Progress 08/01/23 to 07/31/24
Outputs
Target Audience:The purpose of the 15th St. Farm Nutrition Education Program (NEP) isto: 1) improve the nutritional knowledge of children through farm- and school-based education and hands-on activities; 2) increase student food and agricultural knowledge through engagement in basic gardening; 3) increase studentappreciation of the relationship between soil, plant, and human health; 4) Increase studentand teacherawareness about local food production and supporting the nascent local food system among; and 5) providing educator tools and facilities (e.g., school gardens) to promote healthy nutrition and its origins involving both studentsand teachers. The target audience of the NEP are school-aged children (K-12), but mostly middle-schoolers, representing racial and ethnic minorities who are likely to besocially, economically, and educationally disadvantaged. Additionally, the NEP is targetingteachers byinvolving them in these activities and providing them and other stakeholders with a Nutrition Education Program Curriculum Guide. The NEP has provided material resources to start new school gardens and renovate existing ones. Finally, the NEP has provided training to a group of college students who have assisted with NEP activities. Currently, these students are assisting with the classes, building/renovating the school gardens, and assisting with the program process and outcomes evaluation. One graduate student iscompleting her MA thesis based on her involvement with the NEP while an undergraduate student completed anHonors Thesis and was recently accepted into a graduate program, based in part, on her experiences working with the NEP during the last two years. Several other undergraduate students have assisted with the program evaluation during the last two years. During its first two years (8/1/22 - 9/30/24), The NEP worked in nine schools and conducted classes and other educational activities at the 15th St. Farm thereby reachingother groups of students and teachers. Moreover, the NEP provided material resources and labor to renovate or start gardens at fourschools . Changes/Problems:As with any multi-partner community-based program, several problems arose during the last two years. Changes to the program have been instituted to address several of these problems. I. Problems Doof funding constrains and personnel availability the mobile farm was not laucnhed as part of the NEP Access to in-season seeds and limited variety Do to time constraints, resouce availability and food saftey issuesonly a limited number of cooking classes were offered DIfficultiesin administering pre- and post-test data- mostly due to students starting the program before the pre-test or leaving the program before completing the post-test Missing reporting forms and missing items from NEP instructors Delayed reporting to the USF Evaluation Team Class scheduling Instructors having to pay out-of pocket expenses for supplies II. Programmatic Changes Stream-lining communication (15th St. Farm administration, NEP instrcutors, USF Evaluation Team) Fix problems with Google docs More frequent checks-ins between USF Evalaution Team and NEP instructors More frequent visits to schools by the USF Evaluation Team What opportunities for training and professional development has the project provided?A graduate student was involved in curriculum development, program evaluation, and assisting with lessons,The student recently completed an MA thesis based on the programwhich is currently under review. An undergraduate student assisted with curriculum development and program evaluation. The studentcompleted an honors thesis and has been accepted into a graduate program Three undergraduate interns assisted with the program evaluation and were responsible for data management and analysis. Medical residents from Tampa General Hospital participated in garden activities at the 15th St. Farm Studens from other universities visited the 15th St. Farm and participated in various activities How have the results been disseminated to communities of interest?Preliminary results have been presented to several audiences (e.g., community agencies, students, academics) Presentation for the Juvenile Welfare Board, Pinellas County, FL (April 2024) Anthropology Graduate Student Colloquium (April 2024) Presentation at Oregon State University (October 2023) University of South Florida, College of Public Health Activitist Lab (November 2023) University of South Florida Osher Lifelong Learning Institute (January 2023) Undergraduate Anthropology Honors Colloquium (October, 2023) What do you plan to do during the next reporting period to accomplish the goals?The following actitivies will take place during the next reporting period. Continue program classes and activities Conduct interviews and a focus group with NEP instructors Conduct interviews with a subsample of school teachers and school administrators Complete analysis of evaluation data Write up final report for USDA-NIFA Send copies of report to stakeholders Give at least one public presentation of findings to stakeholders
Impacts
What was accomplished under these goals?
I. Participation. The following datahighlights student participation in classes and activitesfrom 2022 through September 2024. 342students from 9schools participated in the NEP 413 classes and garden actitvities were conducted 17,173 student contacts (based on number students per school +# of classes per school)* 835 hours of classes and garden activities Teachers and students from several schools not involved in the NEP visited and participated in activities at the 15th St. Farm 5 garden educators provided instruction to the K-12 students 38 college students and 16 medical residents participated in the program One undergraduate studentscompleted an honors thesis One graduate student submitted an MA thesis which is under review *Note: This is an estimate as the number of students attending classes varied over time. II. School Garden Renovation and New Gardens NEP resources were used to renovate two exsisting school gardens by constrcutung raised bed gardens NEP resources were used to contsrtuct two new gardens at two other schools NEP resouces were used to purchase seeds and other materials for all gardens III. Curriculum Development and Implementation 15th St. Farm Nutrition Education Program Curriculum Guide created and accessible online (e.g.,15th St. Curriculum Draft 10-23.pdf - Google Drive). The curriculuem is divided into four main topics as chapters (i.e., soil, compost, seeds, and plants). Each chapter contains goals, key terrms, questions and answers, and suggested experiments and activities (e.g., planting seeds. weeding and watering, harvesting, tasting, contests, and recycling) Depending on the school. different coursemodalities were offered. For example, a six-month enrichment course was offered to two groups of students at one schole while at other schools the course was offerered throughout the entire school year. These varied modaliities has posed somechallenges in terms of theprogram evaluation. III. NEP Evaluation Pre- and post-tests were administeredon a subsample of students. The instruments varied depending on the age of the students (i.e., drawing activities for younger students and surveys for older students). USF Evaluation team conducted participant observation at schools during classes Photvoice activity was conducted with 12 students at one school. Students were given prompts and cameras and asked to take photos at the school garden in response to the prompts. The students then created an exhibit using their photos and quotes. The exhibit was presented to the students' relatives and teachers at a weekend event at the school NEP instructor rating of student behavior, engagement, and teacher engagement during class NEP instructorfield notes NEP Instructor survey on program successes,challenges, and suggestions for improvements
Publications
- Type:
Other
Status:
Published
Year Published:
2023
Citation:
Urban Farming for Urban Families, Futurum, September 2023, issue 22: 58-63, https://futurumcareers.com/Issue-22.pdf
- Type:
Other
Status:
Published
Year Published:
2024
Citation:
Holden, M. 15th Street Farm cultivates community health through innovative Nutrition Education Program, USF College of Arts and Sciences Chronicles, April 3, 2024, https://www.usf.edu/arts-sciences/chronicles/2024/15th-street-farm-cultivates-community-health-through-innovative-nutrition-education-program.aspx
- Type:
Theses/Dissertations
Status:
Published
Year Published:
2023
Citation:
Munoz-Marin, M. Examining Children's Engagement in an Urban School Garden Program, Undergraduate Honors Thesis, University of South Florida, Department of Anthropology, December 2023.
- Type:
Theses/Dissertations
Status:
Under Review
Year Published:
2024
Citation:
Odumosu, F. "It's Essential We Learn to Grow for Ourselves." The Legacies of Black Gardening in Racialized Food Systems, Master of Arts Thesis, University of South Florida, Department of Anthropology, October 2024.
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Progress 08/01/22 to 07/31/23
Outputs
Target Audience:Purpose & Target Audience The purpose of the 15th St. Farm Nutrition Education Program (NEP) isto: 1) improve the nutritional knoweldge of children through farm- and school-based education and hands-on activities; 2) increase student food and agricultural knowledge through engagement in basic gardening; 3) increase studentappreciation of the relationship between soil, plant, and human health; 4) Increase studentand teacherawareness about local food production and supporting the nacent local food system among; and 5) providing educator tools and facilities (e.g., school gardens) to promote healthy nutrition and its origins involving both studentsand and teachers. The target audience of the NEP are school-aged children (K-12) representing racial and ethinic minorities and/or thoselikelyto besocially, economically, and educationally disadvantaged. Additionally, the NEP is targetingschoolteachers byinvolving them in these actitivies and providing them with a Nutrition Education Program Curriculum Guide. The NEP is providing material resources to start new school gardens and renovate exisiting ones. Finally, the NEP is providing training to a group of college students who can assist with the NEP and contribute to the sustainability of the program. Currently, these students are assisting with the classes and with building/renovating the school gardens. Two students (graduate andundergraduate) student are writing theirthesesbased on working with the NEP. During its first year (8/1/22 - 7/31/23), The NEP worked in four schools and conducted classes and other educaitonal activities at the 15th St. Farm and reachingadditional groups of students and teachers. Moreover, the NEP provided material resoruces and labor to start gardens at two schools (i.e., Plato Academy and Sunflower Academy). Participating Schools 1). Academy PrepatoryMiddle School (5th-8th grades), St. Petersburg, FL, provides needs-based schoalrships and students must qualify for free or reduced price meals. Over 99% of enrolled students of minorities, socially, economically, or educationally disadvantaged. 2) James B. Sanderlin, K-8, After School Program, St. Petersburg, FL. Minority enrollment is 54.3% with 35% of students economicalltly disadvanatged. Free or reduced price meals. 3) Sunflower Accademy, K-5, Gulfport FL. Minority enrollment is 33.3% 4) Plato Academy, K-8, St. Petersburg Fl. Minority enrollment is 31%. Free or reduced price meals. Students and teachers from other schools/programs visited the 15th St. Farm in St. Petersburg, FL where they were given tours, participated in planting and growing activities, taste testings, and other education activities. For example, students and teachers from the the Family Center on Deafness (high school students) and Academy Prepatory (5th-8th grades)visited several times. Additionally, students from the University ofSouth Florida (USF) and medical residents from the USF College of Medicine visted and participated in activities atthe 15th St. Farm. Efforts The following activities took place duuring the first year of the NEP: 1) developmet of the Nutrition Education Program Curriculum Guide; 2) pre- and post-test evaluation tools(i.e., surveys, drawing activities, interviews, participant/observation,and instructor checklist); Evaluation 3) classes and hands-on activities (e.g., gardening and nutrition lessions, plantings, tastings) at the schools and 15th St. Farm; school garden construction; and 4) events (e.g.. college student event at USF for program recruitment). Finally, several media outlets reported on the NEP (see publications). Changes/Problems:The following changes/problems have occured during the first year. 1) The NEP launched launcheddue to the IRB, staff appintments,work on the Nutrition Curriculum Guide, and instructor training. 2) Several schools dropped out early on in the program. New schools are currently being recruited. 3) Mobile farm truck is no longer available. This is being scrapped from the program. 4) Loss of instructors. Several weretoo busy with other obligationsor found alternative work. 5) Diffiuclties on following-up with students for post-test evaluation. Year Two focus on process evaluations and outcomes using surveys, obsertvations, field notes, and instructorrating of student engagement in activities. Additionally, the photovoice method will be used for thecollection additional evaluation data from the participants. 6) Inconsistent data reporting. The reporting form is being redesigned to streamline the process and will be tied to instrcutor time-sheet submissions. What opportunities for training and professional development has the project provided?To date, the 15th St. Farm NEP has hired five instructorswith advanced skills and experience in gardening and nutrition education. They have beenassisted by University of South Florida students (two graduate and one undergraduate) during activities with the participants at the schools/programs and at the farm. The instructors, students, and the PIs developed the 15th St. Farm NEP Curriculum Guide (Lesson Plans - 15th Street Farm - NEP (15thstreetfarmnep.com).The NEP instructors use this document as a guide or supplement to their own lesson plans. Further, the guide is available online to the participating schools/programs as well as any other community residents interested in replicationg the NEP. Two students (one graduate and one undergraduate have been trained in program evaluation and are planning on using the data for their respecitve theses projects. Working MA thesis title is Sovereign Sowers: How Gardening and Food Literacy Expand our Understanding of Self-Ffficacy and Personal Power in School-Aged Children.Working title of honors thesis is: Children'sMotivators in Urban School Garden Nutritional Education Program (NEP) How have the results been disseminated to communities of interest?The 15th Street Farm NEP Program Curriculum Guide is available on-line to the community of interest. What do you plan to do during the next reporting period to accomplish the goals?The following will be done during the next reporting period in order to accomplish the NEP goals and objectives. 1. Increase the number of participating schools through outreach and meetings with school administrators and teachers. School personnel are overstreched and do not have time to engage with the NEP. We need their expertise without overburdening them. One way to do this is by bringing teacher and administratorsto the farm for a tour and meal (paid for with other funding). 2. Increasing the incentives to the NEP instructors. Several of the instructors have left the program for other opportunities. We have increased the hourly wage and are in the process of hiring new instructors. 3. Resdesign the instructorreporting form for improved reporting. There have been instanceswhere instructors have not completed their reporting forms, for example, nor providing information on the number of students at an activity or the rating of student engagement. We are currently redesigning the Excel reporting form and will make it a requirement to submit with with their timesheets in order to get paid. Additionally, these forms will be compiled and sent to the PIsmonthly for the evaluation. 4. Increase agency participation. While several agencies (Juvenile Welfare Board) are supportive of the NEP, there has not been much engagement. with them. Out first action will be to give a progess report presentation to the Juvenile Welfare Board in early 2024 and invite agencies to the farm for a tour. 5. Conduct the photo voice exercise with older students as part of the evaluation. This method involved having students taking photos of prompts (e.g.,soil, plant, and human health; gardening and local food production; and eating nutritious foods that taste good), meeting with them in small groups to discuss, and then having them create an exhibit based on the overarching goals of the NEP
Impacts
What was accomplished under these goals?
Statement of Problem Food insecurity is a longstanding problem is the U.S. Even though the economy has improved more recently, millions of Americans are food insecure and struggle to procure food that is nutritious, safe, and socially acceptable. The USDA just released is 2022 food security findings showing food insecure households increased by 10 million (to 44 million) since 2021 including 7.3 million children. One in 7 people and 1 in 5 children are food insecure, according to the report.Moreover, food insecurity disproportionally impactssingle mothers, households recieving SNAP, and people of color. The sharp rise in food insecurity is attributed to high cost of living (food, housing, transportation, etc.) and elimination and scaling back COVID-19 pandemic programs.Children from lower-income households are vulnerable to food insecurity. Food secure children are more likely to be healthier and do better in school than are food insecure children. Strategies for reducing child food insecurity include increasing theiraccess to locally produced nutritious foods, providing children with theknowledgeto make healthier food choices thereby creating opportunities for them to learn about the connections between soil, plant, and human health, and giving children the skills to grow their own food. Benefits of the 15th St. Farm NEP The 15th St. Farm NEP is afarm-and school based program that is providingnutritional knoweldge and skillstochildren (K-12) that are economically, socially, and educationally challenged in Tampa Bay, FL, primarilly in Pinellas County. Additionally, the program is working with several schools to build school-based gardens where educational activites take place. Finally, the program has created a curriculum guide and is working with school teachers and other interested parties (e.g., parents and community agencies) to carry-on these activities beyond the life of the program. Accomplishments The following activities took place to achive each the major goals; I. Teach agricultural sciencesto participants (Goal 1) 1) Classesand hands-on gardening activities at participating schools/programs; 2) educational tours and hands-on gardening activities at the 15th. St. Farm; 3) participation in the development of two school-based gardens. Classesand hands-on activities includedlearning about a) food origins b) garden care; c) soil healthand preparation; d) seed lifecycle; e) planting;f) harvesting;and g) the connection beween soil, plant, and human health.. Related activities included: the process of planting seeds (e.g. peas seeds) and plant propagation (e.g., bannana, papaya, pineapple), harvesting (e.g., cucumbers and radish), mulching, composting, discussions about plant intelligence, the benefits of insects and worms for pollination and soilhealth, and the impotance of local food production. II. Improve nutritional health/knoweldge of participants & Community Nutrition Programming (Goals 2, 3) The following activities and lessonstook place at the schools/programs and/or the 15th St. Farm: a) Nutrition Facts; b) eating nutritous foods, emphasizing fresh produce for health promotion; c) creation of a My Plate Meal (with younger participants; d) reading food Lables (with older children); e) food waste including how leftovers canbe used for composting; f) taste testings; and g) Juicing demonstration. III. Partner with schools and agencies (Goal 4): The 15. St. Farm NEP worked with four schools/programs, providing classesand helping with the construction of two school gardens. In addition, two schools/programsand students from the University of South Florida (USF) toured the farm and participated in gardening activities at the Farm, Finally, medical residents visited the farm to learn about regenrative farming and local food production. During the first year, 918school-aged students participatedin NEP activities. Moreover, 38 college students and 16medical residents from USF participated in activities at the 15th St. Farm. IV. NEP Evaluation The NEP is being evaluation using the following methods. 1. Pre- and post-test garden drawing activity for younger children 2. Pre-and post-test garden survey for older children 3. Observations and field notes of classes and activities 4. Instructorratings of student engagement The USF team of faculty and students are conducting the evaluation and the results will be reported in the final report.
Publications
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