Allen, David (author / College of Agricultural and Environmental Sciences, University of Georgia), Melancon, Merritt (author / College of Agricultural and Environmental Sciences, University of Georgia), and Barkdoll, Anthony (author / College of Agricultural and Environmental Sciences, University of Georgia)
Format:
Presentation
Publication Date:
2018-08
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 199 Document Number: D09910
Notes:
Presentation at the Association of Communication Excellence (ACE) conference during the Agricultural Media Summit, Scottsdale, Arizona, August 4-8, 2018. 24 pages. PowerPoint.
Villegas, Victor (author / Oregon State University)
Format:
Presentation
Publication Date:
2018-08
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 199 Document Number: D09912
Notes:
Presentation at the Association of Communication Excellence (ACE) conference during the Agricultural Media Summit, Scottsdale, Arizona, August 4-8, 2018. 11 pages. PowerPoint
Article first online: 18 July 2017, Via online journal., Farm to school programs have been positioned as interventions that can support goals of the global food sovereignty movement, including strengthening local food production systems, improving food access and food justice for urban populations, and reducing distancing between producers and consumers. However, there has been little assessment of how and to what extent farm to school programs can actually function as a mechanism leading to the achievement of food sovereignty. As implemented in North America, farm to school programs encompass activities not only related to school food procurement, but also to the development of student knowledge and skills under the framework of food literacy. Research on farm to school initiatives has largely been conducted in countries with government-supported national school feeding programs; this study examines farm to school organizing in Canada, where there is no national student nutrition program. Using qualitative fieldwork and document analysis, we investigate the farm to school movement in British Columbia, in a context where civil society concerns related to education and health have been the main vectors of farm to school mobilization. Our analysis suggests that, despite limited institutional infrastructure for school meals, the British Columbia farm to school movement has contributed toward realizing goals of food sovereignty through two main mechanisms: advocacy for institutional procurement of local and sustainable foods and mobilizing food literacy for increased public engagement with issues of social justice and equity in food systems.
12 pages, via online journal, This study aimed to investigate elementary school students’ needs and preferences regarding urban agriculture. In total, 1268 students in grades 4 to 6 at four elementary schools in Seoul, South Korea, participated in the study. A 21-item questionnaire was developed and distributed in each school by trained researchers for 3 weeks in Oct. 2017. More than 73.7% of the students reported having an awareness of and need for urban agriculture, and 86.8% (N = 1048) indicated their participation intention. Students noted needing urban agriculture for scientific inquiry and recommended including a learning activity in urban agriculture (35.4%, N = 400) for psychological stability and stress reduction (20.9%, N = 236), and for leisure and hobby purposes (16.2%, N = 183). Students reported participating in urban agriculture activities in indoor and outdoor spaces (33.8%, N = 423) for more than 30 minutes and less than 60 minutes (42.0%, N = 525) twice per week (40.2%, N = 501) with friends (72.9%, N = 818). Preferred urban agriculture indoor activities were planting plants (21.8%, N = 822), arranging flowers (20.9%, N = 788), and making craftwork using plants (18.9%, N = 714). Harvesting (20.8%, N = 790), watering (15.1%, N = 570), and planting transplants (13.1%, N = 493) were preferred outdoor activities. Other preferred activities included playing with livestock (22.4%, N = 884), cooking with the harvested crops (21.3%, N = 805), and feeding livestock (17.2%, N = 650). The female students demonstrated greater perception, experience, awareness of the necessity, and willingness to participate in urban agriculture compared with male students (P = 0.01). The lower the grade, the more students perceived the necessity of urban agriculture (P < 0.001). The results of this study can provide basic data for the practical development of urban agriculture programs for elementary school students.
Campbell, Julie H. (author), Henderson, Jason J. (author), Wallace, Victoria H. (author), and University of Georgia
University of Connecticut
Department of Extension, University of Connecticut
Format:
Journal article
Publication Date:
2018-08
Published:
United States: American Society for Horticultural Science
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 11 Document Number: D10327
7 pages., Via online journal., This study examined how different presentation formats affected knowledge gain among school grounds managers. Results indicate large-group participants (presentation to ≈50 participants at a turfgrass field day) had greater knowledge retention than small-group participants (presentation to 6–10 participants at an interactive workshop). Small-group attendees had more flexibility to discuss issues that affected them directly and may have focused on those issues instead of the targeted information. Large-group meetings were more ridged in format and attendees were less able to deviate from the main subject matter being presented. However, the value of the small-group meeting should not be discounted, especially when athletic field grounds managers and staff require information specific to their situation. When disseminating more general information, the large-group meeting format is a better means of delivery.
3 pages., Via online journal., Student engagement in the classroom is critical for effective learning. To enhance student engagement, several teaching approaches can be used, including a flipped classroom approach and virtual field trips. The flipped classroom approach was used in an undergraduate tropical production systems course in which students viewed lecture materials outside of class, brought their smart devices to class to review materials, searched for new information on the Internet, and participated in small group discussions. In the virtual field trip assignment, each student visited a commercial farm or nursery, interviewed the owner or manager, and gave a presentation to the class about the operation of the enterprise and its sustainable practices.
Arnold, Michael A. (author), Meyer, Mary H. (author), Rhodus, Tim (author), Barton, Susan S. (author), and Texas A&M University
University of Minnesota
The Ohio State University
University of Delaware
Format:
Journal article
Publication Date:
2017-04
Published:
United States: American Society for Horticultural Science
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 16 Document Number: D10444
6 pages., Via online journal., Based on a survey of the American Society for Horticultural Science (ASHS), membership need was identified for an online peer review system to validate innovation and recognize excellence in science-based teaching and extension scholarship for promotion and tenure purposes. This system would also provide a clearinghouse for instructional materials of merit for use in classrooms, laboratories, and outreach education, which fall outside the parameters of the three academic journals of ASHS. It was determined HortTechnology already provided a valued outlet for peer review of manuscript style teaching and extension scholarship; however, a need was identified for a mechanism to provide peer review of instructional materials which did not conform to a traditional manuscript format. Herein we describe the process that led to the development and launch of HortIM™, a new peer review system for teaching and extension instructional materials. An online peer review process for juried assessment of instructional materials such as articles, bulletins, case studies, fact sheets, instructional videos, teaching modules, and laboratory exercises was developed. A beta test of initial solicited materials in each category was piloted resulting in an initial database of these scholarly materials. This activity culminated in an initial opening of the system for submissions in Fall 2016. This article documents the development of HortIM™, including the submission and review process.
Taylor, Carl (author), Symon, Elizabeth B. (author), Dabbs, Amy (author), Way, Alexander (author), Thompson, Olivia M. (author), and Center for Livable Communities
Format:
Journal article
Publication Date:
2017-04
Published:
United States: American Society for Horticultural Science
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 16 Document Number: D10447
7 pages., Via online journal., South Carolina public schools consistently rank low in academic performance. In addition, 39% of elementary, 40% of middle, and 30% of high school students within the state are classified as overweight or obese. School garden-based learning (GBL) is a low-cost and high-impact initiative that addresses both poor academic performance and childhood obesity. This study examined how school-based gardens, as part of a pilot farm-to-school (FtS) initiative, are administered and used within academic and cafeteria meal programs. An online survey was developed and sent to 102 educators who previously completed an online training course entitled School Gardening for South Carolina Educators during the 2012–15 academic school years. Data were collected from 37 educators (36% response rate). Survey results indicate that the majority of these educators, although they completed the training course, were unaware that their garden was a component of an FtS program. Moreover, gardens were not integrated with school-wide programs, especially in the cafeteria: most gardens did not contribute food to the cafeteria and meals offered most often did not align with plants learned about in the gardens. Successes of the pilot program were that the majority of educators started and maintained their garden for over 1 year and they were able to use their gardens during the day for academic instruction in multiple disciplines, including math, science, and nutrition.
