Progress 04/01/18 to 03/31/23
Outputs
Target Audience:Intended beneficiaries were students and faculty of FANH (food, agriculture, nutrition, and health) and food-systems-related degree programs in North America, and the three SFS programs that participated in this project. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?We led and engaged in a series of professional development for project faculty and SFS educators more broadly as well as for SFS students including: (1) Soul Fire Farm Uprooting Racism Training; (2) 21-Day Racial Equity Challenge; (3) Decolonial Deep Dive and; (4) Teaching Sustainable Food Systems in Our Times. ? A. Decolonial Deep Dive Professional Development Workshop We facilitated, during May-June 2021, a professional development program for sustainable food systems education, STEM, and Health Science practitioners. The objectives of these Decolonial Deep Dive Sessions were to explore contributions of decolonial perspectives and embodied practices in relation to sustainable food systems education, and to create space for collectively sitting with the difficulties, discomforts, complexities and paradoxes that inevitably emerge, without becoming overwhelmed or seeking quick solutions. The intended outcomes of the sessions were centred on developing 1) broader recognition of the fundamental patterns that connect colonialism, modernity, higher education, and sustainable food systems; 2) stamina to face increasing uncertainty and inequality so that we can stay productive and maintain generative relationships in our work; and 3) practices for deepening our capacities for sober, mature, discerning, and accountable responses to complex challenges, and walking together toward different possible futures with honesty, humility, hyper-self-reflexivity, and humour. The Decolonial Deep Dive Sessions had a mixture of webinar format and on-line discussion sessions, scholarly readings, individual reflexive tasks, embodied and experiential activities, and optional debriefing sessions. B. Sandbox Webinar Series: Teaching Sustainable Food Systems in Our Times We developed and hosted a sandbox webinar series "Teaching Sustainable Food Systems in Our Times" for Sustainable Food Systems educators to provide professional development opportunities to gain, enhance, and share knowledge and skills regarding Justice, Equity, Diversity, and Inclusion (JEDI) and Online Teaching. Field experts led each webinar with the sharing of equity-minded pedagogical innovations. Sandbox sessions facilitated space for reflection, brainstorming, ideation, and sharing of practices. Below are descriptions of the 9 webinars of this series. ? UBC-Based Professional Development Activities and Training Foundations of Somatic Abolitionism Workshops (Education for Racial Equity) Somatic Abolitionism is an embodied anti-racist practice and process of culture building. This event offered a foundational base for developing the skills to cultivate somatic abolitionism personally and communally. • Feb 2 + 3, 2022 (full days) Reparative Communal Consultations for White Bodies (Education for Racial Equity) Through establishing a communal container, this workshop series will tend to the ways white body supremacy moves through us individually and collectively. We will work together to dismantle and heal the impact of white body supremacy on ourselves and our people. This in turn will support us to cause less harm across race and culture. We will learn what it means to stay together, through the fire of trigger and when the impulse towards separation surfaces. This will be a collective learning space where white bodies, all holding different social locations, will lean into building culture through engaging embodied practices, together. • Monthly collective meetings with workshop facilitators (March - July, 2022) • Bi-weekly communal triad sessions (March - July 2022) Teaching Gender and Food Justice • Dr. Sig Giordano, Associate Professor, Interdisciplinary Studies program, Kennesaw State University • One-on-One coaching and graduate student support through TA training • Connecting critical feminist science, technology, and society studies with decolonial perspectives on gender, patriarchy and food justice. Provided feedback on teaching approach, including readings, presentation slides, lectures, assignments, and approaches to TA support and training • January - April 2022 How to Confront White Language Supremacy in Course Language Standards and Grading (HOWL) • Dr. Asao Inoue, Professor, Rhetoric and Composition, College of Integrative Sciences and Arts, Arizona State University • February 22, 2022 HOWLThe UBC School of Journalism, Writing, and Media, in partnership with the UBC Faculty of Land and Food Systems, and UBC's Vantage College is presented two seminars by Asao B. Inoue, Professor of Rhetoric and Composition in the College of Integrative Sciences and Arts at Arizona State University. Keynote: Understanding and Doing Antiracist Classroom Assessment This keynote talk considered what antiracist assessment can be in university courses and how faculty from across disciplines from Humanities to STEM courses can meaningfully engage in it. It argues that classroom assessment, from grading to feedback on literacy performances, is an ecology made up of seven interconnected elements. Understanding any classroom as an assessment ecology can provide a way to design and enact antiracist assessment practices in courses. Furthermore, Inoue details twelve habits of antiracist teachers that are necessary in more fully developing antiracist pedagogies and assessments. Faculty Workshop: How to Confront White Language Supremacy in Course Language Standards and Grading This interactive workshop offered a short discussion that explains the presence of white language supremacy in all university courses that ask for language performances of some kind, either as a demonstration of learning or as a method for learning. This includes the use of language in STEM courses. It then engages participants in two antiracist classroom assessment activities. The first activity demonstrates labor-based grading as an antiracist practice. The second activity offers a heuristic, the habits of white language (HOWL), that teachers can use to help them identify and confront white language supremacy in their feedback and other language activities in their courses. Forest Reads: Black Faces, White Spaces, Dr. Carolyn Finney 3 sessions with author (January and February 2022) American scholar who has written about the Black experience in nature, particularly national parks in the U.S. https://uncpress.org/book/9781469614489/black-faces-white-spaces/ Natosi Okhan Society Blackfoot Ceremony and Pedagogical Practices Guided by Blackfoot Elder and ceremonial leader, Keith Chiefmoon, UBC participants were hosted on ceremonial grounds to build relationships with community members and learn the fundamentals of the Sun Dance ceremony. Participants were introduced to the various tasks associated with supporting the ceremony (e.g., harvesting and drying sage, smudging, sweat lodges, fire-keeping, preparing meals in the ceremonial kitchen). Participants were also introduced to pedagogical foundations of the ceremony and ways to prepare, hold, and support student reflection with teachings and experiences. April 2021, July 2021, April 2022, July 2022 Additionally, at UMN, two graduate students were trained, Amanda Sames (PhD) and Marie Schaedel (PhD), each gaining skills in qualitative research and data analysis through this project. How have the results been disseminated to communities of interest?We disseminated results to communities of interest including educators of other SFS Baccalaureate degree-level programs through hosting a webinar series, Teaching SFS in Uncertain Times Sandbox Webinar Series (described above). We reached out to SFS educators more broadly through the Sustainable Food Systems Education Community of Practice with participating educators from SFS programs across the nation. Additionally, we led a Special Topic in Frontiers of Sustainable Food Systems on "Critical and Equity-Oriented Pedagogical Innovations in Sustainable Food Systems Education" as a platform to share pedagogical innovations for SFS. To support recruitment and retention of students of color, we attended workshops uplifting the voices of these students in agronomy and soil science professional societies, i.e. the Bridge Scholars program at the Soil Science Society of America annual conference. "Critical and Equity-Oriented Pedagogical Innovations in Sustainable Food Systems Education": In response to the confluence of ecological, economic, and social crises associated with modern industrial food systems, sustainable food system education (SFSE) initiatives have emerged in institutes of higher education and popular social movements across the globe. SFSE initiatives are characterized by their emphasis on developing participant capacities for systems thinking, multi-, inter- and trans-disciplinary collaboration, community-based learning, and collective action projects. Graduates of SFSE initiatives are prepared to contribute towards the development of alternative models of production, processing, and distribution to achieve food security at local, regional, and global scales. Additionally, SFSE initiatives seek to prepare graduates to engage with institutions of power and political processes that are responsible for the development of policies that shape and govern food systems. The complexity of topics and issues within the food system are not limited to expertise in disciplines traditionally associated with agriculture, food sciences, and nutrition, resulting in opportunities for innovation associated with development, implementation, and evaluation of SFSE initiatives. This Research Topic seeks to be a platform to share recent pedagogical innovations for Sustainable Food Systems Education (SFSE). Typical SFSE initiatives are steeped in disciplinary natural science traditions that limit exposure to social theories and practices better suited to understand and address complexity. This narrow SFSE focus has been critiqued since these perspectives can mask and/or reproduce inequalities based on social and environmental factors that reinforce problematic neoliberal logic in our current food system. Rather, with an orientation towards systems thinking and trans-disciplinarity, SFSE initiatives call for opportunities and expectations beyond traditional approaches including collective action projects and community-engaged learning that invite collaboration with social actors beyond the academy. SFSE educators will benefit from examples of curricular and pedagogical innovation that span the complex SFSE landscape, ranging from a continuum of non-formal learning in grassroots movements, to formalized curricular offerings in university contexts. Examples include food justice-oriented courses that infuse a social and environmental justice lens to food systems issues, and global grassroots movements and associated programmatic initiatives, both offering on-the-ground models from which SFSE educators can draw. The overall goal of this Research Topic is to highlight pedagogical innovations, with the outcome of more critical and equity-oriented SFSE initiatives and a more just food system. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
(1) Goal 1: To create inclusive and replicable four-year core curricula models and supporting advising approaches for Baccalaureate degree-level programs in sustainable food systems (SFS) in order to improve the quality of SFS instruction at our institutions (Montana State University, University of Minnesota, and the University of British Columbia) and to continue our role as leaders in SFS curriculum development; Developed new pedagogical approaches that consider multiple learning styles, ways of being, learning spaces, and impacts on food system and community stakeholders Developed and piloted new course activities and shared among SFS programs at partner institutions. Published peer-reviewed articles on adaptable learning outcomes, approaches to developing and embedding equity competencies, food justice instructional design, and collective agency for SFS degree programs as a way to contribute to development and coherence within emerging field of SFS education (2) Goal 2: To conduct curriculum mapping and develop and administer evaluation tools to assess the existing core curricula of the SFS programs at MSU, UMN, and UBC based on our signature pedagogy, the model of cognitive maturation in young adults, and an inclusion approach; Curriculum mapping serves as a navigational tool that charts the temporal sequence of the courses of a program's curriculum in terms of their congruence with learning outcomes. We finalized curriculum mapping regarding existing core curricula of the SFS programs at MSU, UMN, and UBC as well as suggested modifications of the present curricula based on a set of adaptable learning outcomes. Created curriculum maps of SFS Core Curricula integrating pedagogical approaches, learning outcomes, and student evaluation tools at MSU, UBC, and UM Developed curriculum assessment and evaluation tools for distribution (3) Goal 3: To refine existing core curricula of SFS programs at MSU, UMN, and UBC based on gaps identified using a signature pedagogy framework, the model of cognitive maturation, and inclusion approach; Refined curriculum based on learning activities and development of lesson plans, Increased alignment of curriculum activities through scaffolding and integration of curriculum material and activities based on adaptable learning outcomes and cross-exchange with faculty through a workshop, Designed case studies for SFS education, implemented them in selected courses, and assessed students' feedback Embedded collective agency curriculum, learning activities and assessments across degree programs Offered opportunities to engage with decolonial perspectives and land-based education activities to expand SFS curricula (4) Goal 4: To implement and evaluate SFS educational interventions in the core courses of the SFS programs at MSU, UMN, and UBC using evaluation material and refined curriculum material and advising approaches; Designed, implemented, and evaluated food system pedagogical interventions with a focus on collective action interventions in our student community, Implemented collective action interventions based on the principles of Public Achievement Education. The interventions include a series of activities including public narratives, civic deliberations, one-to-one relational meetings, power mapping, and community-engagement projects. At all three institutions, the interventions were systematically assessed based on the student response to the interventions and the perception of the respective instructors.? At MSU, two interventions were implemented in core SFBS courses. In SFBS 327, Measuring Innovation in Food Systems, the intervention occurred in the field of one-to-one relational meetings. In SFBS 499, Capstone Course, the intervention was about public narratives. At UMN, two interventions were implemented across three courses. The first course, FDSY 1016W, Growing Food & Building Community, Urban Agriculture in the Twin Cities, included an introduction to sources of power (knowledge, money and people) and a course assignment requiring students to engage in one-to-one relational interviews. The second UMN course was APEC 3202, An Introduction to the Food System: Analysis, Management and Design that focused on different sources of power and power mapping. The third UMN course was the required senior capstone course of the FDSY major. FDSY 4101, Holistic Approaches to Food System Sustainability that included a significant (45h) community-based learning component, and an existing assignment requiring students to collect information on the staffing, history, mission, funding strategy, and activities of their community partner organization. The intervention implemented for FDSY 4101 included expansion of this assignment to include a power mapping component, where students identified sources of power within their organizations in terms of people, knowledge, and funding, and where the organization was lacking these sources. ?At UBC, pedagogical collective action heuristics involved public narratives, civic deliberations, one-to-one relational meetings, and community-engagement projects. At the second-year level, students in LFS 250 created public narratives, practiced civic deliberations as a form of assessed discussion and facilitation, conducted food literacy workshops in K-12 setting, and had opportunities to conduct one-to-one relational meetings as a bonus assignment. Similarly, at the third-year level, students in LFS 350 created public narratives, conducted community-based projects, and had opportunities to conduct one-to-one relational meetings as a bonus assignment. At the fourth-year level, students conducted community-based projects. A (5) Goal 5: To refine and disseminate adaptable four-year core curriculum models for Baccalaureate degree-level SFS programs; Created hands on lesson plans, case studies, and other hands-on course activities for MSU, UMN, and UBC SFS programs Widely disseminated new core SFS curricula models including a set of adaptable learning outcomes for SFS education Developed best practices and lessons learned from inclusion and online teaching strategies (6) Goal 6: To increase recruitment and retention of underrepresented minority students through the development of inclusive curricular and advising activities; Created building blocks for equity, diversity and inclusion pedagogical interventions and sharing strategies At UMN, FDSY faculty participated in equity-focused trainings including the Office for Equity & Diversity Education Program (ECHO) At UBC, annual presentations to student service staff on HEC activities allowed student advisors to have better understanding of new developments in core curriculum, including efforts to increase representation and inclusion of diverse perspectives and cultural backgrounds. (7) Goal 7: To improve preparation of the food-system workforce to address sustainability challenges, resulting from our educational interventions for our own students, and from our outreach and dissemination activities.? Provided training and professional development opportunities in SFS for students, faculty, and staff that are part of the project as well as educators of SFS in North America more broadly including through the Sandbox Webinar Series "Teaching Sustainable Food Systems in Our Times" Provided professional development of SFS-associated faculty, with emphasis on equity and collective agency competencies and integration of decolonial perspectives.
Publications
- Type:
Journal Articles
Status:
Published
Year Published:
2023
Citation:
Jordan, N. R., Valley, W., Donovan, D., Clegg, D. J., Grossman, J., Hunt, N., Michaels, T., Peterson, H., Rogers, M., Sames, A & Stein, M. (2023). Scaffolding collective agency curriculum within food-systems education programs. Frontiers in Sustainable Food Systems, 7, 1119459.
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Progress 04/01/21 to 03/31/22
Outputs
Target Audience: Our target audience reached by our efforts during this reporting period include: (1) educators of Sustainable Food Systems (SFS) education in North America and; (2) students in the SFS programs at our institutions at Montana State University, the University of Minnesota, and the University of British Columbia. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?Just Food Educational Resource Project The "Just Food" Educational Resource (JFERP) Project provided teaching and learning resources for enhancing equity competencies of instructors and students using food systems as a platform for engagement. By bringing diverse standpoints relevant to contemporary food discourses to the table, students and educators were able to integrate developments in critiques and awareness in teaching and learning, preparing students for their roles as global citizens and future professionals. The project team conducted a thematic analysis of learning objectives, activities, and assessment metrics on post-secondary courses/syllabi both within and external to UBC, that employ dimensions of food systems as a platform for learning about social justice issues. This asset-basedinquiry informed the project team's creation of seven learning modules embedded within anopen access web platform. These modules facilitate classroom exploration of concepts relating to power and privilege, and are designed to develop skill sets such as active learning and reflexivity. Provision of learning modules will optimize program curricula by embedding teacher and student growth in areas of equity competencies both within and external to UBC. Decolonial Deep Dive Professional Development Workshop We facilitated, during May-June 2021, a professional development program for sustainable food systems education, STEM, and Health Science practitioners. The objectives of these Decolonial Deep Dive Sessions were to explore contributions of decolonial perspectives and embodied practices in relation to sustainable food systems education, and to create space for collectively sitting with the difficulties, discomforts, complexities and paradoxes that inevitably emerge, without becoming overwhelmed or seeking quick solutions. The intended outcomes of the sessions were centred on developing 1) broader recognition of the fundamental patterns that connect colonialism, modernity, higher education, and sustainable food systems; 2) stamina to face increasing uncertainty and inequality so that we can stay productive and maintain generative relationships in our work; and 3) practices for deepening our capacities for sober, mature, discerning, and accountable responses to complex challenges, and walking together toward different possible futures with honesty, humility, hyper-self-reflexivity, and humour. The Decolonial Deep Dive Sessions had a mixture of webinar format and on-line discussion sessions, scholarly readings, individual reflexive tasks, embodied and experiential activities, and optional debriefing sessions. Teaching Gender and Food Justice Dr. Sig Giordano, Associate Professor, Interdisciplinary Studies program, Kennesaw State University Coaching/Consulting with Dr. Will Valley, five teaching assistants and one staff member associated with the 3rd-year course in the core curriculum Connecting critical feminist science and technology studies with decolonial perspectives on gender, patriarchy and food justice. Provided feedback on my teaching approach, including readings, presentation slides, lectures, assignments, and approaches to TA support and training 5 sessions, 7.5 hrs (February - March, 2022) LFS Syllabus Analysis Supervised an undergraduate student (January-April 2022) to analyze syllabi in the faculty of Land and Food Systems with an Equity, Diversity, Inclusions and Indigeneity (EDI.I) lens. Final report will be completed by the end of June 2022. Results will provide LFS with a baseline of courses and learning outcomes related to EDI.I so that we can build upon and grow our capacity to support student learning in our programs. Research Experiences for Graduate Students The project has provided intensive and financially-supported research experiences for two graduate students; in addition, both students received training and orientation relevant to potential future work as instructors in higher-education institutions, working collectively to implement, evaluate, and refine curricula for degree programs. How have the results been disseminated to communities of interest?Results were disseminated to communities of interest through a Special Issue series of articles along withthe development of a website,Just Food Educational Resource website, along with a webinar series. In addition, results havebeen shared with faculty involved in our SFSE programs at our home institutions, relevant academic leaders (department heads and deans), and faculty colleagues involved in academic oversight in our Colleges.Our reporting on curriculum development, delivery, and outcomes have been praised by faculty colleagues involved in oversight of degree programs in our Colleges. Special Issue: Frontiers in Sustainable Food Systems, section Social Movements, Institutions and Governance, Critical and Equity-Oriented Pedagogical Innovations in Sustainable Food Systems Education Just Food Educational Resource websitehttps://justfood.landfood.ubc.ca/ Seven learning modules Facilitator guide Glossary of terms Guiding principles Contact page What do you plan to do during the next reporting period to accomplish the goals? Further embedding, refining and evaluating curricular activities throughout core curriculum Manuscript Development: Decolonial Deep Dive: Facilitating Affective Transformation for Confronting Colonialism in Sustainable Food Systems Education Programs Manuscript Development: Preparing for Affective Pedagogy of Injustice in STEM Classrooms Manuscript Development: Curriculum Mapping in Sustainable Food Systems as Relational Work
Impacts
What was accomplished under these goals?
SFSE Curriculum Mapping and Analysis Workshops. A series of intra- and inter-institutional workshops was held, supported by pre- and post-workshop individual and group discussions, to implement systematic mapping, analysis, and coordination of SFSE curricula in development in the project. Data were collected from these workshops and discussions (recordings and transcriptions) and coded, and a manuscript reporting results and benefits of intra- and inter-institutional curriculum mapping and the associated workshop and discussion processes is in draft.We continue to meet as a cohort to deepen our collaboration beyond the life of this award. Development of a SFSE "Sub-Curriculum" on Collective Agency on Complex Food-System Challenges.Action research methods have been being used to develop, implement, evaluate, and refine a set of scaffolded learning activities, articulated across multiple courses, related to development of individual capacities to contribute to collective agency to make progress on complex challenges in food systems. Moreover, these learning activities have been integrated into a working model of a "sub-curriculum" for SFSE degree programs.All participating institutions have integrated these learning activities into their core SFSE courses. A draft manuscript has been developed and advanced. Curriculum Development as Collective ActionManuscript.Using additional data from individual interviews and group discussions related to the above efforts, a manuscript is being developed examining the SFSE curriculum development project as a sustained collective-action project across distinct "cultures" of three contrasting universities, each supporting an SFSE degree program. Our major activities were a range of developmental activities related to the project goal of creating a replicable model for SFSE degree-program curricula. These activities consisted of ongoing implementation of curriculum interventions and innovations, ongoing participatory action research activities pursuant to such development, data collection and analysis, and manuscript preparation.
Publications
- Type:
Journal Articles
Status:
Published
Year Published:
2022
Citation:
2022. Dring, C., Cajkova, T., Mendes, W., Stein, S., Valley, W. & Clegg, D. Ontological Awareness in Food Systems Education. Frontiers in Sustainable Food Systems, 149.
- Type:
Journal Articles
Status:
Published
Year Published:
2021
Citation:
2021. Corkery, M., Valley, W., Liao ??? J., & Dring, C. Addressing the call: A review of food justice courses in Canada and the USA. Canadian Food Studies / La Revue Canadienne Des �tudes Sur lalimentation, 8(4), 272-297.
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Progress 04/01/20 to 03/31/21
Outputs
Target Audience:Our target audience reached by our efforts during this reporting period include: (1) educators of Sustainable Food Systems (SFS) education in North America and; (2) students in the SFS programs at our institutions at Montana State University, the University of Minnesota, and the University of British Columbia. Changes/Problems:We will be widely disseminating project findings through online remote meetings and written publications instead of in-person meetings due to the travel restrictions related to the COVID-19 pandemic. What opportunities for training and professional development has the project provided?We led and engaged in a series of professional development for project faculty and SFS educators more broadly as well as for SFS students including: (1) Soul Fire Farm Uprooting Racism Training; (2) 21-Day Racial Equity Challenge; (3) Decolonial Deep Dive and; (4) Teaching Sustainable Food Systems in Our Times. A. Decolonial Deep Dive Professional Development Workshop We facilitated, during May-June 2021, a professional development program for sustainable food systems education, STEM, and Health Science practitioners. The objectives of these Decolonial Deep Dive Sessions were to explore contributions of decolonial perspectives and embodied practices in relation to sustainable food systems education, and to create space for collectively sitting with the difficulties, discomforts, complexities and paradoxes that inevitably emerge, without becoming overwhelmed or seeking quick solutions. The intended outcomes of the sessions were centred on developing 1) broader recognition of the fundamental patterns that connect colonialism, modernity, higher education, and sustainable food systems; 2) stamina to face increasing uncertainty and inequality so that we can stay productive and maintain generative relationships in our work; and 3) practices for deepening our capacities for sober, mature, discerning, and accountable responses to complex challenges, and walking together toward different possible futures with honesty, humility, hyper-self-reflexivity, and humour. The Decolonial Deep Dive Sessions had a mixture of webinar format and on-line discussion sessions, scholarly readings, individual reflexive tasks, embodied and experiential activities, and optional debriefing sessions. B. Sandbox Webinar Series: Teaching Sustainable Food Systems in Our Times We developed and hosted a sandbox webinar series "Teaching Sustainable Food Systems in Our Times" for Sustainable Food Systems educators to provide professional development opportunities to gain, enhance, and share knowledge and skills regarding Justice, Equity, Diversity, and Inclusion (JEDI) and Online Teaching. Field experts led each webinar with the sharing of equity-minded pedagogical innovations. Sandbox sessions facilitated space for reflection, brainstorming, ideation, and sharing of practices. Below are descriptions of the 9 webinars of this series. WEBINAR #1:The Sharing of Indigenous Knowledge Through Academic Means by Implementing Self-Reflection and Story Speaker: Sweeney Windchief, Associate Professor, Department of Education, Montana State University This webinar focused on Indigenous methodologies and knowledge transmission in order to reflect on cultural nuances and cultural complexity. Professor Sweeney shared strategies on implementing self-reflection and story as ways to improve equity, diversity, and inclusion in our classrooms and programs. We engaged in discussion on cultural protocol and positionality. WEBINAR #2:Developing an Equity Competency in Sustainable Food Systems Education: Exploring a New Model and Sharing Teaching Activities Speakers: Will Valley (University of British Columbia), Sharon Akabas (Columbia University), Pamella Koch (Columbia University), Joanne Burke (University of New Hampshire), Nicole Tichenor Blackstone (Tufts University) In this webinar, the speakers presented their reseach on the extent to which Sustainable Food Systems Education. They discussed their proposed equity competency model and provided examples of activities from their teaching practices that support the development of future professionals capable of dismantling inequity in the food system. WEBINAR #3:Diversiform Storytelling: An Indigenous Pedagogical Model That Invites Diverse Voices Into Learning Speaker: Dr. Wren Walker Robbins, Director, Secondary Science Education Program, Salish Kootenai College Indigenous knowledge is grounded in the landforms and ecologies of the places that give it substance and in the relationships that people develop with those places. Diversiform storytelling is an Indigenous pedagogy that sustains and perpetuates that knowledge by ensuring the inclusivity of the diverse voices that transmit it. Attendees participated in a storytelling session and then used the experience to build awareness of Diversiform storytelling and its application. WEBINAR #4: CRITICAL FOOD LITERACY THROUGH MULTICULTURAL TEXTS Speaker: Dr. Lina Yamashita, Program Director, VIA The objectives for this interactive webinar were: 1) to introduce a conceptual framework for fostering critical food literacy; 2) to model the process of teaching with multicultural texts about food workers, with virtual adaptations; and 3) to illustrate the need for instructors to be comfortable with discomfort and to be both reflective and reflexive as they engage in sustainable food systems education. WEBINAR #5: PEDAGOGY AND PANDEMIC: HOW THE CONTEMPLATIVE TECHNOPEDAGOGY FRAMEWORK CAN ENRICH TEACHING AND LEARNING DURING COVID-19 Speaker: Dr. Justin Shanks, Adjunct Professor of Information and Society, Montana State University Given the widespread changes related to the ongoing COVID-19 global public health pandemic, teaching and learning are increasingly utilizing digital technology. Considering the scope, scale, and speed of these various changes, it is critically important to emphasize contemplation when making decisions involving technology and education. This webinar introduced the Contemplative Technopedagogy Framework. WEBINAR #6: MOBILIZING CRITICAL FOOD SYSTEMS EDUCATION FOR FOOD SOVEREIGNTY: INSIGHTS FROM BRAZIL'S LANDLESS WORKERS' MOVEMENT Speaker: David Meek, Assistant Professor, Department of Global Studies, University of Oregon Agrarian social movements are at a crossroads. Although these movements have made significant strides in advancing the concept of food sovereignty, the reality is that many of their members remain engaged in environmentally degrading forms of agriculture, and the lands they farm are increasingly unproductive. Whether movement farmers will be able to remain living on the land, and dedicated to alternative agricultural practices, is a pressing question. WEBINAR #7:JUST SUSTAINABILITIES IN POLICY, PLANNING, AND PRACTICE Speaker: Julian Agyeman, Ph.D., FRSA, FRGS, Professor of Urban and Environmental Policy and Planning,Tufts University In this talk, Julian outlined the concept of just sustainabilities as a response to the 'equity deficit' of much sustainability thinking and practice. He explored his contention that who can belong in our cities will ultimately determine what our cities can become. He illustrated his ideas with examples from urban planning and design, urban agriculture and food justice, and the concept of sharing cities. WEBINAR #8: 21-DAY RACIAL EQUITY HABIT-BUILDING CHALLENGE Speaker: Karen Spiller, Thomas W. Haas Professor in Sustainable Food Systems, University of New Hampshire In this talk, Professor Karen Spiller introduced the seventh annual 21-day Racial Equity Habit-Building Challenge. The 21-day Racial Equity Habit-Building Challenge provides an opportunity to create time and space to reflect on daily email prompts with resources to build more effective social justice habits including those dealing with issues of race, power, privilege, and leadership. You commit to deepening your understanding of, and willingness to confront, racism for twenty-one consecutive days in April of 2021. WEBINAR #9: COMMUNITY PARTNERSHIPS IN CO-DESIGN OF SUSTAINABLE FOOD SYSTEMS CURRICULA Speakers Kamuela Enos, Daniel Lipe, and Albie Miles This webinar focused on the importance of community partnerships in the co-design of sustainable food systems curricula. The three speakers are leaders of the Sustainable Community Food Systems Bachelor of Applied Science Program at the University of Hawai'i West O'ahu and they share experiences, approaches, and lessons learnt regarding academic and community partnerships for curricula design. How have the results been disseminated to communities of interest?We disseminated results to communities of interest including educators of other SFS Baccalaureate degree-level programs through hosting a webinar series, Teaching SFS in Uncertain Times Sandbox Webinar Series (described above). We reached out to SFS educators more broadly through the Sustainable Food Systems Eductaion Community of Practice with participating educators from SFS programs across the nation. Additionally, we led a Special Topic in Frontiers of Sustainable Food Systems on "Critical and Equity-Oriented Pedagogical Innovations in Sustainable Food Systems Education" as a platform to share pedagogical innovations for SFS. To support recruitment and retention of students of color, we attended workshops uplifting the voices of these students in agronomy and soil science professional societies, i.e. the Bridge Scholars program at the Soil Science Society of America annual conference. "Critical and Equity-Oriented Pedagogical Innovations in Sustainable Food Systems Education": In response to the confluence of ecological, economic, and social crises associated with modern industrial food systems, sustainable food system education (SFSE) initiatives have emerged in institutes of higher education and popular social movements across the globe. SFSE initiatives are characterized by their emphasis on developing participant capacities for systems thinking, multi-, inter- and trans-disciplinary collaboration, community-based learning, and collective action projects. Graduates of SFSE initiatives are prepared to contribute towards the development of alternative models of production, processing, and distribution to achieve food security at local, regional, and global scales. Additionally, SFSE initiatives seek to prepare graduates to engage with institutions of power and political processes that are responsible for the development of policies that shape and govern food systems. The complexity of topics and issues within the food system are not limited to expertise in disciplines traditionally associated with agriculture, food sciences, and nutrition, resulting in opportunities for innovation associated with development, implementation, and evaluation of SFSE initiatives. This Research Topic seeks to be a platform to share recent pedagogical innovations for Sustainable Food Systems Education (SFSE). Typical SFSE initiatives are steeped in disciplinary natural science traditions that limit exposure to social theories and practices better suited to understand and address complexity. This narrow SFSE focus has been critiqued since these perspectives can mask and/or reproduce inequalities based on social and environmental factors that reinforce problematic neoliberal logic in our current food system. Rather, with an orientation towards systems thinking and trans-disciplinarity, SFSE initiatives call for opportunities and expectations beyond traditional approaches including collective action projects and community-engaged learning that invite collaboration with social actors beyond the academy. SFSE educators will benefit from examples of curricular and pedagogical innovation that span the complex SFSE landscape, ranging a continuum of non-formal learning in grassroots movements, to formalized curricular offerings in university contexts. Examples include food justice-oriented courses that infuse a social and environmental justice lens to food systems issues, and global grassroots movements and associated programmatic initiatives, both offering on-the-ground models from which SFSE educators can draw. The overall goal of this Research Topic is to highlight pedagogical innovations, with the outcome of more critical and equity-oriented SFSE initiatives and a more just food system. This Research Topic includes contributions on critical and equity-oriented pedagogical innovations in Sustainable Food Systems Education (SFSE) at the classroom, program, and community levels. Articles that focus on pedagogical innovations in the following areas/learning outcomes/competencies are encouraged: • Theoretical contributions at the program level • Systems thinking competencies/capacities • Interdisciplinary education (within and between academic disciplines) • Transdisciplinary education integrating knowledge systems beyond academia through partnerships with social actors, grassroots organizations, and popular movements • Collective action, policy and advocacy projects • Political formation and social mobilization • Equity-based, intersectional, and decolonial approaches To that end, the overarching questions guiding this special topic are: - How are the social sciences, humanities, and the arts being brought into SFSE programs? - How are feminist, posthuman, and postcolonial approaches to food systems education helping redress social, economic, environmental, and species inequalities? - What pedagogies and principles are best suited to help students connect critical reflection on food systems with transformative action? - What tensions arise in the classroom and beyond when critical pedagogies and principles are enacted? What concrete strategies might be employed to address these tensions? - How do university and grassroots movements collaborate in advancing SFSE initiatives? What are the politics, opportunities, and constraints that structure these forms of engagement? Co-Editors from USDA Project: Selena Ahmed, Nick Jordan, Julie Grossman, Will Valley 11 accepted manuscripts, 3 rejected, and 4 in review What do you plan to do during the next reporting period to accomplish the goals?During the final reporting period, we plan to accomplish goals by widely disseminating project findings and deliverables including pedagogy and curriculum models for food systems, professional development material for educators, and lesson plans, through multiple peer-reviewed publications, webinars, and other presentations. We are actively engaging with the Teaching Food Systems Community of Practice and the SAEA (Sustainable Agriculture Education Association).
Impacts
What was accomplished under these goals?
During this past project year,our teams at Montana State University (MSU), University of Minnesota (UMN), and the University of British Columbia (UBC) actively collaborated in advances the goals of this Collaborative Grant Type 2 project to improve the quality of sustainable food systems (SFS) Baccalaureate degree-level instruction at our institutions and SFS education more broadly. Here we highlight the core activities and deliverables from this past year with detail provided for two key activities, curriculum mapping and implementation of interventions. Following sections of this report provide details on other activities including professional development and publications. A.Core Activities. This past year we focused on the following activities: Provided training and professional development opportunities in SFS for students, faculty, and staff that are part of the project as well as educators of SFS in North America more broadly including through the Sandbox Webinar Series "Teaching Sustainable Food Systems in Our Times" Developed new pedagogical approaches that consider multiple learning styles, ways of being, learning spaces, and impacts on food system and community stakeholders, Designed, implemented, and evaluated food system pedagogical interventions with a focus on collective action interventions in our student community, Refined curriculum based on learning activities and development of lesson plans, Widely disseminated new core SFS curricula models includinga set ofadaptable learning outcomes for SFS education Finalized curriculum mapping regarding existing core curricula of the SFS programs at MSU, UMN, and UBC as well as suggested modifications of the present curricula based on a set of adaptable learning outcomes, Increased alignment of curriculum activities through scaffolding and integration of curriculum material and activities based on adaptable learning outcomes and cross-exchange with faculty through a workshop, Designed case studies for SFS education, implemented them in selected courses, and assessed students' feedback, Prepared building blocks for equity, diversity and inclusion pedagogical interventions and sharing strategies through a peer-review publication, B. Core Deliverable Products. We created and finalized numerous core deliverable products in Year 3 including: National dissemination of SFS core curricula models Curriculum assessment and evaluation tools Compilation and analysis of evaluation results including student outcome data from pedagogical interventions and hands-on experiential activities Hands on lesson plans, case studies, and other hands-on course activities for MSU, UMN, and UBC SFS programs Best practices and lessons learned from inclusion and online teaching strategies Professional development of SFS-associated faculty Curriculum maps of SFS Core Curricula integrating pedagogical approaches, learning outcomes, and student evaluation tools at MSU, UBC, and UM Cross-Institutional synthesis curriculum map of SFS Core Curricula C. Curriculum Mapping We completed our third phase of curriculum mapping, a navigational tool that charts the temporal sequence of the courses of a program's curriculum in terms of their congruence with learning outcomes. The third phase of our curriculum mapping started in Summer 2020 through Spring 2021 and used the curriculum maps developed in phase two. UM Doctoral candidate Amanda Sames led a series of curriculum mapping one-on-one instructor meetings and group workshops at each institution, allowing for cross exchange and connectivity between institutions. Sames is currently writing the manuscript that will present the results of the mapping process. We used the process of developing and renewing our curriculum maps as a way to reconnect fauclty members, staff, and graduate students to our collective outcomes being pursuded through our course work. With changes in instructors and support staff, the curriculum mapping process was both orientation material and an opportunity to allow new members to more explicitly align their values, teaching philosophies, and expertise into a collective vision and set of documents. D.Pedagogical Interventions We implemented collective action interventions based on the principles of Public Achievement Education, leveraging our Year 2 training and preliminary interventions in this area. During the Fall 2020 and the Spring 2021 semesters pedagogical interventions in collective action based on of Public Achievement Education were carried at MSU, UBC, and UMN. The interventions include a series of activities including public narratives, civic deliberations, one-to-one relational meetings, power mapping, and community-engagement projects. At all three institutions, the interventions were systematically assessed based on the student response to the interventions and the perception of the respective instructors. At MSU, two interventions were implemented in core SFBS courses. In SFBS 327,Measuring Innovation in Food Systems, the intervention occurred in the field of one-to-one relational meetings. In SFBS 499,Capstone Course, the intervention was about public narratives. At UMN,two interventions were implemented across three courses. The first course,FDSY 1016W,Growing Food & Building Community, Urban Agriculture in the Twin Cities,included an introduction to sources of power (knowledge, money and people) and a course assignment requiring students to engage in one-to-one relational interviews.The second UMN course was APEC 3202,An Introduction to the Food System: Analysis, Management and Designthat focused ondifferent sources of power and power mapping. The third UMN course was the required senior capstone course of the FDSY major, FDSY 4101,Holistic Approaches to Food System Sustainabilitythat included a significant (45h) community-based learning component, and an existing assignment requiring students to collect information on the staffing, history, mission, funding strategy, and activities of their community partner organization. The intervention implemented for FDSY 4101 included expansion of this assignment to include a power mapping component, where students identified sources of power within their organizations in terms of people, knowledge, and funding, and where the organization was lacking these sources. At UBC, pedagogical collective action heuristics involved public narratives, civic deliberations, one-to-one relational meetings, and community-engagement projects. At the second-year level, students in LFS 250 created public narratives, practiced civic deliberations as a form of assessed discussion and facilitation, conducted food literacy workshops in K-12 setting, and had opportunities to conduct one-to-one relational meetings as a bonus assignment.Similarly, at the third-year level, students in LFS 350 created public narratives, conducted community-based projects, and had opportunities to conduct one-to-one relational meetings as a bonus assignment. At the fourth-year level, students conducted community-based projects. All activities were complemented with rubrics and assessed by instructors and TAs. Additionally, students at the third-year level completed pre/post self-assessments, with one category specifically focusing on collective action.
Publications
- Type:
Journal Articles
Status:
Published
Year Published:
2020
Citation:
Roland Ebel, Selena Ahmed, Will Valley, Nicholas Jordan, Julie Grossman, Carmen Byker Shanks, Mary Stein, Mary Rogers, and Colin Dring. Co-design of Adaptable Learning Outcomes for Sustainable Food Systems Undergraduate Education. 2020. Frontiers of Sustainanble Food Systems https://doi.org/10.3389/fsufs.2020.568743
- Type:
Journal Articles
Status:
Published
Year Published:
2021
Citation:
Eleanor J. Sterling; Erin Betley; Selena Ahmed; Sharon R. Akabas; Daniel Clegg; Shauna M. Downs; Betty T. Izumi; Pamela Koch; Sara M. Kross; Karen Spiller; Lemir Teron; Will Valley. 2021. Centering Equity in Sustainable Food Systems Education. Frontiers of Sustainanble Food Systems https://doi.org/10.3389/fsufs.2021.737434
- Type:
Journal Articles
Status:
Published
Year Published:
2021
Citation:
Alyssa L. Stewart; Selena Ahmed; Teresa Warne; Carmen Byker Shanks; Shannon Arnold. 2021. Educator Practices and Perceptions of Integrating Sustainability and Food Systems Concepts Into Elementary Education: Comparative Case Study in Two Northwestern States in the United States. Frontiers of Sustainanble Food Systems https://doi.org/10.3389/fsufs.2021.714226
- Type:
Journal Articles
Status:
Published
Year Published:
2021
Citation:
Meryn Corkery; Will Valley; Colin Dring. 2021. Addressing the call: A review of food justice courses in Canada and the USA. Canadian Food Studies/La Revue canadienne des �tudes sur l'alimentation, 8(4).
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2021
Citation:
Valley, W. (2021, March 12). EDI, Affect, and STEM Classrooms. LFS LC - Lunch & Learn Series, University of British Columbia, Vancouver.
|
Progress 04/01/19 to 03/31/20
Outputs
Target Audience:Our target audience reached by our efforts during this reporting period is students in the sustainable food systems (SFS) programs at our institutions at Montana State University, the University of Minnesota, and the University of British Columbia. We further reached other SFS Baccalaureate degree-level programs through conference presentations including at the Sustainable Agriculture Education Association meeting. Lastly, we reached out to SFS educators more broadly through the Sustainable Food Systems Eductaion Community of Practice hosted by Columbia University with participating educators from SFS programs across the nation. Changes/Problems:We will be hosting our in-person annual meeting as an online remote meeting due to the travel restrictions and public safety recommendations related to the COVID-19 pandemic. What opportunities for training and professional development has the project provided?In the course of our annual project team meeting June 10-11, 2019, at UMN, we implemented a workshop Food Systems Curriculum Development Workshop We administered two professional development webinars for project personnel including the following on key grant themes: (a) Equity, diversity and inclusion (b) Working Across Lines of Difference on Sustainability Challenges. These webinars are described below. There were also training and professional development events for the diverse project team at the institutional level. For example, the project team at MSU attended a short-Course in Public Achievement Education (PAE), whereto selected non-project students and faculty were invited. We have also provided training to graduate students and postdoctoral fellows on the project including one graduet student at MSU(Alyssa Stewart), three graduate students at UMN (Amanda Sames, Sharon Perrone, and Marie Schaedel), two graduate students at UBC (Colin Dring and Rachel Mazac), one postdoctoral fellow at MSU (Roland Ebel), and one staff member at UBC (Stephanie Lim). Finally, we encouraged our team members to further educate themselves in workshops and courses related to the project issue. a) Project-wide training and professional development Workshop Title: Food Systems Curriculum Development Workshop :June 10-11, 2019 : In-person UMN : Dennis Donovan : This workshop provided professional development on concrete curriculum and advising strategies for collective action and engagement with complex public problems to advance from the current state, i.e., a limited and fragmented curriculum around collective action concerning complex food systems challenges toward an "across the curriculum" scaffolded plan for learning experiences that build capacities for such collective action. It included an introduction to Public Achievement Education (PAE) and an opportunity for the HEC team members to practice PAE. Dennis Donovan is an adjunct instructor at UMN and the national organizer of Public Achievement at the Sabo Center for Democracy and Citizenship at Augsburg University. Webinar Title: Developing Equity Competencies Across the Curriculum :March 30, 2020 Webinar Speakers: Will Valley, Colin Dring, Meryn Corkery, Joyce Liao, and Stephanie Lim. Webinar Description: There has been a growing interest in developing equity and justice related competencies in SFSE programs across North America. IN this webinar, instructors, staff, and students in the Faculty of Land and Food Systems at the University of British Columbia will present their current equity and justice related pedagogical initiatives, including the preliminary results of an empirical study, a student-led, open-source curriculum development project, and community-based project implementation. This webinar will demonstrate core principles in EDI initiatives, how they have been implemented at UBC, and how they can be adapted to other contexts across North America. Webinar Title: Mentoring Undergraduate Students in Sustainable Food Systems :May 11, 2020 Webinar Speaker: Julie Grossman Webinar Description: Effectively mentoring undergraduate students in intensive, learning-rich experiences that are common in Sustainable Food Systems fields is a challenge for faculty, postdocs, and graduate students, especially when working with students from diverse backgrounds who may have limited familiarity with academic settings. This webinar will explore the Entering Mentoring resource, designed for mentors of students in intensive learning experiences such as lab and field research, or internships. Originally designed for mentoring in STEM fields, this resource offers tricks and tools that will increase the capacity of any student to reach their maximum learning goals. This webinar will discuss the recommended approaches to mentoring and highlight specific tools, case studies, and communication strategies. b) Institution-wide training and professional development CourseShort-Course in Public Achievement Education (PAE) :August 12-13, 2019 : In-person MSU : Dennis Donovan : The short-course served to train MSU faculty, instructors, and graduate students in the principles and implementation of Public Achievement Education (PAE), emphasizing its purpose, background, and methods. We discussed the integration of public achievement in SFBS courses, and practiced public narrative, one-to-one relational meetings, and power mapping. The course concluded with a discussion about ways for assessing of PAE interventions. Course: Teach-In on Systems Thinking for Food Systems major :September 12, 2019 : In-person UMN : Peer education Description: This two-hour session used foundational readings on systems thinking to provide a foundation on which the UMN FDSY major can build. Core course instructors discussed the material, and determined existing course assignments related to systems thinking.Gaps were identified, as well as opportunities for scaffolding course activities within our major. Course: Follow-up workshop FDSY course alignment for Curriculum Mapping and Public Achievement :Monday November 4, 2019 : In-person UMN : Amanda Sames and Dennis Donovan Description: The short-course served align individual courses by conveening UMNFDSY faculty, instructors, and graduate students. We discussed the finidnigs of Sames Curriculum Mapping assessment and determined a path forward for embedding Public Achievement interventions into our existing curriculum. c) Individual, project-related training of team members Course Teaching Socio-Environmental Synthesis with Case Studies, National Socio-Environmental Synthesis Center (SESYNC), Roland Ebel, Ali Thornton CourseExploring Cultural Identity, MSU Faculty Excellence Program, Roland Ebel. CourseIndigenous Mentoring Program, MSU Faculty Excellence Program, Roland Ebel. CourseInclusive Teaching, Mentoring, and Research: Co-creating an Indigenous "home away from Home", MSU Faculty Excellence Program, Roland Ebel. CourseActive Learning, MSU Faculty Excellence Program, Roland Ebel. The Midwest Region Campus Compact 2019-2020 Engaged Scholars cohort program, which covered the community-engagement process and racial and social equity, Mary Rogers (UMN) Organizer and participant of Diversity and Inclusion Brown Bag Lunch Series topicFarm labor and vegetable production in Minnesota.Speaker: Ariel Pressman. Responsible: Julie Grossman (UMN) Spring 2020 Organizer and participant of Diversity and Inclusion Brown Bag Lunch Series topic: Office of Diversit and Inclusion in CFANS. Speaker: Jody Grey. Responsible: Julie Grossman (UMN) Spring 2020 Member, Department of Horticultural Science Diversity and Inclusion Committee, goal to increase diversity initiatives in UMN department. Julie Grossman How have the results been disseminated to communities of interest? On June 1, 2020, the project team submitted the manuscript "Co-Design of Adaptable Learning Outcomes for Sustainable Food Systems Undergraduate Education"to the journal Frontiers inSustainable Food Systems. On April 10, 2020, the project team submitted the manuscript "Curriculum assessment practices that incorporate learning outcomes in higher education - a systematic literature review" to theNorth American Colleges and Teachers of Agriculture (NACTA) Journal. On June 2, 2020, the manuscript was accepted for publication. A manuscript on collective action in food systems is being developed for submission during the next reorting year. At MSU, two teaching manuals about the implementation of socio-environmental case studies were published (see section C). At UMN, a visually-appealing curriculm map was designed that wil be used a a guide for further FDSY major development. Three new assignments were created based on classroom interventions. On February 1, 2020, project team members from UBC (Valley and Dring), submitted the manuscript "Towards an Equity Competency Model for Sustainable Food Systems Education Programs" to the journal Elementa. The manuscript has been accepted for publication. Project team members from each institution (Drs. Valley, Ahmed, Grossman, and Jordan) submitted a specialtopics proposalto the journal Frontiers inSustainable Food Systems. The proposal was accepted on June 15, 2020 and will be open until June 30, 2021, focusing on pedagogical innovations in SFSE programs. We have further enagaged with the Sustainable Food Systems Education Community of Practice to disseminate findings and lead committees with other educators on the themes of our HEC grant. What do you plan to do during the next reporting period to accomplish the goals?During the next reporting period, we plan to focus on Goals #1, #4, #5, #6, and #7. During Summer 2020, we will conclude the development of curriculumassessment tools based on the adaptable learning outcomes for SFS undergraduate education, the literature review on program assessment, the 360-degree curriculum assessment manual, the SFS signature pedagogy, the model of cognitive maturation, and our inclusion approach. In Fall 2020 and Spring 2021, we will apply these tools for assessing the SFBS curriculum at MSU. Further, we plan to continue the systematic scaffolding of courses to meet the adaptable learning outcomes. In Summer and Fall 2020, we will conclude the analysis of our collective action interventions, which will be outlined in a peer-reviewed publication. In Fall 2020, course SFBS 327 at MSU will be taught based on a new syllabus which was modified based on the outcomes of our HEC project. In Spring 2021, course SFBS 466 (MSU) will be implemented using an entirely redesigned syllabus, also based on the project findings. In Summer 2020, we will conclude the design of the equity, diversity, and inclusion pedagogical interventions (emphasizing the inclusion of underrepresented minorities) which will be implemented in selected courses at MSU, UMN, and UBC, during Fall 2020 and Spring 2021. As with the collective action interventions, the equity, diversity, and inclusion pedagogical interventions will be objectively assessed. In Spring 2021, we will analyze our interventions and develop lesson plans based on the respective outcomes. We continue to provide professional development opportunities to project personnel including faculty, graduate students, and postdoctoral fellows. Based on findings from our survey with project personnel on perceptions, practices, and competencies, our upcoming webinars for professional development will focus on the inclusion of underrepresented minorities. We plan to disseminate results from Project Years 1-3 during the upcoming project phase to communities of practice through three peer-reviewed publications, one of which is already in press, one under review, and the third one has currently an advance of 20%. Furthermore, we are contemplating oral presentations at conferences, manuals, and additional outreach and dissemination activities.
Impacts
What was accomplished under these goals?
During Project Year 2,our teams at Montana State University (MSU), University of Minnesota (UMN), and the University of British Columbia (UBC) actively collaborated in setting up this Collaborative Grant Type 2 project to improve the quality of sustainable food systems (SFS) Baccalaureate degree-level instruction at our institutions towards creating inclusive and replicable four-year core curricula models. Specifically, we focused Goals #1 to #6 above including the following activities: (1)co-creating a set ofadaptable learning outcomes for SFS education, specifying their relevance forSFS education and suggesting pedagogical strategies for deepening these learning outcomes within the student community, (2) conducting curriculum mapping to assess the existing core curricula of the SFS programs at MSU, UMN, and UBC as well as outlining modifications of the present curricula based on a set of adaptable learning outcomes, (3) increasing the alignment of curriculum activities (scaffolding) based on adaptable learning outcomes, (4) publishing a systematic literature review on strategies to integrate learning outcomes in curriculum assessment, (5) preparing a procedure forprogram assessmentbased on our co-created adaptable learning outcomes and implementing first steps of the assessment process, (6)implementing and assessing collective action interventions in our student community, (7) disseminating our approach on integrating diverse collective action in SFS curricula, (8) designing case studies for SFS education, implementing them in selected courses, and assessing the students' feedback, (9) preparing building blocks for equity, diversity and inclusion pedagogical interventions, (10) providing training and professional development opportunities for students and project personnel (please see section 3). a) Learning Outcomes. To effectively develop and evaluate SFS curricula, we identified the need to develop clearly articulated adaptable learning outcomes following an outcome-based education model and aligned to the SFS Signature Pedagogy. We co-developed eight learning outcomes for Baccalaureate degree-level SFS programs for diverse educational contexts based on the following process: (1) qualitative content analysis of learning outcomes of existing SFS programs based on the SFS Signature Pedagogy, (2) two cross-sectional surveys on learning outcomes with SFS educators and, (3) an expert review panel for learning outcome refinement framed in the context and style of outcome-based education. The co-design process resulted in the following adaptable learning outcomes: (1) systems thinking, (2) critical reflection, (3) diverse ways of knowing, (4) practical application, (5) multi-context communication, (6) teamwork, (7) collective action, and (8) advocacy for SFS. These learning outcomes are designed to apply to diverse student communities in different geographic locations. They are anticipated to strengthen the way existing SFS curricula are evaluated, including assessments between institutions, and provide a foundation for new SFS programs. b) Curriculum mapping We completed our second phase of curriculum mapping, a navigational tool that charts the temporal sequence of the courses of a program's curriculum in terms of their congruence with learning outcomes. The second phase of our curriculum mapping started in Summer 2019 and used the curriculum maps developed in phase one. This included multiple meetings within our institutions and across institutions between Summer 2019 and Spring 2020. c)Curriculum scaffolding At MSU, we developed a manual describing a new approach to aligning ("scaffolding") courses within a curriculum. The manual can be used for curriculum development and assessment in SFS and similar programs with an emphasis on multi- and transdisciplinary teaching. In the context of curriculum scaffolding and based on this manual, all instructors of the SFBS core courses attended a "Scaffolding Meeting" on June 24, 2019. d)Systematic Literature Review on Strategies to Integrate Learning Outcomes in Curriculum Assessment We carried out a systematic literature review to identify strategies to integrate learning outcomes in curriculum assessment. Our specific research question guiding this review was: What are ways of integrating program learning outcomes into curriculum assessment in higher education programs? We examined peer-reviewed literature from 1995 to 2019. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol was applied to collect evidence, reduce bias, and synthesize evidence. We screened 535 abstracts and conducted full-text screening of 43 publications of which 20 were selected for final extraction. e)Program Assessment Based on the systematic literature review, postdoctoral fellow Roland Ebel developed a proposal for a 360 Degree Assessment process for the SFBS curriculum at MSU, contemplating the evaluation of: (1) how students master the skills related to the eight adaptable learning outcomes (skill mastering); (2) how senior students perceive their learning process regarding each learning outcome; (3) how instructors perceive the students' learning achievements regarding each learning outcome; (4) how SFBS alumni assess the utility of the SFBS curriculum for their professional careers; and (5) how employers of SFBS alumni assess what their employees learned in the SFBS program. On November 22, 2019, the proposal was presented to SFS program coordinator Mary Stein and Rachel Anderson, MSU Vice-Provost for curriculum assessment, where it was slightly modified and approved for its use as of the year 2020. The respective assessment plan includes five different (four mandatory, one optional) procedures for evaluating the SFBS curriculum. f)Collective Action Pedagogical Interventions From June 10 to 11, 2019, the core project team was trained in implementing collective action interventions based on the principles of Public Achievement Education, a citizen education framework (please see section 3 for details). Training took place at the University of Minnesota, and included four UMN faculty and two graduate student trainees. The facilitated pedagogical collective action heuristics involved public narratives, civic deliberations, one-to-one relational meetings, power mapping, and community-engagement projects. Subsequently, additional SFS instructors and course TAs were trained in Public Achievement Education: August 13-14 at MSU and September 4 and 11, 2019 and January8, 2020 at UBC. During the Fall 2019 and the Spring 2020 term, pedagogical interventions in collective action based on of Public Achievement Education were carried at MSU, UBC, and UMN. At all three institutions, the interventions were systematically assessed based on the student response to the interventions and the perception of the respective instructors. ?g)Collective Action Intervention Systematization and Publication In a series of meetings since April 2020 (April 7, 2020; April 9, 2020; April 28, 2020; and June 1, 2020), the outcomes of the collective action pedagogical interventions at MSU, UBC, and UMN are being analyzed and systematized. The first outcome of this process is a collective action activity map including the diverse collective action interventions at each of the three institutions, their ubication in the curriculum, their framing, the level of collective action they provide for students, and how they are assessed. h)Case Study Pedagogical Interventions July 30 to August 2, 2019, postdoctoral fellow Roland Ebel and research associate Ali Thornton receive training in the development of socio-ecological systems case studies through SESYNC in a 4-day professional development session titled, "Teaching Socio-Environmental Synthesis with Case Studies". As an outcome of the training, they generated two manuals:Big Sandy, Montana: Built on Sand or Food?Module 1 and Module 2. B
Publications
- Type:
Journal Articles
Status:
Accepted
Year Published:
2020
Citation:
- Ebel, R., Ahmed, S., Dring, C., Thornton, A., Watt, C., & Sames, A. (2020). Curriculum assessment practices that incorporate learning outcomes in higher education a systematic literature review. NACTA Journal, in press.
- Type:
Journal Articles
Status:
Accepted
Year Published:
2020
Citation:
- Valley, W., Anderson, M., Blackstone, N.T., Sterling, E., Betley, E, Akabas, S., Koch, P., Dring, C., Burke, J. & Spiller, K. (in press). Towards an Equity Competency Model for Sustainable Food Systems Education Programs. Elementa.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2020
Citation:
- Ebel, R., Thornton, A., & Ahmed, S. (2020, August). Using Socio-Environmental Case Studies about Local Issues in Undergraduate Food Systems Courses. Abstract accepted for ASHS Annual Conference 2020, Orlando, FL.
|
Progress 04/01/18 to 03/31/19
Outputs
Target Audience:Our target audience reached by our effrots during this reporting period are studentsin thesustainable food systems (SFS)programs at our own institutions at Montana State University, the University of Minnesota, and the Universty of Britsih Columbia.We further reached otherSFS Baccalaureate degree-level programs through conference presentations including at the Sustainable Agriculture Education Assocaition meeting. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?We administered four professional development webinars for project personnel including the following on key grant themes: (a) Sustainable Food Systems Signature Pedagogy, (b) Model of Epistemic and Ontological Cognitive Development (MEOCD), (c) Working Across Lines of Difference on Sustainability Challenges, and (d) Curriculum Maps. These workshops are described below. In addition, we have provided training to graduate students and a postdoctoral fellow on the project including 3 masters students at MSU (Ali Thornton, Charlie Watts, and Alyssa Stewart), two PhD students at UM (Sharon Perrone and Amanda Sames), 3 graduate students at UBC (Wilson Mendes, PhD; Colin Drin, PhD; Stephanie Lim, Masters; and 1 postdoctoral fellow at MSU (Roland Ebel). In Minnesota, Co-PI's Grossman and Rogers have implemented enhanced experiential learning interventions in their introductory and capstone food systems courses, including field trips to immigrant and minority food system organizations and increased service-learning opportunities for our students. At UBC, six undergraduate students, three graduate students, and one community partner have all gained experience in curriculum mapping, assessment and content creation as well as presenting at scholarly conferences. At UBC, Will Valley, four Indigenous undergraduate students (Niisii Guujaaw, Brendan Lew-Cooke, Tatyana Daniels and Michael Wesley), and an Indigenous community member (Dawn Morrison) that collaborates with the UBC Centre for Sustainable Food Systems presented at biannual Sustainable Agriculture Education Association Meeting in Honolulu, HI in a workshop titled, "Indigenous Students Experiences in a Sustainable Food Systems Education Program: Motivations, opportunities, challenges and tensions". This work contributes to UBC's commitment to enhance our understanding of Indigenous students experiences in our program and how we can adapt our curricula to better meet the needs of Indigenous student and underrepresented minority students. In June 2019, we are having an in-person workshop at UMN for our collaborating institutions with the goal to advance an "across the curriculum" scaffolded plan for learning experiences that build capacities for collective action, a specific element of the SFS signature pedagogy. This workshop will provide professional development on concrete curriculum and advising strategies for collective action and engagement with complex public problems. Following is a description of thefour professional development webinars for project personnel: Webinar Title: Sustainable Food Systems Signature Pedagogy Webinar Speaker: Will Valley Webinar Description: A signature pedagogy is a conceptual model that guides professional education in a given field. Will Valley will provide an overview on the what a signature pedagogy is, our process of identifying a signature pedagogy for sustainable food systems, and key learning approaches of a sustainable food systems signature pedagogy. We will conclude with a discussion on integrating activities to support a sustainable food systems signature pedagogy within our programs through our USDA HEC grant. Webinar Title: Model of Epistemic and Ontological Cognitive Development (MEOCD) Webinar Speakers: Nick Jordan with Will Valley Webinar Description: The Model of Epistemic and Ontological Cognitive Development (MEOCD) is a leading theory of cognitive maturation in young adults and, one which we are using for guiding curriculum development of our sustainable food systems undergraduate program as part of our USDA HEC grant. Nick Jordan and Will Valley will provide a foundation of the MEOCD and how its integration into sustainable food systems curriculum can support systemic thought and action in the face of complex sustainability challenges. Webinar Title: Working Across Lines of Difference on Sustainability Challenges Webinar Speaker: Dennis Donovan Webinar Description: Dennis Donovan will share strategies and examples on undergraduate educational experiences that can build capacity to work across lines of difference (sectoral, professional, ideological) on shared food-systems sustainability challenges. Webinar Title: Curriculum Maps Webinar Speaker: Will Valley, Roland Ebel Webinar Description: Curriculum mapping (CM) is an analytic component of curriculum assessment and is based on systematically exploring and identifying relevant elements of a program. Modern CM is based on program learning outcomes to encourage progressive learning in outcome-based education. Commonly, CM serves as a navigational tool that charts the temporal sequence of the courses of a program's curriculum in terms of their congruence with learning outcomes. In this webinar, we will emphasize the utility of CM for Sustainable Food Systems Education (SFSE). We will share our experience with mapping the SFSE programs at MSU, UMN, and UBC, and then discuss new approaches to CM. Workshop Title: HEC Food Systems Curriculum Development Workshop on Advancing Collective Action Workshop Facilitator: Dennis Donovan Workshop Description: In our analysis of our program learning objectives and guiding principles, we combined two sub themes, development of agency (19%) and civic engagement (9%), into one theme: collective action. We define collective action as a theme demonstrated when students are empowered and motivated to act together to achieve a common objective, address critical societal issues and contribute to the public. The overarching purpose of this workshop is to advance from the current state, i.e., a limited and fragmented curriculum around collective action in relation to complex food systems challenges toward an "across the curriculum" scaffolded plan for learning experiences that build capacities for such collective action. How have the results been disseminated to communities of interest?Our team presented on part of our project approach at the biannual Sustainable Agriculture Education Association Meeting in Honolulu, HI in five workshops (see list below). In addition, we have disseminated results from our project through engagement with the Sustainable Food Systems Education Community of Practice, which resulted in a conference presentation at the Agriculture, Food and Human Values conference in 2018. At UMN, Grossman led a workshop with 10 graduate students and post-doc's with the goal of providing tools for assessing food system student community-based experiences: Grossman, J., "Curiosity and Diversity: Driving Change in Food and Agriculture Systems Through Community Engagement. Diversity and Inclusion (DEI) Discussion Group, Department of Horticultural Science, April 25, 2019. At UBC, Valley led a workshop on integrating food justice and equity competencies into community-engaged learning courses. In attendance were three faculty members, four graduate students, and six UBC staff.: 2019. Valley, W. "Reflections on Bringing Racial Equity and Food Justice into Community-Engaged Learning". UBC Community-Engaged Scholarship Community of Practice. Vancouver, BC. March 25, 2019 Conference Presentations (that cite the USDA HEC award) Grossman, J.; Ahmed, S.; Valley, W.; Jordan, N.; Byker Shanks, C.; Thornton, A. Integrating Diverse Worldviews for Addressing Wicked Food System Challenges Through Inclusive Curriculum. Sustainable Agriculture Education Association Meeting, Honolulu, HI, July 2018 Grossman, J. M. , Rogers, M. A., Engagement Scholarship Consortium Conference, "Let's Make a DEAL: A Reflection Framework for Assessing Student Community-Engaged Learning in Food Systems Education," Minneapolis. (October 2, 2018). Thornton, A.; Ahmed, S.; Byker Shanks, C. The Bozone Ozone Bus Experience: Implementation of a Mobile Garden-based, Experiential Learning Program for Enhancing Sustainable Food Systems Education of Adult Learners. Sustainable Agriculture Education Association Meeting, Honolulu, HI, July 2018 Valley, W., Wesley, W., Daniels, T., Guujaaw, N., Lew-Cooke, B. & Morrison, D. "Indigenous Students Experiences in a Sustainable Food Systems Education Program: Motivations, opportunities, challenges and tensions". Sustainable Agriculture Education Association Conference: Indigenous knowledge, decolonization and socio-ecological resiliency in agroecology and sustainable food systems education. University of Hawai'i, West O'ahu, USA. July 27-29, 2018. Dring, C., Lim, S. & Mendes, W., Valley, W. "Impacts of Food Justice and Community-Based Projects on Students Enrolled in Natural and Health Science Degree Programs". Sustainable Agriculture Education Association Conference: Indigenous knowledge, decolonization and socio-ecological resiliency in agroecology and sustainable food systems education. University of Hawai'i, West O'ahu, USA. July 27-29, 2018. Anderson, M., Akabas, S., Betley, E., Burke, J., Koch, P., Spiller, K., Tichenor, N. & Valley, W. "Equity at the Core of Food Systems Competencies". Sustainable Agriculture Education Association Conference: Indigenous knowledge, decolonization and socio-ecological resiliency in agroecology and sustainable food systems education. University of Hawai'i, West O'ahu, USA. July 27-29, 2018. Anderson, M., Akabas, S., Betley, E., Burke, J., Koch, P., Spiller, K., Tichenor, N. & Valley, W. "Equity at the Core of Food Systems Competencies". Agriculture, Food and Human Values Annual Conference: The Agroecological Prospect: The Politics of Integrating Food and Farming with Values and the Land. University of Wisconsin-Madison, Center for Integrated Agricultural Systems, Wisconsin, USA. June 14-16, 2018. What do you plan to do during the next reporting period to accomplish the goals?During the next reporting period, we plan to focus on Goals #3-6 above. During Summer and Fall 2019, we are working on refining existing core curricula of SFS programs at MSU, UMN, and UBC based on gaps identified using our curriculum mapping and application of the signature pedagogy framework, the model of cognitive maturation, and inclusion approach. Our curriculum refinement efforts include an in-person workshop between our three collaborating institutions at UMN in June 2019 where we will discuss development of evidence-based pedagogical interventions for our core SFS courses taught in Fall 2019 with a focus on collective action. In addition, we will discuss the development of evaluation tools to assess the effectiveness of our interventions, as well as improved advising models for food systems students. Advising tools under consideration include peer mentorship programs, shown to be successful in other food system academic programs. We also plan for our curriculum refinement efforts to include concrete curricular and advising activities specifically for the inclusion of minority students. Further, we plan on scaffolding of courses to meet learning outcomes. During the Fall 2019, we will implement and evaluate the first phase of our pedagogical intervention (based on a process-based approach to curriculum development). We will further develop process- and outcome-based interventions for our core SFS courses taught in Spring 2020. In Spring 2020, we will implement the interventions for our core SFS courses taught in Spring 2020 as well as analyze the intervention administered in Fall 2019. At MSU, Post-Doc Roland Ebel is developing a new approach to the curriculum mapping process, applicable in curriculum development and assessment in SFS and similar programs with an emphasis in multi- and transdisciplinary teaching. The proposed mapping model is based on a literature review and the experience gained in curriculum mapping (phase 1) at MSU, UBC, and UMN. This process will include working on better visualization of curriculum mapping (CM) as well as improvement of the CM process through clear criteria for levels of proficiency. The model will be discussed project-internally and then presented in a paper, which will be submitted for publication in a peer-reviewed journal in Fall 2019. The central findings of the systematic literature review about curriculum assessment will also be resumed in a scientific article. Furthermore, all instructors of the SFBS core courses at MSU will attend a "Scaffolding Meeting" on June 24, 2019. In this meeting, the instructors will be grouped according to the learning outcomes they address in their courses. In any of these groups, the instructors will expose their interpretations of the respective learning outcome and the ways they address it in their courses (assignments, readings, exams, and other activities). The goal is to develop an aligned (scaffolded) intra- and inter-course teaching approach for each learning outcome in terms of both, content and pedagogy. Finally, during Summer 2019, MSU will coordinate and lead the final steps to the development of generic learning outcomes for SFS education. At UBC, Valley will attend (24-27th September 2019) a Deep Adaptation Retreat in Cumbria, UK, to learn more about strategies for developing student capacities for understanding and effectively addressing issues of climate change. The program is led by Jem Bendell, a Professor of Sustainability Leadership and founder of the Institute for Leadership and Sustainability at the University of Cumbria. Through the TLEF project, we are conducting an environmental scan and gap analysis of Food Justice course syllabi in North America and are designing 6-8 learning modules for equity competency to be implemented in UBC courses over the next two years. Learning from the TELF project will culminate in open-access resources and materials for those interested in the integration of equity into SFS pedagogy. We further plan to provide professional development opportunities to project personnel including faculty, graduate students, and postdoctoral fellows. Based on findings from our survey with project personnel on perceptions, practices, and competencies, our upcoming webinars for professional development will focus on the following topics: (a) inclusion of underrepresented minorities, (b) collective action, (c) scaffolding across the curriculum, (d) curriculum development and learning intervention assessment, (e) updated content knowledge of SFS, and (f) transdisciplinary teaching and research. During the summer of 2019, postdoctoral fellow Roland Ebel and Research Associate Ali Thornton will receive training in the development of socio-ecological systems case studies through SESYNC in a 3-day professional development session titled, "Teaching Socio-Environmental Synthesis with Case Studies". This workshop will provide training on teaching about socio-environmental synthesis and how to use case studies in a pedagogical sense with a focus on designing what and how students will learn from the case. We plan to disseminate results from Project Years 1-2 during the upcoming project phase to communities of practice through a preparation of two peer-reviewed manuscripts for publication, presentations at conferences, and creation of curriculum activities to be broadly shared with other SFS programs.
Impacts
What was accomplished under these goals?
During Project Year 1, our teams at Montana State University (MSU), University of Minnesota (UMN), and the University of British Columbia (UBC) actively collaboratedto improve the quality of sustainable food systems (SFS) Baccalaureate degree-level instruction at our institutions towards creating inclusive and replicable four-year core curricula models. We focused Goals #1, 2, and 6 above including the following activities: (1) curriculum mapping to assess the existing core curricula of the SFS programs, (2) training and professional development opportunities, (3) dissemination ofour approach, (4) systematic literature review on strategies to integrate learning outcomes in curriculum assessment tools, (5) survey on practices, perceptions, and competencies, (6) survey on learning outcomes and, (7) literature review on strategies for the inclusion and recruitment of underrepresented minorities. Curriculum mapping. We completed our first phase of curriculum mapping. Curriculum mapping (CM) is an analytic component of curriculum assessment and is based on systematically exploring and identifying relevant elements of a program. The first phase of our curriculum mapping started in Summer 2018 and used existing institutional curriculum maps and learning outcomes. This included multiple meetings within our institutions and across institutions. Specifically, this included seven in-person meetings at MSU, nine in-person meetings at UMN, and 14 in-person meetings at UBC to discuss the mapping process and its implementation along with four conference calls about this process across institutions. At MSU, the mapping process was based on the course syllabi where wematched course assignments with learning outcomes. The mapping was carried out usingthe seven MSU Learning Outcomes (LOs) and the six UBC Learning Outcomes. Each instructor mapped her/his own course. Simultaneously to the mapping process for the HEC project, the curriculum mapping for the MSU-internal program assessment process was carried out.At UBC, Dr. Valley, as the Academic Director of the LFC Series and lead instructor of LFS 100, 250 and 350, in collaboration with Dr. Fu (PDF), mapped the course activities and assessment strategies across the 5 courses, using a spreadsheet. At UMN, curriculum mapping proceeded with each Food Systems instructor being informally interviewed, and using the course syllabus and schedule, each course was mapped to the learning outcomes identified at the UMN program. The syllabi and course schedules were uploaded into MaxQDA, a qualitative data analysis software program that facilitates coding the text. We imported the mapping structure into MaxQDA, creating a consistent set of codes for each learning outcome. We found that all of the major's learning outcomes were addressed, however we found that assessments related to systems analysis, ways of knowing, ethics and values and civic engagement were underrepresented or absent. Also, little time is spent introducing systems analysis and oral communication within the curriculum, though much more time is devoted to advancing those skills. The first phase of our curriculum mapping concluded with presentation of our curriculum maps of each institution followed by preparation of summary reports on the first phase of our curriculum mapping process at each institution. We compared results between our individual reports and prepared a synthesis report on emerging patterns and differences between institutions. The UBC team is currently using the results of our recent curriculum mapping process to identify areas that need more attention, such as activities and assessment strategies for enhancing the collective action component of each of our core courses. Further, we were successful in attaining an internal institutional grant from the UBC Teaching and Learning Enhancement Fund, which will help us strengthen our food justice and equity development. The project is called Just Food: Building Equity Competencies with Food Systems Pedagogy ?and led by Colin Dring (PhD student), Will Valley (faculty member), Joyce Liao (undergraduate student) and Meryn Corkery (undergraduate student). The MSU team is currently in the process of implementing the second phase of our curriculum mapping process using generic Learning Outcomes for sustainable food systems (SFS) education based on the SFS signature pedagogy, the model of cognitive maturation in young adults, and an inclusion approach. We are developing the generic Learning Outcomes for sustainable food systems (SFS) education through a survey we implemented with project personnel coupled with aspects of the SFS signature pedagogy, the model of cognitive maturation in young adults, and an inclusion approach. The results of our curriculum mapping are being applied to refine to develop evidence-based interventions of existing core curricula of SFS programs at MSU, UMN, and UBC based on gaps identified. Systematic Literature Review on Strategies to Integrate Learning Outcomes in Curriculum Assessment Tools. We carried out a systematic literature review to identify strategies to integrate learning outcomes in curriculum assessment. Our specific research question guiding this review was: What are ways of integrating program learning outcomes into curriculum assessment in higher education programs? The postdoctoral staff (Roland Ebel) and four graduate student trainees (Colin Dring at UBC, Amanda Sames at UMN, Alexandra Thornton at MSU, and Charlie Watts at MSU) on our project were trained in carrying out a systematic review using the Coevidence platform and served as the panel of reviewers to identify articles that meet the study question and inclusion criteria. Findings from this systematic review will be applied to develop strategies for integrating learning outcomes for developing curriculum assessment tools. Survey on Teaching Practices and Competencies. We developed and implemented a survey with project personnel titled, "Practices, Competencies, and Perceptions Regarding Sustainable Food Systems Education". The goal of implementing this survey was to learn about to understand practices, competencies, and perceptions regarding sustainable food systems education of project personnel. The information from this survey is being used as a self-assessment and self-reflection for our project. At present, survey findings are being compiled into a project report and will later be disseminated in dissemination material. In addition, we are applying survey findings to identify and design professional development offerings. Survey on Learning Outcomes. We implemented a survey with project personnel as well as other SFS educators towards identifying a common set of adaptable learning outcomes for Sustainable Food Systems Education on the basis of existing institutional Learning Outcomes (LO). These common learning outcomes will be used to: (a) conduct curriculum mapping on our existing and new curriculum based on generic LOs; (b) design a new core curriculum including activities and program assessments and; (c) disseminated for other institutions to adapt as adaptable LOs for SFS Education. Literature Review on Strategies to Increase Recruitment and Retention of Underrepresented Minority Students. We are carrying out a literature review to identify strategies to increase recruitment and retention of underrepresented minority students including through the development of inclusive curricular and advising activities. Our overall literature review question is: What are curriculum and advising activities (strategies) to increase the recruitment, retention, and inclusion of underrepresented minority students? Findings from this literature review will inform our development of inclusive curricular and advising activities to increase the recruitment and retention of underrepresented minority students.
Publications
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2018
Citation:
Grossman, J.; Ahmed, S.; Valley, W.; Jordan, N.; Byker Shanks, C.; Thornton, A. Integrating Diverse Worldviews for Addressing Wicked Food System Challenges Through Inclusive Curriculum. Sustainable Agriculture Education Association Meeting, Honolulu, HI, July 2018
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2018
Citation:
Thornton, A.; Ahmed, S.; Byker Shanks, C. The Bozone Ozone Bus Experience: Implementation of a Mobile Garden-based, Experiential Learning Program for Enhancing Sustainable Food Systems Education of Adult Learners. Sustainable Agriculture Education Association Meeting, Honolulu, HI, July 2018
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2018
Citation:
Grossman, J. M. , Rogers, M. A., Engagement Scholarship Consortium Conference, "Lets Make a DEAL: A Reflection Framework for Assessing Student Community-Engaged Learning in Food Systems Education," Minneapolis. (October 2, 2018).
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2018
Citation:
- Valley, W., Wesley, W., Daniels, T., Guujaaw, N., Lew-Cooke, B. & Morrison, D. Indigenous Students Experiences in a Sustainable Food Systems Education Program: Motivations, opportunities, challenges and tensions . Sustainable Agriculture Education Association Conference: Indigenous knowledge, decolonization and socio-ecological resiliency in agroecology and sustainable food systems education. University of Hawaii, West Oahu, USA. July 27-29, 2018.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2018
Citation:
- Dring, C., Lim, S. & Mendes, W., Valley, W. Impacts of Food Justice and Community-Based Projects on Students Enrolled in Natural and Health Science Degree Programs . Sustainable Agriculture Education Association Conference: Indigenous knowledge, decolonization and socio-ecological resiliency in agroecology and sustainable food systems education. University of Hawaii, West Oahu, USA. July 27-29, 2018.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2018
Citation:
- Anderson, M., Akabas, S., Betley, E., Burke, J., Koch, P., Spiller, K., Tichenor, N. & Valley, W. Equity at the Core of Food Systems Competencies . Sustainable Agriculture Education Association Conference: Indigenous knowledge, decolonization and socio-ecological resiliency in agroecology and sustainable food systems education. University of Hawaii, West Oahu, USA. July 27-29, 2018.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2018
Citation:
Anderson, M., Akabas, S., Betley, E., Burke, J., Koch, P., Spiller, K., Tichenor, N. & Valley, W. Equity at the Core of Food Systems Competencies . Agriculture, Food and Human Values Annual Conference: The Agroecological Prospect: The Politics of Integrating Food and Farming with Values and the Land. University of Wisconsin-Madison, Center for Integrated Agricultural Systems, Wisconsin, USA. June 14-16, 2018.
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