathway of Hope’s food distribution center. Another innovation for the upcoming year is to deepen the U-ACRE fellows’ engaged research. Using two USDA survey tools (combined with additional local questions), students will field a survey in order to understand the relationship between a healthy diet and food security. In partnership with CSUF’s Social Science Research Center, the U-ACRE students are learning various data collection methods and how to structure instruments via a methods lab via their service learning internship. The telephone survey will be administered in the upcoming year, with a target n=383, targeted to reach low-income zip codes. The fellows are also going to observe the telephone interview process in order to gain experiential knowledge of all aspects of the research design, implementation and analysis processes.
Impacts
What was accomplished under these goals?
Overall, the following outcomes were met: Student knowledge of food, agricultural, and natural resource sciences increased by at least 40%, and surveys indicate that external stakeholders value the skills and knowledge students’ gain; U-ACRE fellows were asked to define food security and urban agriculture before and after they had taken the summer intensive course. Results indicated a significant change in students’ understanding of these concepts from the pre- to the post-test. At pre-test 56% defined food security correctly, at post-test, it was 88%. For urban agriculture, at pre-test 44% answered correctly and at post-test, 100% responded correctly. Community partners were asked about their perception of the students who engage in U-ACRE projects at their sites. At the time of this report, we received responses from three partners. When asked whether the U-ACRE student is well-prepared for a career in community agriculture or a related field, all three strongly agreed. Respondents were asked to give Likert scale responses (1-7 with 7 being strongly agree) regarding their perception of the students’ skill level for the following 12 skills: professionalism, public speaking, written communication, reliability, interpersonal skills, rapport with middle school students, data analysis, knowledge of applied urban agriculture concepts, clear articulation of research goals and clear articulation of research findings. The respondents gave the students a 7 on all relevant skills. 2) Student knowledge and awareness of USDA and NIFA career opportunities, as well as food, agricultural, and natural resource sciences, increases by at least 40%; U-ACRE fellows were asked, “please share with us how familiar you consider yourself with each, on a scale of 1-7.” Pre-Average Post- Average USDA 3.1 6.3 Organizations within the USDA 2.4 5.5 Types of research the USDA conducts 2.6 6 Opportunities for student internships 2.6 6.4 The average response to the USDA-related questions were 2.6 (of 7) at pre-test and 6.05 at post-test. This is an increase in knowledge score of 100%, across all 4 questions related to USDA knowledge. U-ACRE fellows were then asked, “Of the many USDA research areas, please tell us the three that interest you most.” In the pre-test, 33% reported that they understood USDA research areas, 44% primarily listed more general research areas such as food security and urban agriculture, and 23% listed research areas that were slightly more specific, such as sustainable farming and forestry. A change was clear in the post-test, given that 100% of students listed at least one more specific and concrete research area of USDA. This is an increase in knowledge of 77%. 3) The number of students reporting positive attitudes toward careers and skills in USDA/agricultural fields increases by at least 40%; and 50% of the U-ACRE fellowsat post-test noted that they had a positive attitude toward a USDA/ agricultural field career. U-ACRE fellows were asked “For each of the following items, please indicate your comfort with each one, on a scale from 1 (uncomfortable with the task) to 7 (comfortable with the task). For 15 of the 17 tasks (88% of the items), students comfort level increased; for 6 of these (create a problem statement, construct a hypothesis, communicate verbally, public speaking, work on a complex project and plan a research design), by more than 1 point. This exceeds the outcome of a 40% knowledge increase. 4) all U-ACRE student work is linked to at least one of the 11 external stakeholders. From the student research done (including the three apps, the survey and the 14 unique conference presentations), 100% are directly linked to at least one of the 11 external community partners. In addition, via the distribution of the newsletter at Pathways of Hope, we know that residents of the transitional living center also increased their knowledge of nutrition and recipes. . U-ACRE fellows mentor Ladera Vista Junior High School students by leading two tutorial periods per week. There are two related foci: 1) the school garden with lessons in plant growth, soil characteristics, and healthy foods; and 2) the BioSafe waste diversion project with lessons in vermi-composting and the worm life cycle, soil characteristics, sustainability, and climate change. Research projects involving the school garden include understanding the influence of garden-based programs on adolescent food preferences and choices. Research projects related to the waste diversion project include monitoring two vermi-compost units designed for institutional application to determine the effect of food type and amount on worm population age structure and growth with the goal of maximizing food waste diversion and worm casting production. The U-ACRE collaboration with the nonprofit Pathways of Hope, which provides food, transitional living andsupport and prevention services to the hungry, homeless and disadvantaged, has benefited low-income children and their families living at the transitional living facility through increased access to fruits and vegetables. U-ACRE created a smart pot garden for residents, where they grow herbs, chilies, tomatoes, beans, broccoli, cauliflower, carrots, and cucumbers. Through the garden and the CSUF Community Supported Agriculture project, which donates a portion of its produce to the shelter, the residents have gained access to more nutrient-dense foods. During the grant period, at least 90 Ladera Vista Junior High students have participated in garden tutorials; U-ACRE fellows conduct tutorials (30 minute blocks of time) 2 times per week at Ladera Vista. There are approximately 30 students that self-select to attend every 3 weeks, for the duration of the school year. In the tutorials, the U-ACRE fellows use Project Learning Tree materials, combined with information from Agriculture in the Classroom and other learning materials from the USDA such as MyPlate. In addition to the teaching and mentoring that takes place, the Ladera Vista garden has also undergone a physical expansion to include a previously abandoned, 14 foot diameter circular space. Here, students and mentors created a garden that is a visual interpretation of the USDA’s My Plate; after cleaning the area, augmenting the soil with vermi-compost and commercial product, the space is now planted with fruits and vegetables. This addition was a direct result of the Green School Site Investigation (provided by the Project Learning Tree curriculum); the junior high students, in coordination with their U-ACRE mentors, identified the potential of the unused space and planned the transformation into the My Plate garden. At Pathways of Hope, U-ACRE fellows worked with the residents and staff to double the size and increase the diversity of the garden initiated under the prior USDA U-ACRE grant. Another accomplishment for the U-ACRE project is the increase in collaborations fostered by this work. At this time, we are proud to report that we have expanded our number of community partners to 11; currently, we have continued our partnership with the following 8 partner organizations: Ladera Vista Junior High, Pathways of Hope (a transitional living facility), Monkey Business Café (a non-profit social enterprise supporting young adults recently emancipated from the foster care system), CSUF Arboretum, Orange County Food Access Coalition, Project Learning Tree, Rolling Hills Elementary School and CSUF Center for Internships & Community Engagement. During this grant period, we have also increased our community partnerships by adding the following additional three organizations to our partnership network: Future Food Farms (commercial closed-loop aquaponic operation), Seeds of Hope (a faith-based urban farm), and Berkeley School (a small DK-6 non-profit community school).
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