University food gardens: a unifying place for higher education sustainability

Duram, Leslie A.; Klein, Sydney K.

doi:10.1504/ijisd.2015.071853

Cited by 19 publications

(9 citation statements)

References 58 publications

(67 reference statements)

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“…Although several case studies have examined the impacts of campus gardens on student engagement, experiential learning, and campus sustainability, there is scant research on the extent to which gardens are incorporated into educational programming in the U.S. HEIs in general. One example is Duram and Klein (2015), which surveyed 52 campus gardens in the United States and found that 92% of garden manager respondents cited “education” as the primary goal of the garden and indicated that course experiences were primarily in the areas of sustainability and environmental studies. To our knowledge, there is no information about incorporation of campus gardens into biology‐related programs.…”

Section: Urban Agriculture In the Curriculum—current Statementioning

confidence: 99%

Potential for urban agriculture to support accessible and impactful undergraduate biology education

Kay

Chapman

Cheruiyot

et al. 2022

Ecology and Evolution

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Active learning in STEM education is essential for engaging the diverse pool of scholars needed to address pressing environmental and social challenges. However, active learning formats are difficult to scale and their incorporation into STEM teaching at U.S. universities varies widely. Here, we argue that urban agriculture as a theme can significantly increase active learning in undergraduate biology education by facilitating outdoor fieldwork and community‐engaged education. We begin by reviewing benefits of field courses and community engagement activities for undergraduate biology and discuss constraints to their broader implementation. We then describe how urban agriculture can connect biology concepts to pressing global changes, provide field research opportunities, and connect students to communities. Next, we assess the extent to which urban agriculture and related themes have already been incorporated into biology‐related programs in the United States using a review of major programs, reports on how campus gardens are used, and case studies from five higher education institutions (HEIs) engaging with this issue. We found that while field experiences are fairly common in major biology programs, community engagement opportunities are rare, and urban agriculture is almost nonexistent in course descriptions. We also found that many U.S. HEIs have campus gardens, but evidence suggests that they are rarely used in biology courses. Finally, case studies of five HEIs highlight innovative programming but also significant opportunities for further implementation. Together, our results suggest that urban agriculture is rarely incorporated into undergraduate biology in the United States, but there are significant prospects for doing so. We end with recommendations for integrating urban agriculture into undergraduate biology, including the development of campus gardens, research programs, community engagement partnerships, and collaborative networks. If done with care, this integration could help students make community contributions within required coursework, and help instructors feel a greater sense of accomplishment in an era of uncertainty.

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Section: Urban Agriculture In the Curriculum—current Statementioning

confidence: 99%

Potential for urban agriculture to support accessible and impactful undergraduate biology education

Kay

Chapman

Cheruiyot

et al. 2022

Ecology and Evolution

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“…However, they also suggest retrofitting campuses in line with biophilic design principles to support ecological and socio-spatial connectivity. Duram and Kleine [ 53 ] argue similarly, they found that CCGs can increase knowledge of sustainability, as well as institutional sustainability through a range of measures. Campus gardens play a role in Colding and Barthel’s [ 51 ] connectivity agenda: stakeholder stewardship and the public prominence of the CCG are considered beneficial for developing a stronger sense of place as well as pro-environmental behaviors.…”

Section: The Role and Function Of Campus Community Gardensmentioning

confidence: 99%

“…While there is little academic literature that evaluates the success or failure of CCGs, Duram and Williams [ 2 ] suggest key elements for a successful CCG, including: Long term funding, productive gardens, trained workforce, a visible presence, hands-on learning, and links with broader sustainability networks. To this list, we add strong student participation and institutional support [ 53 ]. Stephens et al [ 51 ] found a clear organizational structure, close ties to the university curriculum and management, a strategic plan and innovative fundraising events were instrumental in CCG success.…”

Section: The Role and Function Of Campus Community Gardensmentioning

confidence: 99%

Trust, Connection and Equity: Can Understanding Context Help to Establish Successful Campus Community Gardens?

Marsh

Mallick

Flies

et al. 2020

IJERPH

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Campus community gardens (CCGs) can potentially improve student health and wellbeing, mitigate social and ecological problems, and nurture university-community relationships. However, CCGs are located in complex socio-political and ecological settings and many community gardens struggle or fail. However, few studies have assessed the socio-political/ecological context of a garden setting prior to its development to understand the potential barriers and enablers of success. Our study assessed the socio-spatial context of a proposed CCG at a student university accommodation site. We engaged diverse university and community stakeholders through interviews, focus groups and a survey to explore their perceptions of the space generally and the proposed garden specifically. Visual observations and public life surveying were used to determine patterns of behavior. Results confirmed known problems associated with an underutilized site that provides little opportunity for lingering or contact with nature; and unknown barriers, including socially disconnected stakeholders and community distrust of the university. The research also uncovered positive enablers, such as stakeholder appreciation of the social, wellbeing and ecological benefits that a CCG could deliver. Our findings suggest that an in-depth exploration of a proposed garden context can be an important enabler of its success.

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“…In other cases, they are carefully designed and purposely managed by the institution (Cheang et al , 2017). But overall, higher education is interfacing with agriculture beyond traditional agriculture degrees, which may be contributing to train students on food, sustainability and critical thinking, among others (Barlett, 2011; Duram and Klein, 2015; LaCharite, 2016). Besides, GBL has been proved to constitute a suitable strategy in the frame of the current educational model for European Higher Education, which is based on teaching and learning by competences (Klieme et al , 2008), because it is capable of mobilizing the cognitive, procedural, attitudinal and relational dimensions of learning (Eugenio-Gozalbo et al , 2019).…”

Section: Introductionmentioning

confidence: 99%

University gardens for sustainable citizenship: assessing the impacts of garden-based learning on environmental and food education at Spanish higher education

Gozalbo

Truchero

Suárez-López

2021

IJSHE

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Purpose Gardens are being used at all educational stages, because they provide with a real-world context for active and experiential learning. In Spain, there exists a movement in favor of their incorporation to higher education for a variety of purposes but prevalently as an innovative resource to teach sciences to pre-service teachers. The purpose of this study is assessing the impacts of such pedagogical practice on university students’ learning and behavioral changes in the areas of environmental and food citizenship, two key dimensions of contemporary citizenship that are essential to achieve sustainable societies. Design/methodology/approach Data was collected by means of an electronic, open-ended question survey completed by 170 students from 6 different universities where gardens are used. Answers were qualitatively analyzed using MAXQDA software to develop a system of content categories and subcategories in relation to reported learning and behavioral changes. Findings Widespread among universities was learning on organic agriculture practices, greater appreciation of agricultural labor, greater willingness to cultivate, higher awareness of environmental impacts of agriculture, improved behaviors regarding waste separation and enhanced fruit and vegetable consumption. Originality/value This work delves into how university gardens act as a vehicle through which students integrate knowledge and reflect on their environmental, food and consumption behaviors. Thus, it supports on evidences, the use of gardens at higher education to nurture two dimensions of contemporary citizenship essential to achieve sustainability.

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University food gardens: a unifying place for higher education sustainability

Cited by 19 publications

References 58 publications

Potential for urban agriculture to support accessible and impactful undergraduate biology education

Potential for urban agriculture to support accessible and impactful undergraduate biology education

Trust, Connection and Equity: Can Understanding Context Help to Establish Successful Campus Community Gardens?

University gardens for sustainable citizenship: assessing the impacts of garden-based learning on environmental and food education at Spanish higher education

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