Portland State University: CAPSTONE
Sustainable Food Systems and Educational Farms
Fall 2010
Professor: Megan 503.473.7982
Office Hours: Call/Email for Appointment
Class: Monday/Wed 9-11:30
Meeting Place: 1st Class: PSU
Remaining Classes: Learning Gardens Laboratory
Community Partner: Learning Gardens Laboratory, SE 60th Ave. & Duke St. Portland, OR
Capstone Reader: Smart Copy (1915 SW 6TH Ave), next to Hot Lips Pizza.
Seattle Tilth’s: Maritime Northwest Garden Guide can be found at most garden stores and co-ops.
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COURSE DESCRIPTION
Welcome to Portland State University’s Sustainable Food Systems and Educational Farms Senior Capstone! The time is ripe to be part of the growing sustainable food movement. This class addresses the current food issues that face urban citizens by holistically engaging students in the many layers of Portland’s food and farm culture. Students will critically analyze the state of our current food systems while being engaged in positive solutions to agricultural-related issues. Through participation in a local urban educational farm, students will gain hands-on farming experience, explore their personal connection to food and the land, and positively contribute to food security in our greater community. The community partner is Learning Gardens Lab where students will co-create a meaningful final project.
*Due to the nature of this course, it will be held at Learning Gardens Lab with the exception of the first class, which will be held at the designated PSU classroom.
UNIVERSITY STUDIES GOALS:
- Inquiry and Critical Thinking
- Communication
- The Diversity of Human Experience
- Ethics and Social Responsibility
LEARNING OBJECTIVES: Students in this capstone will:
(a)Reflect on how our relationship to food and land impacts our lives (UNST Inquiry & Critical Thinking)
(b)Engage in respectful and thoughtful discussion of current food security issues (UNST Communication, Ethics and Social Responsibility)
(c)Develop an understanding of how food issues impact diverse communities (UNST Diversity of Human Experience)
(d)Analyze practices used to address current agricultural issues (UNST Inquiry and Critical Thinking)
(e)Practice hands-on skills that will aid students in developing a deeper awareness of and relationship with their environment, whether it be their neighborhood, their own gardens or a local farm (UNST Communication, Ethics and Social Responsibility)
(f)Learn relationship-building skills that can be applied to everyday lives outside the classroom (UNST Ethics and Social Responsibility)
INSTRUCTOR EXPECTATIONS:
Environment of Respect- Disagreement and diversity of opinions and ideas are encouraged. I expect that discussions will be respectful as we try to understand differences.
Cooperative Learning- I see this course learning as a collective process in which we have an opportunity to help each other generate meaning throughout the term. As an instructor, I see myself as a partner in this learning and expect feedback that may add to the collective process.
Personal Responsibility- Students are expected to engage fully in this class and to take action when help is needed. I will respond well to students who communicate concerns about concepts, assignments, deadlines, or classroom activities. You are encouraged to communicate concerns while they are fresh so that they can be addressed while they are still workable.
Flexibility and responsiveness- Students whose personal, medical, mental, or financial situations may interfere with class should contact us to strategize for successful completion of this course. Students with disabilities should contact me to discuss appropriate accommodations.
Readiness to learn without computers, cell phones, etc. – I expect that students and instructor will come to class ready to focus. Please turn off cell phones, pagers, or other electronic devices prior to entrance and keep them off for the duration of class
EVALUATION:
The grade for this course will be based on the following percentages:
Participation20%
Journal20%
Very Important Veggie Project20%
Hands-on Activity15%
Community Service Project25%
Participation:
Attendance & Participation
Attendance for the full duration of classes, field trips and project participation are required for this class. Students are allowed one unexcused absence for the term and subsequent absences will result in the deduction of your grade. Each student is responsible to arrive to class and field trips on time and ready to participate at the start of the class. Any obstacles to attendance must be communicated with instructors prior to class.
In addition, in-class participation, engagement and respectful behavior in all discussions, activities and projects are important in building relationships and overall understanding of the concepts. With the emphasis on relationships and cooperative learning, each student’s participation impacts the learning and experience of the whole.
PLEASE COME PREPARED!
Please dress for the weather. We will be spending most of our time outside, even in incremental weather. Layering clothing ensures that you will be warm at all times. Please include boots, rainwear, hat and gloves on cold days. Hats, sunscreen and water may be necessary on sunny days. Prepare to work in the garden as well with shoes and clothing you do not mind getting dirty. Gardening gloves/tools are provided!
Journal:
Due: Week 5 & Week 9
The journal is an opportunity to deeply reflect and create personal meaning of the material covered in class, the readings and volunteer experiences. Students are encouraged to dig deep into their thoughts and experiences and use the journal as a form of expression for the process of growth and understanding in this class.
Entries should be at least two (8x11) pages that include written reflections and alternative/creative methods of expression such as: drawing, painting, poetry, maps etc. GRADING IS BASED ON QUALITY AND DEPTH OF WRITING.
1. Field Reflections – To do in class (see schedule for field prompts)
Students will have time to sit, observe the land and reflect on specific field related questions. Field Reflections will not occur every week of the term.
2. Weekly Theory/Reading Reflections – To be finished on weeks specified on schedule (see schedule for theory prompts)
Utilizing the question guides below, write a 2-page response to the weeks readings, experiences and thematic concepts.
·Did the articles/experiences raise questions in my mind about the topic being addresses?
·What information in this material was of particular interest and why?
·What parts of the material do I disagree with and why?
·Is there anything controversial about this material? If so, what?
·What is the essential “nugget of wisdom” that I take away from this material that will be useful to me in the future?
Very Important Veggie Partners (VIVP): (25% of grade)
Due: Week 7
The purpose of this project is to engage students in the joy of harvesting, cooking and eating together while sampling new and fresh foods. Students are encouraged to develop a direct bodily relationship to their plant as well as a critical understanding of their plant as a commodity of the food system.
1. Select a Veggie Partners:
Each student will select a fruit or vegetable that is available in the spring season grown at LGL or other local settings.
2. Write a Story (4-6 pages):
Utilizing the “Food Hub”, local grocer, or farmer’s market select a source/seller of your vegetable and tell a story of its journey through its process of growing and production, to distribution and finally consumption by a selected buyer/consumer. Examine its journey on social, environmental and economic levels. Examples of buyers could include retail grocers, schools, institutional buyers, caterer, restaurant, bakeries, food processors, manufacturers, artisan producers of specialty items, yourself or other. Reflect on how the process of the production/consumption of this food item has evolved over time and where it is heading in the world and in the place of your own inhabitation.
3. Presentation
Give a 10-minute creative presentation on your plant partner. Provide examples and recipes of how to prepare and eat.
Hands-on Garden Demonstration:
Due: Weeks 6, 7, 8
The goal of this project is to learn, share and practice skills that support sustainable food systems, self-sufficiency and community. Students are encouraged to lead a demonstration that actively involves the other students in learning the skill chosen.
A. Select a topic/technique that you are interested in and want to learn more about with a partner.
B. Create a 4-page handout to distribute to class
Use at least 3 sources to clearly and simply describe the concept as if the reader has no experience with the subject. You can include pictures, activities, graphs, quotes, and creative expressions. List your sources.
Make the connection between your topic and how it is a positive solution to a food systems related problem.
C. Create a 20-30 minute hands-on demonstration/activity
Engage class in an experiential exploration of your topic
Discuss your idea with Meg or LGL staff; we have lots of resources & ideas. Gather supplies from LGL or source them yourself.
Community Service Project:
Due: On-going & Week 8
The Community Service Project is multifaceted and focuses on a project area that serves LGL as well as the students’ interests in this capstone. This project engages students in the process of service, collaboration, field-based research and hands-on experience of topics explored in class.
A. Volunteer Project for 15 hours: Students will volunteer at least 10 hours in the field on a specific chosen project. The additional 5 hours are to be spent in organization, collaboration, and development of the projects outside of field time.
Students are encouraged to take personal initiative and responsibility to work/collaborate with LGL staff and fellow classmates in identifying goals, process and outcomes of selected projects that can be completed within the term. Field work is to be completed within open volunteer hours and work party times. It is crucial to create a timeline for implementing the project at the site throughout the course of the term.
B. Project Binder- Due week 8
·Create a binder that displays the service project completed and demonstrates an understanding of your experience as it is related to sustainable food systems.
·Include in your binder:
- Project Description & Analysis–Include your objectives for the project, anecdotes and reflection of your experiences, main activities you performed, examples of your learning process, pictures and other creative expressions.
- Demonstration of how your project is related and contributes to sustainable food systems utilizing additional sources and creativity.
- Additional materials: Field logs, maps, plant id, supplemental educational materials, etc...
C.Presentations-Due week 8
·Prepare a 5-10 minute presentation of your project
Sustainable Food Systems and Educational Farms Senior Capstone-Fall 2010-Portland State University Page 1