Development of Organic and Sustainable Agricultural Education at the University of California, Davis: A Closer Look at Practice and Theory

Abstract

<jats:p>In the mid-1970s, University of California, Davis, students concerned about the environmental and social consequences of modern agriculture were interested in exploring the practice and theory of “alternative” agriculture. These students organized to create new educational opportunities to address needs that were not being met by the existing curricula. These student-initiated opportunities emphasized interdisciplinary analyses of agriculture and field-based experiential learning; they included student-organized courses and the development of the Student Experimental Farm (SEF) as a site for student education, research, demonstration, and extension projects. Over the next three decades, the SEF developed diverse experiential educational projects, classroom and field-based courses focusing on sustainable and organic agriculture, and several departments and programs offered additional, related courses and curricula. In 2004, an interdisciplinary curriculum committee within the College of Agricultural and Environmental Sciences began to develop an undergraduate major in sustainable agriculture. A team of faculty and students within the committee conducted a broad stakeholder survey of agricultural practitioners, academics, students, and alumni to help inform decisions regarding what content, skills, and experiences to include in the curriculum. The survey findings reinforced the original curricular and pedagogical themes articulated and acted upon by students 30 years prior. The proposed curriculum is aimed at integrating disciplinary and interdisciplinary coursework in natural and social sciences, significant on- and off-campus experiential learning, and an emphasis on professional and interpersonal problem-solving and communication skills. Educational theory supports these diverse educational approaches and is useful in helping design courses and curricula in organic and sustainable agriculture.</jats:p>

Students’ Suggestions for Food Systems Curricula at a Liberal Arts College

“…The study of pedagogy for sustainable agriculture, food systems, and agroecology education is an increasingly relevant and examined object of inquiry (Waldenstrom et al 2008, Francis et al 2011, Parr and Van Horn 2006, Galt, Parr, and Jagannath 2013, Parr et al 2007, Salomonsson et al 2009, Schroeder et al 2006, Karsten and O'Connor. 2002.…”

“…This scholarship has emphasized the role of interdisciplinarity and a systems approach Khanna 2006, Francis et al 2003); the need to balance experience, theory, and practical skills acquisition (Parr and Trexler 2011, Parr et al 2007, Parr and Van Horn 2006, Waldenstrom et al 2008; and the importance of a phenomenon-based approach for connecting coursework with real world problem-solving (Francis et al 2013, Waldenstrom et al 2008). The center for this scholarship has broadly been landgrant schools and agricultural universities (Waldenstrom et al 2008, Francis et al 2011, Parr and Van Horn 2006, Galt, Parr, and Jagannath 2013, Parr et al 2007, Salomonsson et al 2009, Schroeder et al 2006 with the exception of Francis et al (2003), who describe agroecology classes at the non-landgrant University of California, Santa Cruz. Historically, food and agriculture-related programs at landgrant schools have prepared students for careers in agriculturally-related fields.…”

Food for Thought: Developing Curricula for Sustainable Food Systems Education Programs

“…Specifically, a systems approach requires that the object of analysis be a system rather than an isolated component of a larger set of dynamic patterns and processes. Accordingly, a systems approach emphasizes the use of a range of modes and scales of inquiry, from more reductionist or experimental to more broadly framed or holistic approaches, encouraging students to more fully engage multiple and dynamic ecological, social and institutional dimensions of problems (Bawden and Packham 1998;Parr and Van Horn 2006;Francis et al 2011). Francis et al (2011, who define a systems approach as a "multi-perspective way of seeing the world, distinct from that employed by single disciplines" (227), illustrate the concept with the example of the development of a new highyielding wheat variety.…”

“…1 There has been a corresponding increased focus on postsecondary food systems pedagogy (Ison 1990;Bawden and Packham 1998;Karsten and O'Connor. 2002;Wiedenhoeft et al 2003;Parr and Van Horn 2006;Waldenstrom et al 2008;Salomonsson et al 2009;Francis et al 2011). As such, there exists a unique current opportunity to reflect on the curricular design, organization, learning outcomes, and skills emphases for these new undergraduate and graduate-level food systems majors, minors, certificates, and courses.…”

Transformative food systems education in a land-grant college of agriculture: the importance of learner-centered inquiries

“…The design of the major's core curriculum stands in contrast to the behavioralist, ''banking model of education'' (Freire 1973;hooks 1994). Faculty, staff, and students at UC Davis conducted educational research to inform the major's creation, including a Delphi survey of practitioners, academics, current students, and alumni in the field of sustainable agriculture and food systems (Parr et al 2007;Parr and Van Horn 2006;Trexler et al 2006). Research participants produced a list of content knowledge, experiences, and skills deemed important for undergraduates to gain from such a program.…”