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Let it Grow! ES 382 Group # 1 Presentation: Andrea Zittlau, Andrea Evans, Julia Bennett, Chloe Donatelli and Stafford Richter.

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Presentation on theme: "Let it Grow! ES 382 Group # 1 Presentation: Andrea Zittlau, Andrea Evans, Julia Bennett, Chloe Donatelli and Stafford Richter."— Presentation transcript:

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2 Let it Grow! ES 382 Group # 1 Presentation: Andrea Zittlau, Andrea Evans, Julia Bennett, Chloe Donatelli and Stafford Richter

3 Project Goals: 1. Comparative analysis of agricultural programs to find best model for UVic to emulate. 2. Build upon body of research in S. 7.0 of the PEAS Educational Program and Research Centre Proposal. 3. Focus given to: program design, funding, land access and overcoming barriers. 4. Share recommendations with OCBR and at Food Matters Event.

4 13 years of proposals: Camassia Proposal (1997) UnCommon Ground (March 2005) University Cedar Hill Corner Agriculture Facility Proposal (Spring 2008) UVIc Beyond Climate Neutral Guide (2008) The PEAS Educational Program and Research Centre at the University of Victoria (May 2010) CanAssist - Can Grow Proposal (Fall 2009)

5 CUAC Proposal 6 hectares of the CHCP to be used as: I. An educational farm, enthobotancial gardens, permaculture food forest, community gardens and a therapeutic garden. II. Harvest Feast. III. Create an Interdisciplinary School of Permaculture, Ethnoecology, Agroecology and Sustainability [PEAS] Ideal Location: Cedar Hill Corner Site is 12.4 ha (30.7 acres) Adjacent to Cedar Hill X and the South Woods.

6 University Response: Campus Plan (2003) CJVI > CHCP (2006) Management Plan(2010): 1. Primary Role 2. Secondary Role 3. Usage Conditions Master Plan Study (TBA) Another Location?

7 Project Methods 1. Researched other post-secondary institutions with sustainable agriculture programs 2. ed a survey to other post secondary institutions 3. ed a survey to faculty members at UVic who were identified by CUAC as ‘champions’ 4. Met with Rita Fromholt the Sustainability Coordinator

8 Barriers 1. Funding 2. Complex Structure of Interdisciplinary Model 3. Land 4. Lack of Connection to Academic Program and Faculty 5. Transient Nature of Students:

9 Barriers- Anonymous Quotes “I think this is an excellent idea but I am completely overloaded with other commitments…” “This is certainly important but well outside my research interests and expertise.” “You have lovely, warm, fuzzy ideals which is great, but I, personally, don’t think the idea of people in our society growing a large proportion of their own food is practical or probable.” “I am not sure that I would advocate pursuit of a similar program at UVic given we lack the expertise in agriculture.” “Ultimately I think you will run into some barriers with our senior administration. They are a rather conservative bunch in my opinion.”

10 Case Study: UBC Faculty of Land and Food Systems. 24 hectare learning and research farm located on campus UBC Farm Working Group manages the farm Consistent funding helped get the project off the ground and continues to sustain it The farm is used by different faculties to create an interdisciplinary living lab.

11 UBC

12 Case Study: University of Washington Farm Est on a third of an acre. Operated by faculty and students. Many sources of funding and awarding winning No formal agriculture program but coursework uses the farm Staff: Education Coordinator, Farm Director, Student Intern and large volunteer network. Social Events and external partnerships.

13 Case Study: Lane Community College 1 acre of land and established in $1 per student= $35,000 garden budget Student-led interdisciplinary education model Food from the garden goes to campus restaurant and culinary arts program. Volunteerism and Site Coordinator roles.

14 Case Study: University of Santa Cruz Centre for Agroecology and Sustainable Food Systems. Represents the PEAS proposal in practice 2 Acre Alan Chadwick Garden 25 acre farm Programs Offered Keys to Success

15 Case Study: Kwantlen Polytechnic’s Richmond Farm School 1. Municipal enabled Agriculture (MEA) program 2. Joint partnerships and funding. 3. Cohort Students v. General Interest Students. 4. Land allocation and tenure 5. Core Classes 6. Incubator Farm Sites. 7. Students will learn by doing!

16 Common Themes in Case Studies : -champion professor -consistent funding -interdisciplinary faculty use -connected with community, and different faculties -agricultural programs come before the farm in most cases

17 Recommendations 1. Support the Campus Community Garden with UVSS funds. 2. Establish an Interdisciplinary minor in Sustainable Food Systems. 3. Coordinate with Continuing Studies to offer experiential learning opportunities.

18 Next Steps: Friday December 3rd meeting with Dr. Janet Pivnick, Program Coordinator for Environmental and Sustainability Programs (Continuing Studies) Interview with Director of Human Dimensions of Climate Change program (TBA) Interview with Director of Social Justice Studies (TBA) Presentation at Food Matters Event. You me calling chicken?


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